Key subject: TEACHING BUSINESS ENGLISH

Full name: NGUYEN LAN ANH

Course date: 30 October - 4 November 2023

Table of Contents
I. KEY POINTS FOR TEACHING ENGLISH GRAMMAR
1. Globalization of Business English
2. Appropriate correction techniques
3. Use of appropriate Business English idioms and slang
4. Multiple Intelligences
5. 80/20 execution to enhance learning
6. Team work and preparation in the classroom
7. Understanding Professor Rassias methodology for Business English
8. Activity based methodology activities for all skills
9. Lesson planning for outcomes
10. Philosophy of Teaching Business English
11. Cross cultural communication
12. International gestures
13. Professionalism and International diplomacy
14. Student analysis
15. Approaches and Methods in the classroom
16. General language learning principals
17. Understanding student goals
II. LESSON PLANS
III. RELEVANT ACTIVITIES
I. KEY POINTS FOR TEACHING ENGLISH GRAMMAR
1. Globalization of Business English
Admit it or not, English is now the global language of business. A growing number of
multinational companies are mandating English as the common corporate language with the hope
of simplifying geographical communication and performance across diverse functions and
business endeavors. Along with that, there is a rise of non-native English speakers using the
language to compete and integrate into the international market. It has become the universal
language for business and can unite people from various cultural backgrounds to discuss their
thoughts clearly, efficiently, and effectively.
In most business schools, Business English modules are compulsory since they include actual
business topics that are useful for the students in their future careers. The topics range from how
to reach an agreement through negotiation to writing proper business email format. Regarding
global business, it is safe to assume that English is a prerequisite of the modern era. The
interconnectivity in trade relations between companies requires a common language to bridge the
gap, and English is just the right tool.
For ESL teachers, mastering Business English is considered a specialization in the profession
due to the jargon and specialized vocabulary to learn in the field. Therefore, before being able to
master Business English, General English is a basic knowledge that the teacher must already have
a good command of. They must also be fluent in both written and oral communication and are
expected to have a foundation of business specialization in teaching the language.
Business English is two-way learning. The teachers are not the only ones providing knowledge
and information. As the students learn how to use English from the teachers, they, in return, will
update their business knowledge from the learners by seeing what international companies are and
how they function in the modern world. Consequently, this would allow the teachers to gain first-
hand knowledge about the business world and can be a very fulfilling endeavor. It also offers
chances for teachers to cooperate with co-operations across a whole spectrum of industries. The
demand for English is increasing to support companies' flourishing and to prevent setbacks of
improper documentation content, falling short against the competition when negotiating, confusing
planning instructions or weak relationships with other foreign corporations.
In any business situation, the businessman is required to have a good grasp of social skills, as
well as the flexible ability to communicate with clients and partners. Therefore, since globalization
takes place daily, making English the universal language, the international market needs to be
catered to by highly qualified teachers of Business English as helpers in breaking the barriers of
sharing new ideas in the rapidly growing world.
2. Appropriate correction techniques
While teaching English, teachers will experience having their students make mistakes. As a
result, mistake correction is an indispensable yet significant part of teaching English. Not every
learner will produce perfect structure every time, so the error-correcting process would help put
learners back on track for accurate use of English and develop their ESL skills. Some teachers may
have only one technique in their repertoire for correcting errors in English language use. However,
as a TESOL teacher, one should be able to master various correction styles and use them together
flexibly and efficiently.
The first technique to mention is Delayed Correction. Most teachers have the tendency to correct
their students, either voluntarily or compulsorily. However, that act of correcting doesn’t always
have to take place instantly. In this case, the teachers would leave some time for the students to
present their thoughts and ideas before offering correction, if necessary. In this way, the teachers
still have the chance to correct the students, but less disruptive to learners.
Contrary to Delayed Correction, which calls for instant correction but with less tension, is
Discreet (Real-Time) Correction. This method works the most effectively when conducting online
classrooms. Most online learning apps management systems have chat boxes. Therefore, when a
student is speaking, the teacher can easily point out and type the correction there. The learner can
then read the comment and respond appropriately without losing too much of a beat. Since
corrections are made as the learners speak without interruptions, they can immediately see what
went wrong and have the chance to correct themselves promptly. It can also help retrain students'
minds with the accurate form.
The next error-correcting technique is Restated Repetition Correction, which is a form of
listener feedback. It tells the other party that one is attending to what’s being said. In the case of
learning English, it is simply repeating the corrected version of what is being said wrongly. It can
be considered part of listener feedback with a twist.
The last technique to be applied is Self or Peer Correction. The first port of call when correcting
