Curriculum

Week 1:
Goals:
T will be able to informally assess Ss’ prior knowledge and experience with the subject; Ss will become more
familiar with business greetings, titles, and power distance in American business, get to know each other, and
learn what exactly is expected of them in this class.
Lesson 1
Activities: Homework: Materials: Assessment:
Go over business greetings, including how to Read example Youtube video: T assesses Ss’
properly introduce oneself and one’s business memo handout http://www.youtube.co command of
in a formal setting, then have the class meet and come to m/watch?v=0iTK7L6jnq4 the language,
and greet each other and the teacher. T will class with any &feature=related (1:19 prior
switch it up: “Greet this person as if he/she is questions and min) knowledge and
your boss, a client, an interviewee, an a short list of experience
interviewer, etc.,” then we can discuss as a different In-class handout:
class how they did or should have changed situations in Teacher-generated
their greetings and why. (20min) which a memo handout written about
would be ideal. the use, function, style,
Watch a Youtube video about interpersonal grammar, etc. of memos
dynamics and discuss question at the end of
the video, and leading that to a discussion Examples of memos:
about differences in etiquette and language in Two, teacher-generated
the office, at company gatherings, with worksheets of four
coworkers, bosses, etc. (40min) example memos
compiled from the
Go over syllabus and other introductory internet.
materials, discuss students’ history with
English, what they wish to learn and achieve in
this class, and what is expected of them.
(30min)

Give memo handout, discuss the function and

makeup of memos in English (30min)

Lesson 2
Activities: Homework: Materials: Assessment:
Reflect on meeting and greeting and Write a memo Youtube video: T assesses Ss’
interpersonal dynamics from last class (10min) on a subject http://www.youtube.co speaking, and
from the class m/watch?v=z9G_M2lGiD debating
Watch a Youtube video on “Big Guns,” discussion for a g&feature=related (1:15) abilities as well
Discuss other idioms or phrases for the boss company of as their
or other workers (10mins) your choosing, understanding
fictional or of memos and
Discuss how to impress your boss, how to otherwise other business
appear respectful, how to address him/her, (include writing

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how to address other coworkers, and what company name
power distance in different types of American and type for
companies (60min) my benefit).

Recap on last class’ memo discussion and,

based on their studying at home, answer
questions and have Ss discuss other situations
in which memos would be appropriate, or
subjects on which memos can be written.
Discuss why a memo may be more effective
than other means of communication. Make a
list on the board of their suggested situations
(from the homework) and have Ss choose from
that list for a topic for the homework. (40min)

Week 2:
Goals:
Ss will become more comfortable with group work and peer review, speaking aloud and formally in English,
become comfortable with memos and their uses
Lesson 1
Activities: Homework: Materials: Assessment:
Reflect on last class’ discussion on bosses and Edit memo, In-Class activities: Informal: T will
power distance (10min) write a short Students’ homework assist students
paragraph assigned last class with in-class
Ss get together in groups of two and switch about why this writing and
the memos they’ve written. Read and discuss information Teacher-generated page assess writing
each other’s letters, make corrections and was best sent of a loose “script” along skills, speed,
suggestions. (40min) as a memo vs. with different roles and comfort
other forms of level of Ss. T
Discuss aloud what your partner wrote about business will also assess
(to whom, reason, company name/type). communication Ss’ speaking,
Explain why this worked better as a memo listening, and
than as another form of office communication. conversation
Ss can discuss if they disagree. skills
(35min)

Students get into groups. Each student has a

piece of paper with different sentences and an
identity (client, boss, coworker, etc). Using
these sentences (and ones they think of
themselves), they have a conversation,
practicing when/how to join a conversation,
when/how to cut in, when to wait one’s turn,
etc. (35min)
Lesson 2
Activities: Homework: Materials: Assessment:

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Take up S’s homework and discuss any Read business Homework handouts: T will assess Ss’
lingering questions about memos. (5min) letter Printed from Writing writing via
handouts, Better English for ESL their
Watch a clip of The Office (American Version) pages 151-163 Learners, the Business homework,
and discuss what makes the situation in the Letter Section, pages and their
video funny to Americans and what that 157- 163 speaking,
implies about American business culture? Who listening, and
is in the right in this situation? Why? Would it Video: deduction skills
be the same in Germany? What about the http://www.youtube.co informally
smaller “wrongs” in the video (making m/watch?v=Gx2EnRLLBr4 through in-
assumptions about someone because of their &feature=relmfu class discussion
race or sexuality)? Can you tell what roles the (0:53sec)
different actors are playing (Who is the boss?
Who is HR?)? (60min)

Discuss the function and makeup of business

letters in English. (30min)

Discuss where/when business letters are

appropriate vs. other forms of business
communication and why. T will pose questions
to the Ss, and Ss answer whether or not a
business letter would be appropriate and why.
(25min)

Week 3:
Goals:
Ss will be learn how to politely give directions and disagree in English politely and formally; Ss will be able to
look at an example of a typical workplace and assess what is and isn’t appropriate there; Ss will become more
familiar with business letters and produce their own

Lesson 1
Activities: Homework: Materials: Assessment:
Recap how to write a business letter. Look at Choose two of Video: Assess
examples, discuss what makes a good business the business http://www.youtube.co students’
letter. (30 min) letter prompts m/watch?v=PfRvColLuM listening and
in exercises 0 (3:00min) reasoning skills
Watch a clip from To Die For. Discuss what is 5.5-5.9 to along with
done right and wrong in this clip. Is the boss’ complete In-Class Activity: their ability to
comment ok? Is the girl’s phone conversation Printed from problem solve
ok? What about the way she tells her http://www.businessengl and work give
coworker about her ripped hose? How would ishonline.net/wp- polite
you have handled the different situations if content/uploads/2010/1 directions to
you were the main character/the girl on the 0/IC010WSU-million.pdf their
phone/the boss, etc? (40min) classmates in
Homework: English, even

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Have students work together in groups to Printed from Writing when
finish a logic puzzle dealing with a company Better English for ESL frustrated
problem, but must behave as if they are in a Learners, the Business
formal business setting while working Letter Section, pages
together. (50min) 163-166
Lesson 2
Activities: Homework: Materials: Assessment:
Ss discuss which business letters they chose to Students finish In-Class Activity: Assess Ss’
fill out and how. Make a student-generated list writing their Printed from understanding
of what a business letter should contain. Have business letter http://www.businessengl of business
students start their own business letters in at home with ishonline.net/wp- letters and
class. Hand out examples of business letters their own content/uploads/2010/1 their ability to
for reference during homework (45min) theme and 0/IC018WSU-uturn.pdf discuss their
reason, use business-
Discuss difficulties of the logic puzzle last class page 162 for a Examples of business related
and the language needed to complete it. What template if letters: opinions in
is different between German and English in an desired Two, teacher-generated English
activity such as this? (15min) worksheets of four
example business letters
T gives handout, which students take turns compiled from the
reading aloud. T answers any questions the Ss internet.
have about the worksheet and clear up any
vocabulary questions. Ss form groups and are Homework:
given role cards and must roleplay their part Printed from Writing
and partake in a discussion about the future of Better English for ESL
the company in question. Learners, the Business
(60 min) Letter Section, 162

Week 4:
Goals:
Ss will become familiar with hedging in the business world and will generate a formal response to a business
letter
Lesson 1
Activities: Homework: Materials: Assessment:
Discuss hedging in business discussions and Write a In-class activity: Assessing
negotiating politely. (50min) business letter Students’ homework students’
reply to your language,
Ss get together in groups of two and switch partner’s Homework: writing, and
business letters. Read and discuss each other’s letter, use page Printed from Writing editing skills by
letters, make corrections and suggestions. Ss 162 as a Better English for ESL observing and
will make notes about their partner’s letter, template if Learners, the Business interacting
and prepare to write a response to it for desired Letter Section, 162 with pairs as
homework. (40min) they work, T
assess Ss’

