Gives background to the business learner's world and strategies for approaching the training task, focusing on the learner's professional knowledge and experience. This book is suitable for teachers, trainers, and course organizers in the field of Business English or considering a move into it.

This book is for teachers, trainers, and course organizers in the field of Business English or considering a move into it. It gives background to the business learner's world and strategies for approaching the training task, focusing on the learner's professional knowledge and experience.

Acknowledgements

Introduction
PART ONE: INTRODUCTION TO BUSINESS ENGLISH
1. What is Business English?
Background
What characterizes the language of business?
- Sense of purpose
- Social aspects
- Clear communication
The Business English syllabus
- Business and General English courses
2. Who wants to learn Business English?
Pre-experience learners
Low-experience learners
- Junior company members
- Learners who are moving jobs
Job-experienced learners
- Reasons for learning English
- Characteristics of the learners
Cultural differences
3. Where is Business English taught?
Types of institution
- Public and private sector educational institutions
- Adult learning centres and Chambers of Commerce
- British Council- and American-sponsored centres
- Language schools
- Training and consulting groups and individual consultants
- In-company
Some implications
- For the pre-experience learner
- For the job-experienced learner
- For the training manager
4. Resources
The Business English trainer
- Background and experience
- Personal skills
Acquiring the resources
- Skills
- Knowledge
5. Performance objectives for Business English
The need to emphasize performance
Skills training: basic principles
- The communicative approach
- Learner involvement in course design
- Input v. output
- Task-based learning
- Feedback
PART TWO: ANALYSING THE NEEDS OF THE LEARNERS
6. Describing levels of performance
Who needs to define levels of performance and why?
Performance scales
Testing and assessment
- Published tests and examinations
- Carrying out assessment yourself
The training gap
7. Job analysis
Job categories
- Managers as learners
- Technical staff as learners
- Secretaries and clerical workers as learners
Departmental differences
- Marketing and sales
- Human resources
- Finance
- Production
8. Information gathering
What do we need to know?
- Information about the learner
- Defining the learning purpose
- Information about the learning situation
Ways of gathering information
- Job-experienced learners
- Pre-experience learners
Practical problems in needs analysis
Examples of interview task sheets
9. Determining the content of the course
Breakdown of performance areas
- Meetings and discussions
- Giving information
- Telephoning
- Business correspondence
- Socializing
Language analysis
- Company documentation
- Learner output
- Training videos
The focus of training
PART THREE: ACTIVITIES AND MATERIALS
10. Published materials
Business English materials
- General Business English coursebook packages
- Supplementary materials
- Job-specific materials
- Reference books
- Self-access materials
Business skills training materials
- Video materials
- Business simulation games
Selection and evaluation
- Criteria for selection
11. Framework materials
What are framework materials?
- Advantages
When should framework materials be used?
Frameworks for different purposes
- Analysing
- Describing contrast and similarity
- Describing change
- Describing cause and effect
- Describing sequence
- The setting box
- For meetings and discussions
- A customer-supplier simulation
- Describing production processes
- Problem-solving
- Conversation
- Conclusion
12. Authentic materials
Definition and use
Types and sources
Selection and exploitation of authentic materials
- Text materials
- Audio and video materials
Examples of tasks and activities
1 Using authentic materials to develop speaking skills
2 Using authentic materials to practise extracting information
3 Using authentic materials to develop listening skills
4 Using authentic materials to improve learners' comprehension of presentations
5 Using authentic materials to extend letter-writing vocabulary
13. Managing activities in the classroom
One-to-one v. group training
- Dealing with individuals
- Course design and the individual learner
- Some examples of learners' work
- Role play and simulation
- Setting up the activity
- What can go wrong?
- Strategies for reducing the risks
- Giving feedback
Course design: putting it all together
- An intensive general Business English course plan
- An extensive general Business English course plan
- Specific Business English course plans
14. Current trends in Business English
Language training v. skills training
The influence of management training
Methodologies
Cross-cultural awareness
Growing professionalism

Glossary

Bibliography

Appendix
Suggestions for further reading
Suggestions for further viewing
Business English examinations
Performance scales
Professional associations
Business skills training materials: sources
Index