can be the students themselves as most of the time, learners can instantly correct themselves when
aware of the mistakes made. It is necessary that the teacher give students a chance, and time, to
correct themselves. By facial expression, eyes contact, hand gestures or body language, the teacher
can inform the students of the type of error. Therefore, creating correction indicators is crucial to
English teaching teachers. Besides correcting themselves, students can correct one another. Peer
correction often helps to create a positive class atmosphere and learn a lot from one another.
3. Use of appropriate Business English idioms and slang
Languages worldwide have long been relying on centuries-old slang and idioms to express deep
meaning and create a sense of understanding of the greater message. An idiom or slang is a phrase
or expression that generally has non-literal meanings, which cannot be directly understood by
reading each word but can indicate the speaker’s sophisticated appreciation and understanding of
that said language. While slang is informal, changes over time, and varies by region and culture,
idioms present a different meaning from the dictionary definitions of the individual words in the
expression. Slang and idioms add color to the conversation and help understand the hidden
meaning of an expression.
 However, in a business context, where most communication is considered formal and must
follow a certain standard, an individual must have a clear and thorough understanding of slang and
idioms, which is casual talk for appropriate use. In the case of instant messaging in the office, it’s
rather difficult to avoid using some form of slang, since employees tend to type instant messages
as an informal way to communicate. The same goes for email. When sending information or
documents back among team members, the emails will likely include varying degrees of slang.
However, in progress reports or project updates to upper management or outside parties no slang
or idioms are allowed. The use of slang is also inappropriate regarding blog posts, whose main
audience are clients and customers. As a method to engage and help the audience understand the
business, a blog post should professionally reflect the business.
Written business communications should never contain any form of slang or idioms. Despite
varying in terms of the purpose and format, a written communication should respectfully speak to
the reader. Therefore, the use of slang and idioms may not only reduce the chances of funding or
cooperation but also damage the company's reputation. Since modern slang may possibly be
misinterpreted or misunderstood by the reader or non-native speakers, it is important to avoid
unwanted situations by leaving slang and idioms completely out of written documents and
communications.
4. Multiple Intelligences
Multiple intelligences were first introduced in 1983 by a Howard Gerdener, a Harvard
developmental psychologist. It is a theory that describes various ways people learn and acquire
information. Accordingly, it differentiates human intelligence into various modalities: visual-
spatial, verbal-linguistic, musical-rhythmic, logical-mathematical, interpersonal, intrapersonal,
naturalistic and bodily-kinesthetic. Multiple intelligence does not only focus on the ability to use
words, numbers, pictures and music, but also feature social interactions, introspection, physical
movement or being in tune with nature. By clearly get hold of the students' type of intelligence,
teachers can flexibly and efficiently adjust learning styles that best promote the career paths for
learners. However, since being presented, there has been both positive and negative opinion about
the theory. While educators believe that multiple intelligences depict inborn talents and abilities,
psychologists cast doubt the validity of this theory.
Instead of concerning intelligence based on verbal, linguistic or logical ability, Multiple
Intelligences take into consideration nine frames of intelligence: Verbal-linguistic intelligence
refers to the remarkable verbal skills and sensitivity to the sounds, meanings and rhythms of words;
Logical-mathematical intelligence is the ability to enhance conceptual and abstract ideas as well
as figure out logical and numerical patterns; Spatial-visual intelligence takes into account the
capacity to visualize information accurately and abstractly; Bodily-kinesthetic intelligence
concerns how one control his movement to handle objects skillfully; Musical intelligences deals
with the potential to produce and appreciate rhythm, pitch and timber; Interpersonal intelligence
involves recognizing and having suitable respond to the moods, motivations and desires of others;
Intrapersonal belong to one's ability to be self-aware and in tune with inner feelings; Naturalist
intelligence means being able to recognize and categorize plants, animals and objects in nature;
Existential intelligence calls for the sensitivity and capacity to tackle deep questions about human
existence.
The fact that each person possesses a unique blend of capabilities and intelligence has uniquified
human beings from other species. While logical thought and reasoning are interesting to some
individuals, some understand through reading, exploration, and experimentation. Therefore,
expecting everyone to learn the same way would be inappropriate.
5. 80/20 execution to enhance learning
As a teacher, chances are that sometimes working hard does not bring the best possible results
concerning student engagement, test scores, or learning gains. Therefore, it is time to take the
80/20 execution into use to enhance learning. The 80/20 Principle or the Pareto Principle was
named after the economist Vilfredo Pareto. It simply states that 80 percent of the results come
from 20 percent of activities, which means only a small number of tasks account for most of the
progress. It also indicates an inverse relationship between input and output.

