1. TABLE OF CONTENT
Page
INTRODUCTION 5
CHAPTER I:
Course Organizational Activities ………………………………………........... 12
Assignments ……………………………………………………………………… 14
CHAPTER II:
Preparing the TESOL Business Teacher (a Micro- Professional Approach).. 16
A. Ethics and the Teaching of TESOL …………………………………….. 16
B. Basic Knowledge of Areas of Study in Business Education ………… 19
C. Knowledge of the Structure of the English Language ………………… 25
D. Diagnostic Test of Basic English skills ………………………………….. 27
E. Knowledge of the Impact of Communications on Business …………… 28
F. Guidelines for Teaching Adults and the Relationship to
Business English ……………………………………………………………. 29
Assignments ………………………………………………………………………… 34
Recommended Readings …………………………………………………………. 36
CHAPTER III
Teacher’s Knowledge of Pedagogy and Procedural Aspects ………………… 39
A. Students’ Needs Assessment and Proficiency in Language ………….. 41
a) Listening comprehension ………………………………………… 43
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2. b) Speaking …………………………………………………………… 43
c) Reading …………………………………………………………….. 43
d) Writing ……………………………………………………………… 44
B. Criteria for Selecting a Teaching Method ……………………………… 44
1. Lexical Method ……………………………………………………. 47
2. Audio-lingual Method ……………………………………………. 48
3. Communicative Method or Approach …………………………… 48
C. Teaching Techniques and Instructional Aids …………………………… 49
D. Business TESOL Lesson Planning …………………………………….... 50
1. Example of a Business Lesson Plan …………………………….. 52
Assignments ……………………………………………………………………….. 56
Recommended Readings ………………………………………………………… 57
CHAPTER IV
Global Factors Driving Business TESOL………………………………………. 59
A. The Human Expansion of Economic and Social Interactions ………. 59
B. Multinational Corporations as Drivers of Business TESOL ………….. 60
C. Supranational, Non- Governmental and Government Organizations
as Drivers and Actors in the TESOL World ……………………………. 63
D. Other International Users of Business English ………………………… 64
Assignments ……………………………………………………………………… 64
Recommended Readings ………………………………………………………... 66
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3. CHAPTER V
Communication and Language Skills Key Elements for
Business Success ………………………………………………………………… 67
A. Importance and requirements for good communication ……………… 67
B. Different forms of Viewing Communications …………………………… 68
C. Selecting appropriate forms and medium of communication
in business ………………………………………………………………….. 70
D. Purposes of Business Communications ………………………………… 72
E. Developing Effective Communication in Business ……………………… 74
F. The Importance of Business Etiquette ………………………………….. 77
Assignments ………………………………………………………………………… 79
Recommended Readings ………………………………………………………….. 80
CHAPTER VI
Cultural Aspects for Effective Business TESOL ……………………………….... 81
A. The Role of Intercultural Communications in Business ………………… 81
B. The Relationships between Culture and Language …………………….. 84
C. Organizational Culture ……………………………………………………… 85
D. Nonverbal Communications as Cultural Elements
Related to Business …………………………………………………………. 86
E. Functions of Non- verbal Communications ……………………………….. 87
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4. F. Significance of Verbal Communications in the Business
Environment........................................................................................ 89
G. The Role of the United States’ Business Culture as related to
Business TESOL ………………………………………………………… 91
Assignments ……………………………………………………………………… 94
Recommended Readings …………………………………………………………. 95
CHAPTER VII
Technological Development and Characteristics of Useful Information............ 98
A. Suggestion for using Fax ………………………………………………….. 100
1. Voice mail …………………………………………………………… 101
2. E-mail ………………………………………………………………… 101
B. Remember the five e-mail commandments ……………………………… 102
C. Characteristics of Quality Information for Business …………………….. 102
Assignments ………………………………………………………………………… 103
Recommended Readings …………………………………………………………. 104
CHAPTER VIII
Elements of Structure and Style for Effective Business Writing …………….. 105
A. Some Elements Required for Appropriate Writing …………………….. 105
B. Some Grammatical Elements to Observe in the use of
TESOL Business …………………………………………………………... 106
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5. 1. Sentence Fragments ……………………………………………….. 109
2. Comma Splice ……………………………………………………….. 110
3. Fuse Sentence ………………………………………………………. 111
C. Function Of Words ………………………………………………………. . 115
D. Word order ………………………………………………………………… 115
E. Types of Sentences ………………………………………………………. 116
1. Interrogative Sentences ………………………………………….. 117
2. Imperative Sentences ……………………………………………. 118
3. Negative Sentences ……………………………………………… 118
4. Exclamatory Sentences …………………………………………. 118
F. Guide to Correct Sentence Structure …………………………………… 118
G. Consistent Sentence Structure …………………………………………. 119
H. Working with plural nouns ………………………………………………. 120
I. Agreement Of Pronoun And Antecedent In Gender ………………….. 121
J. Pronouns / Antecedent Agreement in Number ………………………... 122
K. Pronouns That Are Always Plural ……………………………………… 123
L. Agreement Of The Pronoun With A Compound Antecedent ………… 124
M. The Importance of Vocabulary Development ………………………… 125
N. The Importance of Diction in Written Communications ……………… 128
a) Conciseness ………………………………………………………. 129
b) Concreteness ……………………………………………………… 129
c) Punctuation ………………………………………………………… 130
O. Guide to Correct Spelling ………………………………………………… 130
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6. Assignment ……………………………………………………………………….. 132
Recommended Readings ……………………………………………………….. 135
CHAPTER IX
Development of Language Skills for Business Applications …………………. 137
A. Developing Speaking Skills ……………………………………………… 142
B. Writing Skills ……………………………………………………………….. 151
C. Reading Skills for Business ………………………………………………. 158
D. Overcoming Language Problems ………………………………………… 168
Assessment ………………………………………………………………………… 170
Recommended Readings …………………………………………………………. 172
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7. Introduction
This guide has been prepared for prospective or practicing TESOL teachers with
little or no business background and teaching experience, but with a strong desire to
teach Business TESOL. It follows the principles of virtual learning. As such it seeks to
have learners take an active participation in their learning by developing online research
to complement the topics presented in each chapter.
In preparing the guide, the basic assumption consisted in considering the main
client for Business TESOL training in the world is the multinational organization. The
potential learners, however, maybe current and perspective employees of these
multinational companies, owners and employees of local companies and professionals
dealing with multinationals, government workers and supranational organizations, as
well as business travelers. All these individuals are or will be somehow linked to the
multinationals internal or external communications network. That is, they will need to
learn some fundamental things related to communication and language in general, and
the use of English Language for communication in the business context as the more
specific challenge.
Since multinational companies are the main force driving the need for Business
TESOL, this guide recognize multinationals are ultimately shaping the type of
knowledge and abilities that Business TESOL teachers need to master. That is, this
guide provides a framework to understand the global environment of business and a
model to support teachers work in the field of business communications as well as basic
business management issues related to the use of English.
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8. However, does not develop in detail any specific topics related to functional or
organizational areas of business, business professions or occupations such as
accounting, business law, management and others; neither is this guided oriented to
any specific economic activity or industry such as hospitality, banking, shipping etc.
Thousands of interesting business topics can be developed for use in TESOL, but most
are best suited for specific guides developed for specific purposes and context-
situations directed at specific audiences and using the corresponding methodology and
formats. The focus here, therefore, is much broader in scope, it relates to the
fundamental language of business upon which all ideas, relations and interaction rest in
the business environment. That is, some elements of internal business communications
as a tool to increase productivity and external business communication to obtain
cheaper economic resources for use in the organization and increasing market shares
with appropriate accountability to the business owners.
For perspective TESOL teachers, this document is useful; it provides insights,
that help those without any international or national business experience; it is also very
helpful to those without any teaching experience who find the traditional academic texts
on pedagogical issues very complicated. The highly specialized vocabulary of the
teaching and business professions, more suited for high level academic studies, are
replaced with more concrete and practical terms in this document. We have strived to
make it learner- centered as we hope all teachers will do for their students. Again, our
main audience is the non- college graduate that is seeking to teach business TESOL.
The guide provides TESOL teachers with some insights about the real world of
business education and the demand for these services worldwide. Nevertheless,
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9. teachers should continue doing TESOL research as a permanent way of learning and
improving on their own abilities to face different situations in the field. The student-
teacher must take the main responsibility for his/her learning with the guide of a helping
and friendly training program.
The course focuses on practical problems that teachers may face while teaching
TESOL. The emphasis is on learning to do informal and formal assessments, lesson
planning and delivering instruction in line with what the skills that the business world
demands from workers. Consequently, this work seeks to present materials in ways that
TESOL teachers, around the world, can understand and relate to their local context
without the use of highly technical terminology or professional jargon that is typical of in
most texts related to the business field.
Most important in this context, therefore, is to provide TESOL business teachers
that don’t have a background in business with some information about the world of
business as it is evolving in the international arena. TESOL business teachers must first
understand the grand scene of global business and their role in it, before they can really
appreciate the value of their commitment and their potential contributions to this calling.
Some information and activities, of course, are directed to the future teachers
with the purpose of awakening their interest in making the connections between the use
of the English language as a tool for global business expansion and increasing leaners
standards of living around the world. This implies that teachers without business
background will picture a business organization and the vital role that English skills play
in today’s society. Teachers should also reflect on the many aspects of the business
