This stimulating and informative teacher training course provides a learner-centred approach to teaching business English, with a focus on developing communicative competence specifically in the area of business or professional communication. Starting with key fundamentals such as how to conducta needs analysis and establish SMART objectives, the course also looks at designing and organising a programme and creating relevant and meaningful materials. The course is fast-moving, highly interactive and full of practical and user-friendly tips, techniques and materials from experienced business English teachers and trainers.
04 – 08 March 2019
22 – 26 April 2019
08 – 12 July 2019
19 – 23 August 2019
21 – 25 October 2019
This course is for teachers who probably already have experience in teaching English as a foreign language and would like to adapt their teaching skills for the teaching of Business English. Participants need to be at a minimum B1 level of English.
After registration, participants on this course programme will receive:
a pre-course questionnaire which will enable trainers to learn about the participants’ teaching backgrounds
information about the Europass Mobility Certificate
a recommended reading list to prepare participants for various aspects of the course
information about York to prepare teachers for their cultural experience
By the end of the course participants will:
understand what is meant by Business English and how it differs from General English
be able to conduct a effective needs analysis and set objectives for short, intensive and longer courses
use a learner-centred approach
use the principles of language in context to generate practical, relevant materials and practice activities
have developed a sound understanding of the language for common business situations: socialising, presentations, meetings, telephoning and emailing as well as interpersonal and intercultural competencies
be able to respond to specialised content requirements
understand the importance of confidence-building and motivation
enable learners to think strategically and create realistic action plans
Sessions demonstrate and train teaching Business English and the different approaches, methodologies, techniques and knowledge. An interactive communicative approach is applied, which provides participants with their own experiential learning of the activities and methodologies. Input sessions are in the form of hands-on workshops and involve brainstorming, analysis, problem-solving, and role-play, both in pair work and group work. Participants are actively involved in the sessions to maximize their learning and to experience activities from their learners’ point of view.
Teachers are asked to reflect on the activities, inviting discussion with regard to their own knowledge and experience, teaching methods and contexts, and on adaptation of activities to their own teaching and learning situations.
Participants are also introduced to key resources related to the further development of their teaching skills and personal professional development. Both theory and practice are explored, analyzed and discussed, further enabling the participants’ use and development of their teaching and classroom management skills regarding business Enlgish Teaching.
The course ends with an evaluation session, where teachers are asked to reflect upon the value of the knowledge gained on the course. They are also encouraged in this session to create a Personal Development Action Plan, and select activities which they would like to try out in their own classes. They are invited to join the York Associates Community, which allows networking and contact with the trainers and fellow colleagues, and with participants from other courses.
Sample Course Programme
Introduction to the course: objectives and methodology
Key principles of Business English
Combining subject matter and language learning
Language in context
Having a clear direction:
purpose for learning
setting SMART objectives
learner as a resource
creating the right environment
the ‘need to know’ approach
combining professional skills with language
identifying which language skills
EQ in intensive training
Responsibility of teacher in guiding directing / supporting
Selecting, designing and organising relevant and meaningful course materials
Managing longer programmes
Contextualised language training
Common business situations: socialising, presentations, meetings, telephoning and emailing
Importance of functional language
Dealing with specialised content
Combining learner/trainer knowledge and competencies
being strategic and selecting what to learn
gap analysis through output
Providing the right output:
with stated objectives
Feedback and correction – what, why, when, how .....?
Equipping the learner:
strategies for learning
Professional skills practice
21 hour teacher development courses may use a 8.00- 12.30 or 13.30 -17.30 time slot. Afternoon programmes will finish earlier on certain days for social programme options.