Customer Service Curriculum

ESOL
English for Speakers of Other Languages
Customer
Service
Training
Curriculum
Teacher Guide & Student Book
MontgomeryWorks
Sales & Service Learning Center
11160 Veirs Mill Road, Suite LLH-7
Wheaton, Maryland 20902
240-403-3600
A Montgomery College Partnership Project

2007
ESOL
Customer
Service
Training
This project was developed through funding from the US
Department of Education, Montgomery
College, and MontgomeryWorks. It was also funded in
part by Abt Associates Inc., under their Adult Education
Coordination and Planning Project that was funded by the
U.S. Department of Education’s Office of Vocational and
Adult Education.
Background and Acknowledgments
In Montgomery County, Maryland, sales and service is a high-growth industry that
employs a diverse workforce, including many immigrants. In response to this growth
trend in the county, the MontgomeryWorks Sales & Service Learning Center (SSLC) in
Wheaton, Maryland, working in partnership with Montgomery College, offered its first
Customer Service & Retail Sales ESOL course in 2005. Funding through the national
Adult Education Coordination and Planning (AECAP) project and the US Dept. of
Education provided resources to develop this partnership and explore strategies to
recruit, train, and connect participants with opportunities for employment.
During 2005-2007, the course and curriculum changed and evolved significantly to
meet the needs of students and instructors. The first curriculum to be utilized in the
course, the Equipped for the Future (EFF) Retail Sales Curriculum, was designed for
learners of English as a second language. While this curriculum was strong in customer
service skill content, students and instructors expressed a need for additional content
that met learners’ needs as language learners and job seekers. In response, instructors
began to change the structure and content of the course, creating and sharing additional
materials as the need arose.
The current course is the product of many people. Funding for the writing of the
curriculum was provided through the AECAP project, Montgomery College and
MontgomeryWorks. The former and current Directors of the SSLC, Rebecca Werley and
Mary Ngo, worked with Donna Kinerney, Ph.D., Instructional Dean, and Emma Wilson,
Program Administrator, of the Adult ESOL and Literacy-GED Program of
Montgomery College, to develop and sustain the innovative partnership that made this
course possible. The project also benefited from the support and expertise of Helen
Coupe, Workplace Specialist, and Karen Gianninoto, ESL Specialist and Program
Manager, of the Maryland Department of Labor, Licensing and Regulation.
There is no single author of this curriculum. The basis for much of the customer service
skill content remains the EFF Retail Sales Curriculum. A significant revision of the
curriculum was made by instructor Keira Ballantyne in 2006, and much of her original
work appears here. Instructors Nicole Ring and Anna DeSimon contributed
significantly to the curriculum, in terms of activity design, pilot testing, and
consultation. Amber Gallup, the first instructor for the program, wrote this Instructor
Guide and Student Book, compiled and edited the instructional material, and wrote
many of the activities as well. Finally, much content from the Crisp Learning Series’
Retailing Smarts Workbooks appears in this curriculum by permission of the National
Retail Federation.
Thanks are due also to Judith Alamprese, Principal Associate of Abt Associates, for her
support and knowledgeable guidance of this project through the Adult Education
Coordination and Planning project.
Curriculum Overview
ESOL Customer Service Training Curriculum Overview
Unit Day Customer Service Skills Job Readiness Skills Grammar &
Pronunciation Skills
Unit 1: 1 • Identify main customer • Listen to the goals and life plan of • Use the modal construction
Talking With service/retails sales responsibilities and another person. would like to to indicate a wish.
Your jobs.
Customer • Write personal goals and personal • Use an adverbial clause
• Tell others about past customer dreams. beginning with because to indicate
service work and preferences. reason.
• Plan to accomplish a personal goal.
• Identify customer service jobs.

2 • Describe and model a customer • Identify syllables and produce stress
service attitude. of multi-syllabic words.
• List key components of greeting the • Produce the schwa sound.

customer.
• Use the modal construction would
like to to inquire about and state
• Practice greeting the customer. wishes.
• Use an adverbial clause beginning

with because to indicate reason.
• Pronounce word-final [ng] clearly.

3 • Greet the customer. • Identify and write own current job • Articulate word endings to
skills. enhance comprehensibility.
• Role play: Greet the customer
• Identify at least 3 personal • Produce question intonation.
• Use appropriate terms of address & titles. employment references.
• Determine customer needs.
• Produce stress of multi-syllabic
words.
• Ask general open-ended questions.
Unit 1: Day Customer Service Skills Job Readiness Skills Grammar &
Talking With Pronunciation Skills
Your 4 • Express opinions and make • Use Wh-questions and responses.
Customer suggestions in a workplace context.
• Produce question intonation.
• Observe the customer.
• Use simple expressions for
• Role Play: Observe The Customer offering suggestions and giving
advice
• Ask specific open-ended questions.
• Assign Mystery Shopper homework
Unit 2: 5 • Fit the product to the customer. • List one’s ideal jobs. • Use Wh-questions.
Meeting the
Customer’s • Talk about size. • List one’s goals for the future. • Emphasize focus words.
Needs
• Phrase words into thought
groups and pause between the
phrases.
6 • Listen actively to the customer. • Introduction to the reference list • Practice clear speech.
• Read and summarize an article about • Role play: Ask someone for
listening actively. permission to use them as a job
reference.
7 • Identify features and benefits. • Introduction to the SSLC computer • Practice clear speech.
lab.
• Describe products.
• Begin to type the reference list.
• Read and write an advertisement.
Meeting the Pronunciation Skills
Customer’s 8 • Present an advertisement. • Give constructive feedback to • Use Wh-questions.
Needs others.
• Identify features and benefits.
• Learn about the products you sell.
• Read a product label.
• Role play: Talking about size,

features, and benefits.
9 • Describe features. • Learn about interviews in the • Use comparatives and

United States. superlatives.
• Compare products.
• Role Play: Practice the • Identify focus words.
• Express preferences. handshake.
• Make suggestions. groups and pause between the
phrases.
• Use Wh-questions.
10
REVIEW AND ASSESSMENT REVIEW AND ASSESSMENT REVIEW AND
DAY DAY ASSESSMENT DAY
Unit 3: 11 • Dress for success • Build interview skills. • Identify focus words.
Working at a
Store • Offer choices ( Sometime this unit: Take a tour of • Phrase words into thought
the MontgomeryWorks One Stop) groups; pause between them.
Working at a Pronunciation Skills
Store 12 • Learn about malls. • Talk about preferences in work and • Use polite expressions.
the culture of work in the United
• Identify types of retail stores and States. • Use comparatives and
departments. superlatives.
• Identify the benefits of working in • Use an adverbial clause

retail sales beginning with because to indicate
reason.
• Direct a customer to a department.
• Find information in a retail sales

environment.
13 • Identify retail departments. • Build interview skills. • Articulate word endings to

enhance comprehensibility.
• Suggest alternatives. • Introduction to the resume.
• Use polite expressions.
• Identify characteristics of an inviting
store. • Identify focus words.
• Identify thought groups and

pause between them.
14 • Make suggestions and • Build interview skills. • Demonstrate control of polite

recommendations. expressions.
• Write the resume.
• Know when to refer a customer • Use simple expressions for
elsewhere. (Reference List finished today) offering suggestions and giving
advice.
• Role play: Offer Alternatives
• Demonstrate interrupting and
• Promote safety on the job turn-taking skills.
Unit Day Customer Service Skills Job Readiness Skills Grammar &
Pronunciation Skills
Unit 4: Using 15 • Identify workplace telephone skills • Build interview skills. • Spell names clearly.
the Telephone and tasks.
• Ask for repetition and clarification.
• Answer the telephone.
• Produce proper sentence and
question intonation.
• Transfer a call.
• End a telephone call.
• Use idiomatic expressions.
16 • Use appropriate telephone • Pronounce telephone numbers using
terminology. chunking, intonation, and pauses.
• Leave a message. • Use polite expressions.

• Take a message.
17 • Use appropriate telephone terminology. • Solve workplace problems as a team. • Interrupt someone politely.
• Serve two customers at once. • Describe the process of finding a job. • Ask for repetition.
• Provide balanced service. • Read job ads. • Ask for clarification with wh-
question words.
• Role play: Serve two customers at once.
18 • Give location information and directions • Build interview skills. • Link words together.
over the phone.
• Create a resource list.
• Give product and store information over

the phone.
• Role Play: Telephone Skills & Ending

the Call
Unit 4: Using Day Customer Service Skills Job Readiness Skills Grammar &
the Telephone Pronunciation Skills
19 • Put a customer on hold. • Identify job qualifications in self • Use wh-questions and responses.
and others.
• Give product and store information • Use idiomatic expressions.
over the phone. • Fill out job applications.
• Role Play: Put a Customer on Hold. • Finish resumes.
• Give location information and

directions over the phone.
20
REVIEW DAY REVIEW DAY REVIEW DAY
Unit 5: 21 • Talk about money. • Prepare for online job applications. • Pronounce large numbers.
Closing the • Recognize buying signals.
Sale • Ask for the sale.
• Identify names of U.S. coins and bills.
• Count back change.
22 • Use a cash register. • Use polite expressions.
• Reconcile a cash register. • Use idiomatic expressions.
• Role Play: Do a cash transaction. • Articulate word endings to

23 • Accept credit cards as payment. • Use polite and idiomatic
expressions.
• Accept checks as payment.
• Role play credit card and check

transactions.
Closing the Pronunciation Skills
Sale 24 • Identify types of sales, discounts, and • Take personality tests that are part • Use idiomatic expressions.
promotions. of online job applications.
• Use phrasal verbs.
• Describe a sale, promotion, discount, • Use a Likert Scale.
or clearance.
• Fill out online applications.
Unit 6: 25 • Identify the characteristics of • Build interview skills. • Give reasons using adverbial
Handling different kinds of sale events. phrases beginning with the word
Problems and because.
Complaints • Suggest additional merchandise.
• Demonstrate control of simple
• Role Play: Suggest additional expressions for offering
merchandise. suggestions.
26 • Suggest additional merchandise. • Ask for permission politely. • Demonstrate control of simple
expressions for offering
• Explain returns policies to customers. • Role Play: The Interview suggestions.
• Read and explain warranties.
27 • Respond to complaints. • Give advice and suggestions to co- • Use modals to offer advice and
workers. make suggestions, with attention to
• Deal with angry customers. register.
• Explain customer complaints to • Use embedded statements to

supervisors. report speech.
Handling Pronunciation Skills
Problems and 28
Complaints REVIEW DAY REVIEW DAY REVIEW DAY
Unit 7: Ready 29 • Solve customer service problems. • Work as a team. • Use complex sentences and
to Work modals to discuss hypothetical
• Give retrospective advice to co- situations.
workers.
• Identify one’s rights on the job.

30 • Take the Retail Readiness • Role Play: The Interview • Take the Retail Readiness
Assessment. Assessment.
31 TAKE CASAS POST-TESTS • Write plans for the future. TAKE CASAS POST-TESTS
32 • Review the customer service skills • Describe plans for the future.
that have been learned in the course.
GRADUATION!
Teacher Guides
ESOL Customer Service Training: Unit 1 1:1
Teacher Guide
Unit 1: Talking With Your Customer
Day 1
Objectives:
Customer Service Skills Job Readiness Skills Grammar and Pronunciation

Skills
• Identify main customer • Listen to the goals and life • Use the modal construction
service/retail sales plan of another person. would like to to indicate a
responsibilities and jobs. wish.
• Write 5 personal goals and 4
• Tell others about past personal dreams. • Use an adverbial clause
customer service work and beginning with because to
preferences. • Plan to accomplish a indicate reason.
personal goal via 5 written
steps.
• Identify customer service

jobs
Materials/Preparation:
• New student binders

• World map (on classroom wall)
• Pins with plastic flags
• Stand Out 4 Audio CD, Track 3 (if you have permission to use this in your program)
• Student Book Unit 1
Key Vocabulary:
customer represent
customer service ring up
goal sales associate
qualifications teller
Notes to Instructor:
Write your name and that of the course on the board. Make sure everyone signs in.
The first day of class is the best time to begin creating a positive, energetic class dynamic. Take
your time on the introductory activities, and save the paperwork and most of the policies for the
end of the class session. One exception to this guideline is the introduction of the SSLC usage
policy. It is a good idea to address this policy before break so that students do not bring food or
drinks back into the classroom.
Teacher Guide
Warm-up: Line Up 20 minutes
Set up
1. Welcome class. / Introduce self. / Announce agenda:
a. get to know each other

b. talk about customer service
c. talk about the course and our goals
d. fill out forms
2. Ask one student how long s/he has been in the country. Write the question and the answer
on the board. Have students repeat:
Q: How long have you been in the United States?

A: I’ve been here for 5 years.
Process
3. Ask students to stand up. Then, ask them to line up according to the number of years they
have been in the country (the person with the most years at one end; the person with the least
years at the other). Tell them they must ask and answer the questions amongst themselves in
order to line up correctly. Assist where necessary.
Reportback & Feedback
4. Once students are lined up, check as a group to find out if they did so correctly.
Wrap up
5. Pair students up according to the results (i.e., pair up the two who have been here the
shortest/longest amount of time, etc.) Ask the pairs to sit down together at the tables.
Activity: Interview and Introduction 25 minutes
Set up
1. Write the following three questions on the board:
What is your name?
Where are you from?
What is special or unusual about you?
2. Choose a student and model the exchange, writing the model answers on the board. The
third question can cause confusion, so give a few example answers for yourself.
Teacher Guide
Process
3. Ask students in pairs to interview each other. Circulate to assist.
4. Ask students to take turns introducing each other to the class. Take notes on their names and
their special and unusual characteristics. When they are finished, go through your notes and ask
the class to identify their classmates by name based on the information you supply. For
example, “Who has five children?”, “Who is from Madagascar?”, “Who likes to play the guitar?”
Wrap up
5. Finally, pass out the flagged pins for the map and ask students to come up and put a pin in
their place of origin. Afterwards, take a moment to show the points of origin of the classmates,
highlighting those who might come from the same place, the most far-away places, etc.
Presentation: Introduction to the Course 25 minutes
Note to Instructor: Take this opportunity to introduce the course to students and take their
questions.
Set Up
1. Give an overview of the goals of the course and some examples that illustrate each:
a. Learn and practice customer service skills
Examples: greeting the customer, describing products, asking good
questions, using the telephone, using a cash register,
handling angry customers
b. Prepare to get a customer service job
Examples: practicing for interviews, writing a resume and reference list,
filling out online applications, learning how to search
for jobs, improving computer skills
c. Improve English – especially listening and speaking for the workplace, but
also reading and writing as well
Process
2. Portfolio: Emphasize the fact that the course is intensive and job-focused. We give a lot of
support to their search for a job, which is a key aspect of the course. As such, students will be
developing their portfolio during the class. The portfolio is a packet of information and tools
that students can use in their job search and during interviews. It will eventually contain their
resume, reference list, and job search and interview tools. At the end of the course, they will
receive a black folder in which to keep their portfolio. For now, they will just keep their portfolio
pieces in the Portfolio section of their binder, and in the side pockets of the binder itself.
Emphasize that they should keep any papers that they receive or use in class – never throw
anything away.
Teacher Guide
3. Also emphasize the fact that the class will constitute a learning community. We should learn
each others’ names right away and help each other to improve as much as possible throughout
the next 8 weeks, and beyond. If you are able, tell a few anecdotes from your experience about
previous students who have had successful experiences in the class.
Wrap Up
4. Pass out student binders. Tell students the binders are theirs to keep. They should bring
them every day or leave them at the SSLC each day. Occasionally they will receive handouts
which they should hole-punch and put directly into their binders, in the corresponding unit
section.
5. Students should also bring a notebook in which to write their daily class notes and a pen or
pencil each day.
Note to Instructor: This is a good time to take a break. Before break, you may want to give
students a brief tour of the SSLC. Point out where the restrooms are, explain that they can use
the small refrigerator to keep their food for break (as long as they keep things clean.)
Presentation and Activity: Introduction to Customer Service 25 minutes
Set Up
1. Ask students: “What is customer service? What are the responsibilities in a customer service
job?” and write their ideas on the board. Elicit the following:
- help people - give information

- answer questions - speak on the telephone
- sell products & take orders - ring up customers
- provide technical service - handle problems
- obtain information from customers
- represent the company; be the “face” of the company for the public
Process
2. Lead students from these general answers into a discussion of what jobs are customer service
jobs. List them on the board as they are volunteered. Elicit the following and help define
unfamiliar terms:
- sales associate (in a store) - bank teller

- help desk position - call center operator
- web-based company position - secretary
3. Find a couple students who already have (or have had) jobs in customer service. Ask those
students what they liked and disliked about those jobs and why. Encourage them to use
adverbial clauses beginning with because to provide reasons for their preferences. Model the
construction on the board:
Teacher Guide
Example: I liked my banking job because I enjoy mathematics.
4. Ask students to get into groups of three and discuss what customer service jobs they have
done in the past, if any (in their home countries or in this country.) Ask them to discuss what
they liked and disliked about those jobs and why. Encourage them to use adverbial clauses
beginning with because, using the example on the board as a model.
5. Ask volunteers to report back to the class. As a group, discuss students’ experience and how
that might be helpful throughout the course. Encourage the use of because. Encourage and
practice the clear pronunciation of past tense verb endings.
Transition
6. Move from this discussion into the next activity, in which students will listen to someone’s
goals and then write their own. Mention the fact that we are talking about the jobs we did in the
past (or perhaps in the present), while in this course we will be preparing for our future. The
first part of this preparation involves setting goals.
Activity: Setting Goals 30 minutes

NOTE: This activity is only to be used if your course has permission to use Stand
Out 4. See the Bibliography for Stand Out 4 publication information.
Set Up
1. Elicit the definition of goal from the class. Write the group’s definition(s) on the board and
help them arrive at a consensus on the definition.
Process
2. Tell students they are going to read about the goals of Bita, an Iranian immigrant. Ask
students not to use a dictionary or translator during the first reading. They should just read for
general meaning.
3. Ask: “What are Bita’s goals?”

“What is she doing to make her goals a reality?”
“What is her dream?” (“What would she like to do?”)
Take time to discuss the difference between a goal (a concrete achievement within a given,
realistic time frame) and a dream (a wish for the future, which may or may not be achieved
within a given time frame.)
Also, highlight the difference between the modal will (used here with goals) and the
construction would like to (used here to express dreams). Ask students the following:
Tell me about a dream you have for your future.
Elicit a few students’ dreams and encourage them to use would like to. Write a few example
sentences on the board.
Teacher Guide
4. Ask students to write 3-5 of their own future goals, and their dreams. Circulate to assist with
grammar and expression. When they are finished writing, elicit a few goals from volunteers.
5. Now, draw students’ attention to instructions in the book. Play track 3 (starting at 0:12) of
the Standout 4 CD twice. Pairs can compare answers. Review answers with students. The
answers for this section are below:
Steps Completion Date

Step 1: Study English. Spring 2004
Step 2: Register for college. Fall 2004
Step 3: Get degree. Spring 2008
Step 4: Become an intern. Summer 2008
Step 5: Get license. Winter 2009
Step 6: Become a partner in a firm. 2010
6. Finally, ask students to turn to the sheet (SB 1:3) where they wrote their own goals, choose
only one, and fill in the chart for that goal in Part C of SB 1:2.
7. Ask a few volunteers to present their plan to the class. Discuss responses as a class and give
individual feedback where possible.
Presentation: SSLC and course policies 15 minutes
1. Pass out and review the SSLC usage policy form with students. Give students time to read
and sign it. In your discussion of the policies, emphasize the following:
• Always check in at the front desk before entering the facility.

• Computers at the SSLC are for learning and job search; books are to be used here.
• Attendance policy: No more than 3 unexcused, and 6 total, absences are permitted.
• An absence is excused if the student telephones ahead of time and if the excuse is
one which would be appropriate in a workplace (e.g. illness).
• Arrive on time or early. If you are going to be late, call ahead (just like a workplace).
• Turn off cell phones. Never answer them in class. You can make calls outside
during break.
• No food or drink (except for water) inside the classroom.
• The SSLC / Montgomery College inclement weather policy.
Wrap up 25 minutes
The last half hour of class time can be used for filling out the necessary forms.
Announce that tomorrow we will practice greeting the customer.
Teacher Guide
Day 2
Objectives:

Skills
• Describe and model a • Identify syllables and
customer service attitude. produce stress of multi-
syllabic words.
• List key components of
greeting the customer. • Produce the schwa sound.
• Practice greeting the • Use the modal construction

customer. would like to to inquire about
and state wishes.
• Use an adverbial clause

beginning with because to
indicate reason.
• Pronounce word-final [ng]

clearly.
• 4 index cards
• SSLC Tape: Greeting the Customer
• Photocopies of TG 1:36, Words for Syllable Activity, each copy cut and shuffled – one copy
per student pair
• Flip chart paper or posterboard (optional)
Key Vocabulary:
appropriate greet pushy unclear

attitude greeting rude
courteous inappropriate shift
eye contact manage stress
friendly polite syllable
It is a good idea to write the day’s goals on the board. Go over them with students before class
begins and review them again at the end.
Today you will begin teaching syllables. For more background on the teaching of syllables and
pronunciation generally, see Gilbert 2005 Clear Speech Teachers Resource Book, Units 1 & 3.
Teacher Guide
Warm-up: Find Someone Who… 20 minutes
Set Up
1. Begin the class by asking a few students what they would like to do in class today. Get a few
different suggestions from them, and use these suggestions to ask other students about their
preferences.
Examples: Sumana, would you like to practice greeting the customer today?
Francois, would you like to use the computers today?
Yes, I would. No, I wouldn’t.
Write at least one of the questions, and both a negative and a positive answer, on the board as a
model. Have students practice the pronunciation of the questions and answers. Have them pay
special attention to the pronunciation of the negative response and the consonant cluster [dnt].
Process
2. Students should read the instructions for Part A on SB 1:4, Find Someone Who.... Go
through the example with the class before they begin. Circulate to assist. Congratulate the first
person to get a name on every blank.
3. Review the findings as a class. Ask follow-up questions of some students to get the reasons
behind their wishes and encourage them to use to adverbial clauses beginning with because.
4. Ask students to complete Part B. Ask volunteers to present their answers to the class. Find
out if other students in the class agree or disagree with their classmates.
Presentation and Activity: Greeting the Customer 40 minutes
Set Up
1. Introduce the topic by asking students, “What is the first thing you should say to the
customer?” In the top left corner of the whiteboard, write a few of their suggestions (example:
Hello. How may I help you today?) Explain that this is called “greeting” the customer and that
will be the first customer service skill that you practice together. Leave what you have written.
You will use it later.
2. Write the words appropriate and inappropriate at the top of the board, leaving plenty of
space between and below each word. Explain that there are appropriate ways to behave and
appropriate things to do when you greet the customer. There are also inappropriate things to
say and do. Refer to the suggestions in the corner of the board and write Greet the customer
politely under appropriate. Make sure students understand the definition of polite,
appropriate, and inappropriate, and practice the pronunciations of the words.
Teacher Guide
Process
3. Ask students to get into pairs or small groups, and come up with ideas about what one should
remember to do when greeting a customer (i.e., what is appropriate), and what one shouldn’t do
(i.e., what is inappropriate).
4. After 6 or 7 minutes, bring the class together again. Ask for groups to report some of their
ideas. Write them on the board under appropriate and inappropriate, and take time to discuss
and elaborate where necessary. Encourage students to use should and shouldn’t, and
appropriate and inappropriate. Point out that many of these behaviors are not only relevant to
greeting the customer, but are key parts of the customer service attitude. Review the cultural
notes in and below the table below before you teach this section, and be sure to cover all or most
of the following points:
Appropriate Inappropriate
Greet the customer politely. Don’t stand too close to the customer.
Be friendly, courteous, and professional. Don’t touch the customer.
Speak clearly and slowly enough to be Don’t be unclear or talk too fast.
understood.
Greet the customer promptly [within the first Don’t be pushy. [Instead, be professional and
10 seconds]. relaxed.]
Make and maintain eye contact. Do not chew gum or eat. That is rude.
Smile! [This shows you are interested and Avoid saying things that are too personal or
friendly.] casual.
Acknowledge everybody in the shopping party.
Instructor Notes: Take time to elaborate upon the key points above as they are suggested by
students and where necessary. Be sure to point out that these behaviors are key parts of the
customer service attitude – not just greeting the customer. Also, remember that some students
come from cultures with significantly different practices regarding personal space, touch, and
other practices. Keep in mind the following:
• In the United States, the distance between a sales associate and a customer should be at least
2 feet, and is often up to 4 feet or farther. Americans generally prefer more personal space than
people in Mediterranean and Latin American countries, and more than men in Arab countries.
(New York Times, November 16, 2006, In Certain Circles, Two is a Crowd).
• The United States is generally a touch-avoidant culture. It is generally recommended that, in

a work environment, people not touch at all (except for handshakes). (Richmond, V. P., &
McCroskey, J. C. 2004. Nonverbal behavior in interpersonal relations. 5th Ed., Boston, MA:
Allyn & Bacon.) Some students may find this surprising.
• Spend a few minutes discussing what it means to “speak clearly”. Point out that it is not only
clear pronunciation. It is also speaking slowly and loudly enough to be understood (but not too
slow and not too loud!)
Teacher Guide
4. The last step of the presentation is to generate and practice the remaining “stock expressions”
for greetings. Generally speaking, the verbal greeting has two parts: 1. a basic greeting or
acknowledgement of the customer’s presence, and 2. a question that creates an opening for
discussion. Using this two-part structure, elicit some stock expressions from students and add
them to the existing list in the corner of the board OR write them on poster board or flipchart
paper that can be left on the wall for future reference:
Hello. How may I help you?

Good afternoon. How can I help you today?
Good morning. What can I help you with today?
Hello. Are you looking for something special today?
Tell students that the customer may respond to the greeting by asking for help with something.
However, he or she may also just say that they don’t need any help. In that case, the sales
associate can say:
Certainly. If you need any help, just let me know.
5. Lead the class in practicing the pronunciation of the stock expressions (with smile and
appropriate intonation!)
Performance & Feedback
6. Finally, ask students to pair up, stand up, and practice greeting each other several times.
Circulate and remind students to smile, speak clearly, make eye contact, etc.
Wrap Up
7. Explain to the class that they will be practicing greetings more later in the unit.
Post-break Activity: A Guessing Game 10 minutes
Set Up
1. During or right before break, write one of the following words on each of four index cards:
appropriate, rude, unclear, pushy. Privately and one-by-one, take aside four students and ask
them to play a small role for the class after break. They will be the sales associates and will greet
you, the customer, in the manner described on the card.
2. Write the four words on the board. When the class assembles again after break, explain that
they will have to watch their classmates (sales associates) greet you (the customer), and then
guess what word describes the greeting.
Process
3. Have one of the volunteer students with cards come up to the front of the room. Leave the
room and come back in through the door, looking around as though you were a customer. Role
play the greeting scenario with each of the four volunteer students.
Teacher Guide
4. After the role play is finished, and the class has guess the word that describes the greeting,
discuss why they chose to describe the greeting in that way. What were the characteristics that
made it pushy, rude, etc.
Transition
5. Use this discussion to transition smoothly into the listening activity that follows.
Activity: Greeting the Customer 1 & 2 – Listening 25 minutes
Set Up
1. Ask students to read the instructions on SB 1:5, Greeting the Customer 1 . Emphasize that, if
they feel that a greeting they hear is inappropriate, they must write why they think so.
Process
2. Play the tape, Greeting the Customer, at least two times. Discuss the answers and the
reasons with the students. Encourage students to use adverbial phrases beginning with because
to state their reasons.
Here are the answers to the worksheet:
Appropriate or Why?
Inappropriate?
1 Inappropriate Rude
2 Appropriate
3 Inappropriate Too fast
4 Appropriate
5 Inappropriate Too fast and too pushy
6 Inappropriate Unclear. [A little. This one could go both
ways]
3. Ask students to listen to the tape two more times. As they listen, they should fill in the
blanks on SB 1:6. Greeting the Customer 2, with the missing words.
4. After they listen, students should compare their answers with a partner. Review any difficult
spellings on the board and give individual feedback where possible.
Transition
5. The last greeting in the previous activity may have been judged inappropriate because it is
somewhat unclear. Use this fact to transition into the presentation on syllables by stating that
speech clarity has a lot to do with rhythm and intonation in English –in other words, the music
of the language. Syllables are the basic building blocks of English rhythm. If we pay attention to
syllables, we can speak more clearly.
Teacher Guide
Teacher Guide
Presentation and Activity: Syllables 25 minutes
Set Up
1. Introduce the concept of syllables. Write the words sale, retail, customer, and appropriate
on the board. Ask students to listen to you say the words. Then, say them again, this time
clapping the syllables out lightly as you say them. Next, ask students to say the words together
as a group, clapping the syllables as they speak.
2. Explain that you clap once for each syllable. Ask students to identify how many syllables are
in each of the words on the board.
Process
3. Ask students to pair up, and give each pair a face-down stack of vocabulary word cards from
TG 1:36, Words for Syllable Activity. Ask them to practice together, pulling one card at a time
and counting the syllables in each word. Insist that they either lightly clap or tap their fingers in
order to count the syllables.
4. Circulate to listen and assist, taking notes on words that seem to be particularly difficult.
5. Do not collect the cards after students have finished. As a whole class, discuss the number of
syllables on some of the difficult words (like chocolate) and practice. Give individual feedback.
Presentation and Activity: Stress
Set Up
1. Use the preceding whole-class discussion on syllables to transition into an introduction of the
concept of stress. Model the pronunciation of a few of the difficult words you have been
discussing and point out that you give more vocal emphasis to one of the syllables over others.
The vowel in this stressed syllable is particularly long. For example, the first syllable in radio is
stressed. As such, the [a] sound is noticeably longer than the [i] and the [o].
Read a few words from the cards and have students repeat words after you, focusing on stress
and vowel length. Have them name the number of the syllable where the stress is found (e.g.,
the first syllable).
Process
2. Using your own stack of cards, read words one by one. Instruct students to silently indicate
the number of the syllable where the stress is located by holding up the corresponding numbers
of fingers. (This ensures that some students will not distract others by giving the answers aloud
too quickly.) Watch the fingers and repeat words if some indicate the incorrect number.
3. Once you feel that students understand the concept of stress and can identify it in words,
introduce the concept of the schwa. Explain that the unstressed vowels in a word are often
pronounced as a schwa, or a very short, unclear vowel sound. It is very common in English.
Teacher Guide
Write the following words on the board. Model their pronunciation and then have students
repeat. Identify the syllables that have a schwa. Identify the stressed syllable in each word.
America customer associate professional company technical
Point out that not all unstressed syllables have a schwa sound. Some unstressed vowels are
simply short and clear, while stressed vowels are long and clear. The schwa is short and unclear.
Practice & Feedback
4. Students should now return to the same pairs. This time, one student can read a word to
his/her partner, and the partner can say where the stress is located. Then, both students should
practice the pronunciation of the word, with attention to the schwa sound. Circulate to assist.
Assessment: Syllables and Stress 20 minutes
Set Up
1. Ask students to open to SB 1:7, Syllables and Stress: Assessment, and go over the
instructions with students.
Process
2. Read the list of the words below, saying each word twice. Instruct students to write the
words that they hear.
1. retail 6. supervisor
2. attitude 7. chocolate
3. employment 8. represent
4. sales 9. polite
5. service 10. need
3. Now, say each of the words again once. Ask the students to write the number of syllables in
each word on the blanks provided. Do one example on the board with the word professional to
make sure that students understand what to do.
4. Say each of the words once again. This time, ask students to underline the stressed syllable in
each word. Model the example word professional on the board to make sure students
understand what to do.
5. Say each of words a final time. Ask students to circle any syllable that contains a schwa.
Model this on the board with the word professional.
6. You can either collect the assessments and record how students performed, or use peer- or
self-correction process.
Teacher Guide
Wrap up 5 minutes
Remind students that the class has focused today on the customer service attitude, greeting the
customer and also on syllables and stress. Awareness of syllables and stress can help us speak
more clearly and be understood by others. Day 3 of Unit 1 begins with a focus on speaking
clearly, so it is useful to call students’ attention to these points at the end of Day 2.
You may choose to wrap up the class by asking students to revisit their list of stock phrases for
greeting the customer that they created in the beginning of class. They can practice
pronouncing the greetings again – this time, with attention to syllables, stress, and the
pronunciation of unstressed syllables. Here again are some stock phrases for greetings:
Certainly. Let me know if you need any help.
Homework: Reading Activity: Determining a Customer’s Needs on SB 1:10 and questions

on SB 1:11.
Teacher Guide
Teacher Guide
Day 3
Objectives:

Skills
• Greet the customer. • Articulate word endings to
• Use appropriate terms of
address and titles. • Produce question
intonation.
• Determine customer needs.
• Produce stress of multi-
• Ask general open-ended syllabic words.
questions.
• Mix & Match Cards, TB 1:43 , copied onto cardstock, cut, and shuffled
• Cut-out magazine images of different people (see SSLC Instructor Resource Shelf)
• SSLC Audio Tape: What are his interests?
• Flipchart paper or posterboard (optional)
Key Vocabulary:
anticipate Mr. tune in

determine Mrs.
impression Ms.
Ma’am Sir
Miss skill
motive standard
Last night’s reading homework, Determining a Customer’s Needs, will be discussed during
today’s class. You may also wish to take some time at the end of class to go over the answers to
the homework and answer any questions. Collect the homework and review it in a timely
manner in order to provide students with feedback on their work.
Please note that in Unit 2, you will need to use the computer lab. It may be advisable to
schedule the use of the computer lab now for that day, or adjust your lesson plans accordingly.
Teacher Guide
Warm up: The Gossip Game 20 minutes
This warm up activity re-focuses students on clear speaking, which was discussed on Day 2 of
this unit.
Set Up
1. Ask students to get into a large circle or a line, with some space between each person. It is
wise to ask an advanced student to be the first person in line or stand nearest you in the circle.
2. Ask students to tell you what gossip is. Make sure that everyone understands the definition,
and tell them that the game you are going to play is called The Gossip Game.
3. Announce that you are going to whisper a sentence in the ear of the person nearest you.
S/he, in turn, will whisper it to the next person. The sentence can be said only two times to the
same individual. It is important to speak clearly, but not so loudly that the next person in line
can hear the sentence. Note that this is an excellent time to quickly review how to ask for
repetition: Could you repeat that, please? Practice this phrase with students before you begin.
Process
4. Start the game. Use one of the following sentences (or make one up):
She wants to buy a yellow dress. Miss Parker would like a large coffee.
He is looking for some sports socks. We are sold out of size 11.
She wants to buy a gift for her mother. I want to buy a flat screen T.V.
5. Ask the last person in line to tell the class what s/he heard. It will most likely be something
different (perhaps very different) from the original sentence. Discuss why this is – what were
the problems? Did you feel that the person next to you spoke too quietly? Too quickly? With an
accent?
Discuss what can be learned from the activity. Emphasize that, in order for others to
understand us, we must speak clearly. Despite the fact that we may have accents, we can use
techniques (like attention to syllables and stress, speaking more slowly, etc.) to help others
understand us.
6. Draw students’ attention to the fact that consciously and clearly articulating the ends of
words is a key to helping others understand. Ask students to refer to SB 1:8, Speaking Clearly.
Have students practice pronouncing these sentences, paying particular attention to their
pronunciation of the ends of the words. First let them listen to you pronounce the sentences,
then have the class do it together as group. Next, ask each individual to read a sentence aloud.
7. Finally, have students practice pronouncing the sentences in pairs, constructively critiquing
each other’s articulation of the ends of words. Circulate among students to assist and to give
individual feedback.
Teacher Guide
Transition
8. Use the discussion about clear speech, above, to transition into a review of yesterday’s lesson
on greeting the customer.
Presentation: Terms of Address 20 minutes
Note to Instructor: It is very likely that questions regarding the use of titles (Mr., Mrs., etc.)
will come up during this presentation and activity. You must distinguish between terms of
address and titles, so tell students that you’ll discuss titles later in today’s class. Make a clear
distinction between terms of address, which are used when you do not know the person’s first or
last name (and sometimes when you do know that information), and titles, which are used with
a person’s last name). Terms of address are more common and usually more appropriate in the
interactions between the customer and the retail sales associate that we commonly deal with in
class.
Set Up
1. Remind students of yesterday’s overview of greeting the customer. Write the stock phrases
back on the board (or refer to the poster paper on the wall):

Process
2. Gather a few of the magazine pictures together. You should choose a picture of a middle-
aged woman, a man, and a girl or young woman. Show the picture of the middle-aged woman
and ask the class, How would you greet her?
Attempt to elicit the word Ma’am. For example, Good afternoon, Ma’am. How may I help you?
Emphasize the correct pronunciation of Ma’am. Many students pronounce it exactly like the
word Mom, which could be confusing or even insulting to customers they address in this way.
Do the same with the other two pictures. Elicit and practice Sir and Miss.
Point out that these terms of address are useful because you do not need to know the customer’s
name in order to use them.
Notes to Instructor: As a class, discuss the U.S. cultural aspects of deciding when to use
Ma’am or Miss. Point out that, in the United States, the basis for the decision between these
two forms of address is not clear cut. Generally, one could say that Ma’am is used for married
women or those who are clearly middle-aged or older. Miss is used for girls, unmarried women,
or, often, for women who are clearly younger than middle age. However, there is definitely a
gray area when addressing women who are roughly between the ages of 20-40. When marital
status is not obvious, some prefer to use only Miss, so as not to accidentally offend the customer,
while others feel that Ma’am is more respectful, and so tend to use that most frequently. Tell
Teacher Guide
students that, in ambiguous cases, they will have to use the form of address with which they feel
most comfortable. Both are useful in establishing a tone of respect in the greeting.
This may be a good time to point out that one should avoid using terms such as honey and
sweetie when addressing a customer. This is too informal and can be irritating or insulting to
some customers.
Presentation: Titles 15 minutes
Set Up
1. Show students one of the magazine pictures again; e.g., the picture of the man. Tell them his
name is Roger Duncan, and write that name on the board. Ask a volunteer to greet the man.
State that it is fine to greet the man with Sir, but if he is a repeat customer, it would be more
appropriate to greet him with Mr. Duncan. Try to elicit this from the class, and write Mr.
Duncan on the board.
2. Present and/or elicit the following points about the use of titles in the United States:
a. The use of titles is a way of showing respect and a degree of formality in
interactions with customers and others.
b. Titles are used with the customer’s last name. They are not to be used with the
customer’s first name. For example: Mr. Duncan, never Mr. Roger. The latter is
not necessarily rude, it just sounds strange to the native speaker.
Process
3. Using the magazine pictures, elicit the titles for women: Mrs., Miss, and Ms. Write them on
the board. Students will likely already understand the distinction between Mrs. and Miss. You
will need to spend some time discussing the difference between Mrs. and Ms., in terms of
meaning, usage, and pronunciation. Make the following points about the distinction between
Mrs., Miss, and Ms., using examples of people you all know (yourself or SSLC staff) to illustrate
your points:
a. Mrs. is used with women who you know are married.
b. Miss is used with women who you know are single.
c. Ms. is used when you do not know the marital status of a woman, or when that
status is unimportant. In the United States, Ms. is increasingly the preferred title
in the workplace. It can be used with women of all ages, though girls and very
young single women are still most commonly addressed as Miss (plus last name).
Note to Instructor: In past Customer Service ESOL classes, students have brought up that
their children’s teachers are often called by a title followed by a first name, e.g., Miss Linda.
This is actually an exception to the general rules regarding titles above. This practice is common
among women in elementary schools, and seems to also be more common in the African-
American community and in the south. If students bring this up, discuss it and make the point
that, ultimately, the individual will decide how he or she would like to be discussed. Exceptions
always exist, but the general rule is still to use titles with the last name of the individual.
Teacher Guide
4. As a group, practice the pronunciation of the titles written on the board, with special
attention to the distinction between Mrs. and Ms. Ask students to identify the number of
syllables in each of the words, and point out the fact that Mrs. ends in [s] while Ms. ends in [z].
Wrap Up
5. Wrap up by reiterating the fact that correct usage of terms of address and titles is important
in showing politeness and respect toward the customer. Politeness and respect are, in turn, key
components of the customer service attitude.
Role Play: Greeting the customer and terms of address 45 minutes
Set Up
1. Ask students to quickly review some of the characteristics of an appropriate greeting. Write
their suggestions on the board. Tell them that this activity will present an opportunity to get
more practice in greeting the customer.
Process
2. Ask students to pair up and give each student one of the magazine pictures. Instruct them to
spread out as much as possible and take turns playing the customer and the sales associate,
greeting each other appropriately (according to the picture). Encourage them to role play the
entire interaction, starting with the customer entering the “store”. However, remind them that
this is a very short role play – they are to stop the interaction after the greeting is completed.
Announce that they’ll be doing the role play in front of the class, so they may wish to practice a
few times.
Note that students may have trouble deciding whom to make eye contact with – the picture or
their classmate! Instruct them to make eye contact with their partner, but address him or her as
if he or she were the person in the picture. That way, they can still practice the different
greetings while also practicing eye contact.
2. Circulate around the room, observing and assisting where necessary. Note problems to
address later, but do not interrupt a role play in action. Pay special attention to all aspects of
clear speech.
3. After the activity, bring the class back together. This may be a good time to briefly address
any general problems that arose during the activity.
4. This has been the first role play of the course. Introduce the feedback phase of the role play
activity by establishing the expectations and protocol for giving each other feedback. Make the
following points and establish understanding and agreement before moving on to step #5:
Teacher Guide
a. In this course, students will have plenty of opportunities to practice their

customer service English skills. Many of these opportunities will be in the form
of role plays.
b. After practicing the role plays in pairs or small groups, they will be able to
perform them in front of the class.
c. Students may be nervous or uncomfortable about performing in front of their
classmates. This is natural, and role plays will very likely become less nerve-
wracking as time goes on. Clearly, this process will help students be less nervous
when they have to use these English skills on the job.
d. The instructor and students form a learning community. The purpose of
giving feedback is to help each other learn and improve. We must always be
respectful of others’ efforts and polite but honest in our feedback. Every person
has strengths and weaknesses.
5. Ask students to open to SB 1:9, Greeting the Customer Role Play Peer Evaluation. Give
them a few minutes to read the form. Tell students that they can use the form to take notes on
each role play they watch and to use as a guide when giving feedback afterwards. However, they
should not do a lot of writing during the each role play. They should be very quiet and give their
full attention to each pair.
You (the instructor) should quickly fill out the instructor version of the Evaluation,
(TG 1:40) for each “sales associate” during and right after the role play, during the feedback
discussion.
6. One by one, pairs should perform their role play in front of the class, taking turns being the
customer and the sales associate. Be sure the class is completely quiet and attentive before
allowing each pair to begin. Afterwards, first ask the class, What did they do well? Discuss the
responses. Then, ask the class, What could they improve? Discuss the responses. If students
have difficulty giving constructive feedback, refer them to their Feedback Forms for ideas (Polite
phrases for giving feedback will be introduced in tomorrow’s class. Try to make note now of
how students phrase their feedback.). Make sure you have filled out your Instructor Feedback
Form as fully as possible before moving on to the next pair.
Wrap Up
7. Wrap up the role plays by discussing any loose ends and/or practicing those elements that
seemed most challenging, including any pronunciation challenges.
Transition
Move to the next activity by asking students the following question: After you greet the
customer, what is the next step? Elicit their ideas and move to the next presentation.
Teacher Guide
Presentation and Listening Activity: Determining customer needs 25 minutes
Set Up
1. The next step after greeting the customer is determining customer needs. After a sales
associate finds out what a customer needs, he or she can find ways to meet those needs. Ask
students, How can you find out what a customer needs? Try to elicit the two best responses
(which were covered in the last nights reading):
a. Ask the customer questions

b. Observe the customer
Explain that the class will first focus on asking questions. Tomorrow, you will discuss observing
the customer.
2. Tell students they will hear a sales associate ask a customer about her interests. Ask them to
listen for the questions the sales associate asks.
Process
3. Play SSLC tape What are his interests? once.
4. Ask students to open to SB 1:12, What are his interests?, and read the instructions for Part
A. Play the tape again and ask them to complete Part A. You may need to play the tape twice.
5. Review students’ answers as a group, discussing any that caused confusion. The answers to
both parts may be found on TG 1:42, What are his interests?
6. Call students’ attention to the fact that the sales associate asked various questions to find out
the customer’s particular needs. Then, ask students to read the instructions for Part B. Play the
tape again and ask them to complete Part B.
Practice & Feedback
7. Review the answers as a group, writing the answers on the board in order to model correct
spelling. Practice the pronunciation of the questions as a group and then in pairs. Circulate to
assist and give individual feedback.
Transition
8. Refer students to question #8 on last night’s homework on SB 1:11, Determine a Customer’s

Needs. Ask volunteers to give their answers to that question to open a discussion about wh-
questions and the reasons to use them.
Teacher Guide
Presentation: General Open-ended Wh-questions 30 minutes
Set Up
1. Explain that sales associates try to use open-ended questions to determine customer needs:
a. These questions encourage conversation because they require more
than a one-word answer.
b. They help you get as much information as possible from the customer.
c. Most open-ended questions are wh-questions.
Example: What is the special occasion?

What can I help you find today?
d. Closed (or “dead-end”) question those that can be answered with just a
yes or no. They don’t require any more information of the customer,
and can be “conversation killers”. They are used to confirm facts.
Example: Is there a special occasion?

Is this for someone else?
(The customer can just answer “no” and walk away!)
Process
2. Ask students to tell you what words wh-questions usually begin with. Write them on the
board: who, what, when, where, why, and how
3. Ask students for some examples of good general open-ended questions to ask a customer
after you greet him or her. This is partly a review, since some general open-ended questions
were part of the greetings they have already practiced. However, this discussion will take the
topic further and generate more open-ended questions that are general in nature.
Write students’ suggestions on the board or on flipchart paper/poster board that you can hang
up and re-use. If students suggest closed questions, discuss why they are closed and how the
question can be made more open and encouraging of conversation. Try to elicit the following:
How can I help you? What can I help you find today? What is the special occasion?
What can I do for you today? Who are you shopping for? What are you looking for?
There are a few yes/no questions that are also commonly used by retail sales associates, and
which can also encourage conversation. These can be learned and practiced as well.
Are you looking for something special today? Is there something I can help you find?
Point out that students should avoid saying, Who are you buying for? The preferred question is
Who are you shopping for?
4. Practice the pronunciation of the questions as a class. First, model the pronunciation and ask
students to listen. Focus students not only on pronunciation of the sounds and syllables, but
also the intonation of the sentence:
Teacher Guide
a. Draw long arrows above the sentences so that students can simultaneously
see and hear the rising intonation of the questions – the “music” of English.
b. Model the de-emphasis of structure words (indicated by reductions) and the
emphasis on focus words (indicated by the extra length on the stressed
syllable of that word.)
c. Model and point out the fact that when you ask the questions with a smile,
they seem more polite and inviting.
Practice & Feedback
5. Have students repeat the questions after you a couple times. Then, have individuals repeat
after you. Finally, have students take a few minutes in pairs to practice the pronunciation of the
questions. Circulate and listen, giving students individual feedback.
Note to Instructor: For further explanation of de-emphasizing structure words and

emphasizing stressed syllables, see Gilbert, Judy. 2005. Clear Speech. Third Edition, Unit 7.
Activity: General Open-ended questions 30 minutes
Set Up
1. Assign Mix & Match Cards, TB 1:43, randomly to students. Each should have about 4.
2. Ask students to read their cards and make sure everybody understands all the words on their
cards. Explain the rules of the game:
a. The goal of the game is to be the first person with 4 matching cards. For
example, 4 cards labeled with the word toaster.
b. They are to circulate among their classmates. Playing the role of sales
associate, they should greet their classmates appropriately and ask an open-
ended question (from among those on the board) to find out what their
classmate is looking for. Their classmate would ask for an item that she
already has in her hand – again, with the goal of ending up with 4 such items.
c. Then, the two students would switch roles, so that the other student would
have a chance to practice the open-ended questions, and get matching cards.
3. Model the interaction a couple times with students in the class:
Sales Associate: Good afternoon! What can I help you find today?
Customer: I’m looking for a toaster.
Sales Associate: Certainly. I have two toasters here.
Customer: I’ll take them both. Thank you!
Sales Associate: Thank you.
Process & Feedback
4. Circulate among the students as they play the game and assist where necessary. Try to give
feedback to each student.
Teacher Guide
5. Afterwards, point out who the winner and runners-up are, by writing their names on the
board. Discuss any difficulties that arose and practice the pronunciation and intonation of the
open-ended questions once more.
Wrap-up
Ask students to name the topics you covered today:

- terms of address and titles - determining customer needs by asking open-ended questions
- greeting the customer
Also, remind students that you had your first role play today. There will be another role play
tomorrow. Tomorrow’s class will begin with some practice on giving constructive feedback and
suggestions to classmates and co-workers.
Teacher Guide
Day 4
Objectives:

Skills
• Express opinions and make • Identify at least 3 personal • Use wh-questions and
suggestions in a workplace employment references. responses.
context.
• Identify and write own • Produce question
• Observe the customer. current job skills. intonation.
• Ask specific open-ended • Use simple expressions for

questions. offering suggestions and
giving advice
• Copies of TG 1:44, Giving Feedback, cut into cards and stacked - one stack per student pair
• An article of clothing (a shirt, skirt, or suit jacket, preferably)
Key Vocabulary:
broke observant
browse part-time
cash register resume
clue sales associate
efficient specials
fail stress
feedback type
in a hurry wholesale
Notes to Instructor: Specific open-ended questions, introduced today, can be difficult for
students to master. They often have trouble with formation of the questions, and deciding
which questions are most appropriate for in a given situation. Emphasize that there will be
plenty of time to practice open-ended questions throughout the course – today is just the
beginning.
Teacher Guide
Warm-up: Find Someone Who... 20 minutes
Set Up
1. Ask students to open to SB 1:13, Find Someone Who. Explain that this warm-up activity is
another way to get to know their classmates better. It is another “Find someone who...” activity,
similar to the one you did earlier in the week (Day 2). Go through the instructions and the
example with students.
You may need to practice question formation with students before they begin the activity. With
lower-level students especially, take time to elicit the correct questions for each number before
they begin (e.g., Do you grocery-shop on Sunday nights?)
Process
2. Ask them to circulate among their classmates, asking questions, with the goal of writing a
different classmate’s name in each blank. The “winner” is the first person to fill all the blanks.
Walk among them and assist with question formation and to make sure they are writing names
in the blanks only when their classmates answers positively to a question.
3. Write the names of the winner and the runners-up on the board. Bring the class back
together and review the answers by asking the whole class questions with who: Who grocery-
shops on Sunday nights? Who works part-time now? Have students identify their classmates.
Ask follow-up questions to get more information.
4. Discuss key vocabulary in the activity as it comes up:
wholesale sales associate part-time resume type grocery-shop
5. Discuss any difficulties in question formation. Students will need to be able to correctly form
yes/no questions using the simple present and the present perfect. Ask students whether these
questions are open-ended or closed questions, and why they think so. (They are closed.)
Transition
6. The next presentation and activity has to do with giving suggestions, advice, and feedback.
Transition into it smoothly by focusing students on their classmates answers to #9-11 on the
activity sheet. Some students will not be able to answer yes to these questions. While not
treating these students as deficient in any way, bring up the fact that these skills are useful to
have when looking for a job. Ask students what polite advice or helpful suggestions they might
give their classmates who answer no to these questions.
Examples: I suggest that you... practice using email.

Perhaps you could... take a typing class.
I think you should... write a resume as soon as possible.
Write a few of the students’ suggestions on the board (however they are worded) and move on to
the next presentation/activity.
Teacher Guide
Presentation and Activity: Giving feedback 20 minutes
Set Up
1. Remind students that yesterday, you had your first role play in class. You discussed things
they thought that their classmates did well, and things they felt they needed to improve. On the
job, it is also important to be able to give feedback; that is, to make suggestions for
improvement, give advice, and express opinions. That ability is expected of employees in most
U.S. workplaces. Write the word feedback on the board.
Process
2. Refer students back to the suggestions on the board. If they did not use the polite openers
highlighted in bold above, elicit those now or introduce them. Explain that these are polite,
non-confrontational ways to begin a suggestion to a classmate or a co-worker. Practice the
pronunciation of the suggestions on the board as a whole class. Focus students’ attention on
pronouncing the ends of the words suggest, could, and should, and on the vowel sound in could
and should.
3. You should also bring up polite openers for expressing that a classmate or co-worker has
done something well. Elicit these and practice them as in #2, above.
Example: I really liked it when...you smiled at the customer.
4. Ask students to get into pairs, and give each pair a face-down stack of problem cards from TG
1:44, Giving Feedback. Explain that they should take turns pulling a card from the stack and
telling their partner about their problem. The partner should make suggestions for ways to
address the problem, using the polite openers on the board.
5. Model one or two in front of the class with an advanced student, and then allow them to
begin. Circulate to assist. Try to give feedback to each student on the content, grammar, or
pronunciation of his or her responses.
6. If pairs end earlier than others, suggest that they bring up a few real problems that they are
willing to share and get their partner’s feedback on that problem.
7. Bring the class back together and see if there are any questions. Ask volunteers to model a
few interactions. Make sure they understand the words fail, broke, cash register, and stress.
Give students a couple more problems (either from the cards or from your own experience) and
ask for their feedback as a group.
Wrap Up
8. Remind students that they should try to use these polite openers when they give their
classmates feedback during role plays in this class.
Teacher Guide
Presentation and Activity: Observing the Customer 25 minutes
Set Up
1. Remind students that yesterday you talked about determining customer needs. Ask them,
What are two ways to determine customer needs? Elicit the answers from yesterday:
a. Ask open-ended questions.
b. Observe the customer.
2. Ask students to tell you why observing the customer will help you determine their needs.
Elicit ideas from the group. If students do not do it themselves, bring up the concept of
observing customers for clues about their needs. Write the word clues on the board and discuss
its meaning. Ask students to give you examples of such customer clues.
Process
3. Ask students to open to SB 1:14 and take 6-7 minutes to read Be Observant. Encourage
them to avoid using a dictionary, and instead use the context to figure out the meanings of new
words.
4. After students have read the article, ask follow-up questions to check comprehension (see
below). Ask students to come up with definitions or other ways to say the underlined words.
Follow-up questions: What are some clues you can use to get to know a
customer?
What can you say if the customer appears to be in a hurry?
What kind of questions can you ask a customer to learn

about his interests?
5. Ask students to pair up and read the directions for You Be The Detective on SB 1:15. They
should work together to pair the appropriate responses with the customer clues. Circulate to
assist and give feedback to individuals. The answers to the questions are on TB 1:45.
6. As a whole class, call on volunteers to give the answers to the questions, discussing those that
may have been difficult or confusing, and any new words.
Transition
7. Direct students’ attention back to the reading. Ask them to remind you what the reading
suggests you do when a customer is focusing on a specific item in the store (answer: engage the
customer in conversation and ask more specific open-ended questions to find out more
information.) Transition into the next presentation and activity, in which they will practice how
to ask these specific open-ended questions.
Teacher Guide
Presentation: Specific open-ended questions 20 minutes
Set Up
1. Hold up the article of clothing you have brought to class (shirt, skirt, or jacket, preferably).
Ask students to name the article of clothing.
Process
2. Tell students that when you go shopping for a shirt (or skirt, jacket, etc.), you normally don’t
look just for any shirt at all. You go looking for particular characteristics or features of the shirt.
Ask:
What features are important to you?
Elicit the following and write them on the board:
style material size color
3. Ask students to try to name the style, material, size, and color of the clothing you are holding
up. Use open-ended questions:
What style is the shirt? What size is the shirt?

What material is the shirt made of? What color is the shirt?
Tell students these words – style, material, size, and color – are category words. They describe
categories of features. For example, material is a category that could include denim, cotton,
polyester, silk, and many other fibers. What other category nouns can students come up with?
(flavor, kind, model, type, brand, manufacturer....)
Tell students that next week, they will spend a lot of time learning the vocabulary used to talk
about features. For now, just focus on how to ask specific open-ended questions using these
category nouns.
4. Point out that when they are talking to a customer, sales associates can ask a variety of
specific questions to get more information. Write a few on the board. Practice the
pronunciation of the questions (including question intonation) and call students’ attention to
the different verbs one can use to form the questions:
What style of shirt do you like?