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10. world that relies on adequate communication. Self- assessment and reflective questions
carried out by teachers and learners are cornerstones in this system.
The content of the course can also be adapted to classroom environments by
making the corresponding methodological and contextual adjustments. While private
and public educational institutions are struggling to respond to the market demands for
qualified workers that can communicate in English, the study of business
communications techniques, has been largely neglected.
Knowledge of specialized vocabulary or occupational lingo is of little value
without proper grammar, pronunciation, writing and communication skills. L2 learners
need to have a solid foundation in the basic language skills and communication
techniques. Business communication techniques and specialized vocabulary in context
must be taught together in order to achieve effective communication for different
business purposes.
The first chapter reminds the teacher of the need to establish good
communication and rapport with the learners. There is also a need to provide general
orientations and aspects related to method, interactions and course evaluation.
The next two chapters deal with issues related to the teacher’s professional
conduct and basic knowledge of teaching procedures. These are foundational issues
that all TESOL teachers should know of his/ her benefit. These are more teacher
oriented information; generally, this information is not transferred to the learners. It is for
the teacher’s own professional development, use and reflection in professional practice.
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11. The following three chapters analyze factors out of the immediate control of the
teacher, but having an enormous impact on TESOL such as the role of multinational
and their English communications needs as well as cultural factors related to language
teaching and business customs. The final three chapter deals with the impact of
technology and characteristic of information to meet the quality requirements of users,
the importance of form and style to maintain good business relationships with internal
and external business associates and finally the development of language skills to
enhance business communications.
With this road map as guide and the suggested assignments and readings, the
American TESOL Institute offer those interested in teaching Business TESOL in the
United States and abroad an interesting way not only to get started in a satisfying
enterprise beside current and future business leaders that without doubt should
appreciate the teachers’ efforts and his/ her language and culture, but also equally
important be a valuable person in the struggle to provide new knowledge and
technologies to the rest of the world.
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12. CHAPTER I 3.0 hours
Course Organizational Activities
Instructional Objectives:
- Define the type of teacher- student interaction for the course.
- Establish an environment of trust, friendship and cooperation in the classroom.
- Explain the importance of team work in business organizations and class
environments.
- Establish the learner’s and teacher’s responsibilities in the virtual learning
process.
- Describe the course methodology and evaluation system.
Teacher’s Questions to Elicit Interest
1. Why is it important for students and teachers get to know each other?
2. What activity can be designed to help develop friendship and cooperation in the
class?
3. What benefits will cooperation produce for classroom participants?
4. How will the student’s grade be determined in this course?
Introduce yourself to the students; they might be waiting to know about the person that
will lead the training and interact with them.
 The most important way to begin this constructive relationship is to take the lead
by sharing something about your background.
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13. Note: The teacher should welcome the students to the course and give clear
introductory encouragement and definitions related to concepts such as the
differences between General English and Business English as well as some key
differences between online teaching and face- to face teaching. The best and
easiest way to do this is to have an online link to which the students can see a
picture of the teacher and listen to a taped material with this introductory
material.
The program should have a link for contacts. The students should use this link to
contact the teachers for all communications. The student must listen and read all
introductory materials for the course and contact the teacher with any question or
concern before starting the first content unit.
Explain the course methodology, expectations for students and course evaluation
system. It is critical for students to understand that with online courses there are many
benefits, but also the student’s role is different than in traditional classroom settings.
Here the student assumes greater responsibility for his active learning, and the teacher
role is to guide the learning. This methodology implies that the student will have to do
many online researches, read materials presented by the instructor and present critical
feedback as well as demonstrate understanding by making application of English
communication skills to the business context.
Present the course outline as part of the taped introductory module that you
have prepared. Explain that there is no fixed schedule for this course. Each student
will complete the course according to his/ her performance and speed convenience.
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14. However, in order to stimulate activity and learning, the student will only have two
weeks, after accessing each material, to complete the respective assignments.
Explain the procedures for evaluation and completion of the course. This
introductory chapter will not be graded, but it remains a preparatory requirement before
the student can gain access to any business content unit. All other chapters and units
will be graded according to the weight established for the respective section in
accordance to its significance as related to the overall goals of the course and the
student’s performance.
Assignments - 2 .0 Points
1. The student must present, in writing, a brief description of his background
including knowledge of English and business skills. The student should also
indicate his/ her expectations about the course in order to guide the instructor’s
assistance.
2. Have each learner research online the meaning of the following concepts and
provide a prediction about how he/ she thinks the respective term relates to this
course:
a. Business TESOL
b. Business Communications.
c. Business Functional Areas.
d. Business Organizational Areas
e. English Language Skills
f. Learner- centered environment
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15. g. Business Organizations.
h. Team work in business organizations
i. Culture
j. Virtual Learning
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16. CHAPTER II 6.0 hours
Preparing the TESOL Business Teacher (a Micro- Professional Approach)
Instructional Objectives:
- Describe the importance of ethical behavior for TESOL teachers.
- Explain the importance of ethics in business education and professions.
- Discuss the main characteristics of TESOL Business learners.
- Describe the pedagogical and environmental factors to be considered when
planning and implementing TESOL Business.
Questions to Elicit Students’ Interest
1. What are the most important topics to teach in Business TESOL and how to
teach them?
2. Which conducts and behaviors should TESOL teachers observed and how are
they related to the business environment.
3. What are the characteristics of the typical Business TESOL student and how to
deal with this reality?
4. Which methods are most appropriate for teaching Business TESOL?
A. Ethics and the Teaching of TESOL
The relationship of ethics to TESOL can be viewed in two ways;
1) As it related to the TESOL profession and
2) As it relates to business environments.
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17.  TESOL teaching needs to be regulated and guided on moral and ethical grounds
to ensure honesty and fairness in the profession.
 TESOL teachers must elevate the image of the profession anywhere they have
been called to practice.
 TESOL Business teachers need to understand the characteristic of the type of
learners that take these courses and the environmental factors that make this
king of teaching special.
 TESOL teachers must know the basics related to pedagogical rules, techniques
and procedures about of how best to approach their teaching mission. Ethics
also call for teachers to know their subject matter in order to be effective in
helping learners reach expected goal.
Business ethics is fundamentally an attempt to make the moral life specific and
practical. The reason why the norms of business ethics in particular cultures often differ
from those of another culture is that universal guidelines [moral] are simple not
appropriate instruments to determine practice or policy or to resolve conflicts that are
related to specific economic, social or political circumstances of different group of
people. (Beauchamp & Bowie 2001)
The distinction between moral and ethics is important. Moral rules are of
universal application. They are respected in all cultures. However, ethical rules are
different according to each culture. Differences in culture, language, dialects or
terminology may result in miscommunications and posse significant barriers to
international business relations. (Dobler, 1990)
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18. Because of these cultural and political differences among countries, it is
important for teachers to be aware of conducts that might be illegal or unethical in
different parts of the world. Teachers should make an effort to understand each culture.
Teachers should also study the code of ethics prepared by different professional
organization as guide for their behaviors.
On the other hand, ethical considerations are also critical to business leaders.
Given the sensitive nature of internal and external information in business
organizations, teachers must help learners understand and observe written ethical rules
and common business practices to avoid conflicts and even legal controversies.
Businesses establish ethical rules because they invest a lot of resources and
time in their operations that are subjected to numerous risks. Therefore, they need to
protect that investment from both outsiders and insider’s actions. This observation is
even more important for middle and top managers that have access to sensitive
business information.
Often, the managers with access to sensitive information represent the most
likely candidates for TESOL business training in countries where English is not the
main language since they manage the type of information that is required for marketing
or monitoring and reporting purposes.
Ethics plays a crucial role in communication. The nature of business
organizations with different individuals constantly interacting in various capacities and
situations through different forms language represent opportunities for both positive and
negative developments and emotions. Words and actions carry meanings and values.
18

