1) Meet with department heads to discuss the current state of each department and their needs. 2) Evaluate curriculum and programs to ensure they are meeting the needs of students and industry. 3) Develop a strategic plan to improve the quality of education and research at the faculty.

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”

18. Support

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.

35. Mini lesson: Logos

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………………...........................