End Term Assignment - BETT

Q1). Write a role-card for the following role play

A telephone call to a colleague, telling that you can’t make it to the meeting because you
urgently need to visit a supplier, and ask for postponement.

Answer

The role play is very beneficial, when it comes to communicative teaching, a realistic
interphase is provided to the students by the role place that to in Business English, in
which practical situation can be discussed with different forms of vocabulary and sentence
fragments. Role play allows the skills like listening and speaking essential for one’s job
profile. Role play gives the students a platform for practical situations and realistic
experience, like the telephonic conversation, ticket booking and others.

Let us discuss about the role card, which is related to a telephonic conversation between
colleagues.Two students are assigned two roles.
1- Caller - colleagues - A
2- Receiver - Colleague -B

-End talk
-Fluency
- Pronunciation -End talk
- Clear -Fluency
Instruction -Formal Greetings -Pronunciation
tion - Formal Greetings
You have an urgent meeting with your supplier today at 1:30 PM.
ll reschedule it for tomorrow at the same Reason
time and location.
You want to contact
ill receive a call from colleague A, and after understanding colleague to reschedule a meeting you have today at Mystic
thea reason,

CALLER-COLLEAGUE-A VER-COLLEAGUE-B
 UE-A
Jensen speaking.
g Harold. Could we reschedule our meeting Tomorrow?
I’ve received a call from my supplier who is in urgent need to meet me to discuss about our products because he has to pu
e outskirts; it will take a long time. So I can’t make it today.
upplier around 1:30 pm. and it will take around half an hour.
at the same place and time. Thank you so much.
u Tomorrow.
listening and speaking abilities.
After this role play, students may exchange roles. This will help them improve their
Students may appear in the above mentioned:
RECEIVER -COLLEAGUE-B
Harold
Receiver- Hi, Jensen Good Morning
Harold- Yes, sure. Is anything urgent come up?
Harold - What about meeting around 2; 30 pm?
Harold - Ok. No worries we can meet tomorrow.
Harold - You’re welcome. Yes, at the same place and time.
Harold - Bye. See you.
 Q2). The following is a draft of a contract. How will you use the draft as a material for a
BE class?
Mention the learning outcome, the activity or task the trainees have to perform using
the material, their language level and the context of the learners.

ation other for the purpose of language training with sponsor. Trainer will not disclose, publish, or

not restricted to, product specification, manuals, business plans, marketing plants, reports, contra

er) on June16, 2004.

Answer:

The Business English Learning students are mature and frequently involved in any
employment, there are number of ways I can use this material in my BE class. They have a
natural desire to learn new things.Listening and speaking are two critical areas on which I
usually concentrate, and I also cover a little bit wiring, which usually consists of vocabulary
and a specific lexical set that is mostly used in any practical situation.

The following activities can be carried out in BE class.

1)Listen and memorize: -

Language Level- Intermediate

Learning outcome- This will improve their listening skill as well as their
pronunciation.

- The contract is read aloud by the trainer two or three times. Students are told to
listen to the material twice or three times and write down as many words as they
can remember. Students write the words on a piece of paper, and the student
who comes up with the most words wins. They later show it to the trainer.

- They must then read their words aloud so that the trainer can assess their
pronunciation.
At first, the trainer ignores spelling errors, but at the end of the activities, they
are asked for correction.

2). Listen and repeat:-

Language Level-Beginner
Learning outcome- This will help them with their pronunciation, reading confidence,
and fluency.
- The trainer reads each line aloud, and the students listen.
- Each line is repeated by the students after the trainer.
- The procedure is repeated two or three times.
- Finally, all students are asked to read the entire paragraph aloud..
- When a student has finished reading, he or she is called out and asked to read
again.

reveal j. put before

authorizationi. by speaking
sponsor h. open/not hidden
proprietary g. consent
referred f. later/after
hereinafter e. make visible
orally d. power or right
submitted c. mention
Agrees b. protected by copyright
correspondence a. do business with

B A

This process is repeated in the following class until all students have finished.

3). Guess the word with definition: -

Language Level- Intermediate

Learning outcome- This will help them improve their vocabulary for speaking and
writing.

- On the whiteboard, the trainer creates two columns, A and B.

- The A side is made up of words, while the B side is made up of meanings or
definitions.
- Students are permitted to consult a dictionary if they are having difficulty
understanding the meanings.
- Students will match lists A and B.
- The trainer will call the students at random to ask the correct answer, for
example, "answer no 7." Students define and speak an or b.
This is the most effective way to increase vocabulary.

4). Role play:-

Language Level- Advanced

Learning outcome- Improving their interpreting and negotiating skills, as well as
their comprehension of any material

- Trainers divide them into pairs and assign each of them t he roles of trainer and
sponsor.
- Trainers and sponsors sit in pairs with a contract sheet in front of them.
- Everyone is briefed on their roles, such as what they should say to the sponsor as
a trainer.

- Trainer students and sponsor students discuss the contract.

- A sponsor student requests clarification on a few points.
- Trainer students also clarify points and doubts.

5)Contract creation: -

Language Level - Advanced

Learning outcome- Students will be able to use and understand a specific lexical set
and contract language, as in certain jobs, particularly in the marketing division,
where they must meet with dealers under certain terms and conditions devised by
the company. They may be required to read a contract and interpret or amend it as
well.

- Trainers divided them into pairs and assigned each pair to be a Librarian and a
student.
- Librarians and students sit in pairs with a piece of paper in their hands. They are
briefed on their roles as librarians and students, and how they should interact
with one another.
- The contract is discussed and written by the librarian and the students.
- Trainer contacts the pairs, and the librarian is instructed to read his contract.
- Students are also required to read a contract.
- Students are asked to bargain over the dates and times for returning books.
- Both the librarian and the student talk about the library's hours and other
policies.

6)Running Dictation:-

Language Level - Intermediate

Learning outcome- Students will be able to read and memorize sentences as quickly
as possible.

- One complete set of the contract is stuck around or out of the class by the
trainer.
- The students are given one set of the contract with some blank space.
- Groups of students are formed.
- One person is the recorder, while the others are the tellers.
- Every student takes turns being the recorder and teller.
-  In the next step, the teller takes on the role of recorder, while the other goes out
to look up the sentences.
- The group that finishes with the most accuracy receives the points.