19. Therefore, by communicating verbally and nonverbally in different ways we shape
messages that impact others in distinct ways. Ethical communication must include all
relevant information, in every sense, and is not deceptive in any way. (Bovee & Thill,
2000)
Ethical issues are so important to business that many business and professional
organizations have established written codes of ethics for guidance in some business
situations. Ethical concerns are central to many accounting issues that may affect the
entire world. For instance, less than a decade ago when Enron, a giant US corporation,
failed to convince the public that its ‘audited’ financial statements were reliable, many
other large corporations suffered as consequence of the public’s poor perception about
external auditors and corporate behaviors. (Kimmel. et.al, 2004)
As a result, of these unethical practices, the US stock market declined and other
markets linked to the US financial system around the world also felt the impact. In 2007
another financial crisis surfaced in the US with unethical lending practices to the
housing sector as an important contributing factor. This also led to a global financial
crisis and international recession. Misleading business communications, therefore, can
lead the world to severe economic crisis.
B. Basic Knowledge of Areas of Study in Business Education
Although the TESOL business teacher does not need to be an expert in any
business profession, having some basic knowledge in the following subject areas can
be helpful. Obtaining a general view of these and other business areas is relatively
easy. The perspective TESOL business teacher can purchase online any introduction to
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20. Business textbook; other online resources under the heading of introduction to Business
might also be helpful.
 Tell learners that TESOL teaching is a very complex, but interesting task. The list
of topics and behaviors that a TESOL Business teacher must keep in mind and
practice is almost unlimited. Nevertheless, at the micro- level or professional
level, focus must be placed on some critical aspects for ensuring success. Here,
then, are the main issues of this level:
 Basic knowledge about the structure of all businesses from the
organizational point of view: human resources, production, marketing,
finance, and information. The teacher must understand how each
function relates to the other as part of an integral system.
 Basic understanding about the structure of managerial functions such
as: planning, organizing, controlling, and directing as well as the
interrelationship between them in all areas of business organization.
 Clear, Concise and Correct English Communications skills with special
focus on speaking and writing; especially spelling, mechanics and
corrections of wordiness.
 Proper forms and structure of writing business correspondence,
including e-mails. (Almost all Business Communications Textbooks
have chapters on these topics)
 Basic knowledge of Accounting (The universal language of business),
especially as it related to merchandizing concerns, international trade
and financial statements analysis.
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21.  Basic concepts of corporate finance, economics, stock market
indicators and banking terminology and international trade.
 Useful travel and tourism terminology. Common business phrases and
protocols of the United States business culture.
 Protocols for spoken communication (telephone, teleconferencing etc.)
 Learning the vocabulary and jargon is important in all these cases but
for the L2 learner, the appropriate word order, meaning and usage
according to context together with his non-verbal communication skills
in accordance with the targeted LI country is critical.
 For English teachers of business courses, it is also important to know
how to read and interpret graphs, charts, tables, and other visual
materials used in descriptive statistics as well as general notions of
sampling techniques from inferential statistics. The use of financial
mathematics tables and formulas might also be useful in some cases.
 Writing and Reading is very important to business people. Anyone
planning to teach Business English should go over the glossary of an
introduction to business textbook as well as the glossary to financial
accounting textbook and chapter of a business communication
textbook. Consulting these three basic types of materials online can
also be very helpful.
Although the TESOL business teacher does not need to be an expert in any
business profession, having some basic knowledge in the following subject areas can
be helpful. Obtaining a general view of these and other business areas is relatively
21

