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Alternative: Role play

Description: Divide class into 4-5 groups, provide the students with a business scenario. Asks students to think of a solution to the solve the problem. Each group take turns to present their idea and explain why their ideas are superior to others', they should try to make it persuasive using formal language and professional tone

Benefits:

Enhance collaborative skill

Boost critical thinking

Enhance communication skill

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Alternative 1: Collaborative Email Drafts:

Description: Divide the class into small groups and provide a complex business scenario requiring an email exchange. Each group collaboratively drafts a series of emails (e.g., initial inquiry, response, negotiation) while considering the target audience and maintaining a professional tone.

Benefits: Encourages teamwork, and negotiation skills, and ensures all aspects of an email exchange are considered.

* Role-Playing Scenarios:

* Inbox Analysis and Response:

* Client Simulation

* Reflective Journals

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Alternative: Interview

Description: divide the class into 4-5 groups and offer samples of interview cues with problems and suggested questions. The groups will negotiate how to role-play for problem solving purposes. The content of the interview should be related to the issue that would be addressed otherwise via the provided method.

Benefits: promote teamwork, increase language communicative competence through negotiation.

HOW TO ASSESS EXACTLY? - Teacher and peer observation and feedback

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Description:

. Display students' work around the classroom.

. Ask students to walk around, review their peers' work, and provide feedback either verbally or through sticky notes.

Benefits:

.This activity promotes a more interactive and visual feedback process.

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Peer feedback

Description:

Each group is assigned a number.

G1 give fb to G2, G2 to G3, and so on.

Benefits:

Enhance collaborative skills

Boost critical thinking

Ensure fairness as both T and Ss evaluate the products.

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Alternative: Role play

Description:

students are put into pairs and they are asked to think of reasons for why people would find themselves in certain situations (e.g. homeless, dumped by girlfriend, etc). Students can write down their reasons in point form.

students role-play two people who are in the aforementioned situations. They can use their reasons in the role-play.

encourage students to try to use expressions for criticism and regret in their role-plays.

Benefits:

design this speaking activity so my students could practice the third conditional.

Motivate and engage students.

Enhance current teaching strategies.

Provide real-world scenarios to help students learn.

Learn skills used in real-world situations (negotiation, debate, teamwork, cooperation, persuasion)

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