Twój koszyk : Do zapłaty 0,00 zł Ilość w koszyku: 0

Strona główna » języki obce » Angielski » Dla nauczycieli

Ta książka jest dla nauczycieli, metodyków i organizatorów kursu w zakresie biznesowego języka angielskiego lub zastanawiających się nad przystąpieniem do kursu. Daje tło ze świata biznesu uczącemu się i strategie podejścia do zadania szkoleniowego, koncentrując się na profesjonalnej wiedzy uczącego się i doświadczeniu zawodowym.


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