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Discuss aloud what your partner wrote about, writing skills
and briefly how you would answer. The T will formally by
then take up Ss’ letter to give formal feedback grading
(30min) homework
Lesson 2
Activities: Homework: Materials: Assessment:
Hand back letters with feedback. Answer any Edit response Homework: assess
questions, discuss common problems (10min) letters. Printed from : pages 22 student’s
and 23 from the speaking and
Ss remind us what their partner’s letter was Do hedging coursepack discussion
about and read their response. Students then worksheet skills, how
discuss the response using hedging as In-class activity: students are
discussed last class (Was it effective? Students’ homework catching on to
Appropriate? etc.). Ss turn in replies for formal assigned last class hedging
feedback (50min)
Teacher-generated topic
Roleplay being in a meeting, ½ the class agrees of debate
with one thing, ½ the class disagrees, and
practice politely debating in a business setting
(60min)

Week 5:
Goals:
Ss will become familiar with American workplace policies, and learn how to write a formal business e-mail and
to make their language very concise and direct
Lesson 1
Activities: Homework: Materials: Assessment:
Take up business letters, discuss remaining Choose one or In-class activity: Assess Ss’
problems/questions with business letters two of the Students’ homework speaking and
Ss on replying to their partner’s business letter policies or assigned last class listening skills;
and discuss difficulties they’re having with companies T assesses Ss’
hedging. (20min) created to Youtube video: writing skills
protect http://www.youtube.co formally by
Go over hedging homework, have students American m/watch?v=E8G3cg_t4o grading
read out answers, discuss whether other workers that Y&feature=related homework
students agreed or disagreed with their interest you and (1:06)
response and why (20min) come to class
prepared to tell
Watch a Youtube video about us more about
inappropriateness in the workplace it/them and
Discuss the question at the end of the video, what
and what is inappropriate in the workplace assumptions
Discuss things that may be more or less about the
appropriate in a German business setting than American
in an American one, and talk about the workplace they
reasons behind that (20min) represent. How

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 are things
Discuss America’s policies on sexual similar/different
harassment, how and when to complain about in a German
someone/some situation, OSHA, Workman’s workplace?
Comp., and other things in place to protect
American employees and what assumptions
these policies bring with them about the
American workplace culture (60min)
Lesson 2
Activities: Homework: Materials: Assessment:
Students present on their findings and take Do worksheet Youtube video: Youtube Assess
questions. (50min) on “Verbose to video about work ethic. students’
Concise” http://www.youtube.co speaking and
Watch Youtube video about work ethic. m/watch?v=ubPXfdxxBNI presentation
Discuss question at the end of the movie and &feature=related (1:00 abilities, as
discuss what the students think constitutes a min) well as their
good work ethic, how is this different between ability to both
Germany and America? (40min) Homework: listen to a
A teacher-generated presentation
T introduces business e-mail, discusses the worksheet with overly and ask
use, function, and formality of the medium wordy sentences with relevant
and the idea of “wordiness” by explain that blanks left for students to questions and
email correspondence frequently contains fill in more natural then make an
unnecessary ornate expressions such as please sounding yet still formal articulate and
find attached or pursuant to your request. Just summaries appropriate
as these expressions would sound stilted in an response and
oral communication, they would sound the their ability to
same in an email. They should be replaced write concisely
with more direct, natural language. (30min) and formally

