Contents

Acknowledgements and thanks  vii

I   Introduction  ···················1

    1.1 Why this book?  ················1

    1.2 What is Business English? ···········2

    1.3 Why is Business English special?  ·······6

2   Setting things up for success ···········8

    2.1 Customer care ·················8

    22 Initial contact with clients ··········9

    2.3 Needs analysis interviews  ···········12

    2.4 Placement testing  ···············14

    2.5 Decision-making    ···············22

    2.6 Liaison  ····················23

3   Starting up courses  ················25

    3.1 Confirming agreements and decisions  ······25

    3.2 Planning to accurately reflect needs analyses  ·27

    3.3 Selecting and using materials  ·········36

    3.4 Thinking how to address students  ········40

    3.5 Starting the course  ··············42

    3.6 Encouraging student self-reliance ········53

4   Day-to-day concerns  ················67

    4.1 Planning on a day-to-day basis  ·········67

    4.2 Selecting and using methods  ···········69

    4.3 Warming into things  ···············73

    4.4 Presenting language  ···············96

    4.5 Feedback and correction  ·············106

    4.6 Awareness-raising   ···············111

    4.7 Ongoing adjustment of the needs analysis  ····124

5   Developing students' skills  ·············126

    5.1 Tips for success  ················126

    5.2 Talking to clients  ···············127

    5.3 Snail mail and formal faxes  ···········132

    5.4 Telephoning  ···················145

    5.5 Dealing with visitors    ·············157

    5.6 Talking to colleagues  ··············167

    5.7 Reporting to foreign managers  ··········175

    5.8 Presentations and Q&A sessions  ··········185

    5.9 Meetings  ·····················201

    5.10 Negotiating  ···················214

    5.11 Note-taking  ···················230

    5.12 E-mail, faxes and memos  ·············236

    5.13 Report-writing  ··················260

    5.14 Understanding the news

6   Solving or avoiding problems  ·············277

    6.1  Absenteeism and lateness  ·············277

    6.2  Low motivation  ··················280

    6.3  Mixed-status classes  ···············284

    6.4  Mixed-level classes  ················286

    6.5  Unexpected students and unplanned changes  ·····288

    6.6  Bad feedback  ···················289

    6.7  Lack of expertise  ·················291

7   Assessing students' progress ···············293

    7.1 What's important? What's possible?  ·········293

    7.2 Periodic achievement tests  ·············295

    7.3 Portfolio assessment  ················301

    7.4 End-of-course tests  ·················303

    7.5 External examinations  ················315

8   Being accountable  ·····················318

    8.1 Providing information  ·················318

    8.2 Being observed  ·····················319

    8.3 Writing reports ·····················319

9   Evaluating courses ······················322

    9.1 What's evaluation all about? Whv evaluate? ········322

    9.2 How to evaluate?  ·····················322

    9.3 Getting feedback from students  ··············325

    9.4 Reflective evaluation ···················325

10  Moving towards a better future  ················327

    10.1 What else can we do?   ··················327

Recommended reading  ·······················330

Useful addresses  ·························333

Glossary of terms  ························338

Bibliography  ···························347

Alphabetical list of procedures ··················350

Index  ·······························353