9
Keeping control of
an aggressive call
A The call
The caller has been contacted by her insurance
company and has received a letter with a check for
$9.92. She does not understand why, and wants the
check explained. The agent discovers that before
the $9.92 check was sent, another check was sent
for $842, and that the $9.92 was not included in this
original sum, when it should have been. Therefore, the
insurance company sent a second check for $9.92 to
cover the difference. The caller did not receive the first
check for $842 and suspects that someone else has
cashed this check illegally.
1 Pre-listening activity
With this activity the scene is set and the learners’
attention focused on a specific content. The activity
can be done either as an open activity or as group or
pair work. Allow the learners a few minutes to prepare
their ideas. The ideas can then be presented to the
class. The trainer can increase interest by saying: Now,
let’s find out if you are right, before starting to play the
recording.
Answer key (suggested)
Caller
angry
threatening
concerned
persistent
aggressive
frustrated
upset
Agent
robotic
intimidated
unhelpful
polite
incompetent
timid
3 Detailed listening activity
Ask the learners to read the multiple choice questions,
and clarify any unknown vocabulary items. Play the
recording again while the learners choose the correct
answers. Conduct a feedback session. If there are any
problems, play the appropriate parts of the dialog
again, or refer to the transcript.
Answer key (suggested)
1. a
2. c
3. b
4. c
5. a
6. b
Answer key (suggested)
The caller is probably complaining about
something that he/she thinks someone should
be punished severely for. This could be an illegal
action or very serious mistakes that could incur
legal liability.
2 Global listening activity
Ask the learners to read the adjectives and, if there are
unknown words, clarify their meaning. Ask them to
listen to the call for the first time. Explain that it is not
important to understand everything at first, but just to
try to get the gist of the conversation so that they can
decide which adjectives describe the caller and the
agent. Conduct a feedback session. If learners come
up with different words from those suggested in the
answer key, encourage them to explain their answers
and find evidence for them in the call.
B Focus on language
This section takes a look at the third conditional and
should (not) have done, making comparisons, and more
phrasal verbs and idioms.
1 Expressing regret
One way in which language can be used to enhance
soft skills is in expressing regret. This unit focuses on
expressing regret using the third conditional and
should have done.
Lead in by reading the information in the input box.
Write on the board:
If (only) I had (not) + past participle …
I should (not) have + past participle …
Draw the learners’ attention to the pronunciation of
should (not) have done or should (not) have been. In
rapid or natural speech these become: should(n’t)’ve
done, should(n’t)’ve been.
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2 Making comparisons
Ask the learners to use their imaginations to make
up sentences expressing regret. In small groups, they
should read their sentences aloud, and the members of
the group decide which is the best sentence for each
situation. In a feedback session, one member of the
group reads out the chosen sentence, or writes it on
the board. Monitor the groups and prompt correction.
Making comparisons is an important skill for call
center agents to learn, particularly if their job involves
upselling or outbound sales, and/or explaining the
difference between several different options to
customers. To introduce this topic, ask learners if
they understand in what ways the ability to make
comparisons might enhance their service skills with
customers. Write suggestions on the board and add
to them if necessary, giving input on how upselling
is often an important part of their job, and may be
required to differentiate their company from other
competitors.
Answer key (suggested)
2. If I hadn’t driven so fast, I wouldn’t have
crashed into another car.
I should have driven more carefully. Then I
wouldn’t have crashed into another car.
3. If I hadn’t left my MP3 player out when I
went to the bathroom, it wouldn’t have
been stolen.
I should have taken my MP3 player with me
to the bathroom. Then it wouldn’t have been
stolen.
4. If I hadn’t forgotten to set my alarm clock, I
wouldn’t have been late for work.
I should have set my alarm clock. Then I
wouldn’t have been late for work.
5. If I hadn’t cooked the meat badly last night, I
wouldn’t have been ill all night.
I should have cooked the meat properly last
night. Then I wouldn’t have been sick.
1
Lead in by reading the information and examples in
the input box with your learners. They then work in
pairs and write down their statements. Conduct a
feedback session.