What kind of hat do you prefer?
What color sweater are you looking for?
What size shoes do you wear?
What fabric appeals to you?
Teacher Guide
Activity: Specific open-ended questions 20 minutes
Set Up
1. Ask students to open to SB 1:16, What do you prefer?, and read the instructions.
Process
2. Ask students to work individually to fill in the blanks with the appropriate characteristic from
the box at the bottom of the page. Do the first item together as a class, and then circulate to
assist while they do items 2-5.
3. After they are finished, ask them to pair up and take turns playing the customer and sales
associate roles.
Circulate among students to assist with pronunciation and intonation. Try to give each student
individual feedback at least once.
3. Bring the class back together and ask volunteer pairs to model each exchange for the class.
Give individual feedback. Address issues of pronunciation and intonation, practicing each open-
ended question at least once as a group.
Wrap Up
4. Direct students to SB 1:17, Open-Ended Question Grid. Show them that this grid is there for
their use as they practice forming specific open-ended questions. It may be useful for them in
the role plays you will do later in class today.
Additional Activities: Specific open-ended question practice
Note to Instructor: Depending on the level of your students and the class time you have, you
may have need of additional supported practice activities for open-ended question formation.
On SB 1:18-19, you will find two additional activities:
Opening Doors with Open-Ended Questions

Practice with Open-Ended Questions
On TG 1:46-47, you will find the instructor copy of these activities with suggested answers.
One or both of these could be used in class today (postponing the role play) or in the following
week, as needed, to build students’ skills. They can also be assigned as written homework or
done orally in pairs or small groups.
Teacher Guide
Role Play: Observing the customer and open-ended questions 40 minutes
Set Up
1. Pair students up and ask them to open to SB 1:20, Observing the Customer: Role Play.
Assign each pair one of the role plays. (If time, each pair can do more than one role play).
Instruct them to spread out as much as possible and take turns playing the customer and the
sales associate, acting out the scenario, greeting the customer appropriately, and asking open-
ended questions. Encourage them to role play the entire interaction, starting with the customer
entering the “store”. However, remind them that this is a short role play – they are to stop the
interaction after the sales associate has asked the customer only a few questions. They should
not continue on to “closing the sale”. Announce that they’ll be doing the role play in front of the
class, so they may wish to practice a few times.
Process
2. Circulate among students, observing, assisting, and giving feedback where necessary. Note
problems to address later, but do not interrupt a role play in action. Pay special attention to all
aspects of clear speech.
4. Ask students to open to SB 1:21, Observing the Customer Role Play Peer Evaluation. Give
Quickly fill out the instructor version of the Evaluation (TG 1:48) for each “sales associate”
during and right after the role play, during the feedback discussion.
responses. Then, ask the class, What could they improve? Discuss the responses. Insist that
students use the skills they practiced at the beginning of the class to give polite, constructive
feedback (see activity above). Make sure you have filled out your Instructor Feedback Form as
fully as possible before moving on to the next pair.
Wrap Up
seemed most challenging, including any pronunciation challenges.
Teacher Guide
Presentation: Job Skills 25 minutes
Set Up
1. Remind students that preparation for the job is a key part of the course. One of first steps in
preparing to get a job is to focus on the skills that one already has. All of us – even those who
have not had much work experience previously – have skills that will serve us well on the job.
2. Ask students to take a moment to think back on their previous work experience. If they do
not have work experience, they can think about times that they have volunteered, participated in
an organization, or even cared for children or others. Ask them to think about what they did
well in those situations.
Process
3. Give an example from your own job experience. Go through your example with the students
while writing on the board. On the left-hand side of the board, write an example of something
you do well. Then, talk about how you know that you do it well? Write that evidence in the
middle of the board. Then, list the other people who know that you do this well. Write the list of
those people, and their titles or positions, on the right-hand side of the board. For example:
I can teach English well. I know I am good at it My supervisor,

because my students learn Ms. Smith, and my
quickly, and because they co-worker, Mr. Dyson,
tell me they enjoy my classes. know that I teach well.
3. Have students open to Portfolio Workbook p. 2, Job Skills Worksheet. Ask them to fill in
the boxes with their own skills and reflections, just like you did on the board.
4. Circulate to assist with expression, spelling, etc. Give students feedback on their examples.
At this point, their answers can be general and focus on both work-related and non-work-related
skills and experience. However, this sheet will serve as a basis for the reference list, so try to
focus students as much as possible on their work or volunteer experiences, especially in their
answers for the third column. They should identify at least 3 potential references.
5. Bring the class back together and ask each student to give one of their skills, explain how they
know they are good at it, and say who else knows they are good at it. As each student gives his
or her example, try to initiate a class discussion about what adjectives might describe that
student, based on their example. For example, if a student says that she takes care of the elderly
well, ask the class to come up with a few words that might describe her skills; e.g., patient,
caring, gentle. Write the adjectives on the board (or on a piece of flipchart paper that can be
posted on the wall after this activity). By the end of this discussion session, you should have a
lengthy list of adjectives on the board that describe positive traits, most of them job-related.
Here is a partial list of some useful adjectives to elicit. (Note that these will be useful again
when students practice interviewing skills and write resumes):
Teacher Guide
clear spoken considerate cooperative generous punctual
friendly honest loyal organized patient
reliable team player helpful motivated flexible
eager effective assertive hard-working
Wrap Up
6. Tell students that we will use this paper (Portfolio Workboook p.2) to begin writing our
reference lists next week, so they should keep it in their binder.
Wrap-up
Review the main points of today’s class. Introduce the Mystery Shopper homework series and
assign the first one (below).
Homework: Mystery Shopper 1
This is the first of several Mystery Shopper homework assignments. Ask students to open to
SB 1:22 and go over the instructions with them. They should go to any retail store, observe
and/or have an interaction with a sales associate, and then write about their experience at home
later on the activity sheet. For this assignment, they should focus on how the sales associate
greets the customer and what kinds of questions s/he asks.
Emphasize that students should do this observation over the weekend and be ready to discuss it
and turn in their work at the beginning of the next class.
Teacher Guide
Words for Syllable Activity

Note to Instructor: The following four sheets of word cards can be photocopied and cut out for student
use in the syllable activity described on TG p. . Print the words out on card stock and separate sets
into labeled envelopes for re-use in future classes. Don’t forget to make a stack of cards for yourself!
sundress snack food discount
Wheaton sports socks workplace
title finish formal
coffee housewares flat screen
wedding daughter blue jeans
camera greetings mother
married single lady
pushy inappropriate wallet

Teacher Guide
counter letter toaster
customer courteous listening
looking for shopping mall
co-worker history salary
manager resources Maryland
Washington work permit Virginia
work permit green card eye contact
temperature telephone phone number
animal president bicycle

Teacher Guide
Africa El Salvador recently
technical overtime charity
benefits boutique vice president
chocolate safety hazard supervisor
stationery living room job title
post office dinner set casual
radio polite appeal
prefer unclear back home
first aid T.V. size ten

Teacher Guide
consider important department
politely opinion harassment
deduction vacation good morning
uncomfortable America employee
represent workers’ rights Would you like
understand human resources
friendly manage rude
shift syllable sales associate
reference resume qualifications

Teacher Guide
Greeting the Customer Role Play

Evaluation
Date: ______________
Instructor: _________________
Name of student playing Sales Associate: __________________________
Sales Associate: Checklist

Rating Scale: 1 – needs improvement
2 – good
3 – excellent
The sales associate... Circle a rating:
Greeted the customer promptly 1 2 3
Maintained a smile 1 2 3
Maintained eye contact 1 2 3
Was polite and friendly 1 2 3
Spoke clearly 1 2 3
Acknowledged everybody in the 1 2 3

shopping party
Other?
_______________________ 1 2 3
_______________________ 1 2 3
Additional Comments:
Teacher Guide
Determine a Customer’s Needs

INSTRUCTOR COPY WITH ANSWERS
Part B - Instructions: Using your own words, answer these questions about the article
on the previous page.
1. According to the article (first paragraph), what is the sales associate’s most important
goal?
___________To satisfy the customer_________________________________
2. In the second paragraph, underline the words positive impression. What do you
think it means to make a positive impression?
(answers will vary) To help the customer have a good experience in the store________
3. How can you make a positive impression on the customer? What are examples?
ring up the sale, provide advice, directions to the next department...._____________
4. In the third paragraph, underline the word anticipating. What do you think it means
to anticipate a customer’s needs?
(answers will vary) To look ahead. To try to figure out the customer’s needs.________
5. According to the article, what are two ways to get information about customer needs?
__careful observation and asking thoughtful questions_______________________
6. In the fourth paragraph, underline the words buying motive. What is another way to
say buying motive in English? What does it mean?
______(answers will vary) reason to buy_______________________________
7. In the fifth paragraph, underline the words tuning in. What is another way to say
tuning in in English? What does it mean?
__(answers will vary) listening carefully; paying special attention _____________
8. What are the best kinds of questions to use to determine a customer’s needs? Why
are these questions so useful?
__WH-questions. These questions encourage conversation. They open doors.______
Writing Practice: On the back of this paper, write a one-paragraph summary of the
article that you read.
Teacher Guide
What are his interests?

Part A. Instructions: Listen to the tape. Answer the questions. You do not need to
write complete sentences.
1. The customer is buying a gift. Who is it for?
_________her son___________________________________________
2. What is the special occasion?
__________his birthday next week________________________________
3. How old is he?
_________12_______________________________________________
4. What are his interests?
____sports: baseball, basketball, soccer, swimming______________________
Part B. Instructions: Listen to the tape again. The sales associate asks four
questions before she suggests a product to the customer. Write the questions that you
hear.
1. Good morning, ________How can I help you today?_____________________?
2. Oh, okay. Are you __looking for a gift for someone______________________?
3. I see. _______How old is your son________________________________?
4. And what are his _____interests___________________?

Teacher Guide
Mix & Match Cards: General Open-ended Questions
Copy on cardstock, cut, and shuffle. Assign the cards randomly to students.
A blue dress A blue dress
A large coffee pot A large coffee pot
A pair of gloves A pair of gloves
A set of queen size sheets A set of queen size sheets
A digital camera A digital camera
A dinner set for 8 people A dinner set for 8 people
A toaster A toaster
Levi’s brand blue jeans Levi’s brand blue jeans
A blue dress A blue dress
A large coffee pot A large coffee pot
A pair of gloves A pair of gloves
A set of queen size sheets A set of queen size sheets
A digital camera A digital camera
A dinner set for 8 people A dinner set for 8 people
A toaster A toaster
Levi’s brand blue jeans Levi’s brand blue jeans

Teacher Guide
Giving Feedback: Problem Cards
Instructions: Photocopy this sheet and cut into cards. Stack the cards face down and
give one stack to each pair of students. Students should take turns pulling a card, telling
their partner their problem, and getting their partner’s advice or suggestions about how
to address the problem.
I feel very tired lately. I arrived 30 minutes late It’s cold in here.
today.
My neighbors are too noisy! I’m broke. I saw a co-worker stealing

money!
I’m having problems with I can’t sleep at night. I have a job interview but
the cash register at work. nothing to wear.
My boss is angry with me. I failed my English test. I have too much stress
these days.
My boss keeps asking me to I have a headache. My back hurts.

go on a date.
I keep losing my credit I get nervous speaking I want to make some new
card! English on the phone. friends.
Teacher Guide
You Be the Detective

Instructions: Before you simply ask, “Can I help you?” observe customers’ actions for
clues to their needs and desires. Read the following clues and then pick a response from
the box below that might help you get more than, “No, I’m just looking,” from the
customer. Write the letter for the response next to the customer clue.
Customer Clue
1. The customer is picking up every object in a ___B____

display. He is comparing the items to each other.
2. A man is browsing and picking up items that ___D____

are probably for a woman.
3. The customer walks to one display, looks at it briefly, ___A____

and then begins to leave the store.
4. The customer keeps picking up and then putting down the ___F____
same item. She seems unable to make a decision.
5. The customer walks in with a shopping bag from your store, ____C__
walks to a display and begins looking for
something.
6. The customer gets a shopping cart, pulls out a shopping ____E___

list and begins going up and down each aisle slowly.
Sales Associate Responses
A. “I’m sorry you didn’t find what you were looking for...perhaps I can help?”
B. “We just got those in – aren’t they lovely?”
C. “Can I help you with a return or exchange?”
D. “Looks like you are considering a gift – is there a special occasion?”
E. “Let me know if you need help finding anything.”
F. “You seem undecided...have you used that product before?”
From Retailing Smarts, Workbook 1: Get to Know Your Customer, pp. 27-28
Teacher Guide

Instructions: Compare the examples of dead-end and open-ended questions. Then,

turn the last few examples of dead-end questions into open-ended questions.
DEAD-END OPEN-ENDED
Can I help you? How can I help you?
Do you like red or green? What color do you prefer?
Is that the brand you want? Why do you prefer that brand?
Is this for you, or is it a gift? For whom are you shopping?
Did you want a full skirt? Which style skirt do you like?
Do you want a remote control? What features are important to you?
Is it for a special occasion? What’s the special occasion?
Looking for anything special? What are you looking for?
Did you see our coupon specials? What brings you into the store
today?
Do you like 100 percent cotton? What fabric do you prefer?
Have you read this author before? What kind of reading material
are you looking for?
Is this all for you today? What else can I help you with
today?
Adapted from Retailing Smarts, Workbook 1: Get to Know Your Customer, p. 34

Teacher Guide

Instructions: You are the sales associate. Write the open-ended question you might
ask the customer in each scenario, below. Remember to begin the question with who,
what, when, where, why, which, or how.
1. You see a woman looking at a display of toys and games, trying to decide which toy to
buy. You are thinking that she probably has a particular child in mind.
How old is the child you’re shopping for?
2. You work in a bakery and see that a customer is considering which cake to buy. You
would like to know more about what he has planned so that you can recommend the
best cake for that occasion.
What is the special occasion?
3. You work in an electronics store and a customer is looking for a particular device for
her computer, but she is not sure what it is called.
Where did you see the device? What does the device do?
4. You work in a restaurant, taking carry-out and catering orders by phone. You are
speaking to a customer on the phone who is having trouble deciding how many
sandwiches he should order for his office party. It would help if you knew the number of
people who will be at the party.
How many people are coming to the party?
5. You work in a clothing store. A teenager comes into shop for a pair of blue jeans.
You have many different brands of blue jeans, but you don’t have the particular brand
that he wants.
Why do you like that brand? What appeals to you about that brand?
Teacher Guide
Observing the Customer Role Play

Evaluation
Date: ______________
Instructor: _________________

2 – good
3 – excellent
Spoke clearly 1 2 3
Observed the customer’s behavior in 1 2 3

order to choose the most appropriate
questions.
Used open-ended questions to find out 1 2 3

more information.
1 2 3
Other?
_______________________
_______________________
Teacher Guide
Unit 2: Meeting the Customer’s Needs
Day 1
Objectives:

Skills
• Fit the product to the • List ideal jobs. • Use Wh-questions.
customer.
• List goals for the future. • Emphasize focus words.
• Talk about size.
groups and pause between the
phrases.
• A watch with a second hand, a stopwatch, or a timer

• A jacket that fits you well
Key Vocabulary:
accessories fit
alterations focus word
alternatives ideal
contradict pause
cue pay off
customizing run (large, small, etc.)
durability thought group
Today’s lesson includes a focus on thought groups and pausing between phrases. For more
ideas on how to teach this topic, and for additional practice activities, see Gilbert pp. 129-138.
Look Ahead:
During Unit 3, the class needs to take a tour of the MontgomeryWorks One Stop. It is a good
idea to schedule that now, if it has not been done already.
During Unit 3, the class will need to use the computer lab from time to time. Look over the
curriculum for Unit 3 and reserve the computer lab accordingly.
Teacher Guide
Warm-up: Mystery Shopper Reportback 15 minutes
Set Up
1. Ask students to get out their Mystery Shopper 1 sheet and to name what stores they went to.
Process
2. Ask students to get into groups of 3. Each member of the group should take 2-3 minutes to
tell the others about their experience. In particular, they should discuss and compare the sales
associate’s “customer service attitude”, what s/he did well, and what s/he could have improved.
3. Bring the class back together and go through each of the questions on the homework,
surveying students for their experiences and encouraging further discussion on useful
observations. If students report having heard good open-ended questions or greetings, write
them on the board. Write two columns on the board listing things the sales associates did well
and things they could improve.
Transition
4. Move from the discussion of sales associates’ behavior to the next activity, which helps
students further explore their personal employment goals and state their “ideal jobs”. Mention
that in this class, we are training to become customer service representatives. Sales associate is
one of many positions in customer service.
Presentation & Activity: Ideal Jobs 25 minutes
Set Up
1. Write the following three questions on the board:
What three things are most important for you in a job?

Where do you see yourself in five years?
What are your ideal jobs now, and why?
2. Discuss the meaning of the questions first, giving your own answers as examples.
Make sure students understand that the third question should be two or three jobs that are
reasonably attainable for them, at least in the next few years. For example, “astronaut” might be
an ideal job, but not a reasonable goal for most of our students. On the other hand, “bank teller”
is a desirable and attainable position for many students, but they may need more time and
training to achieve it.
Teacher Guide
Process
3. Ask students to stand up and form two lines, facing each other. Explain the rules of the
activity:
a. They are to take turns answering each of the three questions on the board.
b. Each student has 30 seconds to answer each questions. You will watch the time and
tell them when to start and stop speaking.
c. During his or her 30 seconds, a student must speak continuously. That is, s/he must
continue to speak (preferably on the topic, but if they run out of things to say, then any
topic is fine) until time is called.
d. Partners must give the speaker full attention, and not interrupt. When the speaker is
finished, the partner answers the same question for 30 seconds. Then, the pair moves on
to the next question.
Keep careful time with your watch or a timer. This is a fluency exercise, so do not interrupt or
correct the students who are speaking. Remind them that they must speak for the entire 30
seconds, even if they have to switch topics in order to have something to say. This activity will
help students gain confidence in expressing their employment and long-term goals.
4. After this round of speaking has finished, students should move down the line to change
partners. Repeat the activity again with the same three questions, though this time they must
speak for 60 seconds. A third round can be done with students speaking for a 90 seconds.
5. Now, ask students to get into groups of three (preferably with students with whom they have
not been paired) and discuss their answers to the three questions yet again.
6. Finally, ask students to open to SB 2:2, Personal Goals & Ideal Jobs. They should take 12
minutes to write their answers to the three questions on the paper, which you will collect
afterwards. One of the questions is new.
7. Collect the papers after 12 minutes. After class, review students’ writing, indicating where
corrections in grammar, spelling, or punctuation should be made, and commenting on content
where possible. This week, students should do at least one revision of their writing. A final
version of this sheet should be photocopied and kept in the students’ files.
Note to Instructor: Let students know that a copy of their Ideal Jobs list will be given to the
SEE Coordinator and the MontgomeryWorks Business Service Team to help develop plans for
an employer match or an employer forum. Reassure them that their choices are not now “set in
stone” – they can change their minds later. This sheet will simply help the SEE Coordinator and
MontgomeryWorks find things that correspond to their interests. Nonetheless, they should take
the assignment seriously and give careful thought to it.
Teacher Guide
Presentation: Fit the products to the customer 20 minutes
Set Up
1. Put on a jacket that fits you well. Ask the class, Does this fit me? After you get positive
answers, ask, “What does fit mean?” Write the word fit on the board and elicit definitions.
Show that it zips up easily, that the sleeves aren’t too long or too short, etc. It’s a good fit.
Process
2. Students will usually define fit in reference to clothing. Point out that fit can refer to
clothing, but it can also refer to any product that suits a customer’s particular needs. Fit
involves finding exactly the right product for the customer. Give an example of a non-clothing
product that fits your own needs:
I travel a lot, so I have to get work done in airplanes and trains. I also teach in several
different schools, so I have to do my planning in different places during the day.
Therefore, when I have to buy a computer, I keep those needs in mind. What kind of
computer fits me best?
Possible answers: Laptop or portable
3. Tell students that you can ask a customer open-ended questions in order to help fit the
product to the customer. Use the following example:
You see that a customer is looking at a display of coffee makers. What questions can
you ask to help her find the one that fits her best?
Possible answers: How many people in your family drink coffee?

What kind of coffee do you prefer?
How much counter space do you have?
Practice & Feedback
4. You can provide further practice by having them come up with questions for customers who
looking at displays of children’s clothes, greeting cards, and jewelry. Give individual feedback
where appropriate.
Transition
5. Tell students that the article they will read next has to do with finding the right fit for the
customer, whether it be a coffee maker, a jacket, or even an additional service that can meet the
customer’s needs.
Teacher Guide
Reading: Fit the Products to the Customer 25 minutes
Set Up
1. Use the transition from the previous activity to set up this reading activity.
Process
2. Ask students to take about 8 minutes to read the article on SB 2:3, Fit the Products to the
Customer. They should read it through once, and then may consult a dictionary as needed.
3. After they have finished reading, ask them to get into pairs or groups of three and complete
the questions about the reading, found on SB 2:4, Fit the Products to the Customer: A Second
Look. Circulate and give students feedback.
4. As a class, review groups’ answers. An answer key may be found on TB 2:39. Make a list on
the board to review the answers to questions 2.
The guidelines on the board should look something like this:

• Never contradict the customer about his size.
• Never guess the customer’s size. Let the customer give you his/her size.
• Suggest that sizes vary between brands. Offer to bring several sizes.
• Give the customer information about the brand. Let him/her know if the brand
“runs” small, large, wide, etc.
• Ask questions to understand the customer’s needs. That will help you make
suggestions.
5. During the discussion of question 2, brainstorm a few stock questions that a sales associate
can ask a customer about size. Elicit:
What size do you wear?

What size do you prefer?
What size is most comfortable for you?
May I help you find a size?
6. During the discussion of question 4, emphasize the fact that listening is an important
customer service skill that takes as much practice as speaking does.
Wrap Up
7. Tell students that the class will explore this skill in more detail tomorrow.
Teacher Guide
Activity: Fitting Clothing 25 minutes
Set Up
1. Ask students to open to SB 2:5, Fitting Clothing, and read the instructions. Make sure
everybody understands the instructions.
Process
2. As students complete the worksheet, circulate to assist. Draw their attention to the fact that
questions 1 & 2 should be answered with a question, while questions 3 & 4 should be answered
with a statem ent.
This activity gives students more controlled practice in talking about size. It can be done with
students working by themselves. The following activity is less controlled and can be done by
small groups working together.
3. Once students have completed this worksheet, go over the answers together (provided on TB
2:42). Then, practice the pronunciation of the expressions first as a group, and then in pairs.
Circulate among students to assist and give feedback to individuals.
Activity: Sizing Up Your Customer 25 minutes
Set Up
1. Ask students to open to SB 2:7, Sizing Up Your Customer, and read the instructions.
Then, they should get into groups of three.
2. Tell students that this activity will help them come up with the questions and statements they
would use to talk about size and fit in these customer service situations. Emphasize that there
are no “correct” answers here – just those that are appropriate and those that are less
appropriate. Encourage them to talk about the answers first as a group, and then have one
person in the group write the answers that they agree upon.
Process
3. Circulate to assist with spelling, grammar, and expression as the students work. Provide
guidance toward appropriate answers and give feedback to individuals.
4. As a large group, review the answers, writing the best ones on the board. The suggested
answers can be found on TB 2:40, Sizing Up Your Customer.
5. Practice the pronunciation and intonation of the questions as a group. Then, ask students to
get back into groups and practice asking each other the questions. Circulate to assist with
pronunciation and intonation.
Teacher Guide
Activity: Thought Groups and Focus Words 25 minutes
Note to instructor: Today in class, students have practiced many different questions and
expressions concerning size and fit. If there is time left in class, revisit some of these questions
and phrases with an emphasis on the pronunciation of thought groups. If you do not have 15
minutes in which to do this activity, save it for a day when you come up short, or for the next
review day.
Set Up
1. Write the following stock phrases on the board:
Good afternoon, Sir. How may I help you?
2. Ask a volunteer or two to say these phrases, and then say them yourself for the class. Remind
students that in English, we use emphasis to help people understand what we are saying. Ask
students to identify where they hear the emphasis in these phrases, and underline those places:
Good afternoon, Sir. How may I help you?
Process
3. Point out that the underlined words are the focus words in the phrases. Ask students to
remind you how we emphasize focus words in English – that is, how do we make them easier to
hear?
1. We make the vowel in the stressed syllable a little longer than
other, and pronounce it clearly.
2. We raise the pitch of the stressed syllable.
Say the phrases again to illustrate these techniques.
4. Explain that, in English, we also separate groups of words in thought groups, and we
separate those groups with a pause. Each thought group has its own focus word.
Ask students how many thought groups are in the phrases on the board (2). Say them again and
show students where the pause is. Explain that the pause makes it easier to understand the two
thought groups. In written English, commas, periods, and questions marks are often used to
indicate where a pause should take place (but not always). Have students practice the pause.
5. Ask students to open to SB 2:6, Thought Groups and Focus Words. They should practice
saying the sentences and questions individually, and then in pairs, taking turns. When they are
in pairs, their partner should listen carefully and give feedback on the pronunciation. You
should circulate and do the same.
6. Follow up by asking individuals to say a phrase aloud from SB 2:6, Thought Groups and
Focus Words. Make sure every student in the class gets at least one opportunity. Remind
students to keep thought groups, focus words, and pauses in mind as they practice English in
this course.
Teacher Guide
Wrap-up 5 minutes
Ask students to remind you what the class discussed today:
Ideal jobs and goals for the future

Fitting the product to the customer
Talking about size
Pronouncing thought groups and using pauses
Tell students that the reading emphasized how important it is to listen to the customer. The
next class session will begin with a focus on listening to the customer.
Also, remind students to make sure they have completed Portfolio Workbook p. 2 (to have
been completed on Day 3 of Unit 1.) They should bring it to the next class.
Teacher Guide
Day 2
Objectives:

Skills
• Listen actively to the • Introduction to the reference • Practice clear speech.
customer. list
• Read and summarize an • Ask someone for permission

article about listening actively. to use them as a job reference.
• Telephones to use as role play props (optional – see cabinet in SSLC classroom)
Key Vocabulary:
anticipate
check with
get to the point
inefficient
influence
listen actively
reference
wanders
Students will need to have completed the Jobs Skills Worksheet on P:2 of the Portfolio
Workbook (assigned on Day 3 of Unit 1) in order to get the most out of the Reference List
presentation and activity today. This activity stimulates students’ thinking on who would make
good job references for them.
Teacher Guide
Warm-up: Whopper With Cheese 25 minutes
Set Up
1. Begin the class by asking students a few questions to get them thinking about fast food:
Do you ever go to fast food restaurants? Which ones?
What do you like to order?
Who takes your order in a fast food restaurant? (cashier)
Have you ever worked at a fast food restaurant? How did you like it?
Process
2. Explain that, for this warm-up activity, they should imagine that they are cashiers at Burger
King, ready to take your order. You are a customer, trying to decide what to order.
3. Ask students to open to SB 2:8, Burger King Menu, and take a minute to read the menu and
combo options at the bottom of the page. Then, they should listen to you place your order,
without taking notes. Read the following monologue aloud ONCE ONLY at a normal-to-fast
speed – as if you were a customer in a hurry.
Hi. Um…I’d like a cheeseburger. You know, whatever your biggest

cheeseburger is. And a medium fries, and a large soda. No, make that a
large fries, the largest you have, and maybe the soda can be smaller.
That will make up for those calories. And some sort of dessert - maybe
an apple pie. Let’s see...yes, I definitely don’t need a large soda. Ok, how
much is that?
4. Now, ask students to look again at the combo meal options. Based on what they heard, which
combo would they suggest to you? Have them take a couple minutes in small groups to discuss
it, and then poll students for their answers. (The correct answer is #2.)
5. After the correct combo has been identified, ask students what was challenging about that
activity. Students may suggest:
a. You spoke quickly and/or unclearly.
b. You changed your mind a couple times.
c. You only said the order once, so they had to understand the first time.
Ask students whether they think that this situation is common or uncommon when working in
customer service. Point out (or attempt to elicit) that good listening skills were key here. Even a
native speaker of English would have had to listen closely to suggest the correct combo.
Transition
6. Tell students that today in class, we are going to discuss the importance of developing good
listening skills. Another way to say this is listen actively.
Teacher Guide
Reading Activity: Being a Good Listener 30 minutes
Set Up
1. Building on the discussion from the last activity, ask students:

What does a good listener do?
What does a poor listener do?
Do you think that you are a good listener?
In answer to the question, What does a good listener do?, try to elicit some or all of the
following responses:
A good listener...
makes eye contact.
uses body language to indicate attention.
responds periodically to show comprehension, saying things such as “I
understand” or simply “Mmm Hmm”, “Yes”, etc.
Process
2. Ask students to open to the reading on SB 2:9, Speak, Listen, and Learn, look at the title,
and read the first sentence of each paragraph. Ask them:
What do you think the topic is?
What do you already know about this topic?
What questions do you have about this topic?
3. After writing their questions on the board, give students time to read the article and look for
the answers to those questions. Ask them to read it through once, and then they can use a
dictionary if they need to.
4. While students are reading, write the following three additional questions on the board:
According to the writer, what can you do to become a better listener?
What can you do to help someone who is listening to you?
Was there any useful advice for you in this article? What was it?
5. When they are finished, review the underlined vocabulary with them, eliciting definitions and
practicing pronunciation. Then, ask students to work in pairs to discuss and note the answers to
the questions on the board. Circulate to listen and give individual feedback. Discuss as a class.
Writing Practice
6. Give students 10 minutes to write a 1-paragraph summary of the article. Emphasize that, in
writing a summary, they should:
a. Include only the most important ideas in the article.
b. Be brief. Keep it to 1 paragraph of 5-7 sentences.
c. Use their own words.
7. When they are finished, collect the papers in order to give feedback later on their writing and
summarizing skills. (Adapted from All Star p. 136.)
Teacher Guide
Presentation and Activity: Preparing the Reference List
1. Introduction to the Reference List 10 minutes
Ask students to take out their Job Skills Worksheet and begin a brief discussion of the fact that
the people listed in the third column could be thought of as References. Write this word on the
board and explain to students that they are going to write their own Reference List. Ask
students to tell you what a reference list IS and WHEN it is usually used in the United States.
Make sure the following are included:
a. A reference list is a list of people who have worked with you or seen you
work.
b. A potential employer will contact the people on the list to ask questions
about you....questions about the quality of your work, your character, your
abilities.
c. Usually, you provide a reference list to the employer upon request. That is, you
don’t provide the reference list until they ask you for it. But, you should have it ready
and updated in case somebody asks you for it.
2. Guidelines for the Reference List 20 minutes
Make two column headings on the board like those below and begin a brainstorming
session/discussion with students. Ask them questions about who to choose and NOT to choose
for references, and what other things are important to keep in mind about references. Write
their points on the board in the appropriate column as they are volunteered. Make sure the
important points listed in the columns below are covered in your class:
Your reference should: Your reference should NOT:

• be someone you have worked with OR • be a family member
someone who has seen you work • just be a friend who hasn’t
• ideally, be an ex-supervisor or boss, but worked with you
can be a co-worker if necessary • be someone in another
• be able / willing to give you a good reference country
• be someone you worked for in the last 4-5 years.
• include at least three people (if possible)
Note to Instructor: Here are three questions that students might ask, as well as some
possible answers:
Q: What if I never worked in this country?

A: Think of places that you may have volunteered. Church, a community center, an
immigrants’ group, the library, your children’s schools. You may be able to list the volunteer
coordinator, or a fellow volunteer, in your reference list.
You should not list people in other countries because an employer would probably not make an
international call and also because of a possible language barrier.
Finally, you can ask the Customer Service ESOL instructor if he/she can be listed in your
reference list (and/or the director of the SSLC). See the sample reference list included in the
Portfolio section for an example of this.
Teacher Guide
Q: Should I put my reference list in my resume? Should I always include my reference list
when I apply for a job?
A: No. In the United States, the reference list is usually separate from the resume. You may
include a line at the bottom of your resume that says, “References available upon request”. You
don’t provide the list unless you are asked for it.
Note to Instructor: If there is no room on the resume, this can be omitted. Current
convention dictates this is not necessary because it is assumed the applicant will provide the
references if requested.
Q: What if I do not have three references?

A: It is standard to have at least three references. However, if you only have two, that is fine for
now. After your next job, be sure to add to the reference. Also, remember that you can ask your
instructor or the SSLC director if they are willing be listed among your references.
2. Asking Permission 15 minutes
Ask students, “What must I do before I put somebody in my reference list?” Elicit the answer
that they must check with the person before putting them on the list. They should also let the
reference know each time the list has been given to a potential employer, so the reference will
not be surprised to receive a call and will be prepared to give a good recommendation.
In this part of the lesson, elicit from students the steps in calling a potential reference and
asking for permission to include him or her. Then, elicit the language that would be used in the
interaction. The steps - with appropriate language – are listed below:
Calling a potential reference:

1. Identify yourself and make sure the reference remembers you.
“Hello! Good afternoon. This is Carmen Hernandez. I worked for you at Smith’s Auto Parts in
2004. Do you remember me?”
2. Ask the person if he/she will be an employment reference for you.

“I would like to ask if you would be an employment reference for me?”
3. Thank the person. Then, gather all the information you will need to include him/her on your
reference list. A sample list follows:
“How do you spell your last name?”
“What phone number should I use?”
“What is your title?”
“What are the best times to reach you?”
4. Tell the person you will keep him/her updated on your job search. Thank the person again
and end the call.
“I will keep you updated about my progress. I will let you know if I give the list to an
employer. Thanks again.”
Note to Instructor: Tell students that it is a good idea to follow up by offering their reference
a current copy of their resume so that person can more accurately and fully provide a reference
statement if asked by an employer.
Teacher Guide
3. Role Play: Calling A Reference 20 minutes
Ask students to get into pairs and take turns role-playing a call to one of their potential
references. They can use cell phones or other phones as props.
4. The Reference List Worksheet 15 minutes
Students should use P:3 of the Portfolio Workbook. They should fill out as much as they can
from memory. They will have to take it home and finish it as homework, since they will need a
lot of specific information that they are probably not carrying with them.
Refer students to the example reference list included in the Portfolio Workbook P:4. They
can use this as a model when they begin type their own (in the next class – not today). The same
heading should be used for both the reference list and their resume, which they will write later.
5. Writing and Wrap-up 30 minutes
The rest of the class today can be devoted to filling out the Reference List Worksheet and/or
finishing up activities from other days.
At the end of class, remind students of what was covered in class today, emphasizing the fact
that the skill of listening will be practiced throughout the course. Assign the homework.
Homework
Fill out the rest of the Reference List Worksheet, Portfolio Workbook P:3. This worksheet
will need to be completed by the next class session.
Teacher Guide
Day 3
Objectives:

Skills
• Identify features and • Introduction to the SSLC • Practice clear speech.
benefits. computer lab.
• Describe products. • Begin to type the reference

list.
• Read and write an
advertisement.
• Copies of TB 2:43, Descriptions, cut into stacks of cards. Make one stack per pair of
students.
• a hairdryer (preferably with several speeds)
• many small products for use in the features activities below: toys, pieces of clothing, packages
of office supplies, a teapot, a watch, a toaster, a CD player, etc. Bring enough so that each group
of three students can have two different products.
• A computer disk and disk label for each student.
• Set up a flipchart or a white board in the classroom. Make sure you have appropriate markers.
Key Vocabulary:
ad feature persuasive
advertisement function
benefit merchandise
brand persuade
Half of today’s class involves an introduction to the use of the SSLC computers. Computer use is
a challenging part of our course, since students often vary widely in computer skills and
experience. After an introduction to the policies and procedures for using the SSLC computers,
some students will be able to begin typing their reference lists right away. Others will need
further training. See the lesson below and the instructor notes in the Computer Supplement for
suggestions on addressing these needs.
Also, because of the patterns of use of the SSLC computer lab, it is possible that your class will
not be able to use the lab today. Whenever this is the case during the course, simply move ahead
in the lesson plans for the unit, and schedule a day in the lab as soon as possible to return to the
lesson that requires use of the computers.
In today’s class, you will also introduce the concept of product features. Review Crisp Series
Workbook 5: Explaining Features and Benefits, pp. 21-38, for a detailed discussion of features,
benefits, and the key differences between them.
Teacher Guide
Warm-up: Descriptions 15 minutes
Set Up
1. Prepare cards from TB 2:43, Descriptions. You should have 1 set per pair of students.
2. Start the class by briefly describing a recent in your life that you enjoyed: a vacation, a nice
weekend evening, or a recent holiday you enjoyed. Make sure your description includes several
descriptive details.
Process
3. Now, ask students:
What were some characteristics of my vacation (holiday, etc.)?
Elicit a list of characteristics and write them in one corner of the board. For example, students
might remember that it was two weeks long, in Spain, fun, and relaxing.
4. Tell students that today we will begin the class with conversation practice, focusing on
descriptions of things and events. They should try to make their descriptions as detailed as
possible, just like you did. Ask them to get into pairs and give each pair a face-down stack of
cards. They should take turns pulling one card and asking their partner the question on the
card. Circulate to listen and give individual feedback.
5. When they are finished, lead a class discussion about the answer to a few of the questions.
Begin with the descriptions of the events and be sure to end with a description of a product
(preferably the car). Make sure students can understand and pronounce the following words:
features advertisement persuade
Work with students on the comprehensible production of the phonemes in these new words.
Note those sounds that are difficult for students to pronounce. On the next review day, you can
take even more time to focus on the sounds that are causing students difficulty.
Transition
6. The discussion of the car question provides a opportunity to smoothly transition into a more
in-depth presentation on product features.
Teacher Guide
Presentation: Product Features 30 minutes
Set Up
1. As students describe the features of the car they would like to buy (see step #5 of the warm-up
above), write them on the board. Form two unlabeled columns on one side of the board,
putting the features of the car (model, color, etc.) in one column, and any benefits they mention
(dependable, economical) in the other. For example:
red beautiful
convertible dependable
small economical
Process
2. Ask students:
What is the difference between the words & phrases in the two columns?
Try to elicit the answer that one column lists the car features. That is, the things about the car
that make it special or different from other cars (the color, model, antilock breaks, etc.) The
other column lists benefits. The benefits are actually positive results of the features themselves.
For example, the fact that a car gets 30 miles to the gallon is a feature. A benefit of this feature
is that the car is economical.
3. Show students a hair dryer. Ask them to name the product and then try to come up with a list
of features. When you write their ideas on the board, organize them in such a way that you can
later point out and distinguish features or feature categories (e.g., color) with examples of that
feature (e.g., black, white, pink). See the example below:
Example: product --> hair dryer
Feature feature example(s)

function variable speeds: low, medium, high
variable temperatures: cool, warm, hot
color black
size travel
material plastic
brand Panasonic
price maybe $15.00
style/model unknown
4. Now, ask students to suggest some possible benefits of the features of the board. Elicit a few
a write them in a separate column. Here are some examples:
easy to carry with you dries your hair but doesn’t flatten it
inexpensive durable
sleek and attractive
5. Make the following 2 points about features and benefits:

Teacher Guide
a. A good retail salesperson always knows all of the features and some benefits of the
various products s/he is selling.
b. There are many different possible features and feature examples, depending upon the
items you are selling. Generally, however, the features listed on the board (function,
color, size, material, brand, price, style/model) are the ones you should get to know.
Wrap Up
6. Leave the hair dryer example on the board. It will help students do the next few activities.
Activity: Describe The Merchandise 10 minutes
Set Up
1. To reinforce the points covered in the presentation above, ask students to open to SB 2:10,
Describe The Merchandise, and read the instructions.
Process
2. Students should take a few minutes to do the activity individually. Circulate to assist.
3. Go over the answers as a class. Take the opportunity to discuss any new vocabulary, including
the word merchandise. Note that some features can be used to describe more than one item
pictured.
Wrap Up
3. As a final step, ask students to identify which feature category the feature words correspond
to. They can use the list on the board to help.
Examples: size size 10

16 oz. package
material wool
silk
Activity: Know Your Features and Benefits 30 minutes
Set Up
1. Ask students to get into groups of 3 and open to SB 2:11, Know Your Features and Benefits.
Pass out one of the items you have brought to class to each group (see Materials/Preparation for
Day 3, above). Ask groups to identify the items. Take time to discuss and practice the
pronunciation of any new words as a class.
Teacher Guide
Process
2. Ask groups to spend a few minutes putting together a list of the features of their item, placing
them in the chart on SB 2:11. Circulate to assist. Make sure the feature category headings are
on the board and that there is a good amount of writing space under or around each one.
3. When all groups are finished, a representative of each group should present their item to the
class and describe its features as thoroughly as possible. As groups present, list the feature
examples under the appropriate feature category headings on the board. Give groups feedback
as they present, eliciting/suggesting more appropriate vocabulary where necessary and pointing
out things done well and those features that have been omitted.
4. After each group presents, take a few minutes to brainstorm the benefits of each item as a
class. Write those benefits on the board. Encourage them to be as creative as possible. This is
an excellent opportunity to introduce new and useful vocabulary.
5. Now that all the features and benefits are on the board, take time to practice the
pronunciation and discuss the definitions of some of the more important and/or difficult words.
Work with students on the comprehensible production of the phonemes in these new words.
Note those sounds that are difficult for students to pronounce. On the next review day, you can
take even more time to focus on the sounds that are causing students difficulty.
Transition
Ask students to tell you where they usually learn about the features and benefits of a product (in
advertisements).
Reading and Writing Activity: Advertisements 30 minutes
Note to instructor: This activity ends with a writing assignment, the results of which will be
used as a warm-up to the next class. If you have time in class today, allow students to begin the
assignment in class, while you circulate to provide assistance and early feedback. Then, they can
finish it later as homework if necessary. However, if you are running low on class time, the
writing activity can be just assigned as homework.
Set Up
1. Bring up the fact that a store or company will use advertisements to present the features and
benefits of their products. Ask students where they see/hear product advertisements – you will
surely elicit a long list! (television, radio, billboards, t-shirts, buses, newspapers, flyers, etc.)
Process
2. Ask students to take a few minutes to read the advertisement on SB 2:12, The ClearTone
500.
3. Ask students to pair up and answer the questions that follow the ad.
Teacher Guide
4. Review students’ answers as a group, creating a column of features and a column of benefits
on the board. Possible answers to this post-reading activity are on TB 2:44.
Point out the fact that this ad did not actually say what product was being advertised (a
telephone). Students were able to figure out the product because the features and benefits
described all could be used to describe a telephone.
4. When reviewing the answer to question #4, write the words persuade and persuasive on the
board. Discuss their meanings and practice their pronunciations. Encourage students to give
concrete examples of persuasive writing in the advertisement. Point out that retail sales
associates can use their knowledge of product features and benefits to gently persuade the
customer to buy (while at the same time, not being pushy!)
Writing Practice
5. The writing assignment is listed at the bottom of SB 2:12. Discuss the instructions as a class.
Emphasize the requirement that the type of product advertised should not be mentioned in their
ad (though an invented brand name is fine). Instead, they should describe the product with
features and benefits, just like in the advertisement they read. That way, their classmates will
have to try to figure out what product they are describing. Whether or not you are able to give
students time to work on this in class, announce that they should finish the assignment at home
and be prepared to read it to the class tomorrow (or the next class day).
Note to instructor: There are large white envelopes on the SSLC Resource shelves that
contain advertisements cut out from newspapers and magazines. One envelope contains ads
that include printed descriptions of product features, while another just pictures the products
without text. You can use these resources to create additional or alternative activities about ads
and product features.
Presentation: Introduction to the SSLC Computers 30 minutes
Note to Instructor: Students at all levels of computer literacy will need to be a part of this
brief introduction to the SSLC computers, the computer lab, and creating and saving a
document on disk. Then, those with higher computer literacy will be able to move on to Writing
the Reference List, below. However, many students may need additional assistance and training
in order to go to the next activity. Ask those students to use adjacent computers. While the
others move on to writing, you can continue the tutorial with those who need it. Depending
upon the needs of your students, you may also consider providing a short computer tutorial
outside of class time.
Make sure a flipchart with markers or a whiteboard are set up in the computer lab.
Set Up
1. Ask students to go into the computer lab and choose a computer. Those who have little
experience with computers (and therefore think they may need help using the computer) should
all sit in the same area. If you have more people in the class than there are computers, students
Teacher Guide
will have to double up. Pair up those who have a lot of computer experience with those that
have very little.
They should bring notes, a writing utensil, their Reference List Worksheet (Portfolio
Workbook P:3) which they should already have filled out, and the Sample Reference List
(Portfolio Workbook P:4).
Process
2. Once students are in the lab and sitting at a computer, show them how to log in to the SSLC
computers. Write the username and password on the flipchart in the computer room. As of the
writing of this document, these are the terms:
Username: student
Password: trainingctr
3. Students signed an SSLC policies agreement on the first day of class. Review the computer
lab policies and guidelines:
• No food or drink in the SSLC computer lab.
• Computers are to be used only for job search or educational purposes.
• Computers may be used during the hours that the SSLC is open, when there is
no other class or event in the computer lab. It is best to call the SSLC and find
out the schedule if you are unsure if it is free that day.
• Never download anything onto the SSLC computers.
• You will be given a disk that should always stay at the SSLC. If you use it in
other computers, we risk transmitting viruses to the SSLC computers.
• Be careful never to save anything on the SSLC computers. Use only your disk
to save documents. All saved documents are erased from the computers at night.
• Four extra class hours are built into the SSLC Customer Service ESOL
curriculum. That means that over the 8-week course, students need to spend 4
hours outside of class using the computers at the SSLC. These hours can be used
to type the reference list and resume, search for jobs, learn to type using the
Mavis-Beacon program, practice English, or related activities.
4. Sit at the most accessible computer in the room and ask students to stand in a close semi-
circle around you, so that everybody can see. Go through the following groupings of vocabulary
words, showing each one and, where applicable, demonstrating how it is used. Go through and
practice each grouping before moving on to the next. Keep students involved by asking them to
name the items or action before you do:
Grouping 1:
CPU screen keyboard

monitor mouse disk
Grouping 2:
desktop point click (on) icon

arrow highlight double-click (on) program
Teacher Guide
Grouping 3:
open A Drive save maximize

close C Drive drop-down menu minimize
Your task during this vocabulary demonstration is to create a new document in Word entitled
Reference List_Your Name, and save it to your disk in the A Drive. Tell students that this is the
beginning of their reference list, and everybody will need to accomplish at least the document
creation today.
4. After students have watched the demonstration, ask them to go back to their computers.
Give each student a disk and label and ask them to put their name and telephone number on it
right now. The disks must stay at the SSLC in the container provided for them.
Transition and Wrap Up
5. Those who are able should feel free to move on to the next activity, Typing the Reference List.
They should feel free to copy the model on Portfolio Workbook P:4. Tell them just to type
the document. You can help them with formatting later.
If there is a group in the class that needs additional computer help, you may wish to spend extra
time with a small group of them or work with the SEE Program administrator to refer them
individually to computer courses at MontgomeryWorks. All students in the course need to
develop, at the minimum, enough skills to type up and save their reference list and resume. The
instructor can provide a lot of support in these two tasks, as well as do the final editing and
formatting with the student, since these are skills that may be too advanced for some.
Activity: Typing the Reference List 15 minutes
Students will have class time to type their reference list. However, they are responsible for
finishing it by the date you give (we suggest that the reference list be finished by the end of Unit
3.) As such, they may have to work on the reference list before or after class, or on Fridays.
The instructor will likely have to help students complete the final draft of the reference list by
assisting with formatting and editing. Clearly, handing an employer a misspelled and poorly
formatted reference list would be just as bad as not having a reference list at all, so the instructor
should take the time to make sure each student’s final draft is ready to be given to employers.
When a student has completed his/her final draft, make at least three copies of it – one for the
student’s SSLC file, and two for the student to keep in his/her portfolio. You should also assist
the student in emailing himself or herself a copy of the document from his disk, so that he can
save it to another computer if necessary.
Wrap-up 5 minutes
Briefly review the day’s topics. Remind students about their writing homework. In the next
class, they will present those advertisements to their classmates.
Teacher Guide
Note to Instructor: In the next class session, students will do the Size, Features, and Benefits
role play. Remember to pack or lay out the realia needed for class! Some of the items are
available at the SSLC. See the Unit 2, Day 4 lesson introduction on the next page for a complete
list of the items that will be necessary.
Teacher Guide
Day 4
Objectives:

Skills
• Present an advertisement. • Give constructive feedback • Use Wh-questions.
to others.
• Identify features and
benefits.
• Learn about the products

you sell.
• Read a product label.
• Role play: Talking about

size, features, and benefits.
• A variety of packaged foods and clothing with clear labels – each pair of students will need to
use one food package and one item of clothing.
• Copies of Size, Features and Benefits Role Play Cards, TG 2:45-46, cut out and placed in
sets.
• Items that correspond to the role play cards: a pair of shoes, a pair of blue jeans, a shirt, a few
matching cups, and a matching metal butter knife, fork, and spoon.
• Copies of the Instructor Role Play Evaluation (TG 2:47– one copy for each student in the
class.)
Key Vocabulary:
country of origin
fade
fiber content
shrink
wear
Today’s lesson plan is tight, but all of it should be able to be accomplished in three hours if you
plan your time accordingly. Make sure students come back promptly from break.
Teacher Guide
Warm-up: Advertise 30 minutes
Set Up
1. Ask students to take out the advertisement that they wrote last night. You may need to give
students a few minutes at the beginning of class to finish the assignment and to ask you
questions. Those who are finished could take this time to practice reading their ads to each
other. Each student in the class should practice reading his or her ad at least once.
Process
2. Tell students that they will take turns presenting their ads in front of the class. They should
try to speak clearly. You may want to take a moment to discuss what this means (pay attention
to thought groups and stress, clear pronunciation of the ends of words, the use of schwa in
many unstressed syllables, etc.)
During the presentations, students should listen actively. You may want to take a moment to
discuss what this means, as discussed in class (make eye contact, show interest, try to anticipate
what the person is going to say, etc.)
3. After each student reads his or her advertisement and the classmates guess at the product
described, take just a few moments to review the ad as a whole class and give feedback to
individuals. Ask:
What were the features of the product?

What were the benefits of the product?
Do you think the advertisement was persuasive? Why or why not?
Presentation: Learning about the Products You Sell 30 minutes
Set Up
1. Transition from the warm-up into this activity by asking students how else, besides through
advertisements, they can learn about the products they sell when they are retail sales associates.
Elicit the following:
a. Read product labels and packaging
b. Talk to co-workers or supervisors about the products
c. Vendors/Companies – the people who provide the products to the
stores
d. Brochures about the products
Process
2. After eliciting all possibilities, focus students mainly on Point A, above. Show students a
label from a piece of clothing you have brought. Ask them to tell you what kind of information
they can find on clothing labels. Elicit the following and give examples:
Teacher Guide
a. fiber content (100% cotton)

b. country of origin (Made in China)
c. care instructions (Dry clean only)
3. Make the following points, eliciting them if possible:

a. These three categories of information are required by law on all
apparel labels in the United States.
b. The highest percentage of fiber content is always listed first, with all
others following in descending order.
c. Fiber content will help customers know how comfortable it will be for
them and how it will withstand wear (stains, time, etc.)
Here are some common questions that customers might ask about clothing care:
Will this shrink?

Will this color fade?
Can I put this in the dryer?
Discuss these three questions and the words shrink and fade. Discuss which fabrics might
shrink in the dryer or fade with time or washing (100% cotton, natural fibers…). As a group,
practice the intonation of the questions.
4. Now, hold up a food package and ask what types of information one can commonly find on a
food label. Elicit:
a. serving size
b. nutritional information
c. calories and fat content
d. product ingredients
5. Make the following points about food labels, eliciting them if possible:
a. These things are also listed by law on most food labels.

b. The ingredients list the highest-percentage ingredient first, with all
others in descending order.
c. Information about fat, calories, and nutrition can be very important for
customers with special dietary needs or allergies. Clearly, it is important
to give customers correct and clear information about these things.
Transition
6. Tell students they will have the opportunity to practice reading food labels in the next
activity.
Teacher Guide
Activity: Reading Labels 15 minutes
Set Up
1. Ask students to open to SB 2:13, Reading Labels, and take a few minutes to read both labels
pictured there.
Process
2. They should work individually or in pairs to answer the questions based on the labels.
3. Review the answers to the questions as a whole class. Discuss any difficulties and practice
the pronunciation of new words. The answers to this worksheet are listed below:
1. 100% linen 5. Popcorn

2. USA 6. 130
3. use a washing machine, warm water; 7. No
separate from other colors 8. 9 grams [4.5 grams per serving;
4. Yes. Use the medium cycle. 2 servings per package]
Activity: Asking about products 30 minutes
Set Up
1. Ask students to get into pairs, and give one student in each pair an item of clothing that you
have brought. That student should read the clothing label while the other student writes four
questions s/he has about that product on SB 2:14, Asking About Products. With a student
volunteer, model one set of questions for the class:
Where was this shirt made?

What is the fiber content?
Can I put this in the dryer?
Process
2. The students with questions should interview the students with products, and note their
replies on SB 2:14, Asking About Products. Circulate to assist with question formation and
intonation and give feedback.
3. Now, ask students in pairs to switch roles. Pass out packaged foods and have the partner who
wrote the questions now read the label. The other partner should write three questions on SB
2:14. With a student volunteer, model one set of questions for the class:
How many servings of soup are in this can?

How many calories does this soup have?
Does it contain peanuts?
Teacher Guide
4. The students with questions should interview the students with products, and note their
replies on SB 2:14, Asking About Products. Circulate to assist with question formation and
intonation and give feedback.
5. Write the following headings on the board:
Fiber content Care instructions Highest-percentage ingredients
6. Bring the class back together and ask students to use their notes to help you make lists on the
board of all the vocabulary they found for label information. Discuss the meanings of the new
words and practice the pronunciation. Give individual feedback where possible.
Role play: Size, Features and Benefits 55 minutes
Note to Instructor: It is very important that students have the necessary realia to do these
role plays. See the list of materials needed for today’s lesson plan.
Set Up
1. Tell students that today’s role play will help them practice talking with customers about
features and benefits, and also about fit and size. Remind students that open-ended questions
can help a sales associate fit the product to the customer. Also, refresh students’ memories
about important considerations when helping a customer with clothing fit and size:
• Never contradict the customer about his size.

• Give the customer information about the brand. Let him/her know if the brand “runs”
small, large, wide, etc.
• Ask questions to understand the customer’s needs. That will help you make
suggestions.
2. Review some of the stock questions students can use to ask about size:
What size do you wear?