22. easy. One particular area of business that is fundamental to all business concern is
management.
The Business TESOL teacher must know the meaning and activities of management
functions such as planning, organizing, directing and controlling. These activities are
carried out to move organizations toward goal accomplishment. (De Bravo, 1999)
According to (Wood, 1996) the study of business is an exciting, rewarding field that
involves a global landscape that is always changing. She points out five major issues
considered to be crucial: ethical/ social responsibility, multicultural diversity, productivity,
quality, and global competitiveness. While these issues remain important in recent
years business are also giving great importance to the development of communications
technologies and the use of the English language as a vehicle for understanding and
gaining new technologies in the global context. And non- profit organizations are
analyzing the advantages and disadvantages of operations carried out by large
multinational companies.
On a more specific level related directly to the professional areas of study
(Brown & Clow, 1997) mention that the National Business Education Association
standards for a model of National Business Curriculum established the following areas:
1. Accounting
2. Business law
3. Career Development
4. Communication
5. Computation
6. Economics and Personal Finance
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23. 7. Entrepreneurship
8. Information Systems
9. International Business
10. Marketing
11. Management
12. Interrelationship of Business Functions.
Awareness that above categories of business courses is important. Specific
business courses, for professions, occupations, industries, business types,
organizational or managerial segments and general macroeconomic issues such as
national and/ or international events in productive and financial markets with direct
incidence on these microeconomic units constitute the virtually unlimited scope of
Business TESOL.
Although all these aspects are important to business management and learners
of business functions, we must select an area to focus training of L2 students for
business purposes.
Business communications, seems to be the most comprehensive subject; it
provides the opportunity to learn how to express messages effectivly for use in any
other subject and lays the foundation for understanding the social interactions that takes
place in the business world even when the world is becoming much more connected by
means of information, and communications technologies and the growth of multinational
companies and other international institutions using the English language.
This expansion of multinational companies and the development of new
23