Therefore, the gist of this principle is to identify the key tasks that would greatly impact the
students' learning, while at the same time, helps the teachers to reach the teaching goals and devote
the energy there. A clear separation between what has to be done and what is truly valuable and
impactful is necessary. For instance, noticing such activities as studying assessment results or
planning instruction are critical, the attention should mainly be placed on those areas. Completing
high-impact tasks will also do wonders for confidence and energy due to the feeling of staying
focused and accomplished. As practicing the 80/20 principle, one can accomplish twice as much
as normal.

6. Team work and preparation in the classroom

Teamwork is referred to as a group of diverse individuals with different backgrounds and
characteristics working together towards reaching a common goal. The success of teamwork
depends on constructive conflict negotiation, active listening, clear communication, and effective
cooperation between its members. In the context of being at school, it would come in various
forms, ranging from working collaboratively to complete a project, sharing resources during small
group time to playing together at recess.
Teamwork has much to offer the students in a classroom since it provides students with
fundamental skills regarding communication, compromise, and collective effort. All these skills
are extremely valuable for students later when they join the workforce. When being asked to work
toward a common goal, the students have the chance to practice expressing their ideas in a
respectful manner, actively listening to their peers, as well as developing problem-solving skills
since there will be situations where the group members have adverse ideas and have to find
compromise and resolution. Besides learning from the teacher, teamwork even makes it possible
for the learners to learn from their peers. While studying course material individually only allows
the students to know how they perceive a subject, collaboration with others will help to expand
their perspectives with new ideas and ways of seeing the world. Teamwork also enhances feelings
of connectedness and community among students. It allows the students to interact and build
positive relationships with other peers in the class. Additionally, by incorporating group work,
discussions, or projects into lessons, the teacher would create a different way of learning that is
more actively engaging for the students. Therefore, for students to achieve a comprehensive, well-
rounded education, integrated teamwork on several fronts is vital.
Teamwork is necessary not only between students themselves but also between students and
teachers and teachers and parents. These days, it is common that every classroom has a teaching
assistant to help with fundamental tasks to spare time for the lead teacher to focus on skills
development and classroom management. As a result, effective communication and teamwork
between the adults are key in ensuring that students get the time, attention, and levels of instruction
required. Apart from that, the cooperation between teachers and parents is equally important.
Acting as a team, teachers and parents would reinforce positive behaviors and learning skills
developed in the classroom and practiced at home to devise ways of individualizing learning
approaches to best suit the student’s needs.
7. Understanding Professor Rassias methodology for Business English
The Rassias method is a language learning technique developed by former Dartmouth professor
John Rassias in 1964, with the goal of making the learners feel comfortable and natural with a new
foreign language in a short amount of time. This can be achieved through specific teaching
procedures and techniques that seek to eliminate inhibitions and create an atmosphere of free
expression from the first day of class. The Rassias method consists of three components: language
classes, drill sessions, and a language study abroad program. After completing two to three courses
in a specific foreign language, students can join a language study abroad program for more
opportunities to increase their fluency and fully immerse themselves in the language. By making
use of rapid-paced, theatrical, highly creative, and imaginative techniques in the classroom,
positive reinforcement is immediate.
Drill sessions are what make this language-learning method unique. These sessions are designed
to help students with pronunciation through fast-paced activities focused on repetition. The
teachers would first guide the students on pronouncing a phrase and then randomly pick someone
to repeat it. If one gets it wrong, it is the responsibility of the teacher to correctly pronounce the
word again so that the individual can mimic and repeat it.
8. Activity based methodology activities for all skills
Task-based Learning (TBL) is an extremely useful approach for Business English learners as it
takes precedence in real-world scenarios and boosts their confidence by encouraging them to try
and make mistakes. Making an impression and demonstrating confidence matters in the business
realm, and focusing on tasks rather than form has proven to be a great way to facilitate those things
in ESL learners.
 The use of Tasked-based Learning is developed based on five key concepts. First, it facilitates
students with what they yearn for without giving away too much. Second, it pays attention to the
rewarding outcome of the task rather than correcting form. This learning method requires learners
to make use of their mental faculties and to be capable of adjusting to the situation that they're in.
They had better work for certain objectives rather than focusing on every detail of speech. Next, it
recycles and consolidates language. Tasks encourage students to call upon what they have learned
in the past to conduct natural, organic conversation. Tasked-based Learning also encourages group
tasks, which is unavoidable in the workplace. Last but not least, it is important to design
multifaceted tasks that includes comparing, listing, and problem-solving skills. Any interaction
that occurs naturally in the world will undoubtedly possess the traits and qualities of various areas.
A Task-based activity can be a job interview, which every business person has to take. Interview
skills are important, practical bits of knowledge that are regularly used in daily life. The learners
can do role-plays for the mock interview, some as interviewers while the others are interviewees,
and later take turns. Evaluating and responding, as well as quick-thinking, are developed through
this activity. After that, the teachers can spare some time for the whole class to have a discussion
on elements that make an ideal candidate or how to respond to certain types of questions.
Presentation Pitch is also a great activity. Working in the field of business, anyone has to make
presentations or pitches; therefore, building confidence with the relevant target language through
mock pitches and presentations is necessary. The teachers can order the students to develop a
convincing presentation to pitch to their boss, the board, or a potential client. They should also
prepare key points with supporting details to convince their audience of what they’re offering. The
entire class can serve as the client or the boss that needs to be convinced. After all presentations
are made, the class can peer evaluate to learn from the good points and look at what could be
improved for a more impressive pitch.
9. Lesson planning for outcomes
Lesson outcomes, also known as intended learning outcomes, are the student's learning
objectives or goals. These outcomes are measurable and observable. They should also center on
the predominantly intended learning, which is learning language or skills of transferring to other
genres, situations, and topics. The linguistic, cognitive, and affective change in students can
possibly be achieved by supporting the lesson outcomes with appropriate learning activities,
materials, learning needs, interests as well as preferred teaching styles. In a Business English
