File 1 Business English Pre-Trial Lesson Orientation

8/2/2019 File 1 Business English Pre-Trial Lesson Orientation

http://slidepdf.com/reader/full/file-1-business-english-pre-trial-lesson-orientation 1/8

I. Introduction

II. Trial Lesson Flow

III. Tips for the Trial LessonSample Lesson- Chapter 18: How to Agree and Disagree

IV. Criteria for Evaluationa. Lesson Evaluation Criteria

b. Students’ Expectations



WHAT?

- “A day in the life at the office” – The language professionals would need in order to effectively communicate with their company’sinternational counterparts

- Considered as ‘English with a specific level of formality’

- This includes telephoning skills, writing e-mails effectively, how to respond during meetings/conference calls, etc.

WHY?

- People are becoming clearer about what they want to use English for

- Non-native professionals are yearning to learn the language to be used when faced with different situations in their workplaces whilekeeping in mind the decorum and culture of the organization they are working for.

General English Business English

reading, writing and listening skills

speaking the language fluently

knowledge of the language

the range of communicative language competencesin order to perform their job-related tasks properly

using the language as a tool in communicating withpeers

Introduction



WHO?

- Professionals, MBA students, individuals trying to get a job or a promotion

WHEN?

- Business English classes are usually taught at a time convenient to working people

WHERE?

- Business English classes could be held anywhere. With the current Internet Technology, many professionals take lessons online inthe comfort of their own homes. In this case, availability of resources and effective teaching methods both play key roles in thestudent’s progress.

HOW?

-Business English teaching styles and methodologies can differ from teaching General English

Ex.) Instead of working in pairs or groups as in General English exercises, you will find that Business English students learn morethrough case studies, role play and simulation exercises.

-A Business English teacher may also assume different roles from the General English teacher

Ex.) A Business English Tutor is likely to be more of a facilitator when teaching meeting skills or a mediator when teaching how tomonitor a negotiation.



How long is the mock lesson?

Time Limit: 25 minutesThe mock lesson would run for 25 minutes and would flowas a regular RareJob lesson.

The tutor is expected to add the student’s Skype accountaccount: akiko90210 , and call on-time as in a regularRareJob lesson. There would be no brief orientation priorto the mock lesson.

After 25-minutes have elapsed, the tutor must wrap-upthe lesson.

How will the mock lesson be conducted?

The tutor ought to provide the instruction and manage theflow of the lesson.

It is expected that tutors will be able to contribute to theBusiness English skill-enhancement of the student byproviding appropriate suggestions on how to deal withspecific business scenarios.

Tips in Conducting the Mock Lesson

- Given the time constraints, it would be wise to come up with alesson plan for each chapter.

- Distribute the exercises in a way that you’ll be able to devoteenough time for each

- Identify the exercises which you need to spend more time on–based on the student’s English skills

- Keep a relaxed pace and adjust if necessary

- Most B2B students have lots of work and family responsibilities sothey may not have time for much homework. If you give ahomework, keep it short and simple.

ChapterPart Title of Exercise

Time allotment(mins)

18How to

deal withpeople off-

site

Session 1(for 25-

minute class)

Starter 3-5 minsExpressions 10-12 mins

Speaking 5-7

Language Box &Look 3-5 minsHint Filler

Sample Time Outline

Lesson FlowHow to Conduct the Trial Lesson



Tips for the Trial Lesson:Sample Lesson

Survival Tips:

• Take time to read the sample lesson for tipson how a typical Business English class goes

• Examine the sample scenarios and see howthe LE criteria was satisfied by the tutor

• Think of other possible scenarios and moreimportantly, think of ways on how to deal

with those scenarios

• Make similar preparations (sample answers,

scripts, definition of terms)• Evaluate your current style of teaching andsee how you can further improve it to meetthe demands of Business English students

To open: Right-click thenselect “Object >> Open”

Note: The sample lesson is structured for low-intermediate to mid-intermediatestudents since this focuses on various expressions and approaches based on certaincontexts.

