Talking Business
TALKING BUSINESS
Language Learning Schemes for the World of Work.
Produced by teachers in the East Riding of Yorkshire and Hull and available for use with language learners in schools, colleges and
businesses.
Contents:
Introduction
List of authors
Modern Languages for Vocational students in Key Stage 4: A Learning Scheme
Modern Languages for Apprentices and New Employees: A Learning Scheme
Modern Languages for Businesses: A Learning Scheme
Lesson Plans for Vocational Languages:
French
German
Spanish
Arabic
Greek
Italian
Japanese
List of Resources
Internet links
Page
2
4
5
16
43
Published by the East Riding of Yorkshire School Improvement Service at the
Yorkshire Rose Comenius Centre, Wolfreton School, Kirk Ella, East Riding of Yorkshire.
Project Manager: John Gooder
July 2004
1
Talking Business
Introduction
According to the Centre for Information on Language Teaching (CILT), one in five British companies knows that it is losing business through
inadequate learning skills, and experts reckon that Britain could double trade with Europe if it overcame language barriers. Furthermore, despite the
development of English as an international language, over 75% of people in the world speak no English at all.
The Talking Business Project was established in November 2003 by the East Riding of Yorkshire Council to raise the profile of language teaching
and learning within the East Riding and Hull areas, and to produce materials and provide courses to facilitate this process. It is supported by
Yorkshire Forward, CILT, the Regional Languages Network for Yorkshire and Humber and the Humberside Learning and Skills Council.
The project brings together 26 language teachers who have trained in the modern language needs of local businesses, and in the development of
materials and teaching methods.
There are three Learning Schemes produced as part of this project, which while they are complementary, address the needs of three differing
audiences:

School pupils in Key Stage 4 studying languages as part of a structured vocationally-focussed programme

Young people aged 16-19 who have recently begun employment and are taking part in Apprenticeship schemes

Employees whose businesses see the need for MFL skills in personal. professional and company development.
The AIMS of the Project are:



To increase the numbers of front-line employees with language competence
To make local businesses competitive in the European Market
To contribute to the targets for increased prosperity in the East Riding
The OBJECTIVES of the Project are:
 To raise awareness of the needs and availability of training in MFL among the current and future workforce, and the role of MFL as a skill in
increasing employability
 To develop a network of delivery centres within the East Riding and Hull
 To train deliverers in the needs of businesses
2
Talking Business

To develop a programme of training for existing and future employees in languages for business use
The overall aim of this project is to develop a particular skill in the workforce – that of multi-lingualism, a skill which is urgently needed. It aims to
stress the means by which this skill can be acquired, but also, through a media campaign, to make the workforce and employers aware of the value
of this skill both as a key to employability and to greater prosperity and profitability for the region. As such it sits alongside the sentiments expressed
in the National Strategy for Languages published by the DfES in December 2002, and begins to bring about the realization of the National Strategy
at sub-regional level. The methodology described in this project is replicable throughout the Region of Yorkshire and the Humber, and is being
considered by the Regional Development Agency as a pilot for the delivery of a language learning programme for the whole region.
The project will also be delivered using a mixture of media, which include remote or on-line learning, utilizing the Managed Learning Environment (eriding) which the East Riding has created, and the interactive Learnlinc software This will allow access for trainees who are unable to reach a
designated centre, and will therefore make cost-effective use of licences purchased by the Authority to be used by post-16 students during the day
As a result of this project there will be:
 A revitalized curriculum for language learning across the sectors
 Programmes available for learning languages in at least three different contexts: school, college and workplace
 New methods of course delivery using mixed media will have been developed, exploiting new technologies to the full, as well as traditional faceto face delivery
 A group of 26 teachers familiar with the needs of business and capable of delivering appropriate language courses; this will have significant
impact on their personal professional development
 Businesses in the region with front-line employees able to handle contacts with foreign clients in their language
 A body of training materials will have been produced which will outlive the life of the project
The Learning Schemes are designed for use by teachers in each of the sectors listed above. They are by no means prescriptive but may be used to
assist in the construction of courses aimed at the three target audiences.They have been produced in English in order to be readily adapted for any
chosen language.
Also included are a selection of lesson plans to be used in conjunction with the Learning Schemes, and a list of teaching materials available in the
seven target languages covered by the project. These can be accessed at the e-Riding website (www. eriding.net) and used by East Riding
language teachers and others.
My thanks go to the members of the Talking Business team for their many contributions, and to David Stork, Adviser for MFL, East Riding for his
support and inspiration.
John Gooder
Project Manager.
3
Talking Business
List of authors
Languages taught:
Andreas Andreakos
Greek
Wendy Atkinson
French, Spanish
Alexandra Bankoff
Italian
Victoria Chilton
French, German
John Clarkin
French, Spanish
Don Cowan
German
Laamar Dlaimi
Arabic, Spanish, French
Babette Dorton-Scott French
Jane Edwards
French, German, Spanish
Elaine Gibson
French
Margaret Gilliard
French, German
Isabel Garcia Ibiza
Spanish
Ellen Lill
French
Juan Carlos Lino
Spanish
Joycelyn Maguet
Spanish
Karine Marshall
French
Claudia McDonnell
Spanish
Richard Moverley
German
Sylvia Murray
German, French
Tomomi Sands
Japanese
Isabel Smedley
Spanish
Brenda Sturgess
French
Clare Tallentire
French, German, Spanish
Sarah Venard
French
Paula West
Spanish
Marie-France Wood French
4
Talking Business
Learning Scheme: Key Stage 4
TALKING BUSINESS
Modern Languages for Vocational students in Key Stage 4
We take the teaching of Modern Foreign Languages as an entitlement in Key Stage 4 very seriously. Pupils who will
not necessarily7 follow the GCSE route in Languages do need nevertheless to gain further skills in language and
knowledge of other cultures, in order to take maximum advantage of the career opportunities open to them.
We have therefore put together a Learning Scheme which we hope covers the key areas of practical language
learning which our pupils will need.
The Scheme consists of 8 units which could be adated to courses of different lengths. A tyupical approach might be
to allocate one hour per week for one year to the study of a modern language, asa part of a vocational learning
package, which might be in Engineering, Leisure and Tourism or Health and Social Care, for example. The
assumption is that pupils will be new to the particular language chosen.
Many of the teaching materaials that we have produced are particularly relevant to pupils of this age, and can be
accessed at www.eriding.net – click on MFL. Preogress can be assessed using schemes such as the Certificate of
Business Language Competence (OCR), and assessment units being produced as pasrt of NVQs. The DfEE’s
Languages Ladder is being piloted this year, and will be a further useful assessment tool. Some schools may
choose to offer a ‘half-GCSE’ inj languages in order to combine the courses with other subjects. As with all three
Learning Schemes in this package, the KS4 Scheme is written in Renglish, and can be adapted for any chosen
language.
5
Talking Business
Learning Scheme: Key Stage 4
Key Stage 4 Vocational Languages – Learning Scheme
Unit 1: GREETINGS & MEETINGS
Unit 4: DIRECTIONS
Unit 7: SHOPPING



















Hello/goodbye
Introducing yourself
Forms of address
Professions
Nationalities
Numbers 1-10
Alphabet
Formal/informal
Unit 2: TALKING ABOUT YOURSELF

Where you live

Family

Self description

Your age

Basic questions

Your CV

Colours

Numbers 11-20
Unit 3: BOOKINGS

Hotel/plane/taxi/train

Money – euros

Forms of payment

Numbers 1-100

Days

Months

Revise alphabet

Email/fax/phone
How do I get to..?
Where is..?
Is there ….nearby?
Places in town
Roadsigns
Means of transport
Tourist office
Giving directions
Shopping for Food
Shopping for Clothes
Bureau de change
Unit 5: FOOD & DRINK
Unit 8: PROBLEMS & COMPLAINTS