24. communication and office automatation equipment have open opportunities to link
numerous branches and subsidiaries around the globe with their main offices, thus
stimulating the need for a constant flow of information that must be communicated and
shared among units and participants; the English language has increasingly become the
most useful tool for communication of the business community worldwide. Business
information, however, must be formal and follow some rules of uniformity and
acceptable quality for it to be useful to decision makers, particularly for control and
accountabilty to owners and investors.
Today’s TESOL teachers must also receive some business training for two
additional reasons:
1) Increasingly language institutes prefer to deal with people that understand
how business work. They need people that can understand the important
roles of their clients at home and abroad, including very importantly the
students that receive training. The new responsibility of perspective
TESOL teachers includes not only to teach TESOL to business people or
for business purposes, but also to take into account business factors and
behaviors in the planning and delivery of services of the training
institutions.
2) The knowledge of macroeconomic factors and the impact on businesses
in different countries is becoming increasingly important to understand the
world we live in; most private institutions and schools that do the hiring of
foreign and local TESOL teachers are seeking individuals with these
24

25. broad perspectives and understanding of global interdependence on its
impact on businesses including TESOL.
TESOL institutions and schools, like any other private business are concern with
two interrelated aspects of their business:
 The operational part or quality of the production and delivery of teaching
(technical aspects), and
 The economic concern related of how best to combine resources for
obtaining the maximum benefits in the short and long- term. Both factors
are so closely related that TESOL teachers need instructional goals that
are economically feasible and technically appropriate for learners.
Some teaching, such as most business communication and general accounting
topics, might be general in nature; attempting to satisfy the needs of a wide audience
with broad range of backgrounds and occupations. Typically the industry specific or
functional business English courses, develop more narrow and specialized topics often
using more technical vocabulary, professional conventions, and updated research and
sophisticated techniques that are within the comprehension zone of these audiences.
However, in both cases, the teacher that likes to deal with fictional work must make the
adjustments to the more informational driven, facts and data-building enterprise of
TESOL business in its different contexts.
C. Knowledge of the Structure of the English Language
Verbal communication is very important in business. Words are used in
standards ways of speaking and writing so that people can understand each
25

26. other. Grammar is the way we build sentences out of words.( Crystal, 2011) The
main requirement to be a good teacher is that he must know is subject; the
teacher must never stop learning about what he teaches.(Highet, 1989)
The structure of English is the foundational structure of the language, including
Business English usages. Most functional writing, like in business, employs words at a
literal level of meaning.
The structure of English is based on principles from morphology, a classification
of words according to their function and structural relationships, and syntax,
conventional word patterns and relationships.
Teacher must understand the distinction in morphological analysis between
words that might have changes due to inflections or by means of affix alternations such
as nouns, personal pronouns, adjectives and verbs. Other parts of speech such as:
adverbs, prepositions, articles and conjunctions are not subject to changes. They are
used in the organization of word sequences, phrases, and sentences.
Teachers must also understand that on the other hand, syntax is the structure of
word relationships that convey meaning in categories as such: word order, sentence
pattern, function words, inflections, formal contrasts, concord, and stress intonation.(
Michaelis, et.al. 1967)
The teacher’s knowledge of these grammatical rules and patterns are important
when preparing and grading student’s diagnostic test prior to the preparation and
implementation of lessons.
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27. D. Diagnostic Test of Basic English skills
1) You should prepare a diagnostic test for each student. An important aspect to
measure, giving the structured/ formal nature of the business world, is the
student’s knowledge of grammar. This is an important element of standardization
to enable all business people to communicate in the “same language”.
2) You may present the questions in a multiply choice format.
Your duties are journalizing, posting transactions, and also to prepare financial
statements. Select the letter with the right answer from the choices below:
a. Too many phrases/clauses strung together
b. Structure not parallel
c. Modifying elements misplaced (dangling modifier)
d. Incomplete sentence.
The student should have selected the letter “b” from the options above.
A similar approach could be followed for identifying the parts of speech for the word
in bold in each sentence that you decide to present.
The teacher will present several different parts of speech for the student to select the
part of speech that corresponds to the word in bold.
Example: The accountant prepared a trial balance.
a. Noun
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28. b. Adjective
c. Verb
d. Adverb
In the example above the learner should have select the letter “c” which corresponds
to verb as the right part of speech.
E. Knowledge of the Impact of Communications on Business
Effective Communication for customer satisfaction is critical for business success in
a competitive environment. Quality products and services depend on effective listening
to consumer’s needs. Improved internal and external communications can help achieve
the goals of any customer-satisfaction program. Customer satisfaction depends on
customers’ expectations and experience as well as the company’s image in relation to
the products and services offered. (Bergman & Klefsjo, 1994)
a) Communication of a quality policy from top management throughout all levels of
the organization is an important procedure for all competitive companies.
Improving quality means being able to communicate up, down, and across the
organization to share whatever information is needed to get the job done.
Information systems that allows information, particularly for quality performance
measurements in relation to customer needs is crucial.(George & Weimerskirch
2000)
b) Globalization, with reduction in transportation cost and trade barriers, is also
allowing for global sourcing of raw materials and parts. Increasing understanding
of different cultures and uses of common languages also tend to increase
28

29. international sourcing that help reduce production cost and improve the quality of
products and related services. Suppliers typically produce goods and services to
satisfy the needs of others. Using language skills to find out the needs of others
create values in the forms of useful information for marketing purposes and
corporate image.
Time is a valuable resource in the business world. Efficient oral and written
communications save time and cost to both producers and users of information.
F. Guidelines for Teaching Adults and the Relationship to Business English
Tell the students that the method of teaching business English must take into account
the general characteristics of adult and near adults.
 Teachers can use important adults’ qualities as leverage to propel the teaching
learning process. Adults ability to reason, analyze, and systematize is a powerful
force in learning environments. It is important to make use of their rational
capacities, and abilities to think about language and business.
These characteristics are even more important for adults since many have only
the opportunity to progress through distance learning or online courses in which the
learner becomes an active participant with the teacher playing the role of an advisor and
guide. Adults bring their lifelong experiences and often invaluable practical business
experience to the table. These specific assets must always be put to produce use with
the help of an intelligent teacher in order to put the whole business into perspective.
29

30. There are some principles of teaching which may help you do this. (Laubach et
al. 1991) present numerous considerations for working with adults. Here are some
guidelines as applied to TESOL business to keep in mind for planning and teaching:
1. An adult’s mind has developed. That is, he can reason and judge.
2. An adult has a larger speaking vocabulary than a child even as related to
business vocabulary. An adult may have working experience and even prior
training in business related situations in a LI Language.
3. An adult is independent. That is he usually assumes responsibility for himself.
He may also have greater motivation and interest, for personal reasons, in
learning business English.
4. An adult usually has developed self-respect and has made a place for himself in
his family and community. Generally an adult would respect the teacher and
avoid problems of indiscipline.
5. An adult is busy with work and other responsibilities.
6. An adult expect to see tangible results and concrete applications of materials to
his work environment.
7. An adult’s experience of failure and success will determine his attitude towards
new attempts.
8. An adult has a responsibility to his company, community and country.
Explain that Business English often is taught at a company’s premise. The
learners can be a selected group of high ranked employees or a broader audience
depending on the company’s purpose for introducing the English course. In the latter
30

