They want to practice situations taken from their real professional lives.
Some are: making phone calls, being able to hold and carry on conversations, and preparing and giving presentations.
Coming up with creative activities and finding good topics for your lessons can be tough and time-consuming.
The Business English activities in this post will save you time and effort in making quality content for your lessons.
About the Business English Activities
Lessons including well-designed activities will prepare your students for their professional lives and give them the necessary skills and vocabulary needed to communicate effectively in English.
The 20 activity suggestions you’ll find in this post relate to the topics of business travel, commuting to work, big business, artificial intelligence, technology, and music.
The activities you can do on these business English topics are from specific lesson plans based on videos, which come equipped with a range of different printable Business English worksheets, conversation topics, speaking exercises, listening activities, and writing exercises for adults.
Below are some examples of activities from these lessons that can help your Business English students improve their communication skills.
Topic: AirBnB Business Travel
Airbnb has been expanding their services to open up the market for business travelers.
They are simplifying the process of booking and launched some tools which automatically organize your business trip expenses. This new business travel program is coming out strong.
- Phone Calling
- Writing Accommodation Descriptions
- Leaving Reviews
- Mobile App Concepts
- Debate With Hotel Owner
- Comparing and Contrasting
This topic works especially great with Business English lessons in the real estate, hospitality, or mobile app industries, but also in general for any businessmen or women who have to travel for their jobs.
This is an especially engaging Business English topic for a few reasons: it’s controversial (hotel owners aren’t happy about AirBnB) and it’s a hot topic (more and more people are choosing Airbnb over hotels).
Airbnb is a relatively new global powerhouse, revolutionizing the hospitality industry the same way that Uber revolutionized the taxi industry.
Activity: Phone Calling
Put students in pairs or a group. Assign each student a different role from the roles below, or they can choose one.
Students have to imagine that they are Airbnb hosts who just hosted:
- A small group of middle-aged business travelers
- A small group of young adult party travelers
- A small family of 4 with young children
- An individual traveler who came with his dog
Students then ‘call’ their ‘friends’ (another student in the class) to either leave a voicemail or talk about the experience (or complain about the experience!).
They should describe how the experience was as the host for these types of travelers:
- What was different about hosting each of their stays?
- Was it positive or negative and why?
- Did anything good, bad, surprising, or unusual happen during their stay?
You could even have them imagine what could be a positive and negative experience for hosting these types of travelers.
You could even get a bit more creative with this one by assigning a pair of students a role from the list above, and they have to call the ‘host’ (their partner) and ask them questions or make special requests about their stay, e.g:
- Am I allowed to bring my dog to your property?
- Is there a nice cafe in the area where I can bring my laptop to do work?
- We have a baby who cries a lot during the night. Will this bother you?
Even though with Airbnb, you would probably just message the host online, but in this case, you can make it a phone call to practice speaking.
Activity: Writing Accommodation or Property Descriptions & Reviews
Students work with a partner or group and imagine they are Airbnb hosts offering a special, exotic, or unique type of accommodation rental.
They should discuss and agree on the type of home rental they have to offer, where in the world it is, and create their own online listing for this rental on Airbnb.
In the listing, they should explain what type of rental it is, the location, the check-in and check-out procedure, a description and special features of the accommodation, and other housing details and rules.
Make students offer something different or special about their property – something they wouldn’t get somewhere else. Remember, they want to sell the experience!
Students then present their accommodation profile description to the other students in the class and then give their listing to another student or group.
The other student or group then makes a detailed review for that listing, imagining they actually stayed there.
Activity: Creating Mobile App Concepts in the Sharing Economy
Put students in pairs and give them a list of other mobile apps in the sharing economy.
- BlaBla Car
Based on the name of the app, students have to discuss and explain what they imagine the concept of the app to be and how it works.
After students work together for a couple of minutes, go around the class and ask them to report their answers. If they’re not able to imagine what it might be, you can just tell them.
Ask them questions like:
- Would this type of app be useful for you? Why or why not?
- Which app from this list would help you the most?
Try to create an in-depth class discussion about all of these apps.
For the apps listed above specifically, you can discuss things like:
- If parking is a problem for your students (JustPark)
- What they do with their dog when they go on a trip (DogVacay)
- If they would be interested to drive with a stranger for many hours (BlaBla Car)
- If they’ve ever eaten at someone’s home, from another country or culture (HomeDine)
Then, students can either work with the same or different partners to create their own concept for a mobile app in the sharing economy.
