Name and Surname: Velile Dube

Assignment 6: Teaching Business English

Date: 06, 07 and 08 June 2023
Subject: A Chinese debt collection/Contact Centre
Topic: Teach English at a company
Duration: 8 hours full working day excluding lunch and tea
Class size: 30 Students
Objective: By the end of the lesson, learners will be able to use vocabulary for Debt Collection to ask
and answer questions about debt collection.
Materials: Flashcards/ Phonetics, Script work/ role play
Assumptions: Students have a very basic understanding of English.
Anticipated Problems: Students may struggle to adapt to the new language, have difficulty
pronouncing English words.
Solutions: Repeat pronunciation of words so they keep hearing it and ask the students to repeat it
back to you. (Drill to repeat)

DAY 1: ENGLISH PHONETICS

Timing Stage – Stage purpose Strategy Interactio

n pattern
5 min Set context The teacher asks “Why do we need T-SS
The purpose of this activity is just money?” “Why do we borrow
to introduce the topic in a fun way money?” “How are we going to pay
and activate students’ existing the money back?”
knowledge about Bank Debit Learners give answers. S-S
vocabulary.
20 min Present Vocabulary through Learners read short texts about S-
reading – This is for students to different people saying which debt Individual
read for gist. collection companies they like best.
Learners answer a short question to
To increase understanding of how check that they understand the gist. S-S
the target language is used in Learners’ complete vocabulary
context. activity where they match the target
words from the text (e.g., TCM T-SS
Learners must map a word to an Group) to their pictures. The teacher
idea for target lexis. goes through the answers with
learners asking comprehension
Allowing students to practice checking questions (for example, “Is
pronouncing the language in a safe it a place to visit for business?”) and
environment drilling the correct pronunciation.

To increase understanding of the Words are recorded on the board. T-SS

written form of target vocabulary .
15 min Restricted practice – For learners The teacher shows a PowerPoint
to apply target language to with different pictures of the target T-SS
 sentence level constructions. words and carries out a substitution
drill – learners ask their partner “You
need money?” and learners answer
Freer practice – For learners to each other. S-S
personalize target language.
Learners write 3 sentences about
borrowing money that they like and
3 sentences about borrowing money S-
they don’t like. Individual
20 min Production - This is for students Learners pick one script in pairs S-S
to apply target language to an about debt collection and prepare to
authentic context. act out the script in class.

For learners to develop spoken Learners act out the script practiced
fluency. with their partner in class.

DAY 2: INDUSTRY SPECIFIC VOCABULARY

Timing Stage – Stage purpose Strategy Interactio

n pattern
5 min Set context - The purpose of this The teacher recaps on day 1 T-SS
activity is just to activate the Phonetics of the most used words
schemata.
15 min Presentation – For learners to map The teacher uses flashcards to elicit T-SS
concepts to new vocabulary. the meaning of a set of target
vocabulary. T-SS
To allow students to experiment
with pronouncing the language Teacher drills the target vocabulary
context. and ensures that the pronunciation is T-SS
correct.
To raise awareness of the written
form of target vocabulary. The teacher writes the written form
of target vocabulary on the board.
20 min Restricted practice – For learners Learners complete a matching S-S
to correctly identify and name activity where they match the word
target vocabulary to a picture

Practice – For learners to apply Learners pick one script in pairs S-S
target vocabulary to sentence level about debt collection and prepare to
structures. For learners to act out the script in class.
personalize the target language.
20 min Production – For learners to apply Learners act out the script practised S-S
target language to an authentic with their partner in class.
context

DAY 3: WORK USING THE SCRIPTS

 Timing Stage – Stage purpose Strategy Interactio
n pattern
5 min Set context – To activate the The teacher recaps on day 1 T-SS
schemata Phonetics of the most used words
15 min Presentation – For learners to map The teacher uses flashcards to elicit T-SS
concepts to new vocabulary. the meaning of a set of target
vocabulary.
T-SS
Teacher checks with CCQs, for
example for ‘Debt’, “Is it to give or T-SS
take money?”

