subject: Coaching English For Company Applications [print this page] When teaching ESP (English for Specific Purposes) or Business English, the teacher merely continues teaching most of the English which they already know how to, but add vocabulary, cases, subjects and contexts which are strongly related the students particular needs. The term "specific" in ESP identifies the specific purpose for learning English. This might include EAP (English for Academic Purposes), which makes students at tertiary level for further educational reports where English is used as the medium of instruction. Students approach the study of English through a field that's already known and highly relevant to them. Which means that they are ready to use what they learn in the ESP class straight away in their reports and work. The methods are essentially the just like those used when teaching common English class. If that you do not have the appropriate texts, tapes etc, then it may be possible to get the students or corporate customer to give them. There are also many course books made for ESP and Business English. The corporate customer is helped by These specially designed courses as they provide a flexible and responsive way of the changing consumer needs, ensuring a top quality and well-balanced course.
The customer also receives individual attention from the experienced and highly skilled ESL teacher. Firms frequently require custom-made programs specially designed to fit their particular requirements. Consumers can include banks, government agencies, hotels and multinational organizations. These ESP or Business programs are often offered at the school, university /tertiary organization or on the company premises. These particularly designed programs must be worthy of new recruits, middle management, top-management executives and company front-line staff. A good starting place for an ESP (English for Specific Purposes) program is a "needs analysis" or even a "client map." It's difficult to show a student's particular needs until it is ascertained exactly what they are. A common "needs analysis" might be a survey that the client and teacher examine and complete together. This may include an evaluation of the client's English usage report, their needs and objectives, what it's they particularly want and what it's that they do not have. The procedure for providing a custom-made course for a corporate customer is as follows:
Initially, on first contact with the customer, a detailed interview is set up to create the client's specific needs
The students'levels are then established through the school's placement testing program
The course outlines, approach to training and materials are then designed in consultation with the corporate customer
A custom-made program will be developed making careful use of both primary textbooks and other supplementary materials
A schedule is then arranged with the corporate customer
Needs Investigation
There are basically two several types of requirements analysis and training design. The first is product oriented that is mainly worried about what the learner should know or be able to do as a result of teaching. The other is process oriented that is concerned with the processes by which pupils can learn. A needs analysis can be quite beneficial and:
will allow you, the teacher, to determine the course content and method
may determine deficiencies and particular needs
will help the teacher in assigning students to various groups
may help in determining the course duration and depth
can provide more accountability
can help you the course to be sold by you as necessary and and sophisticated product
You will find, however, a number of related problems:
there may be conflicts involving the notion of requirements (the scholar, the sponsor, the teacher) that could be difficult to accommodate
there might be a conflict between learning styles and chosen teaching
are students able to articulate their needs and expectations?
can set up unreal expectations and pupils'needs might not be met
Business Communication Courses
In today's business climate and with the advent of globalisation, speaking well in English means developing a competitive advantage in ever changing and expanding world markets. Providing top quality programs to persons trying to get ahead in their jobs is an important and growing market place. Business success rests to a large extent on the capacity of individuals to communicate effectively in English. Business writing skills and interaction will help students to recognize the changing nature of business communication and identify and eliminate errors in their Business Strategies. Business Communication Courses could be presented at Pre-Intermediate, Intermediate and Upper Intermediate levels and must give a balance of English for Business and General English.