What size do you prefer?
What size is most comfortable for you?
May I help you find a size?
Process
3. Ask students to get into pairs and give each pair a set of Size, Features and Benefits Role Play
Cards from TB 2:45. Also give each pair the corresponding realia for their role play. Pairs
should choose who will play the customer and sales associate first, keeping in mind roles will
switch.
4. Tell students to first make a quick list of the features of their product. That will help them
talk about the features during the role play. They should also brainstorm some questions for the
Teacher Guide
customer to ask. They should not script the entire role play. However, a little
preparation will be useful. Emphasize that they should end the role play when they get to the
part where they would pay for the items. This will be covered later in the course.
5. Give students time to practice their role play 3-4 times. Circulate to observe and assist where
necessary. Note problems to address later, but do not interrupt a role play in action. Pay special
attention to all aspects of clear speech.
7. Ask students to open to SB 2:15, Role Play Peer Evaluation. Give them a few minutes to
read the form. Remind students to avoid writing during the role plays. They should be very
quiet and give their full attention to each pair. They should also remember the polite ways to
give feedback that we have practiced in class.
allowing each pair to begin.
You (the instructor) should quickly fill out the instructor version of the Evaluation,
TG 2:47, for each “sales associate” during and right after the role play, during the feedback
discussion.
Afterward each role play, first ask the class, What did they do well? Discuss the responses.
Then, ask the class, What could they improve? Discuss the responses. Be sure to ask the role
players what they themselves felt they did well, and what they could improve.
9. After the first round of role plays, students should return to their pairs. Give them a new set
of role play cards and realia, and repeat the process. This way, everybody has an opportunity to
play the sales associate.
Wrap Up
seemed most challenging, including any pronunciation challenges. Pass out the Feedback
Forms at the end of class.
Wrap-up 5 minutes
Remind students what was covered and accomplished in class today. As students are leaving,
pass back their copies of the Feedback Form. Tell them when you are available to discuss their
role plays in more detail, if they would like to do so.
Be sure to lay out or pack the realia needed for the warm-up for the next class session. See the
list in the introduction to the lesson for Unit 2 Day 5 , below.
Teacher Guide
Day 5
Objectives:

Skills
• Describe features. • Learn about interviews in • Use comparatives and
the United States. superlatives.
• Compare products.
• Role Play: Practice the • Emphasize focus words.
• Express preferences. handshake.
• Make suggestions. groups and pause between the
phrases.
• Use Wh-questions.
• A few small items of the same type to use in presentation on comparisons: 2 necklaces, 2
cups, 3 pens, 3 picture frames, etc.
• Pictures of Comparable Products envelope (white) – SSLC Resource Shelf in teacher office
• SSLC Audio Tape: Making a Suggestion
Key Vocabulary:
lightweight recommend
interview shape
pattern suggest
posture
Comparatives and superlatives are introduced in today’s lesson. It is expected that students will
have already been introduced to this grammar in previous English classes, so no attempt is given
here to fully explain the formation and use of comparatives and superlatives. Instead, we
practice their use in a retail sales setting. However, if you find that your students need a more
in-depth review of comparatives and superlatives, take some time during the upcoming Review
Day to draw from the activities in Stand Out 4 (Unit 3), or another grammar textbook.
Teacher Guide
Warm-up: Features Grab Bag 20 minutes
Set Up
1. Show students the bag filled with items that you have prepared. Announce that, as a warm-
up, volunteers can come up to the front of the room, place their hand in the bag to choose an
item, and describe only the features of that item. They should not mention the benefits of the
item or what it is used for. Their classmates will have to guess what they are describing.
2. Model one description. Place your hand in the bag and slowly describe its features. For
example, if you choose a fork, you can describe it as follows:
This item is made of metal. It is long and slender, flattened slightly. One end of the
long piece of metal is rounded. The other end is divided into three long metal spears
that are pointed, but not sharp. This item is lightweight and silver.
Process
3. Take volunteers to come up, one by one, and choose an item to describe. While each one
does so, you can stand at the board and write the features that that are mentioned. You can also
assist with vocabulary where necessary, or hint at other features that might be helpful, if
students are having trouble guessing.
Feedback & Wrap Up
4. Finish the warm-up by reviewing some of the important new descriptive vocabulary words,
both in terms of meaning and pronunciation. Talk about new features that might have come up
(shape, weight, pattern). Emphasize the fact that a good sales associate knows her products well
and can describe them in detail.
Transition
5. Point out that sometimes a sales associate needs to compare the features of two or more
products in order help a customer decide which to buy. In the activity we will do now, we will
read about how a sales associate in a grocery store compares items to help a young couple.
Reading and Presentation on Comparative & Superlative: Buying Breakfast
Pre-reading 10 minutes
1. Set up the reading by explaining that they are going to read a story about two newlyweds who
have to go grocery shopping together for the first time. They have a lot of choices to make. Ask
students a few discussion questions:
Do you and your spouse want different things at the grocery store?
Do you prefer different kinds of bread, cereal, or milk?
What kinds of milk can you buy at the grocery store?
What kinds of breakfast cereal do you like? What kinds do you dislike?
Teacher Guide
Point out that, often, consumers have many choices. A sales associate can help people select
from all the different choices available.
Reading 10 minutes
2. Ask students to open to SB 2:16, Buying Breakfast, and read the story about Susan and
James. Circulate to assist. Remind them to read the story through once, and then they are free
to use dictionaries if they would like to.
Post-Reading 20 minutes
3. After students finish reading, ask a few comprehension questions about the reading:
What do Susan and James need to buy? (milk and cereal)

What kind of milk do they choose? (with extra vitamins, large carton)
Who helps them choose their cereal? (the sales associate)
What is the first question the sales associate asks them? (How can I help
you?)
4. Ask students to go back to the reading and work individually or with a partner to underline
all the places in the reading where Susan, James, or the sales associate compare two items.
5. Ask volunteers to come to the board and write the comparative & superlative sentences or
questions that they found. Have the volunteers read the sentences out loud for their classmates.
6. Show students that the comparisons in the reading take two basic forms. Write the forms on
the board in the following manner so that students can see the grammatical structures they can
use to compare any items:
This one is ________ than that one. (bigger, shorter, less expensive, etc.)
This one is/has _________, but that one is/has ____________.
This one is the ______________. (superlative)
Activity: Which do you prefer? 35 minutes
Set Up
1. Write on the board:

Which do you prefer? Why?
2. Take out the items that you brought to class. Hold up two like items and use comparatives to
talk about your preferences. For example, if you hold up two necklaces, you could say:
This necklace is more expensive than that one. This one is made of gold, but that
one is made of silver. However, I prefer that one, because it is prettier.
Teacher Guide
Hold up different sets of items and ask a few students the question on the board. Encourage
students to use the comparative and superlative structures and features and benefits to compare
the items.
Process
3. Now, ask students to get into pairs. Pass out the cards from the Pictures of Comparable
Products envelope. Students should ask and answer the questions, Which do you prefer? and
Why?, giving as much detail as possible about the features and benefits of the products and
using comparatives and superlatives. Circulate to assist and give feedback to individuals.
4. Collect the cards and bring the class back together. Show a few of the cards (make sure all
students have a chance to see the pictures) and ask one of the students from the pair who
discussed it earlier, Which do you prefer? and then, Why? Encourage students to answer with
as much detail as possible.
Listening Activity: Making a Suggestion 25 minutes
Set Up
1. Lead into this activity from the previous discussion by changing the questions you ask
students about the cards. Instead of asking, Which one do you prefer?, ask Which one do you
suggest? Accept students’ answers and write the language they used to make the suggestion on
the board. Try to elicit these stock phrases:
I suggest ____________.
I recommend ____________.
Why don’t you try ___________.
2. Point out that, up to this point in the course, we have been focusing on how to find out about a
customer’s needs. However, after a sales associate knows the customer’s needs, she may need to
make a product suggestion based on that information.
Process
3. Now, ask students to listen to the taped listening segment, Making a Suggestion. Play the
taped segment twice. Answer any questions they have about what they heard. Ask the
following comprehension questions:
What store does the sales associate work in? [Radio City]
What is the customer’s special occasion? [Her daughter’s wedding shower]
What is a wedding shower? [A party for the bride before her wedding. Usually only
female friends and relatives attend and they all bring gifts for the bride.]
What product the sales associate suggest? [a digital camera]
Why? [It is dependable, takes high quality photos, records movies, and it is something
the daughter and her new husband can enjoy together.]
Does the customer take the suggestion? [She is definitely considering it.]
Teacher Guide
4. Then, ask students to open to SB 2:18-19, Making A Suggestion, read the transcript of the
conversation and note the missing elements. Play the tape a third time and have students listen
and fill in the blanks. You may need to play the tape a fourth time.
5. As a class, go over the answers (the tapescript is on TB 2:48). If the stock phrases listed in
#1 above have not yet all been elicited, take the time to write those on the board and practice
their pronunciations.
During the discussion of the answer, ask students why the sales associate says things like, Oh,
congratulations!, and How nice!, in response to the customer’s statements. Point out that the
sales associate uses to polite openers to build a friendly rapport with the customer, as well as to
open to the door to asking for and giving important information.
6. Finally, focus on the pronunciation of the dialogue. Have students repeat the entire
conversation chorally after you. Remind students to focus on the pronunciation of thought
groups and the inclusion of pauses between each one. If you have time in class, ask them to go
through and write where they believe the pauses should occur. Then, have students practice the
dialogue in pairs, taking turns playing the sales associate and the customer. Circulate to assist
and give individual feedback.
Presentation: The Interview 45 minutes
Set Up
1. Begin with a whole-class discussion. Ask a few of the following questions:

• What is an interview?
• What happens in an interview?
• Have you had a job interview in the United States? In your
country?
• What did you find difficult or interesting about your interviews
(in either country)?
• Have you noticed any differences between interviews in your
country and the U.S.?
• How do you feel when you go to a job interview?
During this discussion, point out that some jobs do not require an interview. Some customer
service positions have minimal or no interviews, while others have traditional interviews. In
this class, we will be able to discuss students’ experiences with all kinds of interview formats.
However, we will practice a traditional interview format, since most job seekers encounter this
type of interview at one point or another. It is very common in the United States and can be
challenging for a job candidate with limited English proficiency.
Teacher Guide
Process
2. Transition from this general discussion to a more specific discussion of how students prepare
for a job interview. Ask students to work in small groups and come up with a list of 5
“Preparation Tips for the Job Interview”.
3. Ask groups to report their tips to the whole class. Write them on the board (excluding
duplicates). Discuss each as it is raised. Be sure to elicit or bring up any important tip (listed
below) that students do not volunteer.
1. Dress professionally. [Note: This will be covered in the next Unit.]
2. Always say positive things about yourself and others (including
former jobs/bosses/co-workers)
3. Smile and make eye contact.
4. Don’t apologize for your English (i.e., stay positive!)
5. Research the company/position beforehand and prepare some
questions for your interviewer(s). Research industry trends.
6. Try to stay calm! (Discuss how students themselves do this. For
example: breathe deeply, be prepared, remember that you’re
interviewing them, too….)
7. Speak clearly. That includes speaking slowly and loudly enough.
8. Maintain good posture in both standing and sitting (Demonstrate
this and have students practice it. Good posture in a chair
includes sitting upright on the front part of the seat.)
9. Have at least 2 copies of your resume and reference list in a folder.
10. Carry pen and paper to take notes.
11. Practice before the interview with common interview questions
and their answers.
12. Arrive early – at least 15 minutes.
Note to instructor: Students may have general questions or comments about the process
of an interview. Discuss those at this time, as they are raised. You may need to discuss the
facts that interviews in the U.S. can be formal or relatively informal and involve one or more
interviewers. The interviewee usually waits for the interviewer to invite him/her to sit before
doing so.
Some jobs require that you fill out an application before being considered for an interview,
while others may not require much of an interview at all.
Finally, discuss inappropriate and illegal interview questions with students. Employers in
the United States should not ask about the following topics during a job interview, because
to not hire someone on the basis of any of them is discriminatory: race, color, sex,
religion, national origin, birthplace, age, disability, marital or family status. It
is likely that your students are not aware of the fact that questions about some or all of these
topics are inappropriate in the U.S.
4. The handshake. A firm handshake is often an important sign of professionalism in the

U.S. Point out that it is acceptable in the U.S. to initiate a handshake with an interviewer – it is
not necessary to wait for him or her to initiate it (though that is more common). Also, women
shake hands with men as well as with women – there are no gender differences in regard to
Teacher Guide
handshakes as there are in some countries – and a woman can initiate a handshake. For
example, Chinese students at the SSLC have mentioned in past courses that the Chinese woman
is expected to shake hands using only the first 1/3 of her hand.
Emphasize that the handshake should be reasonably firm, involving the entire arm, and that
women especially should be sure to remember this. No limp or weak handshakes!
Practice
5. Model the firm handshake with each member of the class. Then, have students get up and
circulate, shaking hands with everybody else in the room. Pay special attention to the
handshakes of the women students, who sometimes are unaccustomed to shaking hands or to
shaking hands in this way.
Wrap Up
6. End the discussion by stating that, in the coming weeks, students will have an opportunity to
prepare answers for and role play common interview questions. By the end of the course,
students will have role played interviews many times – and possibly even had some real
interviews at job fairs - and this will help them gain fluency and confidence in their skills.
Wrap-Up
If there is any extra time in today’s class period, allow students to use it to type their reference
lists. End the class by reviewing the main points covered today.
Teacher Guide
Day 6
Objectives:

Skills
• Review • Review • Review
• Depends upon the plan for today, which is a review day.

• Copies of TB 2:50, Expressing Preferences – Mix and Mingle. Cut into cards.
Today is a built-in review day. You can use the day in the following ways:
• Catch up on material you have not been able to finish in class.

• Prepare additional grammar and pronunciation practice activities
around areas where you have noticed that students have had
difficulties, especially those areas that have been objectives in
previous lessons of this curriculum. Use the textbooks listed in the
References section for ideas.
• Do a role play that requires students to use the knowledge and
skills gained since the course began.
• A game of “pictionary” or “taboo” involving vocabulary words
learned thus far in the course.
• Work on Reference Lists.
Teacher Guide
Warm-up: Expressing Preferences – Mix and Mingle 15 minutes
1. Ask students to remind you about what you covered yesterday in class (among other things,
expressing preferences and comparing items).
2. Give each student one of the Mix ‘n’ Mingle cards from TB 2:50 and give them time to read
it. Answer any vocabulary questions they may have. Then, ask students to walk among their
classmates and ask each other the questions. They should try to poll at least five classmates.
Ask them to try to remember peoples’ preferences, so they can report on them afterwards.
Also, if necessary, you may need to remind students about the comparative structures that you
discussed yesterday and encourage their use:
This one is ________ than that one. (bigger, shorter, less expensive, etc.)
This one is/has _________, but that one is/has ____________.
3. Ask students to return to their seats. Follow up on the activity by asking each individual to
briefly say what they learned from their classmates. What are the differences between the
climate in the U.S. and the climate in other students’ countries? What are the differences
between having a large family and a small family? Encourage further discussion.
In-Class Review
This is up to you, the instructor. See the Notes to Instructor on the previous page for a list of
suggestions.
Homework:
Assign the Mystery Shopper 2 activity on SB 2:20. Go through the instructions (which are
familiar now that they have done one Mystery Shopper activity already). Answer any questions
they may have. Emphasize that it is important have the Mystery Shopper activity done by the
next class session so that you can review their experiences together. It will only take between
10-15 minutes of their time. You may even want to let students out of class 15 minutes early
with the instructions to go into the mall in pairs and complete their Mystery Shopper activity
before they leave today.
Teacher Guide
Fit the Products to the Customer: A Second Look

INSTRUCTOR KEY
Instructions: After reading the article, answer the following questions with a partner.
1. Some important words in the article are underlined. Without using a dictionary, take a guess
at their meaning. Try to think of other ways to say each of the words in English and write them
below:
contradict: to say the opposite; to deny customizing: make changes to a

product so that it suits special
needs
alternative: another choice or option alterations: changes; make

something a different size
cue: a hint, a clue, a signal accessories: items that complement

or are used along with a product
durability: the ability to last pay off : bring good things; be worth a
long time it
2. Fit and size are topics that can sometimes make people feel uncomfortable. Write three
suggestions for sales associates who have to talk about size with a customer. One example is
done for you:
Example: Never contradict the customer about his size.
(Answers will vary – try to elicit some form of the following:)
• Give the customer information about the brand. Let him/her know if the
brand “runs”* small, large, wide, etc.
• Ask questions to understand the customer’s needs. That will help you
make a suggestion.
*Note to Instructor: Be sure to discuss the meaning and use of “run” in this context.
3. What are three extra services you may be able to offer to your customer, in order to provide a
good fit?
special-order customizing alteration

(You can also suggest accessories.)
4. Re-read the last three sentences of the article. What should you do after you ask questions
and mention additional services to your customer?
Listen to the customer!
Teacher Guide
Sizing Up Your Customer

INSTRUCTOR KEY
Instructions: Work with a partner or two. What questions could you ask the customer in
these situations? Then, one person in your group should write the answers.
____________________________________________________________
1. A customer is searching for panty hose and you want to help her select the right size. Since
panty hose is sized according to height and weight, it would be insensitive to simply ask “How
much do you weigh?”
Instead, you might say:
Have you worn this brand before?
If customer says “yes”, ask: What size was the most comfortable for you?
If customer says “no”, ask: Let’s look at the size chart – where do you see yourself
according to their recommendations?
2. A customer is looking for Italian sausage in your specialty foods store. She does not yet have
any other items in her grocery basket, so you can’t guess what she is planning to prepare. You
don’t know if she is shopping for her family’s dinner, or for a dinner party with a lot of guests.
You might say:
We have several types of Italian sausage…what are you preparing? OR How many
people are you feeding? OR My mother always uses this in her lasagna…are you
fixing a favorite family recipe? OR This is so good…what’s the occasion?
3. An elderly woman is looking for comfortable shoes. She needs a good fit, but you also want to
be sure that she chooses shoes that she can put on easily and ones that provide good balance.
You might say: :
Will you be walking a great deal in these shoes? Do you prefer shoes that slip on,
lace up, or that have Velcro closures? What brands have worked well for you in
the past? What kind of socks will you be wearing with your shoes? Will you be
wearing these mostly on carpeting or on slippery surfaces such as wood?
Adapted from Retailing Smarts, Workbook 1: Get to Know Your Customer, pp. 42-43
Teacher Guide
Teacher Guide
Fitting Clothing
INSTRUCTOR KEY
Instructions: Choose an expression from the box to match each of the situations below.
Excuse me, sir. Can I help you find a size?
Are you looking for yourself, or for a gift?
I’m not sure. Let me check for you.
Let me show you to the Misses department.
1. A very tall woman is looking at a blouse in the petite section. What could you ask?
Are you looking for yourself or for a gift?
2. A short and slender man is browsing in the menswear department. You think that he should
look in the Young Men’s department because the men’s’ pants will be too big. What could you
ask?
Excuse me, Sir. Can I help you find a size?
3. A young woman is shopping in the Career Professionals sections. She wants to find a T-shirt
to wear to a party on the weekend. What can you say?
4. A large man asks you if you have any pants in a size 32 waist. What should you say?

Teacher Guide
Descriptions
Warm-up Exercise
How do advertisements Imagine you are a scientist.

persuade people to buy What new product would you
products? create?
Imagine you want to buy a car. Describe the most beautiful

What features are important to thing you have ever seen.
you?
What features does your watch Describe your dream vacation.

have?
Describe your favorite holiday What is the most unusual place

or special occasion. you have ever seen an
advertisement.
Imagine that you opened a new

Would you wear a T-shirt that bakery. How would you
advertised a product? Why or persuade people to come try
why not? your products?
Teacher Guide
The ClearTone 500

INSTRUCTOR KEY
Instructions: Read the advertisement below. Then, work with a partner to answer the
questions that follow.
The ClearTone 500 will improve your or your loved

one’s life! This 5.8 gigahertz cordless is
lightweight, portable, and – at $49.99 –
surprisingly affordable. Features include
customizable ring tones, flashing ring indicators,
and background noise reducers, specially designed
for those with hearing difficulties. It’s available in
black, white, and silver, colors that make it an
attractive addition to any room in your home. And
this offer comes with our exclusive money-back
guarantee. Order yours while they last!
1. What product is the ClearTone 500? A telephone
2. What are some the features of the ClearTone 500?
price: $49.99
color: black, white, silver
material: plastic
function: 5.8 gigahertz, customizable ring tones, flashing ring indicators,
background noise reducers
style/model: cordless
3. What are some of the benefits of the product?
Lightweight, portable, affordable, special design for those with hearing

difficulties, attractive, money-back guarantee
4. Do you think this ad is persuasive? Why or why not? Give examples from the ad to
support your opinion.
Answers will vary.
Writing Practice:
Write an ad for a product you have in your home. Describe the features and benefits of the
product – try to make your ad as persuasive as possible. Just like the ad above, do not say what
the product is (for example, a telephone, a toaster, etc.) Just describe the product well and let
your classmates guess the product when they hear the ad.
Teacher Guide
Size, Features, and Benefits

Role Play Cards
Note to Instructor: Photocopy and cut these roles into card sets. Give each pair of students a
set along with the corresponding realia. Make sure you have prepared all realia required.
Customer Sales Associate
You are looking for a pair of shoes. When the You work in a shoe store. Find out what your
sales associate asks you, you can give this customer is looking for.
information:
Ask open-ended questions to find the best fit
- The shoes are for you. for your customer, and be sure to tell the
- You wear a size ____. customer about the features and benefits of the
- You need the shoes for a wedding. shoes you recommend.
Ask the sales associate questions about the

features of the product he/she recommends.
You are looking for a pair of pants. When the You work in Macy’s. Find out what your
sales associate asks you, you can give this customer is looking for.
information:
- The pants are for your husband/wife. for your customer, and be sure to tell the
- He/She wears a size 10. customer about the features and benefits of the
- The pants are for wearing to the office, and product you recommend.
should be lightweight enough for summer.
Ask the sales associate about the features of

the product he/she recommends.
You are looking for a dress. When the sales You work in a women’s clothing boutique.
associate asks you, you can give this Find out what your customer is looking for.
information:
- The dress is for your sister. for your customer, and be sure to tell the
- She wears a size 8. customer about the features and benefits of the
- The dress is a birthday present. product you recommend.
- The dress is for parties.

Teacher Guide
You are looking for a set of matching cups. You work in Target. Find out what your
When the sales associate asks you, you can customer is looking for.
give this information:
- The cups are for you and your family. for your customer, and be sure to tell the
- You are looking for cups that are inexpensive customer about the features and benefits of the
and durable. product you recommend.
- The cups are for home use, but also for
picnics.

You are looking for a set of silverware. When You work in Macy’s. Find out what your
the sales associate asks you, you can give this customer is looking for.
information:
- The silverware is for you and your family. for your customer, and be sure to tell the
- You are looking for silverware that is fancy customer about the features and benefits of the
and attractive, to use with company. product you recommend.
- You prefer silverware made with real silver.

Teacher Guide
Size, Features, and Benefits Role Play

Evaluation
Date: ______________
Instructor: _________________

2 – good
3 – excellent
Spoke clearly 1 2 3
Observed the customer’s behavior in 1 2 3

order to choose the most appropriate
questions.

more information.
1 2 3
Referred to features and benefits. 1 2 3
Spoke about size appropriately. 1 2 3
Teacher Guide
Making a Suggestion
TAPESCRIPT
Sales Associate: Good afternoon! Welcome to Radio City. Are you looking for something
special today?
Customer: Well, I’m mainly just browsing. Thanks.
Sales Associate: Ok. Let me know if you need any help.
Customer: Actually, I am having a little trouble deciding what to buy my daughter for
her wedding shower.
Sales Associate: Oh, Congratulations! When is the shower?
Customer: Thank you. It’s in two weeks.
Sales Associate: I see. What do you have in mind?
Customer: I’m trying to decide between that MP3 player and the Sony digital camera.
She needs both of those things for her honeymoon.
Sales Associate: Where is she going?
Customer: Mexico.
Sales Associate: How nice! Well, both of those items are excellent choices. They’re
portable and both will help her enjoy her honeymoon. However, I
recommend the digital camera. It is a little more expensive than the MP3
player, but Sony is a more dependable brand. This model takes high
quality photos and even records movies. Also, the camera is something
that your daughter and her new husband can enjoy together.
Teacher Guide
Customer: Hmmm. That’s a good point. Maybe I will get the camera. Thanks.
Sales Associate: I’m happy to help.

Teacher Guide
Expressing Preferences – Mix ‘n’ Mingle
What are the differences between a What are the differences between
house and an apartment? learning in a classroom and studying
Which do you prefer? by yourself?
Which do you prefer?
What are the differences between What are the differences between
schools in your country and in the the climate in this area and in your
United States? country?
Which do you prefer? Which do you prefer?
What are the differences between What are the differences between TV
being married and living alone? and movies?
living in the city and living in the having a large family and having a
country? small family?
driving and taking public working at home and working at a
transportation? store or office?

Teacher Guide
Unit 3: Working at a Store
Day 1
Objectives:

Skills
• Dress for success. • Build interview skills. • Identify focus words.
• Offer choices. • Phrase words into thought

groups; pause between them.

• Dress for Success Envelopes (SSLC Resource Shelf – 3 envelopes)
• Two pieces of white or light-colored posterboard or flipchart paper, one labeled Appropriate
Professional Attire at the top and the other labeled Inappropriate Professional Attire.
• Masking tape
• Permanent markers, preferably black
• SSLC Audio Tape, Maytag Washer
Key Vocabulary:
appearance sloppy
attire slacks
button-down sports jacket
casual suit
discount torn
dress code uniform
khakis warranty
neat wrinkled
Arrange a student tour of the MontgomeryWorks One Stop for sometime during this week. That
entire process takes about an hour and a half of class time. The tour has not been built into a
specific day of this Unit’s curriculum, because the exact day it can be arrange will vary from
course to course. However, a couple lesson plans in this Unit take less time to accomplish than
others, so as to leave time to thoroughly cover the Unit and also experience the tour.
Look Ahead:
The final draft Reference List is due to be completed by Day 4 of this Unit. Students should be
working on it this week and turning in rough drafts to you to edit and get back to them in time
for the Day 4 due date. Students with poor computer skills will probably need extra help with
formatting and editing their papers this week.
Teacher Guide
Warm Up: Mystery Shopper 2 – Reportback 20 minutes
Set Up
1. In preparation for the warm-up, write questions 1 and 4 from the Mystery Shopper 2
homework sheet (SB 2:20) on the board. Ask students to get out their homework sheet.
Introduce the warm-up by asking students to tell you what stores they went to and whether they
had, in general, positive or negative experiences (or both).
Process
2. Draw students’ attention to questions 1 and 4 on the board. Ask them to get into small
groups and take turns telling each other about their answers to 1 and 4 – about 3 minutes each.
(Tell them you’ll discuss the answers to the other questions later.) Circulate to assist and keep
conversations on track.
3. After about 12 minutes, bring the class back together. Ask first about the answers to question
4 – let a few volunteers talk about their experience. Then, ask about question 2, soliciting
several volunteers’ experiences and writing noteworthy questions on the board.
4. Finally, move the discussion to question 1. As you discuss each student’s answers to this
question as a class, write words for clothing and appearance on the board in two columns – one
column for items or practices you will later classify as appropriate, and one for items or practices
you will later classify as inappropriate.
Transition
5. Use the discussion in ste #4 to transition smoothly into the Dress for Success presentation,
below.
Presentation: Dress for Success 25 minutes
Set Up
1. As you solicit students’ reports about what sales associates were wearing, ask them whether
they felt associates’ appearances were appropriate or inappropriate, and why. Begin two
columns on the board, labeled accordingly, and include words for clothing and also adjectives or
phrases that describe clothing, ways to dress, and personal appearance/hygiene.
Process
2. Move the discussion from the specific mystery shopper experiences to a broader discussion of
what is appropriate and inappropriate dress in U.S. workplaces. Ask students to compare this to
professional attire in their own countries. What are the similarities and differences?
Teacher Guide
Be sure to include the topic of personal hygiene in this discussion. In order to not offend
students, raise the topic by asking them what they find inappropriate in a sales associate or co-
worker when it comes to personal hygiene. Keep the discussion in the third person!
3. As you discuss, try to elicit the following vocabulary words:
appearance neat sloppy casual uniform dress code
pressed/ironed khakis suit blouse low cut
slacks wrinkled sports jacket torn button-down
4. Make sure the following points are covering during the discussion:
a. Your work clothes and shoes should always be neat and clean.
b. As a general rule, you should dress so as not to call undue attention to yourself. You
are representing the store/company. Anything that distracts the customer’s
attention (low cut blouses, slogans on clothing, flashy jewelry, clothing that shows
the stomach, chest, feet, or underwear) should not be worn.
c. Nails should be clean, neat, and not too long.
d. Casual does not mean sloppy.
e. Personal hygiene: bathe, wear deodorant, smell good. However, do not use excessive
amounts of perfume or cologne.
f. If you smoke, make sure your clothing and breath do not smell of cigarettes.
g. Men: shave or trim beard, style hair neatly.
h. Women: make up should be subtle, jewelry should be minimal and/or not flashy,
neatly styled hair, no clothing that is too tight or low cut.
i. Hats are usually not appropriate in an office, except those that are for religious or
cultural observance. In the United States, take off a hat upon entering a building.
5. Discuss the fact that what is considered professional attire differs from job to job. Discuss
what constitutes professional attire in a fast food restaurant vs. an office vs. a construction job.
Those students are or have been employed can discuss what is/was appropriate attire for their
jobs.
Teacher Guide
Wrap Up
6. By the end of the discussion, you may have columns that look something like the following:
Appropriate Inappropriate
neat dirty
clean torn
presentable wrinkled
pressed jeans
skirt (no shorter than 2 inches sneakers
above the knee) shorts
dress low-cut blouses
suit tight-fitting clothing
close-toed shoes excessive perfume/cologne
subtle makeup, jewelry, cologne sweatpants
dress heels “spaghetti straps”
tie mini-skirts
sports jacket t-shirts
slacks shirts with slogans, pictures, etc.,
khakis open-toed shoes
button-down shirts wearing the same outfit repeatedly
blouse
deodorant
matching
conservative
Note to Instructor: A former SSLC student once said that there is a “three-color rule” for
workplace dress. Any outfit that one wears, including the shoes, should have no more than three
colors in total. Any more than that is too distracting and looks less professional. This is an
interesting idea to bring up and discuss with students.
Activity: Dress for Success 25 minutes
Note to instructor: Some of the images in the Dress for Success envelopes have been chosen
because they are humorous, others because they are appropriate. Others have been chosen in
an attempt to spark debate. For example, in some cases, most of a model’s outfit will be
appropriate for the workplace, but one aspect will be inappropriate (e.g., a low-cut blouse, open-
toed shoes, or blue jeans.) Also, each picture has a number on the back so that it can be replaced
in the appropriate envelope after the activity is over.
Set Up
1. Divide students into three groups, and give each group a Dress for Success envelope.
Process
2. Ask them to go through the envelope and separate the clothing into piles according to
whether it is appropriate or inappropriate for the workplace. Discuss. Tell them they must
know or find out the English words for each article of clothing pictured. Circulate to assist.
Teacher Guide
3. Lay out the labeled pieces of flipchart paper or posterboard you have prepared (see
Materials/Preparation, above) on a table. Leave out pieces of masking tape.
4. When groups are finished, tell the class they can create two posters that show what is
appropriate and inappropriate. They should designate roles for this task within their group: one
member of the group to bring the appropriate pictures to the table, another member to bring the
inappropriate pictures, and a third with clear handwriting to write captions. Working together
with the other groups’ designated members, they should tape the images to the posterboard.
They should work together so that the same types of clothing do not appear more than once on
the poster. Then, the designated writers should write labels below the pictures (i.e. slacks,
miniskirt, wrinkled, torn, suit, etc.) Circulate to assist.
5. When they are finished, discuss the posters as a group. Have them choose a place on the wall
and hang the posters. They can stay on the wall for the rest of the course, if possible. (Since the
pictures are laminated, the tape can be easily removed so that the pictures can be placed in the
envelopes again and re-used in the next course.)
Wrap Up
6. Wrap up this activity by mentioning that the personal appearance of the sales associate is
important to the success of a retail store. Any employee represents a company – s/he is the face
of the company. It is important, therefore, to make a good first impression. Remind students of
the first impressions that the sales associates made in the Mystery Shopper 2 homework activity.
Were they positive or negative? Later in the unit, we will see that the appearance and
atmosphere of the store itself are also very important.
Transition
Remind students that, in the last unit, the class discussed job interviews. One of the guidelines
the class established was “dress professionally” The guidelines we discussed today also apply to
interviews – with the exception that interviews often require even more professional attire than
would be sometimes be expected on the job.
Now, we will continue with our discussion of interviews, and focus on how to answer a specific
common interview question.
Teacher Guide
Presentation & Activity: Interview Question – Tell me about yourself 30 minutes
Note to instructor: This presentation/activity is one of a series of multi-step activities that

can be used as warm-ups or at any time during the class. The goal of the activities is to prepare
students for job interviews. Each activity focuses on good answers for a different common
interview question and provides an opportunity for role play practice. This activity is the first of
that series. Use the instructional process outlined below for this and future interview question
activities.
Throughout the weeks that you practice the interview question activities, take good
opportunities to remind students that while they should always be honest in an interview, they
should also be savvy. They should put themselves in the place of the interviewer – what is she
looking for? What could cause her concern about me as an employee? The interview is not the
time for deep personal reflection and sharing. It is a well-practiced professional conversation,
the goal of which is employment.
Today’s Interview Question: Tell me about yourself.
Set Up
1. Write the question on the board.

2. Introduce the request to the class as a common interview “question”. Tell students they will
work in pairs for about 5 minutes to discuss (not write) appropriate answers to this question.
3. Before they begin, ask them to name the “Four Rules” for answering interview questions, and
job them down on the board as they are volunteered. Since this is the first interview question
activity, you will have to introduce these. For subsequent activities, students should be able to
list them. They are:
a. Always be positive (about self and others).

b. Speak clearly and simply (and not too fast!)
c. Be informative but brief.
d. Give examples.
Process
4. Ask students to begin working in pairs. Circulate to assist and give individual feedback.
5. After students have worked for about 5 minutes, elicit possible answers from the group.
Discuss the appropriateness of each answer and write 1-3 particularly good answers on the
board. Consult the notes on the question (below) for suggestions and guidance.
6. After a few good answers have been decided upon, have students open to Portfolio
Workbook P:8 and fill it out with the question and good answers.
Teacher Guide
Practice
7. Remind students about focus words, thought groups, and pauses. Have them identify where
these occur in the example answers you have created – first individually and then volunteers can
identify them on the board. Then, practice saying the answers first as a whole class, then
individually, and then in pairs.
8. Now, erase the board. Students should put away the paper and practice interviewing each
other with the question on the board. Encourage them to play the part of the interviewee by
smiling, making eye contact, speaking clearly, and practicing good sitting posture. All these are
key aspects of the role play.
In the role play, they may not look at their notes. Circulate to assist and to enforce this
important rule. The role plays are meant to prepare students for real interviews, so they must
gain confidence in answering questions without notes.
Wrap Up
9. When role plays are finished, mention the worksheet should be kept and used to practice and
prepare before the real interviews they will be doing soon.
Tell me about yourself.
This question should be answered briefly. The interviewee should avoid any answer that is
too personal or calls attention to some weakness. It is fine to mention one’s country of
origin and speak briefly about one’s interests, but the interviewee should focus primarily on
his/her professional and employment interests and background. Of course, each student’s
answer will be different, but here are some example answers:
“I’m originally from Argentina, but I’ve lived in the United States for five years. In my
country I worked in public relations for a large company, so I’m interested in positions in
which I can work with people regularly and meet their needs.”
“I’ve lived in the United States for three years and have been studying customer service and
sales. I would like to learn more about the banking industry and use the skills I have been
learning to help other people.”
Teacher Guide
Listening Activity: Maytag Washer 25 minutes
Set Up
1. Pre-listening: Tell students that, in Unit 3, they will be learning how to offer choices and
alternatives to customers. The listening segment they will hear has to do with washing
machines and the different choices available to customers.
Ask students to describe the washing machines they use:

What cycles does your washing machine have? (cold, hot, delicates, woolens)
What size is your washing machine?
Is it front-loading or top-loading?
2. Explain that they will hear some customers discussing washing machines. Play the tape once.
Process
3. Ask students to open to SB 3:2, Maytag Washer, and skim the page. Then, play the tape
again. Students should work individually or in pairs to complete the questions. Play the tape
once more.
4. Go over the answers as a class (located on TB 3:34), giving individual feedback where
possible.
5. Discuss the meanings of warranty and discount briefly, as some students will be unsure of
their meaning. However, both concepts will be covered in greater detail later in the course.
Wrap Up
6. Discuss why it is a good idea to offer choices to your customer, instead of just suggesting one
product. (Possible answers: Because the customer knows best what s/he needs; because
customers have different needs and wants that they have not necessarily expressed; because
each buying decision involves balancing several factors such as price, fit, style, etc.)
Wrap up 10 minutes
If time, ask students to take out their Mystery Shopper 2 homework and look at their answers
for question 3. Lead a brief discussion about how their shopping experience made them feel.
Point out that a major goal of a good sales associate is to create a positive experience for the
customer – and there are many things a good sales associate can do to help create that positive
experience. We have discussed the customer service attitude, speaking clearly, listening
actively, finding and fitting customer’s needs, and personal appearance, among other things.
The focus should always be on the customer.
Teacher Guide
Day 2
Objectives:

Skills
• Learn about malls. • Talk about preferences in • Use polite expressions.
work and the culture of work
• Identify types of retail in the United States. • Use comparatives and
stores and departments superlatives.
• Identify the benefits of • Use an adverbial clause

working in retail sales. beginning with because to
indicate reason.
• Direct a customer to a
department.
• Find information in a retail

sales environment.
• Copies of TG 3:35, Conversation Cards - Work, cut into cards and stacked
• Copies of TG 3:37-38, Helping Customers in a Superstore – Products, cut into cards
Key Vocabulary:
apparel shift
career superstore
mall rat unemployed
profession workaholic
retail
As announced on the first day, this course teaches skills that are applicable in most customer
service positions, though our focus is clearly retail sales. By now, you know most of your
students’ customer service employment goals, and it is likely that some desire a job that is not in
retail sales. However, one of today’s presentations is designed to highlight some of the benefits
of retail sales positions that students may not have considered, as well as make clear the
distinction between a job and a career in customer service. Since many of this Unit’s – and this
course’s – lessons are designed to prepare students for the retail sales profession, it may be
useful to point out today that retail sales often offers entry level experience in customer service.
With this experience, students can then go on to explore other customer service employment
opportunities that may interest them.
Teacher Guide
Warm up: Conversation Cards – Work 15 minutes
Set Up
1. Tell students that part of the class will be devoted to talking about retail sales jobs. Therefore,
we will begin the class with conversation cards on the subject of work.
Process
2. The conversation card warm-up process should now be familiar to students. Working in
pairs, they will take turns pulling a card from the face-down stack you give each pair, and ask
their partners the question. Encourage students to ask follow-up questions and, when it is their
turn to answer, speak for at least 30 seconds on the topic.
3. Circulate to listen and assist, giving individual feedback where possible. Try not to interrupt
an answer in progress, however. Note new vocabulary words and topics or questions to bring up
when the class comes back together.
4. As a class, discuss only a few of the questions – those that seemed to inspire the most
conversation in the pairs. Discuss the vocabulary words workaholic and unemployed.
Transition
Finish the brief discussion of the warm-up by discussing students’ answers to this question: In
your country, what jobs are good jobs? Why? Try to elicit a list not only of positions, but also
characteristics of jobs (e.g., benefits, 40 hours a week, flexible schedules)
Presentation: The benefits of working in retail sales 15 minutes
Set Up
1. Write the words job and profession on the board. Ask students to give their thoughts on the
difference between the two. Point out that a profession is something that people train for and
take seriously. In a profession, people can advance through levels of responsibility. Retail sales
is often thought of as a job, but that there are many benefits to considering retail sales as a
career. Write the word career on the board, next to profession, and discuss its meaning.
Process
2. Ask students to spend a few minutes in groups of 2 or 3 and come up with a list of possible
benefits to a career in retail sales. Students who have retail sales experience should ideally be
distributed among the groups.
Teacher Guide
3. Bring the class back together and ask the groups to share their lists. Make a list on the board
of their ideas and take time to discuss and explain them, asking those who have worked in retail
sales to give examples from their own experience.
Note to instructor: It is important to have a realistic discussion here while listing the
potential benefits of these positions. Retail sales positions vary widely in quality. Some retail
sales positions will have some of these benefits, but it is rare to find one that has them all. Point
out that many retail sales positions start at entry level and have few of these benefits. However,
one can often advance quickly in retail sales. As an employee moves up through the ranks, it is
common for more of these benefits to become attainable. Retail sales careers can be good
choices for our immigrant students, providing more flexibility and opportunities for building
communication skills than other typical jobs for newcomers to this country.
Be sure that the following benefits are included in the discussion:
• opportunity to help people

• opportunity to work flexible hours and shifts
• employee discounts on purchases
• ability to stay in retail sales if you move to another city – retail stores
are everywhere
• health insurance benefits
• paid vacation
• flexible salary that can increase with time and effort
• opportunities to meet new people
• learning new skills that can be used in your daily life or other
professions
• opportunity to practice English frequently
• if the position pays by commission, it can be motivating
Writing activity: The benefits of a career in retail sales 25 minutes
Note to instructor: If you need to make extra time for the MontgomeryWorks tour, assign
this activity as homework.
Set Up
1. Announce that students will now have an opportunity to practice writing in English and
further consider the benefits of a career in customer service. Before they do so, though, they will
need to quickly review comparatives, superlatives, and adverbial clauses beginning with
because.
Process
2. On the board, review comparatives, superlatives, and adverbial clauses beginning with
because (to indicate reason) with students. To engage students in the quick review, you may
wish to begin sentences on the board and have volunteers finish them.
Teacher Guide
Examples: People choose careers in retail sales because _________________.
A flexible job is important because __________________.
Paid vacation is _______ important than flexible hours. [less or more]
_[name of store]___ probably has good employee discounts.
__________ has as much retail sales experience as _____________ has.
3. Ask students to write a paragraph to persuade someone who is also an immigrant to prepare
for a career in retail sales. Tell them that these paragraphs will go through a couple revisions,
and the final product has the potential to be included in an outreach brochure or flyers for this
course! We will keep copies of them in each student’s file.
Review the following points about paragraph writing before allowing them to begin:
• Before writing, they should brainstorm some notes about what they are
going to write. They should consider what their main point will be.
• Their paragraph should have a topic sentence, supporting details, and a
conclusion.
• They should use appropriate capitalization, punctuation, and spelling.
• They should try to use at least one comparative or superlative sentence,
and one complex sentence with because to indicate reason.
Feedback
4. Give students 15 minutes to write. Circulate to assist. Collect first drafts for review and
editing and give back to students within no more than two days for revision. In your editing,
consider capitalization, punctuation, grammar, and spelling, as well as organization that
includes use of a topic sentence, details to support that topic, and a brief conclusion. By the
middle of Unit 4, students should have completed a final draft of this paragraph.
Reading activity: Malls
Set Up
1. Ask students to tell you what kind of building they are in right now. (The SSLC is located in a
mall.) Write the word mall on the board and practice its pronunciation. Tell students that malls
were invented in the United States. Ask them whether or not similar places exist in their
countries, and what sorts of things you can do there.
Process
2. Students should turn to SB 3:3-4 and do the pre-reading exercise for the article Malls. Ask
students to share their answers.
Teacher Guide
3. Then, ask students to read the article Malls, and then work individually or with a partner to
answer the comprehension questions that follow. Circulate to assist.
4. As a class, go over the answers to the comprehension questions, asking volunteers to provide
the correct answers. Discuss the new vocabulary, including mall rats, and practice the
pronunciation of the new words. Transition into the presentation below.
Presentation: Types of retail stores and departments 25 minutes
Set Up
1. Point out that malls usually have a few large stores like Macy’s, Sears, and JC Penney. Ask
students what this type of store is called (department store). Write department store on the
board and practice its pronunciation. Make sure it is clear that departments are the different
sections or parts of the store.
Process
2. Elicit examples of departments you might find in a department store like Macy’s, and list
them on the board, practicing pronunciation and discussing new words (such as apparel) where
necessary.
women’s apparel shoes lingerie

menswear jewelry
misses / juniors housewares
accessories appliances
infants / newborns toys
luggage furniture
Point out that departments often have different names in different stores.
3. Point out that other retail stores (sometimes attached to a mall) are huge department stores
that sell a wide variety of items. Because of their size and shape, they are sometimes called big
box stores or superstores, and they are very popular in the United States. Examples include
Target and Wal-Mart. Ask students if they can list other superstores they know. Then, ask
students to give examples of superstore departments they know and add these to the existing list
on the board. Practice the pronunciation of these words and discuss their meanings.
sporting goods home and garden

office supplies pharmacy
bed and bath / linens groceries
electronics stationery
4. Finally, point out that smaller, more specialized stores (whether in a mall or outside of a
mall) are simply called retail stores. The English words for the types of retail stores are often
the same or similar to the names of departments in a department store; for example, sporting
goods store, office supply store, grocery store. However, there are a few names for store types
Teacher Guide
that should be mentioned. Try to elicit at least the following retail store types by naming items
that may be found within them. (Students will probably come up with more than are listed
here.) Write them on the board.
convenience store hardware store

drug store home improvement store
pet store
Wrap Up
5. Practice the pronunciation as a group and then individually. Give individual feedback. Leave
the names of the departments on the board from the previous presentation.
Additional Activity for Vocabulary Building: If time, give students a list of store types
and have groups come up with 5 products that can be found in each. As a class, compare lists
and discuss the new vocabulary.
Activity: Helping Customers in a Superstore 25 minutes
Set Up
1. Tell students that they may be able to find their first retail position as a sales associate in a
superstore. A job like that would entail helping customers find the items they are looking for in
such a large store. Ask them what they would need to know in order to help customers in a
superstore (the names and locations of all the departments, the names and locations of items,
product features, store policies.)
2. Write on the board:
Excuse me. I’m looking for a _____________.
Tell students that you are a customer, and begin to ask various students for different products
(toaster, aspirin, sheets, CD player, etc.). Suggest polite ways that sales associates might
respond to the customer and write that on the board as well:
Certainly. It’s in the ___________ department. If you’ll come with me, I’ll show you.
Yes. You can find them in the ___________ department. Follow me.
Students might also ask what they should say if they do not know where the product is located or
if they do not understand the customer. You may want to elicit and practice the following
responses with students as well:
I’m sorry. Could you repeat that?
I’m not sure. I am not very familiar with that department. But let me take you there.
We will find it together or I will find someone to assist you.
Teacher Guide
Process
3. Have students practice the pronunciation of the customer’s question and the sales associate’s
response. Leave them on the board for reference. Then, give each student a few of the product
cards from TG 3:37-38 . Explain that they should stand up and circulate around the room,
taking turns playing the customer and the sales associate. They should ask their classmates for
the products listed on their cards and respond to their requests for help. Circulate to listen and
assist where necessary, giving feedback to individuals when possible.
4. When students have finished, follow up by asking volunteers in which department the
products on the cards are located. Discuss differences of opinion.
Activity: Scavenger Hunt in the Mall 40 minutes
Note to instructor: This activity is not mandatory, but it is useful and fun if you have the
time.
Set Up
1. Divide students into teams. Explain that they will be working as a team, in competition with
all the other teams, to complete a scavenger hunt in the mall. Write the term scavenger hunt on
the board and discuss its meaning.
2. Ask teams to use only one copy of SB 3:5. Ask the whole team to read it over briefly to see if
they have any questions before they begin. Make sure they have a pen with them.
Process
3. Before allowing them to leave in their teams and begin, state the following rules:
a. Everyone must speak only English at all times.
b. The team must return to class together with their paper completed.
c. Even if they are not completely finished, each team must return no later than
__(give a time)__. (It is recommended that you give them 30-45 minutes.)
4. When the teams have returned, compare sheets to see if you can find a winner! Congratulate
the winners. Discuss the answers and their experiences as a class. Find out what was difficult
and what was easy. Find out what question they asked to get the application and if they had any
problems getting it.
Wrap up 5 minutes
Review the day’s main points and preview the next class’s topics.
Teacher Guide
Day 3
Objectives:

Skills
• Identify retail departments. • Build interview skills. • Articulate word endings to
• Suggest alternatives. • Introduction to the resume.
• Identify characteristics of an
inviting store. • Identify focus words and
thought groups.
• Copies of TG 3:39, Department Store Pictionary Game, cut into cards

• A coin or a die
• Markers, 1 blue, 1 red, and 1 black; and 2 cans of tomatoes, 1 14 oz. size and 1 32 oz. size
• Copies of TG 3:40, Offer Alternatives, cut into lists A and B
Key Vocabulary:
alternative inviting resume

carry out of / out of stock [plus words from reading]
competition rain check
in stock refer
Today you will introduce the resume. Each student will need to complete a final draft of his or
her resume by the end of Unit 4. A simple model resume is included in the Portfolio
Workbook. Encourage students to use this as a template. Over the next few classes, you will
need to keep the due date in mind and follow the same process of editing and revision as you did
for the reference list. Again, students with less computer experience will need quite a bit of
assistance. When the final draft is completed, make at least three copies of it - one for the
student’s permanent SSLC file, and two for the student’s portfolio.
There are many different formats for resumes. The model resume for this course has been
chosen because of its simplicity and its suitability for the positions to which students will most
likely be applying. Some students may wish to use other formats or may already have resumes
completed. This is fine; however, even those with already-existing resumes must go through the
process of editing and revision so that they end up with an acceptable version for their portfolio.
Ideally, a resume should be revised to fit each position for which one is applying. However,
many of our students will not be able to do this. As such, help them to craft a resume that is
general enough to be used in applying for a range of positions.
Teacher Guide
Warm up: Department Store Pictionary Game 20 minutes
Set Up
1. Tell students that today’s class will begin with a game that helps them review the names of
common departments in a department store, which were covered in the previous class lesson.
Process
2. Divide students into two teams. Ask them to decide on a name for their team and write those
names in the corner of the board, so that you can keep score.
3. Briefly explain the rules of the game: one student on the first team to play (roll a die or flip a
coin) will be shown a card with the name of a department. She should go to the board and draw
products from that department on the board until a teammate guesses the name of the
department. The team has one minute to guess. If they guess it, they get a point. If they do not,
the opposing team has one chance to confer and guess. If they guess it, they get a point. The
process repeats with the other team, until each team has had 7 chances at the board (or a
smaller number of chances – it is only necessary that each team receives the same number of
chances at the board. There are 14 cards in all.)
4. As each team member comes up to the board in his or her turn, secretly show them one of the
cards cut from TG 3:39. Keep score on the board as the game is played.
Wrap Up
5. Bring the class back together. Discuss the difficulties they encountered during the game and
give additional feedback where appropriate.
Activity: Interview Question – Why should we hire you for this position? 25 min.
Note to instructor: This is the interviewee’s opportunity to say positive things about himself
or herself. In your class, it is also a useful opportunity to introduce and/or practice important
vocabulary concerning job-related traits. Some words describing traits to use are listed below.
When answering this question, students should give two or three personal traits, and back
each one up with a simple example. That way, they can illustrate for the interviewer why
they believe they have the characteristics they claim. The best answers to this question are those
that focus on how the applicant can benefit the company, not how the company can
benefit the applicant. See the box below for examples.
Start this activity by having students brainstorm the traits while you write them on the board.
Then, in pairs, they can practice interviewing each other and giving their own traits and
examples.
Teacher Guide
Set Up
2. Introduce the request to the class as a common interview question. Tell students to work
in pairs for about 5 minutes to discuss (not write) appropriate answers to this question.
3. Before they begin, ask them to name the “Four Rules” for answering interview questions,
and job them down on the board as they are volunteered. Since this is the first interview
question activity, you will have to introduce these. For subsequent activities, students
should be able to list them. They are:

d. Give examples.
Process
Discuss the appropriateness of each answer and write 1-3 particularly good answers on
the board. Consult the notes the question (below, on following page) for suggestions and
guidance.
6. Remind students about focus words, thought groups, and pauses. Have them identify
where these occur in the example answers you have created – first individually and then
volunteers can identify them on the board. Then, practice saying the answers first as a
whole class, then individually, and then in pairs.
7. Now, erase the board. Students should put away the paper and practice interviewing
each other with the question on the board. Encourage them to play the part of the
interviewee by smiling, making eye contact, speaking clearly, and practicing good sitting
posture. All these are key aspects of the role play.
important rule. The role plays are meant to prepare students for real interviews, so they
must gain confidence in answering questions without notes.
8. When role plays are finished, mention the worksheet should be kept and used to practice
and prepare before the real interviews they will be doing soon.
Teacher Guide
Why should we hire you for this position?
Possible traits:
I am…
neat a team player punctual dependable

detail-oriented honest energetic organized
hard-working efficient accurate friendly
responsible polite professional bilingual
trained in customer service
“I am hard-working. For example, when I finish my work, I look for other work to do.”
“I am dependable. For example, I arrive on time and get my work done on time.”
Transition
Move from this activity into the following by pointing out that, for many positions, a job seeker
will need an effective resume to qualify for an interview.
Presentation: The Resume 20 minutes
Set Up
1. Write the word resume on the board and ask students to tell you what it is. Practice the
pronunciation. Poll students to find out who already has a resume, if they have used it to apply
for jobs in the United States, and whether or not they used resumes for jobs in their countries.
Point out that the main goal of a resume is to get an interview.
Process
2. Point out that a resume is often an employer’s first impression of you. Therefore, a resume
must be perfect. There should never be any errors of any sort.
3. Ask students to open to the model resume on Portfolio Workbook P:6 and take a few
minutes to read it. Then, they should work together in pairs or small groups to discover answers
to the following questions, based on the model resume:
• What are the parts (sections) of a resume?

• What are some guidelines for writing a resume in the United States?
Circulate to assist.
Teacher Guide
4. After students have finished answering the questions in their groups, discuss the answers as a
class. Make sure that the following information is covered:
Parts of a resume Guidelines for writing a resume

Name & contact information Keep it to one page (2 at the most)
Summary No errors of any type
Professional experience Make it readable (bullets, short sentences)
Education and training Focus on skills and accomplishments
Other skills Use “action verbs” in the past tense
“References available upon request.” Never lie.
Don’t include personal information other
than contact information
Don’t list references
In some countries, resumes carry pictures and/or a lot of personal information (such as number
of children, marital status, non-work-related hobbies, etc.) Point out that U.S. resumes should
not contain these things. Part of the reason for this is because there are possibilities for
discrimination based upon them (age, marital status, children, etc.) Discuss with students why
they might be discriminated against based on some of these characteristics.
Finally, you may see the need to discuss the difference between a curriculum vitae and a resume.
In some countries, the exhaustive curriculum vitae is more common than the shorter, goal-
focused resume we are advocating here. Some students may have extensive professional and
academic experience in their home countries that they want to list. Suggest that they create both
documents, but use the resume for the customer service-oriented positions for which they apply.
5. Now, tell students that they will need to create a resume in this course, the final version of
which will be due by the end of the next unit. They will need to go through the same process of
editing and revision that they did for the reference list. They may copy the format of the model
resume. In addition, they may use the lists of key past tense verbs and key adjectives on P:7 of
the Portfolio Workbook.
Activity: It’s all in the past 25 minutes
Set Up
1. Reiterate the guidelines (covered in the previous presentation) that resumes in the United
States should focus on accomplishments and incorporate “action verbs” in the past tense. Ask
students to open to the list of past tense verbs on P:7 of the Portfolio Workbook. Go over
the verbs listed and discuss their meanings as a class.
Teacher Guide
Process
2. As a class, practice the pronunciation of the past tense verbs. Emphasize the fact that the
endings of past tense verbs must be articulated clearly in order to be understood by the listener.
Otherwise, the verb may sound as though it is in the present tense. Have students listen to your
pronunciation and repeat chorally and then as individuals.
You may need to review with students the three phonetic manifestations of /-ed/: [Id], [d], [t].
For an explanation of these and additional practice, see Gilbert p.__.
3. Individually, students should use that list to write three statements about their past
education or employment experience. Two statements should be true, and one should be false.
It is important to model this activity first with statements of your own. Otherwise, students do
tend to create statements that are too general, all true, or too difficult to guess for some other
reason. Here are three example sentences:
I directed a national organization of 3,000 people.

I managed a project with a million dollar budget.
I taught Spanish in a large university.
In the example above, students would have to choose which of the three statements is false.
4. Circulate while they write to assist and make sure they have written one false statement.
5. Now, students should get into small groups of 3 or 4 and read their statements to each other.
Members of the group should try to guess which statement is the false one. Circulate to listen to
and give feedback on pronunciation.
6. Follow up by polling the students to find out who managed to fool the most people. Write
some particularly good sentences on the board in order to give positive feedback.
Presentation: What to do when an item is not available 20 minutes
Set Up
1. Prepare for this presentation by giving one student the markers that you brought to class and
another student the cans of tomatoes.
Process
2. Begin the presentation by asking the first student, in front of the class, for a red marker.
Excuse me. I’m looking for a red marker.

Teacher Guide
3. Allow the student to respond positively and give you the marker, and then write the exchange
on the board.
Excuse me. I’m looking for a red marker.
Sure. Here you go.
Repeat the exchange with the blue marker.

4. Now, ask the same student for a green marker. S/he does not have it, so she will need to
come up with a response. Try to elicit something similar to the following response and add it to
the exchange on the board:
I’m sorry. We’re out of green markers.
Repeat the exchanges above with the second student, asking first for a 32 oz. can of tomatoes
(which s/he has) and a 6 oz. can of tomatoes (which s/he does not have.)
5. After the student tells you s/he is out of 6 oz. cans of tomatoes, transition into a discussion of
the fact that sometimes you will not have the item that the customer is looking for. First, ask
why that might be the case, and write those two reasons on the board:
The store does not carry the items.

The store is out of those items. (i.e. That item is out of stock.)
Practice
6. Discuss the new terminology (in bold above) and practice the pronunciation.
Process
7. Now, ask students what a sales associate can do in that situation, and write those options on
the board:
a. Offer an alternative (another color, size, brand, style, flavor, etc.)

b. Offer a rain check (for the item at the current price, when it comes in).
c. Offer to special order the item.
d. Offer to call a different branch of the same store.
e. Tell the customer that your store does not carry the item and refer them to
the competition (i.e., suggest another store nearby that might carry the item.)
Practice
8. Mention that the last three options will depend upon store policy. Discuss the new
terminology (in bold, above) and practice the pronunciation.
Transition
Teacher Guide
9. Tell students that all of these are options when the store does not have the item the customer
is looking for. There will be opportunities later in the course to practice deciding between these
options. In the next activity, they will practice offering alternatives.
Activity: Offer alternatives 30 minutes
Set Up
1. Return to the student who has the cans of tomatoes. Ask her again for the item she does not
have (a 6 oz. can of tomatoes) and encourage her to offer you an alternative.
Process
2. Discuss appropriate ways to tell the customer the item is not available and to offer an
alternative. Write the stock phrases on the board:
I’m sorry. We’re out of ______________.
OR
I’m sorry. We don’t carry ______________.
OR
I’m sorry. ____________ are not in stock.
Would you like to try … another color?

another size?
another brand?
another style?
another flavor? etc.
Point out that they can suggest general alternatives like those above using the feature categories
we discussed in Unit 2 (e.g., Would you like to try another color?) or more specific alternatives
(e.g., Would you like to try one in blue?), depending upon the situation. Write this stock phrase
on the board as well, and draw their attention to the use of in to offer a color, size, or style
alternative:
Would you like to try one in blue?
Repeat the exchange with the student who has the markers (ask for the green marker again).
Encourage him/her to use the phrases on the board.
3. Practice the pronunciation of the stock phrases on the board. Ask students to identify the
thought groups, focus words, and pauses in the phrases. Have them repeat after you chorally as
a class, and then ask individuals to repeat the phrases. Have students practice briefly in pairs.
Practice
Teacher Guide
4. Ask students to remain in pairs. Pass out the copies you made of the product lists on TG
3:40, giving each member of the pair a List A or a List B. Ask them to practice short
conversations like the one on the board. Circulate to assist them in choosing good alternatives
to offer. Remind them that they can suggest general alternatives or specific alternatives,
depending upon the situation.
4. When they are finished, bring the class back together again (pairs should stay together) and
follow up on the activity by role playing one exchange with each member of the class. Give
individual feedback and, as a class, discuss responses where useful.
Reading: The characteristics of an inviting store 20 minutes
Note to instructor: If you need to make time for the MontgomeryWorks tour, this reading
activity can be done as homework and discussed later as a class.
Set Up
1. Write on the board: Make a good first impression. Remind students that you have already
discussed this concept in class and ask,
How can you make a good first impression on your customer?
Students will probably mention personal appearance and hygiene, covered earlier in the course.
Process
2. Tell them that a store can also make a good first impression on a customer. If it is a clean and
pleasant place, people will be more likely to want to shop there. Ask the class if they have had
experiences in which a store was or was not attractive, clean, or safe.
What was it like? How did it feel?
3. Tell students that all sales associates have some responsibility for keeping the store attractive,
clean, and safe. Today’s reading goes into more detail about how to accomplish this. Ask them
to open to SB 3:6, Maintain an Inviting Store, and do the pre-reading vocabulary exercise in
small groups. Discuss the answers as a class and practice the pronunciation of the words.
4. Now ask students to read the article. After they read, they can work on the ranking activity
that follows in pairs or small groups. Circulate to assist and give individual feedback.
5. Discuss the answers as a class. The answers and commentary on the answers are listed on
TB 3:41.
Teacher Guide
Wrap up 5 minutes
Briefly review today’s main topics. End by reiterating the reading’s point that a store should not
only be clean and attractive, but should also be safe. In the next class, we will talk more about
safety. Also, remind students that the final draft of their reference list is due in the next class
session. Remind students that their resume must be completed by the end of Unit 4. That will
require some work outside of class. Review with them the due dates for first and final drafts that
you have established.
Teacher Guide
Day 4
Objectives:

Skills
• Make suggestions and • Build interview skills • Use polite expressions.
recommendations.
• Identify focus words.
• Know when to refer a
customer elsewhere. • Identify thought groups and
pause between them.
• Role play: Offer
alternatives
• Promote safety on the job.
• Black Portfolios – one for each student

• Copies of TG 3:43-44, Suggestions and Recommendations Cards, cut into cards and stacked
• SSLC audio tape – Refer the customer to the competition?
• Copies of TG 3:45, Offer Alternatives – Role play cards, cut into cards
Key Vocabulary:
aware life-threatening spill

barriers outlets trip
common sense overloaded victim
CPR promptly weakness
dangerous rack worker’s compensation
slip injury / injured
The final draft of the Reference List should be completed and copied by today. Make sure to
keep one copy in the student’s permanent file. Give the student at least two copies, as well as a
black Portfolio folder. Emphasize that the Portfolio should be kept at home and kept looking
nice – it is for job search purposes only.
Teacher Guide
Warm up: Making suggestions and recommendations 20 minutes
Set Up
1. Tell students that, as a sales associate, they will need to be comfortable making all sorts of
recommendations and suggestions. For a warm-up, we will practice making suggestions and
recommendations to our classmates.
Write the following lead and question on the board:
I’m looking for a good place to _______________.

