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SKILLS

EFL.5.2.8 Influence an audience effectively through persuasion, argument or negotiation using conventions and features of English.
EFL.5.2.15 Engage in an extended conversation on most general topics and keep it going by expressing and responding to suggestions, opinions, attitudes, advice, and feelings.

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REAL-LIFE APPLICATION

This topic helps students discuss professional services, entrepreneurship, and legal responsibility. Causative structures are useful when people arrange services instead of doing everything themselves. Entrepreneurs often have contracts reviewed, logos designed, websites built, products delivered, invoices prepared, and legal documents checked. This language helps students communicate in professional, legal, and business situations.

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LEARNING ACTIVITIES

SESSION 1 (80 min) ANTICIPATION

Part 1: Anticipation: Startup Problem Pitch (20 min)

The teacher presents three imaginary startups with urgent problems: a business with no legal contract, a product with copied branding, and an online store with customer complaints. Students work in teams as “startup advisors” and decide which problem is most serious. The teacher asks: “What should entrepreneurs do themselves, and what should they have done by professionals?” This prepares students for causative structures through entrepreneurship.

CONSTRUCTION

Part 2: Vocabulary for Entrepreneurship and Legal Rights (15 min)

The teacher introduces professional vocabulary students need to discuss business services and legal responsibility.

Part 3: Grammar Input: Advanced Causative Structures (25 min)

The teacher explains:

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Part 4: Legal Risk Triage Game (20 min)

Students receive business risk situations and rank them from “urgent” to “less urgent.” For each risk, they must say what the entrepreneur should have done professionally. This is interactive and decision-based, not just grammar practice.

Risk situations:

1. The startup copied another brand’s logo.
2. The contract was signed without legal review.
3. Customers did not receive invoices.
4. The product packaging made false promises.
5. The website collected personal data without warning.
6. The refund policy was unclear.
7. The payment system failed.
8. Product photos were taken from another website.
9. Delivery terms were not explained.
10. A customer complaint was ignored.

Speaking frame:
“They should have had the contract reviewed.”
“They need to get the refund policy corrected.”
“They should get the website checked for legal compliance.”

SESSION 2: CONSTRUCTION – REINFORCEMENT (40 min)

Part 1 – Entrepreneur Shark Clinic (15 min)

Students form small “expert panels” like a Shark Tank-style clinic. One student presents a business problem in 30 seconds, and the panel gives advice using causative structures. This makes the activity oral, fast, and fun.

Business problems:

1. My logo looks too similar to another brand.
2. My website does not accept payments.
3. Customers complain about delivery.
4. My contract is confusing.
5. My product photos look unprofessional.
6. My refund policy is not clear.
7. My business name may already exist.
8. My invoices are disorganized.
9. My packaging is not attractive.
10. My social media posts look unprofessional.

Useful responses:
“You should have your logo redesigned.”
“You need to get your website fixed.”
“You should have your contract reviewed.”
“You need to get your invoices organized.”

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Part 2 – Rights Court: Client vs. Startup (15 min)

Students act out short legal-rights conflicts. One student is the client, one is the entrepreneur, and one is the mediator. The mediator must propose a solution using causative structures.

Cases:

• The product arrived damaged.
• The service was paid for but not completed.
• The logo was copied from another business.
• The contract was unclear.
• The customer did not receive an invoice.
• The website charged the client twice.
• The delivery was late and not explained.
• The product did not match the advertisement.
• The business used a photo without permission.
• The guarantee was not respected.

Mediator sentence frames:
“The product should be replaced.”
“The invoice should be prepared.”
“The client should get the payment refunded.”
“The entrepreneur should have the contract reviewed.”
“The business should get the advertisement corrected.”

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Part 3 – Professional Advice Line (10 min)

Each student says one professional recommendation using a causative structure. The teacher corrects accuracy and register.

Examples:
“Entrepreneurs should have their contracts reviewed before signing.”
“A startup needs to get its website tested before launching.”
“Businesses should have their refund policies checked.”

SESSION 3: CONSOLIDATION (80 min)

Part 1 – Preparation: Entrepreneur Rights Clinic (15 min)

Students prepare for a professional clinic. Each team receives a startup case with a business problem and a possible legal-rights issue. They must prepare advice using causative structures, but they cannot write a full script. They prepare only keywords under problem, risk, service needed, and recommendation.

Startup cases:

1. A clothing startup used a logo similar to a famous brand.
2. A food delivery startup received complaints about late delivery.
3. A tutoring startup has no written agreement with clients.
4. A tech startup collects student data without clear permission.
5. A handmade jewelry business copied product photos online.
6. A school event business forgot to issue invoices.
7. A digital design startup delivered incomplete work.
8. A product business advertised a guarantee but refused repairs.
9. An online store has a broken payment system.
10. A student business sells products without clear return rules.

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Part 2 – Entrepreneur Rights Clinic Simulation (50 min)

Teams rotate through three roles: entrepreneur, advisor, and client. The entrepreneur explains the problem. The client explains what went wrong. The advisor gives a professional solution using causative structures and legal-rights vocabulary. This activity combines oral interaction, entrepreneurship, legal reasoning, and grammar.

Required language:

• The contract should be reviewed.
• You need to have the policy checked.
• The website must be tested before launch.
• The logo should be redesigned.
• The client should get the payment refunded.
• The business should have the invoice prepared.
• The product should be replaced.
• The advertisement should be corrected.

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Part 3 – Investor Decision and Reflection (15 min)

After the simulations, students vote for the startup that handled the problem most professionally. They must justify the vote using one causative sentence. The teacher closes by emphasizing that professional excellence includes communication, legal responsibility, and knowing when to get expert help.

RUBRIC:
Vocational Excellence Rubrics

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NEE – Agregar el tipo de adaptaciones curriculares

Principio II: Pautas 6.1 – 6.3 – 6.4 
Principio III: Pautas 7.1 – 8.1 – 9.1
ALUMNO 1: Constante monitoreo. Dar tiempo adicional para el desarrollo de la actividad y se reduce el número de ejercicios o se modifican los ejercicios con un nivel de dificultad reducido, de acuerdo con sus necesidades académicas. 
ALUMNO 2: Constante monitoreo, Dar tiempo adicional para el desarrollo de la actividad y se reduce el número de ejercicios o se modifican los ejercicios con un nivel de dificultad reducido, de acuerdo con sus necesidades académicas.
ALUMNO 3: Constante monitoreo. Corroborar que el contenido entregado en clase haya sido comprendido por la estudiante mediante retroalimentación.