Guide for Business English TutorsSample Lesson: Possible Scenarios and Questions

Qualities of a Good Business English TutorWhat are the criteria to be used to evaluate the performance of the tutor in t he B2B mock lesson?

As discussed in the PowerPoint File “Preparation for the Mock Lesson”, the tutors will be evaluated using thesame Lesson Evaluation System. Specifically, you shall be evaluated on the following criteria:

Is the teacher punctual?

Does the teacher always try to understand thesituation/request of the student?

Does the teacher capture student's needs byreading the tutoring notes in advance?

Are material/topics well-prepared?

Is the teacher good at explaining things?Is the teacher able to provide better words/

expression?

Does the tutor have good English proficiency?

Is the tutor able to draw out the latent strengths of the student by introducing challenging activities?

The tutors are then expected to exhibit these criteria either through proactively taking the initiative to explainfurther to the student, or as an answer to the students’ queries.

In the following lesson, see sample scenarios and what a Business English tutor could possibly do in each of thedifferent exercises.



• Teachers may be younger than most students and thiscould take the teacher some time to establish their credibility.- To address this, one must have confidence in their skills asa teacher in a way that does not intimidate the student. Thetrick is to treat your students with respect while establishingproper authority at the same time and to always come

prepared.

IMPORTANT TIPS

- Know what your students expect: ask your students how they

plan to apply English in their personal & professional lives; definegoals and objectives at the beginning of the course

- Empower your students : build rapport with your students andalways put on a positive attitude towards learning

- Always stay on the positive : transform seemingly-frustrating

exercises into intellectually challenging ones

- Avoid intimidating your students: provide a learningenvironment where your students can feel self- confident andmotivated to take risks and be creative

- Draw on your student’s own expertise & latent strengths:design activities that would help students to perform their job-related tasks better

Many B2B teachers may not be very familiar with thespecialist vocabularies that they may be required to teach.-A good understanding of the student’s professionalbackground is key in addressing this issue. Advanced readings

and further research into the student’s line of business and itsculture will provide you with the solution to this problem.

• Meeting all the student’s “specific” needs can be very difficult.-Reviewing the program goals and objectives that were set atthe start of the B2B program is important in aligning theinputs (lessons) with the desired outputs (meeting thestudent’s needs).

Possible drawbacks in teaching Business English andhow to overcome them:

Tips for the Trial Lesson



Criteria for EvaluationLesson Evaluation Criteria

What are the criteria to be used to evaluate the performance of the tutor in the B2B mock lesson?

The tutors will be evaluated using the same Lesson Evaluation System. Specifically, you shall be evaluated onthe following criteria:

Is the teacher punctual?

Does the teacher always try to understand thesituation/request of the student?

Does the teacher capture student's needs byreading the tutoring notes in advance?

Are material/topics well-prepared?

Is the teacher good at explaining things?Is the teacher able to provide better words/expression?

Does the tutor have good English proficiency?

Is the tutor able to draw out the latent strengths of the student by introducing challenging activities?

Is the tutor able to meet the student’sexpectations?*

*See next page



Criteria for EvaluationStudent’s Expectations

What are the criteria to be used to evaluate the performance of the tutor in the B2B mock lesson?

Aside from the Lesson Evaluation Criteria, tutors will also be evaluated if they were able to meet the students’expectations. Specifically, Business English students expect their tutors to check and give feedbacks on the ff.areas:

• Pronunciation – are the student’s words comprehensible even if their pronunciation isn’tperfect?

• Vocabulary – do they have adequate vocabulary to discuss business topics?

• Grammar – can they develop sentences without causing any misunderstandings /misinterpretations due to faulty grammar?

• Elaboration/Topic Development – are their ideas well-developed, with clear logic, andeasy to understand?

• Fluency – can they speak with comfortable speed and rhythm?

Documents

File 1 Business English Pre-Trial Lesson Orientation