The courses should further aim to improve and expand students'language, increase their grasp of Business phrases and features whilst going for a good knowledge of vocabulary, writing and grammar. In addition to 1 day Business Communication Workshops offering Business Communication Courses, a school may also provide. These workshops are aimed at getting students up to speed with the English skills required to conduct at the highest levels in their jobs. The courses might cover a range of subjects and skills for internet marketers from negotiation skills, to powerful presentations, to customer relationships. These workshops can include:
Business Writing Needs
Managing Your Time Correctly (Time Management)
Calling Skills for Reception and Front Line Staff
Success: For Assistants and Administration Specialists
Communicating with Confidence
Writing and Planning Effective Business Studies
Customer Service Necessities
Holding Effective Conversations and Meetings
Listed here are a few ideas to get you started:
Business Letter Writing:
For this task you will desire a book of design business letters in English. They are usually available on the internet. Make one copy of 10 different letters (with respect to the number of students in your class). Make enough so that all pair has one. You might wish to focus on a certain kind of page, such as cover letters or letters of complaint, otherwise combine the various kinds of characters. One student will look at the letter, the other cannot. It is read by The student with the letter to the other student, who takes dictation. The reading student should not consider the writing student's written work. At the end, have the student examine his or her published work to the original, improving them and trying to find problems. This is a great lead-in to writing business letters, and is a great method of including dictation without them often performing dictation from the teacher or even a tape.
Crazy Resume:
For this action provide a resume to school, and discuss resumes for a few minutes. Ask the students what continues an application. Next, have all pupils easily (10 minutes) write a resume in English. Encourage exaggeration. Next, keep these things use partners taking turns interviewing each other for jobs. Pick the jobs: possible (fun) options are McDonalds, KFC, Gas station attendant, NASA Astronaut, CIA traveler, Military General, Model etc. Review often asked interview concerns beforehand the problems will be identified by the students in their indigenous language for the most part). After everybody has been been the interviewer and interviewed, query the course on their success: did the candidate get the work? How did they do?
Telephone Phrases:
There are lots of phrases and idioms used when speaking on the phone. Print a number of these on blank enterprise cards, such as: "Please store and I'll ring Mr. Bizet's office", and "I am sorry, but Ms. Albina is not in her company right now. Would you prefer to leave a message?" The students are then arranged into sets. Each student gets about five cards depending on the size of the school and the amount of cards printed. In turn, they have to start a phone conversation using their companion, somehow and somewhere working in the idiom/term on their card and turn over the top card. The phrase does not be found by The partner. What this means is they have to think of a condition, and guide the conversation in such a way as to be able to fall in the idiom/expression. The first team to consume almost all their cards is the winner.You will have already launched telephone idioms and they'll did some conversation practice before playing the game.
The Replacement:
Ask your students to imagine they've to interview a candidate who will do their work while they will be away on extended leave. They have to come up with a listing of questions linked to their job. Divide the class in to two teams, the interviewers and the candidates. Each interviewer now asks his or her questions to most of the candidates and has to choose which one could be ready to do his or her job best. Then your interviewers become the candidates.
Forming a Company:
For this task, divide the students into groups of five to six. Now ask them their own company to be opened by them. They have to determine what type of goods or services they're planning to create or offer. The students also have to choose the organization structure and what departments are expected to manage the company. Furthermore, they should define the various duties of each department in sales and product production. After the discussion, group representatives do a presentation in class. That activity could be created to include published work such as reports and business strategies. This might well become an extensive project!
Creating an appropriate degree
It is a good idea to start tutoring at a level your student can deal with and one that provides a certain amount of success. After observing and listening your student for quite a while, you will be able to build his/her degree. Be ready to be variable in your training techniques and ways to suit the particular student's character and learning needs. It's crucial that you assess the students'strengths and weaknesses to make a method which will best help them increase. It's also very important to understand that some students are silent and reserved and might take some time for you to open to you so take heed of the subtle ways they might try and inform you what they are thinking, how they feel and if they really understand.
Start
Once you have formulated a step-by-step policy for helping the student and have established aspects of weakness, make certain that the student knows what has to be done. This may give you and your student obviously defined objectives to work at and provides the student with a sense of development and success everytime one of many set targets has been accomplished.
Stimulate your student
It's essential that you make an effort to keep your student motivated. This will include a certain measure of creativity and imagination. Furthermore, try and separate your training into a amount of short pieces to maintain interest and change the pace. You might wish to begin with a "warmer" to set the tone and change in to your session. This can be followed by twenty minutes of reading, five minutes for a fun communicative activity, then quarter-hour for writing etc.