lesson, three primary types of outcomes may be obtained. The Language outcome focused on
grammar, sentence structure, vocabulary and functions. While Skill outcomes involve all four
skills: reading, writing, listening, and speaking, the Life skills take into account rapport, empathy,
social and emotional intelligence.
Lesson outcomes are advantageous to not only teachers but also learners. Lesson outcomes are
fundamental to good lesson planning. Reviewing the lesson-planning literature and writing
intended lesson outcomes would bring about five major benefits. First, by working on what will
be covered in a lesson, the teacher could clarify the purpose and enable a predictive focus on
student learning. Identifying the outcomes will then result in a clearer focus on each lesson.
Second, writing learning outcomes allows learning processes to be well structured and connected
to the following and previous lessons. Third, by explicitly articulating lesson outcomes, the teacher
would more precisely evaluate the intended learning of each lesson. Fourth, clear and explicit
learning outcomes enable internal coherence in a lesson as the teacher based on the outcomes of
the teaching strategies, learning resources, and criteria assessment. Fifth, perhaps paradoxically,
having specific lesson outcomes planned does not prevent teachers from being flexible and creative
in their teaching. When teachers purposefully and thoughtfully select activities according to the
teaching styles, educational settings, and the students' demands, they provide different routes to
the same lesson outcome.
When identifying and writing learning outcomes, the teacher must keep in mind two primary
factors. The first to mention is backward planning. This method means to start with an ultimate
objective, an end goal and then work backward from there to write the lesson plan. The lesson plan
should be developed based on the lesson outcomes to ensure the compatibility of the course
materials and outcome. The teachers must be clear about what and how they would deliver the
lesson. Additionally, the lesson outcomes should indicate aspects of language, cognition and affect
to ensure the focus of the lesson is on learning rather than doing. Teachers should refer to aspects
of language, cognition, and affect by using active verbs from a learning taxonomy.
10. Philosophy of Teaching Business English
Most English teachers find it intimidating when it comes to teaching Business English due to
the perception that teaching Business English is teaching business studies in the English language.
However, this is not the case. Business English concentrates on helping learners develop their
English skills for use in a business context.
In order to have a successful Business English teaching, it is important that teachers understand
the students' goals or what they want to enhance when joining the course. The teachers should,
therefore, discuss with the learners at the beginning of the course what they would realistically like
to achieve and set particular objectives by analyzing the needs of the learners. Additionally, the
teachers are responsible for giving learners a clear idea about the contexts in which they would use
English. In this case it is how to communicate their message with the best possible language they
can muster. Since people learning English for fluency skills will have different needs and
expectations from those learning English to supervise a team working in an international
environment, it is important to discuss the context in which the course participants need to perform.
Cross-cultural is also worth mentioning as in the world of business, communication can be
conducted globally among people from different walks of life, nationalities, and ethnicities.
A Business English session should be based on discussions. Therefore, student talking time
(STT) has to be maximized to offer plenty of collaborative task work and speaking practice for the
learners to express their points of view. During discussions, the teachers can give instant
corrections, grammar points, and new vocabulary. Additionally, English for business is a real and
living language, so the material used must be authentic and up to date, which can be newspapers
(British/American) magazines, trade journals, technical texts, sources from the Internet, leaflets,
brochures, company information, radio, TV and company videos. While a textbook is useful for
background material, authentic material is an ideal source of the latest information. Besides that,
the subjects and topics of the lesson should depend on the interests and needs of the students.
Although teaching Business English can be demanding, it is interesting and rewarding.
11. Cross cultural communication
Cross-cultural Communication studies how people with different backgrounds, geographies,
and cultures communicate with each other. It also concerns the use of words, gestures, and body
language to exchange, negotiate, and mediate cultural differences. With the accelerating rate of
business globalization, it is a must to be fully aware of cross-cultural communication and its impact
to avoid the chances of misunderstanding and misusing a culture. It is also important to keep in
mind cultural generalizations that do not account for specific individuals in a culture. However, no
matter how clear one knows about another culture, clashes between different cultures
communication is unavoidable.
Cross-cultural Communication is made up of three key elements: language, cultural norms and
nonverbal communication. Therefore, fully understanding these factors is essential. In terms of
language, most people find it intriguing when talking to people from different cultural
backgrounds. A conversational level of fluency makes it easier to overcome these language
barriers. On the other hand, nonverbal communication using eye contact, facial expressions, or
hand gestures must be done carefully as its meanings would vary across cultural groups.
Concerning cultural norms, communication styles may alter based on the high-context or low-
context culture.
Cross-cultural Communication is an extremely important aspect in the workplace. Different
cultures would provide people with diverse ways of thinking, analyzing, hearing, accepting, and
interpreting a subject. As a result of globalization, communication between cultures is now part of
the bigger area of communication studies worldwide. In order to create a positive and cooperative
working atmosphere, companies, especially multicultural ones must pay special attention to cross-
cultural communication skills. Thoughtful cross-cultural communication would eliminate
miscommunication and foster strong relationships with people from all walks of life, cultures, and
nationalities.
The efficient application of cross-cultural communication has made it possible for the
stakeholders and board of management in terms of progress, influence, and management. When a
lack of harmony and a sense of equality takes place due to cultural differences, tension will occur
and bring about unwanted results. Therefore, cross-communication can directly impact the
interaction between managers and employees as well as among employees themselves regarding
corporate development and productivity. Strong intercultural communication can also help
companies uncover opportunities and fuel business growth.
 Effective cross-cultural communication can be the difference between the success or failure of
a business. There is no more advantageous solution to the company's communication problem
other than to increase cultural connectivity. However, before learning about a new culture, it is
important to reflect on one's own culture. A self-evaluation of culture will help to embrace cultural
differences with an open mind and respectful manners. Besides a clear awareness of his own
culture, an individual should also have a fundamental understanding of others' backgrounds and
personal perspectives. The organization should focus on these issues and initiate group