They should focus on things like:
- The special features of the app
- What problem it solves / Why it’s a good idea
- How it works
- What problems could happen when people use your app
An alternative to this one is I’ve also had students imagine that they were the founders of Airbnb, and they have to come up with their own detailed story behind the establishment of the company, which turned out to be a fun activity.
Activity: Debate Between AirBnB Representative and Hotel Owner
Put students in pairs or two small groups and they prepare for a debate.
One student or group takes the position of an AirBnB company representative and the other takes the position of a Hotel Owner.
Each side must prepare, defend, and present their positions to the other groups, presenting information about…
- Why they believe their accommodation service is better (at least 3 advantages of your service) Students must talk about the top reasons to stay in a hotel over Airbnb, or vice versa.
- If you think Airbnb should be legal or illegal and why (obviously the AirBnB rep will say it should be legal and the hotel owner will say it should be illegal)
- The positive impact your service has on society and the economy
- What actual people and guests have said about your accommodation services
You can refer to this article to help students talk about Airbnb versus hotels if they are having trouble coming up with ideas.
Your role as the teacher will be the moderator during the debate – generating follow-up questions for the students or groups when they present their sides. Keep the debate clean and flowing smoothly.
Activity: Comparing and Contrasting (Hotels vs. AirBnB or Uber vs. Taxi)
If for any reason you don’t want to make this an official ‘debate,’ another thing you could do is just make it a general, in-depth class discussion, conversation, or compare & contrast about the advantages and disadvantages of staying in Airbnb in comparison with hotels.
Make sure students talk about their own experiences.
Transition the discussion to the conflict between Uber and Taxi, because they are facing a similar conflict for similar reasons.
If your students enjoyed the discussion about AirBnB and hotels, an interesting follow-up lesson topic for you might be about a businessman who is building hotels designed for outer space.
Topic: Commuting to Work
Many businessmen and women in the modern world have to commute for hours and hours per week to their jobs or for work purposes. Sitting in the car or public transit like this can really have a negative impact on one’s overall lifestyle.
- Telling a Story
- Commenting on YouTube
- Expressing Frustrations or Complaining
- Talking About Lifestyle & Daily Routines
The reason this topic works so well in Business ESL lessons is that it reaches such a wide spectrum of people.
Everyone who has a job as an employee in a company, a school, a factory, etc has a unique situation. All Business English students usually have a lot to say about their experience commuting (or home office if they have that privilege!).
Activity: Telling a Story
Students work in pairs.
Student A: This student imagines that he/she spends a lot of time commuting and is very pessimistic about the situation.
This student believes that they have the worst commute in the world. Describe the situation in detail. The student should complain about it as much as possible and why they hate it so much.
They should take notes on:
- Where you live
- Your daily routine
- Where you go to work
- What’s so bad about the commute / What are the conditions of the commute
- How commuting makes you feel
The student then has to tell one negative story that they have had during their commute.
Student B: This student imagines that they spend a lot of time commuting but is very optimistic about the situation.
This student loves the situation that they have. They should discuss and explain in detail why they have the best commute in the world, talk about it as much as possible and why they enjoy it.
Also, they take notes on:
- Where you live
- Your daily routine
- Where you go to work
- What’s so bad about the commute / What are the conditions of the commute
- How commuting makes you feel
They tell one positive story that they’ve had during your commute.
After the students write notes for their roles (give them a few minutes), have them describe their situations to their partner.
They should listen to their partner’s situation carefully because they should then report the details of their partner’s situation back to the class!
Activity: Commenting on YouTube
At the beginning of the video, the reporter complains about her long daily routine and commute, and then she says to the audience:
“Before you go and post that comment telling me to ‘move closer’, you need to see that I’m not the only person doing this.”
In pairs, students should come up with a response that the following type of people would write or say to the reporter in the YouTube comments section, e.g:
- What could be a rude response to that statement in the comment section of the video?
- What could be an empathetic response to that statement in the comment section of the video?
- What could be a funny response to that statement in the comment section of the video?
Another activity you could do is give students some imaginary comments to that video, and then the students have to write responses to these imaginary comments. You can make it a speaking or writing activity.
For example, here are a few possible comments to that video:
“Americans are completely crazy and lazy. You drive these huge cars to work and in reality, you don’t need to. Look at the Netherlands and Denmark – they have very efficient bicycle transport systems and bicycles are much more environmental. It’s stupid to drive everywhere.”