Ordering
Typical food/drinks
Paying
Social conventions
Cultural differences
Hotel/restaurant/café
Lost property
Deliveries
Service
Late payment
Broken
Shopping – size/colour
Unit 6: HEALTH





Parts of the body/face
Symptoms
In the chemist’s
At the doctor’s
Vocabulary
6
Talking Business
Learning Scheme: Key Stage 4
Unit 1 : GREETINGS & MEETINGS
TOPIC
1
Greetings
CONTENT
RESOURCES
ASSESSMENT
ACTIVITIES
 Power point
 Flash cards
 Presentation
 Sound /video files
 Teachers’ own selection
of relevant material
 Student responses to
tutor’s question
 Basic role play cards
 Student responses to
tutor’s question

 Listening
 Role plays
 Student responses to
tutor’s question










Hello
Goodbye
Good morning
Good afternoon
Good evening
Have a good trip!
Good luck!
Say your name
Ask each other’s name
Polite formulations
Students will be able to:


Flash cards
Teachers’ own material
I work for ~
I am ~ (nationality)
Asking other’s
 Say their professions &

nationalities.

 Ask other’s.
 Positively recognise
difference between country &
nationality.
Flash cards
Teachers’ own material
 Count and use numbers
1~31.
 Spell their names.
Flash cards
Teachers’ own material
2
Introductions
3
Professions



4
Numbers 1~31
 Numbers 1~31
 The sounds of individual letters
of alphabet
Alphabet
INTENDED
OUTCOMES
 Give and respond to
greetings.
 Recognise and use
appropriate forms of
address.



Pair work activities.
 Listening
 Role plays
 Student responses to
tutor’s question
7
Talking Business
Learning Scheme: Key Stage 4
Unit 2: TALKING ABOUT YOURSELF
TOPIC
CONTENT
INTENDED
OUTCOMES
Specify where you live
& ask &
Understand where
others live
RESOURCES
Powerpoint f/card
presentation
Sound/video files
Teachers’ own material
ASSESSMENT
ACTIVITIES
Student responses to
tutor’s question
Pairwork activities.
Listening
1
Where you live
Saying place you live,
countries (7) compass
points
Types of house/location
of housing
2
Talking about your
family
Immediate family
members
To be able talk about
family members
Colours
10 colours
Student responses to
tutor’s question
Pairwork activities.
Listening
3
To describe your /
some one else’s
physical
appearance &
personality
Hair/eyes
Modifiers: very, quite
tall/small fat/thin
To say & recognise
colours
To be able to describe
yourself & another
person
Powerpoint f/card
presentation
Sound/video files
Teachers’ own material
Powerpoint f/card
presentation
Sound/video files
Teachers’ own material
Student responses to
tutor’s question
Pairwork activities.
Listening
Homework
4
Numbers 1-50
Ages: I am __ years old.
How old are you?
To be able to say age
and of other people
Powerpoint f/card
presentation
Sound/video files
Teachers’ own material
Pairwork activities.
Listening
Produce a CV
8
Talking Business
Learning Scheme: Key Stage 4
Unit 3 : GETTING THERE & STAYING THERE
1
TOPIC
CONTENT
Booking a room
To reserve a specific sort of room for x
nights with dates.
INTENDED
OUTCOMES
Students will be able to:
 Book a hotel room.
 Ask for different
facilities.
2
3
4
Arrival at the
hotel


Asking for a bill


Travel by train

Dialogue with a receptionist.
Standard Qs &As in a hotel.
Numbers 1~1000
Different forms of payment
To book
Single / return
Smoking / non-S.
1st / 2nd class.

Types of train

Need to change
 Register their arrival at
a hotel.
 Obtain information
about a hotel.
 Pay for your room by
cash or credit card.
 Reserve a seat on a
train
RESOURCES
ASSESSMENT
ACTIVITIES




Cloze tests
Prompt sheets
Tapes
Teachers’ own material
 Producing a form
booking a room
 Student responses to
tutor’s question


Prompt sheets
Teachers’ own material
 Basic role
 Student responses to
tutor’s question



Flash cards
Teachers’ own material



Flash cards
Cloze tests
Teachers’ own material
 Pair work
 Role plays
 Student responses to
tutor’s question

 Role plays
 Pair work
 Student responses to
tutor’s question
9
Talking Business
Learning Scheme: Key Stage 4
Unit 4: DIRECTIONS
TOPIC
CONTENT
1
Directions
Places in a town
Asking for and giving
directions
How far is..?
2
Means of
transport
and Tourist Office
Asking for info
Recognition of map
symbols
Public transport
3
Road signs
INTENDED
OUTCOMES
To learn the places in a
town
Be able to give /ask for
directions
To ask & ascertain how near
a building is?
To understand
-info on places of interest
-opening/closing times
-Directions on foot
-public transport info &
maps
Maps
To be able to
Roadsigns and cultural –recognise road signs
references
RESOURCES
Powerpoint f/card
presentation
Sound/video files
Teachers’ own selection
of relevant material
ASSESSMENT
ACTIVITIES
Pair work
Role play
Powerpoint f/card
presentation
Sound/video files
Teachers’ own material
Pair work
Role play
Powerpoint f/card
presentation
Sound/video files
Teachers’ own material
Pair work
Role play
4
10
Talking Business
Learning Scheme: Key Stage 4
Unit 5 : FOOD & DRINK
TOPIC
1
2
Meal times
Snacks
CONTENT
 Talk about meal times and
typical food & drink.

 Talk about likes and dislikes.
 Ask others the same.
INTENDED
OUTCOMES
Students will be able to


Restaurants
Ordering snacks & drinks


Ordering a meal
Cultural contexts

Teachers’ own material
Say likes and dislikes
Say what they eat & drink
 Order snacks and drinks
 Payment
 Revision of numbers and
money
3
RESOURCES
 Understand a menu
 Order meal and make
payment
ASSESSMENT
ACTIVITIES
 Student responses to
tutor’s question

Pair work activities.

Teachers’ own materia
 Role play
 Student responses to
tutor’s question

Teachers’ own material
 Role plays with manu
 Student responses to
tutor’s question
11
Talking Business
Learning Scheme: Key Stage 4
Unit 6: HEALTH
TOPIC
CONTENT
1
Parts of the
body/face
Parts of the body/face
2
Symptoms
I have a pain in my ____
My ____ hurts
3
At the chemist/
doctors
I have a fever/ the
flu/diarrhoea
I feel sick
Saying how long you
have
Felt ill
I would like aspirin/
Paracetamol
Saying owch
One per day/ three times
per day with food/with
water
INTENDED
OUTCOMES
Name parts of the body
and face
To be able to say where
something hurts and
give symptoms
To be able to describe
pains and symptoms
Understand treatments
RESOURCES
Powerpoint f/card
presentation
Sound/video files
Teachers’ own selection
of relevant material
Powerpoint f/card
presentation
Sound/video files
Teachers’ own material
Powerpoint f/card
presentation
Sound/video files
Teachers’ own material
ASSESSMENT
ACTIVITIES
Student responses to
tutor’s question
Pairwork activities.
Listening
Student responses to
tutor’s question
Pairwork activities.
Listening
Role play prompt cards
Student responses to
tutor’s question
Pairwork activities.
Listening
Role play prompt cards
12
Talking Business
Learning Scheme: Key Stage 4
Unit 7 : SHOPPING
TOPIC
1
Shopping for food
2
Shopping for clothes
3
Bureau de change
CONTENT
 Revision of numbers
 Introduce weights &
measurements.
 Asking for items in food shop
 Colours
 Sizes
 Too big/ small
 Asking for items in different
size, colours, etc.
 “Can I try it on?”
 Payments


Revision of numbers
Understand exchange rates.
INTENDED
OUTCOMES
Students will be able to:
RESOURCES

Teachers’ own material
 Student responses to
tutor’s question
 Pair work activities.