discussions. Employees' communication skills will improve as a result, and they will be able to
grasp each other's feelings.
12. International gestures
Gesture is any movement of the body, from the smallest motion of the hand to the way one
stands, that can convey a particular meaning or message. It is an influential tool of nonverbal
communication that most people express and interpret without thinking twice. Body gestures play
a key role in any daily context, especially in the workplace. Eye contact, facial expressions, and
touch affect work interactions. Hundreds of thousands of body gestures communicate meaning to
others at work. Therefore, learning to better present oneself in body language can enhance daily
interactions.
Although the meaning of a specific gesture can vary from country to country, there still exist
many internationally understood ones. Adjusting clothes, biting the nails, touching the ear and
face, or toying with something in the hands can express nervousness, tension, or disinterest of a
person. Additionally, leaning back in the chair represents inattention, leaning forward would
convey the opposite meaning. Besides negative gestures, illustrative gestures are also frequently
used. The use of combining gestures and words may better illustrate the meaning of the words. For
instance, when saying something is high, medium, or low, one may use his hand to mark the air in
three spots high, medium and low, reinforcing the point with illustrative gestures. Next is Affective
Gestures. Affective gestures are the uses of eye contact, facial expression, posture or voice tone to
suggest a nonverbal, emotional message. While a person's red face or grimace indicates an
embarrassed or angry communication, a slouchy, frowning person may appear distracted or
uninterested.
Though most gestures are accurately interpreted, misunderstandings still take place. Since
having different interpretations of some gestures, multicultural workplaces are where
misunderstanding is most likely to occur. For instance, while in most cultures, shaking the heads
means "No", in Turkey, it means ‘I don’t understand’. Therefore, if one shakes his head from side
to side directly after a question, the Turkish will consider that as a sign of not understanding instead
of not agreeing. Requiring no words to be spoken or written, gestures can be a quick, easy, efficient
form of business communication. A wave of the hand can be hello or goodbye, and nodding the
head may be yes or no. Therefore, getting the messaging right for all non-verbal communications
with international audiences is crucial.
13. Professionalism and International diplomacy
The world of languages is made up of numerous unique semantic and syntactic structures,
phonetics, and cultural imprints. Amidst this linguistic diversity, English has emerged as the global
language due to the accelerating rate of globalization over the past decade. The use of English is
considered professional, especially in the field of business and international trade. Understanding
the ascendancy and significance of English is important in language acquisition and from a cultural
standpoint.
The significance of English's importance in international diplomacy cannot be emphasized.
English has emerged as the primary language of diplomatic communication, negotiation, and
conflict settlement. For instance, English is officially stated as one of its six official languages
during sessions, conferences, and resolution writing in international organizations such as the
United Nations, the World Bank, the International Monetary Fund, and the World Health
Organization, which follow a similar strategy. In the context of foreign trading, English serves as
a neutral medium, reducing the possibility of misinterpretation and fostering a harmonious
atmosphere for cooperation among nations. The ability to communicate fluently in English has
thus become a critical skill for doing business, fostering better understanding, and enabling the
smooth functioning of international relations.
In the realm of global communication, English plays a similarly pivotal role. With the advent
of the internet and the digital revolution, English has become the de facto language of the online
world. It is the predominant language of websites, social media platforms, and digital
communication tools. This digital pervasiveness of English has further cemented its role as a key
language in global communication.
Furthermore, English is the dominant language in academics and research. Because the majority
of scientific research is published in English, it has become the language of invention, discovery,
and worldwide intellectual debate. Similarly, in worldwide corporate communication, English is
frequently the default language, enabling cross-border transactions and discussions. While
English's dominance aids worldwide communication and diplomacy, it also poses difficulties,
particularly for non-English-speaking civilizations. The requirement to communicate in English
might disadvantage non-native speakers, perhaps leading to misunderstandings or
misunderstandings. Furthermore, the global emphasis on English may unintentionally diminish the
value and significance of other languages and cultures, contributing to linguistic and cultural
uniformity. As a result, it is critical to approach English language acquisition with cultural
awareness.
14. Student analysis
Business English covers a broad field of study. However, business English learners have various
and specific demands, and they don't have time for any skills irrelevant to their line of work.
Considering this fact, teachers must be fully aware of their students' demands as early as possible,
preferably before beginning teaching. Therefore, a thorough needs analysis is certain to be
conducted. This analysis should be done either before class or during the first lesson during class
time.
Needs analysis for learning Business English is a helpful tool for educators to construct suitable
lesson plans based on learners' goals and language objectives. It can be conducted in the form of
multiple-choice questionnaires containing common questions addressing a student's motivation,
past learning experiences, learning challenges, and language goals. The teachers can benefit from
integrating this analysis method as a framework for making and amplifying quality courses as well
as choosing the appropriate teaching methods for their programs.
A student analysis is an important research tool conducted before planning Business English
lessons, courses, and materials. It creates a comprehensive learner profile to decide which
segments of Business English should be focused on or should be eliminated during the course.
This is necessary for training and enhancing the students' level of proficiency in the best way
possible. Since learners of Business English course may come from assorted industries with
different motivations and language levels, it is the teacher's responsibility to ensure that the
course's knowledge is relevant to their goals, improve language areas where they lack aptitude,
and train communication skills needed in their tasks at work.
The needs analysis is a game changer for teachers as it identifies motivational factors that
influence learning, evaluates the commonalities in students' language goals, compares their past
and current targets and challenges, qualifies their study habits, and encourages autonomy.
Therefore, it is the baseline for adequate syllabus design and makes it easier for the teachers to
pinpoint relevant methods to enhance communication skills and language awareness.
15. Approaches and Methods in the classroom
As a worldwide language, the majority of international communication and collaboration is
conducted in English. In today's globalized society, the use of English is witnessing remarkable
growth. While there is a lack of English speakers in numerous industries and areas, business people
must grasp and master English skills to act as ambassadors of cross-border trade. Therefore, within
the classroom, it is inevitable to develop effective strategies and methods for teaching Business
English.
