Teaching formal register in a university Business English class requires a strategic approach, particularly when time is limited and the class is large.
Firstly, explain why students need formal English – see this blog.
Secondly, introduce informal v. formal vocabulary – see this blog.
Thirdly, focus on a small number of key aspects that teach students to communicate formally. Here are some time-efficient strategies that can help you and your students focus:
Formal language requires organisation with well-structured sentences and transitions that avoid ambiguity and maintain professionalism.
To help students refine their sentences and the organisation of their thoughts and material, you can introduce a checklist containing a number of words and phrases that students should master by the end of the course. Set achievable targets by choosing a range of structures that can be learnt within the overall constraints of the curriculum.
For example:
- The key consideration is…
- It should be emphasised that…
- It is essential to recognise that…
- One major aspect to take into account is…
- A secondary consideration is …
- Another significant point is…
- Firstly, …. Secondly, … Thirdly, …. Finally
- However, Nevertheless (instead of BUT)
- Moreover, In addition, Furthermore (instead of AND)
- Consequently, Therefore, Thus (instead of SO)
Have students regularly consult and use the checklist during the course to self-assess their own writing and to give peer feedback in study groups.
Actively use the checklist in class time with relevant content at different points – for example, by consulting the checklist and making an oral or written summary of a business article you are reading as part of your course.
The passive voice is commonly used in business to emphasise what is done rather the person completing the action. Examples would be writing a report where the reader may not even know the person involved or dealing with a customer complaint where an impersonal tone can help concentrate on finding a solution to the problem rather than negative emotions and blame.
Upper-intermediate and advanced students should be well aware of how to form passive sentences but you can quickly check this by giving students a mix of sentences in active and passive voice and asking them to classify them correctly.
Then, ask them to convert a few active sentences:
– The CEO rejected the proposal
to passive form:
– The proposal was rejected (by the CEO)
and to comment on the change of emphasis in the sentences.
Then, students can analyse short business texts you use in your course by highlighting passive constructions and discussing why they are used.
If students are still truly unsure, they should access self-study materials such as grammar exercises to revise the passive voice.
Turning verbs and adjectives into nouns can also help to create a professional, impersonal tone. You can introduce this by
providing sentences using verbs:
- The sales director decided to analyse opportunities in the Chinese market.
- The marketing department analysed the results.
then asking students to restructure them using a noun to replace the verb:
- The decision to analyse opportunities in the Chinese market …
- The analysis of the results …
By using a few focused exercises, students can quickly grasp and apply key formal oral and writing skills without requiring extensive feedback or lengthy assignments.