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Pearson Education Limited

Edinburgh Gate

Harlow

Essex

CM20 2JE

England

and Associated Companies throughout the world. www.longman.com

© Pearson Education Limited 2005

Second impression 2005

All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form

or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of

the Publisher.

The Publisher grants permission for the photocopying of those pages marked 'photocopiable' according to the following

conditions. Individual purchasers may make copies for their own use or for use by classes they teach. School purchasers

may make copies for use by their staff and students, but this permission does not extend to additional schools or branches.

Under no circumstances may any part of this book be photocopied for resale.

The rights of Evan Frendo to be identified as the author of this Work have been asserted by him in accordance with the

Copyright, Designs and Patents Act 1988.

Printed in Malaysia

Editorial development by Ocelot Publishing, Oxford, with Ros Bell. Produced for the publishers by Stenton Associates,

Saffron Walden, Essex, UK. Text design by Keith Rigley.

ISBN-10: 0-582-77996-0

ISBN-13: 978-0-582-77996-9

Acknowledgements

We are grateful to the following for permission to reproduce copyright material:

The American Council on the Teaching of Foreign Languages for an extract from ACTFL Proficiency Guidelines -

Speaking' published in Foreign Language Annals, Vol 33, No 1 © Revised 1999; Cambridge University Press for material

from Customer Services/order amendment form Local Examinations Syndicate, Cambridge BEC Vantage 1, 2002; Council

of Europe for the table 'Common Reference Levels: global scale' published in A Common European Framework of Reference

for Languages: Learning, Teaching, Assessment © Council of Europe; EDI for an extract from 'Spoken English for Industry

and Commerce (SEFIC)' published on www.lccieb.com; Educational Testing Service for material from TOEIC Can-Do

Guide © 2000; Macmillan Education for extracts from In Company Intermediate Student's Book by Mark Powell © 2002;

Pearson Education Limited for material from Market Leader Pre-Intermediate Coursebook by Cotton, Falvey 8c Kent

© Pearson Education; Simon 8c Schuster for an extract from Managing Strategic Relationships by Greenhalgh; and A P

Watt Ltd on behalf of The National Trust for Places of Historic Interest or Natural Beauty for an extract from the poem

The Stranger by Rudyard Kipling.

TOEIC materials selected from the TOEIC Can-Do Guide, 2000. Reprinted by permission of Educational Testing

Service, the copyright owner. However, the test questions and any other testing information are provided in their entirety

by Pearson Education. No endorsement of this publication by Educational Testing Service should be inferred.

In some instances we have been unable to trace the owners of copyright material, and we would appreciate any

information that would enable us to do so. The Publishers are grateful to the following for permission to reproduce photographs:

Reuters (CORBIS): page 58.

Every effort has been made to trace the copyright holders and we apologise in advance for any unintentional omissions.

We would be pleased to insert the appropriate acknowledgement in any subsequent edition of this publication.

Contents

Introduction

1 W hat is special about business English?

• The business English learner • Business English teaching contexts • The business English teacher • Language in context • Teaching business communication

2 Assessing needs and preferences

• Needs analysis • Communication needs • Pedagogic needs • Business needs • Three examples

3 Designing a course

• Setting objectives • Syllabus components • Negotiating the syllabus • Managing the logistics

4 Selecting and developing materials

• Coursebooks and other ready-made materials • Tailor-made materials • The learner as a resource • Framework materials • Authentic materials • Role-plays, simulations, and case studies

5 Teaching business speaking skills

• Socializing • Small talk • Speaking on the telephone • Presentations • Meetings • Negotiating • Business writing • Correspondence • Contracts • Reports6 Teaching business writing skillswl • CVs • Agendas and minutes • Writing for the Internet

7 How to teach business English at a distance

95
• Distance learning • Teaching by telephone • E-learning possibilities • Using the Internet for business English learning and teaching • E-learning in practice

8 How to include intercultural training 112

• W hat is intercultural training? • Using cultural dimensions • Understanding our own culture • Increasing awareness • Using critical incidents

9 Evaluating and assessing 123

• Evaluation • Testing learners • Evaluating using feedback and observation • The reflective practitioner • The customer's perspective

Task File

140

Task File Key

150

Chapter notes and further reading

156
Index 160

Introduction

Who is this

book for?

