ENGLISH FOR MARKETING

(EXPERIENCE CONSULTANT)
BASIC COURSE OUTLINE (SYLLABUS)

In order to prepare the course and manage it well, the writers. According to
subjective and objective analysis checklist, the writers prepare the syllabus
regarding to the English for marketing (Experience Consultant) course which is
divided into twelve sessions as follow:

Session 1:

Time components activities

Topic/content Learning outcomes
allotment Language Class
Structure: Teacher
Participants are able explains the
to: materials
use auxiliary verbs Auxiliary verbs, they are
(do, does, is, am, are) i.e. is, am, are, going to
correctly. do, and does. study in the
make yes-no Questionwords: meeting.
questions. make what, Teacher and
questions by using who,where,when, participants
question word (What, and how) negotiate
1. Introducing
themselves
Who, Where, When, Greetings: about the
How). Good Morning, regulation of
2. Talking to
the current Respond to questions Good Afternoon, the class
Vocabulary: Good Evening, Teacher
foreign
Participants are able to explains
customers
2 hours use sufficient How are you, auxiliaryverb
3. Talking to
vocabulary to and How do you s, and
the
introducethemselves do? questions
prospective
current to their Vocabulary : words
foreign prospective Introduce, Teacher
customers, opportunity, play video
customers
and have sufficient please, know, about a
and remember, invite, simple
proper vocabulary to see, meet, introduction
speak to current present, glad, and asks the
customers. happy, new, participants
Listening: former, previous, to do role
Participants are able recent, etc play
to: between a
recognize greeting customer
sentences from and a

1
 interlocutors. marketing
Recognize the WH staff
questions from Teacher
interlocutors. mentions
Speaking: certain
Participants are able words and
to: participants
greet customers. repeat after
introduce her
themselves. Participants:
questions by using Pay
WH questions. attention to
speak using correct a video and
auxiliary verbs do role play,
one
participant
act as
marketing
staff and
the other as
a customer
Discuss
some
vocabulary
or key
words in the
video.

Session 2:
allotmen outcomes components
Topic/content Class activities
t Learning Language
Structure:
 Teacher explains
Participants are
able to: present perfect tense,
identify the noun phrases, and
correct forms Present nouns.
4. Presenting  Teacher gives some
of verbs in continous
and texts about certain
perfect tense tense and
describing
noun phrase perfect tense. products and asks
2 hours the
form Noun phrase participants to read
company’s
products use countable Countable & carefully and answer
(part I) and uncountable the questions
uncountable nouns  plays a video in
nouns which
Vocabulary: someone is describing
Participants are
products of a company.
able to use

2
 adjectives to  Teacher asks
describe the participants to do role
specification of playa and describe their
items. i.e: big, own company’s
small, low, products
high,
Participants:
strong, good,
thebest,  Do role play, a
thickness, marketing staff
dimension, presents his or her
color, size etc. company’s products,
Listening: and a customer
Participants are prepares questions
able to: related to the products.
get the  Discuss the
detailed conversations they
informationwh watch from video
en someone
 Each participant asks
is describing a
product questions and responds
Speaking: to questions after
Participants are describing products
able to:
describe items
by using
simple present
tense and
proper
adjectives.
Describe the
features
oftheitems

Session 3:
Time
outcomes components
allotmen Topic/content Class activities
Learning Language
t
Structure:  Teacher explains
The passive active voices
5. Presenting  passive
participants  Teacher gives the
and active voices
are able to: texts
describing  noun
2 hours  Use passive related to the healthcare
company’s phrases
active voices devices and asks
products and
Vocabulary: participants to answer
(part II) adjectives
Participants are the questions correctly.
able to:  Teacher gives

3
  use noun and grammar
noun phrases and vocabulary
when exercises such as
describing choosing the right
company’s forms of verbs, correct
products. adjectives.
 Learn more Participants:
Adjectives for Read the products
describing catalogues and discuss
products the
Listening: verbs or adjectives used
Participants are to describe company’s
able to: products.
understanding
Discuss some
the
vocabulary or key
conversation
words that are used in
on the video.
describing products
Reading:
Participants are Each participant
able to: asks
questions and
comprehend
responds
the texts
to questions after
given.
describing products
Answers the
questions
based on the
texts correctly

