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Presented by:

           Amal Hafidi

           Khadija Gouali

           Hayda Elmoukhaiter
Outline
 Confirming 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 course
  The 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
course
 Early control



 In order to do that try the following:

            make learning-related decisions
Setting home work
 It 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 approaches
 There are numerous ways of empowering students
  on an ongoing basis
 Write objectives of the lesson and let them decide
  what to start with
 Review and discuss with them the objectives.
 look for other materials
 Review 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:
  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.
Mini lesson: Logos
USP
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:The 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………………...........................
Starting up courses

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Starting up courses

  • 1. Presented by: Amal Hafidi Khadija Gouali Hayda Elmoukhaiter
  • 2. Outline  Confirming 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
  • 3. 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.
  • 4.  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.
  • 5.  You can use this meeting to confirm what you understand from the needs analysis.  At this stage,it is useful to confirm practical arrangements.
  • 6. 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.
  • 7. 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.
  • 8. 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.....
  • 9.  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.
  • 10. Selecting and using materials: Selecting materials:
  • 11. Selecting materials:  keep in touch with your nearest representative  To select materials you ought to use these criteria and related questions:
  • 12.  Cost  Availability  Content and relevance:  Balance  Syllabus(structural, functional, notional, multi- strand)
  • 13.  Input  Lexis  Students’ preference and needs  Presenatation  Cultural appropriacy and sensitivity:  Teacher preference  Dates
  • 14. Conclusion It is your role.
  • 15. Using materials Help or hamper
  • 16. Cover items in a different order from that laid out in the course:
  • 17. Omit certain items “time is money”
  • 19. Change the focus of your activities so as to meet your objectives
  • 20. in order to improve your teaching and teach at your best  methods and teaching principles  practice and theory  record-keeping system  Stand there
  • 21. 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.
  • 22.  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.
  • 23.  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.
  • 24.  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.
  • 25.  The precise style of language you use needs to be adapted according to the students’present or future work environment.
  • 26.  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.
  • 27. Starting the course  The 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....
  • 28. Encouraging students’ self-reliance
  • 29. Why?  productive relationship  Motivation  Aware of their work
  • 30. Handing over control early on in a course  Early control  In order to do that try the following:  make learning-related decisions
  • 31. Setting home work  It 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.
  • 32. Ongoing approaches  There are numerous ways of empowering students on an ongoing basis  Write objectives of the lesson and let them decide what to start with  Review and discuss with them the objectives.  look for other materials  Review 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
  • 33. Mini lesson: 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.
  • 34.  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.
  • 36.
  • 37.
  • 38.
  • 39. USP
  • 40. 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.
  • 41. EXAMPLE:  WINDOWS AND MACINTOSCH  The USP of MACINTOSCH is that this system of exploitation develop an anti-virus system.
  • 42. Mini lesson:The 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………………...........................