The use of English as the language for business is increasingly widespread and learners often need to have certain skills to do their jobs properly. This session will focus on the different speaking skills that learners increasingly want to improve, what they consist of and how we can develop them in the classroom.

1. Business Communication Skills
Joanna Graham
Bsc (Hons), MSc, ML.TEFL, DELTA, MA in Applied Linguistics and TESOL
CELTA Trainer, Delta Trainer, IH CAM Trainer,
TKT: 3 Modules Preparation Course Trainer, IH FTBE Trainer,
IHC YLT Trainer, ATEEL Refresher Course in TEFL Trainer.
© BKC-IH Moscow Teacher Training Centre 2012

2. Session Content
• What is Business English?
• Business Communication Skills
a. Functional Exponents
b. Language areas and
activities
c. Lesson Type
d. Lesson Structure
© BKC-IH Moscow Teacher Training Centre 2012

3. What is Business English?
A: I’m looking for room 235, Mr. Jenkin’s office
B: It’s just around the corner, over there.
Can we talk about gearing after lunch?
Maybe we need to revisit the escalation clause?
Sales have fluctuated over the last couple of months
Has everyone had a look at the minutes?
© BKC-IH Moscow Teacher Training Centre 2012

4. Business English is …
A: I’m looking for room 235, Mr. Jenkin’s office
B: It’s just around the corner, over there.
General English
Can we talk about gearing after lunch?
Maybe we need to revisit the escalation clause?
English for Specific Purposes
Sales have fluctuated over the last couple of months
Has everyone had a look at the minutes?
General Business English
© BKC-IH Moscow Teacher Training Centre 2012

5. But is it just elements of language?
Linguistic Competence (language)
+
Discourse Competence (spoken and written
communication in the world of business)
=
Communicative Competence (ability to use the
language in different situations)
© BKC-IH Moscow Teacher Training Centre 2012

6. Business Communication Skills
What are they?
• Meetings
• Presentations
• Telephoning
• Socialising
• Negotations
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7. Functional Exponents
What is the main skill, the sub-skill and the register?
So, shall we get started? As you can see from this graph....
How can I help you? If I could just finish....
How was your journey? Moving on to sales....
That would be rather impractical for us. I see what you mean but ...
What are your thoughts on this, Janet? Can I get you a tea or coffee?
How about a discount for cash? Can you hold for a minute?
I’m afraid she’s a bit tied up Any questions?
Didn’t we meet at the conference in Could you minute that, John?
Berlin?
© BKC-IH Moscow Teacher Training Centre 2012

8. So, shall we get started? As you can see from this graph ...
Main skill: meetings (chairing) Main skill: Presenting
Sub-skill: opening a meeting Sub-skill: referring to visuals
Register: informal Register: neutral
How can I help you? If I could just finish ...
Main skill: telephoning Main skill: Presenting
Sub-skill: answering the phone, offering Sub-skill: Resisiting interruption
assisstance Register: Neutral
Register: neutral
How was your journey? Moving on to sales ...
Main skill: Socialising Main skill: Presenting
Sub-skill: Opening conversation Sub-skill: signposting a change of topic
Register: neutral Register: neutral
That would be rather impractical for us I see what you mean but ...
Main skill: Negotiating Main skill: Meetings
Sub-skill: Refusing Sub-skill: Disagreeing
Register: Neutral Register: Neutral
© BKC-IH Moscow Teacher Training Centre 2012

9. What are your thoughts on this , Janet? Can I get you a tea or coffee?
Main skill: Meetings Main skill: Socialising
Sub-Skill: Inviting Opinions Sub-Skill: Offering refreshment
Register: formal Register: Neutral
How about a discount for cash? Could you hold for a minute?
Main skill: Negotiating Main skill: Telephoning
Sub-Skill: Making suggestions / bargaining Sub-skill: Putting a caller through / asking the
Register: Informal caller to wait
Register: formal / neutral
I’m afraid she’s a bit tied up Any questions?
Main skill: Telephoning Main skill: Presentations
Sub-skill: Saying that your colleague is busy Sub-skill: Inviting questions
Register: neutral / informal Register: Neutral
Didn’t we meet at that conference in Berlin? Could you minute that, John?
Main skill: Socialising Main skill: Meetings (chairing)
Sub-skill: Opening conversation Sub-skill: Ensuring that something is recorded
Register: neutral / informal Register: formal
© BKC-IH Moscow Teacher Training Centre 2012