Session 4
Time
outcomes components Class
allotmen Topic/content
Learning Language activities
t
Structure: The forms of Teacher
Participants are adjective, shows
able to: comparative, different things
understand and and
Comparing one
the superlative. explains the
product to
2 hours comparative Examples: comparative,
another
degree Adjective superlative by
product
distinguish - profitable using
adjective, - high pictures
comparative, - low Teacher asks
and - new participants to

4
superlative - old do a
forms - expensive group
Vocabulary: -good discussion and
Participants are Comparative: asks them to
able to use - higher discuss
some - lower the
adjectives, - better strengths and
noun and - cheaper weakness
adverbs that - thinner of their
are Superlative: products.
often found in -the most Teacher gives
a expensive vocabulary-
product - the cheapest exercises
catalogue Participants:
- the biggest
Speaking: will see
- the heaviest
Participants medical
- the thinnest
are pictures shown
Words that on
able to:
are
use correct slides and then
often found in they
tenses in a
product Describe the
conversation.
catalogues features of
use
these items.
adjectives
Describe the
in their
products
sentences.
by using
compare one
correct
of the
comparative
company’s
forms.
products to
do a group
another
discussion
company’s
product to describe the
differences
between
the products
and also
describe their
strengths
and
weaknesses
do a
vocabulary
exercise : find
the
meanings of
the

5
 difficult words
and
match the
words with
the right
pictures

Session 5
Time outcomes components Class
Topic/content
allotment Learning Language activities
2 hours Dealing with Structure:  Cardinal
number of Participants and  Teacher
products or the are ordinal explains
prices of able to: numbers about
products  identify Examples: cardinal and
ordinal and  There are ordinal
cardinal seven-hundred numbers
numbers of new  Teacher plays
 recognize handphone a
and ordered by the cassette about
comprehend company. numbers
the amount of and asks
money participants
Vocabulary: to
Participants listen carefully,
are and
able to use then asks them
vocabulary to
related to practice to
order pronounce
quantity, and the words
products’  Teacher
prices shows the
to customers. pictures and
Speaking: the pricelist,
Participants then ask
are participants to
able to: pronounce
 explain the pictures
prices of and the
products pricelist
 use ordinal  Teacher asks
and cardinal participants to
numbers in do a role
speaking play, act as a
correctly marketing
Listening:

6
 Participants staff who
are explains the
able to: products’ price
respond or to a
answer the customer and a
customers’ customer who
questions asks for the
about products’
the products’ price
quality and Participants:
their prices.  practice
pronouncing
the numbers,
amount of
money.
 Do a role
play
between a
customer
and a
marketing
staff
performing
how to
order products
and asks
for a pricelist.

Session 6
Time
Topic/conte outcomes components
allotme Class activities
nt Learning Language
nt
2 hours 1. Structure:  Confirmatio Teacher explains
Telephoning Participants are n/ the
2. able to: Confirmation
Telemarketi  take notes tag questions form/ tag
ng  take and words (aren’t, questions
isn’t)  Teacher
respond to
 introducing introduces
telephone calls
modals such:
 greet on the modals
-can/ could  Teacher plays
phone
-should
Vocabulary: -may/ might a cassette about
Participants are -must conversation on
able to: -shall/ shall the phone and
 use  vocabulary asks participant
proper for to explain what
the conversation

7
 vocabular telephone is about
y conversations  Teacher asks
participants to
when talking to
do a role play,
customers on the
act as a
phone
Speaking: marketing staff
Participants are and a
able to: customer on the
 deliver phone
their Participants:
intention  Listen to
to the the
customers conversati
via on on the
phone and answer tape about
the asking
questions clearly. and
 spell answering
numbers questions
or letters between a
clearly customer
and a
Listening: marketing
Participants are staff
able to:
 Take part
 comprehe
in a
nd or
identify role play to
what practice how to
make and receive
customers are calls
talking about on  Take a
the phone part in
role play to
practice how to
promote the
products through
telephone