Flash cards
Teachers’ own material
 Basic role play cards
 Student responses to
tutor’s question



Flash cards
Teachers’ own material
Money
 Maths
 Role plays
 Student responses to
tutor’s question
 Purchase items and
make payment
 Purchase an item of
clothing in correct size.
 Exchange money and
cheques
ASSESSMENT
ACTIVITIES
13
Talking Business
Learning Scheme: Key Stage 4
Unit 8: PROBLEMS AND COMPLAINTS
TOPIC
CONTENT
1
Complaints in a
hotel
2
Complaints in a
restaurant
3
Lost property
_____ does not work.
_____ is broken.
I do not have _____.
It is too noisy/cold/
hot
____ is missing.
I need____
Please.
I would like____.
_____ is dirty.
The food is
cold/bad/raw
I have lost my______.
It is big/small + colour
I lost it at + place
I lost it on + date
INTENDED
OUTCOMES
Be able to report problems
in a hotel
RESOURCES
Be able to report problems
in a restaurant to the
waiter/manager.
Powerpoint f/card
presentation
Sound/video files
Teachers’ own material
Pair work
Role play prompt cards
To be able to
–say what I have lost
-describe it size/colour
-say where and when I lost
it.
Powerpoint f/card
presentation
Sound/video files
Teachers’ own materia
Cloze tests
Pair work
Role play prompt cards
Powerpoint f/card
presentation
Sound/video files
Teachers’ own material
ASSESSMENT
ACTIVITIES
Pair work
Role play prompt cards
14
Talking Business
Learning Scheme: Apprentices
TALKING BUSINESS
Modern Languages for Apprentices and New Employees
Learning Scheme
Course aims:
 To enable students to gain competence in a foreign language in the four skill areas of listening, speaking, reading and
writing.
 To promote cultural awareness of the target country.
 Students should achieve a level that allows them to communicate with confidence, simply but effectively, in everyday
situations in the workplace and in a foreign country.
Assessment will be informal and ongoing, with the eventual possibility of accreditation through the ‘Languages Ladder’.
The course comprises the ten units listed below, taught over a thirty week period. A ten-week taster course could
concentrate on one topic from each unit.
Independent learning for consolidation is encouraged.
15
Talking Business
Learning Scheme: Apprentices
16
Talking Business
Learning Scheme: Apprentices
Summary:
Unit 1. Greetings, Basic Phrases and Social Conventions
 visitors to the company.
 greetings
 introductions
 basic phrases, e.g. can you repeat that slowly
please?
 keeping communication going (small talk)
 cultural awareness, e.g. formality/informality, etc.

