Teaching Business English in the UK and Abroad
John Feakings, UK
John Feakins was born UK, brought up London, attended Goldsmiths' College and worked in EFL for 37 years in Europe and Middle East.He is Director of Studies and Head of Business English. He has written courses and done teacher training. He hold a BA in English, Certificates in German, EFL and Business English, also DELTA. Now retired and pursuing career in poetry. Summer teaching on Sussex Coast. E-mail:johnfeakins@hotmail.com
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Teaching in the UK
Training and experience
Syllabus and materials
Location
Timetable
Levels, problems, solutions
Working outside the UK
Training and experience
Syllabus and Materials
Levels, problems, solutions
What if …
Some useful sites
Who are the students ? Mostly serious pre-experience students learning about economics, business studies, management etc OR experienced business people from young team-leaders to jet-setting executives with international companies.
We teach all shades of student from good speakers of English with junior responsibility or none so far to high-fliers with low levels of English or even elderly semi-retired with a desire to add to their experience of life. Their ages range from 18 to 62. Nationalities are mainly European (East & West), occasionally Japanese, Korean.
The groups are generally small from 2-6.
General English teachers usually start in the deep end.There is a fear that they will be out of their depth because they have no experience of working in a business (apart from being in one {!} i.e. a language school).Or not having a degree in economics. But you learn slowly bit by bit, follow the course books first of all, as always, reading up any necessary literature or glossaries for knowledge of terms (the Internet is invaluable).
As for training- you can get a qualification, e.g. The LCCI Further Certificate in the Teaching of Business English (a one week course). Or go to seminars,outside your school, or if you have the experienced staff attend workshops run for you at school.
Type A - Day by Day, Lesson by lesson, tailor made and executed for individuals or groups
Type B - General plan for 2 weeks e.g. Telephoning, Correspondence, Presentations, Meetings, Negotiations, Saying Numbers
Type C - Negotiated with individual or with class and altered as necessary.
Coursebooks e.g. “In Company”, “Market Leader”, “Build Your Business Vocabulary”, “Business Vocabulary in Use”.
There are also many sources of authentic materials, extracts from FT, THE Guardian, The Economist, BBC News etc. Bank brochures, also other businesses may provide leaflets and catalogues that can help you practise vocabulary and grammar. Macmillan do materials on the web, you can also create your own and with the help of the interactive white-board produce lessons with the students in the classroom.Students may also bring their own company literature and study documents.
This will be the school’s premises- we have for example recently dedicated one floor of our building to specialist teaching, i.e Business, ESP and Examinations. We regularly run a Business English Course and this class takes place with up to 8 students in a newly refurbished room with interactive whiteboard and coffee-machine. The ESP (English for Specific Purposes) course “English for Tourism” is next door.
More interactive whiteboards are envisaged. Previously on summer courses I have taken a small group to London to visit the Stock Exchange and have a tour of Lloyds
Combined with a theatre visit and a Chinese meal.
In the UK this is part of the normal day and takes place at 1240 for 90 minutes. Individuals have their lessons when they choose.
Levels can vary and in the summer it is possible to have two or three different classes
If there are different levels within a class judicious pairing and well –directed teacher intervention may enable the lessons to proceed smoothly. Most students work well together if given sharing and communicative tasks. A frequent change of activity also helps the pace and general harmony of the class.
Problems sometimes arise if the levels are disparate or if the syllabus is being negotiated. I have hinted at a few solutions for the levels.
As for the syllabus- listening carefully to what students suggest and want is very important. Delivering it is a good way of motivating them and getting their enthusiasm. On our two week course we promise a number of general topics (as in type b) (above) but frequently consult at the end of the week as to further topics required. Students will also make their own spontaneous suggestions.
Also make sure your brochure says what it means. Ensure that your brochure, if printed in a foreign language, says the same as the English version.
If your boss promises an Icelandic student a course in textile engineering have you been informed ?
Students are usually taught in their own companies, ministries or at special sites
away from city centres sometimes as part of a residential programme.
Groups vary from 1:1 to 10 or 12. Senior managers in with secretarial staff.
Many teachers working abroad have just completed a TEFL course and need as much help as possible. Basic brain-storming, a brief look at methodology and a careful tour of materials is recommended. Observation of staff in situ and a quick response to student feedback are important. Where Business English is taught one person should have responsibility for training, development and instant advice. A wide-ranging knowledge of materials, techniques and tricks is essential. Senior staff may need to be trained or enlightened themselves. Good and plentiful materials also need to be available. If your trainer is involved in the marketing he/she should be present when courses are sold to the client –to explain the professional side of the job.
Sometimes the syllabus will follow a course book, but could also be what the teacher and the student decide. Often special courses lasting anything from one day of “Meetings & Presentations” to a 3 day course on “International Trade & Stock Markets” or even a weekly course for 10 weeks on “Business Skills”. For the shorter courses a special bound and clearly copied booklet is produced, for longer courses the material varies according to student needs.
Companies sometimes need to economise and therefore lump students of different levels and seniority together. A secretary whose English is better than her boss may find herself in an interesting position. Be nice to the boss, be democratic, but be sly.
Don’t be surprised if after you have arranged the classes as requested (ie 5 students of similar levels in 4 classes) the training officer informs you that the classes have been altered ( to suit the company politics). Sometimes the training officers are caught between your professional advice and best efforts and the pressure of their own business and it s attendant demands. A training officer may ask for solutions from you but not be able to carry them out in practice. Be flexible in your responses and be prepared for comprise at all times.
Residential course are fun and may not necessarily be taken very seriously. The training officer will want you to be well-prepared; but keep your options open.
I enclose also a What if ? sheet of questions to consider as you teach.
Teaching Business English is both challenging and rewarding. Once you have overcome any initial misgivings and begun to explore the vast array of materials it is another weapon in your armoury, another talent to offer, another choice, another possibility.
Have Business English, will travel. Good luck !
- Your student is boring.
- You are young and your student is much older
- She / He is always late
- Two students in the class are well below the others in level,
- One of the two is a young woman who is better than the older man in the group.
- You arrive and no-one is there.
- The mobile phone rings and the student answers it in the class and talks,
- The class room changes every week
- There is no tape-recorder
- You are female and the male student asks you out for the evening.
- The students leave early and cancel a lot.
- Your student is very confident in manner but very careless and forgets a lot.
- Your students clearly hate each other.
- They work for different departments and make different demands
- Your student talks endlessly when you need to use the book.
- Your student talks endlessly about personal problems
- Your student cancels but forgets to phone you.
- You don’t have a mobile phone.
- You are half an hour late twice running because of transport problems.
- You prepare a listening thoroughly but discover you have forgotten the tape
www.bbc.co.uk/worldservice/learningenglish/business
www.better-english.com
www.onestopenglish.com
www.englishclub.com
Please check the Certificate in Teaching English to Business People course at Pilgrims website.
Please check the CLIL - Teaching Other Subject Through English course at Pilgrims website.
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