Teacher drills the target vocabulary

and ensures that the pronunciation is
correct.

The teacher writes the written form

of target vocabulary on the board
20min Restricted practice – For learners Learners complete an activity where S-S
to correctly identify and name they find the English definition of
target vocabulary. the word.

Practice - For learners to apply Learners pick one script in pairs S-S
target vocabulary to sentence level about a debt collection and prepare
structures. For learners to to act out the script in class.
personalize the target language
20 min Production – Script activity Learners act out the script practiced S-S
For learners to apply target with their partner in class
language to an authentic context.
For learners to develop spoken
fluency.

Day 1: Lesson 2

Day 1 of 3
Lesson 2 of 3
Length 45 minutes
Subject Conversations and pronunciations
Objective To teach students how to introduce themselves
and start debt collection conversation.
Assumptions Students have very basic understanding of
English.
Strategy Use PPP (Presentation, Practice, Production)

Presentation
Write the following script out and read it to students:

“Good morning, I’m Kim Sparks. I work for TCM Debt.”

“Hello, my name is Kim Sparks. I’m from TCM Debt.”

Activity: Ask students to repeat the script after you. Repeat and drill.

Practice

Activity: Role-play

Let the students work with two partners and introduce the made-up characters in the table below.

Name Company Responsible for

Terry James Glendower Golf club Accounts
King Bell Market caterers Marketing
John White Top Spot furniture Customer service
Chris Woods Sam Motors Sales
Ben Williams Matrix Computers Technical issues

For example: “My name is Ben Williams. I work for Matrix Computers and I am responsible for
technical issues”.

The teacher walks around the room to ensure students pronounce the words accurately.

Production

The teacher will emphasize that the purpose is to develop the confidence of introducing yourself

Activity: Students can work in pairs to help each other and learn from each other. Pair the students up
and let them introduce themselves to the class using their own name and company information.

Day 1: Lesson 3
 Day 1 of 3
Lesson 3 of 3
Length 90 minutes
Subject Phonetics and Pronunciation of English.
Material Flashcards
Objective To practice sounds that can be difficult for
students and teach students to hear the
difference between the incorrect and correct
sound.
Assumptions Students have very basic understanding of
English.
Strategy Use PPP (Presentation, Practice, Production)

Presentation

Introduce the “Hidden Picture” game, the teacher shows a video of different banks, call centre, as well
as flash cards. The teacher then asks learners to repeat after him/her a couple of times and then write
those words on the board.

Practice

Students start by discussing Debt: Students walk around the class and talk to other students about
debt. Change partners often and share your findings. In pairs, students discuss about the words shown
on the flashcards. Students complete an activity, where they create sentences in English using the
given words.
Flashcards

Production

Activity: Constructing sentences

 Balance
 Checking account
 Withdraw
 Deposit
 Transfer

For example, “My bank balance is very low”.

Day 2 : Lesson 2

Day 2 of 3
Lesson 2 of 2
Length 90 minutes
Subject Vocabulary and Pronunciation
Material White/black board, paper and pens.
Objective To teach students 4 steps of negotiation.
Assumptions Students have very basic understanding of
English.
Strategy Use PPP (Presentation, Practice, Production)
Negotiations are another key aspect of business English.

Many business English students shy away from their native language style of negotiating when it
comes down to trying to negotiate in English. Developing confidence is essential in negotiations and
if students possess this key element, they will have more success at negotiating table.

Presentation

In order to ask the right questions in negotiation, students must first know the cycle of a negotiation.
Present each step and discuss them as a class, giving examples or answering important questions.

The four steps of negotiation:

1. Exploration. This is when two parties explore what each offer, expects and hopes to obtain in
the negotiation.
2. Biding. The bidding stage is when exploration is complete and one of two parties offers and
exchange for goods or money.
3. Bargaining. This is an essential stage, when both parties negotiate until a satisfactory term is
met.
4. Settling. Settling is essentially the finalized agreement. This is the handshake and signing of
contracts stage.