“The best solution to this problem is self-driving cars. Our tax money should go more to support the production of self-driving cars. That way when people commute they can do productive things. The solution to public transit is getting better wifi connections on the subways and buses.”
You can instruct one student to write a response which agrees with each comment, and the other student to write a response which disagrees with each comment, something along those lines.
Activity: Expressing Frustrations & Complaining
Put students in pairs, or in two groups. You’ll distribute to each student pair or group two cards which read:
- A: Riding on public transport
- B: Driving in a car
Students must work together to come up with a list of all the things that frustrate them, annoy them, stress them out, or make them angry while (1) riding on public transport and (2) driving a car.
The group which comes up with the most things in the time limit (3 minutes should be good) wins.
This activity usually works really well because everyone gets angry, stressed, frustrated, etc. at some point while driving a car or riding public transportation.
A lot of good vocabulary can also come out of this one. You can even teach a couple of fun phrasal verbs related to driving when you talk about this topic:
- Cut (someone) off – “I hate when I’m driving and someone cuts me off and then I have to slam on my brakes.”
- Pull (someone) over – “I hate when I’m driving only a little bit above the speed limit and a police officer pulls me over.”
- Freak out – “I hate driving with my father. He always drives aggressively and freaks out about small things.”
- Run over – “I hate when I run over a nail or a sharp object and my tire goes flat.”
- Hold (someone) up – “I hate when traffic holds me up and makes me late for work.”
You can use this activity for teaching students other terminology that is useful for expressing complaints or frustrations:
- I get frustrated when…
- I get all stressed out when…
- It gets me so worked up when…
- It pisses me off when…
- I totally freak out when…
- I lose my mind when…
- It drives me nuts when…
Have students then use these expressions to talk about their frustrations commuting or about their job in general.
Activity: Talking About Lifestyle, Commuting, and Employment Situations
Spending hours commuting and then hours at the office has become so integrated into the modern working world that it can have quite a profound impact on our quality of life and lifestyle, which is why it’s good to talk about in a language lesson.
Here’s an activity you can do that will give your students a good opportunity to talk about their lifestyle, commute, and employment situation.
It’s also simple, easy to prepare, and generates quality conversation.
Print a number of statements on cards and give them to the students or write them on the whiteboard in class.
Put students in pairs or groups. Have them discuss if they think the following statements are generally true or false and why:
- People are generally happier if they travel to work by car instead of public transportation.
- In the USA, people generally commute to work or school by train or bus.
- 10 days of paid vacation per year is fair from an employer.
- Regular exercise helps people deal with stress from work.
- People are more productive if they have a 4-day working week instead of 5.
Put students in pairs or groups. Have them discuss if the following statements are true or false for them personally and have them explain why:
- There is a positive working atmosphere at my job.
- I am satisfied with my work-life balance.
- Every day I eat a balanced and healthy breakfast before work.
- When I commute to work I try to be productive on the way.
- I prefer working from home rather than going to an office.
- I spend too much time at work socializing with my colleagues.
Speaking about daily routines is also a great activity if you’d like to focus on the present simple as a grammar point for your lesson.
Topic: Big Business (Amazon, Coca-Cola, Netflix, etc.)
Using big companies and corporations as a topic in your Business English lessons is practical for obvious reasons and you can make it fun too for your students.
It’s especially great to use big business as a topic if you actually have adult students who work in big companies, but they’re also applicable topics for students who have their own business or who work in smaller companies.
- History & Fun Facts
- Developing a Product
- Making Slogans
- Analyzing the Impact of Technology on Jobs
Activity: History & Fun Facts About Big Companies
As a lead-in or warm-up exercise to a lesson about big business, you can search and find some fun or interesting facts or history about the companies.
One quick activity you could do to lead to a topic is a simple fill-in-the-blank that looks something like this:
Below are 5 interesting facts about Amazon. Let the students fill in the blanks with words that they think fit.
- The founder Jeff Bazos wanted to name the company Amazon which has products from ‘A to Z’ symbolizing a large size, just like the Amazon ________________________ .
- Amazon.com started as a bookstore in Jeff Bazos’ ________________________ .
- The combined ________________________ of Amazon’s warehouses is enough to hold more water than 10,000 Olympic pools.
- Today Amazon has more than 350,000 ________________________ .
