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socialising using why you

START
your comp- a business what’s on
any’s biggest with co- English at joined your
challenge trip your desk
workers work company

your first
job

what you
a typical
day at work
your greatest
achievement FINISH your main
competitor
did at work
yesterday

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your a job you
how you got
company’s wouldn’t
your job
goals like to do

your something your


computer you dislike
about your job ambitions
skills

the history
working qualifications taking time your first
of your your boss
overtime for your job off work day at work
company

how you
travelling to
relax after
work
work

your something a successful


one of your meeting college /
your office responsi- you like about business
co-workers clients university your job person
bilities
From www.handoutsonline.com © Handouts Online

Talking Business
Teaching Notes
Target Structure: General Fluency Skills
Vocabulary: Business
Level: Intermediate
Time: 30 minutes
Preparation: Enlarge board, if possible.

Suggested Teaching Method

This board game can be used with intermediate-level students as a break from the textbook. It’s a great way to improve
fluency and confidence when talking about work-related matters.

If possible, enlarge the board using a photocopier.

Students can work in small groups. Each student will need a counter (coins can be used) and each group will need a
die.

If you don’t have dice available at short notice, six-sided pencils can make a good backup! You can write the numbers
1 - 6 on the pencil using a ballpoint pen.

How to Play

Throw the die to see who goes first. When the student lands on the square, he/she needs to talk about the subject in
the space for a fixed duration of time (such as 30 seconds or a minute). If the student is unable to do this, he/she must
move back to the previous position.

If a student lands on a question mark, he/she can talk about any topic. You could set a rule that the ‘free’ topics should
not be business related. You could also have the other students choose the topic.

You can make the game more communicative, by having students ask follow-up questions each time.

While the game is in progress, try not to interrupt. Monitor, and make notes about errors in your students’ English
which would be worth going through later.

After the activity has finished, write on the board some of the errors you heard, and elicit correction.

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