Understanding and using the core
English material
Locating the material
The core English material (Business Result, Oxford University Press) can be found in
our Content Library under English>Business Language Training>New Material
The Content Library can be accessed from your Prep Room or in the Classroom.
To open the Content Library, click on the 3
dots in the bottom right-hand corner of the
screen and click ‘Add New Material.’
Please follow the path English>Business Language Training>New Material, in order to
see the CEF levels. Each CEF level has been divided into 2 half-levels.
In every half-level folder are subfolders. These relate to the units of the material as
well as some additional materials and Contents documents.
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Structuring a lesson
Contents documents can be used to establish the aims of each lesson
English>Business Language Training>New Material>A1.1> LSN 00 Contents
From these documents, it can be gathered what your students should be able to do by
the end of each unit.
The Trainer Notes are also a useful tool; they contain didactic advice about the
exercises as well as the answer keys. The Trainer Notes can be found by clicking the
‘Notes’ icon at the bottom right of the screen.
This will open a ‘Notes’ link just below your
webcam image.
Click on ‘Open Trainer
Notes’ to open the
notes in a new browser
tab.
Each unit is divided into 5 sections:
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Working with words, Language at work, Practically speaking, Business communication and
Talking point.
The first slide in every chapter highlights the learning objectives of the chapter, the
individual sections and their topics.
Language at work covers grammar topics.
Practically speaking and Business communication cover various language functions and
skills respectively.
The Working with words section covers vocabulary and always appears first in a unit,
whereas the order of the other sections may vary.
The Talking Point that appears at the end of each unit (sometimes a game for lowerlevel units) provide good opportunities to consolidate all language learnt in a unit.
Each section in a unit can generally function as a stand-alone lesson, independent of
the other sections in the unit. Generally, the Business communication and Language at
work sections will take one 45-minute lesson to complete. Practically speaking is
sometimes a little shorter than the other units. The section can either be supplemented
(for further information, see ‘How to supplement the Business Result material’) or
developed so that it fits a 45-minute lesson, or it can be used as a supplement to a 60minute lesson with another section.
For example: 1 x 60-minute lesson could sometimes include Practically speaking &
Business communication
Sometimes, the Working with Words and Business Communication sections will cover two
sets of vocabulary or language points. This means that the entire section won’t be able
to be covered in a single 45-minute lesson. For a 60 or 90-minute lesson, the
‘Boomerang Method’ can be used to incorporate both language points.
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LESSON PLAN TEMPLATE—45 MINUTES
Trainer Name:
Patrick Grogan
Language:
English
Level of Student: B1.1
Path to
material:
English > Business Language Training > New Material > B1.1 > 01 Working Life >
LSN *01 Working Life > Slides 1 – 8 (Working with Words)
Lesson
objective(s):
Using phrasal verbs to describe work, e.g. responsible for, consist of, etc.
Anticipated
problems:
Student might get distracted by unknown vocabulary in the reading file and
want to translate them all into French. Therefore, my lesson timing might be
rushed.
Warmup
3-5 min
(Review the
homework), build
rapport
Indicate the
activity and
slide
number(s)
that will be
utilized.
What is the point of this activity, and
how does it reinforce the lesson
objectives?
Will you prepare the
activity with the tools?
How will you use the
tools to engage the
student?
Slide 1.
Overview of
the unit and
lesson topic.
Introduce
lesson aims.
To introduce the lesson topic, i.e.
Working Life, but also the lesson
aims, i.e. phrasal verbs to describe
work.
Use white filled
rectangle to block off
the ‘Language at work’,
‘Practically speaking’
and ‘Business
communication skills’
sub-topics of the unit.
This will focus my
student’s attention on
today’s lesson.
Slide 2.
Brainstorm
student’s
answer to
Q.1.
Brainstorming the topic helps to
engage the student with the topic of
the lesson and can ease the
transition from their native language
to English.
Q.1 is more suitable for this warmup
activity. I will used Q.2 and Q.3. in
another lesson.
Block off Q.2 and Q.3 on
Slide 1. Perhaps this Q.
can be used as a
starting point for
another lesson.
Use the blank space to
the right of the
questions to visualize
the student’s answers.
Save student tool usage
for later, right now I
want to focus on getting
my student talking
about the topic.
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Acquisition
5-10 min
Teach lesson
topic
Texts on Slide The phrasal verbs I want my student
3.
to learn are all contained in these
texts. Introducing the phrasal verbs
in a context, i.e. reading file, is more
engaging than providing the student
with a list of phrasal verbs.
Guided
Application
5-10 min
Controlled
activities
Slide 6, Ex. 5
and 6.
Independent
Application
5-10 min
Less controlled
activities
Slide 7, Ex. 7.
Activation
10 min
Free-speaking
activities
Slide 5, Ex. 4.
This exercise presents the student
with their first controlled practice of
the newly acquired phrasal verbs.
Giving the student time to complete
this activity on their own provides
me with an insight as to how well
they understand the phrasal as well
as enables me to focus on other
areas of my lesson, e.g. vocabulary
box, time management.