Unit 2. Business Diary
 calendar
 numbers to 31
 time
 meetings
 cultural awareness
Unit 5. Transport
 public transport
 travel times
 buying tickets
Unit 9. Sales
 Getting a quote
 checking availability
 placing an order
Unit 6. Hotel Accommodation
 bookings/reservations
 checking in
 using facilities
 cultural awareness
Unit 10. Emergency Situations
 at the doctor’s
 at the police station
 at the garage
Unit 3. On The Phone
 answering telephone
 taking details/messages
 spelling words and alphabet
 asking for a specific person
 numbers to 100
 cultural awareness
Unit 7. Eating Out
 booking a table
 choosing from a menu
 ordering food
 paying the bill
 cultural awareness
Unit 4. Location
 directions
 assistance
 signs
 names of places
Unit 8. Shopping
 money
 payment
 numbers 100 plus
 personal shopping
 cultural awareness
17
Talking Business
LEARNING SCHEME
Learning Scheme: Apprentices
Unit 1. “Greetings, basic phrases & social conventions”.
Topic
Objectives
Teaching Method
Key Structure &
Vocab
Resources
Greetings
Characteristic sounds in the
key language and sound
patterns
Techniques for deducing the
meaning
Alphabet
Questionnaire
Acetates and flash cards
IT materials
Photographs
Handouts
Games
Personal
Information
My company
Introducing
someone
else
Basic
phrases
Social
Conventions
Alphabet (listening & speaking)
Particular sounds in the
target language
Greetings; using opening
phrases and respond to
greetings
Links between spelling and
pronunciation
Introduce oneselfDiscuss
cultural differences
Greeting
Speaking and interacting with others:
pair work and role play
Saying bye
Impart information about
oneself: marital status,
professions, purpose of the
travel, company data
Questions regarding the
company
Introduce one person to
another
Basic questions:
Being polite
Come in
Attracting someone else
attention
Do not understand
Enquiring after someone
Saying Hello
Speaking to convey information
Gender
Writing imaginatively to
entertainUnderstanding
Article / gender
“To be”
Listen and read the dialogue with key
phrases
-Punctuation
Spot the mistake
The photo story (a memory exercise)
Activities for revision
Plenary activity: learnt
Social conventions
18
Talking Business
LEARNING SCHEME
Learning Scheme: Apprentices
Unit 2. “Business Diary”.
Topic
Objectives
Teaching Method
Key Structure &
Vocab.
Resources
calendar
To be able to
understand, say and
spell the days of the
week.
Presentation and repetition. Elicit spellings from students based on
their knowledge of alphabet.
Student could take over teacher’s role. Do as class or pair activity.
Work in pairs to learn spelling.
Days of the week
Today is . . .
Tomorrow is . . .
Yesterday was. . .
Numbers 1-31
Bank holidays (eg
Christmas, May day)
Eg Business
French for
absolute
beginners
Gap-filling
exercises.
Numbers 1-31
Worksheets
Numbers 1-60 in 5’s
Listening
exercises from
textbooks.
Tutor’s own
materials
Worksheet on
times
Pairwork Agenda gap fill speaking exercise.
To be able to
understand and say
numbers up to 31
(including ordinals) and
the months of the year.
numbers
to 31
time
meetings
To be able to
understand and use
numbers 1-31.
Revise numbers 1-20. Play number games. Use 20 sided dice.
Introduce numbers up to 31. Reading and writing worksheet.
Present months on OHT or whiteboard jumbled up. Students sort
into correct order. Practise and write up.
Use for follow up oral work to feedback answers.
Presentation and repetition
Write up. (start to make links between letter combinations and
sounds)
Listening exercise. True or false?
Pair work. Exchange telephone numbers for the people in the
company
To be able to
Revise nos 1-30. Intro 35,40,45,50,55 60.
understand and tell the Introduce 24 hour clock.
time using the 24hr
OHT with times on. Use initially for recognition moving towards
clock.
students being able to say the times. Students produce a ‘time line’
of their day eg. When they get up, get to work, have lunch etc.
Timed competition to see who can say the times quickest Listening exercises from text books or teacher can make some up.
Reading and writing worksheet on times
To be able to
Listening exercises. Students answer in English . Use answers for
understand and arrange qn/ans in target language. Model dialogue for students to adapt
meetings
Worksheet with appointment times on
To be able to say
whether on time, early
or late.
I would like an
Worksheets
appointment with…..
Which day? What time?
Yes that’s possible/No
that’s not possible.
Early, late, on time
19
Talking Business
LEARNING SCHEME
Learning Scheme: Apprentices
Unit 3. “On the Phone”
Topic
Objectives
Teaching Method
Key Structure &
Vocab.
Resources
Calling a
company
Initiate a call appropriately
Announce yourself
Ask for a particular person
State purpose of your call
Identify yourself: spell your name, surname
and company name.
Provide your telephone number.
Respond to absence of person required
Answering a call
Answer a call appropriately
Ask for and note caller’s identity and phone
State whether the person is available and
what they are doing
Make excuses
Pass a call on
Offer to call later
Tutor lead.
Power point presentation of key structures and
vocabulary.
Listening and repetition
Pair work and role-play
Games
Listening and reading comprehension (for gist
and detailed information)
Information gap tasks
Group work
Internet research
Simulation
Plenary session
Thought shower
Greetings
Phone protocol
Phrases to keep
communication going
Phone numbers
Date and time
Alphabet
Requests
Questions
Present continuous
Express need,
obligation and wish
E-mail/ fax related
vocabulary
Addresses
Textbook
Audio and video
materials
CD Rom
Power point
presentation
Acetates and
flash cards.
IT materials.
Fax/ e-mail blank
forms
Real faxes
Crib sheet
Cue cards
Flow charts
OHP
Flipchart
Games.
Smart board
Understanding a
fax/e-mail.
Writing a fax/email
Be aware of fax/ e-mail format and protocol
Read for detailed information
Adapt a fax/ e-mail
Write a fax to confirm information from
phone call: appointments and orders
20
Talking Business
LEARNING SCHEME
Learning Scheme: Apprentices
Unit 4. Location
Topic
Objectives
Teaching Methods
Understanding basic
directions and distances
Be able to understand basic
directions and distances
Text reading, role play
Listening tapes
It is…on the right/ left. Is it far/ near…?
How long is …? How far is…?
Straight on, after, next to, at the end,
In front of, behind, opposite, across, etc
Be able to make questions Text reading, role play
about available facilities
Listening tapes
Is there a…? bank, supermarket, hotel,
Chemist, hospital, post office, church
Town centre, bus station, here-there
Asking what facilities
are available
Finding out where places are Be able to make questions
and asking the way to go
about places and how to go
Text reading, role play
Listening tapes, videos
Key Structure & Vocabulary
Resources
Books
Audiotapes
Videotapes
Pictures
Maps
Where is…? Which way to go …?
How do I get to…?
Can you show me on this map where I am?
Motorway, roundabout, traffic lights
21
Talking Business
Learning Scheme: Apprentices
LEARNING SCHEME
Apprenticeships.
Unit 5. Modes of transport
Topic
Objectives
Teaching Activity/Method
Key Structure & Vocab.
Resources
By car
To talk about forms of
transport
Presentation
Question & Answer
Demonstration
Modes of transport: bus, car, Flashcards
airplane, train, metro, ferry,
bicycle
Times
To enquire about departure /
arrival times
Presentation
Demonstration
Question & answer
Dates times and numbers
Use of the 24 hour clock
Departure and arrival times
Timetables
Key words of public
announcements in stations
and airports.
Clock
Timetables
Written exercises
Airlines Websites
Railway system
Websites
Audio tapes
Tickets
To enquire about tickets and
their cost
Presentation
Demonstration
Question & answer
Role-play: tutor and student
Types of tickets:
Single and return tickets
First and second class
(Non) Smoking
Cost of tickets
Train tickets
Bus tickets
Handout
Written exercises
Listening exercise
Destination
To state intended destination.
Booking tickets
Timetables
Listening exercise
Understanding
signs
To demonstrate
understanding of common
written signs
Presentation
Demonstration
Question & answer
Role-play: tutor and student
.
Presentation
Demonstration
Question & answer
Place names e.g. The airport Flashcards
Indications of platform/ gate. Informative displays,
photos, pictures
Cultural Awareness
Using public transport in the foreign country
The Railway System in the foreign country
Main airlines and services
Reduced fares for young people and old pensioners, tickets for frequent travellers.
22
Talking Business
Learning Scheme: Apprentices
Unit 6: Hotel Accommodation
Topic
Objectives
Teaching method
Key structures and
vocabulary
Resources
Telephone
Booking
SPEAKING To be able to reserve
a room, to give dates, number of
people, to spell name.
LISTENING To understand and
respond to possible
questions/comments.
SPEAKING To ask about
availability, to give number of
people and number of nights, to
spell name.
LISTENING To understand and
respond to possible
questions/comments.
SPEAKING To request room key,
to check meal times, to request
various services.
LISTENING To understand
variety of responses, including
days, times, etc.
SPEAKING To request bill, to
enquire about payment methods,
to query items.
LISTENING To understand
variety of responses.
SPEAKING To be able to request
variety of items, to say things are
broken/do not work.
- Role play in groups or PPT
for distance learning.
- Ordering sentences in
writing
- Reading aloud in pairs.
See vocabulary list A (French)
Conditional tense
Interrogative form
Eg Access French
textbook
BBC website
- Role play in groups or PPT
for distance learning
- Put missing prepositions in
sentences
- Improvised dialogue
See vocabulary list B
Present tense
Assorted prepositions
Eg Access French
textbook
BBC website
- Role play on PPT , listen
and repeat
- Improvised dialogue
See vocabulary list C
Perfect tense
Eg Access French
textbook
BBC website
See vocabulary list D
Use of ‘there is’
Negatives
Eg Access French
textbook
BBC website
See vocabulary list E
Perfect tense
Eg Access French
textbook
BBC website
Booking In
Person
Checking In
Checking Out
Problem
Solving
CULTURAL
AWARENESS
-
role play
translating into English
- translating from English
reading aloud
- True or False
comprehension
- Role play
LISTENING To respond to
answers given to
requests/queries.
In France, it is customary and polite to use ‘Monsieur’ and ‘Madame’ when addressing people.
23
Talking Business
Learning Scheme: Apprentices
Unit 7 : Eating out
Topic
Objectives
Teaching Method
Booking a
table
 Be able to book a
table at a restaurant
with confidence
 Revise time and
days
 Be aware of how
negation is formed
Choosing
from a
menu
 Be able to identify
most common items
on a menu
 Be able to express
likes and dislikes
Ordering
food
 Be able to order
most common items
on a menu
Paying the
bill
 Be able to ask for
the bill and inquire
about means of
payment
 Be able to make a
polite complaint
 Revise numbers
Intro
Thought shower: Suggest spider diagram for better
memorisation
Suggest alternatives
Revision and practice: Ask days/time in French before
giving exercises
Explain presentation and exercises - Ask learners to
assess peers (is it correct?)
Give scenarios in English
Complete exercise with days of the week and time
In pairs practise given scenarios – When finished,
change partner
Project objectives, OHP
Write down answers in English to start with, suggest
alternatives
Write down and ask learners questions and if they think
the pronunciation is correct
Individually, watch presentation and do exercises
Ask how to make a polite request
Give scenario to practise ordering food/drinks
In pairs practise given scenario – When finished,
change partner
Project objectives, OHP
Write down answers
Suggest alternatives
Ask learners to assess each other (explain why if
wrong)
Listening extract – play 3 times - Ask questions – Play
once again
Key Structures and
Vocab
What do we need to
know to book a table
in English?
Resources
OHT w/objectives
Board/OHP/flipchart
Notes
Exercise sheets
PCs, PowerPoint
Presentation
Scenario sheet
What do we need to
know to express
likes and dislikes
OHT w/objectives
Board or flipchart
Exercise sheet
PCs, PowerPoint
What do we need to
know to order
food/drinks
OHT w/objectives
Scenarios strips
What do we need to
know to ask for a bill,
to pay and make a
polite request
OHT w /objectives
Board or flipchart
Exercise sheets
Video (eg BBC The
French Experience
Scenario sheet
24
Talking Business
LEARNING SCHEME
Learning Scheme: Apprentices
Unit 8: SHOPPING.”.
Topic
Objectives
Teaching Methods
Key Structure &
Vocab.
Resources
Shopping
for food
 Revision of numbers
 Introduce weights &
measurements.
 Asking for items in food shop