One of the most effective approaches to use in teaching Business English is Communicative
Language Teaching (CLT). It is a theoretical approach based on the idea that a language is used
for communication. It can also base on a theoretical-functional or structural curriculum, but the
learners will be the center, with the primary goal of building their communicative competence.
Such activities that encourage communication between students as role-playing, conversations,
text ordering, speaking games, and problem-solving exercises, will be the most ideal for this
approach. Another method to be used is the Audiolingual Approach, which involves memorizing
dialogues and there is no explicit teaching of grammar. In this way, learners are exposed to
increasingly complex language grammatical structures by listening to the language and respond.
Listening and repetition, as well as oral drilling, are utilized to obtain a high level of precision in
language forms and patterns. Teachers may employ communicative activities later on.
In order to achieve the learning objectives, learners must engage with the language, and the
most efficient way to that is to apply the Content and Language Integrated Learning (CLIL). The
method takes immersion into use as the target language, with the content and activities governed
by the subject being taught. Activities incorporate all four skills, with a wide range of tasks that
appeal to various learning styles. The Communicative Approach can also be employed. Since
emphasizing communication, the goal of the technique is to develop learners’ communicative
competence and encourage communication from the beginning. Being a diverse combination, with
techniques adapted from a host of disciplines, it is often chastised for a lack of solid theoretical
grounding. Specific activities and games are selected based on their perceived efficacy in
connection to the content or skills being taught.
Another approach to use in class is the Lexical Approach. This method targets phrase-level,
multi-word vocabulary and linguistic frames that can be manipulated by the learner using
substitutions and adaptations. Next is the Natural Approach, an approach that centers on the
capability of ‘acquiring’ a second language. The whole teaching process is delivered by a native-
speaker teacher. It is likely that an initial ‘silent phase’ will take place as the learner assimilates
aspects of the language, before starting to produce it. Errors are important in forming and using
appropriate rules. The last to be mentioned is Situational Language Teaching (SLT), taking into
account oral sentence practice and structures related to specific situations. It often uses props and
realia in practice activities.
16. General language learning principals
There are a host of important principles that guide language learning and illuminate language
teaching. However, there are two primary principles that language teachers should stick to as a
framework to develop the appropriate teaching curriculum as well as the suitable methods to meet
the learning objectives of the students.
People learn a foreign language for various purposes, from personal interest, studying and
working abroad to travelling. No matter what the reasons are, effective communication is the
ultimate goal. Effective communicators have acquired a wide range of language affordances, as
well as language conventions and tactics. In the realm of language acquisition, Communicative
Competence is a well-established and significant term. It refers to the overall ability to
communicate effectively by not only using the language system correctly (sounds, spelling,
vocabulary, and grammar), but also understanding and producing texts appropriate to the social
context (formal and informal), as well as employing strategies to achieve successful
communication.
Language learning time should be properly allocated to different activities and skills that
contribute to the true acquisition of language. Clear learning objectives and an awareness of
personal learning methods can assist the student in making better use of language learning time.
Language learners must comprehend the language they hear and use, and the things conveyed must
be of interest to them. If the ultimate objective is communicative competence, language learning
activities should concentrate on the skills required for effective communication in genuine
circumstances. These abilities include fluency, accuracy, and the capacity to use language
effectively in real-world situations.
Learning a language also involves learning about cultural values and different ways of thinking.
Effective communication in a foreign language requires knowledge of a foreign culture. Learning
a language means learning a culture's behavior since language is a product of that culture.
Language and culture are so inextricably linked. Interacting in a language requires employing a
complex system of cultural conventions, values, and ways of thinking and doing. Principles for
teaching foreign languages in the classroom should be founded on research in applied linguistics,
pedagogy, and the hands-on expertise of many instructors. These principles are necessarily a
subjective selection from a wide range of essential concerns in foreign language instruction.
17. Understanding student goals
Business English covers a diverse range of topics to study and research. Business English
learners, on the other hand, who are often busy adults with various specialized needs to acquire in
their work field. Therefore, the time limitation does not allow them to study skills irrelevant to
their area of work. Given this, teachers must be completely aware of their students' expectations
and goals as soon as possible, preferably before they begin teaching. Such realistic achievements
in Business can be telephoning more effectively, writing more coherent emails, chairing meetings,
or successfully presenting or pitching a project. Throughout the course, the learner's career may
develop and experience changes. As a result, objectives would need compatible alteration for the
best possible outcome.
Understanding the students' goals will create a comprehensive learner profile to decide which
segments of Business English should be focused on or eliminated during the course. This is
necessary for training and enhancing the students' level of proficiency in the best way possible.
Since learners of Business English course may come from assorted industries with different
motivations and language levels, it is the teacher's responsibility to ensure that the course's
knowledge is relevant to their goals, improve language areas where they lack aptitude, and train
communication skills needed in their tasks at work.
REFERENCES
Business English: The Medium of Globalization
Error Correction Techniques in English Language Teaching
Error-Correcting Techniques
Error Correction
Slang and Idioms
GrammarPhile Blog
The Theory of Multiple Intelligences and its potential applications in Education, Coaching and
the Workplace
80/20 - How to Increase Your Productivity by Doing Less
Applying the 80/20 Rule to Teaching
The 80/20 Rule: Maximize Your Potential in Less Time
6 Benefits of Teamwork in the Classroom
Why Is Teamwork Important in the Classroom?
The Method
What is the Rassias Method?
7 Task-Based Learning Activities for Teaching Business English
7 Practical Activities for Business English Classes
Bringing lesson outcomes to life
Five tips for teaching business English
Philosophy for Teaching English for Business
What Is Cross-cultural Communication and Why It Matters
Cross-Cultural Communication: Meaning | Importance | Barriers
The power of body language
International Gestures
Teaching Business English: How to Conduct a Needs Analysis
What are Needs Analysis Assessments for Business English Learners, and How Do They
Improve English Learning Outcomes?
The Pervasive Role of English in International Diplomacy and Global Communication
English Language Teaching: Approaches, Methods, and Techniques
General principles of foreign language learning
II. LESSON PLANS
LESSON PLAN 1 (45 MINUTES)
LESSON PLAN