Can you recommend somewhere?
Process
2. Begin by using the leads on the board to ask various students about good places to get pizza,
play basketball, see a movie, and take a walk. Use the students’ responses to start building a list
together of good ways to make suggestions and recommendations in English, and write these on
the board:
I recommend you try __________________.

I suggest you try ____________________.
Why don’t you try __________________?
3. Lead students in practicing the pronunciation of the questions and suggestions.
4. Now, ask students to get into pairs. Give each pair a face-down stack of the cards that you
prepared from copies of TG 3:43-44. Tell them they should take turns pulling a card from the
top of the stack and asking their classmate for a recommendation, using the leads on the board
as models. Partners should make real recommendations and suggestions from their own
experience. Circulate to listen, assist, and give feedback to individuals.
5. Follow up on the activity briefly by asking each student in the class for one recommendation.
Discuss some of the students’ answers, asking others if they would make the same
recommendation, and why or why not.
Activity: Interview Question – What are your weaknesses? 25 minutes
Note to instructor: This tricky question can really stump the students. It is important for
students to keep in mind the first of our “Four Rules” (which are listed below). They should try
to turn this question around, taking another opportunity to say something positive about
themselves. Honest is important, but only to a point – they should not be excessively candid
with this question. Instead, encourage them to concentrate on answering briefly and positively,
avoiding saying anything truly negative about their abilities or past performance, and then move
on to the next question in the interview. Discourage students from saying that they don’t have
any weaknesses! This is obviously untrue for any candidate and will not impress the
interviewer.
Teacher Guide
Some of our past students have reported that interviewers have asked them more pointed
questions about their weaknesses. For example, one interviewer asked several of our students,
“Are you ever late to work?” Other questions may masquerade as a “weakness” question; for
example, “What aspects of your daily responsibilities do you dislike?”, “What suggestions did
your previous supervisor have for improvement?, “How do you think you could be more
effective?”, and “Describe a project you worked on that didn’t turn out as well as you expected.”
The interviewer will try hard to get the interviewee to say something negative, so students must
be prepared. In circumstances such as these, students should follow the same guidelines
presented for the “weaknesses” question: be brief, stay positive, and change the subject as soon
as possible.
For the question, “Are you ever late to work?”, one possible answer is, “I am very punctual.
However, if there is an emergency and I have to be late, I always call.” In this example, the
student has answered the question well, yet also managed to say two positive things about
herself.
For the question, “Describe a project you worked on that didn’t turn out as well as you
expected,” the answers will of course vary widely. The interviewee should take this opportunity
to show she has good judgment and other positive traits such as honesty, respect for authority,
the ability to resolve problems quickly, responsibility, and the ability to reflect on one’s own
actions. Each answer that a student chooses to give should highlight at least one or more of
these attributes. Moreover, the problem chosen should ideally be one that the student did not
cause herself, but instead one that was beyond her control, but that she was able to address and
resolve successfully.
Be sure to teach the students that if an interviewer ever asks a pointed question about the
interviewee’s propensity to be dishonest, cheat, or steal, the answer is always a firm “never”.
Finally, mention again the topic of illegal or inappropriate questions. Some questions, such as,
“Do you have a car?” or “Are you a citizen?” are illegal, unles asked of everyone and/or required
for the job.
Set Up
2. Introduce the request to the class as a common interview question. Tell students they
are going to work in pairs for about 5 minutes to discuss (not write) appropriate answers
to this question.
and job them down on the board as they are volunteered. Since this is the first interview
question activity, you will have to introduce these. For subsequent activities, students
should be able to list them. They are:

d. Give examples.
Teacher Guide
Process
4. Ask students to start their pair work. After students have worked for about 5 minutes,
elicit possible answers from the group. Discuss the appropriateness of each answer and
write 1-3 particularly good answers on the board. Consult the notes on this question
(above and below) for suggestions and guidance.
Practice
6. Remind students about focus words, thought groups, and pauses. Have them identify
where these occur in the example answers you have created – first individually and then
volunteers can identify them on the board. Then, practice saying the answers first as a
whole class, then individually, and then in pairs.
Wrap Up
What are your weaknesses?
Possible answers:
“I am very hard-working. If I have any problems on the job, I work to improve myself. I
take criticism well and I am a quick learner.”
“I can’t name on particular thing that has caused me problems lately. But, I think that there
is always room to improve my skills and experience. I would like to learn even more about
serving customers well.”
Teacher Guide
Listening activity: Refer the customer to the competition? 25 minutes
Set Up
1. Ask students to recall the options they identified in the previous class session for what to do
when an item is not available. List them again on the board:
a. Offer an alternative (another color, size, brand, style, flavor, etc.)

b. Offer a rain check (for the item at the current price, when it comes in).
c. Offer to special order the item.
d. Offer to call a different branch of the same store.
e. Tell the customer that your store does not carry the item and refer them to
the competition (i.e., suggest another store nearby that might carry the item.)
2. Remind them that yesterday they practiced offering alternatives. Today, they are going to
practice deciding whether to refer a customer to the competition or to offer another option on
the list. Point out that the sales associate’s most important goal is to meet the customer’s needs,
and sometimes that even means referring the customer to the competition when the associate’s
own store cannot meet the need. However, this must be decided on a case-by-case basis. This
listening activity will give them practice in deciding.
Process
3. The audio tape has two “cases” for students to consider. Ask them to open to SB 3:8, Refer
the Customer to the Competition? and read the solutions to the first case. Then, play Case 1
conversation for them twice. Check comprehension with a few factual questions about the case.
Then, ask students work together in small groups to decide on the best solution. Encourage
students to argue (politely) their opinions and give reasons to support them. It is possible that
more than one answer is acceptable – their task is to choose the best answer. Circulate to assist.
4. Discuss the answers (listed below) as a whole class. Give feedback to students.
5. Repeat this process with Case 2.
Note to instructor: The tape script for this activity is listed on TG 3:42.
Best answer for Case 1: b
Best answer for Case 2: c

Teacher Guide
Role play: Offer alternatives 50 minutes
Set Up
1. Tell students that they will now have the opportunity to role play offering alternatives and
deciding on the best course of action.
Process
2. Ask students to pair up and give each pair one of the cards. Instruct them to spread out in
the classroom as much as possible, read the card and discuss the most appropriate response,
and then take turns playing the customer and the sales associate. Encourage them to role play
the entire interaction, starting with the customer entering the “store”. However, remind them
that they should stop the interaction before they “pay” – we will discuss that later in the course.
Announce that they’ll be doing the role play in front of the class, so they may wish to practice a
few times.
3. Circulate around the room, observing and assisting where necessary. Note problems to
address later, but do not interrupt a role play in action. Pay special attention to all aspects of
clear speech.
5. Ask students to open to SB 3:9 - Offering Alternatives Role Play Peer Evaluation. Give
You (the instructor) should quickly fill out the instructor version of the Evaluation
on TG 3:46 for each “sales associate” during and right after the role play, during the feedback
discussion.
responses. Then, ask the class, What could they improve? Discuss the responses. If students
have difficulty giving constructive feedback, refer them to their Feedback Forms for ideas and
remind them, if necessary, to use the polite feedback strategies they have practiced. Make sure
you have filled out your Instructor Feedback Form as fully as possible before moving on to the
next pair.
7. Finish the role plays by discussing any loose ends and/or practicing those elements that
seemed most challenging, including any pronunciation challenges. Before students leave, give
Teacher Guide
them a copy of their Instructor Feedback Form (keep a copy in their file) and make yourself
available to discuss your comments if students desire.
Presentation and Reading Activities: Safety in the workplace 40 minutes
Note to instructor: The two readings, Safety First (SB 3:10-11) and Help! There’s Been an
Accident! (SB 3:12-13) are designed with their accompanying activities to be used either in
class or as homework. There is time to do one of the activities in class. Both may be done at
home if class time is needed for the MontgomeryWorks tour.
Set Up
1. Remind students that, as mentioned previously in this Unit, safety is an important priority for
a sales associate or any other customer service representative. Ask students to tell about any
experiences they have had as a customer or a worker when there were safety problems.
Process
2. If either or both readings are done in class, have students read the article through at least
once without using a dictionary. Then, discuss the meaning and pronunciation of the
underlined vocabulary words.
Alternatively, you could also list the underlined words on the board before students begin to
read, and ask them to guess or tell the meanings. Then, students can read the article silently.
3. Have students work in pairs or small groups to answer the questions that follow both
readings. Circulate to assist and give feedback to individuals.
4. Discuss the answers as a class when students have finished. Be sure to make the point
repeatedly that safety is the first priority of the sales associate – all other responsibilities are
secondary when there is hazardous situation or an emergency in the store.
Suggested answers for both reading activities may be found on TG 3:47-48.
If the articles are done as homework, be sure to have students discuss their answers in small
groups in the following class session and then review the answers and important points as a
whole class afterwards.
Wrap Up
5. To follow up on the activity, the class should brainstorm together a list of all the contact
information that should appear on a store emergency number list that they may create. Write
students’ suggestions on the board. Make sure the following are included:
Ambulance
Fire department
Police department
Teacher Guide
Taxi
Poison Control Center
Janitor / Building Maintenance
Security
Building Management
Store Manager
For an additional homework assignment, have students create an identical list for posting by
their home phones (and one to post next to the SSLC phones!)
Wrap up 5 minutes
Review the day’s topics briefly with students. Announce that today was the last day of Unit 3. In
the next session, the class will move on to Unit 4, Using the Telephone. However, the class will
continue to cover topics related to working in a store throughout Unit 4 as well – there is a lot to
learn!
Teacher Guide
Maytag Washer
INSTRUCTOR KEY
Instructions: Listen to the tape. Then, answer the questions.
The customers are shopping for a washer. They can choose between two brands:
Maytag and General Electric.
1. Which brand is top loading? General Electric
What brand is front loading? Maytag
2. How big is the Maytag washer? 3 cubic feet
3. How many wash cycles does it have? 5
4. How long is the regular warranty? 5 years
5. How long is the extended warranty? 10 years
6. How much does the extended warranty cost? 100 dollars
7. What is the regular price of the Maytag washer? $699 + tax
8. How much is the discount? 10% for purchase over $500.
Bonus question:
How much will the customers pay for the washer? The discount is $69.90. They
will pay $629.01 + tax.
Teacher Guide
Conversation Cards – Work
Would you prefer to have an easy job Is it typical for men and women to
or a job in which you make a lot of have the same jobs in your country?
decisions?
Describe the first job you did for Would you prefer to work four ten-
money. hour days a week or five eight-hour
days? Why?
In the United States, you usually call

Do you think office romances can be your co-workers and your boss by
successful? Why or why not? their first names. What about in
your country?
Would you like a job that involves a If you could own your own business,
lot of travel? what would it be?
Teacher Guide
Are you a workaholic? Have you ever been unemployed? If

so, what was that like?
When you were a child, what job did In your country, what jobs are
you want to have when you were considered good jobs? Why?
older?
What in your family (or among your What do you think is the worst job in
friends) has the most interesting the world?
job? What about the most boring
job?
Inspired by Karin’s ESL Partyland, 1999, Karin M. Cintron,

www.eslpartyland.com/teachers/conversation/cqwork.htm
and
ESL Conversation Questions by Steven Saunders, 2004,

www.esljunction.com/conversation_questions/work.html
Teacher Guide
Helping Customers in a Superstore – Products
cough medicine pantyhose
legal pads Barbie dolls
shoe polish tennis rackets
whole wheat crackers satin sheets
CD player a birthday card
band-aids barbecue tools

Teacher Guide
seeds an electric hand drill
golf balls slippers

Teacher Guide
Department Store Pictionary Game
Copy this page and cut out and stack the cards. Divide students into two teams. One student on
the first team to play (flip a coin) will see a card with the name of a department. She should go
to the board and draw products from that department on the board until a teammate guesses
the name of the department. The team has one minute to guess. If they guess it, they get a
point. If they do not, the opposing team has one chance to confer and guess. If they guess it,
they get a point. The process repeats with the other team, until each team has had 7 chances at
the board (or a smaller number of chances – it is only necessary that each team receives the
same number of chances at the board. There are 14 cards in all.)
Menswear Accessories
Shoes Jewelry
Women’s Apparel Sporting Goods
Appliances Housewares
Luggage Infants
Cosmetics Furniture
Toys Electronics
Teacher Guide
Offer Alternatives – Product Lists A and B
Copy this sheet and cut out the lists. Give each student in a pair list A or list B.
List A List B
Nike tennis shoes a pair of low-rise blue jeans
a cell phone with camera feature a pair of black leather gloves
a Prada handbag a green toothbrush
a black miniskirt Tylenol gel caps
a Sony television set a pint of chocolate ice cream
Meow Mix brand cat food a polka-dotted baby hat
a white blouse white cotton socks
a striped tie a small Pepsi
a pair of linen pants a chicken sandwich
strawberry bubble gum a yellow sundress

Teacher Guide
Maintain an Inviting Store

INSTRUCTOR ANSWER KEY AND NOTES
Sight
__1__ a. Displays in your store windows.

__2__ b. The entrance to your store.
__4__ c. Your personal appearance.
__3_ d. A merchandise display by the door
Display windows can have a powerful pull on customers, but when you decide what and how much to
display, consider the speed at which customers are moving through the store. Customers who are
enticed to enter will be immediately drawn to the first special display. As you greet each customer, you
will be sized up immediately.
Smell
__2_ a. Outdoor or mall smell.

__3_ b. Your personal smell.
__1_ c. The scent just inside the store.
__4_ d. Odor coming from backroom.
It’s important to be conscious of exactly what your customer will experience. You have control of some
things more than others. Do what you can to ensure the comfort of your customers.
Sound
__2_ a. Music playing.

__1_ b. Your personal greeting.
__3_ c. Salespeople talking together.
__4_ d. Vacuum cleaner going.
Your customer will delight in a warm, sincere greeting. Music an create a buying mood by providing a
stimulating environment. Pleasant music is inviting, but should not be overwhelming. Customers are
often curious, and will be interested in merchandise-related conversations among sales associates, but
will not appreciate being neglected while you discuss personal matters with co-workers. Finally,
nothing is more distracting than a loud vacuum being operated during store hours.
From CRISP Series Workbook 12: Keeping Up Appearances. p. 66.

Teacher Guide
Refer the customer to the competition?

TAPESCRIPT
Sales associate should be female and the customer male in the first case
In the second case, the sales associate should be male and the customer female.
Case 1: The Software Solution
Sales Associate: Good afternoon, sir. Welcome to Cyber City. What can I help you
with today?
Customer: Hi. I’m looking for a computer-based tax program that I read an article
about recently. It’s called FastTax. Do you carry it?
Sales Associate: Well, we do carry it, but I’m not sure if it’s in stock. It has been a big
seller this month. Let’s go to the software department and take a look. [Pause] No, I’m
afraid we are out of stock.
Customer: Oh no! My taxes are due on Monday – I only have three days to get them
done! I was really hoping to use that program.
Sales Associate: Let me check and see when the new supply order is due. [Pause] It
says here that the new supply is due any time. In fact, it was due yesterday.
Case 2: The Burner Issue
Sales Associate: Good morning! Welcome to Spencer’s Garden Shop. Are you
looking for something special today?
Customer: I need some flower seeds and potting soil. It’s only March, but I really
want to get prepared for the spring.
Sales Associate: I can certainly help you with those. They are right over here with our
spring gardening supplies.
Customer: Great! Thanks.
Sales Associate: Is there anything else I can help you find today?
Customer: Well, just one more thing. The burner on my gas barbecue is broken. I
need to get a new one.
Sales Associate: Oh…I’m afraid we don’t carry gas barbecue burners.

Adapted from pp. 48-49 of CRISP Series Workbook __
Teacher Guide
Suggestions and Recommendations Cards

Inspired by Bogglesworld.com
a good place to eat seafood a good place to watch movies
a good place to eat food from your a good place to eat pizza
country
a good place to study a good place to play video games
a good place to buy groceries a good place to play soccer
a good place to buy CDs a good place to listen to live music
a good place to shop a good place to work out

Teacher Guide
a good place to go hiking a good place to eat Italian food

Teacher Guide
Offering Alternatives – Role Play Cards
The customer has seen a red The customer is a college

necklace in the catalog. She student. He comes into the
wants to buy it to wear with the store to buy a microwave. They
dress she has just bought, but ask for a Philips brand
the necklace is out of stock. microwave, but the microwave
is out of stock.
What can the sales associate
do? What can the sales associate
do?
The customer is shopping for The customer is going to visit

lipstick. In the past, she has his grandmother in the hospital.
bought L’Oreal brand lipstick, He wants to take her favorite
but the color she prefers it out brand of chocolates, but they
of stock. are out of stock.
What can the sales associate What can the sales associate
do? do?
The customer is shopping for a The sales associate works in a

pair of Levi’s brand blue jeans. small flower shop. The
Your store does not carry this customer would like to buy a
brand, but you do carry other dozen white roses. The store
brands of jeans. does not carry white roses.
What can the sales associate What can the sales associate
do? do?
Teacher Guide
Offering Alternatives Role Play

Evaluation
Date: ______________
Instructor: _________________

2 – good
3 – excellent
Greeted the customer promptly. 1 2 3
Maintained a smile. 1 2 3
Maintained eye contact. 1 2 3
Was polite and friendly. 1 2 3
Spoke clearly. 1 2 3

more information.
Offered the most appropriate 1 2 3

alternative.
Used polite and appropriate language 1 2 3

to offer the alternative.
Other?
_______________________ 1 2 3
_______________________ 1 2 3
Teacher Guide
Responding to Safety Hazards

INSTRUCTOR KEY
1. What is the first thing you should do if someone spills soda or food
onto the sales floor?
a. Call for a janitor.

b. Clean it up yourself.
c. Make a barrier around the spill or stand near it to direct traffic away from it
until it can be cleaned up.
Note to instructor: Depending on the particular store you work in, any of these
responses may be acceptable; however, remember that your first priority is to prevent
anyone from getting hurt, and erecting a barrier is the best temporary solution.
2. What is the first thing you should do if you find broken glass on the
sales floor?

b. Find a broom and clean it up yourself.
c. Make a barrier around the glass or stand near the glass to direct traffic away
from it until it can be cleaned up.
3. What should you do if a shopper knocks a pyramid of canned food

into the aisle?

b. Pick up the cans yourself.
c. Check on the shopper, then make a barrier around the cans until they can be
cleaned up properly.
Note to instructor: Unlike questions 1 and 2, this situation requires no special

equipment or cleaning products. It is important to check on the shopper, but after that,
the best solution is to pick up the cans promptly yourself.
4. What should you do if you discover an electrical hazard?
a. Nothing. The janitor is probably aware of the problem.

b. Make temporary repairs as best you can.
c. Secure the area and report the situation to management for response by an
electrician or qualified janitor.
5. What should you do with empty rolling racks?
a. Call for a custodian to remove them.
b. Remove them yourself to a separate room not used by customers.
c. Move them against a wall where they will be out of the way.
Teacher Guide
Responding to Injuries and Emergencies

INSTRUCTOR KEY
Instructions: Read about the following situations and discuss how you should
respond.
1. Customer: “I have a terrible pain in my chest. I think I might be having a heart

attack. Please help me!”
Call 911!
Then, if you know CPR and it appears the customer is indeed having a heart
attack, ask a co-worker to summon security or management and then begin
CPR. If you are not certified in CPR, but another sales associate is, have a
co-worker locate that person.
2. Customer: “I just cut myself on a staple sticking out from a box of detergent. Do you
have a bandage?”
Offer the customer a bandage if you have one available. You should also
locate the item/situation that caused the injury and take steps to prevent
additional injuries.
3. Customer: “Excuse me. A lady in the next aisle just slipped on a spill of some kind,
and I think she has hurt herself.”
First, erect a barrier around the spill to ensure that others will not be hurt.
Then, remain calm as you attempt to determine from the woman the extent
of her injury so you will be able to inform those who respond so they can
take the appropriate action. Never attempt to move the victim. Follow your
company’s procedures for dealing with minor injuries to customers. You
should notify management and/or security about the incident to receive
guidance on what further steps should be taken.
Teacher Guide
Unit 4: Using the Telephone
Day 1
Objectives:

Skills
• Identify workplace • Build interview skills. • Spell names clearly.
telephone skills and tasks.
• Ask for repetition and
• Answer the telephone. clarification.
• Transfer a call. • Produce proper sentence

and question intonation.

• Copies of TG 4:48, Telephone Conversation Questions, copied and cut into sets of cards
• SSLC Audio Tape: Egyptian Cotton Sheets
• Copies of TG 4:50, Spelling Practice, copied and cut into cards
Key Vocabulary:
call ahead
cell phone
telemarketer
transfer
Sometime near the middle of this Unit, students should have completed a final draft of their
persuasive paragraph on the benefits of a career in retail sales. One copy of this paragraph
should be kept in each student’s file as an example of their writing and for possible later use in
course outreach materials.
Teacher Guide
Warm-up: Telephone Conversation Questions 15 minutes
Set Up
1. In your overview of the class agenda, you have mentioned that Unit 4 covers telephone skills.
Tell students that they can begin to discuss the topic with these conversation questions.
Process
2. Ask students to get into pairs and give each pair a stack of the Telephone Conversation
Questions cards from TG 4:48, face-down. Ask them to take turns pulling a card and asking
the question of the partner. Encourage them to only pull one question at a time (instead of
looking at all the questions first) and to ask follow-up questions in order to have a longer
conversation with each card.
3. Circulate to assist and make sure students speak only English during the conversations.
Note which questions seem most interesting to students.
4. Bring the class back together and follow up on this activity by asking a few of the questions
that seemed most interesting and collecting a few student responses. Practice the pronunciation
of any useful or new vocabulary (telemarketer, cell phone).
Transition
As a final question, ask students:
Have you ever had to answer the phone on the job? (In your country or this
country?)
What was difficult about it? What problems did you have? What did you learn?
Use their answers and the discussion that follows as the pre-listening exercise for the following
presentation.
Presentation: Telephone Skills and Tasks 15 minutes
Set Up
1. Lead the previous warm-up discussion in such a way that you find out who among the
students have already had to answer the phone on their job (either in the U.S. or their own
country). Mention that this is often a responsibility of a sales associate or other customer
service representative. If any have had the task of answering the telephone on the job, find out
what types of things they had to do on the telephone.
Teacher Guide
Process
2. Write these on the board under the heading Tasks. Also, find out what they learned and what
suggestions they have for using the telephone on the job. Elicit other suggestions from students
and list the best ones on the board under the heading Guidelines. You can also have students
work in small groups to come up with the guidelines and then present their ideas to the class.
Try to make sure at least the following are covered:
Tasks Guidelines
Answering the phone Speak clearly – enunciate even better than usual.
Putting someone on hold Learn the telephone’s features & practice them beforehand
Transferring calls Don’t have side conversations while using the telephone
Taking messages Give the caller your full attention
Giving information Put the caller on hold before discussing with a co-worker
Taking orders or other info Never eat or drink while on the telephone
Handling complaints & requests Answer the phone quickly – in three rings or fewer
Listening Activity: Calling Ahead 20 minutes
Note to Instructor: The Instructor Key for this activity can be found on TG 4:49.
Set Up
1. Tell students that they are now going to listen to a phone conversation between a customer
and a couple sales associates. The customer is calling ahead to find out if a particular product is
in stock.
Process
2. Play SSLC audio tape Egyptian Cotton Sheets one time. Then, ask students to open to SB
4:2, Calling Ahead, and read all the questions. Ask them to answer as many as they can after
the first listen.
3. Play the tape a second time. Have students discuss and write the answers to the questions in
pairs. You will most likely need to play the tape a third time for them to get most of the answers.
Note to instructor: For those classes that have lower-level students, SB 4:2, Calling Ahead,
is divided into three sections. Students can concentrate on answering only one group of
questions between each time they listen to the tape.
4. Go over the answers as a group. Discuss any difficult questions and any new vocabulary.
Note to Instructor: Focus on listening comprehension and any new vocabulary words in this
exercise. If students bring up the stock phrases used by the sales associates in the listening, use
the opportunity to transition into the next activity and presentation.
Teacher Guide
Listening and Pronunciation Activity & Presentation: Telephone Language

30 minutes
Set Up
1. Tell students that there are common tasks performed via the telephone in a retail situation,
and common phrases used in workplace telephone conversations to accomplish these tasks. If
they learn and practice these phrases, their telephone conversations will be easier. There are
several examples of these in the listening segment.
Process
2. Ask students to open to SB 4:3, Telephone Language. Play the tape (Egyptian Cotton
Sheets) again once or twice and ask students to fill in the blanks with the phrases they hear.
3. Go over the answers as a class. As you go over each answer, make a task heading for that
phrase along the top of the board and write the phrases underneath the heading, as follows:
Answering the call Transferring the call Asking for repetition Asking for spelling
Ending the call
4. After the answers have been written under the appropriate heading, ask students to offer any
other suggestions of language to use to accomplish these retail telephone tasks. Students can
write the suggestions on the bottom of their worksheet. Some suggestions follow. Try to elicit
the following. Please note that the first example under each heading is the answer from the
worksheet:
Answering the call

Good morning. Thank you for calling Smith’s Department Store.
Hello. This is Macy’s. Maria speaking. How may I help you? [This is the most complete
greeting and therefore the most preferred. Note its 4 elements.]
Good afternoon – Macy’s. What can I do for you today?
Putting on hold / Transferring the call

How may I direct your call?
Certainly. Please hold while I transfer your call.
Would you mind holding for a moment?
Please hold.
Thank you for holding. [Said when the associate picks up the phone again after a hold.]
Asking for repetition

I’m sorry. I didn’t catch that.
I’m sorry. Could you repeat that, please?
Asking for spelling

Could you spell that for me?
How do you spell your last name?
Teacher Guide
Ending the call

[note: insert this from tape]
Thank you for your call. Have a good day.
Thank you for calling!
Is there anything else I can help you with today?
Feedback
5. Practice the pronunciation of the phrases, with attention to thought groups, focus words, and
pauses. Give feedback to individuals.
Note to instructor: Avoid going into a more detailed discussion here of asking for
clarification (as in cases when the listener hears only part of what the customer said), putting
people on hold, and taking messages. These, along with practice in asking for spelling and
telephone numbers, will be covered later in this unit.
Presentation: Your Best Voice 15 minutes
Set Up
1. After students have finished their pronunciation practice from the previous activity,
transition into this presentation by giving them feedback on their pronunciation. Then, write
the following sentence on the board:
Ms. Monroe has left for the day.
Process
2. Ask students to work briefly in pairs to try to say this sentence in each of the four ways:
with surprise in your voice as a simple statement
as a secret as a question
Call on volunteers to perform the different ways for the class. Ask students what the difference
in all the sentences is, since the content is always the same [answer = vocal inflection].
3. Point out that while vocal inflection is always important in customer service, it is particularly
important on the telephone, because the customer cannot see your face and body language.
Vocal inflection will help the customer determine the meaning of what you say and can also
affect the customer’s overall experience on the telephone with you.
Point out that there are at least three factors that can affect how your voice sounds over the
phone. You can control each of them. Try to elicit them from students. They are listed here:
a. Energy. [Energy in the voice communicates shows a positive attitude and enthusiasm
to the customer.]
b. Rate of speech. [Speak at a normal pace or even slightly slower than normal.]
c. Pitch. [This can be monotone, low, or high – model each. Point out that the tone
Teacher Guide
in English on the telephone – as in most customer service situations – should be

varied.]
4. Finally, point out that a smile can be put into your voice, even over the phone. Remember to
smile before you answer the phone because your voice will sound friendlier. You can even tape a
note on the phone that says Smile!
Wrap Up
5. Ask students to listen to you say the sentence with a smile. Then, ask them say the sentence
again themselves, this time with a smile on their face. They will probably notice the difference.
Activity: A Retail Conversation 15 minutes
Set Up
1. Ask students to now open to SB 4:4, A Retail Conversation.
Process
2. Ask them to work individually to fill in the blanks with the appropriate phrases from the box
at the bottom of the page.
Reportback & Practice
3. Go over the answers as a group, then have students practice the conversations in pairs.
Remind students to smile and be aware of the energy, rate of speech, pitch. Encourage them to
consider thought groups, focus words, and pauses as they practice the conversations.
Feedback
4. Circulate to give individual feedback on vocal infection and pronunciation.
Activity: Spelling Practice 30 minutes
Set Up
1. Remind students of the taped telephone conversation that they heard. What did the sales
associate say when she wanted the customer to spell her name?
[Insert line from tape.]
2. Use this line to ask a few students in the class to spell their last names. Write the name on
the board as they spell it.
3. Point out that there are techniques you can use in English to spell a name so that the other
person understands you clearly. Present the techniques (listed below) and then demonstrate
them with the names on the board.
Teacher Guide
a. Say the name before you spell it.

[For example, if your name is Bill, you say, “Bill: B- I-L-L”.]
b. Group the letters in small groups of 3, possibly 4, and pause between the letters.
[For example, “Jennifer. J-E-N {pause} NIF {pause} ER”.]
c. If you are spelling both first and last names – or other things of more than one
word – identify the words before you spell them. [For example, “First name, Bill: B-
I-L-L. Last name, Jones: J-O-N-E-S.”]
4. Have students practice this with the names on the board, first repeating after you and then
individually.
Process
5. Ask students to get into pairs and open to SB 4:5, Spelling It Out. Ask a couple volunteers
to model the dialogue for the class. Then, ask the pairs to practice it, taking turns once as
the customer and the sales associate. Circulate to make sure they are spelling the
customer’s name using the techniques introduced above.
6. Now, give one face-down stack of cards from TG 4:50, Spelling Practice Cards, to each
pair. Ask them to use the dialogue as a model to have similar conversations, taking turns
playing the customer and the sales associate. Each time a student plays the customer, s/he
should take a name card from the pile and use that name.
7. Circulate to give feedback to individuals. Encourage pairs to avoid looking at the model after
they have practice a few times.
8. Ask a few pairs to demonstrate the conversation for the class.
Activity: Interview Question - Give me an example of a problem you had at a

previous job. How did you resolve it?
25 minutes
Note to instructor: Of course, answers are going to vary widely here. The interviewee should
take this opportunity to show she has good judgment and other positive traits such as honesty,
respect for authority, the ability to resolve problems quickly, responsibility, and the
ability to reflect on one’s own actions. Each brief example that the student chooses to give
should highlight one or more of these attributes. Moreover, the problem chosen should ideally
be one that the student did not cause herself, but instead one that was beyond her control, but
that she was able to address and resolve successfully.
Teacher Guide
Set Up
2. Introduce it to the class as a common interview question. Tell students to work in pairs
for about 5 minutes to discuss (not write) appropriate answers to this question.
and job them down on the board as they are volunteered. They are:

d. Give examples.
Process
Discuss the appropriateness of each answer and write 1-3 particularly good answers on
the board. Consult the notes the question (below) for suggestions and guidance.
Practice & Feedback
Wrap Up
Wrap-up 2 minutes
Briefly review the important telephone tasks and skills that were covered today. Assign the
homework listed below and tell students that it will be discussed at the beginning of the next
class session.
Teacher Guide
Homework
Ask students to call any store and ask for their hours of operation. Then they should fill out SB
4:6, Mystery Shopper 3, with the requested information. This will be discussed at the
beginning of the next class session.
Teacher Guide
Day 2
Objectives:

Skills
• Use appropriate telephone • Pronounce telephone
terminology. numbers using chunking,
intonation, and pauses.
• Leave a message.
• Take a message.
• Copies of TG 4:51, Telephone English, cut into strips and shuffled. You need 1 copy for each
group of 3 students.
• A working telephone with a speakerphone feature. It should be plugged in and working.
• Copies of TG 4:52 Operator A and 4:53, Operator B. Students will be assigned either A or B.
• SSLC Audio Tape Taking a Message
• Copies of TG 4:54, Telephone Role play: Taking and Leaving a Message, cut into cards and
stacked.
• Telephones for role play (optional but useful). Students can use their own cellphones, too.
Key Vocabulary:
answer hold
busy signal line
caller pick up
call back receiver
dial ring
dial tone ringer
directory speakerphone
display
hang up
In today’s lesson, you will be teaching the proper pronunciation of telephone numbers. Your
students may have other pronunciation trouble with numbers other than that addressed here.
For example, many students often have trouble making a distinction between 15 and 50, 13 and
30, etc. If you find this is the case for some of your students, consider doing extra practice on
this skill. Try pp. 91-92 of Clear Speech or the other pronunciation textbooks on the SSLC
Resource Shelf. These extra pronunciation activities could also be used on the upcoming review
day.
Teacher Guide
Warm up: Homework Review & Telephone English 15 minutes
Set Up
1. Ask students to get out the homework that was assigned in the previous class session (SB
4:6, Mystery Shopper 3.)
Homework Reportback
2. Ask volunteers to tell the class what store they called, how the sales associate greeted them,
what the store’s hours of operation are, what the associate did well, and what – if anything –
they felt that the sales associate could improve.
If students come up with some good suggestions for how the sales associates could have
improved, write these guidelines on the board and discuss them.
Process
3. Now, ask students to get into groups of 2 or 3. Tell them you’ll be giving them strips of paper
with 3 mixed up telephone conversations in them. They should sort out the 3 different
conversations and put them in order.
4. Pass out the strips you have prepared from TG 4:51, Telephone English.
Feedback
5. Circulate to assist and give individual feedback.
Presentation: Telephone Terminology 15 minutes
Set Up
1. Put the telephone in a place where every student can see it.
2. Point out that in order to use the telephone at work, one must understand and use the correct
terminology. Telephones at a workplace can seem complicated at first, so it is important to
practice with them first, if possible. Mention that many people use a “cheat sheet” until they
become accustomed to the phone. As customer service representatives, they can prepare a
“cheat sheet” for the language of the telephone call, as well one on how to use the different
features of the telephone (like hold, transfer, etc.)
Refer back to those students who have used the telephone in their jobs. Did they ever use a
“cheat sheet”? Did they find the phones complicated at first? How long did it take to become
accustomed to them?
Teacher Guide
Process
2. Begin to elicit the following telephone terminology from the students by demonstrating the
actions and pointing out the features.
Verbs Nouns
answer busy signal
call back caller
dial dial tone
hang up display
pick up receiver
ring ringer
3. Write the words on the board as you introduce them. Practice their pronunciation. When
you are finished, “quiz” students by pointing to something or acting something out, and have
them tell you the corresponding new vocabulary word.
3. Show students where the buttons are for hold, speakerphone, and the multiple lines. If at all
possible, coordinate with a co-worker to demonstrate the use of the buttons.
4. Finally, point out or reiterate that all phones are different in interface and complexity – they
will have to learn the features of their particular workplace phone and practice as much as
possible before beginning to take calls. Ask them for suggestions of how they might practice.
Wrap Up
5. Encourage them to use these new telephone terms for the rest of the course.
Explanation adapted from Clear Speech, pp. 91 - 118
Presentation: Pronouncing Telephone Numbers 15 minutes
Set Up
1. Write the following telephone number on the board:
241 – 487 - 7589
2. Ask students to listen to you say the number. Say it a few times out loud.
Process
3. Ask students what they notice about the pronunciation of the number. Try to get them to
mention the following 3 key features, or point them out yourself:
a. There are two pauses in the reading of the number, marked by the dashes.
b. The vowel in the final number of each grouping is slightly drawn out.
Teacher Guide
c. One’s tone of voice falls at the end of the first two groupings of three
numbers. In the four-number grouping, the tone falls but then rises on the
second to last number and falls again on the last number.
(For a visual representation of this, see Clear Speech p. 93)
4. Model the pronunciation again. Then, have students repeat chorally after you, and then
individually. Ask students for their own telephone numbers, and have them say the numbers
out loud for the class.
5. Make sure to mention the following points in your discussion of telephone numbers:
a. In English, we almost always say every number of a telephone number

individually. That is, 7589 should be pronounced as “seven, five, eight, nine”,
not “seventy-five eighty-nine.”
b. An exception to this rule is when there is a number ending in two or three 0’s.
For example, the SSLC telephone number is (240) 403-3600. The last four
numbers are almost always pronounced as “thirty-six hundred”.
c. The number 0 can be pronounced as “oh” or as “zero”. To be clear on the

phone, it is advisable to say “zero”. However, customers will say it both ways,
of course.
Wrap Up
6. Point out that saying telephone numbers correctly is a very important part of speaking
clearly.
Activity: Operator 30 minutes
Set Up
1. Tell students that in the next activity, they play the role of a telephone operator at the
Wheaton Mall. They will have a phone directory, and must take phone calls from customers
who want the phone number of particular stores in the mall.
2. Elicit from students a typical phone conversation of this type. This will also be a way to
review phone greetings. As you elicit the brief dialogue, write it on the board:
Operator: Good afternoon. Wheaton Mall. This is _________ speaking. How

may I help you?
Customer: Hello. Could you tell me the number for McDonald’s, please?
Operator: Yes. It’s (301) 833-0284.
Customer: Thanks.
Operator: My pleasure. Have a nice day.

Teacher Guide
Process
3. Practice the pronunciation of the dialogue with students.
4. Ask students to get into pairs. Give one student in the pair a copy of TG 4:52, Operator A,
and the other a copy of TG 4:53, Operator B. Go over the instructions with students. Remind
them that it is important to use appropriate vocal intonation and smile, even when on the
telephone.
5. Circulate to assist and give individual feedback on the pronunciation of the phone numbers
and other aspects of the dialogue.
6. When they are finished, bring the class back together. Follow up on the activity by having the
dialogue with individual students. Discuss those numbers that caused students difficulty.
If needed, take time in the feedback session to introduce and practice the language for making
special requests on the telephone. For example:
Could you speak up a little please?

Would you mind speaking a little slower, please?
Could you call me back? I think we have a bad connection.
Listening Activity: Answering Machine 25 minutes
Set Up
1. Ask students what is the name of the machine or mechanism that takes messages when no
one is there to answer a call. (answering machine and/or voicemail). Write the two answers on
the board.
2. Tell students they are going to listen to and write down some taped voicemail messages. Ask
them to open to SB 4:7-10, Message Pad, and take a look at the message pad. Remind them
that voicemail messages are not always left in the order in which the information is requested on
the message pad!
3. Prepare students for the listening activity by doing a practice message with them. Read the
following message twice and have them write it down on their message pad (SB 4:7-10).
Hi, this is ____________. I’m returning Jenny’s call. She can call me at
(222) 333-4444.
Check students’ message pads to make sure they wrote it down correctly.
Process
4. Play the tape twice, giving students time to write down each message.
Teacher Guide
5. Go over the answers. Play the tape a final time. Discuss those messages that were difficult
for the students.
Wrap Up
6. Point out that the messages have to be well-written and comprehensible to the person who is
receiving them. However, they do not have to be written verbatim from the tape – a paraphrase
is recommended.
Note to instructor: Paraphrasing is an important skill in taking messages. You may want to
spend more time with this taped activity, working solely on paraphrasing the messages. This is
also a useful activity for advanced classes and a suitable activity for the review day.
Presentation: Not Available? Taking and Leaving a Message 20 minutes
Set Up
1. Remind students that in the previous class session, you discussed the language for putting
someone on hold and transferring someone’s call. However, sometimes an individual will not be
at work or will be in a meeting, and cannot take the call. Ask students what should be done in
such a situation. Elicit the following:
a. Let the caller know that the individual is not available

b. Offer to take a message OR transfer to voicemail.
Process
2. Ask students to brainstorm ways to ask for someone, say that an individual is not in, and
offer to take a message. Write the ideas on the board, then practice their pronunciation as a
group:
Asking for someone

May I speak to ________, please?
Is __________in?
When someone is not available

I’m sorry. _____ is not available at the moment.
I’m afraid _____ just stepped out.
Offer to take a message or transfer to voicemail

Would you like to leave a message?
Would you like his voicemail?
(Afterwards): I’ll make sure he gets the message. Thank you.
Note to instructor: Now is a good time to mention that it is best to avoid explanations of
where the unavailable individual actually is. For example, one should not say things like, “He
hasn’t come in yet” or “I don’t know where he is” or “She left early.” Not only can this irritate a
Teacher Guide
customer, but it might also make the store or company look less than professional – and it may
violate the privacy of the individual who is being called. Therefore, it is best to give little
information when someone is not available, as in the examples above.
3. Ask students what kind of information you need when you are taking a message for someone
else. Elicit:
Name
Phone number
Time
Date
Written message
Wrap Up
4. Point out how important it is that the message be written clearly.
Telephone Role Play: Taking and Leaving a Message 45 minutes
Set Up
1. Explain that the following role play will give them an opportunity to both leave and take a
message, thereby practicing the language they just used.
Process
2. Ask students to get into pairs and give one of the students in each pair a role play card from
TB 4:54, Telephone Role play: Taking and Leaving a Message. Instruct the other student to
play the customer service representative on the telephone. The person their partner asks
for is not available. Tell them to use one of their Message Pad pages (SB 4:7-10) to take the
message.
If you have phones to use as props, pass those out now. Students can also use their cell phones,
if they have them, as props.
Remind students to use a good phone voice, and to smile as they pick up the receiver.
3. Circulate to assist and give individual feedback. When a pair has practiced one role play a
couple times, ask them to switch roles, and give a different card to the new “caller”.
4. Have students perform the role plays for the class and then critique them as a class, using the
same techniques that have been used in previous role plays in the course.
If needed, take time in the feedback session to introduce and practice the language for making
special requests on the telephone. For example:
Could you speak up a little please?

Would you mind speaking a little slower, please?
Could you call me back? I think we have a bad connection.
Teacher Guide
Note to Instructor: The best way to have students perform this role play for the class is to use
real telephones. One student can be in the extra office at the SSLC, and the other one can be on
speakerphone in the classroom. To set this up, follow the instructions listed below:
Teacher Guide
To set up a telephone role play:
1. The first office will be used for this role play, so leave that telephone there. Put one of the
other telephones at the SSLC in the classroom.
2. Make sure that the button DND on the phone in the classroom is NOT lit.
3. Photocopy the instructions on TB 4:57, Telephone Role Play Instructions. Cut them in half,
and place instructions for the caller next to the phone in the first office. Make sure to fill in the
Extension Number on the instructions (see below). Place the instructions for the sales associate
next to the phone in the classroom.
4. When the role play begins, take the caller into the first office and show him/her the
instructions. Make sure she understands. Do the same for the sales associate in the classroom.
Here are the extension numbers for the phones at the SSLC:
Office #1: 11
Office #2 (Director): 12
Office #3 (Instructors): Larger desk on the right - 13
Smaller desk on the left - 14
Front Desk (Administrative Assistant): 15
Wrap up 2 minutes
Review the day’s topics and, if time, the new stock phrases that have been learned. If there were
some comprehension difficulties during the role play, point out that, in the next class session,
they will learn some good techniques for clarifying information over the telephone.
Teacher Guide
Day 3
Objectives:

Skills
• Use appropriate telephone • Solve workplace problems • Interrupt someone politely.
terminology. as a team.
• Ask for repetition.
• Serve two customers at • Describe the process of
once. finding a job. • Ask for clarification with
wh-question words.
• Provide balanced service. • Read job ads.
• Role play: Serve two

customers at once.
• Copies of TG 4:55-56, Telephone Clarification Check A and B. Half the students get A, half
get B.
• Copies of TG 4:63, Finding a Job - Conversation Questions, cut into cards.
• Copies of TG 4:58-61, Serving Two Customers At Once – Role Play, cut into strips.
• Copies of TG 4:62, Serving Two Customers At Once – Role Play Evaluation.
• The classifieds sections from local newspapers.
Key Vocabulary:
abbreviation classifieds
ad/advertisement interrupt
balanced take leave of
certainly
clarification
This is a reminder that resumes are due on Day 5 of this Unit. Remind students that they may
need to devote some out-of-class hours to the resume in the coming days. You will need to work
with them to edit drafts before or after class. Day 6 of this Unit is a Review Day, so some in-
class time can be devoted to finalizing students’ drafts, if needed.
Teacher Guide
Warm-up: Telephone Collocations 10 minutes
Set Up
1. Tell students that you are going to read out a list of words that all go with (or collocate with) a
particular noun. The students should guess the noun that they go with. When a student guesses
the noun they should put up their hand (but not call out the answer). Continue reading through
the list until all students know the answer.
Process
2. Read out as follows: ‘You can __________ it.’ Fill in the blank with the words below. The
answer is given in parentheses:
a. answer, connect, pick up, speak to somebody on, leave off the hook (telephone)
b. get, give, leave, pass on, receive, record, take, write down (message)
c. have, make, keep, arrange, miss, cancel, postpone, fail to turn up for (appointment)
d. check, get, give, place, lose, receive, delay, compete for, confirm (order)
e. have, listen to, take part in, carry on, continue, break off, strike up a (conversation)
f. take, make, give somebody, wait for, accept, place, return somebody’s, put through
(call)
Follow Up
3. You may want to follow up on this quick warm-up by using it for vocabulary building. There
will certainly be several words with which students are not familiar. Consider giving them a list
of the collocations and discussing some of the new words, or doing a collaborative story-telling
exercise in which each student has to tell part of a story called “A Busy Day at the Office”, using
one of the new collocations.
This activity found at www.onestopenglish.com/tefl_esl_warmers/telephone.htm
Presentation: Repetition and Clarification 15 minutes
Set Up
1. Remind students of yesterday’s telephone role plays, and some of the difficulties they had in
understanding and therefore responding to their partners over the phone. Ask them to remind
you of the phrases they’ve learned to use in situations like those. Write them on the board:
Asking for repetition

I’m sorry. Could you repeat that, please?
I’m sorry. I don’t understand. What did you say?
Process
2. Point out that the “I’m sorry” in the examples above is important. It’s not just an apology – it
helps them interrupt the telephone conversation politely. Practice the pronunciation of the
phrases as a group.
Teacher Guide
3. Point out that these are useful phrases, but they have their limitations. For example, what if
you understood most of what the caller said, but missed just a word or two. It would be
unfortunate to have to ask them to repeat their entire sentence, and it might make the caller
impatient.
To illustrate your point, say blah blah in place of parts of sentences, directed toward individual
students. Encourage them to ask you for clarification of the sentences by:
a. repeating the part of the sentence they heard
b. using a wh-question word to replace the part they did not hear
OR
c. rephrase or paraphrase the question, using a wh-question word to request
the missing information.
Point out that when the caller clarifies what s/he said, it is important to confirm that you
understood with something like a simple, “I see” or “oh, ok, thanks.”
Here are some examples to guide this part of the presentation:
• I always take blah blah with me on long bus rides.

[Sorry. You take what with you? OR I’m sorry. What do you take with you?]
• After blah blah, I like to watch TV for about an hour.

[Sorry. You like to watch TV when? OR Sorry. When do you watch TV.?]
• I saw blah blah the other day in the grocery store.

[I’m sorry. You saw who the other day? OR Sorry. Who did you see?]
• I know how to speak blah blah very well.

[Sorry. I didn’t understand. What do you speak well?]
Transition
4. Use the discussion above to transition directly and smoothly into the following activity.
Activity: Blah Blah Blah 15 minutes
Set Up
1. To practice the skill learned above, ask students to open to SB 4:11, Blah Blah Blah.
Process
2. As a group, practice saying the boxed expressions aloud.
3. Ask students to take a few minutes to fill in the blank with the correct phrase. Circulate to
assist.
Teacher Guide
4. Follow up by reading the sentences out loud and asking volunteers to respond appropriately.
You can also have students practice the exchanges briefly in pairs. For more advanced classes,
however, use this short activity as a way to transition into the next one.
Activity: Telephone Clarification Check 15 minutes
Note to instructor: For best results, follow the process instructions for this activity closely.
Giving out Part B at the beginning, or allowing students to alternate back and forth with the
calls, has proven confusing for students in the past.
Set Up
1. Ask students to get into pairs. Give one member of the pair Part A of TG 4:55 (save Part B
for later).
2. Explain that they will be using the sheet as a guide for role playing telephone calls. The
student with Part A will “call” her partner and ask the first question on the list. Her partner will
respond with the appropriate clarification question, and then the first student will clarify with
the sentence in brackets.
The first student should do every call on her sheet. When they are finished, give the other
partner Part B, TG 4:56.
3. Model the exchange first with a volunteer. Example:
Student: Good afternoon. Macy’s. Iris speaking. How may I help you?
Instructor: Hi. I need to buy a blah blah.
Student: I’m sorry. What do you need to buy? [OR: Oh, excuse me. You need to buy
what?]
Instructor: I need to buy a gift certificate.
Student: Oh, a gift certificate. Certainly.
Process
4. Have students begin and circulate to assist and give individual feedback.
5. To follow up, have students role play some of the exchanges for the class or role play one
exchange with each student in the class. Discuss the more difficult ones on the board.
Teacher Guide
Presentation: Serving Two Customers At Once 25 minutes
Set Up
1. Remind students of the guideline, established earlier in this Unit, that the sales associate
should give her full attention to the customer on the telephone. This is also a good guideline
for a sales associate who is helping a customer in the store – the sales associate should give the
customer she is helping her full attention.
Process
2. While this is a good guideline, sometimes it is not possible. Ask students to suggest
situations in which that might not be possible for the sales associate (whether she is on the
phone or just helping a customer inside the store). For example:
- When something happens in the store that demands immediate attention (like a
safety problem.)
- When the sales associate is taking a long time to help somebody, and a customer just
has a quick question.
- When the sales associate is on the phone and another call comes in.
- When the sales associate is the only worker in the store, and she is helping a customer
when the phone rings.
3. Ask students what they would do in such a situation. Find out if any students in the class
have had to deal with such a situation before on their jobs. Then, elicit the guidelines listed
below:
Guidelines
a. If you have to answer the phone or step away from a customer you are currently helping,
apologize and assure them you will be right back. Come back as soon as possible, and thank
them for their patience.
b. If you are interrupted by another customer who has a small question, quickly respond to
that customer and return to the first customer.
c. If you are interrupted by another customer who has a more involved question, politely
assure the interrupting customer that you will help him as soon as you have finished helping
the first customer, and then return to the first customer. Apologize briefly to the first
customer.
4. Now, ask students to discuss the problem posed on SB 4:15, Serving Two Customers -
Language, in pairs or small groups. Circulate to assist and give feedback.
5. When groups are finished, bring the class back together and ask for volunteers to share the
language they came up with to politely help both the store customer and the phone customer.
Write it on the board. The following is an example of what should be elicited:
Teacher Guide
Language
Excuse me just one moment. I’ll be right back.

Thanks for your patience. (Said when the associate returns to the first customer)
I’m sorry. I’ll be right with you.
No problem. I’ll be happy to help you as soon as I finish helping this customer.
I’m sorry. I’m helping another customer. If you’ll give me your number, I will call you back.
Practice & Feedback
6. After you have elicited and discussed the guidelines and language, practice the pronunciation
of the phrases. Take time to give feedback to individuals.
Wrap Up
7. Emphasize that the principle underlying these guidelines is that sales associate must try to
provide balanced service.
Transition
8. Lead from this point into the next activity, in which students practice using the guidelines
and language they just identified.
Role Play Activity: Serving Two Customers At Once 45 minutes
Set Up
1. Explain to students that they will now practice implementing the guidelines and language
they just listed. If at all possible, do a model role play. You should play the sales associate and
two students should play the first and second customer.
2. Ask students to get into groups of 3. They should decide who will play the role of the sales
associate and the two customers.
3. Explain that each member of each group will receive information about the role that they are
to play. Pass out the strips that you have photocopied and cut from TG 4:58-61, Serving Two
Customers At Once – Role Play. Ask students to read their roles and give them an opportunity
to ask any questions. Make sure they understand.
Process
4. Ask students to begin the role plays. Circulate to assist and give feedback on both their
adherence to the guidelines and their language. Remind students to smile and be polite no
matter how irritating or rude the interruption might be.
5. If time, encourage students to give everybody in the group the opportunity to play the sales
associate once. (Give them a different scenario each time.)
Teacher Guide
6. Have groups perform the role plays for the class. Follow the same format for role plays that
have been used through the course. The feedback forms for the instructor and students are
located on TG 4:62 and SB 4:12, respectively.
Activity: Provide Balanced Service Homework – no significant class time

allotted
Note to instructor: This activity is most suitable for an advanced class. It can be given as
homework or done during the review day. No time has been allotted for it in today’s schedule,
but it can be done in class if there is extra time.
Set Up
1. Tell students they will have an opportunity to apply some of these guidelines and create
others by collaborating on some customer service scenarios.
Process
2. Ask students to get into groups of 3 and open to SB 4:13-14, Providing Balanced Service.
They should take a few minutes to read each of the three scenarios. Then, ask them to discuss
each scenario with their group members and come to a decision as a group. If they do not agree,
they need to discuss the issue together until they arrive at an agreement. Circulate to assist and
encourage them to reach consensus as a problem-solving team.
3. Review the students’ responses to the questions and their reasons. Where disagreements
arise, discuss them as a class. Encourage students to give reasons to back up their opinions.
The “correct” answers are: 1. Option 3

2. Option 2
3. Option 2
For a more detailed discussion of the reasons behind these choices, see Crisp Workbook #2, pp.
71-72.
Wrap Up
4. Finally, discuss students’ tactics in coming to a consensus.

Teacher Guide
Pre-Reading Activity: Finding a Job Conversation Questions 15 minutes
Set Up
1. Transition into this activity by reminding students that they have been preparing to do their
job search. They have been writing reference lists and resumes and practicing their interview
skills. We are now going to talk about the process of finding a job. Write Finding a Job on the
board. Ask if there are students in the room who are looking for a job right now. Ask a few of
them how they feel about it and what success they have had so far.
Process
2. Ask students to pair up. Give each pair a set of conversation questions from TG 4:63,
Finding a Job - Conversation Questions, and ask them to take turns pulling a card, asking the
question of their partner, and discussing the topic.
3. Circulate to listen and give feedback. Take notes on any words or concepts that would be
useful to review during the group discussion.
4. Bring the class back together and discuss any questions they had or new words they came
across. Follow up on the activity by asking volunteers a few of the questions from the cards and
try to foment a group discussion. Save the following questions for last:
Where are good places to look for job ads?
Transition
5. Use the answers to this question to transition into the next activity.
Reading Activity: Job Ads 30 minutes
Set Up
1. Ask students to come up with good places to look for job ads and announcements. Elicit the
following:
The newspaper (name some local papers)
The internet and email lists
MontgomeryWorks
Maryland Workforce Exchange
“word of mouth”
Teacher Guide
2. Ask students what kind of information they expect to find in a job ad. Elicit some of the
following:
Type of job
Skills/qualifications required
experience required
Contact details
Full time or part time
Special requirements
Salary/hourly wage
Process
3. Ask students to turn to SB 4:16, Reading a Job Ad, and do section 1 in pairs. Circulate to
assist.
4. Go over the meanings of the abbreviations and the other terminology in the ad.
5. Now, ask students to stay in the same pairs. Give each pair a piece of the classifieds section of
the newspaper that you have brought to class. Ask to read a few of the ads and write new
abbreviations and expressions in the boxes provided in section 2 of the worksheet.
6. Have each group present a few of their findings to the class. Discuss the new terminology
and add it to the vocabulary section in the beginning of Day 3 of Unit 4.
Note to instructor: For a reading activity on this topic, see p. 106 of At Work in the US by
Vacco & Jablon, 2003. This is a good activity for additional practice as time allows, or for the
review day.
Wrap-up
Review the day’s topics. Mention that students should be continuing to prepare their resumes
this week.
Teacher Guide
Day 4
Objectives:

Skills
• Give location information • Build interview skills. • Use wh-questions and
and directions over the phone. responses.
• Create a resource list. • Use idiomatic expressions.
• Give product and store

information over the phone.
• Role Play: Telephone

Skills & Ending the Call
• Copy of TG 4:64, Find Your Partner, cut into card strips.