Student responses to tutor’s question
Pair work activities.
 Colours

 Sizes

 Too big/ small
 Asking for items in different size,
colours, etc.
 “Can I try it on?”
 Payments
Basic role play cards
Student responses to tutor’s question

 Flash cards
 Teachers’ own
material
Maths
Role plays
Student responses to tutor’s question

 Flash cards
 Teachers’ own
material
 Money
 Teachers’ own
material
Students will be able to:
Purchase items and make payment
Shopping
for clothes
Bureau de
change
Students will be able to:
Purchase an item of clothing in
correct size.
 Revision of numbers
 Understand exchange rates.
Students will be able to:
Exchange money and cheques



25
Talking Business
LEARNING SCHEME
Learning Scheme: Apprentices
Unit 9. “SALES”.
Topic
Objectives
Teaching Methods
Key Structure &
Vocab.
Resources
Getting a
quote
To be able to ask for and give a
quote for a particular item.
Presentation
Speaking,listening and written exercises.
Numbers, prices and
quantities
Could you tell me the
price of ……
Textbook
Tapes
Acetates
Checking
availability
To be able to ask about, understand Presentation
and reply about availability of a
Pairwork
product
Do you have a / any …..? Textbook
No sorry , out of stock
Tapes
Dates
Acetates
Placing an
order
To be able to place an order.
I would like to ……
Place an order
Confirm my order
Delivery date
payment
Presentation
Groupwork
Written exercises
Textbook
Tapes
Acetates
26
Talking Business
Learning Scheme: Apprentices
LEARNING SCHEME
Unit 10. “Emergency situations”.
Topic
Objectives
Teaching Activity/Method
Key Structure & Vocab.
Resources
Ask for help
Say you need a remedy /
doctor/ ambulance…
Say you are ill and explain
symptoms
Answer simple questions about
health
Understand doctor’s
instructions and written dosage
instructions
Give relevant personal
information
Fill a form
Be aware of documentation
required
Be aware of cultural differences
in this field
Tutor lead.
Power point presentation of key
structures and vocab.
Listening and repetition
Pair work and role-play
Games
Listening and reading
comprehension (for gist and detailed
information)
Information gap tasks
Group work
Internet research
Simulation
Plenary session
Thought shower
Greetings
Express need
Phrases to keep communication
going
Written and oral instructions and
dosages
Phone numbers
Date and time
Alphabet
Requests
Questions
Simple illnesses and ailments
Express obligation and wish
Form headings
Past perfect
Descriptions
Adjectives
Textbook
Audio and video
materials
CD Rom
Power point
presentation
Acetates and flash
cards.
IT materials.
Real medicine
containers and
instructions
Registration form
Crib sheet
Cue cards
Flow charts
OHP
Flipchart
Games.
Smart board
Health
At the
police
station
At the
garage
Say you have lost something
Say you have had something
stolen
Describe the object
Describe the suspect
Answer basic questions
Fill a form with this information
Buy petrol
Get services( air ,water, oil)
Say there is something wrong
with the car
Ask for your car to be towed
Ask for a quotation
Ask when it will be ready
27
Talking Business
SAMPLE LESSON PLANS
Learning Scheme: Apprentices
Unit 2. “Business Diary”.
Time
Objectives
Teaching Activities
Key Structure &
Vocab.
Resources
20 mins
To be able to
understand and use
numbers 1-10.
Presentation and repetition 1-10
Write up. (start to make links between letter combinations
and sounds)
Business French for absolute beginners p.27-28 ex. 2.1,
2.2, 2.5
Door activity on OHT, as in ex 2.2 but as memory exercise
with door(s) covered up.
Ex. Le service des ventes, c’est quel numéro?
Numbers 1-10
Business French for
absolute beginners.
Acetate.
30 mins
To be able to
understand and use
numbers 11-20
Presentation and repetition. Write up.
Listening exercise. Les prix. Vrai ou faux?
Listening exercise. Combien de personnes au service
de…?. Use chart from Bus. French p.50.
Qn. Il y a 18 personnes
Ans. Service financier
Or. Combien de personnes au service financier?
(Il y a) 18
Pair work. Exchange telephone numbers for the people in
the company.
Numbers 11-20
Business French for
absolute beginners.
Worksheet 1 ‘Les
prix- vrai ou faux?’
Worksheet ‘numéros
de telephone?
To be able to
understand, say and
spell the days of the
week.
Presentation and repetition. Elicit spellings from students
based on their knowledge of alphabet.
Introduce:
Aujourd’hui c’est ….
Demain ce sera ….
Hier c’était ……
Oral work. Choose any of the above eg, Aujourd’hui c’est
Days of the week
Aujourd’hui c’est ….
Demain ce sera ….
Hier c’était…..
Un rendez-vous
Une réunion
Une exposition
Worksheet 2 Agenda
gap fill.
5 mins
breaK
30 mins
Appendix – cultural
information
28
Talking Business
35 mins
30 mins
Learning Scheme: Apprentices
mardi, student has to say what it will be tomorrow and was
yesterday. Student could take over teacher’s role. Do as
class or pair activity.
Work in pairs to learn spelling.
Pairwork Agenda gap fill speaking exercise.
Une conférence
Une seminaire
To be able to
understand and say
numbers upto 31
(including le premier)
and the months of the
year.
Revise numbers 1-20. Play number games. Use 20 sided
dice. Introduce numbers up to 31. Reading and writing
worksheet.
Present months on OHT or whiteboard jumbled up.
Students sort into correct order. Practise and write up.
OHT ‘Les Fêtes’ Noel, c’est quelle date? Classwork and
pair work.
Listening ex. Worksheet ‘Vous êtes à Paris quand? (Revise
days 1st)
Use for follow up oral work to feedback answers. Eg Vous
êtes à Paris quand? Vendredi quatre janvier
Numbers 1-31
Bank holidays (eg
Christmas, May day)
Vous êtes …
C’est quelle date
Quand?
.
To be able to
understand and tell the
time using the 24hr
clock.
Revise nos 1-30. Intro 35,40,45,50,55 60.
Introduce 24 hour clock.
OHT with times on. Use initially for recognition moving
towards students being able to say the times. Students
produce a ‘time line’ of their day eg. When they get up, get
to work, have lunch etc. Timed competition to see who can
say the times quickest - ‘employé du jour!’
Listening exercises from text books or teacher can make
some up.
Reading and writing worksheet on times.
Numbers 1-60 in 5’s
OHT ‘Des fêtes’
Worksheet 3 ‘Vous
êtes à Paris quand?’
Appendix-Cultural
information
Listening exercises
from textbooks:
Access French
Tutor’s own materials
Worksheet 4 on times
Appendix-Cultural
information.
29
Talking Business
35 mins
Learning Scheme: Apprentices
To be able to
Start with Business French for absolute beginners p83.
understand and arrange ex1.5 (Je suis x. J’ai rendez-vous avec y à 9h15)
meetings.
Listening ex ‘Rendez-vous avec qui? Students answer in
English . Use answers for qn/ans in target language. Ex
Vous avez rendez-vouos avec Mlle Roberts à quelle
heure/quelle date?
Model dialogue for students to adapt-Je voudrais un rendez-vous avec le directeur svp.
-Quel jour?
-lundi
-A quelle heure?
-A 9heures.
-Oui c’est possible / Désolé, ce n’est pas possible. (Could
offer an alternative time)
I would like an
appointment with…..
Which day? What time?
Yes that’s possible/No
that’s not possible.
Business French for
absolute beginners.
Worksheet 5:Rendezvous avec qui?
To be able to say
whether on time, early
or late.
N’est-ce pas
Early, late, on time
Worksheet 6:
A l’heure, en avance
ou en retard?
Worksheet with appointment times on. Ex Il est 10 heures
et votre rendez-vous est à 10 heures je crois?
-Oui je suis à l’heure, n’est-ce pas?
30
Talking Business
Learning Scheme: Apprentices
SAMPLE LESSON PLANS Lesson Plan 1
On the phone
Aims

To initiate a basic telephone call.