What is this

book about?How to Teach Business English has been written for anyone involved in the teaching of business English, including teachers, materials writers, and course designers, as well as language consultants and trainers working in companies. Newcomers to business English will find the book particularly relevant, but those with more experience should find that the book offers fresh insights into key issues. The use of English as the language for business is increasingly widespread, and more and more teachers are being asked to teach it. Business English teaching is not just about what happens in the classroom; it covers a huge variety of activities, such as dealing with sponsors, gathering information in order to design a course or choose materials, and working in a wide and varied range of contexts. This book is designed to offer practical advice to anyone involved in business English teaching, and to act as a guide to some of the theoretical developments that affect the way business teachers operate. Chapter 1 considers the people involved in learning and teaching business English and the contexts in which it takes place; it contains an overview of what makes teaching business English special. Chapter 2 looks at how to gather information about specific learning and business needs before planning a course. Chapters 3 and 4 go on to cover course design and materials development, areas which the business English teacher needs to deal with. The next two chapters deal with the communication skills common in business English teaching. Chapter 5 examines speaking skills, such as socializing, small talk, presentations, negotiations, and meetings, while Chapter 6 deals with teaching written skills such as letter writing, contracts, reports, CVs, agendas, minutes, and writing for the Internet. Chapter 7 examines some of the issues raised by distance learning (when teacher and learner are separated by space and perhaps by time), and discusses various options which are available to the teacher. Intercultural training is increasingly being seen as part and parcel of the business English teacher's job, and this is dealt with in Chapter 8. Finally, Chapter 9 considers issues of course evaluation, looking at it from the different perspectives of the learner, the teacher, and the company investing in the training. Suggested classroom activities are signalled by this icon ■ . The Task File consists of photocopiable sheets relevant to each chapter. They can be used for individual study and reflection, or for discussion and review in a training context. A Task File Key, with guideline answers, is provided. Additional chapter-related notes and further reading suggestions are provided in an appendix.v

Author's acknowledgements

This book was largely inspired and influenced by the countless articles and books I have read over recent years (some are listed in the further reading list), and courses and conferences I have attended. Business English teaching is an exciting field, and there is so much happening. Also, of course, inspiration has come from the hundreds of business English learners whom I have had the privilege to work with. I remain convinced that I learn more from them than they do from me. I would like to say a big, personal thank you to a number of friends and colleagues who worked through early versions of some of the chapters in this book, and very kindly made suggestions and comments. They are Sabrina Gerland, Connie Parks, Pete Sharma, David Smith, and Mike Sneyd, all business English professionals with years of teaching experience. Also, I wish to express deep gratitude to my mother, Avril Frendo, who, as a journalist of many years standing, was able to offer advice from a different perspective. And a special thank you needs to go to James Schofield, who invited me to join him on this project, but who was later unable to continue and very generously suggested that I carry on alone. Thanks too to my editors, David Lott and Jeremy Harmer, both of whom demonstrated immense knowledge, experience, and also patience, as they guided me through the whole process. Rosamund Bell, as content editor, continued to ask pertinent questions, while tweaking the text to make it more readable and user-friendly Finally, as is so often the case, it is the long-suffering members of a family who contribute the most. In my case, thank you to my children, Oliver, Emily, and Edmund, and most of all to my wife Christine; it simply would not have been possible without their unfailing support.

The business

English learnerW hat is special

about business

English?

• The business English learner • Business English teaching contexts • The business English teacher • Language in context • Teaching business communication Every day millions of people all over the world use English in their business activities. Business is about buying and selling or, more broadly, exchanging and exploiting resources and capabilities. It uses the language of commerce, of finance, of industry, of providing goods and services. It is about people coming together to accomplish things they could not do as individuals. It is about design and innovation, traditions and values, about the exciting and the mundane. It is about cooperation, negotiation, and conflict. It is about persuading and understanding, power and control, explaining and finding solutions to problems. In short, business English is communication with other people within a specific context. What do people want when they decide to study business English? For some it is a necessary part of their job. For others it is an investment which brings status and possibly financial reward. Some people have very specific needs, and some people just want their English to get better. Some people may be near the end of their working lives, and others may just be starting a new job, or career, or project. Despite this wide variety, it is possible to group learners together in generally accepted categories:

According to experience

Pre-experienced learners have little or no experience of the business world. Typically, they are learning business English because they intend to follow a business career; they may be university students, for example, or even secondary school students. Because of their lack of experience they will often need the teacher to provide a window on the business world. Job-experienced learners know a lot about their business and their own jobs, and often have very precise notions about why they need business English. In contrast to pre-experienced learners, they do not need or expect the teacher to help them understand the world of business. A third category, which might be called general business-experienced, falls somewhere between the two. It comprises learners who may already have a certain amount of1

How to Teach Business English

Business

English

teaching contextswork experience, but who are learning English in order to move into a new job, or for a specific purpose. According to level in the organization's hierarchy Very often learners at different levels in a company have different approaches to business English learning. Senior managers, for example, may wish to focus on specific skills like presenting or negotiating, or may wish to have

1-to-l lessons because of their status within an organization, whereas more

junior staff may not have such precise needs, or may not be able to influencequotesdbs_dbs29.pdfusesText_35

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