Be unit 1 by TEFLnow

TEFLnow Course in Teaching Business English

Unit i 1

BE E0 001

Unit i 1 Welcome to TEFLnow Teaching of Business English course. This Introductory unit aims to give you an overview of the company, the course and the possibilities you will have on completion of it. TEFLnow is one of the most successful providers of online TEFL training in the world. It is our mission to train teachers to a high standard of knowledge and awareness. It is our mission to train teachers to a high standard of knowledge and awareness. We believe that we are at the forefront of TEFL teacher training and endeavour to be ahead of the market in all aspects of our courses. There are many Business English courses available on the market;Íž you may well have researched them already. If so, you will have seen that most of these courses approach the subject in the same way. This is not unusual, as many businesses develop through imitation of successful products, adding their own individual touches here and there. TEFL course aims to be different. We feel that our courses and the material within them should challenge and question the norms of thinking. We aim to develop critical and analytical thinkers, who will decide on their methodologies after careful consideration of a range of theories.

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Unit i 1 Course contents Unit 1 Q Q Q Q Q Q Q Q

Aims and objectives Course duration and structure General terminology Business English ESP Course assessment Prospects Unit 1 task sheet

Unit 2: Teaching and learning Q Q Q Q Q Q Q

Teachers Learners Teaching adults Teaching groups and individuals Reading, writing, speaking and listening Teaching methods overview Unit 2 task sheet

Unit 3: Course development Q Q Q Q Q Q Q

First meetings Needs analysis Syllabus design End of course assessment of students Examinations Course evaluation Unit 3 task sheet

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Unit i 1 Unit 4: Materials Q Q Q Q Q Q Q

Authentic material uthentic and non-authentic mat Designing non-authentic materials mat Lesson planning Book resources Using the internet Materials webliography Unit 4 task sheet

Unit 5: Teaching themes Q Q Q Q Q Q Q Q

Case studies Frameworking Problem based learning Games CALL Speech-Act theory Putting it all together Unit 5 task sheet

Unit 6: The Business English world Q Q Q Q Q Q Q

Business English etiquette Seeking employment and jobsite webliography CV/Resume Examinations for teachers Organizations and associations Supplement Unit 6 task sheet

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Unit i 1 Aims and objectives

Target group This course is designed for practicing or intending teachers of English. It is assumed that participants will have completed either an online TEFL certificate or an onsite TEFL course, and that they intend to be able to specialise in the area of Business English teaching now or in the future. Participants are not expected to have any formal business training, as this course is designed to develop the skills needed to teach English in a business environment.

Aim: To give participants the opportunity to study ideas and methodologies relating to the teaching of Business English in an EFL setting.

Objectives: On completion of the course participants should be able to: Q

Discuss using standard industry terminology the role of Business English teaching Have an understanding of the general role of a Business English teacher in a variety of settings Create a teaching syllabus based on evidential assessment of clients needs Have realistic ideas for individual lessons and how to deliver them to a range of target groups Be aware of how to find or create material for their teaching Be able to create and apply assessment procedures precourse, on-course and post course Be aware of the opportunities available for further professional development

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Unit i 1 Course duration and structure

Duration You may work at your own pace through the course but there is a maximum time limit of six months and you could not expect to finish the course in under three days.

Structure

The course has six units which aim to cover as many practical and theoretical aspects as possible within the time frame. In the second unit we look at the roles of both the teacher/facilitator and the learner/client. It covers how your clients are likely to be organized for teaching and the types of skills they will want and need from your teaching. The third unit takes you from first meetings with your client, through the process of level testing, needs analysis and syllabus design. It then gives methods and ideas for evaluating your clients pre-course, on course and post course, finally looking at how to structure an evaluation for your employer. The fourth unit covers the materials available for teaching business English, including where to find them or how to create them and how to organize them into formal lesson plans and ideas for delivery. The fifth unit looks at teaching themes around which you can construct your syllabus and teaching ideas, such as case studies, frameworking, games and computer-assisted language learning. The final unit looks at the Business English teaching world and aims to give practical help and advice on how to seek and apply for employment, some general rules for keeping that employment and some of the professional bodies you can join.

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Unit i 1 General terminology As an introduction to the world of Business English it is useful to look at some of the terminology you will come across throughout this course and in the world of teaching English as a foreign language in general. BESIG IATEFL's Business English Special Interest Group CEIBC Cambridge Certificate in English for International Business and Commerce CertTEB Certificate in Teaching English for Business CertTEfIC Specialist Certificate in Teaching English for Industry and Commerce DipBPE Diploma in Business and Professional English Language Teaching EAP English for Academic Purposes (usually overseas university entrance) ELT English Language Teaching (generic term) EOP English for Occupational Purposes ESP Teaching of English for Specific Purposes FTBE Foundation certificate for Teachers of Business English IATEFL International Association of Teachers of English as a Foreign Language IATEFL SIG Special interest groups within IATEFL LCCI London Chamber of Commerce and Industry examinations TEFL Teaching of English as a Foreign Language TESOL Teaching of English to Speakers of Other Languages TEYL Teaching of English to Young Learners

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Unit i 1 General business English English is the modern language of business. As markets have become global, businesses at all levels have had to adapt and train their staff in English usage both written and spoken. This course is designed to give an overview of the methodologies and techniques that can be applied to a whole range of business applications. You do not need to be a specialist in any particular business field to be able to teach English for business, though a working knowledge of general business terminology will obviously be beneficial. Most of the language of any business interaction is the same as any normal interaction for example, agreeing and disagreeing, making arrangements, writing letters and reports and so on, though it may be more formal. This area of English teaching is currently undergoing rapid growth and teachers with a qualification or experience will have a wider and possibly more lucrative range of employment prospects. Where and how your teaching takes place will be studied in greater depth in Unit 2 but it is worth mentioning at this stage that there will be a wealth of knowledge and expertise brought by your clients to the classroom and you should be prepared to use this material whenever possible to make your teaching as practical and relevant as possible.