Answer key (suggested)
2. The next time I come here, I want better
service than I have had this time.
3. The food at this restaurant isn’t much better
than that place that closed down last month.
4. This is the worst plane trip I have ever
experienced.
5. That concert was a lot better than the last
one I went to.
6. That test was the easiest I’ve ever had; I think
I’ve gotten a high score.
2
Learners look in the transcript for expressions of regret.
Conduct a feedback session.
Note that there is one place in the call where should is
not used to express regret:
l. 46 “You guys should have that …”
Answer key
l. 59: “I shouldn’t have paid for the policy.”
l. 108: “I mean if you hadn’t called me, I wouldn’t
have been calling you, would I?”
l. 130: “Oh, I shouldn’t have even bothered to!”
Should have is used more often.
Extension
If time permits, divide the class into two teams. Elicit
from the class some well-known brand names of
the same product (Coca Cola/Pepsi, Nike/Addidas,
etc). Write them on the board. Now choose two rival
products from the list. Each team supports a different
brand, and will perform a sales pitch for its brand.
To prepare, each team must come up with several
reasons why its product is better than the other team’s.
Evaluate how well learners are using comparisons in
their presentations. You may want to have a prize for
the winning team.
Extension
Write the following sentences on the board.
3 Idioms and phrasal verbs
• If I you hadn’t come here today …
Idioms are also dealt with in Unit 1, Unit 3, Unit 5, and
Unit 10. Phrasal verbs are also dealt with in Unit 2, Unit
4, Unit 6, and Unit 7.
• You wouldn’t have been late …
• If I hadn’t opened that topic for discussion …
Learners work in pairs and use the prompts as
the basis for a role-play in which one partner
expresses regret and the other practices professional
reassurance. Learners will need to complete the
sentences before they use them. Monitor the groups
and make notes for a later feedback session.
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Learners can work individually or in pairs, to write the
meanings of the phrasal verbs they know. They can ask
other learners to help with the meanings they don’t
know. When all knowledge has been pooled, conduct
a feedback session.
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Answer key (suggested)
go through: examine and revise (if necessary)
narrow down (the search): limit, restrict, reduce
the number of possibilities
come up (in the system): show up (in the system)
come up with: get the idea of
is not flying: is not acceptable
be out (by $800): be ($800) short
2
Extension
If you want to make this a game or competitive
activity, divide the whole class into two teams, then
allow everyone in the class 30 seconds to read the
input box before asking them to close their books. Ask
the teams to nominate a secretary and then give them
a time limit of five minutes to confer and have their
secretary write down each rule and one example of
it. The winning team is the one with the most correct
rules and examples.
1
Proceed as for part 1.
Answer key (suggested)
bypass: avoid, get around
kicks in: starts to work
double-check: check again
go through: examine and revise (if necessary)
get back on track: return to the right path
good through: until
C Soft skills
1 Keeping control of an aggressive call
It is vital to prepare learners for aggressive and
confrontational calls as new hires are likely to
experience these at some stage, and will need
strategies to deal with them professionally, as well as
to try to turn the call around to appease and satisfy
the customer. In the call in this unit, the agent asks the
customer to “please stop shouting,” which only serves
to make the customer more angry. It is common for
novice agents to either make inappropriate requests
or comments (e.g., Calm down!), or be overly timid
and lose confidence. In this unit, learners can practice
keeping control and maintaining professionalism even
in the face of aggression.
Lead into the topic by reading the first two points
in the input box with your learners. Ask them to talk
about their own experience of angry callers, and how
they dealt with them. Then divide the learners into
small groups. Have one learner scan the section in
the input box “Keeping control of a call: the dos and
don’ts” for one minute, and then explain it in his/her
own words to the other group members. Learners can
then mix with other groups to check if the others have
any information they don’t have. When the trainer is
satisfied that all information has been pooled, one
learner can be asked to read out the dos and don’ts to
make sure that everyone has complete information.
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In pairs, the learners complete the sentences and
imagine a context in which they might be appropriate.
