This document discusses teaching English for specific purposes (ESP). It provides context for teaching ESP in private language schools, universities, companies, and individually. It describes the teacher's role and focuses on developing students' communicative competence. Before teaching business English, a needs analysis should be conducted to understand students' current abilities and target needs. The document outlines types of needs and steps for designing a syllabus, including specifying aims and objectives, identifying content threads, and organizing the structure. It also discusses selecting appropriate materials, assessing skills like speaking, writing, and the types of writing relevant to business English.

1. TEACHING ESP

2. TEACHING CONTEXTS
• Private Language School
• University
• In-company
• 1-to-1

3. THE TEACHER
• Trainer
• Coach
• Consultant
teacher Person-oriented
trainer Job-oriented
Learner autonomy

4. COMMUNICATIVE
COMPETENCE
• Linguistic competence
o Grammar
o Phonology
o Lexis
o Multi-word units
• Discourse competence
o Register
o Genre
• Intercultural competence
CLT
TASKS PPP

5. 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

6. 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.

7. 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.

8. 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

9. 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

10. SYLLABUS DESIGN
• Materials
• Skills
• Assessment

11. MATERIALS
• Ready-made materials
• Tailor-made materials
• The learner as a resource
• Framework materials
• Authentic materials
• Role-plays, simulations and case studies

12. SPEAKING SKILLS
• Socializing
• Small talk
• Speaking on the telephone
• Presentations
• Meetings
• Negotiating

13. WRITING SKILLS
Business/Legal writing:
• Correspondence
• Contracts
• Reports
• CVs
• Agendas and minutes
• Writing for the internet

14. ASSESSMENT
• Testing learners:
o Progress/end-of-course/achievement tests
o Continuous assessment