Week 6:
Goals:
Ss will be able to compose their own resume and know how to read and interpret someone else’s; Ss will
become more familiar with formal e-mail writing
Lesson 1
Activities: Homework: Materials: Assessment:
T gives students a “how-to” on business e- Bring in an In-Class Activity: Informal,
mails and Ss get into small groups and discuss updated copy Ss’ homework assigned assess
how they filled out the worksheet. (30 min) of your resume previous class students’
for next class knowledge of
Watch a Youtube video on equal Youtube video: resumes and
opportunities/job descriptions and discuss the Following your http://www.youtube.co job
question at the end of the video. (20min) in-class m/watch?v=iLzE_80-l3k descriptions
discussion and (2:16) and ability to
Hand out resume examples and talk about the “How-To” “read between
what is and isn’t appropriate to put on a worksheet, Examples of resumes: the lines” as

6
resume for an American company (such as compile a Two, teacher-generated well as their
age, gender, nationality), and the differences business e-mail worksheets of four ability to write
between what you would give a German on a subject of example resumes concisely and
company, and what you would give an your choosing compiled from the formally.
American company (30min) internet.

Discuss “flowery” language for resumes (you How-To on Business E-

weren’t just a cashier taking people’s money mails:
and working the register, you positively Printed from:
represented the company with your polite and http://esl.about.com/od/
cheerful interaction with patrons, blah blah businessenglishwriting/a/
etc). Have students name “crappy” jobs and bizdocs_3.htm
discuss how to make them sounds better. (40
min)
Lesson 2
Activities: Homework: Materials: Assessment:
Ss pass their business e-mails 3 students to the Edit resumes In-class activity: Informal, listen
right. Ss edit e-mails for overly-wordiness, and Students’ homework to student’s
other e-mail “donts” and then handwrite a Have students assigned last class language and
short reply to the e-mail as if they were its choose a US suggestions
intended recipient before returning the e-mail company and Examples of resumes: and resume-
to its owner. (40min) position to Two, teacher-generated writing skills
apply to, and worksheets of four and e-mail
Ss get in groups and discuss each others’ make a list of example cover letters writing skills
resumes. What needs to be changed? What what types of compiled from the and assess
sounds good? (40 min) things you internet. their progress
would put in a
Hand out example cover letters and discuss cover letter to
their importance, use, format, etc. (40min) that company

Week 7:
Goals:
Students will become familiar with the American cover letter and learn how to behave in and how to conduct
interviews
Lesson 1
Activities: Homework: Materials: Assessment:
Students pair up to discuss/edit cover letters. Edit cover In-class activity: Assess
Then, students read aloud their cover letters, letter, turn it in Students’ homework students’
first giving us a brief description of the with edited assigned last class speaking
company, and gain more feedback from the resume next ability,
class as a whole. (90 min) class Youtube video: students’
http://www.youtube.co ability to “sell
T gives hand-outs of Dos and DON’Ts to m/watch?v=oMXm3fvktj themselves”
remember when engaging in a concall. Class U write properly

7
discusses these, then students are divided into in English, give
4 groups of 3-4 members each and watch a Handout: proper
youtube video about various aspects of Two, teacher-generated feedback to
tele/video conference calls. After the video, pages about the Dos and someone’s
each group discusses good and bad concall Don’ts of Tele/Vid con work, assess
practices they observed, writes them on a prior
chart paper given to them (good/bad) (60min) knowledge of
tele/vid con.
Lesson 2
Activities: Homework: Materials: Assessment:
Take up homework. Discuss any further Prepare a short Youtube video: T will assess Ss’
questions or concerns regarding resumes and list of http://www.youtube.co writing in cover
cover letters. Discuss difficult and easy parts of questions you m/watch?v=Ppqcn1CiKEo letters and
both. (15 min) would ask on &feature=related ability to “sell
an interview. themselves”
Watch a Youtube video about job interviews: Concall Youtube Video: and present
and interact with the questions, pauses and http://www.youtube.co themselves
discussion prompts. Then discuss your own job m/watch?v=d1oHU97ZBb well, T will
interview experiences and what types of M assess how
questions you find most common. Discuss how students are
these are different than the questions that catching on to
may be asked by an American company (60 conferencing
min)