Each stage is important and knowing the right questions to ask in each stage is also very important for
students to undestand.

Practice

After the stages are discussed and fully understood, partner the students up and ask them to
brainstorm questions that would be usefulin each stage. For example:

“What is your company’s protocol for dept repayment timeframes?”

This question is a perfect exploration question used to get the facts and details out on the table.
Students will brainstorm essential questions for each stage of negotiation together. This will create
collaboration and develop ideas useful for the practice stage.

Production

With students still in pairs, they will be given a role-play scenario in which one is the collector and the
other is debtor.

This role-playing scenaio should follow the four stages of negotiation and the students will use the
questions they brainstormed while practicing to have a successful negotiation which may not lead to a
successful settling stage agreement.
Day 3: Lesson 2

Day 3 of 3
Lesson 2 of 2
Length 90 minutes
Subject Debt collection scripts.
Material Call scripts, worksheets for comprehension
questions.
Objective To give students 3 different scenarios during a
debt collection conversation and teach the
students how to respond during the
conversation.
Assumptions Students have very basic understanding of
English.
Strategy Use PPP (Presentation, Practice, Production)

Presentation

Read the following scenarios with the debt collection call scripts to the students:

Scripts of Scenarios
Script 1 - Calling a customer who forgot to pay
You: Good Afternoon. My name is Tina, and I am a debt collector with TCM company. Am I speaking
to Winnie Sparks?
Winnie: Yes, Winnie here.
You: I am calling with regards to an overdue bill.
Winnie: My apologies. I got busy and forgot to pay.
You: No issues. It can happen. However, now that I have you on the phone are you in the position to
make the payment now?
Winnie: I am a bit busy right now. I will try to make it either today or tomorrow.
You: Not a problem. I have made a note of it in the system. We look forward to receiving it. Thank
you.

Script 2 – Calling a customer who says he/she did not receive the bill.
You: Good morning. My name is Tina, and I am a debt collector with TCM company. Am I speaking
with Bruce Adams?
Bruce: Yes, Bruce here.
You: I am calling with regards to an overdue bill.
Bruce: My apologies. But I did not receive the bill from you yet.
You: Apologies if that is the case. However, could you please confirm if this is your email address –
[email protected]?
Bruce: Yes, that is right.
You: Great. Thank you for your clarification. I am sending you the bill again. But please check your
spam folder, as we have sent the bill several times on the specified email id. With regards to the bill,
can you please process it now over the phone?
Bruce: No. I do not have access to my card. I will do it in the evening.
You: Great. I will take note of that in our system. Please make sure you process it today. Thank you
for your time.

Script 3 - Calling the customer for the second collection attempt

You: Good Afternoon. My name is Tina, and I am a debt collector with TCM Company. Am I
speaking with Winnie Sparks?
Winnie: Yes, Winnie here.
You: I am following up on our call to date regarding the payment. Unfortunately, we have not yet
received the payment yet from your side. Can I accept the credit card payment over the phone?
Winnie: Give me a second to get the card.
You: Thank you for making the payment. Have a great day ahead.

Script 4 – When the call goes to the customer voicemail

You: Good afternoon. My name is Tina, and I am a debt collector with TCM Company. Your bill
payment is past the due date. Based on our records, the total outstanding balance of $5000 is overdue.
We have tried contacting you seven times during the last two weeks. Please call us when you get some
free time. Also let us know the status of your payment or if you have any questions. Thank you for
your time and attention.

Practice

Activity: Role play in groups

Divide the class into 3 groups. Use the scripts and let each group role-play each scenario. Each
student must practice all 3 scenarios.
Production

Activity: Role play with a partner

Pair students up with a partner. Use the scripts and let each student role-play each scenario. Each
student must practice all 3 scenarios.

Activity: Comprehension questions

Ask the following comprehension questions to each student on a worksheet.

Collect the worksheets and discuss their answers.

Why is it important to identify yourself and the company?

Why is it important to make notes on your system about the customer’s reply for an overdue bill?

How do you handle the situation when a customer says the bill is incorrect?