Encourage the learners to read their sentences aloud
so that you can correct word stress and intonation.
Apologizing is also dealt with in Unit 5, Section C (Soft
skills), under “Admitting mistakes.”
Answer key (suggested)
1. I’m sorry about the long wait. I was unable to
find your file.
Context: Agent placed caller on hold for a
long time.
2. I apologize for the misunderstanding. What I
meant to say was that you still have a week
to send in your payment.
Context: Agent didn’t explain clearly and
confused the caller.
3. I am deeply sorry for your loss.
Context: Agent is sympathetic because the
caller has lost a loved one.
4. Sorry about that. I thought you said
435-2345. I misheard the first time.
Context: Agent did not hear the phone
number correctly.
5. I do apologize for the confusion caused by
your latest invoice. What that fee is referring
to is …
Context: Company sent a mistaken invoice.
Agent gives more emphasis to his apology
by using do.
6. Please excuse me for mispronouncing your
name. I’m not familiar with it. Would you
mind spelling it for me?
Context: Agent did not say the caller’s name
correctly.
7. I’m so sorry about that. I thought we had
already notified you about the termination
of your policy.
Context: The agent assumed the caller had
previously received notification.
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The learners work in pairs with the transcript. Learners
may produce arguments for apologies in some places
not listed in the answer key. This is fine, but make sure
learners are aware that litigation culture may come
into play in this particular call, and that apologizing
specifically for the problem with the check could
cause legal difficulties for the company. If time allows,
you may want to get learners to refer back to the
information on litigation and compensation culture in
Unit 7, Section F (Intercultural matters), before going
on. You may also want to bring up specific company
procedures that they will need to learn in relation to
this type of situation.
Answer key (suggested)
l. 26: The agent should have apologized for the
confusion and shown a commitment to finding
out the reason for the calls to this customer.
l. 61: The agent should have reiterated an
apology for the confusion and, to reassure the
customer, once again explained that she was
going to get to the bottom of why the check
was sent.
l. 145: The agent should have apologized for not
being able to give more detailed information
about the calls placed to the customer
previously.
3
Give learners time to make their scores. Conduct
a feedback session. Encourage the learners to
explain their scores to one another and come to an
agreement about the strength of apology in each
scenario.
Answer key (suggested)
1. 5 Should be a very strong apology. The
caller has called over and over again, which
should never happen. Something like: I do
apologize for this …
2. 1 This does not need too strong an apology.
For example: I’m sorry, I know I said ten
minutes, but it took a little longer to dig up the
information you were looking for.
3. 2 A simple apology for the aggravation
is needed for this one: I’m sorry about the
frustration this is causing you. Our passwords
are case sensitive, so let’s try …
4. 4 The caller’s sarcasm must be addressed.
Also, the caller must be reassured. Agent
could say: I’m really sorry that this is taking
longer than usual …
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5. 4 The caller mentions the death of a loved
one. Make sure that you show sympathy for
that situation: I’m so sorry for your loss. Let me
guide you through the paperwork. It can be a
rather daunting task.
2 Sounding “robotic”
The topic of sounding “robotic” is also dealt with in
Unit 4, Section C (Soft skills), under “Sounding sincere.”
The less engaged an agent is, and the more reliant
on scripts he/she is, the more likely he/she is to be
described as “robotic.” The agent in this call does not
engage with the high emotion of the caller, and tends
to simply stick to the procedures. To introduce this
topic, read the input box with your learners and ask
them how they feel when they are in emotionally
charged situations with someone who is unresponsive.
1
Play the recording again, while learners work in pairs
to highlight in the transcript those places where the
agent sounds “robotic.”
Answer key (suggested)
l. 13: “That policy number is not coming up in
our system, ma’am. Are you the owner of the
policy?”
l. 50: “OK, because actually, ma’am, there’s a lot of
Robert Fowlers coming up in the system, so for
me to be able to segregate it, I’ll need his date
of birth.”
l. 94: “OK, well, the most I can do is to have this
one sent over for further research, because we
are seeing here the check with a signature on it.”
l. 170: “And that’s the reason why I’m putting
this for further research, ma’am. I’m going to be
reporting this one … that you did not receive
the check. However, we’ve received a copy of
the encashed check.”