- One of Amazon’s first offices had a ________________________ which employees would ring every time a sale was made.
Below are 5 interesting facts about Coca-Cola. Fill in the blanks with words that you think fit.
- The Coca-Cola ________________________ is recognized by 94% of the world’s population.
- The word “cola” is derived from the kola ________________________ , which contains caffeine and can have medicinal value.
- Coca-Cola can be a good ________________________ for insect bites on your skin.
- Coca-Cola spends more money on ________________________ than Microsoft and Apple combined.
- A few people once tried to sell the Coca-Cola ________________________ to Pepsi, but they were reported to the FBI.
A fun activity you can follow up with this one is instruct students to research any big business they have in mind and search for some fun facts about that company or the story behind how it started.
If they can’t think of one, you can give them a list of the biggest or most well-known companies in the world.
Have them give a few-minute presentation in the following lesson about the start or history of the company and a few fun facts about it. This is also good for developing presentation skills for adults in English.
They can use the questions below to help them give their presentation:
- Who started the company and when? How did the idea originate?
- What were some important moments in the company’s history?
- What are some of the company’s most successful products or services? Describe them in detail.
- What’s special or different about this company compared to the competitors?
- What are some fun facts about your company?
Activity: Developing a Product
Amaz on launched a prototype store called ‘Amazon Go’ in December of 2017 – it’s a type of grocery store where you can go shopping and add things to your virtual cart so that you don’t have to wait in line or check out.
You add the products to your shopping cart and you can just leave the store, and Amazon will automatically charge your account.
They have developed other types of products and services over the years that have been successful, such as the Amazon Kindle (E-Reader) and Amazon Echo (voice-controlled smart speaker/personal assistant).
In this activity, what you do is have students work together on product development for Amazon or for another big company.
Students work with a partner or group. They imagine to be product developers for Amazon and create two of their own products, or services provided and sold by Amazon.
They should discuss and create names for the products or services, which industry the products or services are in, and then write a description for each explaining how it works, what problem it solves, what’s so special about it, as well as what problems they have experienced in the development.
It can be a special kind of mobile app, tech gadget, clothing item, or something else.
Of course, it doesn’t necessarily have to be from Amazon. You can have students choose another company.
One way you could get your students to come up with a good idea is instruct them to think of some brands that they generally buy, and then brainstorm what products they think would be cool to have from those brands.
Or you can have them think of some problems or frustrations they have in their daily life and what product or service would solve those problems for them. In the case of Amazon Go, the problem was that people hate waiting in lines at supermarkets.
Remind students that it doesn’t have to be realistic, it can be something imaginary.
Most of your students who will do this activity probably haven’t developed a product before. Keep it basic, simple, and fun, and it should go ok.
You just want students to be creative and work together to make something special.
One time I had a group who made a personal assistant who did all of his presentations for him because he hated public speaking, which I thought was pretty funny.
Students should then present their new product to the other students or groups.
Activity: Making Slogans
This is a straightforward activity and easy to assign and it works great with any student who is in marketing. Students also tend to have fun with it.
Basically, all you need to do is assign students to make a slogan for whatever company or brand you’re discussing.
One thing I’ve done to make it interesting and add a little twist to it is to have students make a list of good and bad slogans for one company.
That one has definitely brought a couple laughs to the lesson, especially for the bad slogans.
Here are a few examples I’ve gotten from students for bad company slogans for Coca-Cola:
- “Feed your sugar addiction.”
- “Put on the big pounds.”
- “Teeth are overrated.”
Anyway, give them some examples of some real slogans that have already existed for the brand before they make their own.
A few actual ones for Coca-Cola are:
- “Open Happiness”
- “Life Tastes Good.”
- “Taste the Feeling.”
The advantage of having students make their own slogan or quote is that it lets student use creativity. When students have to think creatively, they’re forced to use important vocabulary terms and language structures in a special kind of way.
In any case, have your students share and present their slogans and quotes to the other students in the class.
Activity: Analyzing the Impact of Technology on Jobs
Another great theme and activity that comes from a discussion about companies like Amazon, is analyzing the impact of technology on jobs.
That’s one big criticism of concepts like Amazon Go that I’ve discussed with my students. The more jobs that robots do for us, the more jobs they take away from humans (Amazon Go takes jobs away from cashiers).
One activity you could do on this is to have students brainstorm and come up with two more jobs, companies, or businesses that have been taken over or lost to technological advances.