31. case it often involves on the job training in the LI country in order for non-white collar
workers of L2 background assimilate into the LI culture and increase their productivity.
In some cases large multinational companies with operations in the United States
or other L1 may also develop an immersion type program where white-collar workers
from subsidiaries and branches around the world are brought to a location in the LI for
training in the English Language. Finally, the business English course could be
requested by students or business people in a L2 country; they could be planning an
important business trip to the L1 country or preparing to do advance studies.
In all these cases, the teacher will need to know exactly the students’ main
subjects of interest and tailor the classes specifically to those needs. Students of
Business English are learning the language for practical business purposes and for the
most part they have other important business activities to attend; they need high
productivity for their time and investment in taking English classes. Often the company
pays and the learners are accountable for their output that is a company need.
Some TESOL business courses are general in nature in that they can be to the
benefit of anyone, not a specific group of people. For example a course in business
communications focusing on US business protocol, intercultural interactions, or resume
writing.
On the other hand, most occupational and professional development and/ or
industry sponsored courses related are of the second type. Example a TESOL course
on “Accounting for quality cost and long-term profitability” would be meet more specific
needs of companies.
31

32. Furthermore, the current status of TESOL development, still in the initial stages
at the global level, generates a broad base for this type of TESOL training even from
individuals seeking personal and social mobilization in their societies. The more
specialized TESOL business courses seem more convenient for some professionals
already with some recognition and seeking to obtain more expertise in specific areas,
some university students seeking to do advance studies in English or multinationals
companies with specific needs of local specialist to fit in specail roles in an international
network for expanding industries where the jargon is important for communication
among members.
This expansion of multinational companies and the development of new
communication and office automatation equipment have open opportunities to link
numerous branches and subsidiaries around the globe with their main offices, thus
stimulating the need for a constant flow of information that must be communicated and
shared among units and participants; the English language has increasingly become the
most useful tool for communication of the business community worldwide. Business
information, however, must be formal and follow some rules of uniformity and
acceptable quality for it to be useful to decision makers, particularly for control and
accountabilty to owners and investors.
Today’s TESOL teachers must also receive some business training for two
additional reasons:
 First, language institutes prefer to deal with people that understand how business
work. They need people that can understand the important roles of their clients at
home and abroad, including very importantly the students that receive training.
32

33. The new responsibility of perspective TESOL teachers includes not only to teach
TESOL to business people or for business purposes, but also to take into
account business factors and behaviors in the planning and delivery of services
of the training institutions. (White, 2001)
 Second, the knowledge of macroeconomic factors on the impact on businesses
in different countries is becoming increasingly important to understand the world
we live in. Most private institutions and schools that do the hiring of foreign and
local TESOL teachers are seeking individuals with these broad perspectives and
understanding of global interdependence on its impact on businesses including
TESOL.
TESOL institutions and schools, like any other private business are concern with two
interrelated aspects of their business:
 The operational part or quality of the production and delivery of teaching
(technical aspects), and
 The economic concern related of how best to combine resources for obtaining
the maximum benefits in the short and long- term.
Both factors are so closely related that TESOL teachers need instructional goals that
are economically feasible and technically appropriate for learners.
Some teaching, such as most business communication and general accounting
topics might be general in nature, attempting to satisfy the needs of a wide audience
with broad range of backgrounds and occupations, while typically the more industry
specific or functional business English courses develop more narrow and specialized
33

34. topics typically using more professional jargon, conventions and updated research and
sophisticated techniques that are within the comprehension zone of these audiences.
However, in both cases, the teacher that likes to deal with fictional work must make the
adjustments to the more informational driven, facts and data-building enterprise of
TESOL business in its different contexts.
Currently, the balance seems to favor TESOL business teachers’ prepartion
oriented to general business courses such as basic computers, general accounting and
especially business communications with emphasis on the output skills such as
speaking and writing. In some L2 countries there is a high demand for these type of
services at private vocabulary and procedures for internal as well as external
communication with important clients.
Awareness that above four categories of business courses is important. Specific
business courses, for professions, occupations, industries, business types,
organizational or managerial segments and general macroeconomic issues such as
national and/ or international events in productive and financial markets with direct
incidence on these microeconomic units constitute the virtually unlimited scope of
Business TESOL.
Assignments - 12.0 points
1. Define the following terms:
- Operational Planning
- Strategic Planning
- Organizational Functions
- Employee Induction
34

35. - Total Quality Management
- Leadership
- Systems Approach
- Management
- Business Finance
- Investments
- Marketing
- Sales
- Net Income
- Assets
- Liabilities
- Shareholders
- Business Segments
- Operations Research
2. Have students go online to find a code of Ethics for the TESOL profession.
3. Provide a summary of the most relevant parts as it relates to the learners’
expectations about TESOL.
4. Have learners make a list of seven things to remember when working with
Adults.
5. Have the learner assume the role of a human resource officer recruiting
employees for a multinational. Explain what skills and behaviors would be
required for any position.
35

36. 6. Have learners research and describe which illustrative examples why
accounting is called the language of business?
7. Have the learners list the most important businesses in their community that
exports goods or services .and connect that information to the need for
teaching TESOL business English?
Suggested Readings
Beauchamp, Tom L. & Bovée, Norman E. Ethical Theories and Business. Sixth Edition.
Pearson Education Company. Upper Saddle River, NJ 2001.
Bergman, Bo & Klesfsjo, Bengt. Quality: From Customer Needs to Customer
Satisfaction. McGraw-Hill Book Company. Lund, Sweden 1994.
Bovée, Courtland L. and Thill, John V. Business Communication Today. Six Edition.
Pearson Education Prentice Hall. Hupper Saddle River, New Jersey 2000.
Brown, Betty J. & Clow, John E. GLENCOE. Introduction to Business. Our Business
and Economic World. Teacher’s Wraparound Edition. McGraw-Hill. Westerville, OH,
1997.
Carter, Ronald & Nunan, David ( 2001). Introduction. In R. Carter& D. Nunan, Teaching
English to Speakers of Other Languages, 12th printing. Cambridge U.K. Cambridge
University Press.
36

