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Top
Tips for Business English
Teaching meeting skills
Activities ¦
Teacher's notes
onestopenglish.com
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Top
Tips for Business English
by Rosemary
Richey
Teacher's notes
> Main article
> Activities
Teachers have the opportunity to encourage students to
use the Macmillan English Dictionary (MED) for business lexis.
Students can expand basic business vocabulary by word formation and become
acquainted with typical phrases used in a business context.
The activities provide practical language for upper intermediate to advanced
levels. They are suitable for one to one lessons or groups.
The overall timing for the activities should be about
50 minutes. This will depend on the size of the class, and if it is set
up as pair or group work, or as a one to one practice. Students need access
to the Macmillan English Dictionary. Teachers will need at least
a flipchart and whiteboard and ideally an OHP/OHTs.
Activity
1
Preview the topic of meetings with a 5 minute discussion
with the students to find out if they regularly attend meetings either
in their own language or in English. |
Briefly go through the introduction with the students. |
Have the students in pairs or group complete activity
1. |
Review the answers by each pair or group contributing
their findings. |
Display the possible answers on the OHP or give as
handouts. |
Example answers
to start a discussion on a topic |
to chair; to take charge of a meeting |
itinerary, plan; a list of things that
people will discuss at a meeting |
to start to talk about something else |
any other business |
statement from someone saying that they cannot go
to a meeting |
to be in charge of a meeting |
to start doing something that you need to do |
to organize |
to describe something what has already been decided
or done (without repeating the details) |
to begin |
official written record of what is discussed or decided
at a meeting |
Activity
2
Students do the activity individually and then compare
answers with a partner. Remind them that it is possible to place a
word or phrase in more than one category. |
Show the chart on the OHP and ask student to fill
in the answers. |
Present the possible answers on another OHT or as
a handout. |
Example answers
before the meeting |
opening the meeting |
agenda
apologies
to chair
to call |
to moderate
agenda
apologies
to chair
to get down to business
to kick off
minutes |
during the meeting |
closing the meeting |
to bring forward
to moderate
agenda
digress
to chair
minutes |
agenda
AOB
to call
to recap
minutes |
Activity
3
Students complete the activity individually or with
partners. Point out that all formations may not be possible. |
Using the dictionary, they can exchange/compare their
answers and example sentences. Elicit 2-3 example sentences and have
students write them on a flipchart or whiteboard. |
Discuss other uses of apologies and to
moderate that are not particular to a business context. |
Answers
noun |
apologies |
digression |
moderator/moderation |
verb |
to apologize |
to digress |
to moderate |
adjective |
apologetic |
x
|
moderate |
adverb |
apologetically |
x
|
moderately |
Activity
4
Students work on the gap-fill individually. When they
are ready, check the answers with the whole class.
Answers
on
top of |
takes
|
on
|
accept |
Activity
5
Students do this activity in pairs or groups. |
Ask students to provide answers to the whole class. |
Give the correct answers either as a handout or on
the OHP. |
Elicit any other tips they could add to the list. |
Answers
moderator/chair/chairperson |
agenda |
Call |
Get down to |
kick off |
moderated/chaired |
digression |
recapped |
AOB |
Follow up
If time allows, ask the students to describe their
typical meetings. They can write this up in a list or short paragraph,
or make a 1-2 minute mini-presentation. You and the other students
can review their descriptions to check on correct usage of the language
presented in the activities. |
Elicit other situations that are particular to formal
(e.g. board meetings) or informal (e.g. one to one) meetings. Students
come up with 4-5 words or phrases for each setting and use the dictionary
to check accuracy. This can be done as a class activity or homework. |
Have students look up the key language from activities
1 and 2 and find other examples of common verb phrases. They can devise
sample sentences to present to the whole class. |
Hints and tips
Review the answers yourself in MED with both the
CD and the dictionary. |
Expect students to be a bit uncomfortable with finding
the definitions. Practise with as many authentic examples from their
work situation as needed to put them at ease. |
Students can be a bit overwhelmed with the countless
phrasal verbs using bring, get, take, etc. Be
encouraging to students and explain that phrases with bring
or get become easier with practice. |
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