Teaching Business English
Business English is a specialized area of TEFL that focuses on language skills for professional environments. Business learners often require tailored vocabulary, formal communication skills, and industry-specific terminology.
This module explores how to structure Business English courses, adapt materials to learners’ needs, and deliver effective lessons that enhance professional communication skills such as negotiation, presentations, meetings, and email writing.
Key Learning Objectives
By the end of this module, you will be able to:
✔ Identify the key differences between General English and Business English.
✔ Design lessons that focus on business communication skills.
✔ Teach industry-specific vocabulary and formal vs. informal business language.
✔ Adapt authentic business materials for classroom use.
✔ Implement task-based learning for business contexts.
Core Elements
1. Key Differences Between General English and Business English
A. Learner Profiles
• Business English learners are often adults with specific professional goals.
• Many learners require English for international communication.
B. Language Needs
• Focus on business terminology, formal structures, and clear communication.
• Emphasis on writing (emails, reports) and speaking (meetings, negotiations).
C. Teaching Approach
• Lessons must be task-based and goal-oriented.
• Materials often include real-world business documents.
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2. Teaching Business Communication Skills
A. Business Meetings & Negotiations
• Role-play formal vs. informal meeting styles.
• Teach negotiation strategies and persuasive language.
B. Business Writing (Emails, Reports, Proposals)
• Emphasize clarity, conciseness, and professionalism.
• Use email templates and case studies for writing practice.
C. Presentations & Public Speaking
• Teach structuring presentations (introduction, main points, conclusion).
• Focus on intonation, confidence, and body language.
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3. Materials and Resources for Business English
A. Authentic Materials
• Business news articles, reports, and company emails.
• TED Talks, corporate training videos, and interview transcripts.
B. Adapting General English Materials
• Modify role-plays and dialogues for business contexts.
• Use case studies and problem-solving tasks.
Scenario-Based Reflection Task
You are teaching a group of mid-level managers from an international company. They need to improve their English for negotiating deals but struggle with formal phrases and diplomatic language.
Task:
1. How would you design a lesson to help them improve negotiation skills?
2. What materials or activities would be most effective?
Scenario-Based Reflection Answers
1. Lesson Design:
• Start with a model business negotiation transcript.
• Teach key phrases like “We propose…” or “Could we consider…”.
• Use role-plays to practice different negotiation scenarios.
2. Effective Materials/Activities:
• Use recorded business meetings as listening tasks.
• Provide negotiation scripts for guided practice.
• Encourage learners to simulate real-life business deals.
Lesson Planning Task
Design a 45-minute lesson on writing professional emails for a group of business professionals.
Lesson Planning Model Answer
Objective: Teach learners how to write clear and professional business emails.
1. Warm-up (10 mins):
• Discuss common email mistakes and formal vs. informal language.
2. Main Activity (25 mins):
• Analyze sample emails (good vs. bad).
• Teach key email phrases (“I am writing to inform you…”).
• Students rewrite informal emails in a professional tone.
3. Cool-down (10 mins):
• Peer review: Students exchange emails and provide feedback.
✔ Lesson should focus on practical application with real-world examples.
Case Study Task
Alex is a new TEFL teacher in China. He notices his students are shy and hesitant to speak English. Some never participate.
Task:
1. What challenges might Alex be facing?
2. Suggest two techniques to increase student engagement.
Case Study Analysis
Challenges:
• Speaking too fast and forgetting key points.
• Lack of confidence in professional settings.
Solutions:
• Teach presentation structures (opening, main points, closing).
• Use cue cards and bullet points to help with memory.
• Practice with recorded presentations and self-evaluation.
Self-Evaluation Test
1. What does TEFL stand for?
• (A) Teaching English to Fluent Learners
• (B) Teaching English as a Foreign Language
• (C) Teaching English with Fun and Learning
2. Which environment best suits large classes of teenagers?
• (A) Private Tutoring
• (B) Public Schools
• (C) Business English Classes
Self-Evaluation Test Answers
1. (C) They have specific professional goals. (Business learners need English for work-related tasks.)
2. (B) Role-playing with negotiation scripts and real-world scenarios. (Practical application is key.)
Final Reflection Task
Think about a language learning experience you’ve had. Reflect on:
1. What made it effective or ineffective?
2. How can you apply this insight as a TEFL teacher?
Key Takeaways
✔ TEFL is teaching English to non-native speakers abroad.
✔ TEFL teachers must adapt to different learner types and environments.
✔ Effective teaching requires clear communication, structured lessons, and student engagement.
✔ Lesson planning should incorporate practice activities to reinforce learning.
✔ Classroom challenges require flexibility and creative problem-solving.