5 ways to politely say no in business English

Charlotte Guest
Four business people sat at a desk, one is on a laptop and another is pointing at whats in front of them

Knowing how to say no politely and professionally is important in the business world. Whether you're declining a job offer, rejecting a sales pitch, or turning down a project, saying no can be difficult. Especially if English is not your native language and you're new to learning business English.

However, using the right phrases can make all the difference in maintaining positive relationships and avoiding misunderstandings. This blog post will explore five phrases to say no in business English politely.

5 ways to politely say no in business English
Play
Privacy and cookies

By watching, you agree app can share your viewership data for marketing and analytics for one year, revocable by deleting your cookies.

"Thank you for considering me, but I must respectfully decline."

This phrase expresses appreciation for the opportunity while also firmly declining. It shows that you value the other person's time and effort, but that you have made a decision that cannot be changed. This is handy when declining job offers or business proposals.

"I appreciate your interest, but unfortunately, I'm unable to commit at this time."

This saying acknowledges the other person's interest while being clear and direct about your decision. It shows that you are taking their request seriously but cannot fulfill their request at the moment. This phrase is helpful when declining invitations or business proposals.

"I understand where you're coming from, but I don't think it's the right fit for me."

This is a polite way to decline a business proposal or sales pitch. It acknowledges the other person's effort and interest. At the same time, it is honest about your decision. This one is helpful for declining a product or service that doesn't meet your needs or expectations.

"Thank you for the opportunity, but I'm afraid it's not something I can take on right now."

This expression is an excellent way to decline a business request, such as a speaking engagement or additional projects. It shows that you appreciate the offer but cannot accept it now. This is particularly useful when you're declining an opportunity that you may be interested in in the future.

"Thank you for thinking of me, but I'm afraid I won't be able to."

This phrase is a straightforward way to decline an offer. It's important to remember that this phrase should be used sparingly and only in situations where a longer explanation is unnecessary. This is good for declining a small request or a minor opportunity.


Saying no in business can be tricky. However, these phrases can help you decline politely and professionally while still preserving positive relationships. Show appreciation and thankfulness. Explain the logic behind your decision and be courteous.

These steps will help to avoid confusion and hurt feelings. By using these phrases, you can improve your communication skills and effectively say no in business English. Being able to navigate around saying no politely can also help you learn English in general, working on negotiation and explanations, as well as your corporate English learning.

Want to improve your business English? Have a look at our business English courses or our language learning app Mondly.

Learn about Mondly by app

More blogs from app

  • A teacher sat at a table with students helping them work

    GSE Teacher Toolkit: Teaching mixed ability classes

    By Sara Davila
    Reading time: 4 minutes

    One of the biggest challenges for language teachers is teaching a mixed ability class. Students with different levels and abilities will always be present in our classrooms. So, how can we use the to improve mixed ability teaching? Let’s find out.

    How to teach mixed-ability classes

    Differentiated instruction is the best way to address the challenges of mixed ability classrooms. This is a method that helps teachers adjust aspects of the curriculum to match the different levels ofstudents.*This practice ensures that all learners are meeting course outcomes, even though their learning experience may be varied anddifferent.

    In order to differentiate instruction and support students with different needs, teachers can change:

    • the content being taught
    • the process used to teach
    • the product students create
    • the environment where learning takes place

    Adjusting the content tends to be the most obvious way to support learners. So, teachers who want to engage with differentiated instruction in mixed ability classrooms often find themselves producing a lot of content. This is greatas a way tosupport learners. However, creating new content or leveling existing content is time-consuming, and it can become a real challenge for teachers.

    Content vs process

    Instead of adjusting your content, you can use the GSE Teacher Toolkit to adjust your process. When you’re not creating lots of new content, you’ve got more time to consider how to teach new language to your students and how they can show what they’ve learned.The GSE Teacher Toolkit helps teachers to focus on the process and language production of learners, rather than the content you are teaching.

    This means less work for you, and more engagement from your students, no matter what their level is. And the GSE Teacher Toolkit can help you understand the skills we can expect students to demonstrate. So how does this work in practice? Let’stake a look.

  • Teacher stood at the front of the class writing on a interactive whiteboard

    GSE Teacher Toolkit: Planning a communicative grammar lesson

    By Sara Davila
    Reading time: 4 minutes

    Planning grammar lessons with the GSE Teacher Toolkit

    Grammar is one of the core areas of language teaching. Often, new teachers are nervous about teaching it, but sooner or later, all English teachers will have to get to grips with it. Whether you love or hate teaching grammar to your students, the makes planning a successful grammar lesson easier than ever.

    When it comes to planning a grammar-focused lesson, there are two main strategies to choose from: a communicative approach or a focus-on-form approach. The communicative approach is more commonly used.

    So, let’s have a look at how the GSE Teacher Toolkit can help you plan a communicative grammar lesson that is effective and engaging for your students.

    Teaching communicative grammar

    When you’re planning a grammar lesson, you want to be sure there is a reason for students to use the grammar point that you’re going to teach. That way, your students will be more motivated to learn the form and practise using it correctly.

    Using and applying grammar generally requires producing something. That’s why grammar, as an enabling skill, is often aligned to speaking and writing, the productive skills. When you want your students to use or produce a particular grammar form, you can begin by looking for the associated skills in speaking and writing.

    Choosing a skill to teach

    Imagine that you have a class that is learning at an A2 level (35 - 40 on the GSE range). You’ll want to help them work towards A2+/B1. So, it’s a good idea to plan lessons around skills that are in your target GSE range to push their progress.

    In order to plan an A2+ range speaking class, you can filter the GSE Teacher Toolkit to look in your target learning range for specific skills to teach:

  • Students sat at a desk looking at a textbook together, with a teacher pointing to it

    Real-world English: How GSE Job Profiles bridge learning and work

    By Sara Davila
    Reading time: 5 minutes

    Did you know that improving your English proficiency can increase earning potential by up to 50% and safeguard your career against AI? Recent research by app highlights that English is not just a skill but a career-defining advantage in today’s globalized workplace. For millions of adult learners, the journey from the classroom to the workplace requires more than general conversational abilities—it’s about gaining targeted, job-ready skills as quickly as possible. For English language educators, understanding what “jDz-𲹻” English is and how to identify “jDz-𲹻” skills can provide a significant advantage in ensuring learners are prepared to communicate effectively and collaborate with their future coworkers.

    That’s where the Global Scale of English (GSE) Job Profiles comes in. For educators and program developers, it offers a bridge between real-world job skills and the English learners need to perform them. Whether you’re creating programs for nursing assistants, hospitality workers, or IT professionals, this tool ensures that learners build the precise English skills they need to thrive in their roles.

    Let’s walk through how to create a GSE Job Profile and explore its practical use for building programs that align with today’s professional realities.