S get back in concall groups and watch a

second Youtube video, again, each group
discusses good and bad concall practices they
observed, writes them on a chart paper given
to them (good/bad). Each group discusses
aloud briefly what they learned in the two
videos they didn’t’ already know and how the
videos were different from each other (45min)

Week 8:
Goals:
Students will become more comfortable with the concept of Tele/Vid communication and will get practice in a
situation where they have to compete in the business world
Lesson 1
Activities: Homework: Materials: Assessment:
Give back cover letters/resumes. Discuss Each S writes in In-Class Activity: T will assess Ss’
common problems, answer remaining his or her own Students’ homework ability to
questions. (5min) words what assigned last class compete with
he/she learned their

8
S get back in concall groups and watch a about Youtube Video: classmates in a
second Youtube video, again, each group tele/video con http://www.youtube.co way that is
discusses good and bad concall practices they and how they m/watch?v=e5bduokoNN appropriate for
observed, writes them on a chart paper given plan to use this 8&NR=1 the American
to them (good/bad). Groups then put their knowledge in business world
charts on display and the class does a “gallery their future and will assess
walk” to see what different things different American their ability to
groups got from the videos. (35min) workplace think on the
spot in English
The class will be split in half and a faux panel and ask good
interview will be given. (The next day, the questions and
roles will be switched.) The interviewers will give good
each ask a question and a follow-up question, answers, and
either from what they’ve prepared or how they are
something that comes to mind, which the catching on to
interviewees will have to take turns answering. tele/vid con.
(80min)

Lesson 2
Activities: Homework: Materials: Assessment:
Take up tele/vid written homework, answer Come to class T will assess Ss’
questions, discuss concerns/confusion, as with an idea of ability to
briefly what Ss wrote about (15min) what you’ll do compete with
your final their
The class will be split in half and a faux panel presentation classmates in a
interview will be given. The interviewers will on so that you way that is
each have a question to ask, which the can raise appropriate for
interviewees will have to take turns answering. questions and the American
(80min) concerns when business world
we discuss it and will assess
Discuss the panel interview experience and in-depth next their ability to
what Ss did/didn’t like, pros/cons, class. think on the
challenges/advantages, etc. (25min) spot in English
and ask good
questions and
give good
answers

Week 9:
Goals:
Ss will gain a clear idea of what they will do for their final project and have valuable in-class time to begin work
on it. T will be able to assess Ss’ progress and guide students who are having difficulties.
Lesson 1
Activities: Homework: Materials: Assessment:

9
T hands back tele/vid homework and discusses Begin a draft of Teacher –generated T will be able
work/common problems, what were common what you plan project requirements to informally
responses, etc. (10min) to do for your assess Ss’
part of the business ideas,
Ss will tell the class what they want to do their project to leadership
final project on (students will be choosing a discuss with skills, and
product or service they want to be able to sell your group comfort with
or promote). Each S will tell a little bit about members next the language
his/her idea and take questions about it, then class. by observing
students will form groups of 3-4 based on who the Ss group
would like to work with whom. (40min) discussions, T
will formally
T will hand out the project requirements and assess Ss’ grasp
discuss the project with Ss, take questions, and of conferencing
spend time making the purpose clear. (20min) and etiquette
in conferencing
Ss, in their groups, will deliberate and refine situations,
their project ideas so that they are all on the along with
same page and working on the same project, writing ability
ideally, a combination of the related ideas they and
had before they formed their group. Then, the organization
group must assign roles to each member. The
can be president, secretary, treasurer,
whatever they members find appropriate, but
this will define which part of the project the
members work on. (However, each member is
expected to contribute equally.)(50min)

Lesson 2
Activities: Homework: Materials: Assessment:
Ss will get together with their groups and Work on your Ss’ own project work T assesses
discuss their plan for moving forward with portion of your project
their project. (30min) group’s advancement
project, do and Ss’
At the end of 30 minutes, they will present a research for speaking/plann
brief, vocal introduction of their product or project ing abilities
service and business plan to the class, take
questions, hear comments, and bounce ideas
off each other. (90min)