• A small list of stores throughout the mall with which you are familiar. The stores should be
relatively far from each other. For example: McDonalds, Macy’s, JCPenney, Starbucks, Old
Navy.
• TG 4:57, Telephone Role Play Instructions
• Copies of TG 4:65-66, Role Plays: Telephone Skills & Ending the Call, cut into cards.
Key Vocabulary:
across from on
around the corner from on the corner of
between resource
go the extra mile
my pleasure
next to
Teacher Guide
Warm-up: Find Your Partner 10 minutes
Set Up
1. Write the following on the board:
May I speak to Tracy Conerton?
2. Ask students what they might say if somebody asked them this in a telephone conversation.
Elicit the responses and write a couple good ones on the board:
Certainly. Just a moment. OR

I’m sorry. She’s not available. May I take a message?
3. Explain to students that in today’s quick warm-up activity, each will receive one (or more)
parts of a telephone conversation. They will have to get up and walk around the room and say
their part of the telephone conversation to their classmates. Their goal is to find their partner -
the person with the other half of their telephone exchange (just like the example on the board).
When they find their partner, they can sit down next to him or her.
Process
4. Pass out the card strips from TG 4:64, Find Your Partner. If there are more strips than
students, give some students more than one strip.
5. Ask students to get up and circulate among their classmates, saying their half of the
telephone exchange. Circulate to assist, check pronunciation, and make sure students find their
correct partner.
6. To follow up on the activity, have pairs read their exchanges out loud for the class. Give
feedback to pairs and individuals.
Presentation: Develop a Resource List 15 minutes
Set Up
1. Write the following sentence on the board:
Go the extra mile for the customer.
2. Ask students to tell you if they know what it means to “go to the extra mile”. Elicit ideas. If
necessary, define the idiom.
Teacher Guide
Process
3. Point out that, when possible, a good sales associate can “go the extra mile” for the customer
– that is, s/he can provide information about additional services or resources that are available
to the customer in or near the store.
Ask students to think about times when they were shopping and a sales associate did this for
them. Elicit their stories. Find out the following:
a. What were those services or resources?

b. How did that help you have a more enjoyable shopping experience?
4. Ask the class to get into small groups and think about some extra services and resources that
might be asked for by customers. Make a list of them and put them into question form. Write
this example on the board:
Where are the nearest restrooms?
5. When groups are done, bring the class back together and elicit their ideas. Write the
questions on the board. Elicit (or, if not possible to elicit, suggest) the following:

Where is the nearest public telephone?
Where can I have an item gift-wrapped?
Is there a good restaurant around here?
Where is the closest ATM?
Where is the nearest drug store?
Are there elevators that I can use?
What are the hours of this store?
Where is the mall office?
Ask students to write down the ideas that you write on the board on a separate sheet of paper.
Wrap Up
6. Tell students that they should keep this list in their portfolio. When they get a position as a
sales associate, they can find the answers to these questions for their store. It would be a good
idea to post the list, with answers, next to their workstation, the cash register, or on a clipboard
for quick reference.
Teacher Guide
Activity: Resource List Scavenger Hunt 40 minutes
Set Up
1. Model one appropriate responses to Is there a good restaurant around here? from the
perspective of someone who works at the SSLC. Write both the question and the answer on the
board:
Q: Is there a good restaurant around here?

A: Yes. I recommend Ruby Tuesdays. It’s on the first floor of the mall. Just
walk in the mall doors between the SSLC and JCPenney, take a left, and you’ll
see it on your right.
Process
2. Ask students to open to SB 4:17, Resource List, and take it out of their binders. Then, they
should get into groups of three.
3. Assign each group one of the store names you have prepared. Make sure at least one person
in each group knows where the group’s store is located inside the mall.
4. Tell students that they will be performing another “Scavenger Hunt” in the mall. In this
hunt, they are to work with their group members to find the answers to all the questions in the
Resource List. Here are the rules:
a. They have to find the answers from the perspective of a sales associate who works in the
store you assigned them.
b. They must write out the appropriate response to each question on the sheet in English.
c. They must speak only in English.
d. They must come back in 25 minutes, by (give exact time), whether they are finished or
not. The first group back with all their answers filled out correctly, wins!
5. As groups return, check their papers for grammar, spelling, and appropriate language. As a
class, discuss any difficulties they had or questions that remain. Ask each student one of the
questions from the resource list and get their response (have them announce what store they
went to, first).
Wrap Up
6. To follow up on the activity, ask students to stand up and circulate around the room with
their papers. They should ask each student in the class one question from their resource list,
and the student should respond with the answer on their sheet.
Teacher Guide
Presentation: Giving Directions to your Store 15 minutes
Set Up
1. Ask students to tell you what kinds of information people will ask sales associates for on the
telephone. You will probably elicit a number of responses (e.g., hours of operation, product
information, etc.). Write them all on the board. One of the responses should be location of the
store.
Process
2. Focus students’ attention on giving the location of the store. Mention that this is another
question for which they can practice the answer, much like the Resource List questions
discussed earlier.
Point out that the sales associate is just responsible for being able to accurately and fully
describe the location of the store. They do not have to be able to give detailed driving directions
to the store.
3. Ask students to take a few minutes in pairs to write down the description of the location of
the SSLC for a prospective new student.
4. After pairs have finished, elicit their responses. Each time they use a directional preposition
or prepositional phrase (e.g., next to, between, across from, around on the corner from, on, on
the corner of), write it on the board. Give feedback to pairs and individuals.
5. Point out that, when giving location information, it’s a good idea to give both the street
information and some sort of landmark, if possible (it’s not really possible with the directions to
the SSLC!). For example:
The Wheaton Metro Station is on Veirs Mill Road, across from the mall.
Wrap Up
6. Mention that, as with the Resource List questions, when they get a job as a sales associate
they should write down the description of the store location. They should keep this near the
telephone so that they are able to easily answer this common question.
Teacher Guide
Activity: Giving Directions 20 minutes
Set Up
1. Ask students to open to SB 4:18, Giving Directions, and take a look at the map.
2. Ask them to work individually to figure out and write the name of the building that is being
described in the grid in the middle of the page. They should write their answers in the last
column.
3. Now, direct their attention to the practice telephone conversation at the bottom of the page.
Model the conversation with a student.
Process
4. Ask students to get into pairs. They should take turns modeling the telephone conversation,
using the substitutions in the box.
5. Circulate to assist and give feedback to students.
6. Follow up by practicing the telephone calls with students in the classroom. Give feedback to
pairs and individuals as needed. Discuss the directions that are difficult for students. Discuss
alternate ways to give the information.
Role Play: Telephone Skills & Ending the Call 45 minutes
Note to Instructor: Ideally, for this activity you will need to set up the telephones in the
classroom and the first office. See the end of this activity for set up instructions. See TG 4:57,
Telephone Role Play Instructions, for instructions that can be copied and placed near the
phones for students.
Set Up
1. Tell students that they will now use the skills they have learned so far in this course to role
play helping a customer over the phone.
2. Before you begin the role plays, ask students to remind you about polite ways to end a
telephone call. Elicit a few and write them on the board:
Thank you for your call.

Thank you for calling. Have a nice day.
Have I answered all your questions?
What else can I help you with today?
My pleasure. Thank you for calling. (In response to a thank you.)
3. Point out that the sales associate should wait for the customer to initiate the end of the phone
call. The sales associate should not try to end the call until the customer indicates s/he is ready.
Teacher Guide
Process
4. Now, ask students to pair up and give each member of the pair one of the cards from TG 4:,
Telephone Skills & Ending the Call.
5. Circulate to assist and give individual feedback. Have them practice each role play at least
twice. When they are finished, give the pair another role play so that both students have the
opportunity to play the sales associate.
6. When they are ready, have each pair do one of the role plays for the class, using the intercom
telephones (instructions below).
7. After each pair finishes, ask them what they felt they did well, what they could have
improved. Elect constructive feedback from the class. Encourage them to use the feedback
strategies you practiced in Unit 1. Give the pair your own feedback, too. Use the feedback
sheets on TG 4:67. Students should use the feedback guidelines on SB 4:19.
To set up a telephone role play:
1. The first office will be used for this role play, so leave that telephone there. Put one of the
other telephones at the SSLC in the classroom.
2. Make sure that the button DND on the phone in the classroom is NOT lit.
3. Photocopy the instructions on TG 4:57, Telephone Role Play Instructions. Cut them in half,
and place instructions for the caller next to the phone in the first office. Make sure to fill in the
Extension Number on the instructions (see below). Place the instructions for the sales associate
next to the phone in the classroom.
4. When the role play begins, take the caller into the first office and show him/her the
instructions. Make sure she understands. Do the same for the sales associate in the classroom.
Here are the extension numbers for the phones at the SSLC:
Office #1: 11
Teacher Guide
Interview Question Activity: Why did you leave your last job? 20 minutes
Note to instructor: The important point here is that students should remain positive. They
should never say anything disparaging about their former position, salary, boss, or co-workers.
If their reason has to do with illness or personal problems, they can be honest about that, but
avoid giving excessively personal details. A brief, vague explanation would suffice.
Set Up
1. Write the interview question on the board:
Why did you leave your last job?
1. Introduce this question as a common interview question. Tell students they will work in
pairs for about 5 minutes to discuss and write appropriate answers to this question.
and jot them down on the board as they are volunteered. They are:
a. Always be positive (about self and others)

c. Be informative but brief
d. Give examples
Process
3. Ask students to work in pairs. After students have worked for about 5 minutes, elicit
possible answers from the group. Discuss the appropriateness of each answer and write
1-3 particularly good answers on the board. Consult the notes on each question (below)
for suggestions and guidance. As a whole class, practice the pronunciation of the
appropriate answers.
4. Ask students to return to their pairs and practice interviewing each other with the
question on the board. Encourage them to play the part of the interviewee by smiling,
making eye contact, speaking clearly, and practicing good sitting posture. Circulate and
listen to the pairs, assisting and giving feedback where necessary.
Appropriate answers to this interview question:
“I wanted to pursue other opportunities that challenge me more.”
“I took a customer service training and wanted to find a position where I could practice my new
skills.”
“I needed to take some time off due to illness. However, I am fine now and eager to work again.”
Wrap Up
5. As a class, discuss the role plays. Ask them to talk about what went well and what they feel
they still need to improve. Discuss any more good answers to the interview question that
students might have come up with during their role plays.
Teacher Guide
Wrap up 2 minutes
Review the main points from today’s class.

Teacher Guide
Day 5
Objectives:

Skills
• Put a customer on hold. • Identify job qualifications in • Use wh-questions and
self and others. responses.
• Give product and store
information over the phone. • Fill out job applications. • Use idiomatic expressions.
• Role Play: Put a Customer • Finish resumes.

on Hold.
• Give location information

and directions over the phone.
• Copies of My Qualifications, Parts A and B, TG 4:71-72.

• Starbucks Application for Employment (SSLC Resource Shelf) or another job application
• SSLC audiotape Could You Hold?
• TG 4:70, Role Play: Please Hold, cut into cards and stacked
Key Vocabulary:
application promptly
brand name qualifications
carry sold out
hold
in stock
Students’ final drafts of resumes are due today.

Teacher Guide
Warm-up: My Qualifications 15 minutes
Set Up
1. Refer students back to your overview of today’s topics on the board. Point out that today they
will be discussing the Job Application, which is a place where the employer can get more
information about your qualifications. Write qualifications on the board, elicit its meaning, and
practice the pronunciation as a group.
2. Point out that there are many ways to ask someone about their qualifications and abilities.
Write the following examples on the board and show how each begins differently:
Can you speak another language?

Are you hardworking?
Are you good at making sales?
Are you able to work on Sundays?
Do you know how to use Excel?
Do you have a driver’s license?
Briefly practice the pronunciation of the questions.
Process
3. Ask students to get into pairs, and give each member of the pair part A or B of My
Qualifications, TG 4:71-72. Ask students to first read their sheet. Elicit any questions about
vocabulary or meaning.
4. Students should take a few minutes to answer the questions individually in column 1.
5. After they are finished, they should interview their partner and write her/her answers in
column 2. Circulate to assist and give feedback.
6. Follow up on the warm-up by asking a students a few of the questions in front of the class.
Get more information about some of the topics. Focus on the information that would be
required on a job application.
Transition
7. Use this follow-up discussion to transition into the next presentation and activity, Filling Out
Job Applications.
Teacher Guide
Presentation: Filling Out Job Applications 15 minutes
Set Up
1. Ask students to raise their hands if they have ever filled out a job application in the United
States. It is likely that most have. Ask the following questions:
Did you have any difficulties filling out the applications? If so, what were they?
Why are job applications important?
Which is more important, the job application or the interview.
Have you ever had to do a job application on-line?
Point out that the interview is more important, but the job application is the thing – along with
your resume – that can get you to the interview, so it must be done well.
If students say that they have had to do on-line applications, tell them that we will be discussing
that topic soon, since on-line applications are becoming more common, especially in retail sales
jobs. Much of the application form is the same as the written version, but there are other
aspects of the online application that can be tricky.
Process
2. Do a quick overview of what type of information is requested on the job application, by

eliciting students’ ideas:
personal information job desired education schedule desired
employment history skills salary or hourly wage desired
Social Security number (SSN)
3. Point out that much of the information requested has already been covered in our course,
either through the resume, reference lists, discussion of job ads, or interview skills practice.
Wrap Up
4. Remind students that they should keep copies of their resumes, reference lists, and interview
skills practice sheets with them in their Portfolio. That way, they can quickly and easily fill out
job applications. Without these items, job applications can take a very long time to complete.
Activity: Filling Out Job Applications 25 minutes
Set Up
1. Ask students to open to SB 4:20, Job Application. Ask them to take a few minutes to read
the paragraph. After they have finished reading, ask the following questions of your group:
What kinds of information does the application provide to the employer?

Why do you need to be careful and neat when filling out a job application?
Teacher Guide
Process
2. Now, hand out copies of the Starbucks Application for Employment. They should take 10
minutes to fill it out, as thoroughly as possible. It is alright if they do not have all their past
employment and educational history with them at this moment. They should just fill it out as
far as they are able in 10 minutes. Tell them to mark areas where they have questions or
concerns, and you will address these after they have finished.
3. After 10 minutes, open up a general discussion with students about the application. Take
questions. In particular, touch upon the following points in some way:
• Ways of writing dates with numerals only (e.g., 10/16/92 instead of 16/10/92 - which is how
it is written in Latin America, for example.)
• Position desired. Be sure you know the name of the position for which you are applying.
Don’t just say “any”, because it appears that you have not done your research.
• The differences between “full time”, “part time”, and “temporary”
• The importance of staying positive about self and others – just like in the interview.
• The importance of including the references in your reference list – not family members or
friends.
• Be careful not to disqualify yourself. While you need to be honest about your availability, be
as flexible as you possibly can. When you get the interview, you can explain your schedule needs
in person. If you are too rigid in your application regarding your schedule, you will be less likely
to get an interview – especially for an hourly retail position.
• Do not leave items blank. Write N/A if the question does not apply to you. Do not write
“Same” if the information is the same as you wrote in a previous question. Just write the
information again.
Wrap Up
3. After the previous points have been addressed and discussed, check to see if students have
any more questions about job applications. Remind students that it is a good idea to keep copies
of completed job applications in their portfolios. Most job applications are similar and having a
completed copy can really cut down on the time needed to fill one out.
Also, remind students that many job applications are now online. In some ways, they can be
similar to paper applications, while very different in other ways. We will look at those in the
weeks to come.
Teacher Guide
Listening Activity: Could You Hold? 25 minutes
Set Up
1. Tell students they will now listen to a telephone conversation between a customer and a sales
associate. The associate will need to put the customer on hold to find the information requested.
Put the term on hold on the board.
Also, put the term classical guitar on the board, and tell students that this is the product that
the customer will request. Ask students if they know what a guitar is. Find out if anybody plays
the guitar, what kind of guitar they own, where they bought it, what kind of music they like to
play.
Process
2. Play the SSLC audiotape, Could You Hold? once. If you have a lower-level class, play it
twice. Ask students the following comprehension questions:
What is the name of the store? [Guitars-R-Us]

What product does the customer want? [Yamaha classical guitar]
Does the sales associate know if the store carries the guitar? [She has to check.]
What does she do? [She puts the customer on hold.]
What does she find out? [The store carries 3 Yamaha classical guitars.]
3. Ask students to open to SB 4:21, Could You Hold?, and read over the dialogue. They are
going to listen to the tape two more times, and fill in the blanks with the words that they hear.
Play the tape two more times.
4. After the second playing, ask students to take about two minutes to compare their answers
with a neighbor. Meanwhile, number the board #1-12. Then, review the answers to the
numbered blanks as a class, by calling on volunteers and writing the answers on the board. The
dialogue, with answers inserted, is below:
Could You Hold?
Sales Associate: Good morning. Guitars-R-Us. This is Amy (1.) speaking. How may I help
you?
Customer: Hi. I’m calling to find out if you (2.) carry classical guitars made by
Yamaha.
Sales Associate: I’m sorry. Could you repeat that (3.) brand name?
Customer: Yamaha.
Sales Associate: Ok – Yamaha. I know we carry (4.) several Yamaha instruments, but I’m
not sure if we have one of their classical guitars (5.) in stock. (6.) Could you hold for a moment?
Customer: Sure.
Teacher Guide
Sales Associate: Thank you. (7.) I’ll be right back.
[brief pause]
Sales Associate: (8.) Thank you for holding. We have three Yamaha Classical guitars in
stock.
Customer: Great – thanks.
Sales Associate: (9.) I’m happy to help. Would you like me to (10.) hold one for you?
Customer: No, that’s not necessary. I’ll be there (11.) within the hour.
Sales Associate: Alright Sir. (12.) Thank you for calling. We’ll see you soon.
5. Point out the difference between carry and in stock – i.e., carry refers to whether the store
sells the product in question on a regular basis. The term in stock refers to whether the store
has the product at a given point in time, or whether the store is waiting for a new shipment of
the product. If a store carries an item, but it is not in stock, it probably means that the item is
sold out.
Practice & Feedback
6. Finally, ask students to get into pairs and read the dialogue out loud. They should take turns
playing the customer and the sales associate. Circulate among students to listen and to give
individual feedback on pronunciation and tone of voice.
Transition
7. Move directly from this listening activity into the presentation below. Students should keep
their binders open to SB 4:21.
Presentation: Putting a Customer on Hold 15 minutes
Set Up
1. Refer to the previous listening activity, Could You Hold? Ask students to tell you what the
sales associate said to put the customer on hold, and what she said afterwards. Write the
phrases on the board:
Could you hold for a moment?

Thank you. I’ll be right back.
Thank you for holding.
Teacher Guide
Process
2. Elicit and review some of the alternative language for putting a customer on hold, which you
discussed in the beginning of the Unit:
How may I direct your call?

Certainly. Please hold while I transfer your call.
Please hold.
Thank you for holding. [Said when the associate picks up the phone again after a hold.]
Sorry for the wait. [Said when the associate picks up the phone again after a hold.]
2. Point out that the sales associate was very polite when she asked the customer to hold. Elicit
from students the ways in which she did this and write them on the board:
• She asked him (instead of telling him),
• She waited to find out whether he said it was OK or not,
• She returned promptly, and
• She thanked him when she returned.
3. Ask students:
What should a sales associate do if the customer’s request is going to take more than a
couple minutes to fulfill?
Discuss their responses.
Point out that the sales associate should ask for the customer’s name and number, and call him
or her back promptly with the information. The customer should not sit on hold for a long time.
Transition
4. Use this discussion to transition into the next activity, where students will have the
opportunity to practice putting a customer on hold and then retrieving the call.
Role Play Activity: Please Hold 40 minutes
Set Up
1. Tell students they are now going to have the opportunity to role play putting a customer on
hold. Ask students to get into pairs. Each pair should decide who is going to be the “customer”
and the “sales associate”.
Process
2. Give the customer a product card from TG 4:70, Role Play: Please Hold. The customer
must call the sales associate and ask if the product is in stock or if they carry that product. The
sales associate does not know the answer. She must practice putting the customer on hold, and
then retrieving the call.
Teacher Guide
3. Before students begin, elicit the language for the customer’s questions, using classical guitars
as an example. Write the questions on the board and practice their pronunciation as a class:
Hello. Do you carry classical guitars?

Hi. Do you have any classical guitars in stock?
4. Circulate among students to assist and give individual feedback on the role plays.
4. Follow up by having volunteer students perform these role plays for the class. Give feedback
to pairs and individuals. Ask the performers how they felt about their own performance. Ask
them,
What do you think you did well?
What do you want to improve?
Teacher Guide
Activity: Giving directions on the telephone 25 minutes
Note to Instructor: This is a review of the topics introduced in yesterday’s class – if there is
time. If not, save this review for the review day.
Set Up
1. Write the following lists on the board:
Restaurants – List A Restaurants – List B

Edo Sushi Mario’s Pasta
Apollo’s Greek Taverna Crabby Bob’s Seafood
Taj Majal Indian Du Phoc Vietnamese
Ming’s Dynasty El Torito’s Mexican
Seoul Garden Korean BBQ
Process
2. Ask students to pair up. Tell each member of the pair they are either A or B.
Tell each group to use ONE restaurant guide and ONE map of downtown from SB 4:23 and
4:24.
3. Tell them that, just like yesterday, they are going to practice giving location information on
the telephone. They should take turns. First, person A is the telephone customer (she gets the
map) and person B is the sales associate (she gets The Downtown Restaurant Guide). Person A
should “call” person B 5 times and ask about the location of every restaurant in
List A. Person B will describe the location based on the little maps next to the restaurants in the
Restaurant Guide.
Then, A and B should switch roles and trade papers. Person B should “call” person A (4 times)
and ask about the location of every restaurant in List B.
4. Circulate to assist and give feedback. Please note – they should not look at each other’s
papers during this role play. All communication must be verbal.
5. Follow up by role-playing calls with each member of the class and discussing difficulties and
areas for improvement.
Wrap up 5 minutes
Review the main points from today’s class. Remind students that their resumes should be
finished by today. If they are not completely finished with their resumes, part of the review day
(Day 6 of Unit 4) may be used for this purpose.
Teacher Guide
Day 6
Objectives:

Skills
• REVIEW • REVIEW • REVIEW
• Copies of TG 4:68-69, Miscellaneous Telephone Role Plays, cut into role play cards.
All other materials should be chosen by in the instructor based on students’ needs and desires.
Today is a review day and may be used to review the material covered in the last two units. The
content of this day is left to your discretion. Review those topics and skills that students would
like to delve into further, or that you feel students need to practice more.
It is recommended that you do at least one more telephone role play today in class. Students
have learned a lot of telephone skills in a short amount of time, so they probably benefit from
another opportunity to practice.
You may also wish to set aside time today for students to finish the final drafts of their resumes.
Keep in mind that this is designed as a review day for both Units 3 and 4. Clear Speech has
some excellent practice exercises for numbers comprehension, pronunciation, and clarification.
Pp. 91-96 of that text are worth doing today. You may also want to review features and benefits
by doing a repeat of the Grab Bag warm up activity found in Unit 3.
Teacher Guide
Warm-up: I Need Information 20 minutes
Set Up
1. Ask students to open to SB 4:25, I Need Information – Part 1 and have them fill it out
quickly with the requested information. Tell them the answers can be anything – just pick a
number, color, etc.
2. Ask students to turn to SB 4:26, I Need Information – Part 2. Tell them they will be doing a
paired activity based on a telephone exchange between a sales associate and a customer who
wants to order some balloons. First, however, they have to write down the questions they will
need to use. They should write the wh-questions in the “Question” column, based on what
information is needed. Do the first one together, and then have them do the rest individually.
Review the answers as a class.
Process
3. Now, ask students to pair up and decide who will play the sales associate and the customer in
the first round. They will role play a phone call, and the customer will give answers based on the
answers s/he gave on Part 1. The sales associate will write down the information and then finish
the phone call. You may want to model the first one.
4. Circulate among students to assist and give feedback. When a pair has finished, have them
switch roles.
5. Ask a few volunteers to role play one of the phone calls for the class. Discuss what the
volunteers do well.
Role Play Activity: Choose one or more!
There are several role plays for the instructor to choose from.
1. For more advanced class, try the Would You Like to Leave a Message? role play at the
following URL: http://bogglesworldesl.com/business_telephone_roleplay.htm
2. The Telephone Scenarios role plays, SB 4:27. These role plays require more creativity on
the part of the students, as they are more open-ended than other role plays provided in this
curriculum.
3. Miscellaneous Telephone Role Plays, TB 4:68-69. For this activity, ask students to get into
pairs and give each member of the pair of telephone role play card (either A or B). Ask students
to work together to perform the role play. Circulate to assist and give feedback. As each pair
finishes, give them new role plays to do, until each pair has done at least two.
Wrap up
Review the main points from today’s class. Announce that Unit 5, which you will start in the
next class session, has to do with handling money and using the cash register.
Teacher Guide
Telephone Conversation Questions
What is your opinion of How was your life different before

telemarketers? the invention of cell phones?
Do you think teenagers should have What is the strangest phone call you
their own personal cell phone? ever received?
Why or why not?
Have you ever had a job interview by How can you make cheap
phone? international phone calls?
What kind of food do you order by Have you ever had a problem with
phone? your phone bill?
What did you do?
What are some of the advantages Do you think it should be illegal to

and disadvantages of cell phones? talk on your cell phone while
driving?
Why or why not?

Teacher Guide
Calling Ahead
INSTRUCTOR KEY
1. What does the customer want to buy?
sheets
2. What department does she need?
housewares
3. What is the customer’s name?
Edith Jones
4. What is the fabric content of the sheets?
Egyptian cotton
5. What is the brand name?
Sylvania
6. What size sheets does the customer need?
Queen size
7. How much is the discount?
20% off
8. What else does she need?
two matching pillow cases
9. Are the sheets available?
yes
10. What is her telephone number?
301-222-2324
Teacher Guide
Spelling Practice Cards
Thomas Jefferson Eleanor Roosevelt
Walt Disney Sally Ride
Bill Gates Condoleeza Rice
Cesar Chavez Pocahontas
Betsy Ross Francis Scott Key
Madeleine Albright Martin Luther King Jr.
George Washington Frederick Douglass
Thurgood Marshall Ella Fitzgerald

Teacher Guide
Telephone English
NOTE: This activity involves 3 mixed-up telephone calls. You can find and download this
activity at www.bogglesworldesl.com.
Teacher Guide
Operator (A)
Work with a partner. Play the role of a customer service representative at a local mall. Your
partner will “call” you and ask for the phone numbers of stores in the mall.
Here is your directory:
Wheaton Mall Telephone Directory
Macy’s (301) 291-2919
Target (301) 624-2533
The Body Shop (301) 635-2090
Express (301) 363-0070
The Dollar Store (301) 687-2116
Arby’s (301) 561-5636
When it is your turn to be the caller, ask for the phone numbers of the stores listed below.
Write the numbers you hear.
Game Stop
Ruby Tuesday
Cingular Wireless
Subway
Old Navy
Nine West
Teacher Guide
Operator (B)
Work with a partner. Play the role of a customer service representative at a local mall. Your
partner will “call” you and ask for the phone numbers of stores in the mall.
Here is your directory:
Game Stop (301) 232-2039
Ruby Tuesday (301) 250-6532
Cingular Wireless (301) 996-6913
Subway (301) 783-4697
Old Navy (301) 261-5220
Nine West (301) 683-3700
When it is your turn to be the caller, ask for the phone numbers of the stores listed below.
Write the numbers you hear.
Macy’s
Target
The Body Shop
Express
The Dollar Store
Arby’s
Teacher Guide
Telephone Role play: Taking and Leaving a Message
You would like to speak with Miss Jones in the women’s clothing
department. You want to know if you can exchange the yellow blouse you
bought last week for a green one. Remember to leave your name and
number.
You are trying to contact Mr. Smith from menswear. You bought a suit last
week and you want to know if the store will do alterations. Remember to
leave your name and number.
You want to speak with Brian in the electrical goods department. You
bought a CD player last week and you want to know how long the warranty
lasts. Remember to leave your name and number.
You need to know if Ms. Chan in the sporting goods department is

available. She is not, so you leave a message asking her to please call her
son’s school as soon as possible. Remember to leave your name and
number.
Ask to speak with the manager. You bought some very expensive
chocolates, and when you opened them, you found a cockroach inside!
Remember to leave your name and number. You want to speak with the
manager as soon as possible!
Teacher Guide
Telephone Clarification Check – Part A
1. I’d like to speak to someone in the blah blah department.
(I’d like to speak to someone in the housewares department.)
2. Do you sell blah blah?
(Do you sell luggage?)
3. Hi. Is this blah blah?
(Is this Ms. Henderson?)
4. Is you store open on blah blah?
(Is your store open on Sunday?)
5. I’m calling about the blah blah blah blah?
(I’m calling about the shirts advertised in the catalog.)
6. Is Mr. Blah Blah available?
(Is Mr. Simmons available?)
Based on similar activities in Kehe & Kehe, 1994. Written by Keira Gebbie Ballantyne.
Teacher Guide
Telephone Clarification Check – Part B
1. Do you have any blah blah in stock?
(Do you have any coffee pots in stock?)
2. Can you tell me where blah blah blah blah?
(Can you tell me where your store is located?)
3. Could I speak to blah blah please?
(Could I speak to Mr. Conerton, please?)
4. What blah blah blah blah?
(What time are you open?)
5. Do you sell blah blah?
(Do you sell office supplies?)
6. I have a question for the blah blah department.
(I have a question for the Pharmacy department.)
Based on similar activities in Kehe & Kehe, 1994. Written by Keira Gebbie Ballantyne.
Teacher Guide
Telephone Role Play Instructions
Photocopy this page and cut along the dotted lines. Put the top set of instructions next to the
phone in the first office. Put the bottom set next to the phone in the classroom. Review them
briefly with each role player to make sure they understand the steps in the process.
MAKE SURE you write the extension number of the phone in the classroom on the line in the
instructions for the caller, below. Here is a list of extension numbers:
Office #1: 11
----------------------------------------------------------------------------------------------------------------
Instructions for the Caller
1. Pick up the phone.
2. Press INTERCOM
3. Press _______
4. Wait for the Sales Associate to answer the phone, then start
talking!
-----------------------------------------------------------------------------------------
Instructions for the Sales Associate
1. Make sure the button DND is not lit up.
2. Wait for the phone call.
3. When the phone rings, press SPEAKER
4. Answer the phone call!

Teacher Guide
Serving Two Customers At Once – Role Plays (page 1)
Sales Associate You work in a jewelry store.
Customer 1 You are in a jewelry store and you want to buy a ring for your
grandmother’s birthday. It is very important that the ring is not too
tight, because she has arthritis.
Customer 2 You are in a jewelry store. You want to find out if they are open on
Saturday. The sales associate is taking a long time to serve the
customer ahead of you. Politely interrupt the sales associate.
--------------------------------------------------------------------------------------------------------
Sales Associate You work in a clothing store.
Customer 1 You want to buy a shirt, but you can’t find the right size. Ask the sales
associate if they any more shirts in the storeroom.
Customer 2 You want to know the price of a scarf. Interrupt the sales associate.
Teacher Guide
Sales Associate You work in a sporting good store.
Customer 1 You want to buy a baseball and a mitt for your son. Ask the sales
associate for help.
Customer 2 You want to buy a bicycle for your daughter, but you are not planning
to purchase it today. You want to get information more about the
bicycles at this store. Politely interrupt the sales associate.
--------------------------------------------------------------------------------------------------------
Sales Associate You work in the housewares department of a superstore.
Customer 1 You want to buy some new towels for your bathroom. Ask the sales
associate for advice on colors.
Customer 2 You want to buy a shower curtain, but you can’t find the price.
Interrupt the sales associate.
Teacher Guide
Sales Associate You work in a toy store called Bozo’s Toys. You are the only sales
associate working in the store today.
Customer 1 Ask the sales associate for help choosing a game for your two young
children.
Customer 2 Call the toy store. You want to know how long they are open today.
--------------------------------------------------------------------------------------------------------
Sales Associate You work in a women’s clothing store called Betty’s Boutique. You are
the only sales associate working in the store today.
Customer 1 Ask the sales associate for help finding a dress for a party tonight. Tell
her you are in a little bit of a hurry.
Customer 2 Call a clothing store called Betty’s Boutique. Tell the sales associate
you are angry because you found a stain on the blouse you bought for
your mother there.
Teacher Guide
Sales Associate You work in a supermarket.
Customer 1 Ask the sales associate to help you find ingredients for your dinner
party menu.
Customer 2 You want to find out what aisle the diapers are located in. Interrupt
the sales associate.
Teacher Guide
Serving Two Customers At Once Role Play

Evaluation
Date: ______________
Instructor: _________________

2 – good
3 – excellent
Took polite leave of the first customer 1 2 3

before helping the second.
Helped the second customer 1 2 3

appropriately and politely.
Returned to the first customer and 1 2 3

thanked him/her for waiting (or
apologized).
Other? 1 2 3
_______________________
1 2 3
_______________________
Teacher Guide
Finding a Job – Conversation Questions
Where are good places to look Sometimes, teenagers who have

for job ads? just graduated from high school
do not know what kind of job to
do. What advice can you give
them?
Who can help you in your job

search? Have you ever applied for a job
that you were very unsuitable
for?
Sometimes when immigrants Would you prefer a job that is

come to the United States, their more creative, or one that is
qualifications are not more practical? Why?
recognized. What advice would
you give to a person in this
situation?
Do you think that people with What is the biggest difference

different types of personalities between your country and the
are better at some jobs than United States in terms of
others? If so, can you give an looking for a job?
example?
Teacher Guide
Find Your Partner
He's not here right now. May I

May I please speak to Jerry?
take a message?
I'd like to make a reservation. For how many people?
The Animal...what? Sorry, I

Is this the Animal Defense
think you have the wrong
League?
number.
She just stepped out for a

May I please speak to Maria
minute. Can I have her call you
Shigematzu in Accounting?
back?
Sorry to bother you but- Do you know what time it is?
I'd like to order a large pizza

with Canadian bacon and Delivery or pick-up?
pineapple.
Sorry, we're out of red. We

I'd like to place an order for
should be getting more in next
500 red pens.
week.
I really have to get back to my Oh, I'll let you go. Give me a call
English homework. when you have some time.
I'm sorry I didn't call you last That's okay. I wasn't here
night. I fell asleep early. anyway.
Karin's ESL PartyLand/ ©1999 by Karin M. Cintron & Karl Graham/Reproducible for
Classroom Use
Teacher Guide
Role Plays: Telephone Skills & Ending the Call
Sales Associate Telephone Customer
You work at Border’s Bookstore. Call the bookstore.
The Spanish dictionary your Ask if the Larousse Spanish

customer wants is in stock. You dictionary is in stock.
have many copies.
Ask how much it costs.
It costs $8.99.
You work at Smith’s Call the department store.

Department Store.
Tell the sales associate that you
Your store policy says that bought a blue Ralph Lauren
customers can exchange items, sweater for your grandmother,
but not return them. but the size is wrong.
Ask if you can exchange the

sweater for a size medium.
You work at Office Depot. Call the office supply store.
You sell business envelopes in Tell the sales associate you want
sets of 100 for $2.99, 500 for to buy business envelopes. Find
$8.99, or 1000 for $12.99. out what is available and how
much they cost.
Teacher Guide
You work at Giant Supermarket. Call the grocery store.
The fish arrived this morning. Ask the sales associate if there is
fresh fish today.
Salmon is on special for $7.99
per pound.
You work at Modell’s Sporting Call the sporting goods store.

Goods Store.
Tell the sales associate you are
You have a baseball set suitable looking for a baseball set for
for a 10-year-old child. your son’s birthday. He is 10.
It costs $27.99. Find out how much it costs.
You work at Kathie’s Pet Store. Call the pet store.
You have a special on 5 gallon Tell the sales associate you

tanks for $39.99. would like to buy a new tank for
your goldfish.
Teacher Guide
Telephone Skills & Ending the Call Role Play

Evaluation
Date: ______________
Instructor: _________________

2 – good
3 – excellent
Asked open-ended questions to get 1 2 3

more information.
Gave store & product information 1 2 3

clearly.
Ended the call appropriately and 1 2 3

politely.
Other?
_______________________ 1 2 3
_______________________ 1 2 3
Teacher Guide
Miscellaneous Telephone Role Plays
Note: Find additional telephone role plays at www.eslpartyland.com.

They are available to download free for classroom use.
Teacher Guide
Teacher Guide
Role Play: Please Hold
fitted sheets barbecue tools
rice cooker bathmat
mixing bowls corkscrew

Teacher Guide
Note: Find the activity “My Qualifications” at:

www.bogglesworldesl.com/businessESL.htm It is available to download
free for classroom use.
Teacher Guide
Unit 5: Closing The Sale
Day 1
Objectives:

Skills
• Talk about money. • Prepare for online job • Pronounce large numbers.
• Recognize buying signals. applications.
• Ask for the sale.
• Identify names of U.S. coins
and bills.
• Count back change.

• Photocopies of TG 5:37-38, Talking About Money – Conversation Cards, cut out and stacked
• SSLC Audiotape, Buying Signals
• Piece of flipchart paper on which you have written the S.O.L.D. technique titles from SB 5:2.
[optional]
• Several sets of play money: coins and bills. Each pair of students should have one set, if
possible.
• Calculators
Key Vocabulary:
bargain charity quarter

bill coin sale
buying signals dime transaction
calculator nickel
cash online job application
change penny
charge
This unit deals with the use of math in sales transactions. In the past, the majority of SSLC
students have had acceptable to strong math skills. As such, we do not emphasize the heavy
practice of math skills as much as the ABE version of the EFF Retail Sales Curriculum does.
However, there are students who lack even fundamental math skills. Unfortunately, it is not
always possible to address all these student needs in class, though the instructor can try to assist
as much as possible. For most of them math activities in this unit, students can use a calculator
(make sure they know how!) However, inform the SEE coordinator of a student’s need for great
math knowledge; he or she may be able to refer the student to additional help.
In preparation for assisting students with online job applications, you should fill one out. Try
the CVS application at http://www.cvs.com/corpInfo/careers/stores_hourly.html.
Teacher Guide
Warm-up: Talking About Money 15 minutes
Set Up
1. Write the word money on the board. Tell students that we are now moving into Unit 5, which
deals finally with closing the sale and handling money. We will start with some conversation
questions on the general topic of money.
Process
2. Ask students to get into pairs. Give each a pair a face-down stack of conversation cards from
TG 5:37-38, Talking About Money. Instruct them to take turns pulling a card and asking their
partner the question. They should not look at all the questions at once. Encourage them to take
the opportunity to get a lot of conversation practice in English.
3. Circulate among students to listen, assist, and give individual feedback. Encourage students
to ask follow-up questions based on their partner’s responses.
4. Bring the class back together. Follow up by asking volunteers to answer some of the
questions, and discuss the answers as a class. Poll students to get a range of opinions on some
of the questions.
5. Elicit the definitions of the words cash, charge, bargain and charity, write them on the
board, and practice their pronunciations. Give individual feedback on pronunciation.
Transition
6. One of the questions in the stack is, “What did you buy yesterday?” Ask students for their
responses to this question last. Ask them if a sales associate helped them with their purchase,
and what that experience was like. Use the class discussion of the responses to transition into
the next presentation.
Teacher Guide
Presentation: Close The Sale 15 minutes
Set Up
1. Tell students that you have spent the class so far talking about all the different stages of a
sales associate’s interaction with a customer. Ask students to list the different stages that you
have covered in class. Give them the first one (greet the customer), and elicit the rest. Write
them on the board as they are elicited:
ask open-ended questions (to determine customer needs)

observe the customer
listen to the customer
fit the product to the customer
describe features and benefits of products
compare products
make suggestions and offer alternatives
direct a customer to a department
help a customer on the telephone
Process
2. Tell students that now you will discuss the last stage of the interaction: closing the sale.
Write closing the sale on the board and ask students to tell you what it means [helping the
customer make a final decision and buy the item.] Make sure students understand the meaning
of the word sale in this context.
3. Point out that a sales associate should observe the customer and listen to what the customer
says, in order to identify buying signals. These are things that customers says or does that
show you that they are ready to buy. Write buying signals on the board and practice the
pronunciation.
Point out that a buying signal can be very obvious. For example, a customer might say, “I want
to buy this.” Or, a buying signal can be more subtle; for example, the customer might handle the
product many times.
4. Ask students to brainstorm things that they think may be buying signals. These can be things
that the customers say or things that they do. Keep a list on the board of their ideas. Discuss
whether some of the ideas are really buying signals, or perhaps just questions.
Wrap Up & Transition
4. Point out that if a sales associate can learn to recognize the buying signals, s/he will know
when it is time to close the sale. Tell them that in the next activity, they will listen for several
buying signals from a customer.
Teacher Guide
Listening Activity: Buying Signals 20 minutes
Set Up
1. Tell students they are going to listen to an interaction between a customer and a sales
associate. They should listen for the customer’s buying signals. There are three.
Process
2. Play the SSLC audiotape, Buying Signals, once. Ask a few comprehension questions:
What product is the customer buying?

How much does it cost?
Do you think the customer is ready to buy it?
3. Ask students to take out a piece of paper and listen to the tape again. They should write out
the three buying signals they hear. Play the tape again so that students have time to write all
three.
Reportback/Feedback
4. Ask students what buying signals they heard. Make a list on the board. If necessary, play the
tape once more. Here are the three buying signals:
• What is the price of this?

• I’ve been looking for one just like this for my mother.
• Can it be exchanged or returned?
5. Ask students if the sales associate on the tape recognized the buying signals [yes]. Because
she did recognize the signals, she was able to ask for the sale. Write ask for the sale on the
board. Ask them what the sales associate said to ask for the sale. Write it on the board:
Then I’d be happy to wrap this up for you. Will that be cash, check, or charge today?
Note to Instructor: The transcript for the Buying Signals audio segment is on TG 5:39.
Transition
6. Tell students that there is another step to take after they notice a customer’s buying signals.
Ask them to guess what it is [asking for the sale].
Reading Activity: Ask for the Sale 40 minutes
Set Up
1. Tell students that it is important to ask for the sale after the customer gives a buying signal.
Write ask for the sale on the board. Make sure students understand the word sale in this
context. Point out that if a sales associate does not ask for it, s/he may lose the sale altogether.
Teacher Guide
2. Ask students to think back to the listening activity they just completed. How did the sales
associate ask for the sale? Elicit students’ recollections and write the phrases on the board:
Can I help you find anything else you’ve been looking for?
I’ll be happy to wrap this up for you.
Will that be cash, check, or charge today?
Process
3. Ask students to open to SB 5:2-4, Asking for the Sale. Ask them to read the title and subject
headings of the article. Then, ask them what they think they are going to learn by reading it.
Point out that the article contains four techniques that they can use for closing the sale.
4. Ask students to take 10-12 minutes to read the article through at least once. They should
avoid using a dictionary during their first reading, and instead just read for the general meaning.
They may use one during the second reading if they would like. They should underline any
important words that are new to them.
While students are reading, write the four techniques on the board or put up a piece of flipchart
paper on which you have written the four techniques.
Post-Reading Activity
5. When students have finished reading, bring the class back together. Ask a few
comprehension questions about the article, such as:
Why is it a good idea to ask for the sale?

When should you ask for the sale?
What are the four special techniques for asking for the sale?
Has a sales associate used one of these techniques with you before?
6. Ask students to bring up any new vocabulary words. Write them on the board and discuss
their meanings. However, do not go too far into the meanings of the words and phrases in the
technique titles – these will be discussed shortly.
7. Now, show students the techniques you have written on the board or on the flipchart paper.
Ask students to work in groups of three to write a one- or two-sentence summary of each
technique. Emphasize that students must use their own words to summarize the technique.
8. Give students 8 or 9 minutes to write their summaries. Circulate among students to assist
and give feedback where necessary.
9. When they have finished, call on groups to give their summaries of each technique. Discuss
each technique in turn, and make sure that all students understand the technique. If time
allows, have each group write up their brief summary for each technique on the board. Then,
the class can vote on the best summary for the technique at the end of each discussion. If you
are using flipchart paper, leave the techniques and their summaries on the wall for future
reference.
Teacher Guide
Presentation: U.S. Coins and Bills & Counting Change 15 minutes
Set Up
1. Transition from the previous activity by pointing out that after the sales associate asks for the
sale, he or she will need to help the customer pay. This is called a transaction. Write this word
on the board.
2. Ask students: What are the three main ways to pay?

Elicit their responses and write them on the board: cash, check, credit card
3. Point out that, in this class, we will talk about all the ways to pay – i.e., all the different kinds
of transactions. For now, we’re going to concentrate on paying with cash; that is, with coins and
bills. Write these words up on the board and show them examples of play coins and bills to
make sure students understand the meanings.
4. Also attempt to elicit the word change, another word for coins. Write change on the board.
Make sure students understand that change can mean coins, or it can mean the money that a
customer gets back when he pays cash. Practice the pronunciations of all the new words.
Process
3. One by one, hold up the play coins and bills and elicit their names. This should go quickly, as
it is likely that most students know these words. However, emphasize the correct way to refer to
the bills. Here is the list of coins and bills to discuss:
penny nickel dime quarter
a dollar one-dollar bill five-dollar bill ten-dollar bill, etc....
You may also want to find out who in the class knows about the existence of our less-common
coins and bills (half dollars, silver dollars, two-dollar bills, five hundred dollar bills.)
4. Now, point out that there is also a correct way to read amounts of money in English. Write
the following amounts on the board and ask volunteers to read them aloud.
$4.56 78¢ $27.50 $990.34 $207.55 $.08
Encourage students to read each amount fully; that is, $4.56 should be read as, four dollars and
fifty-six cents. For our purposes in this course, this is how we will read number amounts.
However, point out that they will also hear people read this amount as four fifty-six. They may
also hear people read $990 as nine hundred and ninety. This is incorrect, but common. The
appropriate way to read it is nine hundred ninety.
Call students’ attention to the following three symbols we use with money amounts: $ . ¢
Teacher Guide
Activity: Counting Out Change 20 minutes
Set Up
1. Write $14.26 on the board.
2. Point out that when you give customers their change after a cash transaction, you should
attempt to make each amount using the fewest coins and bills possible. Ask students how they
would give a customer $14.26 in change. [one ten-dollar bill, four one-dollar bills, one quarter,
and one penny.]
Process
3. Now, ask students to get into pairs. Give each pair a set of play money (coins and bills). Ask
them to open to SB 5:5, Counting Out Change. They should work together to make change for
each of the amounts listed there, using the fewest coins and bills possible.
4. Circulate to assist and give feedback.
5. Ask for volunteers to count out the change for each amount. As volunteers count, ask them to
clearly say the amount and the names of the bills and coins. Give individual feedback where
possible.
Wrap Up
6. Listen to students say the money amounts in this activity. If necessary, finish the activity by
leading students in extra pronunciation practice of number pairs like 13 and 30, 19 and 90, etc.
Point out that this distinction can sometimes be quite important (e.g., the difference between
$19 and $90!) Note that besides slightly different phonetics, there is a difference in stress
between words like nineteen (stress usually on the second syllable) and ninety (stress usually on
the first syllable). The same goes for all such pairs, of course.
Activity: Counting Back Change Practice 15 minutes
Note to Instructor: These two worksheet activities are provided for additional, individual
practice. Though many students may do them quickly, they are useful preparation for the role
plays that will happen later in Unit 5. These may also be assigned as homework. You can use
these worksheets as diagnostic tools, to get a sense of students’ math abilities. Try having
students do them without using a calculator.
Set Up
1. Tell students that, in the next class session, they will role play a cash transaction in which
they have to give change back to a customer promptly. They will now have the opportunity to
practice this skill on their own, before having to do it in a role play.
Teacher Guide
Process
2. Ask students to open to SB 5:6-7 and look at both worksheets. In each one, they are to look
at the total cost of the items and the amount of money the customer gave. Then, they should
write the total change to give back to the customer, and which coins and bills would be used.
3. Have students work individually to do any or all of these worksheets. You may prefer that
students work in pairs. Circulate among students to assist.
4. Bring the class back together and call for volunteers to review each answer. Discuss any
problems or questions, and give feedback where possible. Make sure students understand
because in the next class session they will have to use these skills.
Teacher Guide
Presentation: Fill Out Online Applications 20 minutes
Note to Instructor: Online job applications are increasingly common, especially at big
retailers that provide entry-level customer service positions: Best Buy, CVS, Circuit City, and
many others. These applications can cause many problems for our students. Applicants must
be proficient at using a computer. The applications require a large amount of reading and test-
taking savvy. For example, “incorrect” answers, which can be in many cases accidental or the
result of misunderstanding (or because the applicant was very honest), will cause an applicant to
be booted off the application at several points, and all work will be lost. Moreover, the majority
of these applications contain very lengthy (100 questions!) and rather tricky “personality tests”
that utilize idioms and grammatical structures that can be difficult for students. In this course
we must spend some time preparing students for these tests. It is highly recommended that the
instructor fill out an online application in preparation for assisting students. Try CVS’s
application at the following URL: http://www.cvs.com/corpInfo/careers/stores_hourly.html
Set Up
1. Remind students that they discussed paper job applications in the last unit. Write the words
online application on the board. Ask students if anyone has ever filled out an online
application. If so, ask other questions to get details about their experiences:
What do you think about online job applications?

What was difficult about it?
Do you prefer paper or online applications? Why?
Process
2. Explain that online applications are very common. It is often the case that paper applications
are simply not available – they must use the computer if they are going to apply. In most cases,
it is impossible to get an interview until the application is filled out.
3. Ask students who have filled out online applications if they have any advice for their
classmates regarding these applications. Write their suggestions on the board and discuss them
as a class.
If volunteers bring up the personality tests on these applications, make a note of it on the board
and tell everyone that you will be discussing and practicing these in greater depth later in the
course.
4. Point out that these applications can take a very long time to complete. If the following
advice was not offered by student volunteers, make these suggestions:
• Give yourself plenty of time to complete an online application. It will likely take over
an hour to complete, so do not sit down at a store’s computer kiosk 30 minutes before it
closes. There are ways to save your information, but they are not always reliable – it is
best to finish the application in one sitting. Do it at home or at the SSLC if you can.
• You will need to type in a lot of information, most of which should already be listed
on your resume and reference list. Be sure to have copies of these documents in your
portfolio and have them by your side when you fill out the application. If possible, have
with you as well photocopies of paper applications you have filled out. It is likely the
Teacher Guide
questions will be similar on the online application, and you will save yourself much time
if you can just copy over the answers.
• If you have the computer skills to do this, carry a copy of your resume and reference
list on a memory stick or a disk. On online applications, you are often able to upload
these documents, thereby saving yourself typing time.
Note to instructor: If students do not know how to use a memory stick or disk, or to
upload documents, it would be useful to hold a short training session on this after class
one day.
• If you don’t feel comfortable using a computer, a mouse, or typing, consider practicing
these skills at a workshop or at the SSLC. Talk to your SEE advisor about upcoming
workshops. At the very least, we will have time to practice filling out an online
application together as a class in the next unit. The more you practice, the easier it will
become.
• U.S. employers value flexibility and availability in job candidates – especially for
hourly positions. Show these attributes when you fill out online applications. Be as
flexible as possible when you list the times and days when you are available to work. Be
aware that if you refuse (on the application) to work nights or weekends, you may be
automatically booted off the application, and all your work will be lost. Remember –
your main goal in filling out the application is to get the interview. When you finally get
the interview, then you can always explain your schedule in more detail to the
interviewer. Everybody has times in their schedule when they cannot work – employers
understand this, but the application does not.
• Read questions very carefully. If you answer some of the questions incorrectly (for
example, your willingness to submit to a drug test), you could be automatically booted
off the application, and all your work will be lost. This is another reason why you need to
schedule a lot of time to fill out these applications.
• Online job applications often have a 100-question “personality test” at the end. These
can be challenging. Later in the unit, we will discuss these and practice them. For now,
just be aware that they are a characteristic of online job applications that are often not
found on paper applications.
Note to Instructor: No matter how many suggestions other students give, it is likely that you
will need to make most of the points above. This is an unfortunately teacher-centered format for
giving information. Make it more student-centered by encouraging discussion on each of the
points and by giving an oral group “quiz” at the end to review the main points. Have students
take notes on the tips that you give.
Wrap Up
5. Tell students that they can start practicing now if they would like. If students have attended a
recent job fair at MontgomeryWorks with a company that has an online application, they can
use that for practice. Or, they can try the CVS online application at the following URL:
http://www.cvs.com/corpInfo/careers/stores_hourly.html This has just been an introduction.
We will return to the topic of online job applications on Day 3 of this unit and again in Unit 6.
Teacher Guide
Wrap Up & Homework 5 minutes
Review the day’s topics with students. Let them know that in the next class session they will get
a chance to use the cash registers and practice closing a sales transaction.
Homework
Assign Mystery Shopper 4 on SB 5:8. Tell them that it is due in the next class session. That is
a short turn-around time, but most people do have at least one small retail transaction every
day. However, tell students it is not mandatory to spend money. They could also observe a cash
transaction for a few minutes in a store.
Teacher Guide
Day 2
Objectives:

Skills
• Use a cash register. • Use polite expressions.
• Reconcile a cash register. • Use idiomatic expressions.
• Role Play: Do a cash • Articulate word endings to

transaction. enhance comprehensibility.
• Copies of Shopping Lists, TG 5:41-42, cut into cards and stacked

• A few of the SSLC cash registers
• Calculators
• Boxed food or other item that has a clearly discernible barcode
• Play money (coins and bills)
Key Vocabulary:
balance float scan

barcode inventory sku number
calculate log in / sign in stock
cash register receipt
cashier reconcile
code ring up
drawer/till sales tax
Before this class session, you must familiarize yourself with the SSLC cash registers. Read the
instruction booklets and practice several times before attempting to use them in front of the
class for the demonstrations, and instructing students on how to use them.
Please note that you will need to have the computer lab reserved on Day 4 of this unit, for
practice filling out online applications.
Teacher Guide
Warm Up: The Cashier 5 minutes
Note to Instructor: Today’s schedule is quite tight, and students should have plenty of time
to practice using the cash registers. Therefore, use the Set Up phase of the presentation below,
Use the Cash Register, as the warm up. As outlined below, lead a discussion about students’
experiences as cashiers and introduce them to the cash register.
Presentation: Use the Cash Register 30 minutes
Set Up
1. Place one of the SSLC cash registers front and center in the classroom, so that all students can
see it clearly. Ask students to tell you what it is. Elicit and write the words cash register on the
board. Practice the pronunciation as a group.
Ask also what the job title is of the employee who uses the cash register. Elicit cashier and write
it on the board. Practice the pronunciation as a group.
2. Ask students if any of them have had to use a cash register before. Ask them to tell when and
where they used the cash register, and if they liked it or not, and why.
Process
3. Ask students what the purposes of a cash register are. What does it do? Elicit students’
responses. Ask they suggest these functions, write them on the board and take the opportunity
to introduce important vocabulary. Below you will find a list of major purposes of the cash
register. Make sure that all these are listed by the end of the presentation, and that you have
elicited or introduced all the new vocabulary words that are in italics, below. Show the parts and
actions on the cash register in front of you as they are elicited.
• Keeps money and checks secure (in the drawer, sometimes also called a till)
• Calculates the total of the sale (ring up)
• Calculates change
• Calculates sales tax
• Prints receipts
• Reads a bar code and recognizes the sku number of each items
• Keeps track of stock or inventory (when the sales associate scans the barcode) and
tells managers when they need to reorder items
Practice
4. Practice the pronunciations of the new words on the board, first as a class and then
individually. Give individual feedback. Check to see if students have any questions.
Teacher Guide
5. After everybody has all their notes down, erase the board. Check for vocabulary retention by
showing or describing the following parts or actions, and having students guess what new
vocabulary word you are referring to. Use the following list to guide the retention check:
cash register drawer / till receipt calculate
sales tax change ring up scan barcode
6. Now, ask students to form groups of three at each of the cash register stations you have set up
in the room. Demonstrate how to do the basic functions listed below. This is also preparation
for the role play activity that will happen later in the class. After showing students the functions,
circulate among students to assist and make sure that each student has an opportunity to
practice them.
Functions: • Ring up three items costing $1.25, $4.02, and $.90.