To respond to a basic telephone call.
Time
Unit 3: On the Phone
Students 16-19
Topic Calling a company
Date
Assessment:
Students' responses to questions; successful completion of information gap activities, reading and listening activities, role plays, games,
consolidation tasks, and all successful communication.
Assessment will be done by: self, peer, teacher..
Objectives
Activities
Resources
7.00
Make students aware of this session's
content.
Welcome students and introduce objectives Listen and
express opinion about the objectives.
7.10
To familiarise students with simple phone
vocabulary.
Presentation of vocabulary
7.20
Enable the students to initiate and answer
calls appropriately
Role-play
Power point presentation
7.25
Re-call vocabulary. Check understanding
.
Show understanding of diary entries
Ring, ring game.
Mobile phones
Flow chart
Cue cards in English
7.35
7.50
To show understanding of audio/video
telephone conversations,
8.10
Toy phone
Guided reading of diary page. Individual reading
comprehension task.
Extension task ; List of names and details of meetings to be
entered on blank diary.
Matching exercise. Listen and match the description of the
situation with the letter of the correct conversation.
Multiple choice comprehension exercise
8.20
To identify themselves and note down the
caller's name and company name.
8.40
To assess this skill.
8.50
To encourage cooperation and team work.
To show them how much they have learnt.
Lesson Plan 1
On the phone
Aims

To initiate a basic telephone call.

To respond to a basic telephone call.
Tutor Isabel Smedley
Whole class: Listening and repetition. Answering the questions
about identity.
Spelling and asking to be spelt
Pair-work: Request and note down each other's business
identity
OHP diary page
Primer Plano. Episodio 2.
Entrando en materia.
Diary task.Blank diary forms
CD Rom
Date
Primer Plano p.30
Ha comprendido bien
Business cards
Key Structures and
Vocabulary
Greetings
Phone protocol (Dígame.
¿De parte de quién?
¿Puedo hablar con el
señor García?
Phrases to keep
communication
going(Puede repetir?
¿Cómo? ¿Puede hablar
más fuerte?¿Cómo se
escribe..?
Alphabet
Requests
(Puede…,quiere llamar
más tarde?
Question words(quién,
cómo..)
Reading names,
addresses and phone
numbers.
¿Asking for someone
phone number and giving
it.
Making simple excuses:
No está/ Está ocupado,
en una reunión, de
vacaciones, de viaje.
Role-plays
Students 16-19
Topic Calling a company
Date
Tutor Isabel Smedley
Assessment:
Students' responses to questions; successful completion of information gap activities, reading and listening activities, role plays, games,
consolidation tasks, and all successful communication.
Assessment will be done by: self, peer, teacher..
CULTURAL
BACKGROUND
Telephone numbers in SpanishActivities
are read in twos when possible. Attached
list of phone codes.
Time
Objectives
Resources
Key Structures and
Vocabulary
Modern Languages for Businesses
31
Talking Business
Learning Scheme: Apprentices
SAMPLE LESSON PLANS
Unit 7 : Eating out
Lesson no.1: Bookings – Time and days
Objectives:

Be able to book a table at a restaurant with confidence

Revise time and days

Be aware of how negation is formed in French
Activity
Tutor
Learners
1/ Intro
Write down or project
objectives
Suggest spider
diagram for better
memorisation
Suggest alternatives
Ask days/time in
French
before giving
exercises
Explain presentation
and exercises - Ask
learners to assess
peers (is it correct?)
Reading
Give scenarios in
English
2/ Thought
shower
3/
Revision
and
practice
4/
Exercises
Presentati
on
Pair work
5/
Practise:
Role play
Resources/Equipme
nt
OHT w/objectives
Duratio
n
2mn
What do we need to know to book a table in English?
First decide in pairs/groups and then report to class in
French
Board/OHP/flipchart
Notes
10mn
Complete exercise with days of the week and time
Ask each other in French, what time do you go to
school, etc
Exercise sheets
10 +
10mn
Individually, watch presentation and do exercises
Make up own dialogue in pairs and report to the class
orally and then put in writing for assessment
Peer assessment
PCs, PowerPoint
Presentation
30 +
20mn
In pairs practise given scenarios – When finished,
change partner
Scenario sheet
20mn
32
Talking Business
6/ Plenary
Learning Scheme: Apprentices
Project objectives –
Read through and
tick
Assess
Read and confirm they have achieved the objectives (if
not tell tutor for further practice)
Assessment
OHT w/objectives
8mn
Tutor’s notes
Unit 7 : Eating out
Lesson no.2: Menus and orders – Likes and dislikes
Objectives:

Be able to identify and order most common items on a menu

Be able to express likes and dislikes
Activity
Tutor
Learners
Resources
1.Intro
Project objectives
OHP
Write down answers in English to
start with
Suggest alternatives
Ask how the French make a
polite request as seen in lesson 1
(s’il vous plaît, je voudrais)
Write down and ask learners
questions and if they think the
pronunciation is correct
Reading
OHT
w/objectives
Board or
flipchart
Notes
Exercise
sheet
2. Thought
shower
3. Revision
4. Thought
shower
5.Exercises
Presentatio
n
6. Practise:
Role play
Explain presentation and
exercises
Give scenario to practise
ordering food/drinks and ask
learners to say what food/drinks
What do we need to know to order food/drinks and
to express likes and dislikes? First decide in
pairs/groups and then report to class in French
Complete exercise
Tell what they think typical snacks/dishes are in
France
(have they experienced French food, what, liked it?)
Tell about what they already know (food, drinks
items)
Individually, watch presentation and do exercises
In pairs practise given scenario – When finished,
change partner – Then tell the class what food/drink
they like/dislike
Duratio
n
2mn
15mn
5mn
20mn
PCs,
PowerPoint
P.
Scenarios
strips
30mn
30mn
33
Talking Business
7. Plenary
Learning Scheme: Apprentices
they like/dislike
Project objectives – Read
through and tick –
Assess
Read and confirm they have achieved the
objectives (if not tell tutor for further practice)
Assessment
OHT
8mn
w/objectives
Tutor’s notes
34
Talking Business
Learning Scheme: Apprentices
Unit 7 : Eating out
Lesson no.3: Bills and payments - Requests
Objectives:

Be able to ask for the bill and inquire about means of payment

Be able to make a polite complaint

Revise numbers
Activity
Tutor
Learners
Resources
1. Intro
Project objectives
OHP
Write down answers
Suggest alternatives
Reading
OHT w/objectives
Thought shower: what do we need to know to ask
for a bill, to pay and make a polite request (in
English)? First decide in pairs/groups and then
report to class in French
Learners to read numbers out
Do exercise
Match French sentences with the English –
Everyone to make their own sentence up (Numbers
+ means of payment + polite requests: too
expensive, food was no good, overcooked, too
cold…)
Students to answer comprehension questions but
also watch how people interact (intonation, gesture,
mouth)
In pairs practise given scenarios – When finished,
change partner
Board or flipchart
Tutor’s notes
20mn
OHT with
Exercise
Exercise sheets
20mn
BBC video (The
French
Experience)
Scenario sheet
10mn
Read and confirm they have achieved the
objectives (if not tell tutor for further practice)
Assessment
OHT w/objectives
8mn
2. Thought
shower
3.
Revision
4.
Exercise
Project numbers/OHT
5.
Listening
Play extract 3 times - Ask
questions – Play once again
6.
Practise:
Role play
7. Plenary
Give scenarios in English
Ask learners to assess each
other (explain why if wrong)
Project objectives – Read
through and tick – Assess
Duratio
n
2mn
30mn
20mn
Tutor’s notes
35
Talking Business
Learning Scheme: Business
LEARNING SCHEME: LANGUAGES FOR BUSINESS
This 30 sessions scheme is designed for work based adult learners. The aim of this course is to present and
teach modern foreign languages in a professional and business context using typical situations to learn the
necessary grammatical structures, vocabulary and pronunciation.
We shall also look at the important issues of cultural differences and etiquette.
Assessment is continuous and progress is reviewed regularly. This scheme can lead to accreditation, for
example through OCR’s Certificate of Business Language Competence, and eventually the National
Qualifications Framework (the Language Ladder)
Topics
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Greetings, countries, nationalities
Family, hobbies and leisure
Numbers, time, date
Food and drink
Directions and locations
Travel
Booking
Shopping
Communication
Health
.
36
Talking Business
Learning Scheme: Business
Topic 1: Greetings, countries, nationalities
Lesson
No.
1
2
3
Topic
Key Objectives/
Outcomes
Greetings How to say your name,
hello and goodbye,
please and thank you,
and to ask others’
names.
Countries, How to say and ask for
nationalitie your nationality and
s,
profession
profession
s
Arriving at How to check in at
reception
reception. How to
understand typical
greetings. Small talk
Grammar
Formal or
informal
Teaching
Methods/Activities
Miming, pronunciation,
listening, role play
Resources
Audio cassettes,
I.D. cards
Revision of lesson 1, group Flashcards,
oral repetition, listening,
match the flag,
role-play, pair work
audio-cassettes,
cards,
dictionaries
37
Talking Business
Learning Scheme: Business
Topic 2: Family, hobbies and leisure
Lesson
Topic
No.
1
Hobbies
and
leisure
Key Objectives/
Outcomes
To be able to ask and
answer what people do
in their free time
2
Sport
3
Weather
To know names of
sport. Likes and
dislikes.
To be able to describe
the weather
Grammar
Personal
pronouns,
present tense
and gender
Teaching
Methods/Activities
Listening, group repetition,
pair work
Group repetition, reading,
writing and speaking, re
survey, pair work
Group repetition, pair work,
students to create a
forecast.
Resources
Flashcards,
envelope task.
Survey sheet,
flashcards,
worksheet
Flashcards, OHT
map and
symbols,
cassettes and
recordable tape
player.
38
Talking Business
Learning Scheme: Business
Topic 3: Numbers, time, date
Lesson
Topic
No.
1
Numbers,
days,
months, 24
hour clock
Teaching
Resources
Methods/Activities
Group repetition, pair work, Worksheets,
individual work, listening,
puzzles, word
language games.
searches, audiocassettes
2
Group repetition, pair work,
individual work, listening,
language games.
Group repetition, pair work,
individual work, listening,
language games, role-play
3
Key Objectives/
Grammar
Outcomes
How to count lower
Question forms.
numbers. To know
days and months. To
tell the time using a 24
hour clock
Revision of
Revision of lesson 1.
lesson 1, 12 To be able to say the
hour clock
12 hour clock.
Revision of
Revision of lesson 2.
lesson 2,
To understand higher
higher
numbers. To
numbers,
understand monetary
money
system of country. Ask
system.
and answer about
Prices/costs, prices and costs. To
changing
be able to change
money.
money and travellers
cheques.
Worksheet, large
clock with
hands.
Worksheets,
cloze exercise.
39
Talking Business
Learning Scheme: Business
Topic 4: Food and drink
Lesson
No.
1
2
3
Topic
Key Objectives/
Grammar
Outcomes
Ordering How to enquire about
Conditional
different dishes. What to
say when the order is
wrong. How to order for
others. How to ask for
an item is not in the
menu. Asking for the
bill.
In a
Eating times. Booking a
restaura table
nt
Understand the menu.
Complaining about an
unacceptable item.
Tipping.
Hospitalit Accept when offered
y
food/drink. Refuse. Ask
who wants some more.
Ask if they like it.
Teaching
Methods/Activities
Role play between group
and teacher. True or false
exercises.
Listening and repetition.
Resources
Handouts of
vocabulary and
structures.
Revise structures-lesson 1. Handouts of
Role play in pairs.
vocabulary and
Listening and repetition
structures.
Real menus.
Overhead
projector
Revise structures –lesson Handouts of
2. Role play in two groups. vocabulary and
Listening and repetition.
structures.
40
Talking Business
Learning Scheme: Business
Topic 5: Directions and locations
Lesson
No.
1
Topic
Key Objectives/
Outcomes
How to ask for and
give basic directions
Directions
2
Buildings
To recognise common
buildings. How to ask
if something is nearby.
3
Locations
How to ask the way
and give precise
locations
Grammar
Prepositions,
imperative,
questions forms
Teaching
Resources
Methods/Activities
Group repetition, pair work, Flashcards,
role play.
worksheets, role
play sheets
Pair work, group repetition, Flashcards,
listening.
worksheets,
audio cassettes
and tape player.
Group repetition, pair work, Flashcards,
listening, reading,
worksheets,
speaking and writing.
audio cassettes
and tape player.
41
Talking Business
Learning Scheme: Business
Topic 6: Travel
Lesson
No.
1
Key Objectives/
Outcomes
Air Travel To learn vocabulary
relevant to an airport
situation in a Germanspeaking country
2
Rail
Travel
3
Topic
Road
Travel
Grammar
Question forms,
future tense.
Teaching
Methods/Activities
Role play
Question and answer
sessions. Listening
comprehension
To learn vocabulary
relevant to rail travel in
a German-speaking
country
Role play
Question and answer
sessions. Listening and
reading comprehension.
To learn vocabulary
relevant to travel by bus
or car
Role play
Question and answer
sessions.
Listening and reading
comprehension.
Resources
Audio tapes,
video, etc.
Handouts,
textbooks.
Audio tapes,
video, etc.
Handouts,
textbooks.
Audio tapes,
video, etc.
Handouts,
textbooks.
42
Talking Business
Learning Scheme: Business
Topic 7: Booking
Lesson
No.
1
2
3
Topic
Key Objectives/
Outcomes
Booking a To be able to book a
hotel
suitable hotel room
room
using oral and written
communication.
Booking a To be able to book a
table
table using oral/written
communication
Hiring a
To be able to hire a
car
suitable car.
Grammar
Teaching
Methods/Activities
Asking questions Listening comprehension.
Role play. Writing fax. Gap
filling in letter. Reading
comprehension.
Listening comprehension.
Role-play
Listening comprehension.
Role play
Resources
Teacher
produced tape.
Telephone.
Teacher
produced tape.
Phone, e-mail.
Teacher
produced tape.
43
Talking Business
Learning Scheme: Business
Topic 8: Shopping
Lesson
No.
1
Topic
Numbers
(Revision)
Weights
and
measures
Units
2
Asking for
something
in a shop
Key Objectives / Outcome
Grammar
Teaching Methods/Activities
Revise & expand on present
knowledge.
To be able to say &
understand numbers for use
in shopping context.
N/A
Presentation, oral repetition,
pair/ group work, throwing dice,
bingo
Flashcards, bingo
boards & numbers,
dice
To ask for and understand
weights & measures in
shopping context.
To be able to ask for and
understand units in shopping
context.
To be able to request
something in a shop
To be able to ask and
understand the price
To be able to pay
To be able to understand
what forms of payment are
acceptable in Spanish shops
e.g. cash/ credit cards
To be able to ask and
understand the price
To be able to pay
To be able to understand
what forms of payment are
acceptable in Spanish shops
e.g. cash/ credit cards
N/A
Presentation, oral repetition,
pair/ group work, weighing &
measuring
Presentation, oral repetition,
pair/ group work, Kim’s game,
pillowcase game
Presentation, audio-visual, pair/
group work, role-play, shopping
game
Scales/ jug, foods/
liquids
N/ A
Present tense,
question forms
Resources
Foodstuffs in different
containers, flashcards,
photocopies
Tape
Video
Photocopies
Tape
Video
Photocopies
Play money: notes and
coins
44
Talking Business
Learning Scheme: Business
Cultural references: VAT = IVA, and this percentage differs for different goods
3
Clothing:
To be able to request
Present
Presentation, audio-visual, pair/
items of clothing in the tense,
group work, Shopping Game,
Sizes
correct size
question
Pillowcase Game, role-play
forms
Colours
To be able to ask for
As above
Presentation, audio-visual, pair/
an item in a certain
group work, shopping game,
colours
pillowcase game, role-play
To understand in
which colours an item
is produced
Foodstuffs
Presents
To be able to buy
items of food and drink
As above
To be able to purchase As above
presents
Photos, flashcards, actual
garments
Crayons, Lego bricks
Presentation, audio-visual, pair/
group work, Kim’s game
Play food, flashcards,
magazines
Presentation, audio-visual, pair/
group work, Kim’s game, role-play
Photos, magazines
45
Talking Business
Learning Scheme: Business
Topic 9: Communication
Lesson
No.
1
Topic
Written
communicati
on
2
3
Oral
communicati
on
Electronic
communicati
on
Key Objectives/
Grammar
Outcomes
To enable students to write
Formal/informal
business letters and faxes in
the targeted language
To enable students to
correspond confidently in a
business situation via a
telephone.
To enable students to use
electronic means of
communication as e-mail
and SMS in the targeted
language
Teaching Methods/Activities
Resources
Practical exercises involving
the writing of letters and faxes.
Handouts of
authentic material
and course book.
Handouts, course
book, tape recorder
and tape, and
telephone (as an
accessory)
Handouts, course
book, computers
and modems,
mobile phones.
Listening comprehension and
speaking. Practical exercises.
Reading and writing. Practical
exercises.
46
Talking Business
Learning Scheme: Business
Topic 10: Health
Lesson
No.
Topic
Key Objectives /
Outcome
Health:
To be able to
communicate basic
health needs/
problems
1
2
Body
parts
3
Venues
for health
problems
To be able to identify
parts of the body
To be able to find the
appropriate venue for
health matters/
problems, e.g.
chemist/ doctors/
hospital
Grammar
N/A
Teaching
Methods/
Activities
Presentation,
audio-visual,
pair/ group
work, role-play
Presentation,
audio-visual,
pair/ group
work, ‘Simon
says’ game
Presentation,
audio-visual,
pair/ group
work
Resources
Photocopies
Flashcards
Chart of body
Flashcards
Flashcards
Videos
Photcopies
Cultural references: foreign visitors need E111 form to access health care. Chemists can sell prescriptive medicines.
47
Talking Business
Learning Scheme: Business
Lesson Plans for Vocational Languages:
Lesson Plan 1
On the phone
Aims