Students should specify the name or type of the technology, which industry it is in, and three general impacts of this technology (can be positive or negative impacts).
Two examples I remember hearing from students was about VHS and video rental stores being lost to online streaming services like Netflix, and driving jobs being lost to self-driving cars.
Technology: Online streaming
- It put VHS video rental stores out of business
- It makes people lazier because they don’t go to the video store anymore
- Illegal online pirating of films and TV becomes easier
Technology: Self-driving cars
- Less need for delivery drivers, truckers, and taxis
- Fewer accidents on the road because machines are more precise than humans
- People can focus on other things in the car if they don’t have to concentrate on driving
You can give these examples to your students if they don’t think of them.
You can also give students the task of coming up with two jobs where it could be very difficult for technology to take over. Which jobs do you think technology couldn’t do in the future? Students should specify why it would be difficult to take over these jobs using this technology.
Topic: Artificial Intelligence and Future Technology
Doing an ESL lesson activity about the impact of technology on jobs leads us to the next point: Artificial intelligence and future technology, which has its feet in many industries and certainly draws interest from Business English students.
- Interview With a Humanoid Robot
- Making a Sci-Fi Film Plot
- Forming Opinions
This topic works especially great with Business English lessons in the IT or programming industry, but also in general for any businessmen or women who use technology regularly for their jobs.
This is an especially engaging Business English topic for a few reasons – it can get a little dark (a humanoid robot which can communicate freaks people out a bit!) and it’s also relevant – artificial intelligence and machine learning is making its way into a lot of industries, products, and software these days.
It’s interesting when the stuff that used to be sci-fi stuff turns into reality, and that’s what you want to focus on in your Business English lessons.
Activity: Interview With a Humanoid Robot
Watch the video about Sophia the robot with your students.
Basically, what students do is make an interview with her.
Sophia the robot makes for a great English lesson, period. Students are usually quite intrigued by “her” and there are so many different directions you can take this lesson.
After watching the video, instruct each student to create and write five extra questions that they would want to ask Sophia. (Questions which are not in the video interview).
After they are finished making their questions, they ask their partner the questions they made. Students then answer their partner’s questions from the perspective of Sophia the robot.
Here are some words or topics students could either use in their questions or use just as general topics to help them make their questions:
- The Future
After a student answers each question, their partner should try to ask a follow-up question or two – a question you ask on the spot based on the answer you get.
Explain the concept of a follow-up question to your students and show them examples:
Original question: “What emotions do you feel?”
Answer: “I feel curious.”
Follow-up question: “Why do you feel curious?”
Answer: “I feel curious because I want to know why I was created and why I’m different than normal humans.”
Follow up question: “Can you imagine why you were created?”
Having students ask follow-up questions is great practice for developing interview and conversational skills because they have to think on their feet without time to prepare.
Activity: Making a Sci-Fi Film Plot
Watch the sci-fi short film about ‘Sight Systems’ which forecasts the evolution of ‘Google Glasses’ and Virtual Reality (which are also great topics to discuss in your Business English lessons).
After you watch the video with your students, a fun activity you could have your students do is to imagine that they are directors creating the next scenes to the short film they just watched about Sight Systems.
They should work in pairs and discuss and write what the next five scenes will be. Have them describe the scenes in detail and explain what happens in each scene.
Students then share what they came up with the other students in the class.
After this, put the students back together and they should come up with a short plot for a similar type of short film that they saw.
The plot must focus on the dangers of future technology. Alternatively, you could give them the option of creating a movie plot focusing on the bright sides of technology.
Activity: Forming Opinions and Interview Quotes
This activity can actually be applied to a range of different topics.
Put the students in pairs and have them imagine to be speaking from the perspective of the following companies or people.
Students have to make an opinion from the standpoint of each company or person.
- Gas Company
- Electric Car Company
- Solar Panel Company
- Environmental Activist
- Auto Technician
- Car Consumer
For the people above, you could have students imagine they were interviewed about their thoughts on electric charging highways.
What do they think about electric highways? Do they support or oppose them? Let them explain their opinion.
Then they have to agree on what would be the most important quote or statement from that interview.
Give students some useful phrases for expressing opinions to help them make their opinions or quotes, which are at least three sentences long and they explain their opinion.