10. Business Communication Skills
Speaking Skill Language Activities
Socializing •Meeting and Greeting •Using role-plays and
•Language of dining out simulation
•What to say when visiting •Storytelling / anecdotes
people’s homes
•Keeping a conversation
going
•Encouraging others to
speak
Telephoning
Presentations
Meetings
Negotiating
© BKC-IH Moscow Teacher Training Centre 2012

11. Lesson Frameworks - Telephoning
A. PPP B. TTT
• Lead-in: Sts discuss how often they •Lead-in: Sts discuss how often they talk
talk on the phone in English, in what on the phone in English, in what
situations and what they find easy / situations, what they find easy / difficult
difficult •Test: sts look at a written phone
• Presentation: T elicits and clarifies the conversation and correct unnatural /
meaning of different phrases and drills incorrect language
pronunciation •Teach: T clarifies problematic language
• Practice: Sts look at the telephone and focuses on pronunciation
phrases and fill in the gaps •Test: Sts unjumble the phrases and order
• Production: Sts role-play a telephone them into a conversation
conversation •Production: sts role-play a telephone
conversation
© BKC-IH Moscow Teacher Training Centre 2012

12. Advantages and Disadvantages
PPP TTT
Advantages Disadvantages Advantages Disadvantages
•T has a clear idea of • Sts may already •Sts focus on the •The teacher must be
what language to know these language language they don’t able to respond to
teach and can prepare points(doesn’t take know whatever language
in advance previous knowledge needs sts have and it’s
into account) •The lesson is more difficult to plan this in
•Sts often like this student centered with advance
logical approach of •The lesson is more the teacher guiding
learning language teacher centered with and encouraging sts to
then practising it the teacher in control take more control
•Sts can see their
language ‘gap’ and are
more motivated
© BKC-IH Moscow Teacher Training Centre 2012

13. Ordering a Lesson
Activity Stage Aim Order
Sts role-play a meeting based on an agenda and To give sts the opportunity to use all
roles given out by the teacher. The teacher the language together in a realistic
monitors and gives feedback on language and context and for a clear purpose.
skills
Sts list the 3 last meeting s they took part in, then
they compare lists and discuss how useful the
meetings were
Sts listen to an extract from a meeting and
complete gaps in the tape-script with phrases used
for expressing opinions, agreeing and disagreeing
Video of a meeting that doesn’t go well – the sts
comment on what went wrong and why
Sts match beginnings and endings of expressions
used to express opinions, agree or disagree
© BKC-IH Moscow Teacher Training Centre 2012

14. Ordering a Lesson
Activity Stage Aim Order
Sts role-play a meeting based on an agenda and roles Fluency / free practice of the 5th as final
given out by the teacher. The teacher monitors and language of meetings practice or
gives feedback on language and skills 1st / 2nd as
a test
Sts list the last three meeting s they took part in, then Lead-in to the topic, to make a link 1st
they compare lists and discuss how useful the to the sts’ experience
meetings were
Sts listen to an extract from a meeting and complete To present expressions in context 3rd
gaps in the tapescript with phrases used for expressing
opinions, agreeing, disagreeing
Video of a meeting that doesn’t go well – the sts To raise awareness of what makes a 2nd
comment of what went wrong and why successful meeting or not
Sts match the beginnings and endings of expressions To give controlled practice or test 4th
used to express opinions, agree or disagree sts’ knowledge of the expressions.
© BKC-IH Moscow Teacher Training Centre 2012

15. BKC-IH Teacher Training Centre
E-mail: t-training@bkc.ru
Tel: (495) 2340314
www.bkc.ru