37. Crystal, David. A Little Book of Language. Yale University Press. New Haven,
Connecticut. 2011
De Bravo, M. Technical English for Business. Second Edition. McGraw Hill. Mexico
1999.
Dobler, Donald W. Burt, David N. & Lee Lamar Jr. Purchasing and Materials
Management. Text and cases. Fifth Edition. McGraw-Hill Inc. New York, NY 1990
George, Stephen & Weimerskirch, Arnold. The Portable MBA Series. Total Quality
Management. Strategies and Technique Proven at Today’s Most Successful
Companies. John Whiley & Sons, Inc. New York, NY 1994.
Highet, Gilbert. The Art of teaching. Vintage Books. New York, NY 1989.
Kimmel, Paul D., Weygandt, Jerry & Kieso, Donald. Financial Accounting. Tools for
Business Decision Making. Third Edition. John Wiley & Sons, Inc. Hoboken, NJ 2004
Laubach Literacy Action. Teaching Adults. An ESL Resource Book. New Readers
Press. Syracuse, NY 1996
Laubach, Frank C., Kirk, Elizabeth M. & Laubach Robert S. Laubach Way To Reading.
Teacher’s Manual for Skill Book 1. New Readers Press. Syracuse, NY 1991
Michaelis, John, Grossman, Ruth & Schott, Loyd F. New designs for the Elementary
School Curriculum. McGraw-Hill, Inc. New York, NY 1967.
37

38. White, Ron ( 2001). Programme Management. In R. Carter& D. Nunan, Teaching
English to Speakers of Other Languages, 12th printing. p. 194 -200. Cambridge U.K.
Cambridge University Press.
Wood, Nancy. College Reading and Study Skills. Fifth Edition. Harcourt Brace &
Company. Orlando, FL 1996.
38

39. CHAPTER III 5.0 hours
Teacher’s Knowledge of Pedagogy and Procedural Aspects
Instructional Objectives:
- Identify appropriate procedures and sequence for assessing, planning, delivering
and evaluating business TESOL instruction.
- Demonstrate diagnostic skills that assist teachers in approximating L2 learners’
proficiency levels for lesson planning purposes.
- Match Business learners’ needs with appropriate elements of teaching methods.
- Discuss the importance of applying knowledge and use of modern technologies
in Business TESOL as a work requirement in the global economy.
Questions to Elicit Students Interest
1. How do teachers know where to start from in a course?
2. What do teachers need to do before beginning to deliver instruction?
3. Which are some methods that might be helpful when working with L2 business
learners?
4. Why are some teachers more effective than others when dealing with business
TESOL?
Explain to learners that teachers not only need to know their subject matter, but
also equally important to teaching is the knowledge of how to effectively teach. Many
experts in different subject don’t know how to teach. Teaching in general requires skills
in many areas:
39

40.  The teacher must assess his own strengths and weaknesses,
 Diagnose the learners needs,
 Know the background and abilities,
 Understand the cultural and physical environment,
 Be aware of the potential benefits and dangers of using each technology for
assisting teaching,
 Understand the pro, and contra of different learning and teaching strategies and
methods, lesson planning, delivering instruction and evaluating student’s
performance as well as other non- subject specific aspects.
Moreover, L2 teaching has its own subject specific as related to the generally
poor supportive context for out of class practice; teacher’s requirement to assimilate and
adapt to foreign culture; interference in learning form LI language; materials and texts
inapplicable to local realities; students fear of making mistakes that undermine their
development etc. In addition, TESOL Business teachers after facing all the
complexities of both general teaching and L2 teaching, must also face the many
aspects related specifically to the business fields such as: business ethics and legal
responsibilities; information quality in communications; business organizations structure
and communications network; business etiquette and protocol; professional jargon and
vocabulary in context; use and security of office equipment and technology in business
etc.
Yet, interestingly enough, all these knowledge and requirements must focus on
one central aspect; that is, the need to implement a learner’s center philosophy of
teaching; just as how businesses need to focus their attention on the clients to be
40

41. successful. Effective teaching can only take place when teachers really know their
students and make continuous efforts to satisfy their students’ needs.
A. Students’ Needs Assessment and Proficiency in Language
 Explain to students that teachers need to learn about students’ through initial
assessments because it serves as a baseline from which to plan and judge the
progress made. Effective teachers learn as much as they can about their
students in order to provide adequate help. These teachers used several
methods to obtain information such as students’ previous records, observations,
different types of test etc. These forms of assessments must indicate to the
teacher what the students already has learned and what the teacher still needs
to help the student with. Teachers must assess the learners’ interest, current
skills, and aims. This information then guides the structuring of a learning
atmosphere and selection of methods most satisfying and effective for the
learners.
 Like in other forms of TESOL teaching learners assessment of proficency levels
and needs must be determined before planning and instruction. However, in
TESOL business the needs assessment is crucial since, with the exception of
academic settings, the principal reason for these training is to satisfy a corporate
or individual’s need as a urgent necessity related to the business world, instead
of merely academic preparation for the future. People engaged in business don’t
have much time for studying and often want to see cost-effective, transferable
uses and results results in short time.
41

42. The key defining feature of English for Specific Purposes, of which Business
English is a branch, is that its teaching and materials are founded on the results of
“need analysis”. (Dudley-Evans 2001). The most important thing that teachers need to
know is what the learners need to do with English. This information is generally supplied
by the company or individuals paying or sponsoring the course; therefore, it generally is
not a problem at the level of broad goals.
Other aspects such as which skills and genres the learners need to master for
understanding of concepts or performance outcomes fall more under the teachers
decision in the lesson planning activity and may have a lot to do with institutional factors
such as the flexibility given to the teacher and/ or the support of facilities, materials and
media equipment that can enhance or limit the viability of some instructional activities.
According to many experts learners’ initial assessment is vital to teaching since it helps
to:
 Identify the learner’s goals and needs, the abilities the learners already has, and
the abilities he or she needs to develop.
 Plan instruction and identify teaching methods and materials most appropriate for
the learner
 Have a baseline that can be used later to measure learner progress and ability to
use literacy to meet.
Consequently, the teacher will need to obtain information about the students
before instruction begins. Further assessment can be done by having students read and
write for purpose of teacher’s evaluation.
42

