How to bring soft skills into the business English classroom

Richard Cleeve
A woman standing at a whiteboard in a office with two others sat down.

Anyone who’s ever taught a business English class knows that their students are busy people. Sometimes they get sidetracked by their other tasks - even during class. This means we have to make the most of the time we have with our learners and focus on what they really need.

How you do this depends on the sector your students work in (or plan to work in), their previous experiences studying English and their own strengths and weaknesses.

Teachers often focus on teaching hard skills, such as writing reports or running meetings. We do this because it can be challenging for many business students to do these things in English and also because hard skills have an immediate and positive impact on their workdays.

But, if there’s one thing that all business people can benefit from, it’s soft skills.

Soft skills are interpersonal or people skills. They include things like active listening, teamwork, decision-making and influencing skills. Mastering these skills will help students progress more rapidly and become more independent learners. However, isolating the specific vocabulary or grammar structures that these skills use is complex and they often get overlooked in language learning classes as a result.

Bringing soft skills into the Business English Classroom
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Five essential communication skills for business students

1. Listening actively

People mistakenly think that communication is just about speaking. However, one of the best ways to be a good communicator is to listen to the person you are talking to.Learners can show interest in what someone is saying by asking clarifying questions and rephrasing what they've said to ensure they've fully understood.

2. Influencing others

In order to manage employees and clients effectively your students will need to be able to influence others. This can be done by building rapport, explaining why they are doing something, asking the right questions and selling themselves in a certain way.

3. Negotiating successfully

The key to closing sales, obtaining a favorable price for a product or service, or maintaining a cohesive team lies in the art of negotiation.Successful negotiators determine their objectives before starting, prepare fully to support their positions and always leave their emotions at home (or in the office).

4. Dealing with different communication styles

In the world of business, students will come across people who communicate differently. The three basic communication styles are aggressive, passive and assertive. They’ll need to know how to deal with these different styles if they want to succeed.

5. Speaking clearly and concisely

Students need to learn to express themselves clearly and convey their message in as few words as possible. It’s easy to ramble when you are nervous, soencourage them to think about what they want to say and, if necessary, make some brief notes beforehand.

How they apply these skills will depend on the issue at stake, the situation and who they're talking to, so they will need to adjust their behaviour accordingly. The more time you spend on this in class, the easier it will become.

If you need any guidance there are courses likeBusiness Partner, which is abusiness English course that teaches real-world language and business skills which helps to teach the above skills mentioned. The course raises students’ awareness of different communication styles to help avoid misunderstandings and so they can be more perceptive and adapt their own styles according to the audience.

Read our post 'Tips for teaching business English to low-level learners'

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    Mind the gap in your English lesson planning

    By Ehsan Gorji

    Professional English teachers love lesson planning. They can always teach a class using their full wardrobe of methods, techniques and games, but a detailed plan means they can deliver a richer and more modern lesson – after all, a teacher usually plans using their full potential.

    Whenever I observe a teacher in their classroom, I try to outline a sketch of their English lesson plan according to what is going on. I am careful to observe any 'magic moments' and deviations from the written plan and note them down separately. Some teachers seize these magic moments; others do not. Some teachers prepare a thorough lesson plan; others are happy with a basic to-do list. There are also teachers who have yet to believe the miracles a lesson plan could produce for them and therefore their sketch does not live up to expectations.

    The 'language chunks' mission

    After each classroom observation, I’ll have a briefing meeting with the English teacher. If the observation takes place in another city and we cannot arrange another face-to-face meeting, we’ll instead go online and discuss. At this point, I’ll elicit more about the teacher’s lesson plan and see to what extent I have been an accurate observer.

    I have found that Language Inspection is the most frequent gap in lesson planning by Iranian teachers. Most of them fully know what type of class they will teach; set SMART (Specific, Measurable, Attainable, Relevant and Timely) objectives; consider the probable challenges; prepare high-quality material; break the language systems into chunks and artistically engineer the lesson. Yet, they often do not consider how those language chunks will perform within a set class time – and their mission fails.

    The Language Inspection stage asks a teacher to go a bit further with their lesson planning and look at the level of difficulty of various pieces of content in the lesson. Is there enough balance so that students can successfully meet the lesson objectives? If the grammar, vocabulary and skills are all above a student’s ability, then the lesson will be too complex. Language Inspection allows a thoughtful teacher to closely align the objective with the difficulty of the grammar, vocabulary and skill. A bit like a train running along a fixed track, Language Inspection can help make sure that our lessons run smoothly.

    Lesson planning made easy with the GSE Teacher Toolkit

    If a lesson consists of some or many language chunks, those are the vocabulary, grammar and learning objectives we expect to be made into learning outcomes by the end of the class or course. While Language Analysis in a lesson plan reveals the vocabulary, grammar and learning objectives, in Language Inspection each chunk is examined to determine what they really do and how they can be presented and, more importantly, to assess the learning outcomes required.

    can be a teacher’s faithful lesson-planning pal – especially when it comes to Language Inspection. It’s simple to use, yet modern and exciting. It is detailed and it delivers everything you need.

    To use it, all you need is an internet connection on your mobile, tablet, laptop or PC. Launch and you’ll have the ability to delve into the heart of your lesson. You’ll be able to identify any gaps in a lesson – much like the same way you can see the gap between a train and a platforms edge. Mind the gap! You can look into the darkness of this gap and ask yourself: “Does this grammar form belong in this lesson? Do I need to fit in some vocabulary to fill up this blank space? Is it time to move forward in my schedule because my students are mastering this skill early?”

    gives you the ability to assess your lesson to look for these gaps – whether small or big – in your teaching. By doing this you can plan thoughtfully and clearly to support your students. It really is an opportunity to 'mind the gap' in your English lesson planning.