4. Provide support for speaking tasks
Use a model dialogue from the coursebook or one you wrote yourself. Ask students to build their own short dialogues by changing some details (such as names, dates, prices, and quantities). Or use one half of the dialogue and ask students to write the other part.
Then, have them perform their dialogues together with their script. Then, ask them to try to memorize it without the script. Finally, they should perform the dialogue for another pair or even for the whole class.
Give students a reason to listen to their partners when they are speaking. For example, a speaking task like placing an order on the phone, gives them a reason. The listening student can note the essential information and check their answers afterwards.
Repeating tasks with slight variations increases the challenge, improves fluency, helps students remember useful phrases, and builds self-confidence.
5. Practice work skills your students need
Students are much more engaged and motivated when the class content is relevant to their everyday situations.? They will want to learn English for work and skills they need to practice include telephoning, socializing and giving presentations.
Writing skills are also important. This includes formal and informal text messages, simple forms, less formal emails to colleagues (e.g. to update on work) and more formal emails to customers (e.g. replying to a simple inquiry).
At the start of the class, make it clear what students will be doing in the lesson. You can refer to the lesson outcome on the coursebook page or write the lesson outcome in your own words on the whiteboard. For instance, “Today you will learn to place a simple order on the phone”.
At the end of the class, ask students to respond to the self-assessment statement: “I can place a simple order on the phone.”
This is a reminder of the purpose of the lesson. It also helps the students and teachers to reflect on the progress they are making.
The grammar syllabus should also relate to English learners' communicative needs (for example, describing your company, instructions, and talking about arrangements).
6. Teach functional language phrases
Draw students’ attention to useful phrases and functional language in speaking and writing. For instance, when greeting visitors (“Nice to meet you.” “See you later.”). They can memorize these utterances and put them to immediate use outside the classroom.
Use role plays to practice work skills and functional language skills. Give learners ample time to prepare and write down what they want to say. In a phone call role play, put students back to back to increase the challenge and add an element of authenticity; even better if they can call each other on their mobile phones from separate rooms.
Similarly, with presentations (for example, introducing yourself and your company), give students time to prepare and rehearse. They can ask colleagues to video them on their mobile phones for later correction work and feedback. Or they could rehearse and film themselves at home and show the final video in the next class.
These are just a few tips and techniques for teaching corporate English to low-level learners. It’s especially important for these students to start simple, recycle language often and build their confidence in their workplace English.?