Topic: Ethical Businesses

Level: Upper - intermediate

Age: 18 - 20

Length: 45 minutes

Language Skills: Speaking, Vocabulary, Listening, Grammar

TESOL Methodology: Task Based, Student Centered, Communicative

Lesson By the end of the lesson the students will be able to remember the new
objectives: words and understand issues regarding ethical business.
Pens & papers, Boards & markers, Worksheets.
Resources:

Stage Activity Description Resource Timing

Warm up Word - Divide the class into 4 teams. - Pens and 5

Association papers minutes
- Teacher gives a word
- 1 students describe the word using
synonyms, antonyms or other related
words. No body language or hand
gestures.
- Other students guess and speak out loud
the word.
The faster team to make the correct guess
wins a point.

Pre-task Introduction - Introduce the topic of the lesson: Ethical 0

Businesses minute
Teaching 1 Vocabulary New words: transparent, transparency, - Board and 10
sweatshop, child labor, living wage, markers minutes
boycott. - Projector
- Teacher write the words on the board.
- Teacher defines the words using
powerpoint slide and verbal explanation
(synonyms, antonyms, context, part of
speech, visual, definition, collocation, etc)
- Listening:
+ Teacher says the new words 5 times.
+ Students be quiet & listen.
- Choral drill: Teacher says the words,
students repeat 1-2 times.
- Individual repetition: Invite students to
say the word randomly.
- Check the students understanding: Ask
students to explicit example sentence,
synonym, part of speech, etc.