Extension
If time permits, have learners form pairs and ask
Learner A to share an emotionally upsetting story with
Learner B. Learner B should use robotic responses.
After learners have done this, ask how A felt during
the activity, and write key words on the board. Point
out that this is how callers will feel if agents respond
mechanically to their concerns.
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D Pronunciation
This section deals with how different words in
an utterance can be stressed to convey different
meaning. The topic is also dealt with in Unit 6.
2
The learners work in small groups and practice saying
the given sentence in five different ways. Monitor the
groups and prompt correction.
Answer key
1. You really should’ve done that.
Meaning: Not someone else
1 Word stress and meaning (2)
This section provides an opportunity to revise and
extend learners’ understanding of word stress and
meaning in a customer service context. If possible,
record learners doing these activities to enable peer
evaluation and feedback.
2. You really should’ve done that.
Meaning: Reinforcing the obligation.
3. You really should’ve done that.
Meaning: A strong obligation.
4. You really should’ve done that.
Meaning: This action really needed to be taken.
1
5. You really should’ve done that.
Meaning: That specific thing, not something else.
Lead in by reading the information in the input box
with your learners. In pairs learners produce minidialogs on the model:
Agent: xxxxxxx
3
Caller: I have never missed a payment.
Learners work in pairs. Learner A reads a sentence
with one word stressed. Learner B writes down what
particular meaning and emotion he/she thinks the
sentence conveys. Then the learners swap roles.
Conduct a feedback session with the class.
Agent: xxxxxxx
Monitor the pairs during the activity and conduct
a feedback session when the activity has been
completed.
Answer key (suggested)
1. Agent: You should make payments on or
before the due date.
Caller: I have never missed a payment.
Agent: Oh, dear, I’m so sorry I was looking
at the wrong file. I’m so sorry about
that.
2. Agent: I don’t think there is anything you
can do about this.
Caller: So what do you plan to do about this?
Agent: I’m terribly sorry, but that program
is now obsolete and we don’t have
tech support for it anymore. I suggest
we upgrade you to an updated
version.
3. Agent: The storm has damaged some cabling.
Caller: That’s not my fault!
Agent: Absolutely. I didn’t mean to imply
that it was. The repair crews are out
making the necessary repairs. The
most recent update states that it will
take another 24 hours.
4. Agent: It may take some time.
Caller: How long do I have to wait?
Agent: I apologize, but I don’t have an exact
time. However, typically processing
for this takes to 3–4 business days.
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Answer key (suggested)
Student A to read aloud:
1. What can he do?
Meaning: What possibilities are available?
Context and/or feeling: Situation seems
hopeless.
2. She said she is leaving.
Meaning: Speaker is repeating/emphasizing.
Context and/or feeling: Listener is not sure
whether to believe it.
3. Why did you come?
Meaning: Speaker did not expect listener to
be there.
Context and/or feeling: Could be
disappointment/strong surprise in speaker’s
tone.
Student B to read aloud:
1. I don’t think you understand.
Meaning: Speaker thinks someone else could
understand, but not the listener.
Context and/or feeling: Speaker is
condescending
2. Why did he use that?
Meaning: Speaker is referring to a specific
item.
Context and/or feeling: Speaker might be
surprised or confused.
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3. Should I read it?
Meaning: Speaker is unsure about whether
to read it or not.
Context and/or feeling: Curious or inquisitive
tone.
4
Learners work in groups and discuss the possible
meanings of the given sentences. Monitor the groups
as they work. The groups then write a dialog that
includes all the sentences. In a feedback session, the
group performs their dialog to the rest of the class.
Encourage peer feedback.
Answer key (suggested)
It might be better = Speaker is making a (weak)
suggestion.
Feedback can be given by the trainer or the partners.
