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TEACHING ESP
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TEACHING CONTEXTS Private Language School University In-company 1-to-1
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THE TEACHER Trainer Coach Consultant teacherPerson-oriented trainerJob-oriented Learner autonomy
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COMMUNICATIVE COMPETENCE Linguistic competence o Grammar o Phonology o Lexis o Multi-word units Discourse competence o Register o Genre Intercultural competence CLT TASKSPPP
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BEFORE TEACHING BUSINESS ENGLISH Needs analysis. Aims: Inform about the current situation. Inform about the target situation. Perceived needs and felt needs Current situation Training gap Target situation
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TYPES OF NEEDS Communication needs: different areas and styles of discourse the learners might engage in. What the learners need to do in English. The learners’ communicative competence. Pedagogical needs: needs which exist as a result of the teaching context. Teacher’s needs. Learner’s needs: Learning style. Means to do the course: Training environment. Business/Legal needs: Learning about the company and business/legal functions involved, and situation.
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SYLLABUS DESIGN Step 1: Aims and Objectives o Aims: general o Objectives: SMART o Context: Discourse and level Aim: the course aims to cover all types of email writing relevant to the department. Objective: at the end of the course the participants will be able to send and receive, without guidance or supervision, emails requesting and clarifying information about potential partners’ scope of supply.
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SYLLABUS DESIGN Step 2: Threads o Grammar o Lexis o Pronunciation o Functions o Business/Legal skills o Topics o Learning strategies o Situations o Texts o Language skills o Intercultural skills o Storyline approach o Tasks
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SYLLABUS DESIGN Step 3: Organising the syllabus o Order of things Simplicity Familiarity Needs Relation language-topic o Teaching blocks o Negotiating the syllabus o Managing the logistics Intensive courses Extensive courses Blended learning Pre-course instructions Training room Venue Contingency plans
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SYLLABUS DESIGN Materials Skills Assessment
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MATERIALS Ready-made materials Tailor-made materials The learner as a resource Framework materials Authentic materials Role-plays, simulations and case studies
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SPEAKING SKILLS Socializing Small talk Speaking on the telephone Presentations Meetings Negotiating
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WRITING SKILLS Business/Legal writing: Correspondence Contracts Reports CVs Agendas and minutes Writing for the internet
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ASSESSMENT Testing learners: o Progress/end-of-course/achievement tests o Continuous assessment
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