• Open the drawer.
• Take out change for this purchase, assuming a customer gives a $20
bill.
• Print and tear off a receipt
Transition
Let students know that the following exercise will give them another opportunity to practice all
these new vocabulary words.
Activity: Cash Register Vocabulary 10 minutes
Set Up
1. Tell students that this is just a quick activity to practice the new words.
Process
2. Ask students to open to SB 5:9, Cash Register Vocabulary, and read the instructions. Then,
give them a few minutes to do the worksheet individually.
3. When they are finished, ask students to compare their answers with a partner.
4. Call on volunteers to read the story, sentence by sentence. Discuss any questions or problems
that students have.
5. As a group, practice the pronunciation of the new words. Call students’ attention to the ends
of the words. Tell them that carefully pronouncing the ends of their words will help them be
understood by others. Tell them to focus on this throughout the day’s class. Give individual
pronunciation feedback where possible.
Teacher Guide
Transition
6. Tell students that they now know the main parts and purposes of a cash register. We will
next look at the some of the important procedures that the cashier has to do.
Presentation: Opening, Closing, and Reconciling a Cash Register 20 minutes
Note to Instructor: Keep the cash register in the front of the room, so that students can see it
and you can refer to it as you go through this presentation.
Set Up
1. Tell students that retail stores have their own procedures for opening and closing a register.
Assure students that, if they need to use a cash register at their new jobs, they will receive
training there. In this class, we will speak generally about the procedures that are necessary
parts of most cashier positions.
Process
1. Return to those students (if any) who have experience using a cash register. Ask them what,
in their experience, is important about opening a cash register. Elicit their ideas and write them
on the board. If there are few or none who have been cashiers, ask students what they think is
important about opening a cash register.
Make sure the following are mentioned. Write at least the italicized words on the board:
• Cashiers usually have to sign out cash so that they have money in the till to begin
selling.
• Sometimes money is kept in the till so that employees don’t have to start with an
empty register each time. This money is called the float. It is left in the till at the end of
the day after everything has been counted.
• Usually the cashier has an employee code that he or she must use to log in or sign in to
the cash register. This is so the register can keep track of who is using it during which
time periods, and so that you are not blamed for others’ mistakes.
• After opening a cash register, money should be recounted just to be certain the amount
in the till corresponds with the amount that should be in there according to the previous
cashier’s records.
2. Point out that we in the class are all honest people. Ask students:
How can you make sure the employer knows your honest?
How can a store stop people from stealing money?
Elicit students’ responses. Make sure that the following two important points are made:
• One way to do this is to use the shelf above the till. When a customer gives you cash,
do not place the money directly into the till. Instead, place it on the shelf until you have
given completed the transaction and given the change. Sometimes people forget how
much cash they have given you (and sometimes a cashier makes a mistake), and if they
question the amount of change they received, you will be able to show them the money
you have left on the shelf. This practice protects both cashier and customer.
Teacher Guide
• Another way to show your employer that you are honest, and to help the store combat
theft, is to reconcile the cash register. Write reconcile the cash register on the board.
Elicit or explain the meaning of the phrase: at the end of a shift, a cashier must make
sure that the amount of cash, credit card receipts, and checks is correct based on the
amount sold for the day.
3. Write the following on the board:
Float: $30.00
Receipts: $47.00
$23.50
$14.98
Total Receipts: _____________
Total: $115.48
4. Walk students through the scenario on the board. Tell them that, at the beginning of the day,
the cashier had a float of $30.00. At the end of the day, a cashier has these three receipts from
her cash transactions. Ask them to calculate the total receipts [$85.48]. Write the total on the
board. Point out that this number is the cash balance in the register. Write calculate and cash
balance on the board.
5. Now, ask students to look at the total on the board. Is the cash register balanced? That is, if
they calculate the total receipts and add in the float, does that equal the total that is in the cash
register? Yes, so the register is balanced. Write this word on the board. Tell students that this
entire process is called reconciling the cash register.
Wrap Up
6. Check to see if there are any questions or confusions. If there are, have a student volunteer or
two walk the class through the reconciling process out loud, using the words on the board
throughout. Practice the pronunciations of the words on the board as a group. Encourage
students to pay particular attention to the ends of their words. Give individual feedback where
possible.
Transition
7. Announce that they will now have the opportunity to practice reconciling a cash register.
Teacher Guide
Activity: Reconcile the Register – Vocabulary Practice 15 minutes
Set Up
1. Ask students to open to SB 5:10, Reconcile the Register, and look over the worksheet. This
sheet will help them practice some of the concepts they have just discussed.
Process
2. Ask students to work individually to complete the sheet. You can have students complete the
entire sheet in about 7-8 minutes, or you can have them complete each part (A, B, and C)
separately and then review the answers as a group before moving on to the next part.
3. Circulate among students to assist and give individual feedback where possible.
4. When they are finished, ask students to take a minute to compare their answers with those of
a classmate sitting near them.
5. Review all the answers as a class. Discuss any questions or confusions that arise.
Activity: Reconciling Practice 15 minutes
Note to Instructor: Today’s schedule is tight, so this worksheet could also be assigned as
homework.
Set Up
1. Tell students they will have an opportunity to practice the entire reconciling process. Ask
them to open to SB 5:11, Reconciling Practice, and skim the worksheet.
Process
2. Ask students to work individually to do problems #1-3 on the worksheet. Circulate among
them to assist and give feedback.
3. When they are finished, ask students to briefly compare their answers with those of a
classmate and discuss any answers that differ.
4. Review the answers as a class. Have volunteers describe for the class how they arrived at
their answers. The answers are located on TG 5:40. Discuss any questions that students have.
Transition
5. Tell students that they’ve learned about some of the technical aspects of a cashier’s
responsibilities. Now you are going to focus on the appropriate language and behavior for a
cashier.
Teacher Guide
Mystery Shopper Reportback 15 minutes
Set Up
1. Ask students to raise their hands if they completed their Mystery Shopper 4 assignment from
the previous class. Put students into groups so that, if possible, there are at least two people in
each group who completed the assignment. Ask students to get out their Mystery Shopper 4
from SB 5:8.
Process
2. Give students 6-7 minutes to tell each other about their experiences. Circulate to listen and
make a mental note of which students to call on afterwards to tell their stories. Try to choose a
few who have generally positive stories, and a few who have generally negative stories.
3. Bring the class back together and call on volunteers to tell where they went, what they
bought, and what the cashier said and did. Discuss the appropriateness of the behavior and
language, and how the experiences made the students feel.
Be sure to ask how the cashier gave them their change. Call their attention to the fact that the
cashier likely put their change in their hand. Point out that in the United States, putting the
change down on the counter instead of in the hand is generally considered quite rude.
Wrap Up
4. Lastly, ask students for their responses to question #6 on the Mystery Shopper 4 worksheet.
Use this to transition into the following activity, which focuses on a polite transaction between a
customer and a sales associate.
Activity: Paying With Cash 15 minutes
Note to Instructor: Prepare for this activity by choosing one advanced student from the
group before class or during the break. Give him or her a copy of the Paying With Cash dialogue
from SB 5:12 and ask the student practice the role of customer, while you play the role of sales
associate. This student will role play the dialogue with you in front of the class.
Have a cash register in front of you with $1.63 in play money in it. Give the volunteer student
$50 in play money.
Set Up
1. Remind students that, in the Mystery Shopper 4 exercise, they focused on the language and
behavior of the cashier. Now they are going to see and practice an appropriate exchange
between a cashier and a customer.
Teacher Guide
Process
2. Ask the volunteer student to come up to the front of the room. Make sure the student has the
play money and the script.
3. Perform the role play with the student. Perform it as it is scripted, being careful to count the
change out and put the change in the customer’s hand.
4. After the role play is over, allow the volunteer to sit down. Ask the class the following
questions:
What did you notice about the role play? What did the sales cashier do?
What did the sales cashier say before counting out the change? [Out of $50?]
How did the cashier count out the change? [Put in the hand as it was counted]
What was the last thing the cashier did? [Gave the customer the receipt]
What was the last thing the cashier said? [Have a nice day!]
5. Now, ask students to open to SB 5:12, Paying With Cash, and take a couple minutes to read
the dialogue. Then, ask them to get into pairs and take turns playing the cashier and the
customer in the role play.
6. Circulate among students to listen and give individual feedback. In particular, encourage
students to clearly enunciate the ends of words in order to speak more clearly.
7. Have a couple students role play the dialogue for the class. The class should be encouraged to
give feedback. Ask the class:
What did they do well?

What could they improve?
Ask the same questions of the students who do the role plays.
Role Play: A Cash Transaction 40 minutes
Note to Instructor: To prepare for this role play, set up a few stations around the room that
each have a cash register stocked with play money. Also leave a separate box or stack of play
money in bills at each station for the customer to use in paying the cashier. The customers
should use only bills to pay, the ensure that the cashier will have to give them change.
Set Up
1. Tell students that they are going to now have the opportunity to use the cash registers and
practice a cash transaction.
Teacher Guide
2. Ask students how the cashier might greet a customer at the cash register. Elicit a few ideas
and write the best ideas on the board. Here are a couple that are appropriate:
Hello. Did you find everything you were looking for today?
Good afternoon. How are you today?
Remind students that the cashier should always smile and be friendly and helpful to the
customer, just like a sales associate.
Process
3. Give each student a couple of the shopping lists from TG 5:41-42, Shopping Lists.
4. Ask students to get into groups of three and go to one of the cash register stations.
5. Explain that the purpose of the activity is to role play a cash transaction. One student will
play the cashier, and the other two students will play customers (one after the other). The
cashier should greet them, ring up their purchases, tell them their total, accept their money, give
them their change, and complete the interaction.
Make sure students understand that the separate stack of bills is for them to use in paying the
cashier. They should only pay with bills (not change).
6. Circulate among students to help them get started with their role plays and give them
individual feedback and guidance. As you observe, make sure that the students playing the
cashiers are doing the following:
• Smiling. • Saying, “Out of ____?”

• Making eye contact with customers. • Placing money on the shelf above the till
• Giving the change back in the hand • Greeting and taking leave politely
Take notes about aspects of the role plays that you think the entire class would benefit from
discussing.
7. There is probably not enough time in class for every student to do the role play in front of the
class. Instead, encourage students to get a lot of practice in their small groups and to give each
other feedback (along with yours). If time, ask for volunteers to do one or two role plays in front
of the class.
Wrap Up
8. Bring the class back together, and ask students what they enjoyed, what was difficult, and
what things they feel they still need to practice.
Teacher Guide
Wrap Up
Ask students to bring an ID to the next class session, as they will be needed in a role play.
Also, tell students that on Day 4 of Unit 5 (in two class sessions) the class will be working on
filling out online applications. As such, they should think about whether there is an actual
online application they would like to fill out during that session, and be sure to bring the URL.
If not, they will have to fill out the application that the teacher assigns them (only as practice –
they do not need to submit it if they don’t want to.)
Teacher Guide
Day 3
Objectives:

Skills
• Accept credit cards as • Use polite and idiomatic
payment. expressions.
• Accept checks as payment.
• Role play credit card and

check transactions.
• Copies of TG 5:43-44, Credit Card Conversation Questions, cut into cards and stacked.
• Several small packaged items (such as canned or boxed food, pieces of clothing) with
homemade “price tags” on them. There should be one priced item for each group of three
students.
• Copies of sample credit card on TG 5:45, cut out and glued together so that each “credit card”
has a back and a front. Make one for every student in the class.
• Copies of TG 5:46, Blank Checks, cut out. There should be at least four blank checks for each
student.
• SSLC cash registers
• Audiotape, Cash, Check, or Charge?, on the SSLC resource shelf.
Key Vocabulary:
authorization expiration date

charge signature
credit valid
date of issue
During this session, mention to students that each retail store will have their own procedures
and requirements for accepting checks and credit cards. The procedures we will practice in class
are likely to be similar to those encountered in the workplace, but naturally there will be some
differences. Changes in technology add to these differences. They will receive training from
their employer in handling each type of transaction.
There is a lot of copying, cutting, and even some pasting needed for this lesson, so be sure to
leave yourself plenty of time for preparation.
Teacher Guide
Warm Up: Credit Card Conversation Questions 15 minutes
Set Up
1. Remind students that in the previous class session, they practiced accepting cash payments.
In this class, they are going to talk about the other two most common forms of payment. Ask
students to name them [credit card and check].
2. Write credit on the board and ask students to tell you what it means [buying something now,
but paying later].
3. Tell students that today’s class will begin with a discussion of credit cards.
Process
4. Ask students to get into groups of three. Give each group a face-down stack of cards from TG
5:43-44, Credit Card Conversation Questions.
5. Ask students to take turns pulling a card and asking each other the questions. Encourage
them to take the opportunity to practice conversing in English as much as possible.
6. Circulate to among students to listen, answer questions, and give feedback. Encourage
students to ask follow-up questions after their partner answers the question in order to find out
more information.
7. Bring class back together and discuss the answers to a few of the questions, especially the two
that pertain to the advantages and disadvantages of credit cards. Try to stimulate a class
discussion.
Transition
8. Lastly, ask the class when they pay with credit cards – what types of purchases do they make,
and in what types of stores? Use this discussion to transition into the next presentation.
Presentation: Accepting Credit Cards 20 minutes
Note to instructor: During today’s presentations, students may bring up the fact that
sometimes the customer can swipe his own credit card and that many cashiers never compare
the signatures on the card with the signature on the receipt. Remind them that procedures
differ from store to store, but the basics are often the same. We do want to practice checking
signatures in this class because it may be required in their jobs, but also because it is a safety
practice for both the store and the customer.
Set Up
1. Tell students that, as cashiers, they will most likely accept credit cards as payment. The use of
credit cards is very common in the United States. Today we’re going to talk about what is
required for this type of payment and then we will practice it.
Teacher Guide
Process
2. Mention that most of us have either made or watched many credit card purchases in our
lives. Ask students:
What are the steps in accepting a credit card payment?
3. As students bring up the steps, write them in sequence on the board. As the steps are
mentioned, take time to discuss them. Underline the important vocabulary words as you write
them – they are italicized in the list below. Here is a suggested sequence:
1. Accept the customer’s credit card.

2. Check the card’s expiration date.
3. Scan or swipe the card.
4. Receive authorization from the computer, confirming the card is valid.
5. Ask customer to sign the receipt. Provide a pen.
6. Compare the customer’s signature on the receipt to the signature on the back of the
card.
7. Return the card to the customer, along with their copy of the receipt.
4. Practice the pronunciation of the new words. Ask students if they have any questions about
the sequence outlined above.
5. Tell students that sometimes, the credit card’s authorization is denied. The card cannot be
used for payment. Ask students: Why does this happen? and elicit their responses. Write them
on the board. Here is a list of possibilities:
• The card has been reported lost or stolen.

• The customer didn’t pay the bill.
• The customer is over his/her credit limit.
• The bank made an error.
Point out that it doesn’t matter, though, what the reason is. There could be any reason for the
denied authorization. The cashier must be careful to remain friendly and helpful.
6. Ask students:
How should you handle a denied credit card authorization? What should you say and
do?
Elicit students’ responses and write them on the board. Emphasize that the cashier should tell
the customer about the problem in a friendly way, being careful to keep the voice low so as not
to further embarrass the customer. The cashier should offer to try again, but also offer to accept
another form of payment.
7. Elicit and write on the board the language to be used in the situation described above. For
example:
I’m sorry. The authorization was denied. Would you like me to try again, or would
you like to use another form of payment?
Teacher Guide
Practice & Feedback
8. Practice the pronunciation of this response first as a group, and then in pairs and
individually. Encourage students to practice chunking the sentences into thought groups and
enunciating the ends of the words, to improve comprehensibility. Give individual feedback.
Wrap Up
9. Leave the credit card acceptance procedure on the board as well as the English for handling a
denied authorization. Students can refer to these in the next activity. Transition into the role
play below.
Role Play: Accepting Credit Cards 35 minutes
Note to instructor: Prepare for this role play by setting up the SSLC cash registers in stations
around the room.
Set Up
1. Tell students they will now have the opportunity to role play a credit card transaction.
2. Pass out the Sample Credit Cards from TG 5:45 that you have prepared for class. Ask
students to print their names on the front of their card and sign the back.
3. Ask students to get into groups of 3 and go to one of the cash register stations you have
prepared in the room. Give each group one of the priced items you have prepared (see materials
list above.)
4. They should take turns playing the cashier and helping each customer in turn with his credit
card transaction. Ask them to also practice telling a customer that his credit card has been
denied. Remind students to role play the entire interaction, greeting and taking leave of the
customers politely and appropriately.
5. Circulate to assist and give individual feedback on their language, pronunciation, and
behavior toward the customer. Remind students to make eye contact with the customers and
smile.
Wrap Up
6. Every student should practice the credit card transaction at least two times during this role
play activity. If time, ask for volunteers to do the role play in front of the class.
Teacher Guide
Listening Activity: Cash, Check, or Charge? 20 minutes
Set Up
1. Ask students which form of payment we have yet to discuss [check]. Write on the board:
Cash, check, or charge? and make sure that students know what this means.
2. Tell them they will listen to a check transaction between a cashier and a customer.
Process
2. Play the SSLC audiotape Cash, Check, or Charge? once. Then, ask students the following
comprehension questions:
3. Ask students to open to SB 5:13 Cash, Check, or Charge?. They should to the tape again
and write the missing words and phrases in the blanks on their worksheet.
Play the tape once more. You may need to play the tape a third and final time, so that everyone
has a chance to finish the listening exercise.
4. Call on volunteers to go over the answers to the listening activity.
5. Ask students questions to judge their comprehension of the content.
Transition
6. Use this discussion to transition into the presentation on accepting checks, below.
Presentation: Accepting Checks 20 minutes
Note to Instructor: To prepare for this activity, draw a large blank check on the board. For a
model, use those on TG 5:46, Blank Checks. You can use the drawing to illustrate your points
during this presentation.
Set Up
1. Ask students, Who here has a checking account? Ask those students, When you do pay with
a check? Discuss their responses as a class.
Process
2. Point out that each store will have its own policy about accepting checks. All stores will
require at least one form of ID, while some will require two. Some stores will require that the
check be issued by a local bank, while other stores will not accept checks at all.
Teacher Guide
3. Ask students, What information must be on every check you accept?

Elicit their responses. Make sure the following are mentioned:
• Name • Correct date

• Address • Amount (written out and also in numerical form)
• Telephone Number • Signature
As students bring up the information, write it on the board and also point it out on the large
check you have drawn.
3. Now, remind students that checking ID is very important in a check transaction. Ask them to
think of polite ways to ask for ID, and write their ideas on the board:
May I see your ID, please?
Practice the pronunciation of the questions first as a group and then individually.
4. Ask students what they must check when they are checking ID. Elicit their ideas and make
sure the following are mentioned:
• The ID must be government-issued (a driver’s license, military ID, etc.)

• The picture on the ID must be a picture of the customer.
• Check the expiration date to make sure the ID is valid.
• The signature on the license must match the signature on the check.
• Write the ID number and the expiration date on the front of the check, to the right of
the name and address. (Show them where to write it using the check on the board.)
5. Ask students why they think that stores are so careful to check ID before accepting checks as
payment. Elicit and discuss their responses as a class.
Practice & Feedback
6. Ask students to get out the IDs they brought to class. They should pair up with a classmate
sitting next to them and take turns asking each other for their IDs and looking for the expiration
date and signature. Circulate to assist and give feedback.
Wrap Up
7. If you have room, leave the points from this activity up on the board for use during the role
play activity. Before the role play activity, students will prepare further by practicing writing
checks.
Teacher Guide
Presentation & Activity: Writing Checks 15 minutes
Note to Instructor: Make sure the drawing of the blank check is still up on the board for this
activity.
Set Up
1. Write the amount $127.48 in the box on the blank check. In the To: line, write Macy’s.
Presentation
2. Point out that there are a few important things to remember when writing (or reading!) a
check. The first has to do with how you write out the amount. Write out the amount on the
appropriate line on the check on the board:
One hundred twenty-seven dollars and 48/00-----------------------------------.
Show students how the only dash (-) is between the tens place and the ones place in the dollar
amount. There is no dash used between the hundreds place and the tens place.
3. Next, point out you should write the word and between the dollar amount and the cents
amount. You should not write and between the hundreds place and the tens place.
4. Show students how the change should be written and explain that it is important to draw the
line all the way to the end, so that no one can write anything else in this space. In the same way,
you should starting writing out the number at the far left-hand side of the blank provided for
this purpose. In other words, nobody should be able to write anything on the line before the
word One in the example above.
5. Remind students to date and sign the check by doing the same with the check on the board.
6. Point out that the For: line is optional – it is for the check writer to record what he bought
with the check. The cashier should not write any information on this line.
7. Mention that if an error is made on a check and needs to be crossed out and changed, it is
important that the check writer initial that change. Otherwise, the bank may not accept it.
Practice & Feedback
8. Give each student a few of the checks you have copied and cut out from TG 5:46, Blank
Checks.
9. Write Barnes & Nobles and $18.99 on the board. Tell students they should write a check to
Barnes & Nobles for this amount.
10. Circulate to assist and give feedback. Check to make sure they are following all the check-
writing guidelines that you presented.
Teacher Guide
Wrap Up
10. Make sure all students have written the check correctly. If time, have students check a
classmate’s check to make sure there are no errors.
Role Play: Accepting Checks 35 minutes
Note to instructor: Prepare for this role play by setting up the SSLC cash registers in stations
around the room.
Set Up
1. Tell students they will now have the opportunity to role play a credit card transaction.
2. Ask students to get out the IDs that you asked them to bring to class. (If anyone does not feel
comfortable using their own ID, just ask them to use a piece of paper to make a sample ID.)
Make sure that each student has a few blank checks from TG 5:46, Blank Checks, to practice
with.
3. Ask students to get into groups of 3 and go to one of the cash register stations you have
prepared in the room. Give each group one of the priced items you have prepared (see materials
list above.)
4. They should take turns playing the cashier and helping each customer in turn with his check
transaction. Remind students to role play the entire interaction, greeting and taking leave of the
customers politely and appropriately.
5. Circulate to assist and give individual feedback on their language, pronunciation, and
behavior toward the customer. Remind students to make eye contact with the customers and
smile.
Wrap Up
6. Every student should practice the check transaction at least two times during this role play
activity. If time, ask for volunteers to do the role play in front of the class.
Wrap Up 5 minutes
1. Tell students that they have now practiced accepting the three main forms of payment: cash,
credit card, and check. Remind students that they will receive training at their jobs, and each
retail store will have its own procedures. They need not worry that they will have to handle
money without training, practice, and supervision.
2. Tell students that they will be practicing online applications in the next class session. They
should remember to bring their portfolio containing their resume and reference list. They
should also bring the URL of an online application they want to fill out, if possible.
Note to Instructor: Make sure you have reserved the computer lab for the next class session.
Teacher Guide
Day 4
Objectives:

Skills
• Identify types of sales, • Take personality tests that • Use idiomatic expressions.
discounts, and promotions. are part of online job
applications. • Use phrasal verbs.
• Describe a sale, promotion,
discount, or clearance. • Use a Likert Scale.
• Fill out online applications.
• Computer Lab must be reserved for this day.
Key Vocabulary:
clearance
coupon
discount
personality test
promotion
regular price merchandise
sale
See notes on online job applications and personality tests in Unit 5 Day 1.
Students will practice online personality tests today. It would ideal to practice the personality
test on the CVS website, but there is no way to page through the length online application to get
there. As such, for students’ practice, use the Personality Tests 1 & 2 in the Student Book or the
online practice site described in the Instructor’s Note for that activity, below.
Teacher Guide
Warm Up: Personality Test 15 minutes
Set Up
1. In preparation, write the following statement on the board:
I like pizza.
Below it, write the following options:
Strongly Agree Agree Disagree Strongly Disagree
2. Ask students to decide how they feel about this statement. Do they strongly agree with it?
Just agree? Disagree? Strongly disagree? Poll the students as to their opinions.
3. Repeat this process with the following two statements:
I want a job as a cashier.

My ideal vacation is a week on the beach.
Process
4. Once it is clear that students understand how to answer these questions, ask them to turn to
SB 5:14, Personality Test 1. Ask them to work individually to answer the questions.
5. Circulate to assist. Do not give feedback at this point – students should answer according to
their own opinions. When the students are finished, ask students to pair up and compare their
answers. Tell them to note which ones they have different answers, and discuss why they chose
the answers that they did.
6. Bring the class back together. Go through each answer and poll the class for their responses
Allow a little bit of warm-up discussion on the questions about which there is disagreement.
Again, don’t give too much feedback – this is about students’ opinions.
Transition
7. Move from the previous discussion into the next topic. Ask students if they have ever taken a
test like this as part of an online application.
Presentation: Online Personality Tests 20 minutes
Set Up
1. Ask students if they have ever had to complete a “personality test” as part of an online
application. If so, ask them to tell the class what it was like and how they felt about. Ask them
how long it was, what was difficult about it, etc.
Teacher Guide
Process
2. Explain to students that many online applications have personality tests at the end of them.
They are tests just like the warm-up we just did. You have to indicate how much you agree or
disagree with a series of up to 100 questions. The tests can be difficult because they are long,
there is a lot of reading, and they sometimes use complicated language.
3. Erase the previous examples from the board. Write up the following statement:
People do a lot of things that make me angry.
4. First, ask a few volunteers what their level of agreement is, according to the scale you used
previously. Then, ask students:
Why do you think employers care whether or not you agree with this statement?
Elicit students’ ideas.
5. Point out (if students do not) that employers want to understand what kind of person you are,
how you’d be likely to react in certain circumstances, and what kind of decisions you would
make. They want to know if you are a person they want on their team.
6. Point out that it is important to be honest, of course. However, you must also think about the
questions from an employer’s perspective. Tell students to ask themselves the following
questions each time they answer a question on a personality test:
Why does an employer want to know this?

If I were the employer, what answer would I be looking for?
You may want to point out that, at the same time, students should not spend too long on each
question. It is impossible to know for sure why they are asking each question. An applicant can
just make his or her best guess and move on.
Practice & Feedback
7. Ask students to get into pairs and compare their answers again on SB 5:14, Personality Test
1. Now that they are thinking from the employer’s perspective, would they change the way they
think about any of the answers? Ask them to discuss whether or not they would want an
employee that answered these questions in the way they did. Discuss in pairs.
8. Bring the class back together and ask them if they would change any of their answers, and
why. Discuss any questions for which students disagree on a lot on the response.
Take the opportunity to reiterate the points that they cannot know for certain why a given
answer is there, and ultimately they will just have to choose the answer that is best for them. We
are just practicing strategies for being more successful on these tests. A poorly-answered
question here or there will not ruin their chances of being invited for an interview, so if a
question is too difficult or confusing, just move on to the next one.
Teacher Guide
Activity: Practice the Tests 40 minutes
Note to Instructor: For this activity, have students practice personality tests. It is not
possible to quickly move through an online application to get to the personality test at the end,
so students will not be able to fill out an actual online job application’s personality test unless
they have already completed the lengthy application first, which can take many students well
over an hour. If this is not possible in your class, you have two other options for this 40 minute
activity. You can have students do SB 5:15-16, Personality Test 2 and Personality Test 3,
individually or in pairs. Or, you can have students go to the computers and fill out the Sims
Personality Test at http://www.personalitylab.org/tests/bfi_sims.htm. As part of your class
preparation, go through it once yourself so that you can help students get started. Note that
students do NOT have to fill out the additional information section at the bottom of the test in
order to get their scores – this can and should be bypassed.
No matter whether you ask students to do the Personality Test 2 and Personality Test 3
worksheets on SB 5:15-16, or the online practice test or both, circulate among students to assist
and give feedback, and take time at the end for the class to discuss problematic statements on
the tests and to ask questions.
There are several phrasal verbs and idiomatic expressions that are commonly used in these
online personality tests. A few of them appear in these worksheets. Take time to write the
following on the board and make sure students understand their meaning:
depend on crabby get even take it easy

get along take a chance turn the other cheek to be sure of oneself
Past classes have found it useful to wrap up this discussion by using the questions on
Personality Test 2 to develop a list of “United States Work Values” that can be extrapolated from
the statements that applicants are asked to respond to. For example, from the statement,
“People do a lot of things that make you angry”, students might guess that a work value is “Have
a positive attitude”, or “Be patient with customers and co-workers; don’t have a bad temper.”
You can create this list on the board or assign it for homework. Students can keep the list in
their portfolios and use it as a study guide before taking a real personality test on an online job
application.
Some of the work values for hourly workers that our students have identified in the past include:
• Be prompt.
• Finish every task you begin.
• Be flexible in the times you are available to work.
• Be energetic.
• Stay calm and professional, even under stress.
• Be able to multi-task.
• Know and obey the rules.
• Prioritize safety.
Teacher Guide
Presentation & Practice: Fill Out Online Applications 40 minutes
Note to Instructor: For this activity, have students pair up at the computers. If you have a
small class, each student can have his or her own computer. Remind students of the discussion
of online applications on Day 1 of this unit. You may want to lead students in a brief review of
the main points of that lesson.
Unless you have identified an online application that students want to fill out for real, use the
CVS online application at http://www.cvs.com/corpInfo/careers/stores_hourly.html. As part
of your preparation, fill this out on your own so that you will have an idea of the challenges that
students will face.
Work through at least the beginning of the application with students. Then, you can let students
work individually or in their pairs, and circulate to assist. In particular, you should make sure
that all students can do the following online tasks:
• Use the click-and-type boxes to write information.

• Use the click-and-drop down boxes to make a selection from a list.
• Make a username and password so that they can log back in if they have to end their
session before they finish the application.
• Use their portfolio to access information quickly when is it called for on the online
application.
• If your class has more advanced computer skills, show them how to upload their
resume to the online application. However, if this is very complicated for your students,
it is not necessary.
Point out that this activity is just for practice. Students do not have to send their application in
if they don’t want to; or, if they application automatically gets submitted, they do not have to
respond to an interview invitation. If students do get all the way through the
CVS online application, however, they will have the opportunity to practice an actual online
personality test! It is therefore particularly important that each student create a username and
password, because they can log back in later or at home to finish the test.
To wrap up this activity, remind students that they can log back in later to complete the
application if they would like. Remind them that they must read all the questions carefully,
because certain answers regarding their ability to work nights and weekends, their willingness to
submit to drug tests, and their age (if they accidentally indicate they are younger than 18, for
example), will get them automatically kicked off the application, and all their work will be lost.
Presentation: Sales, Discounts, and Promotions 20 minutes
Set Up
1. Ask students if they are “sale shoppers”. If so, why? Discuss students’ responses as a class,
asking follow-up questions where appropriate. Find out where they shop for sales, what they
buy on sale, where they use coupons, etc.
Teacher Guide
Process
2. Point out that most customers look for a “good deal”. Sales associates should know about
sales and promotions in their store. Write sale and special promotion on the board and make
sure students know the definition of both:
• Sale – [Items that are offered at a lower price than normal. In other words, they are
being offered at a discount.]
• Special promotions – [When a store offers NEW items at a lower price so that people
will try them for the first time.]
3. Ask students what they think sales associates should know about sale and promotional items.
Elicit or suggest the following:
A good sales associate knows….

• where the items are located in the store.
• when the sale/promotion begins and ends.
• what merchandise is included.
4. Add the following terms to sale, discount, and promotion on the board. Ask students what
each one means, and see if they can give examples.
• Regular-priced merchandise – [Items at regular price with no discount.]

• Clearance merchandise – [Items reduced in price because the store no longer wants to
carry them or because they are discontinued; for example, holiday items after the holiday
is over.]
• Coupons – [Pieces of paper that offer a certain amount of money off the regular price.
Usually found in newspapers, magazines, or stores.]
Wrap Up
5. Review the words on the board and practice the pronunciation as a class. Ask if students
have any questions about the differences between each of the words. Then, transition into the
next activity, in which they’ll have an opportunity to practice identifying each type of discount.
Activity: Identify the Discount 25 minutes
Set Up
1. Ask students to open to SB 5:17, Identify the Discount, and read the instructions. Then, go
over the instructions briefly as a class.
Process
2. Ask students to complete the worksheet individually. Circulate among students to assist and
give feedback. Check spelling.
3. When students have finished, bring the class back together and call on volunteers to review
the answers. Discuss any that may have caused confusion for students.
Teacher Guide
4. Practice the pronunciation of the discount terms one more time as a class.
Transition
5. Leave the discount terms on the board. After you are sure that students understand what
each means and there is no confusion, move into assigning the homework below.
Wrap Up 5 minutes
1. Assign homework:
Writing Activity: Homework
For homework, students should write a short ad for an item, similar to the ads on SB 5:17,
Identify the Discount. The ad should be for one of the following: a sale item, a special
promotion, a coupon, or a clearance. However, just like in the ads on SB 5:17, students should
not use the term itself (sale, promotion, coupon, etc.) in the ad! Also, they should not write their
names on the ad. These two points are important. Emphasize that the written ad can and
should be short. They can use pictures if they would like.
The next class session will begin with a class activity based on these ads.
2. Briefly review the topics covered in today’s class and check to see if students have any
remaining questions on the main points or on the homework assignment.
Teacher Guide
Talking About Money – Conversation Cards
What are you saving money Are you good at saving

for? money?
Do you sometimes buy Has anyone ever stolen

things you don’t need? money from you?
Do you give money to Do you buy lottery tickets?

charity? Why or why not?
What is something you What did you buy

bought recently that was a yesterday?
good bargain?
Teacher Guide
Some people say, “Money

If you won a million makes the world go
dollars, what would you do ‘round”.
with it?
What does this mean?
Do you agree or disagree?

Why?
How do you usually pay for In the United States, people

the items you buy: cash, sometimes say to their
check, or credit card? children, “Money doesn’t
grow on trees!”
What do you think that

means? What lesson are
they teaching their
children?
Teacher Guide
Buying Signals
Audio Transcript
Customer: Excuse me. What is the price of this?
Sales Associate: Oh, isn’t that a beautiful scarf? It’s $34.99.
Customer: I’ve been looking for one just like this for my
mother.
Sales Associate: Well, I am so glad we have it for you! We just

started carrying this line last week.
Customer: Can it be exchanged or returned?
Sales Associate: Yes, ma’am. Just be sure to keep the receipt. You
can bring it back in the next sixty days if your
mother isn’t happy with it.
Can I help you find anything else you’ve been

looking for?
Customer: No, I can’t think of anything else right now.
Sales Associate: Then I’d be happy to wrap this up for you. Will that
be cash, check, or charge today?
Teacher Guide
Reconciling Practice
INSTRUCTOR KEY
1. The float is $89.95. The final cash balance is $379.07.
Receipts $13.99
$14.99
$7.02
$253.12
Total From Receipts 289.19
Float 89.95
Total 379.07
Is the register balanced? Yes
2. The sales associate puts $100 in the till at the beginning of the day. She counts the
money at the end. She has $215.73.
Receipts $79.99
$43.55
$12.19
Float 100
Total 235.73
Is the register balanced? No
3. When the sales associate begins his shift, the float is $24.55. His final cash balance is
$86.81.
Receipts $12.50
$32.99
$16.77
Float 24.55
Total 86.81
Is the register balanced? Yes

Teacher Guide
Shopping Lists
Shopping List
carton of milk $1.95

loaf of bread $1.55
2 cans of soup $.99 each
Shopping List
pack of batteries $3.99

extension cord $10.00
keychain $2.99
Shopping List
gift certificate $10.00

greeting card $1.95
ribbon $1.95
Shopping List
cold medicine $6.99

packet of tissues $1.45
orange juice $1.20
Shopping List
watering can $2.99

potting soil $10.99
fertilizer $2.99
Teacher Guide
Shopping List
bottle of shampoo $3.45

bottle of conditioner $4.99
2 bars of soap $.60
Shopping List
pair of slippers $9.99

magazine $2.59
sunscreen $5.99
Shopping List
sewing needles $4.99

buttons $5.50
thread $1.95
Shopping List
notebook $3.99
pack of pens $2.99
scissors $2.88
Shopping List
balloons $2.99
chips $1.99
candy $3.95
Teacher Guide
Credit Card Conversation Cards
Do you think people these How can you teach children

days use credit cards too to use credit cards
much? responsibly?
What happens if you don’t What are some advantages

pay your credit card bill on of credit cards?
time?
What are some What is a “credit score”?

disadvantages of credit Why is it important?
cards?
Is it easy to get a credit card Do people use credit cards

in the United States? frequently in your country?
Teacher Guide
What is the difference When do you use credit

between a credit card and a cards and when do you
debit card? prefer to use other
payment methods?
Teacher Guide
Sample Credit Card
Instructions: Copy this page and cut out both sides of the sample credit card. Glue or
tape both sides together so that the “credit card” has a front and a back. Make one card
for every student in the class. Have each student fill out the name on the front and sign
the back, before they do the role play.
Front of the credit card:
Wheaton Bank
1234 5678 9101 1121
Name: _______________________
Valid from: 02/07 CREDIT
Good thru: 02/09
Back of the credit card:
Your card is used and serviced by Wheaton Bank USA,

N.A., pursuant to a license from CREDIT U.S.A. Inc. Its
use is subject to the terms of your cardmember
agreement.
Signature: ______________________
Authorized signature. Not valid unless signed.
If lost or stolen, please call (800) 123-4567.

Teacher Guide
Blank Checks
Name:____________________ Date: _____________

1234 Main Road
Smalltown, MD 20902
Pay to the order of __________________________________ $
____________________________________________________________dollars
Wheaton Bank
For ______________________ _______________________________
Name:____________________ Date: _____________

1234 Main Road
Smalltown, MD 20902
Pay to the order of __________________________________ $
____________________________________________________________dollars
Wheaton Bank
For ______________________ _______________________________
Teacher Guide
Unit 6: Handling Problems and Complaints
Day 1
Objectives:

Skills
• Identify the characteristics • Build interview skills. • Give reasons using
of different kinds of sale adverbial phrases beginning
events. with the word because.
• Suggest additional • Demonstrate control of

merchandise. simple expressions for
offering suggestions.
• Role Play: Suggest
additional merchandise.

• Tape
• Flipchart paper [if needed for warm-up]
• Copies of TG 6:26, Role Play Cards: Suggest Additional Merchandise, cut into cards.
Key Vocabulary:
anticipate
suggest/suggestion
The responses to today’s interview question, Do you have any questions for us?, are often
challenging for students. There is a larger amount of class time devoted to this question than
usual because the appropriateness of asking about money and benefits often comes up, and
these issues take more time to discuss and practice. In preparation for class, be sure to read the
instructor notes that accompany that activity.
Teacher Guide
Warm-up: Sale Events 25 minutes
Set Up
1. Ask students to get out their homework from the previous class – the ads for different
kinds of sales that they wrote. Remind students that they should not have written the name
of the type of sale (sale, promotion, coupon, etc.) on the ad itself. It would be good if they
also didn’t have their name on it.
Ask them if the assignment was easy or hard to complete, and check to see if they have any
questions.
Process
2. Ask students to hand in the ads. Tape them all to the board in the front of the room, and
write a number next to each one. Leave a little room at the top of the board.
3. Ask students to get out a piece of paper, and number it with the number of ads that are
hanging on the board. For example, if there are 10 ads on the board, each student will have
a paper numbered #1-10.
4. As a class, review the types of sales you discussed in the previous class session. Write
them along the top of the board or (if there is no more space on the board) on a piece of
flipchart paper.
sale special promotion coupon clearance
Include also, for contrast: regular price merchandise
5. Then, ask students to come up to the board with their papers and look at the ads their
classmates created. They must not speak! In silence, they should look at the ads and write
on their papers the kind of sale that they think each one advertises. When they are
finished, then can go back to their seats.
6. After everyone is back at their seat, take each ad down in sequence and hold it up for the
class. Ask students to call out the kind of ad they think it is. If there is disagreement,
encourage them to discuss it as a class, giving the reasons for their opinion using adverbial
phrases beginning with the word because. Encourage students to discuss how they know it
is advertising a clearance, sale, coupon, etc. Afterwards, have the author of the ad explain
what kind of ad it is.
Repeat this process for all the ads.
Wrap Up & Transition
7. Practice the pronunciation of the sale terminology once again. Remind students that a
good sales associate will know when and where these are happening in their store, and
what merchandise is involved. In this way, they can make useful suggestions to customers
about sale items.
Teacher Guide
Transition from this reminder to the presentation below by pointing out that making
suggestions is an important part of the role of a sales associate.
Presentation: Suggesting Additional Merchandise 20 minutes
Set Up
1. Ask students if they have ever purchased an item, brought it home, and realized that
they needed something additional to make the item work. Get students’ stories. If nobody
can think of an example, ask them if they have ever bought a child’s toy and then realized
later that they needed to buy the batteries separately.
Process
2. Point out that a good sales associate anticipates needs. In other words, the associate
thinks about what other items the customer will need in order to fully enjoy the item he is
buying. The sales associate can then suggest additional merchandise. Write the italicized
terms on the board.
Point out that most customers think this is helpful, as long as the associate isn’t too pushy.
3. Ask students what they would suggest if a female customer were buying a dress. Elicit
their ideas and write them on the board. Here are a few examples:
Woman’s dress: scarf, jewelry, shoes, hat, bag
4. Repeat this process with the example of dinnerware:
Silverware: napkins, tablecloth, silver polish
5. Now that students have come up with ideas about what to suggest, turn their attention
to how to suggest it. Ask them what language they would use to suggest these items to their
customer. Discuss their ideas and elicit or suggest the following polite openers for
suggestions:
Do you need… a tablecloth to show off that new dinnerware?

May I interest you in… a pair of earrings that match that dress?
Have you thought about…some silver polish to keep that silverware looking
nice?
Practice & Feedback
6. Practice the pronunciation of these sentences and polite openers, first as a group, and
then in pairs briefly. Circulate to listen and give individual feedback.
Wrap Up
7. The next activity will give students controlled practice in suggesting additional
merchandise. Transition them to that activity and leave the polite openers on the board for
them to refer to later.
Teacher Guide
Activity: May I Interest You In…. 25 minutes
Set Up
1. Tell students that they will now have an opportunity to think about what they might
suggest when their customers buy certain items.
2. Ask students to open to SB 6:2, May I Interest You In…, and read the instructions. Call
on a volunteer to read the instructions out loud.
Process
3. Ask students to pair up and come with all the suggestions they can think of to go with
each product. They should write all the items in the second column. Circulate to assist and
give feedback.
4. Then, ask students to take turns suggesting the additional items to their partners, using
the polite openers on the board. By the time they have finished, each student should have
used each of polite suggestion openers many times. Encourage them to get as much
practice as possible.
5. Circulate among students to assist and give individual feedback on pronunciation and
intonation. Remind students about earlier lessons in the class when you discussed a polite
tone of voice. Model this for the class if necessary.
Transition
7. Once all students have had many opportunities to practice the pronunciation and
intonation of these suggestions, transition students into the less-controlled practice (role
plays) below.
Role Play: Suggest Additional Merchandise 45 minutes
Set Up
1. Ask students to get into pairs. Give each pair one of the cut cards from TG 6:26, Role
Play Cards: Suggest Additional Merchandise. Ask students to read the scenario together
and make sure they understand it.
Process
2. Ask students to take a few minutes to decide what items the sales associate should
suggest to the customer in their scenario. Tell them to jot down the items on a separate
sheet of paper.
3. After students have decided on the item to suggest, they should choose roles and begin
to practice the role play. Circulate to assist and give feedback on appropriate language,
pronunciation, tone, body language, and other factors we have discussed in class.
Teacher Guide
4. When the pair has successfully performed their role play for you, give them another card
and ask them to repeat the process, this time switching roles. By the end of the activity,
everybody should have had at least one chance to play the sales associate.
5. If time allows, ask each group to role play one of their scenarios for the class.
Encourage students to give each other constructive feedback and encourage the role play
participants themselves to reflect on what they feel they did well and what they would still
like to improve.
Interview Activity: Do You Have Any Questions For Us? 45 minutes
Note to Instructor: Students should always have a few questions prepared for the
interviewer. They should write them down before the interview and carry them to the interview
in their black portfolio folder. These questions show that the interviewee is prepared, has done
some research about the company/store/position, and is interested in the position.
Interviewees should try not to ask questions that they could find the answers to via research.
For example, a question like, “What do you sell in your store?” in not appropriate because the
interviewee should already know this answer before the interview. Also, interviewees should
avoid asking about money, benefits, holidays, breaks, employee discounts, etc. This is generally
true in the United States, though it is not always the case in other countries. Students should be
made aware of this potential cultural difference. All these topics can be addressed once an offer
is made or in a second interview. Students should prepare questions that both show they have
done their research and show that they are serious about their future in the company.
1. Write the interview question on the board:
Do you have any questions for us?
2. Introduce this question as a common interview question. Tell students you’d like them to
work in pairs for about 5 minutes to discuss and write appropriate answers to this question.
3. Before they begin, ask them to name the “Four Rules” for answering interview questions, and
jot them down on the board as they are volunteered. They are:

d. Give examples
Discuss the appropriateness of each answer and write 1-3 particularly good answers on the
board. Consult the notes on each question (below) for suggestions and guidance. As a whole
class, practice the pronunciation of the appropriate answers. Students can write the good
answers on Portfolio Workbook P:12.
5. Ask students to return to their pairs and practice interviewing each other with the
question on the board. Encourage them to play the part of the interviewee by smiling, making
Teacher Guide
eye contact, speaking clearly, and practicing good sitting posture. Circulate and listen to the
pairs, assisting where necessary.
Appropriate answers to this interview question:
“What type of training is available to new employees?”
“Could you describe a typical day in this position?”
“What are some of the challenges in this position?”
Note to instructor: It is generally the case in the U.S. that discussions of money and benefits
are avoided in the first interview, unless the interviewer brings them up. However, our students
often interview for retail and entry-level positions, many of which have non-traditional
interview formats. In a few instances, our past students have been invited to participate in on-
the-job training in a store, without ever receiving a formal job offer and information about pay
rate. Take time to explain to students that, in most instances, a job offer will be made and
discussions about pay and benefits can be held at that time, before they accept the offer. If the
job offer is not made, they should not begin work until they have had a polite discussion with the
supervisor regarding pay. If the supervisor does not initiate that discussion, then they will have
to. Take time in class to discuss appropriate, polite ways to bring up money in these situations.
Wrap Up 5 minutes
Ask students to tell you what the main topics of today’s class were. Write them on the board as
they are mentioned. Check for comprehension and ask students if they have any questions.
Tell students that today’s interview question was the last of the “common” interview questions
that we will cover. In our next couple of interview practice activities, we will role play entire
interviews involving all the questions we have practiced in class! This will help us review all the
answers we have worked on and help us become for comfortable in interviews.
Teacher Guide
Day 2
Objectives:

Skills
• Suggest additional • Ask for permission politely. • Demonstrate control of
merchandise. simple expressions for
• Role Play: The Interview offering suggestions.
• Explain returns policies to
customers.
• Read and explain

warranties.
• Copies of TG 6:28, Helpful Suggestions Cards, cut out and stacked.
Key Vocabulary:
damage
defect/defective
guarantee
manufacturer
refund
repair
replace
return policy
warranty
valid
void
Teacher Guide
Warm-up: Helpful Suggestions 20 minutes
Set Up
1. Remind students that in the previous class they practiced suggesting additional
merchandise to customers. Elicit the three polite suggestion openers you practiced in the
previous class and write them on the board:
Do you need…?
May I interest you in…?
Have you thought about…?
Process
2. Ask students to get into pairs and give each a face-down stack of Helpful Suggestions
Cards from TG 6:28. Tell students they should take turns pulling a card from the stack
and, playing the customer, tell their partner they are ready the buy the item. The partner
will make a helpful suggestion, and the customer can either accept or reject it.
3. Model the activity in front of the class at least once. In the demonstration, pretend to
rent a video and let a student volunteer make a suggestion to you. Afterwards, you may
want to write the dialogue on the board for students to refer to during the warm up:
Customer: Excuse me. I’d like to rent this video.
Sales Associate: Certainly, ma’am. I can help you. Do you need popcorn to
go along with that?
Customer: Good idea! Thanks.
4. Circulate among pairs as they do the activity, giving feedback on the suggestions and on
sales associates’ responses and pronunciation.
5. Briefly review some of the students’ suggestions for some of the items on the cards. Ask
for a few volunteers to role play their brief conversations for the class. Give individual
feedback, encourage the class to do the same, and encourage the role play participants to
talk about what they feel they did well and what they could improve.
Teacher Guide
Presentation: Handling Returns 20 minutes
Set Up
1. Tell students that this unit deals with handling problems and customer complaints.
Angry customers are often a source of worry for students in the class. Remind students
that, just like they have learned throughout the course, a sales associate should maintain
the “customer service attitude” even when dealing with problems, complaints, and angry
people. You may even wish to tell students to try to remember the “Three P’s”: Polite,
Professional, and Patient, when dealing with complaining or angry customers.
2. Point out that the class will discuss and practice strategies for dealing with angry
customers in the next class session. For now, we are going to focus on dealing with
defective merchandise and returns, which are often sources of customer complaints. Write
returns on the board.
Process
3. Ask students to try and remember a time when they had to return something. Why did
they return it? How did the store respond? Get students’ stories. Take the opportunity to
introduce the term defective. Write it on the board and practice the pronunciation.
Customers often return defective merchandise to the store, but that is not the only reason
people return items. What are other reasons?
You may also want to ask students about whether it is difficult or easy to return items in
their countries of origin. It is usually more difficult in students’ native countries.
4. Point out that it is the sales associate’s responsibility to know the store’s return policy.
Write the word policy on the board and practice the pronunciation. Each store’s return
policy will be different.
5. Ask students to open to SB 6:3, Return Policy, and read the policy in Part A. Then, ask
students the following comprehension questions:
What is the name of the store? [Smith’s Department Store]

How long can a customer keep an item before returning it? [30 days]
If a customer gets angry, can you make an exception and accept a return on a
clearance item? [No.]
Transition
6. Point out the fact that a sales associate must be firm about the store’s policies. However,
they can still be polite and helpful while doing so. Use that point to transition into the
activity below, in which students can think about ways to inform customers politely about a
return policy.
Teacher Guide
Activity: Explain the Policy 25 minutes
Set Up
1. Ask students to return to SB 6:3, Return Policy, and read Part B. Point out that it is a good
idea to explain the return policy to customers before they leave the store, especially if they are
buying items that cannot be returned (like sale items) or that are often not able to be returned
once they are used (like shoes).
Process
2. Ask students to get into pairs and answer scenarios #1 and 2 on the worksheet. They should
discuss their answers first, and then write them.
3. Circulate to assist and give individual feedback about students’ ideas, as well as their spelling
and grammar.
4. Bring the class back together and elicit each group’s response to each scenario. As a class,
discuss the merits of each and write the best response (or fusion of several responses) for each
question on the board.
Here is a suggested response for each scenario:
1. “I just want to let you know that our store would be happy to accept a return on
these shoes if they are returned to us within 30 days from today and if they have not
been worn outside.”
2. “These are some great deals on Independence Day items. I just want to remind you
that we cannot accept returns on clearance items.”
Wrap Up
5. As a final point, tell students that when a customer returns an item, the sales associate can
listen actively to why he is returning it. Can you offer him a similar product, but in a different
size, color, or brand? The sales associate should always try to be helpful and satisfy the
customer, even (and especially!) after a return.
Presentation: Warranties 15 minutes
Set Up
Note to Instructor: This presentation contains a lot of new vocabulary and information. As
you make the points outlined below, write the italicized words on the board as they are
introduced, make sure students understand their meanings, and practice their pronunciation.
1. Transition from the previous activity into this one by pointing out that sometimes customers
buy items, bring them home, and then discover they have a defect or damage. Sometimes an
item breaks after the store’s return period has expired.
Teacher Guide
2. Point out that a sales associate can help a customer in these situations by being aware of a
service called a manufacturer’s warranty.
Process
3. Ask students if they know what a warranty is.
Warranty: A promise from a company that an item will work properly for a certain
length of time. It protects customers in case of damage, defect, or other problems.
4. Ask students if they have any experience with warranties. Get students’ stories if possible
and use them to make the following points about warranties:
• In order for a warranty to be valid, the customer fills out a warranty card for the
product and mails it directly to the manufacturer. Usually, this must be done within a
certain time period.
• The warranty is usually limited. That means that it is for only a certain period of time,
and under certain circumstances. If the customer does something with the product that
is not allowed by the warranty, then the warranty is void.
Wrap Up
5. Go over the new vocabulary on the board. Practice the pronunciation of the new words as a
group, and make sure everyone in the class understands their meanings. Here are the words
and their definitions (except for warranty, listed above):
manufacturer: the company that made the product
defect: a mistake
damage: the product has a broken or destroyed part
valid: legal; all good.
void: not legal; not good anymore
Transition into the next activity by asking students to turn to SB 6:4, A Limited Warranty, and
look at the examples of an actual warranty.
Note to Instructor: Note that students may not understand the difference between warranty
and guarantee. Some students may believe they are the same word because of the similar
pronunciations. Take the time to make sure students clearly understand the differences
between them in both meaning and pronunciation.
Teacher Guide
Activity: Reading a Warranty 30 minutes
Set Up
1. Ask students to open to SB 6:4, A Limited Warranty, and just skim the warranty that
appears here. Then, ask them the following pre-reading questions:
What product is under warranty here? [a computer]

What is the name of the manufacturer? [Zap Computers]
What three words do you see listed in bold? [repair, replace, refund]
Why do think they called this warranty “limited”?
Process
2. Ask them to take about 5 minutes to read the warranty in Part A (they shouldn’t do Part B
yet).
3. After everyone has read Part A, bring the class back together and ask if there are any
questions about what the warranty means. Discuss the questions as a class.
4. Ask a volunteer to read aloud the instructions for Part B. Make sure students understand the
instructions. Then, pair them up and ask them to work together to complete Part B.
5. Bring the class back together and call on volunteers to review the answers. [There should be
a check on #2, 4, and 5]. If there are any questions or confusion, refer students back to the text
to find the answers.
6. Write at least the following three vocabulary words on the board and discuss their meaning
as a class:
repair [fix]
replace [provide a new one]
refund [give money back]
Practice the pronunciation as a group.
Wrap Up
7. Point out that one must read warranties and other policies very carefully and be aware of
their components so that they can explain them accurately to customers. As this example
illustrates, they can contain complicated language and fine distinctions in meaning. Also, the
National Professional Certification in Customer Service Exam, which students will have the
opportunity to take after the class is over, has several questions that rely on careful reading of
policies.
Teacher Guide
Role Play: The Interview 50 minutes
Set Up
1. Remind students that for the last few weeks, they have learned about and practiced at least
seven common interview questions. Ask them to try to recall all the questions they have
practiced, and write them on the board. Here are the seven that have been covered in this
curriculum:

Why do you want to work for our company?
Give me an example of a problem you had at a previous job. How did you resolve it?
Process
2. Tell students that today’s role play is going to help them put together everything they have
learned about interviews. They are going to take turns role playing an entire interview with all
the questions on the board, including appropriate greetings, handshakes, and leave-taking.
3. Before they get started, ask students to once again list the “4 Rules” of answering interview
questions. Write them on a piece of flipchart paper or refer them to the list that you already
have posted:

d. Give examples
4. Pair students up. Ask them to decide who will play the interviewee the first time they do the
role play. They should also decide what customer service position they will interview for, and
with which company. All this must be clearly decided before the role play begins.
5. All interviewees should step outside the classroom door. All interviewers should turn to their
Portfolio Workbook P:13 and review the 7 interview questions they should ask their partner
when they come back in. Remind interviewers that they should stand to greet their interviewee,
shake their hand, and ask them to sit down. At all times, they should play the role of the
interviewer (i.e., they should not break character, but instead try to stay as serious as possible in
order to give their partner realistic practice.)
6. Tell the interviewees in the hallway that they should walk in to the classroom, find their
interviewer, and greet him or her appropriately. They should shake hands firmly and wait until
they are invited to sit. They are going to answer 7 interview questions and must take the role
play seriously, as if it really is an interview, in order to get realistic practice. Their interviewer
will not stop pretending that he or she is really an interviewer.
Teacher Guide
7. Allow interviewees to go in the classroom and begin the role plays. Circulate to listen, but try
not to interrupt an interview role play in session unless the role play seems to be breaking down.
Take notes on problems or other issues that arise.
8. After each role play is finished, encourage the interviewers to give feedback to their partners
about what they felt they did well, and what parts they think could be improved. Give individual
feedback where possible. Help the pair switch roles and begin again.
9. After all students have played the interviewee at least once, bring the class back together. Ask
students to tell you how they felt it went, and what they still feel they need to improve. Bring up
the problems and issues you noted while you were listening.
Wrap Up
10. Tell students they will have at least one more opportunity in class to practice the entire
interview. They should try to practice at home in order to improve for the next role play.
Wrap Up 5 minutes
Review the day’s topics as a class, and ask if there are any remaining questions or concerns. Tell
students what they can expect in the next class session.
Teacher Guide
Day 3
Objectives:

Skills
• Respond to complaints. • Give advice and suggestions • Use modals to offer advice
to co-workers. and make suggestions, with
• Deal with angry customers. attention to register.
• Explain customer • Use embedded statements

complaints to to report speech.
supervisors.
• Copies of TG 6:29, Giving Advice at Work – Conversation Cards, cut into cards and stacked.
• SSLC Audiotape, Broken Dinner Set
• Copies of TG 6:30, Angry Customer Role Play Cards, cut into cards.
Key Vocabulary:
apologize
empathize
complaint
An important part of today’s lesson is the introduction of a strategy for dealing with complaints
and, especially, angry customers. This is often a topic that causes much concern among
students. Be sure to point out to them that very angry customers are actually relatively rare;
though customer complaints can be common. To prepare for this lesson, read the detailed
strategy explanation in this unit (starting on page 6:17) at least a couple times. You may wish to
give some examples from your own customer service experience (or your experience as a
customer.) Before you present the associated language for each step of the strategy, give
students the opportunity to come up with the language themselves.
Once or more during this unit, you may also want to point out that if a customer complains, he
or she wants you to do something about the problem so that he or she can come back. If the
customer leaves dissatisfied, but does not say anything, he or she most likely will not return.
Teacher Guide
Warm-up: Giving Advice 25 minutes
Set Up
1. Mention to students that we have focused a lot on being polite and professional to customers,
and we will talk even more about this today. However, we should remember that an important
part of work is, of course, to be polite and professional also towards our co-workers, supervisors,
and, if we have them, staff. Point out that they might have to give advice and suggestions to co-
workers and supervisors, and take advice and suggestions from them as well.
Process
2. Elicit some proper language for giving and taking suggestions and advice. Tell students you
have the following problem:
My boss wants me to work late on Wednesday, but I have dinner plans already with a
friend. What should I do?
3. Ask students to give you suggestions and advice. Get their ideas and encourage them to
express them politely using hedges like I think... and the modals should and would, and If I
were you.... Also, model appropriate ways to accept or deflect suggestions and advice. Write
the sample openers and responses on the board. For example:
I think you should...