How clear was the agent’s explanation? How did the
agent respond to requests for further clarification?
What about appropriate language choices, clear
pronunciation, and skillful use of intonation?
If there is time and recording equipment is available,
the explanations can be recorded for self-evaluation
purposes, or to allow detailed trainer feedback or peer
evaluation.
F Intercultural matters
The objective of this section is to draw the learners’
attention to different cultural expectations when
dealing with direct questions and/or confrontation.
1 Direct answers to direct questions
Did you give it to her? = Speaker is emphasizing
whether the item was given (as opposed to
being lent or sold).
Introduce this topic by writing the following customer
comments on the board:
Can you help him? = Speaker is unsure about
the possibility of helping this person.
You’re talking in riddles!
Can you just get to the point?
We can’t run there = Running is not possible, but
other methods of getting there may be possible.
Elicit what might have been the cause of these
comments. Ensure learners understand that in the
first comment, the caller feels that the agent is
being deliberately confusing, and that in the second
comment, the caller feels that the agent is “beating
around the bush,” or evading the key issue.
E Read and explain
The purpose of this section is for learners to practice
reading a text, grasping the meaning quickly, and then
explaining what they have read in their own words. In
this section the learners also have the opportunity to
practice skills learned in this unit so far:
• keeping control of a call,
• using third conditionals or should have done,
• making comparisons,
• using idioms and phrasal verbs,
• interpreting emotions conveyed by stress and
intonation.
Learners skim the text for information. If possible, the
given time limit (one minute) should be adhered to –
or at least aimed for. The learners take turns to play the
roles of agent and caller. Encourage the “callers” to ask
questions for further clarification.
Key points to focus on in this activity are:
• the agent should provide the caller with an
explanation, drawing on the information in the text,
• the information the agent provides should be
concise, not rambling, but he/she should be able to
expand when more information is needed.
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Once learners have explored these comments, draw a
horizontal line on the board, labeling one end as “very
indirect,” and the other end as “very direct.” Ask learners
to think about the position of their culture(s) between
these two extremes, and where American culture
is positioned. Then discuss how this could affect
communication across cultures.
Extension
If time permits, have learners mark their own
individual points of directness on the line. Use this
activity to raise learners’ awareness of how every
person is different, and that generalizations of cultural
directness/indirectness do not always apply. This will
enable you to reinforce the importance of pairing
intercultural awareness with the profile of individual
callers.
Read the input box together with your learners. Ask
learners to look at the caller question in the input box,
Why haven’t I received my refund yet? Elicit responses to
the question that:
a) are too indirect,
b) are too direct,
c) have the right balance.
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4
The learners work in pairs and decide which of
the responses are the most and which the least
appropriate. In each of set of options, two are
inappropriate. One is inappropriate because it is too
indirect, and one because it is too direct. The objective
is to raise learners’ awareness that being too direct is
problematic as it can sound rude.
The learners can work individually or in pairs. Conduct
a feedback session to compare their ideas.
Answer key (suggested)
(For American culture)
1. Unfortunately my supervisor is unavailable
right now, but I’ll be more than happy to
help with your concern, or if you prefer, my
supervisor could give you a call back.
In a feedback session, ask the pairs to present
their ideas, discuss them with the class, and ask for
explanations of why a particular response has been
chosen as “least appropriate.” Point out that in most
cases a lot will depend on context and the profile of
the customer.
2. OK, I can see that there has been some
confusion here. Just give me a moment
to look into what happened on our end in
more detail, and then I’ll be able to answer
all your questions, and we can get to the
bottom of this.
Answer key
3. I can understand your concern. Let me
assure you that we have procedures in place
to prevent somebody else from cashing
this check. I’ll be able to help you register
this problem so that we can ensure your
protection.
1. a) 2 (too direct)
b) 3 (too indirect)
c) 1 = appropriate
2. a) 2 (too indirect)
b) 1 = appropriate
c) 3 (too direct)
3. a) 3 (too direct)
b) 2 (too indirect)
c) 1 = appropriate
2
Learners work in small groups. While they are
discussing the level of politeness of the responses in
part 1, monitor the groups and prompt correction. At
the end of the activity ask the groups to present their
results to the class.
