Presented byPresented by:

Amal Hafidi

Khadija Gouali

Hayda Elmoukhaiter

OutlineConfirming agreements and decisions

Planning to accurately reflect needs analysis

Selecting and using materials:

Thinking how to addresss students

Starting the course

Encouraging students’ self-reliance

Confirming agreements and decisions

Check what has already been agreed or decided at the pre-course needs analysis stage before you start planning any new course.

If there is something which is unclear to you or which you feel may be ambiguous ,check with the people who dealt with the pre-course needs analysis.

Note in particular who your contact person is,when you consider the information on a new course.

Make sure you are introduced to this contact person.

You can use this meeting to confirm what you understand from the needs analysis.

At this stage,it is useful to confirm practical arrangements.

Pre-course panic

As a relatively inexperienced Business English teacher,you may feel a sense of panic when faced with information on what has been agreed or promised for a Business English course,or when led into a slick business environment to meet an elegantly-dressed contact person.

Planning to accurately reflect needs analysis

Advantages of planning carefully a course:1) No need to worry about how balanced and

appropriate the course materials and focus areas are.

2) The students will have a good idea of where the course is going and will feel reassured that they are getting a programme designed to fit their needs.

3) The client coordinator have increased confidence in the institution providing the language programme.

When planning a course Use a range of planning techniques:Collate the list of priorities drawn up during

the pre-course needs analysis.Collect and review comments made by the

key manager during the initial needs analysis.

Make lists of sponsors’ or students’ “needs” and “wants” based on information gleaned from needs analysis course.....

Check and re-check your planning in terms of needs analysis.

Be realistic about timeframes.Produce paperwork which acts as PR

documents.Get and incorporate feedback on draft

plans.Keep everyone informed of your

conclusions.Update people whenever there are any

significant change.

Selecting and using materials:Selecting materials:

Selecting materials:

keep in touch with your nearest representative

To select materials you ought to use these criteria and related questions:

Cost

Availability

Content and relevance:

Balance

Syllabus(structural, functional, notional, multi-strand)

Input

Lexis

Students’ preference and needs

Presenatation

Cultural appropriacy and sensitivity:

Teacher preference

Dates

Conclusion

It is your role.

Using materials

Help or hamper

Cover items in a different order from that laid out in the course:

Omit certain items

“time is money”

Support

Change the focus of your activities so as to meet your

objectives

in order to improve your teaching and teach at your best

methods and teaching principles

practice and theory

record-keeping system

Stand there

Thinking how to addresss students Addressing students appropriately is

important in the Business English context.

Using an appropriate style of language is primarily important because of number of reasons.

It makes students feel they are being treated with respect.

Your style of language may affect your students’impression of you as a professional.

It is often the language a teacher uses in class which students pick up first.

Even when teaching low-level students,language can be carefully selected so that it seems respectful.

All students should be able to cope with the language you choose if you make a habit of following more sophisticated expressions with simpler versions of the same thing.

Accompanying the words you select for any level of student with the appropriate paralinguistic features will also ensure that your simplified versions of expressions are interpreted as respectful.

The precise style of language you use needs to be adapted according to the students’present or future work environment.

It is important not to become too familiar with students.

It is sometimes useful to compare your language with that of a manager chairing a daily departmental or interdepartmental meeting.

This does,of course,mean that there is still plenty of room for humour.

Starting the courseThe beginning of a course is an important time

because it is then that you set the tone of the entire course, know more about the students...

Beware of judging students too quickly.The aims behind starting a new course: clarify

practical arrangements, introduce the class rules, motivate students, help students get to know each other.....

It s a kind of introduction; introduce yourself, outline the course’s main objectives, stress that the course aims are to fulfil the students needs....

Encouraging students’ self-reliance

Why?productive relationship

Motivation

Aware of their work

Handing over control early on in a courseEarly control

In order to do that try the following:

make learning-related decisions

Setting home workIt is a way to promote autonomous learning, so as to

achieve good results: doing homework as a habit

Make as man assignments as possible.

Make all home work as work-related as possible.*

Encourage students to adapt their home work to their need.

Make home work interesting, sufficiently useful and address the needs of the students.

provide a model self study.

Ongoing approachesThere are numerous ways of empowering

students on an ongoing basisWrite objectives of the lesson and let them

decide what to start withReview and discuss with them the objectives. look for other materialsReview the deadlines, progress and the

prioritises.Give the students opportunities to give

feedback, and then respond to it. make the atmosphere more cooperative and

collaborative

Mini lesson:By HAFIDI Amal WHAT’S YOUR BACKGROUND Focus:Summarizing life and career.

Level:Elementary to advanced.

Background:Type of education,work and experience you have had in your life.

For example: I was born and brought up in Agadir, then I went to university in the north of Morocco. I lived in Oujda for many years, working as a teacher in community education.After that I moved to Casablanca,and lived in Haymohammadi, working as a freelance Business English trainer. I did that for six years. I came back to Agadir in 1996 and I've had two parallel jobs since then. Most of the year I write books in the field of Business English . I also do a bit of teacher training.

USP:

abbreviation for unique selling proposition: a feature of a product that makes it different from and better than other similar products and that can be emphasized in advertisements for the product.

EXAMPLE:

WINDOWS AND MACINTOSCH

The USP of MACINTOSCH is that this system of exploitation develop an anti-virus system.

Mini lesson:By HAFIDI AmalThe first thing I will do

If I am the dean of the faculty of letters and human sciences in Agadir,I will(…………=What is the first thing which YOU will do?)

If am a Business English teacher,I will……………………….

If I am the coach of the Moroccan national team,I will…………………………………………...

If I am the minister of education and training in Morocco,I will………………………………...................

If I win 200 million,I will………………...........................