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Unit i 1 ESP: Teaching of English for Specific Purposes

This term encompasses a whole range of specific areas of English teaching usually with some academic or vocational purpose in mind. Some examples are: Q Q Q

Q Q Q

Medical English for medical personnel English for banking and finance English for academic purposes (usually university entrance examinations) English for Law English for engineering practices English for science and technology

This is a continually evolving market, which is keeping pace with new technologies. Basically any specific vocation you think of can have an associated course designed and delivered for it. As an ESP teacher you do not have to have any specific training in the area in which you are teaching English;Íž bear in mind that your students/clients will already know about their own area of expertise. You are there to give them the skills to use this knowledge through the medium of the English language. Some specialist words will be needed in your lessons and these can usually be found in the text book glossary. After some experience in this field of teaching (though experience is not absolutely necessary) you may wish to consider your professional development through further study and examinations. Details of such examinations can be found in unit six.

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Unit i 1 Course assessment Assessment of the course is continuous, through the use of multiple choice tasks. When you have covered the material within a unit you can download and carry out the test for that unit. The test will be graded automatically for you and your results presented. You will be able to monitor your progress through the course with the graphical display of your individual test results and overall average score. In order to obtain a certificate you must complete all six units. There is no specific time frame for completion, though you should not expect to complete the course in less than three days or over a period greater than six months.

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Unit i 1 Prospects Employment prospects for TEFL teachers are extremely good. If you have studied in an additional field such as Business English your prospects are enhanced. You will be able to find employment opportunities all around the globe and can live a relatively comfortable lifestyle in most countries. The types of teaching positions you will find, along with the working conditions and salaries will vary country by country, but below are some typical outlines of what you could expect. Teaching 'Private clients' or 'One to One'

This forms a very large part of the market and your clients may vary from a one-man business to the chief executive of a multi-national corporation. This method of teaching may take place through either of the venues above or you may be 'freelance'. Teaching in a language centre or language school

The centre offers language courses including Business English to the general population. Your groups of clients may be from different businesses in the area or a larger corporation may send a group of their employees 'en masse'.

Teaching 'In Company' or 'In House'

Many organizations offer (and may demand) their employees have English training at the company site. Your client groups may therefore be from one department or a range of departments at a particular management level.

Salaries will be dependent to some extent on the local or national economy. You may expect more than $2000 per month in the UAE but less than $1000 per month in a country such as Thailand. Far and Middle Eastern states offer relatively higher salaries but can often have more stringent working conditions and practices. Working hours are another area where there can be a great variation. As a freelance teacher you can obviously choose how much or how little you need to do. Working for a company you may have as little as 18 contact hours, or as many as 35 contact hours per week.

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Unit i 1 Task sheet Unit 1 Check your knowledge before attempting the unit test.

Note: not all the information needed for the answers can be found in the unit, so you may need to research from other sources. 1. Within this course, where would you find the following information? a. Writing a lesson plan ………………………………………………………………….……………………………………………………………… b. Using computers in your teaching ………………………………………………………………….……………………………………………………………… c. A suitable gift for your boss ………………………………………………………………….……………………………………………………………… d. The meaning of the term "facilitate" ………………………………………………………………….……………………………………………………………… e. How to construct a 'needs analysis' ………………………………………………………………….……………………………………………………………… 2. Give three examples of ESP areas in addition to those on page 8. (I) ………………………………………………………………….……………………………………………………………………… (ii) …………………………………...…………………………….……………………………………………………………………… (iii) ………..……………………………………………………….……………………………………………………………………… 3. What is the minimum time needed to complete the online version of this course? .…………………………………………………………………………………………………………………...…………………………

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Unit i 1 4. What is the difference (if any) between TEFL, TESL and TESOL? ………………………………………………………………………………………………………………….…………………………… ………………………………………………………………………………………………………………….…………………………… ………………………………………………………………………………………………………………….…………………………… ………………………………………………………………………………………………………………….…………………………… ………………………………………………………………………………………………………………….…………………………… ………………………………………………………………………………………………………………….…………………………… 5. In which business English setting would you prefer to teach, and why? Please give as much detail as possible. ………………………………………………………………………………………………………………….…………………………… ………………………………………………………………………………………………………………….…………………………… ………………………………………………………………………………………………………………….…………………………… ………………………………………………………………………………………………………………….…………………………… ………………………………………………………………………………………………………………….…………………………… ………………………………………………………………………………………………………………….…………………………… ………………………………………………………………………………………………………………….…………………………… ………………………………………………………………………………………………………………….…………………………… ………………………………………………………………………………………………………………….…………………………… ………………………………………………………………………………………………………………….…………………………… ………………………………………………………………………………………………………………….…………………………… ………………………………………………………………………………………………………………….……………………………

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