If I were you, I would...
That’s a good idea, thanks.

Thanks for the advice, but....
4. Emphasize that it is important to give advice and suggestions politely in this way, and
respond politely as well, in a workplace setting – even if they advice and suggestions were not
asked for!
5. Ask students to get into pairs. Give each a pair a face-down stack of conversation cards from
TG 6:29, Giving Advice at Work – Conversation Cards. Instruct them to take turns pulling a
card and telling their partner about their “problem” from the card. They should not look at all
the problems at once. Encourage them to take the opportunity to get a lot of conversation
practice in English.
6. Circulate among students to listen, assist, and give individual feedback. Encourage students
to ask follow-up questions based on their partner’s responses, and to respond politely.
7. Bring the class back together. Follow up by asking volunteers to role play a few interactions,
and discuss the answers as a class. Poll students to get a range of opinions on some of the
problems. Discuss the appropriateness of responses.
5. Practice the pronunciation of the openers and responses on the board. Give individual
feedback on pronunciation.
Teacher Guide
Transition
6. One of the problems in the stack involves angry customers. Ask students for their
suggestions related to this problem last. Use the class discussion of the responses to transition
into the next presentation.
Presentation: Dealing with Angry Customers 30 minutes
Set Up
1. Transition from the previous discussion into this presentation by asking students what
advice they would give a co-worker who had to deal with angry customers often. Elicit
students’ ideas and write them in brainstorm fashion on one side of the board.
2. Ask those students who have worked in customer service to tell any stories they have
about dealing with difficult, complaining, or angry customers. What happened? How did
they handle it? If possible, it might be useful to point out that while some customers do get
angry, they are usually not the norm.
Process
3. After eliciting their ideas and stories, tell students that, of course, it is important to be
polite and professional toward customers, even the angry and complaining ones. However,
it is also helpful to have a strategy for dealing with those customers; that is what we’ll
discuss today.
Note to Instructor: Below you will find the main steps of a strategy to deal with
complaining or angry customers. The main steps are in bold, and some points to make
about each step, and some associated language are listed below the step itself. In this
presentation, take students through the strategy, writing at least the main steps and the
associated language on the board. Encourage student discussion throughout the
presentation by asking about their own experiences dealing with customers, and ask them
how they (as customers) would like to be treated in such a situation. It may be helpful to
lead students into pointing out that there have been times when they, too, have been angry
or frustrated as customers – how would they like to have been treated in such a situation?
Here is the outline for the strategy presentation:
1. Listen actively.
• One of the best ways to calm a customer down is to listen to them. Often, that is
all it takes.
• Do not interrupt. Let the customer tell his or her story, even if it takes a while.
• Make sure you understand all the parts of the problem. Ask polite, open-ended
questions if necessary.
• Make eye contact and say thing like, “I see”, to show the customer you are
listening.
Teacher Guide
2. Apologize & Empathize.

• Even if the problem is not your fault in any way, you must still apologize and take
responsibility for the problem, as the representative of the store.
• Make it clear that you feel badly because they do – this is called empathizing.
• Be sincere and make eye contact.
• Here are some things you can say:
“I’m so sorry about this.”
“I’m so sorry about this inconvenience.”
“I understand that this is frustrating.”
“That would upset me, too. I’m so sorry.”
3. Do not react.
• It is important to remain calm. This will help the customer stay calm. If you react
to the customer’s rudeness, you may make the situation worse.
• Stay Polite, Professional, and Patient [the “Three P’s”].
• Never raise your voice. In fact, it often helps to lower your voice a little, to gently
remind the customer to do the same.
• At the same time, be sure that the customer understands that you do understand
the importance of the situation. Do not smile at this time. Be calm and kind and
serious while you help the customer.
4. If possible, fix the problem.

• First, find out what the customer wants.
• If the customer does not know what he or she wants, suggest possible fixes.
• It is important to stay firm when stating the company policy, while still being
polite.
5. If possible, offer something.

• It is sometimes possible to offer something small to make the customer feel
better. For example, a coupon, a discount, or a waiver of shipping fees.
• Make sure you are allowed to do this, according to your store’s policy.
4. Point out that students should go to the manager only if the sequence outlined above
does not calm the customer down and/or satisfy him or her. Dealing with complaints is
part of a sales associate’s job, so they must have skills for handling them without a manager
present. (However, if a customer demands to see the manager, the sales associate should
get the manager.)
HOWEVER: if the sales associate ever feels afraid or threatened by the customer, then by
all means, go to the manager. Being threatened is not part of the job, and the sales
associate has a right to stay out of harm’s way. The customer has no right to verbally
(much less physically) abuse the sales associate. This is rare, but if it happens or if the sales
associate fears that it may, he or she should immediately call a supervisor or, if necessary,
security.
5. Ask students the following question:
After the customer has been satisfied and has left the store, what else should you
do?
Teacher Guide
Elicit their responses. Make sure students understand that when the customer leaves the
store, the problem usually does not stop there. They must try to make sure the problem
does not happen again. That will certainly always involve telling the manager about the
problem. It may also involve taking other steps to correct one’s own procedures or
suggesting other ways to make sure this problem can be avoided in the future. That is the
sales associate’s job, too.
Wrap Up
6. Review the main steps in the sequence one more time. Ask students if they have any
questions or concerns about this process.
Listening Activity: Broken Dinner Set 30 minutes
Set Up
1. Tell students that they will now have the opportunity to hear how a good sales associate
handling a customer complaint. Ask them to listen for examples of the steps outlined in the
previous presentation.
Process
2. Play the taped segment, Broken Dinner Set. After students have heard it once, ask the
following comprehension questions:
Why is the customer upset? What happened?

Why did the customer need the product on the weekend?
What does the sales associate do to make the customer happy?
3. Play the taped segment again. Ask students to listen for the answers to the following
questions (write them on the board):
When was the delivery?

How can the customer return item?
After students have heard the tape again, ask them for their answers to these questions.
4. Ask students to open to SB 6:5, Handling Complaints. Tell them you play the tape at
least once more. They should listen for the expressions that the sales associate uses to
calm the customer down and satisfy her, and write what they hear. You may have to play
the tape a fourth time in order for students to have time to write down all the expressions.
Teacher Guide
5. After most students have written a majority of expressions, ask the class what they
found. Here are the expressions they should have written down:
I’m sorry to hear that. What seems to be the problem?

Oh no!
I’m terribly sorry. Would you like us to replace the item?
I’m sorry.
It sounds like it really caused you some problems.
Is there anything you’d like us to do?
Again, I’m so sorry about this.
Thank you – I hope you’ll come back again.
6. After you have the expressions on the board, ask students what step of the strategy they
learned earlier is represented by each of these expressions.
Wrap Up
7. Practice the pronunciation of the expressions on the board, first as a group, and then in
pairs. Circulate to assist and give individual feedback, reminding students about the use of
thought groups, pauses, and intonation. Finish the practice by calling on individuals to say
some of the expressions for the class.
Role Play: Angry Customers 45 minutes
Set Up
1. If possible, leave the steps of the strategy on the board for students’ reference. Tell them they
will now have the opportunity to practice dealing with angry customers. Tell them that each
student will have a chance to use the strategies we discussed. Each student will also have the
opportunity to play an angry customer! Ask them to be realistic in their portrayals, and to calm
down eventually in the role play – we want each “sales associate” to have a successful experience
by the end of the role play.
Process
2. Ask students to get into pairs. Give each pair a scenario card from TG 6:30, Angry
Customer Role Play Cards. Ask them to take a minute to read their scenario and make sure
they understand it. Ask them also to decide who is going to be the first to play the sales
associate.
3. As students work on their role plays, circulate among them to assist and give feedback.
Make sure that the angry customers do eventually relent and allow themselves to be at least
somewhat satisfied. Work with the sales associates to make sure they are utilizing the steps in
the strategy for dealing with angry customers. You may need to model some interactions in
order to help students see how they can do them better.
Teacher Guide
4. Have pairs perform in front of the class. Afterwards, ask their classmates to give feedback on
what they did well and what they could improve. Do the same yourself, and make sure to ask
the participants themselves what they feel they did well, and what they feel they could improve.
Presentation: Report the Problem 15 minutes
Note to Instructor: The grammar of reported speech was already introduced in Unit 4, in the
presentation and activities on taking messages. This presentation and subsequent activity are
therefore reviews.
Set Up
1. Remind students about discussion earlier in the class, when they talked about what they
should do after the once-angry customer leaves the store. What should they do to finish dealing
with the problem? Students should mention that one thing they should do is report the problem
to the manager.
Process
2. Use a few of the cards from the previous role play to help students practice reporting a
customer’s complaint to the manager. For example, remind students that in one of the previous
role plays, the customer said something like,
The flour I bought has insects in it!
Write this statement on the board.
3. Ask students what they would say if they had to report this problem to the manager. Elicit:
The customer said that the flour she bought had insects in it.
4. Point out (or ask students to point out) that when you report the customer’s statement to the
manager, you have to change a few things. First, you have to change the subject of the
customer’s statement (I changes to she). Second, you often have to change the tense of the
reported statement. When then customer says the statement, it may be in the present
tense...but you are reporting what the customer said, in the past, so your report needs to be in
the past tense.
5. Illustrate these two rules with a few more examples. Write the following statements on the
board and ask students to work individually to change them into reports to the manager.
You delivered the wrong flowers to the funeral!

I am not satisfied with the service I have received here!
This DVD player doesn’t work. You should accept the return without a receipt.
Teacher Guide
6. Review the answers as a class by calling on volunteers. Write the reported speech on the
board.
7. As a class and then individually, practice the pronunciation of the reported speech. Give
feedback to individuals where possible.
Activity: Report the Problem 20 minutes
Set Up
1. Ask students to get into groups of 3 or 4. Give each group a face-down stack of
Customer Complaint Cards from TG 6:31.
2. Explain that, in this activity, students should sit in a circle or semi-circle as much as
possible. One student will draw a card and read the complaint on the card to the student
sitting to his right. That student will in turn report the message to the student sitting to his
right. Then, that student will draw the next card and repeat the process.
Process
3. As students begin, circulate among them to listen. Try not to interrupt, but at the end of
the interaction, give feedback if necessary. Assist and give feedback both in grammar and
in pronunciation.
4. Bring the class back together, into a semi-circle. To review the activity, repeat it, using
the entire class. That is, the student sitting closest to your right will begin by pulling a card,
reading the complaint to the person to his right, etc., until everyone in the class has had at
least one turn.
5. Give feedback on grammar and pronunciation. Ask students if they have any questions.
Teacher Guide
Day 4
Objectives:

Skills
• REVIEW • REVIEW • REVIEW
• Copies of TG 6:27, Angry Customer Conversation Cards
All other materials should be chosen by in the instructor based on students’ review needs and
desires.
Today is a review day and may be used to review the material covered in the last two units (5
and 6). The content of this day is left to your discretion. Review those topics and skills that
students would like to delve into further, or that you feel students need to practice more.
It is recommended that you do at least one more money transaction role play today in class –
perhaps a combination of check, cash, and credit card transactions. You may also wish to set
aside time today for students to work on personality tests and online applications while you are
there to help.
A suggested warm-up is provided for today’s class which reviews and builds upon the previous
class session’s “angry customer” topic. An additional review activity is provided for today’s
class: Responding to Customers’ Signals, SB 6:6. This worksheet helps students review this
important Unit 5 topic.
Finally, you may also wish to give students another opportunity to role play dealing with angry
or complaining customers. Ask students to invent scenarios based on their own experiences,
practice them with a partner, and perform them for the class. Invite the class to give feedback
on the role plays and use these discussions as an opportunity to further reinforce the strategy for
dealing with angry customers that students learned in the last class session.
Teacher Guide
Warm-Up: Angry Customer Conversation Cards 15 minutes
Set Up
1. Remind students about their discussion in the last class regarding angry customers and how
to respond to them. Ask them to brainstorm some of the strategies they discussed. Ask them to
remind you of the “Three P’s” guidelines for dealing with complaints and angry customers
[patient, polite, and professional].
Process
2. Ask students to get into groups of three and give each group a face-down stack of Angry
Customer Conversation Cards from TG 6:27. Ask them to take turns pulling a card from the
stack and asking each other the questions. Encourage students to take the opportunity to
practice conversing in English as much as possible.
3. Circulate among the groups to assist and give individual feedback. Encourage students to ask
each other follow-up questions to keep the conversations going.
4. Bring the class back together and call on volunteers to review their group’s answers to a few
of the questions. Take the opportunity to reiterate important points made in the previous class
about how to deal with angry customers.
Activity: Responding to Customer Cues
Set Up
1. Write the words buying signals on the board and ask students if they remember what this
term means [the things a customer says and does to show she is ready to buy.] Ask students if
they can give any examples of buying signals.
Process
2. Ask students to get into pairs, open to SB 6:6, Responding to Customers’ Signals, and read
the instructions there. They should work together to decide upon the best response in each of
the scenarios.
3. Circulate among groups to assist and give feedback.
4. Bring the class back together, poll students on their responses, and discuss the answers.
Encourage student debate if there are any different answers for any of the questions.
The answers for this worksheet are listed below :
1. c
2. b
3. c, or in some cases, d (d is a “once in a blue moon” technique)
Teacher Guide
Note to Instructor: For more information on the pros and cons of each of the responses to
this worksheet, see Crisp Workbook 7: Closing the Sale, pp. 47-50.
Teacher Guide
Role Play Cards: Suggesting Additional Merchandise
The sales associate works in a book store. The sales associate works in a shoe store.
The customer comes in and tells the The customer comes in and tells the
associate that he (or she) loves mystery associate that she (or he) loves to jog and
novels and wants to buy a new one to read needs to buy a new pair of running shoes.
on vacation. The sales associate helps him The sales associate helps her (or him) find
(or her) find the book. After the customer a good pair of shoes. After the customer
decides to buy it, the sales associate decides to buy them, the sales associate
suggests additional merchandise and helps suggests additional merchandise and helps
him (or her) choose it. her (or him) choose it.
The sales associate works in a cell phone The sales associate works in a hardware
store. The customer comes in and tells the store. The customer comes in and tells the
associate that he (or she) lost their cell associate that she (or he) needs to buy a
phone and needs to buy a new one. The flashlight for home use. The sales
sales associate helps him (or her) find the associate helps her (or him) find a good
right cell phone. After the customer flashlight. After the customer decides to
decides to buy it, the sales associate buy it, the sales associate suggests
suggests additional merchandise and helps additional merchandise and helps her (or
him (or her) choose it. him) choose it.
The sales associate works in a flower shop. The sales associate works in a gardening
The customer comes in and tells the store. The customer comes in and tells the
associate that he (or she) wants to buy a associate that she (or he) needs to buy a
big, beautiful bouquet of flowers for shovel for the garden. The sales associate
Mother’s Day. The sales associate helps helps her (or him) find a good shovel.
him (or her) find the right bouquet. After After the customer decides to buy it, the
the customer decides to buy it, the sales sales associate suggests additional
associate suggests additional merchandise merchandise and helps her (or him)
and helps him (or her) choose it. choose it.
Teacher Guide
Angry Customer Conversation Cards
What are some good Your customer has been

strategies to calm down waiting in line for a long
angry customers? time and she is very
annoyed. What should you
do?
What should you do if a A customer asks you a

customer is rude to you? question and you don’t know
the answer. What should
you do?
A customer keeps getting

more and more irate. Have you ever been an angry
Nothing you say makes the customer? If so, what
customer calm down. What happened?
should you do?
Teacher Guide
Helpful Suggestions Cards
shoes cold medicine
personal portable CD camera

player
vacuum cleaner deli sandwich with salad
bird feeder winter coat

Teacher Guide
Giving Advice At Work – Conversation Cards
I have a problem with my The store is always so busy –

boss. She is mean and I am so stressed out! I don’t
always grumpy. What do know what I should do.
you think I should do?
English is not my first I need to apply for a job

language, and I am having using the internet, but I’m
real problems not very good at using the
communicating at work. My computer. What should I
co-workers always talk very do?
fast and use a lot of slang.
What do you think I should
do?
I really hate my job. I am I work at the returns desk in

always unhappy when I am a big department store, and
at work, and I think about I have to deal with a lot of
the job a lot when I am at angry and complaining
home. What do you think I customers. I am afraid of
should do? them! How do you think I
should handle this?
Teacher Guide
Angry Customer Role Play Cards
You work in a grocery store. A You work in a florist. A

customer is upset because she customer had come in to the
bought a bag of flour from the store last week to order some
store and it has insects in it. She flowers for a funeral, but the
wants to know if she can have a wrong kind were delivered. The
refund. customer is very irritated.
You work in an electronics store. A customer has bought a new

A customer wants to return a television set from your store,
DVD player, but he doesn’t have but when he gets home, he find
his or her receipt. The customer that it does not have the features
is becoming annoyed. he wanted. He is not satisfied
with the service at your store.
A customer has bought a lamp at

your housewares store. When he
took it home, the lampshade
became very hot and started to
smoke. The customer is very
offended that your store sold
him a fire hazard!
Teacher Guide
Customer Complaint Cards
My television does not have all the features I wanted!
I can’t believe you sold me a fire hazard!
I demand a full refund!
I want to talk to your manager!
I have been waiting in line for twenty minutes!
You told me there would be a new shipment in today!
My shipment has not arrived, and it has been over a week!

Teacher Guide
Unit 7: Ready To Work
Day 1
Objectives:

Skills
• Solve customer service • Work as a team. • Use complex sentences and
problems. modals to discuss hypothetical
• Give retrospective advice to situations.
co-workers.
• Identify one’s rights on the

job.

• Copies of TG 7:15, What If…, cut into cards and stacked
• Copies of TG 7:16, Problems at the Supermarket Cards, cut into cards and stacked
Key Vocabulary:
hypothetical
This the last week of the course. A few of the daily lesson plans in this unit are somewhat
shorter than those that precede it for several reasons. First, more time is included in each day
for the instructor to review those topics that students have expressed a desire to review. This
review may take the place of role plays, worksheet, grammar and pronunciation practice, or even
interview or online application practice.
In the past, we have usually done the BEST Plus post tests during this week of the course, and
sometimes during the following week as well (after the course is over), if necessary. Students
will need to sign for a half-hour appointment for their BEST Plus post test that will take place
before or after class this week. Confer with the other staff at the SSLC and pass around a
scheduling sign-up sheet for students today.
Reserve the computer lab for the graduation ceremony and party to be held on the last day of the
course (Unit 7 Day 4). If the computer lab is not available, you can rearrange the classroom that
day, or use the conference room.
Teacher Guide
Warm-up: What if? 20 minutes
Set Up
1. Write the following question on the board:
If you had a million dollars, what would you do?
2. Ask students to think about the question for a moment, and then ask for volunteers to
talk about what they would do.
3. Take a few volunteers’ ideas, and then point out that some students are (hopefully)
answering the questions with I would. Write I would on the board and ask a few more
people for their ideas. Encourage them to begin their answers to the question with I would.
For example:
If I had a million dollars, I would go shopping!

I would buy a house.
I would bring my family to this country.
Process
4. Point out the fact that we use these hypothetical sentences to talk about situations that
don’t exist. We use the past tense and would to express that the situation isn’t real, is
unlikely, or is impossible. Hypothetical sentences can be used when you want to talk about
what you would do if the current situation were different; i.e., if things change.
Write hypothetical on the board and practice the pronunciation.
5. Ask students to get into pairs. Give each group a stack of cards from TG 7:15, What
If…, and ask them to take turns pulling a card and asking their partner the question on the
card. Students should answer with I would….
6. Circulate among students to assist and give individual feedback on grammar,

pronunciation, and the content of their responses.
7. Bring the class back together and ask for volunteers to give their answers to some of the
questions. Elicit several students’ answers to the same questions, and try to encourage as
much class conversation and debate as possible.
Presentation: Solve Workplace Problems 10 minutes
Set Up
1. Remind students that we have recently been talking about dealing with complaints and
angry customers. We have also been talking about working with co-workers and
supervisors. There will certainly be times when problems come up in the workplace and
employees will have to work together as a team to solve them.
Teacher Guide
Process
2. Ask students if they have ever had a big problem on their job that was hard to solve. Get
a few students’ stories. Ask students what was done to solve the problem – were they
involved in the process? What was the outcome? What would you have done differently?
3. Point out that co-workers often have to work together, as a team, to solve problems. As
we have seen in previous units, “teamwork” is a very important work value in the United
States. Employers looks for employees that are willing to work with others. It is just as
important to be professional and friendly with co-workers as it is to be with the customers.
Transition
2. Tell students that, in the following activity, they will have the opportunity to practice
solving a workplace problem as a team.
Activity: Problems at the Supermarket 45 minutes
Set Up
1. Divide students into teams. The teams should be of equal numbers, and each team
should have no fewer than four and no more than six members.
2. Tell students that they are the managers of a large supermarket. They are having a lot of
problems, and your customers are not happy. Each one of them will know about one or two
of the problems. They must discuss the problems together and then come up with solutions
for the problem.
Process
3. Give each student at least one Problems at the Supermarket Card from TG 7:16. Ask
them to read their problem carefully and ask questions if they do not understand.
4. Now, ask students to turn to SB 7:2, Work as a Team. As a group, go over the language
that can be used during their discussions, and practice each of the example sentences.
5. Tell students to work together to identify and solve their problems, using the language
on SB 7:2 during their discussions. After 20-25 minutes, they should have come up with
and agreed upon solutions for all six of their problems.
6. After the time is up, bring the class back together. Tell them they are now going to hear
solutions from each of the groups, and should try to reach agreement on the best solutions.
7. Go through each of the problems in turn, letting one representative from each group give
their answer. Encourage class discussion on each, and try to help them reach consensus on
the best solution or solutions to each problem. Make sure each member of the group
makes a presentation at least once. Also, encourage students to use the language from the
Teacher Guide
worksheet to make their cases and express agreement and disagreement. Interrupt the
class periodically if necessary to review and practice the language.
Wrap Up
8. As a final step, ask students what was difficult, if anything, about working in such a large
group to solve problems. Ask if they have had other experiences like this, and elicit
students’ stories if possible. Reiterate that teamwork is highly valued in United States work
culture.
Activity: Customer Service Hypotheticals 40+ minutes
Note to Instructor: This activity can be used to help student practice the language of
hypotheticals and team problem-solving while they review the course content.
A list of Customer Service What Ifs and Customer Service Review Scenarios (written by a
previous Customer Service ESOL class!) may be found on SB 7:3-4. You can use these in
various ways. The What Ifs can be used as conversation cards, and both worksheets can be
used for team problem-solving. You could use them as the basis for role plays. For a
writing and review assignment, you could even ask your class to write their own review
scenarios for a future class. However you use these worksheets, they are good preparation
for the Retail Readiness Assessment and the National Certification Examination in
Customer Service, as well as a good review of course content in the final week of class.
Presentation: Your Rights on the Job 30 minutes
Note to Instructor: This can be a difficult presentation because students often ask
questions to which you do not know the answer. Be clear with students that you do not
know all the details of each employment law and are certainly not able to give them any
legal advice. This is general information. The websites listed below will help them get
more information about specific questions. If they do have specific problems, they should
talk to a lawyer.
Set Up
1. Point out to students that, in this class, they have talked a lot about the sales associate’s
responsibilities to customers and co-workers. However, as they already know, they also
have rights as workers. The employers have responsibilities to them.
2. Ask students if they have stories about being treated unfairly on the job. If so, what
happened? What did they do about it?
3. Point out that, as we have been practicing, most problems can be solved by discussing
them with supervisors. Employees should always do this first. However, in some cases
there are abuses, unfortunately. In those cases, employees should understand their basic
rights.
Process
Teacher Guide
3. Ask students what some of their workplace rights are in the United States. Write them
on the board as they brainstorm. Make sure the following are included:
• The right to a safe and healthy workplace.

• The right to form and join a union.
• Freedom from discrimination and harassment on the basis of race, sex, age, and
disability. [Language is not included under this.]
• The right to refuse work if the job is immediately dangerous to your life or health.
• The right to report safety problems to OSHA.
4. Ask students where they can report a health or safety problem [OSHA].
Ask students where they can report a discrimination or harassment problems
[Equal Employment Opportunities Commission].
Point out that these government agencies can be found under the Department of
Labor in the local telephone book. They have counterparts in each state.
Also, point out that in the United States, it is illegal for the employer to fire or
punish you for reporting a workplace problem. At the same time, Maryland,
Virginia, and DC are “at-will” states, which means that employers can terminate
employment at any time without reason (as long as they not doing so in retaliation
for reporting a workplace problem or trying to form a union.)
In Montgomery County, free legal assistance is provided to immigrants by Casa de

Maryland. The phone number for CASA de Maryland is (301) 431-4185 and the
website is www.casademaryland.org.
Finally, the website www.workplacefairness.org provides a lot of information for all

types of problems and workers. It is a good place to go for general information.
Wrap Up
5. Finish by reiterating to students that they have rights on the job in the United
States. Of course, the first course of action is to simply talk to a supervisor or
manager about a problem, before seeking legal help. In many cases, you can solve
the problem in this way. However, they should never simply accept discrimination,
harassment, illegal treatment, or dangerous or unhealthy work conditions.
Wrap Up 5 minutes
Explain to students that the class will be having a graduation ceremony and small party on
the last day of the class. In previous Customer Service ESOL courses at the SSLC, students
have always brought in foods (usually typical dishes from their countries of origin) to share
with their classmates and the members of the SSLC staff. Ask students if they are
interested in doing that in this course.
If they are, prepare and pass around a sign up sheet at this time. Tell students that if they
do not like to cook or don’t have the time, or if their native dishes are too expensive to
make, they can bring anything they want. Drinks, fruit, salads, or desserts are welcome –
but they should sign up so everybody knows what will be there and what will be needed.
Teacher Guide
Also, point out that they do not need to bring large amounts of food. Just enough so that
everybody can have a taste or a small portion. In previous classes, people have brought
way too much food! Remember, if everybody brings a little, there will still be more than
enough to go around.
Post the list in a prominent place in the classroom, so students remember what they promised to
bring. Remind them a couple times throughout the rest of the week.
Teacher Guide
Day 2
Objectives:

Skills
• Take the Retail Readiness • Role Play: The Interview
Assessment.
• Copies of the Retail Readiness Assessment for students.
Today, there are only two activities scheduled. They can take up the whole class, or just part of
it, as they are open-ended in terms of time. One of the activities is the second and final
Interview Role Play of the course. If you do not use the entire class period with these activities,
the rest of the time can be used for other sorts of review activities or for “catch up”.
By today, you should begin to prepare students’ diplomas for the last day of class. Diploma
paper can be found in the SSLC copy room. A Microsoft Word template for the diploma can be
found on the SSLC training drive. At the end of today’s class, pass around a sheet (described in
the Wrap Up, below) on which students can write their full names as they’d like them to appear
on the diploma. Have these diplomas ready to be handed out on the last day of the course,
during the graduation ceremony and party.
Teacher Guide
Activity: The Retail Readiness Assessment
The NRF Retail Readiness Assessment is a complete inventory that assesses students’ job-
related attitudes and opinions. It contains a long personality “survey” that is ideal practice
for both customer service skills and the personality tests that appear on online job
applications.
It also contains a large number of challenging multiple-choice survey questions that

provide an excellent review.
Doing the entire RRA could easily take half the class time or more, so plan accordingly.
You may wish to do only parts of it, and assign the rest to students as homework.
Role Play: The Interview 50 minutes
Set Up
1. Remind students that for the last few weeks, they have learned about and practiced at least
seven common interview questions. Ask them to try to recall all the questions they have
practiced, and write them on the board. Here are the seven that have been covered in this
curriculum:

Why do you want to work for our company?
Give me an example of a problem you had at a previous job. How did you resolve it?
Process
2. Tell students that today’s role play is going to help them put together everything they have
learned about interviews. They are going to take turns role playing an entire interview with all
the questions on the board, including appropriate greetings, handshakes, and leave-taking.
3. Before they get started, ask students to once again list the “4 Rules” of answering interview
questions. Write them on a piece of flipchart paper or refer them to the list that you already
have posted:

d. Give examples
4. Pair students up. Ask them to decide who will play the interviewee the first time they do the
role play. They should also decide what customer service position they will interview for, and
with which company. All this must be clearly decided before the role play begins.
Teacher Guide
5. All interviewees should step outside the classroom door. All interviewers should turn to their
Portfolio Workbook P:13 and review the 7 interview questions they should ask their partner
when they come back in. Remind interviewers that they should stand to greet their interviewee,
shake their hand, and ask them to sit down. At all times, they should play the role of the
interviewer (i.e., they should not break character, but instead try to stay as serious as possible in
order to give their partner realistic practice.)
6. Tell the interviewees in the hallway that they should walk in to the classroom, find their
interviewer, and greet him or her appropriately. They should shake hands firmly and wait until
they are invited to sit. They are going to answer 7 interview questions and must take the role
play seriously, as if it really is an interview, in order to get realistic practice. Their interviewer
will not stop pretending they are really an interviewer.
7. Allow interviewees to go in the classroom and begin the role plays. Circulate to listen, but try
not to interrupt an interview role play in session unless the role play seems to be breaking down.
Take notes on problems or other issues that arise.
8. After each role play is finished, encourage the interviewers to give feedback to their partners
about what they felt they did well, and what parts they think could be improved. Give individual
feedback where possible. Help the pair switch roles and begin again.
9. After all students have played the interviewee at least once, bring the class back together. Ask
students to tell you how they felt it went, and what they still feel they need to improve. Bring up
the problems and issues you noted while you were listening.
Wrap Up
10. Tell students they will have at least one more opportunity in class to practice the entire
interview. They should try to practice at home in order to improve for the next role play.
Wrap Up 5 minutes
Pass around a sheet of paper. Ask students to carefully print their full names exactly as they
would like them to appear on their diplomas. When you get the sheet back, take a moment to
make sure you can read each name.
Tell students that, in the next class session, they will be taking their CASAS post tests in reading
and listening. There is no need to prepare for these tests, except to make sure they get a good
night’s rest and a meal before class, so that they have the energy to do well.
Teacher Guide
Day 3
Objectives:

Skills
TAKE CASAS POST-TESTS • Write plans for the future. TAKE CASAS POST-TESTS
• CASAS post tests and answer sheets, both listening and reading.
Most of today should be used to administer the CASAS listening and reading post tests. Be sure
you have prepared the copies of answer sheets and laid out the audio CD needed for the listening
test.
Each test will take about an hour and a break will be needed between them. There is one other
activity scheduled for today which can take place before, after, or even between the two tests.
Teacher Guide
Writing Activity: Future Plans 30 minutes
Set Up
1. Remind students that they wrote about their own goals for the future at the beginning of the
class. Ask them to turn to SB 1:3 and read what they wrote there eight weeks ago.
Process
2. Explain to students that since the course is ending, it is time to think again about their future
plans, especially as they relate to their search for employment and/or their goals for furthering
their education.
3. Ask students to open to SB 7:5, Future Plans. Call on a volunteer to read the instructions
out loud for the class. Tell students that they should write about at least three of their future
plans on this worksheet. They will have about 20 minutes in class today, and if they need more
time they can do it as homework. In the next class session, before the graduation ceremony and
party, they will give a short presentation to the class on their future plans. They do not have to
present on very personal topics – just a brief explanation of how they plan to find a job, what
kind of job they are looking for (or if they have a job, what their plans are for that job, moving up
the ladder, etc.), and any other plans that they wish to share.
At home before the next class session, they should practice the presentation out loud. They
should practice making eye contact occasionally with the audience and speaking clearly so that
others can understand.
Wrap Up 5 minutes
Remind students about what they have promised to bring for the graduation ceremony and
party that will take place in the next class session. Tell them that the party takes place in the
second part of the class, and during the first part, we will have work to do and must start on
time. In the past, students have sometimes arrived very late to class because they were finishing
up their cooking. Ask students to please arrive a little early so they will have time to put their
food in the refrigerator or in the kitchen. You may also remind them that they may want to
bring their cameras.
You (the instructor) might also want to remember to bring a camera!

Teacher Guide
Day 4
Objectives:

Skills
• Review the customer service • Describe plans for the • Use the future tense.
skills that have been learned future.
in the course.
GRADUATION!
• Party and graduation supplies, including paper plates, napkins, and plastic silverware.
• Diplomas for each student, signed by both the instructor and the SSLC director.
Today is the last day of the course! Even though students will be looking forward to the party,
be sure to start class on time and accomplish the stated learning objectives for the day.
Have prepared students’ diplomas and all the set up needed for the party (usually held around
the table in the center of the computer lab – keep the food away from the computers!) Tell
students to place their food in the kitchen and leave it there until the graduation/party starts in
the second half of the class session.
Teacher Guide
Review: Customer Service Training 45 minutes
Set Up
1. Announce that today is the last day of the customer service training. Tell students that we
will take some time today to review the topics we have studied in the seven units of the course
curriculum.
Process
2. Ask students to get into groups of 3. Using one sheet of paper and one student designated to
take notes, they should brainstorm all the topics they can remember having studied in the class.
3. Give students about 7-8 minutes to brainstorm. Circulate to assist and answer questions,
trying to jog students’ memories where necessary.
4. Bring the class back together. Take about 10 minutes to brainstorm the main topics on the
board. Use the Curriculum Overview Grid, found at the beginning of this curriculum, to guide
the brainstorm. Try to focus students on the skills they have practiced, and ask students to
identify whether given skills are customer service skills, job skills, or language skills (or some
combination of those.
5. Once the main topics are on the board, ask students the following questions. Encourage a
group discussion of each.
What has been the most difficult part of this course for you?
Is there any topic in this course you would like to study and practice more?
What has been the best part of this course for you?
What is the most important thing you think you have learned in this course?
Transition
6. Use the class discussion of these four questions to transition into students’ brief oral
presentations, below.
Presentations: Future Plans 45 minutes
Set Up
1. Ask students to take out their Future Plans worksheets from SB 7:5 that they did in the last
class session and/or for homework.
2. Tell students you would like each student to present their plans to the class in turn. As
discussed in the last class session, remind students that you would like them to present their
plans as if they were giving a presentation to a group of co-workers. They should try to make eye
contact periodically with their audience and should speak in a clear voice, loudly enough to be
easily heard by everybody.
Teacher Guide
Process
3. Ask each student to give their presentation in turn. Lead the class in some applause after
each one.
Feedback
4. As each student finishes his or her presentation, give some positive feedback. Try to ask a
follow-up question or two about the student’s plans, and encourage others to do the same.
Wrap Up
5. Finish by passing around a sheet on which everyone should write their email address (if they
want to share it.) Tell students you will photocopy it and give everyone a copy, so that they can
keep in touch with each other.
6. Remind students that you want them to keep in contact with the SSLC, especially with the
SEE program coordinator, regarding their job search. We want to hear about it when students
apply for jobs, get jobs, enroll for more education or take additional training. We would like to
keep track of them, so ask to please keep in contact.
Graduation and Party
The rest of the class session can be devoted to the graduation and the party. In the past, we have
had a brief graduation ceremony in which the teacher thanks and congratulates the students for
their hard work, and reminds them to keep in touch with the SSLC about their job search. It
would be great if the SSLC director and the other instructor or SEE coordinator can be present.
The teacher announces the name of each graduate in turn and hands him the diploma, and
everyone applauds for each graduate.
During or right before the meal, each student describes what he or she has brought and a little
bit about its history and/or ingredients, especially if it is a dish from their native countries.
Teacher Guide
What If…
What if you saw a co-worker stealing What if you found a wallet with one
something at work? Would you thousand dollars in it?
report him?
If you saw a ghost, what would you What if you were invited to a friend’s
do? house for dinner and he served your
least favorite food?
If you could go anywhere in the If you could work at any company in

world for vacation, where would you the United States, where would you
go? work?
If you could live anywhere in the If you were president, what would
world, where would you live? you do?
If you had only one month to live, If you could change one thing about
what would you do? the United States, what would you
change?
Adapted from ESL Conversation Questions at

www.esljunction.com/conversation_questions/what_if.html
Teacher Guide
Problems at the Supermarket Cards
The fruit and vegetables are not fresh.
Nobody will help customers carry their groceries to their cars.
Sometimes the sales associates are rude to customers.
Customers slip and fall because the floors are wet from spills.
It is very difficult to get to the store using public transportation.
There are very long lines at the checkouts.

Student Books
ESOL Customer Service Training: Unit 1 1: 1
Student Book
Unit 1:
Talking With Your

Customer
Student Book
What are your goals?
Note to Instructor: If you have permission, use Stand Out 4,

pp. 4-5 for this activity.
Student Book
My Goals and Dreams

Part A. Instructions: Write your own personal and employment goals.
Example: I will become an architect and become a partner in a firm.

I will buy a house for my family.
Goal 1: ___________________________________________________
Goal 2: ___________________________________________________
Goal 3: ___________________________________________________
Goal 4: ___________________________________________________
Goal 5: ___________________________________________________
Part B. Instructions: Now, write about some of your dreams.
Example: I would like to design and build my own home.

I would like to have three children someday.
Dream 1: ___________________________________________________
Dream 2: ___________________________________________________
Dream 3: ___________________________________________________
Dream 4: ___________________________________________________
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Find Someone Who....

Part A. Instructions: Walk around the room and ask questions of your classmates to
find out if they meet the descriptions below. When you find someone who answers,
“Yes, I would” to your question, write that person’s name in the blank.
Example: Find someone who...

would like an evening work shift.
Q: “Would you like an evening work shift?”

A: “Yes, I would.” or “No, I wouldn’t.”
Find someone who...
1. would like to buy a house ______________________
2. would like to move to another country ______________________
3. would like to be a sales associate at Macy’s ______________________
4. would like to work an early morning shift ______________________
5. would like to work as a bank teller ______________________
6. would like to speak more clearly ______________________
7. would like to get a college degree ______________________
8. would like to write a book ______________________
9. would like to leave class early today ______________________
10. would like to manage a Starbucks ______________________
Part B. Instructions: Choose one thing from the list above that you would like to
do, and one thing that you wouldn’t like to do. Write your statements and reasons on
the lines below.
Example: I would like to manage a Starbucks because I love coffee!

I wouldn’t like to buy a house because it is too expensive here.
___________________________________________________________
___________________________________________________________
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Greeting the Customer 1
Instructions: Listen to the tape. You will hear a sales associate greeting the customer.
Is the greeting appropriate or inappropriate? If it is inappropriate, write why you think
so.
Appropriate or Why?
Inappropriate?
1
6
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Greeting the Customer 2
1. Hi. What do you _______________?
2. Good ____________ ma’am. How can I help you _____________?
3. Hi – Can I help you ____________?
4. ____________ _______________, sir. _____________ I help you?
5. Good morning. Can I help you? We have some very nice shirts on sale today. I think
this red color would really suit you. I’m guessing you take a medium? And some pants
to match? Wait. Wait. Don’t go away!
6. Hi, ________________________________?
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Syllables and Stress: Assessment
Instructions: Fill in the blanks according to your teacher’s instructions.
Word Number of
Syllables
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
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Speaking Clearly
Instructions: Take turns reading the sentences below with your partner. Try to
clearly pronounce the ends of the words. Also, pay attention to the syllables and stress
in the sentences, pronouncing the schwa sound when necessary.
She wants to buy a yellow dress.
He is looking for some sports socks.
She wants to buy a gift for her mother.
Miss Parker would like a large coffee.
We are sold out of size 11.
I want to buy a flat screen T.V.

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Greeting the Customer Role Play

Peer Evaluation
Instructions: Read the following lists of appropriate behavior for the Sales Associate
in the Greeting the Customer role play. Then, watch your classmates perform the role
play. Use the lists to guide your comments and suggestions. You do not need to
write your comments.
Sales Associate
It is appropriate to: It is inappropriate to:
Smile Stand too close to the customer
Be polite and friendly Touch the customer
Be professional Speak unclearly, too fast, or too

quietly
Speak clearly
Be pushy
Greet the customer promptly
Chew gum, eat, or drink
Make eye contact
Say things that are too
Acknowledge everybody in the personal, casual, or rude
shopping party
Other? Other?
____________________ _____________________
What did the sales associate do well?
What could the sales associate improve?
What did the customer do well?
What could the customer improve?

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Part A - Instructions: Read the article below. Do not use a dictionary the first time
you read it. Try to use the context to discover the meanings of new words.
When a person walks into a store, she enters with a desire – conscious or subconscious
– to purchase what that store is selling. Shoppers want to buy. Your job as a sales
associate is to ensure that customers’ needs are satisfied – to help them complete the
buying process. Once you’ve established a friendly connection with a customer, your
next challenge is to determine exactly what the customer needs – both goods and
services. Many customers know exactly what they want. Others may have only a
general idea. Some have nothing specific in mind, only the hope of finding something
that will satisfy their desire to buy. The ultimate goal for you is the same for all these
cases: to satisfy the customer.
Even if you are assisting a shopper who has already found exactly what he was looking
for, you can make a positive impression by taking care of unspoken needs. For example,
you can ring up the sale promptly. You may also be able to provide product care advice,
a product booklet, directions to the next department the customer is looking for, etc.
But mostly, these customers will appreciate immediate attention and efficient service.
You can become skillful at anticipating customer needs by gathering information about
the customer in two ways: first, through careful observation; and second, by asking
thoughtful questions.
Knowing the questions to ask...
Customers may tell you what they want, but they will not always tell you why. If you ask
the right questions, you can find out their buying motive, and thus improve your
chances of satisfying customers and making sales. Ask searching questions to determine
what the customer likes and needs. Then use your imagination. The customer
searching for a baby gift may not know what types of gifts are appropriate. You can ask
questions about the baby – age, whether it’s a boy or girl – and then make helpful
suggestions about clothing, nursery furnishings, books, or toys.
The customer looking for a DVD player may be attracted by such features as ease of use
or low price. Help the customer decide by helping him narrow his focus. Most
importantly, ask question that encourage conversation. Questions beginning with who,
what, where, when, how, and why will open doors. Yes/no questions might close them.
Questions that open doors...
Who are you shopping for? Where will it be used?

Who told you about our store? When is the special occasion?
What brings you into the store today? When did you decide you wanted one?
What is the special occasion? How did you hear about us?
Where have you seen one before? Why do you like that specific brand?
Article adapted from Retailing Smarts, Workbook 1: Get to Know Your Customer, pp. 32-33
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Name ________________________

Part B - Instructions: Using your own words, answer these questions about the
article on the previous page.
1. According to the article (first paragraph), what is the sales associate’s most important
goal?
____________________________________________________________
2. In the second paragraph, underline the words positive impression. What do you
think it means to make a positive impression?
____________________________________________________________
3. How can you make a positive impression on the customer? What are examples?
____________________________________________________________
4. In the third paragraph, underline the word anticipating. What do you think it means
to anticipate a customer’s needs?
____________________________________________________________
5. According to the article, what are two ways to get information about customer needs?
____________________________________________________________
6. In the fourth paragraph, underline the words buying motive. What is another way to
say buying motive in English? What does it mean?
____________________________________________________________
7. What are the best kinds of questions to use to determine a customer’s needs? Why
are these questions so useful?
_______________________________________________________
Writing Practice: On the back of this paper, write a one-paragraph summary of the
article that you read.
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What are his interests?
Part A. Instructions: Listen to the tape. Answer the questions. You do not need to
write complete sentences.
1. The customer is buying a gift. Who is it for?
_________________________________________________
2. What is the special occasion?
_________________________________________________
3. How old is he?
_________________________________________________
4. What are his interests?
_________________________________________________
Part B. Instructions: Listen to the tape again. The sales associate asks four
questions before she suggests a product to the customer. Write the questions that you
hear.
1. Good morning, ______________________________________________?
2. Oh, okay. Are you ____________________________________________?
3. I see. _____________________________________________________?
4. And what are his ________________________?

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Find Someone Who...
Instructions: Walk around the room and ask questions of your classmates to find out
if they meet the descriptions below. When you find someone who answers “Yes” to your
question, write that person’s name in the blank. Be careful to form your questions
correctly!
Example: Find someone who...

...prefers to work during the evening.
Question: Do you prefer to work during the evening?
Find someone who...
1. grocery-shops on Sunday night. ______________________
2. has lived in the U.S. for fewer than two years. ______________________
3. buys wholesale items sometimes. ______________________
4. has worked as a sales associate before. ______________________
5. has had his/her own business in the past. ______________________
6. works part-time now. ______________________
7. eats breakfast every day. ______________________
8. wants to work in a bank. ______________________
9. knows how to type. ______________________
10. has already written a resume. ______________________
11. uses e-mail at least once a week. ______________________

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Be Observant
Instructions: Read the article below. Do not use a dictionary the first time you read
it. Try to use the context to discover the meanings of new words.
___________________________________________________________
Getting to know a customer begins with your first encounter. How customers respond
to your greeting may tell you if they are in a hurry, have a specific need, or have other
priorities. You can learn a lot about a customer by being observant. That is, by simply
watching for a moment. If he walks directly to a certain item without looking at other
things along the way, this customer probably knows exactly what he wants and would
appreciate quick, efficient service. If, on the other hand, a customer seems to be
browsing happily, your best approach will be to greet him, offer to serve him as soon as
he is ready, and give him some space to browse.
Other clues include:
• Constantly checks price tags. You might want to make sure this customer is
aware of any specials your store is having by mentioning, “All frames are 25 percent off
this week.”
• Scanning the area, looking above the merchandise rather than directly at
it. You should check if the person needs directions by saying, “You seem to be looking
for something – or someone – can I help you with directions?”
• Looking around for the store clock. You might say “If you are in a hurry, I’d be
happy to help you find something.”
• Difficulty deciding between similar items. You can ask questions that will help
you understand why the customer can’t decide; then offer additional information that
would be helpful such as “We have matching accessories for that line of towels but not
the other.”
• Focusing on specific items. Engage the customer in conversation that will help
you learn more about his interest in that item. You can ask open-ended questions to get
more information.
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You Be the Detective

Instructions: Before you simply ask, “Can I help you?” observe customers’ actions for
clues to their needs and desires. Read the following clues and then pick a response from
the box below that might help you get more than, “No, I’m just looking,” from the
customer. Write the letter for the response next to the customer clue.
Customer Clue
1. The customer is picking up every object in a ________

display. He is comparing the items to each other.
2. A man is browsing and picking up items that ________

are probably for a woman.
3. The customer walks to one display, looks at it briefly, ________

and then begins to leave the store.
4. The customer keeps picking up and then putting down the ________
same item. She seems unable to make a decision.
5. The customer walks in with a shopping bag from your store, ________
walks to a display and begins looking for
something.
6. The customer gets a shopping cart, pulls out a shopping ________

list and begins going up and down each aisle slowly.
A. “I’m sorry you didn’t find what you were looking for...perhaps I can help?”
B. “We just got those in – aren’t they lovely?”
C. “Can I help you with a return or exchange?”
D. “Looks like you are considering a gift – is there a special occasion?”
E. “Let me know if you need help finding anything.”
F. “You seem undecided...have you used that product before?”
From Retailing Smarts, Workbook 1: Get to Know Your Customer, pp. 27-28
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What do you prefer?

1.
Customer: I don’t like this dress. It makes me look to old.
Sales Associate:
What _______________ of dress do you prefer?
2.
Customer: This coat doesn’t suit me. I hate green.
Sales Associate:
What _______________ are you looking for?
3.
Customer: These T-shirts are no good for my sons – they will get stained very
easily!
Sales Associate:
What _____________ do you like?
4.
Customer: I don’t think this washing machine is big enough for my family.
Sales Associate:
What ____________ washing machine are you looking for?
5.
Customer: I need to order some ice cream for my party, but I don’t like
chocolate.
Sales Associate:
What ____________ do you prefer?
style material size
color flavor
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Open-Ended Questions Grid
What kind of ____X_____
What style of ____X_____
do you like?
What color ____X_____ do you prefer?
What size ____X_____

are you looking for?
appeals to you?
What fabric
What material
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Instructions: Compare the examples of dead-end and open-ended questions. Then,
turn the last few examples of dead-end questions into open-ended questions.
DEAD-END OPEN-ENDED
Can I help you? How can I help you?
Do you like red or green? What color do you prefer?
Is that the brand you want? Why do you prefer that brand?
Is this for you, or is it a gift? For whom are you shopping?
Did you want a full skirt? Which style skirt do you like?
Do you want a remote control? What features are important to you?
Is it for a special occasion? What’s the special occasion?
Looking for anything special? What are you looking for?
Did you see our coupon specials?
Do you like 100 percent cotton?
Have you read this author before?
Is this all for you today?
Adapted from Retailing Smarts, Workbook 1: Get to Know Your Customer, p. 34

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Instructions: You are the sales associate. Write the open-ended question you might
ask the customer in each scenario, below. Remember to begin the question with who,
what, when, where, why, which, or how.
1. You see a woman looking at a display of toys and games, trying to decide which toy to
buy. You are thinking that she probably has a particular child in mind.
____________________________________________________________
2. You work in a bakery and see that a customer is considering which cake to buy. You
would like to know more about what he has planned so that you can recommend the
best cake for that occasion.
____________________________________________________________
3. You work in an electronics store and a customer is looking for a particular device for
her computer, but she is not sure what it is called.
____________________________________________________________
4. You work in a restaurant, taking carry-out and catering orders by phone. You are
speaking to a customer on the phone who is having trouble deciding how many
sandwiches he should order for his office party. It would help if you knew the number of
people who will be at the party.
____________________________________________________________
5. You work in a clothing store. A teenagers comes into shop for a pair of blue jeans.
You have many different brands of blue jeans, but you don’t have the particular brand
that he wants.
____________________________________________________________
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Observing the Customer: Role Plays

1. You work in a department store. A customer comes in and you observe her looking
around. She doesn’t seem to be able to find what she is looking for. Help her with her
shopping.
(The customer is looking for glasses for the kitchen.)
2. You work in a women’s clothing store. A woman comes in fast and begins to look
around quickly. Help her to find what she wants.
(The customer is looking for a hat.)
3. You work in a grocery store. A customer comes in and looks like he needs help.
(He wants to buy some vegetables for a salad.)

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Observing the Customer

Role Play Peer Evaluation
in the Observing the Customer role play. Then, watch your classmates perform the role
Sales Associate

quietly
Speak clearly
Be pushy
Make eye contact
Observe the customer’s Say things that are too

behavior in order to choose the personal, casual, or rude
most appropriate questions.
Use open-ended questions to Use too many dead-end

find out more information. questions.
____________________ _____________________

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Mystery Shopper 1
Instructions: Go to any retail store. Observe the sales associate interacting with a
customer OR pretend that you are a customer in the store, and talk to the sales
associate. Pay attention to how the sales associate greets the customer and what
questions he or she asks. Also, pay attention to the overall “customer service attitude” of
the sales associate. Afterwards, write about your experience below.
Name: _______________________________
Store: _______________________________
Date: _______________________________
How did the sales associate greet the customer?
Describe the sales associate’s “customer service attitude”.
What questions did the sales associate ask?
What did the sales associate do well? What could he or she improve?
What would you do differently when you are a sales associate?

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Unit 2:
Meeting the
Customer’s Needs
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Personal Goals & Ideal Jobs
Name: ____________________________
Date: ____________________________
Instructions: Write your answers to the questions below. Your instructor will tell you
how much time you have to write. Check your writing for grammar, punctuation, and
spelling.
1. Where do you see yourself in five years?
2. What steps can you take now to help yourself achieve your 5-year goal(s)?
3. What are your ideal jobs, and why?

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Fit the Products to the Customer

Instructions: Read the article below. Do not use a dictionary. Instead, try to figure
out the meanings of new words by reading the other words around it.
___________________________________________________________
Finding the right fit is essential to customer satisfaction. A person shopping for new
appliances for an apartment may need a stackable washer and dryer rather than a large,
side-by-side set. A parent looking for jeans for a child may prefer a slightly oversized fit
to allow room for growth. Your job is to ask questions to help define the right “fit” and
then provide options that will meet those needs.
Sometimes fit can be a sensitive issue. If you are selling clothing or shoes, you
eventually have to ask, “What size?” This is a very personal matter. Never react in a
judging way and never contradict the customer. If the customer is uncomfortable giving
you a direct answer, think of alternative ways to help.
Take your cues from the customer...
Often, it’s best to let the customer volunteer size information. Ask her first if she would
like you to bring her items to try on. If she answers “Yes”, ask what sizes she would like
to try. You could even suggest that the sizes vary between brands and offer to bring
several sizes. Give her information that will help her narrow her search. For example,
let her know that a brand she has selected runs small, long, or wide, and offer to show
her brands, styles, or sizes that might fit her needs.
If a very large man is looking at a chair that may be too small to support him, would you
rush and grab it to stop him from sitting in it? Of course not. But you could ask
questions that would help you better understand his needs: Is he looking for himself or
for someone else? Will the chair be used daily or only occasionally? What is the
decorating style of the home? What you learn will help you suggest some models that
suit his specific needs, including durability if the chair is for him.
Service extras...
Fitting a customer with merchandise just right for his needs may take more than just
getting the customer to consider a different size. Some customers may need special-
order merchandise, customizing, alterations, or accessories. A smaller than average
person may need the sleeves shortened on a new jacket. A new truck owner may need
rubber floor mats instead of carpet. A customer who buys a cell phone may need to buy
a special plan that allows him to travel overseas. If you take time to understand your
customers, you can make suggestions. However, don’t assume you know what they
want – ask questions. The new truck owner may be using his truck to drive to his office,
not to a construction site! Mention any additional services you can provide to help meet
your customer’s needs. Then let the customer tell you what he needs. Here is when it
really pay off to be a good listener.
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Fit the Products to the Customer: A Second Look

Instructions: After reading the article, answer the following questions with a partner.
1. Some important words in the article are underlined. Without using a dictionary, take
a guess at their meaning. Try to think of other ways to say each of the words in English
and write them below:
contradict __________________ customizing __________________
alternative __________________ alterations __________________
cue __________________ accessories __________________
durability __________________ pay off __________________
2. Fit and size are topics that can make people feel uncomfortable. Based on the
reading, write three suggestions for sales associates when talking about size with a
customer. One example is done for you:
Example: Never contradict the customer about his size.
a. __________________________________________________
b. __________________________________________________
c. __________________________________________________
3. What are three extra services you may be able to offer to your customer, in order to
provide a good fit?
a. __________________________________________________
b. __________________________________________________
c. __________________________________________________
4. Re-read the last three sentences of the article. What should you do after you ask
questions and mention additional services to your customer?
___________________________________________________________
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Fitting Clothing
Instructions: Choose an expression from the box to match each of the situations
below.
Excuse me, sir. Can I help you find a size?
Are you looking for yourself, or for a gift?
1. A very tall woman is looking at a blouse in the petite section. What could you ask?
____________________________________________________________
2. A short and slender man is browsing in the menswear department. You think that he
should look in the Young Men’s department because the men’s pants will be too big.
What could you ask?
____________________________________________________________
3. A young woman is shopping in the Career Professionals section. She wants to find a
T-shirt to wear to a party on the weekend. What can you say?
____________________________________________________________
4. A large man asks you if you have any pants in a size 32 waist. What should you say?
____________________________________________________________
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Thought Groups and Focus Words
Instructions: Read the following sentences and questions. Underline the focus words
or syllables. Put an arrow where you think you should pause. Then, practice saying the
sentences and questions. Pay attention to the thought groups!
Example: Good afternoon, Sir. How may I help you?

⇑ ⇑
1. Excuse me, Sir. Can I help you find a size?
2. Are you looking for yourself, or for a gift?
3. I’m not sure. Let me check for you.
4. Do you prefer shoes that slip on, lace up, or have Velcro closures?
5. Will you be wearing these shoes mostly on carpeting, or on slippery surfaces such as
wood?
6. What are your ideal jobs, and why?
7. This Italian sausage is very good. What’s the special occasion?