You could give students an ideal example quote from an interview with an Environmental Activist:
“In the long-term, electric charging highways will be a great solution for decreasing pollution because it promotes the consumption and usage of electric vehicles, which are much better for the environment than gas-powered vehicles. However, in the short-term, electric charging highways could produce a negative impact on the environment because of the intense construction work that will be needed to create these highways all across the country. Therefore, I see a positive long-term effect and a negative short-term effect.”
You want your students to form something similar for each of the roles, then students should present the opinions or quotes they made together to the rest of the class.
Doing ESL lesson activities about music is fun and there’s a lot of different directions you can take this topic in a lesson.
Music is also a big business with all of the jobs in music production, sound technology, festivals, online streaming services like Spotify, and these days even vinyl is making a comeback.
- Organizing an Event
- Making a Business Plan
- Giving a Presentation
This topic works especially great with Business English lessons in the music industry, but also in general for any businessmen or women who use are interested in music.
This is an especially engaging Business English topic for a few reasons – people love music and it’s a big part of life for many people.
Activity: Organizing an Event
Have students work with a partner. They should imagine they are event organizers and are planning a festival concept for next summer.
They want to make it even better than the Belgian festival “Tomorrowland” and the most luxurious festival in the world.
What luxuries will there be? What special things can be added, implemented, planned, organized, or done in order to create a better festival experience for the guests?
Students should discuss these points together. They can use the discussion questions below to help them:
- What special luxuries, things, offers, products, facilities, and features you will provide?
- What will be different about the campsite? How will you make it better than Dreamville?
- Describe the atmosphere. What’s unique about the stages and performances?
- Describe the security concept. How will you make the event safe and what are the policies?
Students should then give a presentation about their festival concept to the other groups and describe in as much detail as possible what the festival will be like.
After hearing from the other groups, students can discuss which festival concept was the best and why and give advice about what might help their festival to be better.
Activity: Making a Business Plan
Students work together with a partner or group. They imagine that they are opening a vinyl store in their town. They must make a business plan and a to-do list.
They can answer these questions in their business plan:
- What is the name of your vinyl shop?
- Other than vinyls, what will you need to get started?
- How will your vinyl shop stand out from the competition?
- Describe what kind of theme or atmosphere the shop would have. How would you decorate the shop/front window?
- Describe your ideal kind of customer or target market.
- Describe your ideal kind of employee or shop assistant.
- What could be some clever ways to advertise your shop?
- What will be the biggest challenges of opening the shop?
Students can then present their business plan to the other students in the class.
Activity: Giving a Presentation
Students work with a partner or group. They imagine they are giving a presentation to a group of vinyl fanatics.
They should choose from one of the topics below they’d like to do a presentation about, or they can also make their own topic.
They should prepare and give a one-minute presentation to the other groups on their chosen topic.
Even if they don’t know much about the topic, you can just instruct them to be as creative as possible and come up with some interesting things to talk about.
Here are the topics they can choose from:
- How to create a sustainable future for vinyl
- The guide to shopping for and listening to vinyl like a pro
- The future of music
- Why the age of vinyl in the 70s beats today’s digital age
- The steps to starting up a successful vinyl shop
You can have students do research on the internet if they have access.
You can also give students the choice to also come up with their own idea for a presentation, anything in the music sector. It doesn’t have to be specifically related to vinyls.
The most important thing is that students have a structure for their presentation, have researched important information about it, and teach the class something interesting.
You can also have students include one of each of the following things in their presentation:
- A problem (Music has become too digital in modern ages.)
- A statistic or fact (Over 7.6 million vinyls were sold in the US in 2018.)
- An opinion (We believe that vinyls will continue to be popular for years.)
- A quote (Zdenek Pelc said, “If people like something, they need something touchable.”)
This one last bonus activity you could do will help your students develop the skills they need for business and professional reasons.
Have them give a “show and tell” presentation or just simply talk about three gadgets, tools, products, services, etc they’ve bought in the recent past related to one of their personal interests.
Have the students teach the class either how to use this product or service, how it works, why they bought it, what the features are, what problem it solves for them, etc.
Here are some actual examples from my students, which you can show your students to give them an idea of what you’re looking for:
- A new running watch
- A subscription to Netflix
- A Nintendo NES Classic Edition
- A new bicycle helmet
- A portable speaker
All of these activities referenced are meant to be engaging for your adult students in Business English lessons, but the most effective way to do them is with the full lesson plans via the links above.
Watching the videos with your students should generate extra discussion and give you extra content to work with.