2 Saying no
To introduce this topic, ask how learners feel when
they have to say no. Then ask them how they feel
when somebody says no to them in a professional
context. Write on the board what learners think would
be appropriate and inappropriate ways of saying no.
Read the input box with your learners, and draw their
attention particularly to the importance of offering
alternative solutions.
Answer key (suggested)
1
1. 2c) is a rude response, as it accuses the
customer very directly and would be likely to
cause offense.
The learners act out the scenarios in pairs. Monitor
the pairs, prompt correction, and make notes for
a feedback session. During the feedback session
encourage a class discussion on how Learner A and
Learner B felt after the role play.
3
Ask learners to look at the line drawn on the board
during the introduction to this section, charting
where they see their culture and American culture. Put
learners into groups and ask them to come up with
two ways in which they might bridge the gap. When
groups have completed this task, write the strategies
for bridging the gap up on the board.
If there is time and recording equipment is available,
the dialogs can be recorded for self-evaluation
purposes, or to allow detailed trainer feedback or peer
evaluation
Extension
If time permits, have groups demonstrate their
strategy to the rest of the class through role-play. The
rest of the class tries to guess what the strategy is,
and the trainer writes it on the board once someone
guesses correctly.
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The learners work in small groups to find suitable
responses that are not too direct, yet not too indirect.
Encourage learners to revise other units and sections
for ideas to soften the message, sympathize, and
explain clearly. For example:
• Unit 2 – using just
• Unit 3 – giving clear explanations
The learners should sit back-to-back during the roleplay to simulate a telephone situation. While the
learners are doing the role-play, move around the
class, observing, monitoring, and making notes for
later feedback. After the role-play ask the “callers” to
assess the “agents” using the evaluation sheet.
If recording equipment is available, the role-plays can
be recorded for self-evaluation purposes, or to allow
more detailed trainer feedback or peer evaluation.
• Unit 4 – defusing anger and sounding sincere
• Unit 5 – admitting mistakes and apologizing
• Unit 6 – using passives
• Unit 7 – showing empathy
• Unit 8 – building solidarity using the pronouns we
and us
In a feedback session, ask the groups for their
suggestions. Write the responses to each sentence on
the board, and encourage the class to choose the best
one and write it down in their notebooks.
G Role-play
The learners work in pairs to play the caller and the
agent. Give them time to read the scenario and their
rolecards, and prepare for the role-play. Ask them
to review each of the sections in this unit and try to
incorporate what they have learned into the roleplay. Encourage the caller and agent to make notes
during their preparation on how they will incorporate
language, pronunciation, soft skills, explanation skills,
and intercultural skills into their roles.
H Self-evaluation
The purpose of this section at the end of the unit is
for learners to reflect on what they found easy and
difficult, and to plan for improvement. Encourage
learners to spend time thinking about each section
and to give honest responses. Once they have done
this, you may want to suggest that they draw up
objectives for self-study work to help them to reach
their own goals for improvement.
Learners should evaluate themselves in particular with
regard to:
• how confident they are listening to understand the
purpose and details of the call and the feelings of
the caller,
• using the third conditional and should have done to
express regret,
• making comparisons,
• using language and soft skills to respond to angry
callers, apologize, and keep control of the call,
Specifically learners should practice:
• interpreting caller attitude and emotion from word
stress,
• listening to understand the purpose of the call and
the feelings of the caller K agent
• their ability to read a text and synthesize
information to answer a caller’s enquiry,
• using the third conditional to express regret
K agent
• their ability to answer direct questions politely and
fairly,
• making comparisons K agent and caller
• their ability to say no.
• using idioms and phrasal verbs K agent and
caller
• responding to an angry caller by defusing,
apologizing, and keeping control of the call
K agent
• interpreting caller attitude and emotion through
word stress K agent
• giving direct answers to direct questions
K agent
• saying no K agent and caller
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