Week 10:
Goals:
Ss will gain valuable practice working in a group in an American business setting and working on projects in a

10
multi-level (as in level of employee) situation
Lesson 1
Activities: Homework: Materials: Assessment:
Ss get into their groups and discuss the work Refine writing Ss’ own project work T can
they did over the weekend, including any started in class informally
research conducted and how it is useful. and have ready assess how
(30min) to turn in next project is
class, continue going, how Ss
Ss spend time refining their project so that research are handling
they can have a rough draft to turn in next the
class. Plan to have prepared: Company name, requirements,
product or service name, and a paragraph or and how they
two of your idea and sales techniques. Discuss are working in
how you’re making use of your research. groups on such
Include each person’s name and title and a large task
duties. Present it as some form of business
writing we studied earlier in the semester.
(90min)
Lesson 2
Activities: Homework: Materials: Assessment:
One group pairs with another and each groups Continue work Ss’ own project work T can assess
takes turns “pitching” their idea to the other on project and how the
group. The other group asks questions about research, bring projects are
the product/service and, afterwards, offers in a book, coming and
some improvement. Then, the groups rotate article, or how well
and do it again. (80min) webpage to students think
practice citing on the fly to
Each group decides together and then tells the next class update others
class which of the other groups’ product or on the status of
service they would choose right now and why. their work
(20 min) (since they
won’t be told
Ss hand in project outlines and ask any they will be
questions or advice for their project from the T pitching their
or rest of the class. Discuss outloud what type ideas in
of research everyone is doing and other ideas advance)
for research that could be useful (20min)

Week 11:
Goals:
For students to successfully give a formal presentation and to knowledgably and formally discuss their fellow
classmates’ presentations as well as become familiar with APA formatting
Lesson 1
Activities: Homework: Materials: Assessment:
T gives back project drafts with feedback. Edit drafts In-Class Activity: T formally
Answers questions, discusses common Homework Ss were assessed Ss’

11
problems. (10min) assigned previous class writing,
planning,
Discuss APA format for citing with students. teamwork
Answer questions. Have students show their abilities by
book, webpage, or article and work as a class grading their
to figure out how to cite it. T list many up-to- rough drafts
date websites and books for APA. (60min)

Groups get together a final time to discuss

project improvements and what will be done
before presentations. T, by random draw or
group volunteering determines which groups
will go when. (50min)
Lesson 2
Activities: Homework: Materials: Assessment:
PRESENTATIONS/DISCUSSIONS, Groups 1 & 2 Ss’ projects T formally
assess Ss
presentation,
speech,
listening,
discussion,
vocabulary,
and business
“selling” skills

Week 12:
Goals:
For students to successfully give a formal presentation and to knowledgably and formally discuss their fellow
classmates’ presentations
Lesson 1
Activities: Homework: Materials: Assessment:
PRESENTATIONS/DISCUSSIONS, Groups 3 & 4 Ss’ projects T formally
assess Ss
presentation,
speech,
listening,
discussion,
vocabulary,
and business
“selling” skills
Lesson 2
Activities: Homework: Materials: Assessment:
T hands back projects, discusses them with In-Class Activity: T assesses
class, talks about strong points, points that Evaluation forms what Ss
need work, answers questions, give learned,
suggestions, discusses commonalities and usefulness of

12
things which were unique. (40min) the class (both
actual and
Ss reflect on what they learned in class, perceived) and
learned from the project, have final word on gets feedback
the project, what they found difficult, easy, to assess own
which project they liked the best, why, what style and
they would change if they did it again, etc., curriculum and
then again about the class as a whole. (65min) to understand
the probably
Ss fill out anonymous evaluation forms about wants and
the class (15min) needs of future
students

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