This activity encourages the student
to build their own sentences using
the target language.
If I need to challenge my student
more, consider blocking off the
target phrasal verbs to see if my
student can complete the activity
from memory.
Giving the student time to prepare
for this activity will help the flow of
the activity since the student will be
more confident in what they want to
say.
Getting the student to deliver a
presentation will help maximise
Student Talking Time, thus
deepening their knowledge of the
target language. If my student is
particularly shy/tired today, I will
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I will encourage my
student to type the
answers to the
questions directly on
the slide- this will help
to engage them in my
lesson.
As the student is
answering the
questions, I will enter
the key phrasal verbs in
bold into the vocabulary
box.
Student to use the text
tool to fill the answers
in.
Consider blocking off
the prompts to
challenge my student
more. Only do this if
they seem to be finding
the lesson too easy. This
will help me adapt more
to their needs.
Previously block off
“work with a partner”
instruction.
Encourage my student
to take some notes on
the white space below
the target phrases. This
will help them to
structure their thoughts
which may help the
fluidity of the activity.
Previously block off
“Discuss with a partner”
instruction.
Use text tool to visualise
some prompts which I
will invent myself.
These prompts will
encourage the student
to use the target
phrases.
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consider turning this activity into a
role play.
Plan B: Slightly adapt instructions to
make a role-play activity. Role play
scenario is as follows: the student
and I are old business partners who
have not seen each other in years.
We randomly meet each other in a
local café and sit down to have a
coffee and a chat together. We both
discuss the structures of the
companies we work for.
During preparation
time, the student can
take notes directly on
the screen (or on paper,
whichever is easier for
them).
Ask Qs to ensure the student uses
the target language, e.g. “Do you
have more part-time staff or
freelancers?”, “What tasks are the
freelancers in charge of?”, “What are
you responsible for?”, “How does
your company/department deal with
complaints?”, “What area(s) do(es)
your company specialise in?”, etc.
Feedback &
Homework
3 min
Provide detailed
feedback using
specific
examples. Open,
show and explain
the homework to
the student.
If necessary,
visualise
feedback on
the
whiteboard
slide.
Providing the student with specific
feedback examples from the
Activation stage keeps the feedback
relevant to the student and helps
clear up any potential confusion with
the target vocabulary.
HW: Slide 8,
Ex. 8.
Showing and explaining the HW to
the student before the lesson ends
reassures me that the student knows
how to complete the HW.
Ask ICQs to affirm comprehension.
Consider visualising any
errors from the
Activation stage on the
whiteboard slide or in
the vocabulary box.
Letting the student see
their errors may help
reduce the chance of
them happening again.
Listening exercises
To play an audio file, click the ‘Audio Files’ icon which appears when using any slide
which contains a listening exercise.
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Always choose to play the
audio via telephone
conference
For your reference and the student’s, the transcript of the audio file is always given on
the following slide.
Instructions
It might be that instructions tell students to ‘work with a partner’ or ‘work in groups.’ In
a one-to-one lesson, these instructions would not apply. Therefore, the blocking tool
can be used to remove any wording which is not necessary.
Key expression and Tip boxes
The Tip boxes contain helpful language explanations which can be used in a lesson.
Key expressions are often found alongside Independent Application or Activation
activities to act as a framework for students. They can be hidden using the blocking tool
in order to challenge stronger students.
Supplementary material and homework
Each Business Result unit includes its own additional materials.
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Homework files
Each unit contains a:
- LSN lesson file
- HDOUT handout file
- HMWRK homework file
The exercises correspond to the individual sections and serve as consolidation of what
was learnt in the lesson.
XSET Files
Please note that you will be using the “New Material” for your upcoming Business
English courses, but the XSets exercises are located under the “Archived” material.
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There might be some slight differences between the two editions of the book and
therefore some XSets might not be available for each lesson of the “New” material.
However, please keep in mind that the “New” material contains at least one
Homework file per unit.
For more information about assigning homework and the difference between the
‘XSET’ and ‘HMWRK’ files, see the Homework how-to guide.
Grammar File
Each unit contains a Grammar File document. These documents provide an overview of
the grammar featured in the Language at work section of that unit.
This document can be used as a reference for the trainer or the student and can be
used to supplement an Acquisition Stage activity.
Supplementary materials
Each half-level contains ‘Supplementary Materials.’ These documents contain
Viewpoints, Answer Keys, Writing Files and HDOUT Key Expressions.
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Wordlist documents and Vocabulary Lists
Each unit includes a wordlist.
Wordlist documents are available as handout (HDOUT) files (for further information,
see ‘How to supplement the Business Result material’).
Also, each unit includes Vocabulary list documents that can be found using the
following path:
English>Handouts>Business English Vocabulary Lists (Business Result)
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Half-level Reviews
Every half-level includes a review lesson and homework file. These can be used to
help with revision for course tests.
English>Business Language Training>Archived Material>Half-Level Reviews
Course Plan Examples
Each half-level has an accompanying Course Plan Example document which can be
used to help with course pacing.
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English>Business Language Training>New Material>LSN A1.1 Course Plan Example
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