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Sizing Up Your Customer

Instructions: Work with a partner or two. What questions could you ask the
customer in these situations? Then, one person in your group should write the answers.
____________________________________________________________
1. A customer is searching for panty hose and you want to help her select the right size.
Since panty hose is sized according to height and weight, it would be insensitive to
simply ask “How much do you weigh?”
Instead, you might say:
____________________________________________________________
____________________________________________________________
____________________________________________________________
2. A customer is looking for Italian sausage in your specialty foods store. She does not
yet have any other items in her grocery basket, so you can’t guess what she is planning to
prepare. You don’t know if she is shopping for her family’s dinner, or for a dinner party
with a lot of guests.
You might say:
____________________________________________________________
____________________________________________________________
____________________________________________________________
3. An elderly woman is looking for comfortable shoes. She needs a good fit, but you also
want to be sure that she chooses shoes that she can put on easily and ones that provide
good balance.
You might say:
____________________________________________________________
____________________________________________________________
____________________________________________________________
Adapted from Retailing Smarts, Workbook 1: Get to Know Your Customer, pp. 42-43
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Burger King Menu
Main Menu Side Dishes

Whopper Medium French Fries
Whopper with Cheese Large French Fries
Whopper Jr. King French Fries
Hamburger
Cheeseburger
Double Cheeseburger
Beverages Desserts
Small Soda Apple Pie
Medium Soda Cherry Pie
Large Soda Hot Fudge Sundae
King Soda
Milk
Juice
______________________________________________________________________
Combo Meals
Combo #1: Combo #2: Combo #3:
Double Whopper Whopper with Cheese Double Cheeseburger

Large French Fries King French Fries Medium French Fries
Apple Pie Apple Pie Apple Pie
Large soda Medium Soda King Soda
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Speak, Listen, and Learn
Note to Instructor: If you have permission, use

All Star 4, pp. 136-137, for this activity.
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Describe the Merchandise
Which words can you use to describe which products?

Match the list on the right to the products on the left.
whole-wheat
size 10
wool
Crackers
turtleneck
low salt
lace-up
Dress Shoes
silk
16 oz package
leather
Sweater
dry clean only
hand wash
fancy
Evening Dresses
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Know Your Features and Benefits

Instructions: Look at the item your instructor gave you. Work with your group to fill
out the chart with the features of that product. Then, discuss the possible benefits of
those features. Choose someone in your group to describe the item for the class!
Product ________________________
Feature category Feature examples
Function
Size
Material
Brand
Price
Style/Model
Benefits:
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The ClearTone 500
Instructions: Read the advertisement below. Then, work with a partner to answer the
questions that follow.
The ClearTone 500 will improve your or your loved

one’s life! This 5.8 gigahertz cordless is
lightweight, portable, and – at $49.99 –
surprisingly affordable. Features include
customizable ring tones, flashing ring indicators,
and background noise reducers, specially designed
for those with hearing difficulties. It’s available in
black, white, and silver, colors that make it an
attractive addition to any room in your home. And
this offer comes with our exclusive money-back
guarantee. Order yours while they last!
1. What product is the ClearTone 500? ______________________________
2. What are some the features of the ClearTone 500? ____________________
__________________________________________________________
3. What are some of the benefits of the product? ________________________
__________________________________________________________
4. Do you think this ad is persuasive? Why or why not? Give examples from the ad
to support your opinion.
__________________________________________________________
__________________________________________________________
Writing Practice:
Write an ad for a product you have in your home. Describe the features and benefits of
the product – try to make your ad as persuasive as possible. Just like the ad above, do
not say what the product is (for example, a telephone, a toaster, etc.) Just describe the
product well and let your classmates guess the product when they hear the ad.
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Asking About Products
What product does your partner have? _____________________________
Write three questions you can ask your partner about this product:
1.
2.
3.
Report what you learned to the class. Write new vocabulary here:
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in the Features and Benefits role play. Then, watch your classmates perform the role
Sales Associate
Smile. Stand too close to the customer.
Be polite and friendly. Touch the customer.
Be professional. Speak unclearly, too fast, or too

quietly.
Speak clearly.
Be pushy.
Greet the customer promptly.
Chew gum, eat, or drink.
Make eye contact.
Say things that are too
Talk about the features and personal, casual, or rude.
benefits of the product.
Forget to mention important
Use open-ended questions to features or benefits.
get a good fit.
Use too many dead-end
Be sensitive to matters of size questions.
and fit.
Contradict the customer about
size.

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Buying Breakfast
Susan and James are newlyweds. They needed to go grocery shopping together for
the first time. They needed to compare the products that were available.
Both Susan and James like to eat cereal for breakfast, so they needed to buy some
milk. They stood in front of the refrigerator case and looked at the milk.
“Wow, there are a lot of choices” said Susan. “Which one do you prefer?”
“I prefer to buy a bigger carton. I think it’s a better value” said James.
“Well, this one is bigger than that one.”
James looked at the large cartons. “But there are three kinds of milk in this size.
What kind of milk do you prefer, Susan?”
“Hmm. This one is low fat, but that one has extra vitamins. The other one is lactose
free. Which one do you think is healthiest?”
James looked at Susan. “I’m not sure. Which do you prefer?”
“I think we should go with the one with extra vitamins. It’s the healthiest.” said
Susan.
Next, they moved to the cereal aisle. It seemed like there were hundreds of
brands of cereal!
“What type of cereal do you prefer, James?” asked Susan.
“Well, I usually like to buy healthy cereal”.
Susan picked a box from the shelf and looked at it. “I’m not sure if this is healthy
or not.” She looked confused.
A sales associate noticed Susan and James. “Hi, can I help you?” she asked.
“We are looking for some cereal,” James said.
“What kind of cereal do you like?” asked the sales associate.

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“Some sort of healthy cereal,” James told her.
“But we don’t want to pay too much.” added Susan.
The sales associate pulled a box from the shelf. “This one has a lot of fiber, but
that one has less sugar”.
“Hmm. Do you think the first one is more nutritious than the other one?” Susan
asked.
“Well, they are both nutritious, but in different ways,” said the sales associate.
“And neither one is expensive.”
“Which one do you prefer?” said Susan.
“No, which one do you prefer?” said James.

Student Book
Making a Suggestion
Sales Associate: Good afternoon! Welcome to ___________________. Are you
looking for something special today?
Customer: Well, I’m mainly ___________________. Thanks.
Sales Associate: Ok. _____________________ if you need any help.
Customer: Actually, I am having ________________ deciding what to buy my
daughter for her _____________________.
Sales Associate: Oh, ___________________! ____________ is the shower?
Customer: Thank you. It’s in two weeks.
Sales Associate: I see. _____________________?
Customer: I’m trying to decide between that MP3 player and the Sony digital camera.
She needs both of those things for her honeymoon.
Sales Associate: Where is she going?
Customer: Mexico.
Sales Associate: _____________! Well, both of those ____________ are
___________________. They’re _____________ and both will
help her enjoy her honeymoon. However, _ ___________________
the digital camera. It is __________________________________
the MP3 player, but Sony is a more _____________________. This
___________ takes high quality photos and even records movies. Also,
the camera is something that your daughter and her new husband can
enjoy ________________.
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Customer: Hmmm. _________________. Maybe I will get the camera. Thanks.
Sales Associate: _______________________.

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Mystery Shopper 2
Instructions: Go to any retail store. Observe the sales associate. Allow the sales
associate to greet you and ask about an item that you are interested in. You do not have
to buy anything!
This time, pay attention to how the sales associate is dressed. Also, pay attention to how
the overall customer service experience made you feel. Afterwards, write about your
experience below.
Name: _______________________________
Store: _______________________________
Date: _______________________________
1. What was the sales associate wearing? Did he or she appear professional? Why or
why not?
2. What did you ask the sales associate? What questions did the sales associate ask?
3. Describe how the overall customer service experience made you feel. Was it, overall,
a positive or negative experience? Why?
4. What did the sales associate do well? What could he or she improve?
5. What would you do differently when you are a sales associate?

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Unit 3:
Working at a Store
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Maytag Washer
Instructions: Listen to the tape. Then, answer the questions.
The customers are shopping for a washer. They can choose between two brands:
Maytag and General Electric.
1. Which brand is top loading? ______________________________
What brand is front loading? _____________________________
2. How big is the Maytag washer? _________________
3. How many wash cycles does it have? ______________
4. How long is the regular warranty? __________________
5. How long is the extended warranty? _________________
6. How much does the extended warranty cost? ________________
7. What is the regular price of the Maytag washer? ________________
8. How much is the discount? ______% for purchase over $________.
Bonus question:
How much will the customers pay for the washer? __________________
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Malls
Note to Instructor: This reading has been removed from this

version because it contains copyrighted material which not all
programs have permission to use. You may wish to insert your
own reading about shopping malls here.
Student Book
Note to Instructor: This reading has been removed from this

version because it contains copyrighted material which not all
programs have permission to use. You may wish to insert your
own reading about shopping malls here.
Student Book
In the Mall - A Scavenger Hunt

1. Where can you buy professional clothing for men?
____________________________________________________________
2. Where can you get your eyes tested?
____________________________________________________________
3. Where can you get a back massage?
____________________________________________________________
4. Where can you buy a computer game?
____________________________________________________________
5. Where can you ask for information about the mall?
____________________________________________________________
6. On which floor is the store Payless? What type of store is it?
____________________________________________________________
7. Where can you get photographs developed?
____________________________________________________________
8. On which floor is the luggage department in Target?
____________________________________________________________
9. Name three departments on level 1 in Macy’s.
____________________________________________________________
____________________________________________________________
10. Name two departments on level 2 in J.C. Penney’s.
____________________________________________________________
____________________________________________________________
11. Go into a store and ask if they are hiring. Bring an application back to class.
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Maintain an inviting store
A. Read the title and skim the article once quickly. What do you think it is about?
B. Find the underlined words that mean the same thing as the words below, and write
them on the blank. The first one is done for you.
welcoming __inviting____ ignore ____________
bothersome ____________ dangers ____________
mess ____________ neat ____________
C. Read the article.
Maintain an inviting store
A good sales associate always has a neat and professional appearance, but when it comes
to making a good first impression on the customer, an inviting store is also very
important.
You know from personal experience that it’s more pleasant to shop in a store that is
clean and where there are no safety hazards. Many stores have janitors or staff who are
assigned various clean-up duties. Plus there may be special procedures to follow
according to store policy or even state or city sanitation rules. But all sales associates
have some responsibility for maintaining a clean and tidy store. Make sure you
understand and follow your store’s guidelines for health and safety. Here are some
things to think about to help you CLEAN up for your customers.
Clear all aisles of boxes and clutter.
Leave areas tidy after working in them.
Empty trash regularly.
Always see your store through your customer’s eyes.
Never neglect an unsafe situation. Safety is the bottom line.
Besides cleanliness and tidiness, there are other ways of making a good first impression.
Remember to appeal to the customer’s senses.
Sight
You look at your store day after day and get used to what you see. But it is important to
try to look at it with fresh eyes, because that is how it looks to customers. A good-
looking store grabs the shopper’s attention. Use color and shape to make displays look
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more attractive. The most important part of your store is the 20-foot semicircle just
inside the front door, since all of your customers will walk through it. Therefore, the
entrance should always be open and inviting.
Sound
Loud noises can be very distracting for a shopper. A distracted shopper is less likely to
spend time in a store. Noisy machines like vacuum cleaners should not be used during
store hours. Even a sales associate’s conversation with another associate can be a
distraction unless it relates to merchandise and store business . Personal topics should
be limited in order to give customer’s the best atmosphere for shopping. However,
complete silence in the store is uncomfortable as well. Soft background music is
welcoming. J’Amy Owens, president of The Retail Group in Seattle, says, “In a dead
quiet store, you feel like you have to whisper...when retailers use music, it can lift sales
by as much as 20%.”
Scent
The goal is to keep your customer in your store as long as possible. Scent can keep
people there or chase them away. People are very sensitive to scent, often
unconsciously. Sales associates can help keep things smelling fresh by cleaning displays
and quickly clearing away smelly items such as food and cigarette butts in receptacles
outside of entryways. Sales associates should beware of wearing excess perfume or
aftershave, as this too can be a distraction for shoppers.
D. Work with a partner. Rank the following sights, sounds, and smells in order of the
positive influence they will have on customers, with #1 having the greatest positive
influence.
Sight Smell
____ a. Displays in your store windows. ____ a. Outdoor or mall smell.
____ b. The entrance to your store. ____ b. Your personal smell.
____ c. Your personal appearance. ____ c. The scent just inside the store.
____ d. A merchandise display by the door ____ d. Odor coming from backroom.
Sound
____ a. Music playing.
____ b. Your personal greeting.
____ c. Salespeople talking together.
____ d. Vacuum cleaner going.

Article and questions adapted from Crisp Workbook 12: Keeping Up Appearances, pp. 14-25
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Refer the customer to the competition?
Instructions: Read the options for each case, below. Listen to the cases on the tape.
Then, choose the best solution for the case.
Case 1: The software solution
What should the sales associate do?
a. Tell the customer that she will call him as soon as the new supply shipment arrives
and put one on hold for him. Who knows – it might even come in later today!
b. Ask the customer what he read in the article that made this program ideal for him.
Find out more about what he is looking for and see if you have another program in stock
that would fit his needs. If not, call the competition.
c. Call the competition – this man is in a panic and must have that program right now!
Case 2: The burner issue
What should the sales associate do?
a. Tell the customer that a competitor’s store may have it in stock, but that he can
special order it for her if she is not in a hurry.
b. Refer the customer directly to the competition. The sales associate’s store does not
stock that part.
c. Tell the customer that he would be happy to special order the part for her. It will
arrive in about a week. Then ask if that is soon enough. If she says yes, proceed with the
special order.
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Offering Alternatives
Sales Associate

quietly
Speak clearly
Be pushy
Make eye contact
Use polite, appropriate Say things that are too

language to offer an personal, casual, or rude
alternative.
Use open-ended questions to Use too many dead-end

find out more information. questions.
____________________ _____________________

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Safety First
Your customers expect and deserve a place to shop where they don’t have to worry about
injury. Keep on the lookout for hazards and use common sense when you see
dangerous situations like the following.
Rolling clothes racks are a major safety hazard and cause many injuries every year.
Customers who are looking at the merchandise can trip on the lower bar of the rack.
Broken glass and spilled drinks are “accidents waiting to happen” and must be cleaned
up promptly. Unprotected electric outlets are dangerous for children who might wander
away from their parents and investigate. Electrical cords dangling from small
appliances provide a dangerous handle for pulling the item off a shelf. Small, round
objects, such as beads and batteries, and plastic-wrapped products, such as underwear,
create an opportunity for people to slip and fall.
Most of these potential hazards can be eliminated with common sense and a
commitment to keeping things tidy. Make it a point to check the sales floor regularly an
pick up any spilled merchandise, broken objects, loose electrical cords, and even litter.
You should also watch for:
• spilled beverages or food

• sharp corners on display tables
• broken glass and other sharp objects
• overloaded shelves
• damaged product packaging
When safety hazards occur:
• Place barriers (such as yellow cautions signs or orange safety cones) to keep
customers away from the site until the problem can be corrected.
• Stay by the site (or ask another associate to do so) until it can be made safe.
• Take care to protect your customers by ensuring they don’t enter the area and by
letting them know the situation is being corrected.
• Make minor repairs or correct the situation if you are qualified to do so.
Adapted from pp. 20-25 of Crisp Workbook 10: Promoting Safety

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Responding to Safety Hazards
1. What is the first thing you should do if someone spills soda or food
onto the sales floor?
b. Clean it up yourself.
c. Make a barrier around the spill or stand near it to direct traffic away from it until
it can be cleaned up.
2. What is the first thing you should do if you find broken glass on the
sales floor?
b. Find a broom and clean it up yourself.
c. Make a barrier around the glass or stand near the glass to direct traffic away from
it until it can be cleaned up.
3. What should you do if a shopper knocks a pyramid of canned food

into the aisle?
b. Pick up the cans yourself.
c. Check on the shopper, then make a barrier around the cans until they can be
cleaned up properly.
4. What should you do if you discover an electrical hazard?
a. Nothing. The janitor is probably aware of the problem.
b. Make temporary repairs as best you can.
c. Secure the area and report the situation to management for response by an
electrician or qualified janitor.
5. What should you do with empty rolling racks?
a. Call for a custodian to remove them.
b. Remove them yourself to a separate room not used by customers.
c. Move them against a wall where they will be out of the way.
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Help! There’s Been an Accident!
Nobody really knows how he or she will react when an accident occurs, especially if it is
life-threatening. That is why you should think ahead about how you might respond if
such a situation occurs. There are three traits a sales associate should develop now in
case an accident occurs later.
• Be Aware.
• Be Professional.
• Be Prepared.
Be Aware.
The first step is to become familiar with any safety policies and procedures at your
workplace. Accidents happen suddenly, so you need to respond quickly. Be sure you
know whom to call if CPR is necessary.
If you are the one who is injured, you should promptly report the work-related injury or
sickness to your employer. If your store has a certain number of employees, you may
have to file a workers’ compensation claim. Some states have a time requirement on
worker’s compensation claims – they may have to be reported within 2 to 30 days after
an injury.
Be Professional.
Whenever an injury occurs, keep the following points in mind:
• Don’t panic. Remain calm and reassure the victim that help is coming.
• Keep an injured person lying down and quiet. NEVER MOVE THE VICTIM!
• Notify store security or management. Report the injury, what happened, and the
current condition of the victim.
• Call 911 if the injury is serious or life-threatening.
• Always provide an accurate report of the incident.
Be Prepared.
It is important to anticipate accidents that may occur and prepare yourself for them.
• Ask your store to provide a small first-aid kit that can be kept handy, near the cash
register. However, never give anyone any type of drug – even aspirin.
• Take the time to learn CPR – you could save someone’s life!
• If your store does not have an emergency phone list posted, create one.
Adapted from CRISP workbook 10, pp. 32-35.

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Responding to Injuries and Emergencies
Instructions: Read about the following situations and discuss how you should
respond.
1. Customer: “I have a terrible pain in my chest. I think I might be having a heart

attack. Please help me!”
2. Customer: “I just cut myself on a staple sticking out from a box of detergent. Do you
have a bandage?”
3. Customer: “Excuse me. A lady in the next aisle just slipped on a spill of some kind,
and I think she has hurt herself.”
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Unit 4:
Using the Telephone

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Calling Ahead
1. What does the customer want to buy?
2. What department does she need?
3. What is the customer’s name?
4. What is the fabric content of the sheets?
5. What is the brand name?
6. What size sheets does the customer need?
7. How much is the discount?
8. What else does she need?
9. Are the sheets available?
10. What is her telephone number?

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Telephone Language
Listen to the conversation again. The sales associates need to greet the
customer. What do they say? Fill in the blanks.
Sales Associate 1: Good morning! _________________ Smith’s
Department Store. How can I _____________?
Sales Associate 2: _____________ Department. _______________you?
The customer didn’t understand. She needs to hear the information again.
What does she say?
Customer: I’m sorry. ______________________________.
The sales associate can’t spell the customer’s name. She needs to know how
to spell it. What does she say?
Sales Associate: _________________________________________.
How does the sales associate end the call?
Sales Associate: _________________________________________.
What other phrases can you use for the following workplace telephone
tasks?
Answer the call Putting on hold/Transfer the call
Ask for repetition Ask for spelling
Ending the call

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A Retail Conversation
Sales Associate: Good morning. ______________________________.
How can I help you?
Customer: Hi. I’d like to get a Washington Nationals sweater. Do you
Have any in stock?
Sales Associate: I’m not sure, but I can find out for you.
_________________________________________.
Customer: No problem.
Sales Associate: ______________________________. We have plenty
of Washington Nationals sweaters in stock, in all sizes.
Customer: Great! Thanks a lot for checking for me.
Sales Associate: _________________________________________.
Thank you for holding.
Thank you for your call. Have a nice day!
This is Wheaton Department Store.

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Spelling It Out
Read and practice the dialogue with a partner. Then, use the dialogue as a guide to
practice new conversations. Every time you play the customer, take one of the name
cards your teacher gives you. Replace the underlined parts of the conversation with new
information.
Sales Associate: Hello! Smith’s Department Store. Daniel speaking. How may I
help you?
Customer: Hi. Can I speak to Emily Stevenson, please?
Sales Associate: Certainly. May I ask who is calling?
Customer: This is Ravi Massumi.
Sales Associate: Could you spell your first and last name, please?
Customer: Yes. My first name is Ravi: R-A-V-I. My last name is Massumi:

M-A-S-S-U-M-I.
Sales Associate: Thank you, Mr. Massumi. Would you please hold while I transfer
your call?
Customer: Sure.
Sales Associate: Thank you.

Student Book
Mystery Shopper 3
Instructions: Call a store and ask them for their hours of operation. What does the
sales associate say to greet you? What did you learn?
Name: _______________________________
Store: _______________________________
Date: _______________________________
Greeting: _____________________________________________________
Hours of operation: ______________________________________________
What did the sales associate do well? __________________________________
____________________________________________________________
How could the sales associate improve the way he or she speaks on the telephone?
____________________________________________________________
____________________________________________________________
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Message Pad
Message for: Date:
Time:
Message from:
Phone number:
Message:
Message for: Date:
Time:
Message from:
Phone number:
Message:
Message for: Date:
Time:
Message from:
Phone number:
Message:
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Message Pad
Message for: Date:
Time:
Message from:
Phone number:
Message:
Message for: Date:
Time:
Message from:
Phone number:
Message:
Message for: Date:
Time:
Message from:
Phone number:
Message:
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Message Pad
Message for: Date:
Time:
Message from:
Phone number:
Message:
Message for: Date:
Time:
Message from:
Phone number:
Message:
Message for: Date:
Time:
Message from:
Phone number:
Message:
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Message Pad
Message for: Date:
Time:
Message from:
Phone number:
Message:
Message for: Date:
Time:
Message from:
Phone number:
Message:
Message for: Date:
Time:
Message from:
Phone number:
Message:
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Blah Blah Blah
Practice saying the expressions.
Could you repeat that , please?
I’m sorry. What kind of sheets?
Excuse me. What are you looking for?
Excuse me. Which department?
Which expression can you use?
1. I’d like to speak to blah blah.
__________________________________________________________
2. Blah blah blah blah blah.
__________________________________________________________
3. Can I speak to someone in the blah blah department?
__________________________________________________________
4. I’d like to buy some blah blah sheets.
__________________________________________________________
5. Blah blah blah blah blah.
__________________________________________________________
Student Book
Serving Two Customers At Once

Sales Associate

quietly
Speak clearly
Be pushy
Make eye contact
Use open-ended questions to
find out more information. Say things that are too
personal, casual, or rude
Politely take leave of the first
customer before helping the Use too many dead-end
second questions.
Thank the first customer before Respond impolitely to an

waiting. interrupting customer
Forget to take leave of the first

____________________ customer politely
_____________________
What did the customers do well?
What could the customers improve?

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Providing Balanced Service
1. You have spent some time greeting a new customer and asking a few questions to get
to know her. This customer is being somewhat vague about her needs and seems to just
want to look around. Suddenly the phone rings and the phone customer would like
some detailed information about a specific item in the store.
You should:
Offer to call the phone customer back so you can continue asking the in-store
customer more questions.
Ask to put the phone customer on hold and then go back to the in-store customer
to see if she needs any help yet.
Help the phone customer now, allowing the in-store customer to browse on her
own for a while.
2. You are in the process of ringing up a sale and there are several other customers
waiting in line to pay for their items. The phone rings and the caller says, “I need a gift
for my son’s birthday dinner tonight. I am really busy today, so I was wondering if you
could check whether you have it in stock before I drive all the way down there.”
You should:
Ask to put the caller on hold and check on her request as soon as you are done with
your current customer.
Explain that you’re really busy with other customers at the moment and offer to call
her back. This would require stopping what you’re doing and writing down her name
and phone number.
Stop what you’re doing and go check on her item immediately, since it won’t take
long and the phone customer sounds stressed.
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3. You are helping a customer who has spent a long time in your department,
comparing options and asking you questions about a high-priced item. You are in the
middle of reading the warranty statement with this customer when the phone rings and
someone wants to check on the availability of a sale item advertised in the newspaper.
You should:
Offer to call back and discuss the sale item as soon as you are done helping the in-
store customer.
Ask to put the caller on hold while you check on the sale item, stopping on the
way to assure the in-store customer you will be back with him in a moment.
Focus on the phone customer; the in-store customer has already taken up enough
of your time!
Student Book
Serving Two Customers – Language
You are the only sales associate working in your store today. You are serving a
customer when the telephone rings.
What do you say to the in-store customer? How do you greet the phone customer?
What do you say to the phone customer that lets her know that you care but are busy
at the moment?
Write your ideas below.
To the store customer: ____________________________________________
____________________________________________________________
____________________________________________________________
To the phone customer: ___________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
To the store customer when you return to him: ___________________________
_______________________________________________________
____________________________________________________________
____________________________________________________________
Student Book
Reading a Job Ad
Part 1. Read the job ad. What do the abbreviations mean? Fill out the chart below.
Customer Service
PT/FT avail. immed. at
national grocery chain.
Exp. req. Call for appt.
Jane Grey, HR Office,
Superfoods Warehouse.
202.566.8888. No
walk-ins.
PT exp. req.
FT appt.
avail. immed. HR
Part 2. Work with another student. Find some job ads in the Classifieds section of a
newspaper. Cut and paste them here. Find new abbreviations or expressions. Write
them and their meanings in the grid below.
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Resource List
From the perspective of a sales associate in a particular store, write the appropriate responses to
each of the questions below.
Your store: _________________________________
Where is the nearest public telephone?
Is there a good restaurant around here?
Where is the nearest ATM?
Are there elevators that I can use?
What are the hours of this store?
Where is the mall office?

Student Book
Note to Instructor: This activity is available as a free download

from www.bogglesworldesl.com.
Student Book
Telephone Skills & Ending the Call

Sales Associate
Smile. Stand too close to the customer.
Be polite and friendly. Touch the customer.
Be professional. Speak unclearly, too fast, or too

quietly.
Speak clearly.
Be pushy.
Make eye contact.
Chew gum, eat, or drink.
Use open-ended questions to
find out more information. Say things that are too
personal, casual, or rude.
Give store or product
information clearly. Use too many dead-end
questions.
End the call appropriately and
politely. Forget to give important
information.
Other?
____________________ End the call rudely.
Other?
_____________________
What did the customers do well?
What could the customers improve?

Student Book
Job Application
By Linda Blake Smith
Note to Instructor: This reading is available for free download

at the following URL: http://a4esl.org/q/h/employ/applic.htm
Student Book
Could You Hold?

Instructions: Listen to the telephone conversation between the sales associate and the
customer. Fill in the blanks with the words and phrases that you hear.
Sales Associate: Good morning. Guitars-R-Us. This is Amy (1.) ________.
How may I help you?
Customer: Hi. I’m calling to find out if you (2.) _____ classical guitars
made by Yahama.
Sales Associate: I’m sorry. Could you repeat that (3.) _______________?
Customer: Yamaha.
Sales Associate: Ok – Yamaha. I know we carry (4.) ___________ Yamaha
instruments, but I’m not sure if we have one of their classical
guitars (5.) _________. (6.) ____________________?
Customer: Sure.
Sales Associate: Thank you. (7.) ____________________________.
[brief pause]
Sales Associate: (8.) _______________________________. We have
three Yamaha Classical guitars in stock.
Customer: Great – thanks.
Sales Associate: (9.) ________________________. Would you like me
to (10.) __________ one for you?
Customer: No, that’s not necessary. I’ll be there (11.) _____________
______________.
Sales Associate: Alright Sir. (12.) __________________________.
We’ll see you soon.

Student Book
Student Book
Note to Instructor: The restaurant guide and map that

accompany this activity are available for free download at the
following URL: http://bogglesworldesl.com/directions.htm
Student Book
Note to Instructor: The restaurant guide and map that

accompany this activity are available for free download at the
following URL: http://bogglesworldesl.com/directions.htm I
Student Book
Need Information (Part 1)

Instructions: Fill in the blanks below with the requested information.
1. A number (1, 6, 108, etc.) _________________________
2. Which do you like better, a birthday party or a wedding? ____________
3. The name of a person you know (not yourself) __________________
4. Your favorite color ______________________
5. A method of payment (cash, check, etc.) ______________________
6. A date in the future (example: October 17, 2009) ________________

Student Book
I Need Information (Part 2)

First, write the appropriate question for each of the things you need to know.
Then, take turns playing the telephone customer and the sales associate.
Instructions for sales associate: You are the sales associate in Gary’s Gift Shop.
Your customer calls you and wants to order some balloons. Take the customer’s order.
Instructions for telephone customer: Call the gift shop. Tell the sales associate
you would like to order some balloons. Answer the sales associate’s questions with the
answers you gave in Part 1.
Get started:
Sales Associate: Hello. Gary’s Gift Shop. _____ speaking. How may
I help you?
Customer: Yes. I need to order some balloons.
Need to know… Question Response

1. Number of balloons
needed
2. The special
occasion
3. Who the party is for
4. What colors the

customer prefers
5. The way the

customer wants to
pay
6. When the customer

needs the balloons
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Telephone Scenarios
Instructions: Choose a scenario to work on together. Then, write down some notes about what
you want to say. What do you need to know about your store before you give information to
customers? What information do you have to check on before you answer the customer’s
question?
Scenario 1:
A customer calls your store to find out whether you have any camping tents in stock. When you
tell him what types of tents are still available, he asks what hours and days the store is open and
where it is located.
Scenario 2:
You work in a flower shop. A customer calls to find out if you currently have red roses for sale.
If so, he wants to know how much they are and if your store will deliver them to his girlfriend’s
house.
Scenario 3:
You work in a toy store. A customer calls to see if you have any Barbie dolls in stock. She
wants to know how much they cost and what types of doll accessories are also available.
Write your notes here:
Adapted from EFF and SSVP Retail Sales Curriculum, ESOL DRAFT, 9/2003
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Unit 5:
Closing The Sale

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Asking for the Sale
In this lesson you will learn some techniques for closing the sale that will make both you
and your customers comfortable. If you simply said, “Do you want to buy that?”, you
might make your customer uncomfortable. The trick is to make the transition to closing
the sale smooth and natural – and successful. This isn’t as hard as it might sound. Once
again, you’ll take your cue from the customers. Remember, you’re not asking them to do
something they don’t want to do, you’re simply trying to make it easier for them to get
what they want.
If a customer is obviously shopping for an item for another person, you can ask if he’d
like it gift wrapped.
Sales Associate: “That must be for someone very special. Would you like it
gift-wrapped?”
Or, if a selection seems appropriate for the current situation, you might suggest that the
customer could use it immediately.
Sales Associate: “That looks great with what you’re wearing now! Would
you like me to cut the tags off so you can wear it out of the
store?”
Don’t assume the customer will tell you that he is ready to buy. However, if he appears
to be ready, you can help move the transaction along by simply walking him toward the
cash register. Test your guess by making a comment such as, “Do you want to put that
on your charge card?” or “Do you have any more shopping to do or shall I ring that up
for you now?”
S.O.L.D. is the abbreviation for four techniques that can be used to help move the
customer from “I like it” to “Sold!” When the situation calls for a special approach, try
one of these:
So, which will it be?

Once in a blue moon
Looks like a perfect match
Don’t keep drilling once you’ve struck oil!
Student Book
So, which will it be?

This is probably the most common closing technique. It is far more effective than
asking, “Are you ready?” or “Do you want to buy that?” because it only provides
customers with positive options. You can close the sale by asking customers “which will
it be” questions such as:
• “Will that be cash or check?”

• “Do you want that folded or left on the hanger?”
• “Would you like the gray one or the black one (or both)?”
• “Would you like that delivered or do you want to take it with you?”
• “Would you like that assembled or would you like it still in the box?”
Remember, though: if the customer is still uncertain, then you may need to ask more
questions.
Once in a blue moon

This technique is tricky. It should be used only when it is appropriate. If your customer
is considering the last item in stock, or if your store is offering a temporary special,
you’ll want to let the customer know so he doesn’t miss out on a “once in a blue moon”
kind of opportunity. However, you should never use this method to trick customers into
buying something. You are sharing information, not threatening the customer that he is
going to miss out on something! When you feel the customer would want to know about
a special situation, you might explain in a manner similar to the following examples:
• “These are limited edition items and our store only received a few of them.”
• “Do you know that we are having a three-for-the-price-of-two special on garden
tools this week? If you buy two, the third one is free.”
• “I just want to let you know that the sale ends today and these go back to
regular price tomorrow.”
• This book has been very popular and this is the last one we have in stock.”
Student Book
Looks like a perfect match

If you have spent the time getting to understand your customer’s needs (and hopefully
you have!), you can also help him reach a decision by reviewing the features and benefits
of the item he is considering. To be most effective, you should also acknowledge any
objections he has voiced and show him how the benefits may outweigh those objections.
If Mr. McMullen is concerned that the golf cart he likes is too expensive, you can help
him review why he chose this model in the first place.
Mr. McMullen: “Wow, this costs almost as much as I paid for my first car in high
school.”
Sales Associate: “This is a difficult idea to get past, isn’t it? But this model holds
four people and all their golf clubs. That is something you said was
important for your business situations. It also has a built-in cooler
that will allow you to take along your own refreshments during long
games. It also has those special features that make the ride more
comfortable. It sounds like this model is the best value for the
features you are looking for.”
Mr. McMullen: “Yes, I did say all of those things were important to me...that’s why
I’m replacing my old cart. Ok, let’s do the paperwork so I can get
back to the golf course!”
Be patient with the customer. Sometimes it takes the customer a while to reach a
decision, especially for higher-price merchandise.
Don’t keep drilling once you’ve struck oil!

In other words, if the customer has indicated she is ready to buy, do your job and close
the sale. If you continue to try and “sell” her once she has made her decision, she may
get impatient or frustrated and change her mind about buying from you. Customers will
be most happy with their purchases if they feel they made the decision, not you! And
you don’t want to waste their time...you want customers to have a good memory of
working with you, not a bad one.
Adapted from CRISP Series Workbook 7: Closing the Sale, pp. 20-25.
Student Book
Counting Out Change
Instructions: Using play money, work with a partner to count out each amount of
change, using the fewest coins and bills possible.
1. 78¢ 2. $47.23
3. $19.45 4. $35.99
5. $8.19 6. $18.88
7. $27.53 8. $33.33
Student Book
Counting Back Change – Small Numbers
Instructions: Look at the total cost of the items and the amount of money the
customer gave. Write the amount of change that the customer should receive in each
transaction.
Example: Total cost: $5.67 Amount given to sales associate: $6.00
Change to be given back: 3 pennies, 1 nickel, 1 quarter

For a total of: _33 ¢__
1. Total cost: $7.28 Amount given to sales associate: $10.00
Change to be given back ______________________________
For a total of __________________.
For a total of __________________.
For a total of __________________.
For a total of __________________.
For a total of __________________.
For a total of __________________.

Student Book
Counting Back Change – Large Numbers

Instructions: Look at the total cost of the items and the amount of money the
customer gave. Write the amount of change that the customer should receive in each
transaction.
Example: Total cost: $5.67 Amount given to sales associate: $6.00
Change to be given back: 3 pennies, 1 nickel, 1 quarter

For a total of: _33 ¢__
For a total of __________________.
2. Total cost: $5.74. Amount given to sales associate: $20.00
For a total of __________________.
For a total of __________________.
For a total of __________________.
For a total of __________________.

Student Book
Mystery Shopper 4
Instructions: Go to any retail store. Buy an item with cash. It can be a small item,
such as candy. (If you would prefer not to buy anything, just observe a cash
transaction.) Pay attention to how the sales associate greets you (or the customer) at the
cash register and what the associate says and does. Pay attention to how he or she gives
you back your change.
Afterwards, write about your experience below.
Name: _______________________________
Store: _______________________________
Date: _______________________________
1. What did you buy? How much did it cost?
2. Did the sales associate ask for the sale? If so, what did he or she say and do?
3. If you met the sales associate at the cash register, how did he or she greet you there?
What did he or she say and do?
4. How did the sales associate give you back your change? What did he or she say and
do?
5. What did the sales associate do well? What could he or she improve?
6. What, if anything, will you do differently when you are a sales associate?
Student Book
Cash Register Vocabulary
Instructions: Read the story and fill in the blanks with words from the box below.
scan drawer / till
receipt job
barcode change
cash register ring up
sales tax
I just started a new (1.) _________ and I have to learn how to operate the (2.)
_____________. First, you (3.) ___________ each item. The information about
the price is in the (4.) _______________. Then, you (5.) _________ _________
the total. The cash register adds the (6.) _____________ ____________ (in
Maryland, 5%). The customer gives you the money, and you put it in the
(7.)____________. You also need to give the customer the correct _____. And don’t
forget to give the customer the (8.)_____________!

Student Book
Reconcile the Register

A: At the beginning of her shift, Anna puts $20 in her register so that she can make
change. At the end of her shift, first she calculates all her receipts. She has made $80 in
sales.
Total From Receipts $80

Float $20
Total $100
Then she counts the cash in the drawer. She has $100.
Is the register balanced? _________
============================================================
B: Draw a line between the words in Column 1 and their definitions in Column 2. Then,
fill in the sentences in Part C with the words from Column 1.
Column 1 Column 2
float To add up.
cash balance To check that there is the correct

amount of money in the register.
calculate Money that goes into the register
reconcile The amount of money in the

register at the end of the shift.
===========================================================
C: At the end of your shift, you must _____________ the register. First, ________
the total from your receipts. Now, add the __________. Compare the total to the
_________________. They should be equal.

Student Book
Reconciling Practice
1. The float is $89.95. The final cash balance is $379.07.
Receipts $13.99
$14.99
$7.02
$253.12
Total From Receipts
Float
Total
Is the register balanced?
2. The sales associate puts $100 in the till at the beginning of the day. She counts the
money at the end. She has $215.73.
Receipts $79.99
$43.55
$12.19
Total From Receipts
Float
Total
3. When the sales associate begins his shift, the float is $24.55. His final cash balance is
$86.81.
Receipts $12.50
$32.99
$16.77
Total From Receipts
Float
Total

Student Book
Paying with Cash
Cashier: Your total comes to $48.37.
Customer: Ok. Here you go. [Hands a 50 dollar bill to the sales associate.]
Cashier: Out of $50? [Pause]
Your change is $1.63. [Counts out the change.] That’s one dollar
and sixty-three cents. [Puts the money in the customer’s hand as it
is counted.]
And here is your receipt. [Hands receipt to customer.]
Customer: Thanks!
Cashier: Thank you. Have a nice day.

Student Book
Cash, Check, or Charge?
Instructions: Listen to the taped conversation. Fill in the blanks below with the
missing words and phrases.
Sales Associate: Your total is $49.99. Will that be cash, check, or
_________?
Customer: I’d like to pay by check today. Who do I _____ the
check ________ to?
Sales Associate: Wheaton ______________ Stores.
Customer: How do you spell Wheaton?
Sales Associate: That’s W-H-E-A –T; like Tony – O-N; N like Nancy.
Customer: Great, thanks. And that’s _________, right?
Sales Associate: That’s right. And ___________ some ID, please?
Customer: No problem.
Sales Associate: Great, thanks. _________ any help carrying these
__________ out to your car?
Customer: No, I’m fine, thanks.
Sales Associate: Great. Well, you have great day, and __________
___________ at Wheaton Department Stores.

Student Book
Personality Test 1
Instructions: Read each statement. Then, circle the level of agreement or disagreement with
that statement.
1. Becoming successful is mostly a matter of being in the right place at the right time.
2. Doing your job well brings you satisfaction.
3. Everyone at some time in their adult life has stolen something.
4. It is important to have people in your life you can depend on.
5. Most bosses don’t care if their employees always come late to work.
6. Most people will try to take advantage of you if they get half a chance.

Student Book
Personality Test 2
that statement.
1. Most places don’t care much if employees take a few things home with them from
work.
2. Rarely have you been so upset that you wanted to leave home.
3. The members of your family have gotten along well together.
4. When you are very tired, you get crabby.
5. You are a confident and self-assured person.
6. You are not very sure of yourself.
7. You find it easy to influence others.
8. You freely admit your mistakes.
9. You go by the saying “Don’t get mad – get even.”

Student Book
Personality Test 3
that statement.
1. You have a lot of energy and drive at work.
2. You have done your share of “raising hell”.
3. You have sometimes been jealous of other people.
4. You love to take chances.
5. You tend to “turn the other cheek” rather than start a fight.
6. You tend to be resentful if you don’t get your own way.
7. You usually like to take it easy at work or play.
8. Your attitude at work makes a difference to your job performance.
9. Your successes and failures have resulted from your own actions, not chance or
luck.

Student Book
Identify the Discount

Instructions: Read the descriptions in the advertisements below. Then, match the
appropriate word or words from the box with each advertisement. Write the words next
to the ad.
regular price merchandise coupon
sale special promotion
clearance
1. 2.
December 26th – All KIDS’ SOCKS
Christmas Items
Reduced
Only $2.69 a pair
Everything Must
Go!
3. 4.
$1.00 OFF your next
purchase of…. MINT FRESH
toothpaste
NEW!
Sugar Bears
5. Cereal
Ladies’ Boots…… Were $80, Two boxes …
but now only for the price of one!
$55.99! For a limited time only –
hurry!
Student Book
Unit 6:
Handling Problems
and Complaints
Student Book
May I Interest You In….

Instructions: Working with a partner, list all the possible suggestions to go with the
products listed below.
Product Suggestions to go with the product
silverware napkins, tablecloth, silver polish
stationery
shower curtain
man’s suit
shoes
woman’s dress
?
____________
Student Book
Return Policy
Part A - Instructions: Read the return policy below.
Smith’s Department Store

Return Policy
All merchandise, except sale

and clearance items, may be
returned within 30 days of
the purchase date. Items
must not be damaged or show
wear. Items may be returned
for store credit only; no
exceptions.
Part B – Instructions: It is important for you to be able to explain the store’s return
policy about merchandise before the customer leaves the store. This should be done in a
polite and helpful manner. Working with a partner, read each scenario below and write
what you could say to the customer.
1. If your customer just bought some shoes, how might you tell her about the return
policy above? (The shoes were not on sale)
_______________________________________________________
_______________________________________________________
_______________________________________________________
2. Your customer just bought some Independence Day decorations on clearance. How
might you politely tell him about the returns policy above?
_______________________________________________________
_______________________________________________________
_______________________________________________________
Student Book
Limited Warranty
Part A: Read the warranty below.
Zap Computers warrants that this computer, if

properly used and installed, will be free from defects
in materials and workmanship and will substantially
conform to the company’s specifications for a period
of three years after the date the computer was
purchased.
If the computer processor fails during the warranty

period for reasons covered by this Limited Warranty,
the company, at its option, will:
Repair the processor by means of hardware and/or

software; or
Replace the processor with another processor; or
If the company is unable to repair or replace the
particular processor, refund the then-current value
of the processor.
This Limited Warranty does not cover damages due

to external causes, including accident, problems with
electrical power, usage not in accordance with the
product instructions, misuse, neglect, alteration,
repair, improper installation, or improper testing.
Part B: Place a check by each of the following situations in which the computer
processor is covered by the warranty. [The customer bought the processor on October
6, 2005.]
1. _____ The processor quit working after it was hit by lightning during a
thunderstorm.
2. _____ The processor quit working for no particular reason on October 7, 2007.
3. _____ The process quit working when coffee was accidentally spilled on it.
4. _____ The processor suddenly stopped working after the customer had typed a
100-page report.
5. _____ The processor quit working after not being used for two weeks.
Student Book
Handling Complaints
Instructions: Listen to the taped conversation, Broken Dinner Set, one or two more
times. On the lines below, write down all the expressions you hear the sales associate
say to calm down the customer and satisfy her.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Student Book
Responding to Customers’ Signals
Instructions: Circle the letter of the response you think would be most effective for
closing the sale in the following situations.
1. The customer has looked at several watches and seems to like one more than the
others. She tries it on, even sets it to the correct time. She asks if the band can be
changed to another style; you show her the options and she likes one.
a. “Do you want to look at any other styles?”

b. “Will that be cash or charge?”
c. “Shall I go ahead and replace the strap for you or do you want to keep both styles for
different uses?”
d. “We’ll be having a special on watches next month.”
2. A customer returns to the store for a second time in one day to take another look at a
bicycle for her child. She says she has decided to take it and asks if someone can help
her get it to her car.
a. “Yes, I’d be happy to carry it out for you. After you left, I remembered we had
another style you might be interested in; do you want to see it?”
b. “Yes I’d be happy to carry it out for you. You’ve made a great choice and I’m sure
your daughter is going to love this one!”
c. “Yes, I’d be happy to carry it out for you. It’s a good thing you came back; I had
another customer come in after you who was pretty interested in this one.”
d. “Yes, I’d be happy to carry it out for you. Will that be cash or charge today?”
3. A customer has tried on a pair of shoes that are on clearance. She obviously likes
them but expresses concern that she won’t really be able to use them until the season
changes again.
a. “Oh, I think you could wear them this season – I would!”

b. “Well, we just got a shipment of new shoes for this season. Would you like to look at
some of those?”
c. “It’s true you probably won’t wear them right away. But because they are a classic
style, you really can’t go wrong buying them on sale and hanging on to them until next
season.”
d. “These are the only pair left in your size. If you really like them, it might be worth it
to buy them now and put them away for next season.”
Adapted from CRISP Series Workbook 7: Closing the Sale, pp. 26-27.
Student Book
Unit 7:
Ready To Work
Student Book
Work as a Team
Scenario: You are all the managers of a large supermarket. You are having a lot of
problems, and your customers are not happy. There is a long list of problems. Discuss
these problems with the other managers and decide together on a good solution to each
problem.
Here is some language you can use to discuss the problems:
Talk about problems:
One problem is that…. (sentence)

One problem is that the milk spoils.
One problem is …(noun)

One problem is the spoiled milk.
Talk about solutions:
One solution is to …(verb)

One solution is to get better refrigerators.
I think we should…. (verb)

I think we should get better refrigerators.
Agreement: Disagreement:
I think that’s a good idea. It’s a good idea but…_________.

I agree with _____. I disagree with ____ because….____.
I am for ______. I am against _____ because…____.
The problem with that is….
This activity is an adaptation of Problems and Solutions found at

www.bogglesworldesl.com.
Student Book
Customer Service What-Ifs

What would you do if…
1. …you were wearing nice clothes and your boss told you to dress more
appropriately for work?
2. …you found out that one of your job references said something negative about
you?
3. …you saw a co-worker having trouble with a cash register, but you had a line of
customers waiting for you?
4. …a customer asked for a particular product that is out of stock?
5. …a customer wants to pay with a check, but she doesn’t have a photo ID?
6. …a customer’s child spills a drink on the floor?
7. …a customer’s child knocks a glass on the floor, and it breaks?
8. …a customer yells at you over the telephone?
9. …a customer talks to fast on the telephone and you can’t fully understand him?
10. …you were the only employee in the store, and the phone rings while you are
helping another customer?
Student Book
Customer Service Review Scenarios
Written by Class of Fall 2005
1. You work in a restaurant and two people come in together. They want to place a
carry-out order right away, and tell you they are in a hurry. Also, at the same
time, the telephone rings. The person on the telephone wants another carry-out
order. The people in the restaurant are being very impatient.
2. You are working in a women’s apparel store. A customer comes in. You greet
her. The customer seems to be having trouble making a decision about what to
buy.
3. You work in a drugstore. You’re serving the customer, and at the same time,
another customer asks you how to use the photo machine. What do you say?
4. You work in a coffee shop. One customer comes in and requests a $15 gift card.
He pays with a credit card, and you accidentally charge him $50! He is not happy
about the situation. What do you say? What do you do?
5. You work in a 7-11. A boy comes in and tries to buy cigarettes. However, he looks
like he might be younger than 18 and he does not have ID. When you tell the boy
that you cannot service him without ID, he becomes very angry. What should you
say and do?
6. You are a cashier at a thrift store. A customer bought a big lamp and a bread
machine but she cannot take them back by herself, because she does not have a
car. She asks if you have delivery. Unfortunately, you do not, but you can keep it
for her while she gets somebody to help her. You can hold the items until 7 PM.
Help her to leave satisfied.
7. You work in a computer store. You help the customer choose the correct set of
headphones (with a microphone). You begin to help the customer purchase the
item when the telephone rings. The customer on the phone is angry because he
had bough a computer at your store and not all the features he had requested
were in the box. Deal with both customers.
Student Book
Future Plans
Instructions: Read your Goals Worksheet from SB 1:__. Do you still agree with
everything you wrote? Has anything changed? Now that you have completed the ESOL
Customer Service Training, think again about your goals and plans for the future.
Write a short presentation about your plans for the future. Mention at least three future
plans, preferably regarding your job, job search, and/or educational plans. In the last
class session, every student will have a few minutes to give their presentation to the
class!
My future plans:
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Portfolio Workbook
ESOL Customer Service Training: P:1
Portfolio Workbook
PORTFOLIO
WORKBOOK
Portfolio Workbook
Job Skills Worksheet
What can you do well? How do you know you are Who else knows you are
good at it? good at it?
2
Portfolio Workbook
Reference List Worksheet
Name: _______________________________________ Position: ______________________
Company: __________________________________________________________________
Address: ___________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Phone: ____________________________
Name: _______________________________________ Position: ______________________
Company: __________________________________________________________________
Address: ___________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Phone: ____________________________
Name: _______________________________________ Position: ______________________
Company: __________________________________________________________________
Address: ___________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Phone: ____________________________
3
Portfolio Workbook
Carmen Hurtado
429 Oak Street, Apt. 3
Wheaton, MD 20116
(240) 838-4402
[email protected]
Reference List
Mr. Jeremy Blake

Manager
Blake’s Department Store
4445 Sudbury Lane
Rockville, MD 20847
(301) 439-3482
Ms. Diane McConnell

Shift Supervisor
Quality Electric
85 Blackhawk Road
Reston, VA 20190
(703) 668-8427
Ms. Kelly Conerton

Instructor, ESOL Customer Service Training
MontgomeryWorks Sales & Service Learning Center
11160 Veirs Mill Road, Ste. LLH-17
Wheaton, MD 201110
(240) 403-3600
[email protected]
4
Portfolio Workbook
Employment History
Employer: Job Title:
Address: Duties:
Telephone Number: Supervisor:
Reason for Leaving:
EMPLOYMENT DATES
Start: Finish:

Address: Duties:
Reason for Leaving:
EMPLOYMENT DATES
Start: Finish:

Address: Duties:
Reason for Leaving:
EMPLOYMENT DATES
Start: Finish:
5
Portfolio Workbook
Carmen Hurtado
429 Oak Street, Apt. 3
Wheaton, MD 20116
(240) 838-4402
[email protected]
HIGHLIGHTS OF QUALIFICATIONS
• Over 7 years experience in Customer Service.

• Outstanding organizer and supervisor.
• Proficient in English and Spanish, with excellent communication skills.
PROFESSIONAL EXPERIENCE
Sales Associate, Blake’s Department Store 2004 - present

Rockville, Maryland
• Greet, assist, and ring up customers in the Housewares Department, and answer
telephone calls.
• Maintain store appearance; design and coordinate product displays.
Customer Call Operator, Quality Electric 2002-2004

Reston, VA
• Answered up to 300 calls a day and transferred customers to appropriate departments in a
large multi-division company.
• Coordinated shift schedules and facilitated team meetings..
• Trained new operators and participated in 3 professional development workshops.
Banquet Server, Marriott Hotel 1999-2001

Bethesda, MD
• Served meals to customers as part of a 20-server banquet staff.
• Efficiently managed set up of the evening meal shift, reducing set up time by 20 minutes.
EDUCATION
Customer Service and Retail Sales Certificate, Sales & Service Learning Center 2007
Wheaton, Maryland
Advanced English for Speakers of Other Languages, Montgomery College 2006

Wheaton, Maryland
BA, Political Science, University of Nicaragua 1992

Managua, Nicaragua
6
Portfolio Workbook
References Available Upon Request

Key Past Tense Verbs for the Resume
started attended obtained managed
planned assisted participated in organized
worked volunteered served supervised
increased conducted coordinated improved
developed accomplished completed maintained
operated reduced reorganized supported
utilized set up facilitated achieved
Key Adjectives for the Resume
Effective proficient qualified resourceful
Versatile energetic consistent skilled
Trained experienced knowledgeable familiar
7
Portfolio Workbook
Common Interview Question Practice
Question: _____________________________________________________
Remember the Four Rules for answering interview questions:
1. Always be positive (about yourself and others).

2. Speak clearly (and not too fast).
3. Be informative but brief.
4. Give examples.
Good answers to this question:
Other notes about this question:
8
Portfolio Workbook
Question: _____________________________________________________

4. Give examples.
9
Portfolio Workbook
Question: _____________________________________________________

4. Give examples.
10
Portfolio Workbook
Question: _____________________________________________________

4. Give examples.
11
Portfolio Workbook
Question: _____________________________________________________

4. Give examples.
12
Portfolio Workbook
Common Interview Questions

Instructions: Use the following 7 questions in your Interview Role Play.
1. Tell me about yourself.

2. Why should we hire you for this position?
3. What are your weaknesses?
4. Give me an example of a problem you had at a previous job. How did
you resolve it?
5. Why do you want to work for our company?
6. Why did you leave your last job?
7. Do you have any questions for us?
More Common Interview Questions for Practice:
What gives you satisfaction at work?

How do you handle complaints from customers?
What did you like the most about your last job?
What did you like the least about your last job?
Give me an example of something you’ve done that would show your attention to detail.
Give me an example of a time when you had to multitask at work.
How do you react when someone criticizes you at work?
Describe your ideal work day at your last job.
13
References
References
Career Solutions Training Group. 2002. Business 2000 Customer Service.
Southwestern Thomson Learning: Cincinnati.
Cintron, K.M. 1999. In Karin’s ESL Partyland. Retrieved May 2005, from
www.eslpartyland.com/teachers/conversation/cqwork.htm.
EFF. 2003. EFF and SSVP Retail Sales Curriculum, ESOL Draft. Unpublished
manuscript.
Gilbert, J. B. 2005. Clear Speech: Pronunciation and Listening Comprehension in

North American English. Cambridge University Press: New York.
Jenkins, R. & Sabbach, S. L. 2002. Stand Out 4. Thomson Heinle: Boston.
Kehe, D. & Kehe, P.D. 1994. Conversation Strategies: Pair and Group Activities for
Developing Communicative Competence. ProLingua: Brattleboro.
Lanternfish ESL. 1997. In Lanternfish. Retrieved June 2007, from

www.bogglesworldesl.com.
Lee, L. & Sherman, K. 2005. All-Star 3 & 4. McGraw-Hill: New York.
National Retail Federation & National Retail Institute. 1999. Vols. 1-12, Retailing
Smarts Workbooks. Crisp Learning: Menlo Park.
Saunders, S. 2004. ESL Conversation Questions. Retrieved November, 2006, from

www.esljunction.com/conversation_questions/work.html.
Smith, L. B. 1995. In Activities for ESL Students. Retrieved May, 2007, from
http://a4esl.org/q/h/employ/applic.htm.

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Customer Service Curriculum

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ESOL

English for Speakers of Other Languages

A Montgomery College Partnership Project

• Identify customer service jobs.

• List key components of greeting the • Produce the schwa sound.

• Use an adverbial clause beginning

• Pronounce word-final [ng] clearly.

• Assign Mystery Shopper homework

• Learn about the products you sell.

• Read a product label.

• Role play: Talking about size,

9 • Describe features. • Learn about interviews in the • Use comparatives and

• Identify the benefits of working in • Use an adverbial clause

• Find information in a retail sales

13 • Identify retail departments. • Build interview skills. • Articulate word endings to

• Identify thought groups and

14 • Make suggestions and • Build interview skills. • Demonstrate control of polite

• Leave a message. • Use polite expressions.

• Use idiomatic expressions.

• Give product and store information over

• End a telephone call.

• Role Play: Telephone Skills & Ending

• Role Play: Put a Customer on Hold. • Finish resumes.

• Give location information and

• Reconcile a cash register. • Use idiomatic expressions.

• Role Play: Do a cash transaction. • Articulate word endings to

• Role play credit card and check

• Read and explain warranties.

• Explain customer complaints to • Use embedded statements to

• Identify one’s rights on the job.

Unit 1: Talking With Your Customer

Customer Service Skills Job Readiness Skills Grammar and Pronunciation

• Identify customer service

• New student binders

Warm-up: Line Up 20 minutes

1. Welcome class. / Introduce self. / Announce agenda:

a. get to know each other

Q: How long have you been in the United States?

Reportback & Feedback

Activity: Interview and Introduction 25 minutes

1. Write the following three questions on the board:

What is your name?

Where are you from?

What is special or unusual about you?

3. Ask students in pairs to interview each other. Circulate to assist.

Reportback & Feedback

Presentation: Introduction to the Course 25 minutes

Presentation and Activity: Introduction to Customer Service 25 minutes

- help people - give information

- sales associate (in a store) - bank teller

Example: I liked my banking job because I enjoy mathematics.

Reportback & Feedback

Activity: Setting Goals 30 minutes

3. Ask: “What are Bita’s goals?”

Tell me about a dream you have for your future.

Steps Completion Date

Reportback & Feedback

Presentation: SSLC and course policies 15 minutes

• Always check in at the front desk before entering the facility.

Unit 1: Talking With Your Customer