Task 1 Slap the - Teacher divides the class into 2 teams. - Projector 5
board minutes
- Teacher shows pictures on the board
(each illustrates one new word).
- Teacher describes the word using
synonyms, antonyms, context, part of
speech, visual, definition, collocation, etc.
- At random rounds, double points would
be given to accelerate the enthusiasm
- The faster team to slap the correct
answer wins a point.

Teaching 2 Ethical - Watch a TEDx Talk video about Ethical - Projector 15

Businesses Issues in the Fashion Industry called “Fast minutes
Discussion Fashion’s Effect on People, The Planet, &
You.”
 - After watching the video, students
discuss in group of 3-4 members and
answer the following questions:
+ How do some companies harm society
and the people in it?
+ Why do you think there has been an
increase in interest in ethical businesses?
+ Is it acceptable that most of our
products are manufactured by people
working under inhumane conditions?
+ Would you pay more for a product if
you knew it was produced more ethically
than others?
- Each group presents their opinion in
front of the class.

Task 2 Microlouge - Use Ethical Business and key word 5

given to write s short paragraph (3-4 minutes
sentences).
- Students work in group of 3-4 members.
- Each group read their paragraph in front
of the class.

Follow up Group work - Students finish handout in group of 3-4 - Worksheet 4

members. minutes
- Teacher quickly checks the answers.
Homework 0
- Teacher asks students to write a case
minute
study for a business that was discovered to
have ethical issues in its supply chain.
+ What were these issues?
+ What effect did this have on the
company’s reputation and business?
+ What did the company do to resolve
these problems?

Back up (if - Students put on an act based on a given character 4

any) destination, situation, etc. minutes
Role play - Other students guess.
LESSON PLAN 1 (60 MINUTES)
LESSON PLAN

Topic: Ethical Businesses

Level: Upper - intermediate

Age: 18 - 20

Length: 60 minutes

Language Skills: Speaking, Vocabulary, Listening, Grammar

TESOL Methodology: Task Based, Student Centered, Communicative

Lesson By the end of the lesson the students will be able to remember the new
objectives: words and understand issues regarding ethical business.
Pens & papers, Boards & markers, Worksheets.
Resources:

Stage Activity Description Resource Timing

Warm up Stop the bus - Divide the class into 4 teams. - Pens and 5
papers minutes
- Teacher gives 4 to 5 topics and a letter.
- Students have to find words start with
the letter and fit all given topics.
- After finishing, students say “Stop the
bus” and say the words.
- The faster team to find all the
appropriate words wins a point.

Pre-task Introduction - Introduce the topic of the lesson: Ethical 0

Businesses minute
Teaching 1 Vocabulary New words: transparent, transparency, - Board and 15
sweatshop, child labor, living wage, markers minutes
boycott. - Projector
 - Teacher write the words on the board.
- Teacher defines the words using
powerpoint slide and verbal explanation
(synonyms, antonyms, context, part of
speech, visual, definition, collocation, etc)
- Listening:
+ Teacher says the new words 5 times.
+ Students be quiet & listen.
- Choral drill: Teacher says the words,
students repeat 1-2 times.
- Individual repetition: Invite students to
say the word randomly.
- Check the students understanding: Ask
students to explicit example sentence,
synonym, part of speech, etc.

Task 1 Slap the - Teacher divides the class into 2 teams. - Projector 8
board minutes
- Teacher shows pictures on the board
(each illustrates one new word).
- Teacher describes the word using
synonyms, antonyms, context, part of
speech, visual, definition, collocation, etc.
- At random rounds, double points would
be given to accelerate the enthusiasm
- The faster team to slap the correct
answer wins a point.

Teaching 2 Ethical - Watch a TEDx Talk video about Ethical - Projector 20

Businesses Issues in the Fashion Industry called “Fast minutes
Discussion Fashion’s Effect on People, The Planet, &
You.”
- After watching the video, students
discuss in group of 3-4 members and
answer the following questions:
+ How do some companies harm society
and the people in it?
 + Why do you think there has been an
increase in interest in ethical businesses?
+ Is it acceptable that most of our
products are manufactured by people
working under inhumane conditions?
+ Would you pay more for a product if
you knew it was produced more ethically
than others?
- Each group presents their opinion in
front of the class.

Task 2 Microlouge - Use Ethical Business and key word 8

given to write s short paragraph (3-4 minutes
sentences).
- Students work in group of 3-4 members.
- Each group read their paragraph in front
of the class.

Follow up Group work - Students finish handout in group of 3-4 - Worksheet 4

members. minutes
- Teacher quickly checks the answers.
 Homework 0
- Teacher asks students to write a case
minute
study for a business that was discovered to
have ethical issues in its supply chain.
+ What were these issues?
+ What effect did this have on the
company’s reputation and business?
+ What did the company do to resolve
these problems?

Back up (if - Students put on an act based on a given character 4

any) destination, situation, etc. minutes
Role play - Other students guess.

III. RELEVANT ACTIVITIES

1. Microlouge
2. Slap the Board
3. Word Association
4. Stop the Bus
5. Role Play
Activities 1-5 have been described in detail in the lesson plans above.