8
Session 7
Time
Topic/conten outcomes components
allotmen Class activities
t Learning Language
t
2 hours Answering Structure:  Form  Teacher
customers’ Participants are s of explains
inquiries able to: the
(including  identify conditional
giving and sentences forms of
discount, type I & type conditional
guarantee Use conditional II sentences type I
procedures, Sentences type I & type
product and type 2 II
quality,  use  Teacher
etc) modals explains
forms of
forms correctly
modals
and their
functions:  Teacher
-can/ could/ could gives
not should/ should grammar
not and
-may/ might/ vocabular
may not/ might y
not
-must/ must not excercises. The
-shall/ shall grammar
Not excercises
-will/would/ focuses on
would not conditional
Vocabulary: sentences and
Participants are modals
able to use  Teacher
vocabularies asks
related to
purchasing participants to do
order, product a role
quality play between a
Speaking: customer and a
marketing staff
 Participan
that are talking
ts
about products’
are able to explain quality,
the guarantee, by
amount of using correct
purchased conditional
orders, prices, sentences and
and to give modals
discounts if Participants are
the customers able to:
buy many

9
 products.  explain
Listening: the
Participants are discount
able to:
 answer from the normal
the prize
to customers.
Questions about  do a role
the conversations play
between a
customer
and a
marketin
g staff
performing the
condition when a
customer asks a
special price to a
marketing staff.
do a role play
between a
marketing staff
and a customer
when she or he
wants to offer
new products.

Session 8
Time
Topic/conte outcomes components Class
allotme
nt Learning Language activities
nt
2 hours Offering help Structure:  Modals  Teacher
or Participants are reviews
Giving able to: - Might
the
solutions  use - Can/ could
to customers modals or - Shall/ use of modals
should/must usage,
preferenc
Examples: and explains
es
- May I help preferences and
correctly when you? gives examples.
offering help or - Can I help  Teacher
giving solutions. you? asks
Listening: - Would you
Participants are like our driver to participants to
able to: pick up the do a role
 comprehe devices ? play how to
nd or - Could you offer helps
wait a moment and give
until I get solutions to

10
 identify permission customers
what from my boss?  Teacher
- Would you s asks
Problems like to …?
customers have - Do you participants to
Speaking : mind if....? write
Participants are  Preferen participants’
able to: ces experiences
 give when they
solutions - Prefer + noun + offered helps to
to +noun Prefer a customer or
to customers + V1ing+ to gave
correctly use V1ing solutions to a
modals or customer.
preferences in Then they are
a sentence asked to
correctly tell the story to
the
class.
Participants are
able to:
 do a
role
play
betwee
na
custom
er and a
marketi
ng
staff,
performing
how to
offer some
helps to
customer and
give
solutions to
customer
write their own
experiences
when they
offered helps to
a
customer or
gave
solutions to a
customer.

11
Session 9
Time outcomes components
Topic/content Class activities
allotment Learning Language
2 hours Reading a Vocabulary: vocabulary  Teacher
manual book/ Participants are used in gives
a able to : catalogues, some
catalogue/ a  recognize manual
brochure (part books or texts that are
I) words as many brochures taken
as possible from manual
which are books and
available in a catalogs.
catalog or a  Teacher
manual book asks
Reading :
Participants are participants to
able to: read and
 find the explain what was
the
meanings topic about and
difficult words answers the
 capture questions.
the  Teacher
asks the
details on a
text participants to
 spell and search new
handphone in
pronounce
catalogs or
the difficult
brochures
words/
from other
particular
distributors
words
 Teacher
Speaking:
Participants are asks the
able to: participants to
 retell find
what what information
is
they read
included in a
catalog
or brochure by
skimming or
scanning
 Teacher
gives
some
games
Participants are
able to:

12
  browse a
catalog
or a
brochure of
another
company
 explain
and
answer
the
questions
related to
the
brochure
 find the
meanings
of
difficult words
and
practice to
pronounce
particular words
 discuss
some
vocabulary or
key
words in the text.
 compare
what
they
have at their
company
with the things
they can
find in other
distributor
 discuss
with
other
participants
about their
findings