To initiate a basic telephone call.

To respond to a basic telephone call.
Time
Students 16-19
Topic Calling a company
Date
Assessment:
Students' responses to questions; successful completion of information gap activities, reading and listening activities, role plays, games,
consolidation tasks, and all successful communication.
Assessment will be done by: self, peer, teacher..
Objectives
Activities
Resources
7.00
Make students aware of this session's
content.
Welcome students and introduce objectives Listen and
express opinion about the objectives.
7.10
To familiarise students with simple phone
vocabulary.
Presentation of vocabulary
7.20
Enable the students to initiate and answer
calls appropriately
Role-play
Power point presentation
7.25
Re-call vocabulary. Check understanding
.
Show understanding of diary entries
Ring, ring game.
Mobile phones
Flow chart
Cue cards in English
7.35
7.50
To show understanding of audio/video
telephone conversations,
8.10
Toy phone
Guided reading of diary page. Individual reading
comprehension task.
Extension task ; List of names and details of meetings to be
entered on blank diary.
Matching exercise. Listen and match the description of the
situation with the letter of the correct conversation.
Multiple choice comprehension exercise
8.20
To identify themselves and note down the
caller's name and company name.
8.40
To assess this skill.
8.50
To encourage cooperation and team work.
To show them how much they have learnt.
Lesson Plan 1
On the phone
Aims

To initiate a basic telephone call.

To respond to a basic telephone call.
Tutor Isabel Smedley
Whole class: Listening and repetition. Answering the questions
about identity.
Spelling and asking to be spelt
Pair-work: Request and note down each other's business
identity
OHP diary page
Primer Plano. Episodio 2.
Entrando en materia.
Diary task.Blank diary forms
CD Rom
Date
Primer Plano p.30
Ha comprendido bien
Business cards
Key Structures and
Vocabulary
Greetings
Phone protocol (Dígame.
¿De parte de quién?
¿Puedo hablar con el
señor García?
Phrases to keep
communication
going(Puede repetir?
¿Cómo? ¿Puede hablar
más fuerte?¿Cómo se
escribe..?
Alphabet
Requests
(Puede…,quiere llamar
más tarde?
Question words(quién,
cómo..)
Reading names,
addresses and phone
numbers.
¿Asking for someone
phone number and giving
it.
Making simple excuses:
No está/ Está ocupado,
en una reunión, de
vacaciones, de viaje.
Role-plays
Students 16-19
Topic Calling a company
Date
Tutor Isabel Smedley
Assessment:
Students' responses to questions; successful completion of information gap activities, reading and listening activities, role plays, games,
consolidation tasks, and all successful communication.
Assessment will be done by: self, peer, teacher..
CULTURAL
BACKGROUND
Telephone numbers in SpanishActivities
are read in twos when possible. Attached
list of phone codes.
Time
Objectives
Resources
Key Structures and
48
Talking Business
Learning Scheme: Business
Vocabulary
7.00
7.10
Toy phone
7.20
Power point presentation
7.25
Mobile phones
Flow chart
Cue cards in English
7.35
7.50
8.10
8.20
OHP diary page
Primer Plano. Episodio 2.
Entrando en materia.
Diary task.Blank diary forms
CD Rom
Date
Primer Plano p.30
Ha comprendido bien
Business cards with mistakes or
gaps.
8.40
Envelopes with torn dialogues.
Greetings
Phone protocol (Dígame.
¿De parte de quién?
¿Puedo hablar con el
señor García?
Phrases to keep
communication
going(Puede repetir?
¿Cómo? ¿Puede hablar
más fuerte?¿Cómo se
escribe..?
Alphabet
Requests
(Puede…,quiere llamar
más tarde?
Question words(quién,
cómo..)
Reading names,
addresses and phone
numbers.
¿Asking for someone
phone number and giving
it.
Making simple excuses:
No está/ Está ocupado,
en una reunión, de
vacaciones, de viaje.
8.50
ASSESSMENT: Reading and listening comprehension. Questions in
Spanish.Teacher's questions Students assess each other by checking the
details are correct
CULTURAL BACKGROUND APPENDIX ATTACHED
Students assess each other by checking the details are correct
49
Talking Business
Learning Scheme: Business
French
50
Talking Business
Learning Scheme: Business
German
51
Talking Business
Learning Scheme: Business
Spanish
52
Talking Business
Learning Scheme: Business
Arabic
53
Talking Business
Learning Scheme: Business
Greek
54
Talking Business
Learning Scheme: Business
Italian
55
Talking Business
Learning Scheme: Business
Japanese
56
Talking Business
Learning Scheme: Business
List of Resources
57
Talking Business
Learning Scheme: Business
Internet links
58