PART ONE: Introduction to Business English 3
1 What is Business English? 3
Background 3
What characterizes the language of business? 7
Sense of purpose 7
Social aspects 8
Clear communication 9
The Business English syllabus 9
Business and General English courses 10
2 Who wants to learn Business English? 15
Pre-experience learners 15
Low-experience learners 16
Junior company members 16
Learners who are moving jobs 16
Job-experienced learners 17
Reasons for learning English 17
Characteristics of the learners 17
Cultural differences 18
3 Where is Business English taught? 21
Types of institution 21
Public and private sector educational institutions 21
Adult learning centres and Chambers of Commerce 21
British Council- and American-sponsored centres 22
Language schools 22
Training and consulting groups and individual consultants 22
In-company 22
Some implications 23
For the pre-experience learner 23
For the job-experienced learner 23
For the training manager 23
4 Resources 25
The Business English trainer 25
Background and experience 25
Personal skills 27
Acquiring the resources 28
Skills 28
Knowledge 31
5 Performance objectives for Business English 35
The need to emphasize performance 35
Skills training: basic principles 37
The communicative approach 37
Learner involvement in course design 38
Input v．output 38
Task-based learning 39
Feedback 39
PART TWO: Analysing the needs of the learners 43
6 Describing levels of performance 43
Who needs to define levels of performance and why? 43
Performance scales 44
Testing and assessment 46
Published tests and examinations 47
Carrying out assessment yourself 48
The training gap 53
7 Job analysis 57
Job categories 57
Managers as learners 57
Technical staff as learners 60
Secretaries and clerical workers as learners 61
Departmental differences 62
Marketing and sales 64
Human resources 65
Finance 66
Production 68
8 Information gathering 71
What do we need to know? 71
Information about the learner 71
Defining the learning purpose 72
Information about the learning situation 72
Ways of gathering information 73
Job-experienced learners 73
Pre-experience learners 79
Practical problems in needs analysis 81
Examples of interview task sheets 84
9 Determining the content of the course 89
Breakdown of performance areas 89
Meetings and discussions 90
Giving information 95
Telephoning 98
Business correspondence 99
Socializing 100
Language analysis 102
Company documentation 103
Learner output 106
Training videos 108
The focus of training 110
PART THREE: Activities and materials 117
10 Published materials 117
Business English materials 117
General Business English coursebook packages 117
Supplementary materials 120
Job-specific materials 121
Reference books 121
Self-access materials 121
Business skills training materials 122
Video materials 123
Business simulation games 124
Selection and evaluation 125
Criteria for selection 125
11 Framework materials 131
What are framework materials? 131
Advantages 132
When should framework materials be used? 133
Frameworks for different purposes 134
Analysing 134
Describing contrast and similarity 136
Describing change 140
Describing cause and effect 140
Describing sequence 141
The setting box 142
For meetings and discussions 146
A customer-supplier simulation 150
Describing production processes 151
Problem-solving 153
Conversation 153
Conclusion 156
12 Authentic materials 157
Definition and use 157
Types and sources 158
Selection and exploitation of authentic materials 162
Text materials 163
Audio and video materials 169
Examples of tasks and activities 172
1 Using authentic materials to develop speaking skills 172
2 Using authentic materials to practise extracting information 174
3 Using authentic materials to develop listening skills 175
4 Using authentic materials to improve learners’comprehension of presentations 178
5 Using authentic materials to extend letter-writing vocabulary 184
13 Managing activities in the classroom 187
One-to-one v．group training 187
Dealing with individuals 190
Course design and the individual learner 191
Some examples of learners’work 193
Role play and simulation 196
Setting up the activity 196
What can go wrong? 198
Strategies for reducing the risks 199
Giving feedback 200
Course design: putting it all together 209
An intensive general Business English course plan 210
An extensive general Business English course plan 212
Specific Business English course plans 213
14 Current trends in Business English 215
Language training v．skills training 215
The influence of management training 218
Methodologies 218
Cross-cultural awareness 219
Growing professionalism 220
Glossary 221
Bibliography 223
Appendix 225
Suggestions for further reading 225
Suggestions for further viewing 228
Business English examinations 230
Performance scales 231
Professional associations 231
Business skills training materials：sources 231
Index 233