13
Session 10
Time
Topic/conte outcomes components
allotmen Class activities
nt Learning Language
t
2 hours Reading Vocabulary:  Readin  Teacher
manual Participants are g plays an
book/ able to : online
catalogue/  find the instructions
brochure (part dictionary and
II) meaning of asks
difficult words, participants to
 find listen to
synony certain
ms of vocabulary
carefully. Then
words she or
Reading : he asks certain
Participants are them to
able to: practice
 get the pronouncing
main particular words
 Teacher
idea of a
paragraph/ a asks the
text participants to
 Conclud find what
e or information
inside a catalog
summarize or brochure is by
texts skimming or
scanning
 Teacher
gives
some
games
 Teacher
gives
vocabulary
excercises
match the words
with
the appropriate
pictures
Participants are
able to:
 Listen to
an online

14
 dictionary
carefully and
practic
pronouncing
particular words.
 find the
meanings
of
difficult words
 discuss
some
vocabular
y or key
words in the text.
 do
excercise
s on
vocabulary

Session 11
Time
Topic/conten outcomes components
allotmen Class activities
t Learning Language
t
2 hours Listening to a Structure:  Structur  Teacher
presentation Participants e of plays a
(about a are
marketing able to: subject + Verb cassette and asks
staff  Identif + Object participants to
who is y the  Comple listen to
explaining x a presentation
new structures of carefully
products) sentences sentences  Teacher
used in the asks
presentation
participants what
Vocabulary: the
Participants presentation is
are about
able to  Teacher
memorize the explains
specific words the
that are used
in structure of
a presentation subject +
(e.g: words or verb + object and
expressions

15
 related to  complex
products sentences
knowledge,  Teacher
products asks
selling,
competitors, participants to do
analysis of the a
company’s role play,
weakness, and performing
strengths. as a marketing
Listening : staff who is giving
Participants a presentation and
are another listens to
able to catch him carefully
the  Teacher
messages that asks
are delivered participant
by s to give
speakers
comments or
questions to a
presenter.
Participants are
able to:
 understand
a
presentatio
n
 explain
about what
they listened to.
 do a role
play, a
marketing staff as
a
presenter and
others as
participants or
listeners.

Session 12
Time
Topic/conten outcomes components Class
allotmen
t Learning Language activities
t
2 hours Proposing an Structures:  Proposin
idea in a Partipants are g  Teache
meeting & able to : r

16
presenting an  give an ideas in a shows
argument in a meeting a
meeting opinion and  Giving
present an video about a
argument opinions for number
Vocabulary: example: in of employees
Partipants are my opinion, that are
able to : based on the conducting a
 memoriz fact. meeting
e and  Acceptin  Teache
master g r asks
words
and refusing participants to
related
ideas or opinions explain what
to politely the meeting is
Giving opinions about
and presenting  Teache
arguments. r gives
Listening :
Examples of
Partipants are
expressions of
able to :
giving and
 catch
refusing
messages from opinions
speakers so politely
they are able  Teache
to give an r asks
opinion that is
relevant to participants to
what a speaker do a
said. role play and
Speaking : use the
Partipants are expressions
able to : they have
learnt
 express
correctly.
their
Participants
opinion and are able to:
present their  explain
argument in a the
formal content
meeting of a
clearly and meetin
politely. g in a
video
in
some
employees are
having a
meeting

17
  identif
y the
words
or
pharses of the
employees
when they
give opinions
and
present
arguments.
 do a
role
play.
They
stimulate as if
they
have a meeting
and
they perform
how to
give an
opinion and
state their
arguments in
a meeting

The writers conclude that English for Marketing course is aimed to the
marketing officers especially experience consultant to increase their English in
communication purposes.

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 REFERENCES

Afifi, john. 2018. Jitu menjual diri dalam beragam situasi. Yogyakarta. Laksana

Dudley T, St John M.J.E.1999.Developments a multi-disciplinary

approach.newyork.cambridge university press.

Pantow, Johanna B.S. 2002. Introduction to ESP. Modul out of modul 6.

Universitas Terbuka.

Rafanani, Been. 2018. Teknik kilat mempengaruhi orang lain dengan cara seni
bicara.Yogyakarta. Araska publisher.

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