43. The Laubach Literacy Action Teaching Adults Literacy Resource Book (1994 :) identifies
several practical ways for doing initial assessment:
a) Listening comprehension
 Read to the learner an interesting passage, for example from a business
journal that is appropriate for his or her knowledge and experience. Discuss
the passage with the learner and ask questions to check understanding.
b) Speaking
 Have a conversation to get a sense of the learner’s ability to express thoughts
and feelings orally. This conversation can be related to any topic. The
purpose is only to diagnose the learners’ oral abilities in the English language.
c) Reading
 Show the learner several business articles. Then ask the learner to select
one and try reading it. Afterward, ask the learner to describe what the
selection was about.
 Ask how he or she felt about the level of difficulty and why. Ask if he or
she wants to try any other article.
 If the learner seems to have difficulty talking about the reading, ask him or
her to read it aloud. Note the kinds of problems the learner has. For
example, literal comprehension of facts and details, relationship between
ideas; order of events; identify reasons or causes; identify similarities and
contracts etc.
43

44.  On the other hand, the teacher may also diagnose the learners’ inferential
comprehension in areas where the learner must combine prior knowledge
with passage information in order to show abilities in areas such as:
identification of main ideas, drawing conclusions, application of ideas from
the passage to situations not mentioned in the passage etc.
 Moreover, the teacher can also assess the learner’s fluency. Ability to
keep the pace, use of punctuation cues, and expression are important
indicators of the learner’s needs in this area.
d) Writing
 Ask the learner to write a brief summary of the article already read.
 Ask the learner to guess all the spelling of any words that seemed difficult
to write. Then ask the learner to read the word aloud to you. Evaluate the
legibility, spelling, punctuation, grammar, organization, and content of the
written material.
- For example, an apparently simple thing as the use of the letter “s” for
LI individuals can become a very complicated issue for some L2
learners. The “s” is an important element when teaching subject- verb
agreement, forming plurals and in the formation of many other words
and functions in the English language. (Geffner, 1998)
After implementing the assessment strategies, it is important to determine the
individual and class classification according to a system that establish common
behaviors corresponding to learners different levels of language acquisition. This
system is based on the level of abilities that the students bring to the learning
44

45. experience. Following this procedure, the development of instructional objectives and
lesson plans can be develop using appropriate methodologies and approaches to fit the
needs of students and their proficiency levels in each English language skill.
Although initial assessments and all other forms of assessments are essential
for determining the route to follow for teachings and measuring progress, the vehicle or
method used for this journey is also essential to reaching the expected goals. Without
appropriate combination of methods that facilitate learning, the experience might be
very frustrating with little or no progress.
In addition to measuring English language skills proficiency, asking questions
of students’ background, experience with business situations and interest in the topic
such as the following can be useful:
 What is your major?
 What career are you preparing for?
 If you have a job, what field is it in?
 How long have you been in that field?
 What king of business communications have you already been engage in?
B. Criteria for Selecting a Teaching Method
Effective teaching depends on many factors. Therefore, the best practice is to select or
combine elements of different methods in practical, sensible ways to fit the needs of
each context- specific situation.
45

46.  Teachers may use textbook or online guides to serve as reference when
selecting or combining methods.
 TESOL Business teacher should concentrate on the following main points:
1) The students’ proficiency level in each language skill, especially in the
output skills such speaking and writing.
2) Individual and group test will be necessary to determine the most
important needs and the strategies and methods most applicable.
3) The teacher can expect that most TESOL business students should be
beyond the beginner’s stage of English; between low- intermediate and
low- advance should be typical.
4) Very advance students would not require these courses since they would
be able to study independently with their advanced metacognitive and
language skills.
5) Background experience related to the content area is important. The
amount of student’s prior experience and exposure to general business
environment and the specific content issues to be analyzed is crucial.
6) For learners already working in a business organization and familiar with
certain vocabulary it would be easier to use methods that focus on group
exchanges of ideas.
7) Learners without any practical business experience and limited business
vocabulary in English, as generally is the context when working with high
school students both in LI and L2 situations, would require methods that
46

47. allow for more teacher guided exercises and individual attention to
individual students.
8) The nature of the subject matter is another important factor. Some
subjects like accounting, corporate finance, business statistics and others
are better taught with the help of much visual aid and practice of step-by
step- procedures to show the mastering of skills in the subject.
9) Some subjects like business law and economics are more suitable for
methods like case studies and group discussions based on either
inductive or deductive reasoning.
Another critical aspect to be considered in selecting methods is the goals or
mandates established by the institution and the time frame allocated for that purpose.
Business teaching sponsored by corporations might require that the teacher
prepare a very specific plan with measurable achievements in short periods, and
learners might also be anxious to show practical, rapid results; thus, leading to the
selection of methods that emphasize performance skills more than general knowledge.
Since many learners worldwide are already working in businesses or studying
business careers at universities and high schools, we can assume with some
confidence that they have already mastered the initial phases of learning general
English. Based on this assumption of students’ profile, in teaching TESOL business, the
following methods seem most useful:
1- Lexical Method
47

48.  The lexical approach teach units that are alike such as groups of scientific words,
measurement words, or words commonly used in business that create a
schematic world that is very clear to see. These categories include: business
people, companies, institutions, money, business events, places of business,
time, modes of communications and lexis concern with technology.
Core component of the lexical approach is the teaching of words to students in
units that are alike such as groups of scientific words, measurement words, or
words commonly used in business that create a schematic world that is very
clear to see. These categories include: business people, companies, institutions,
money, business events, places of business, time, modes of communications
and lexis concern with technology.
2- Audio-lingual Method
 Structural pattern is taught using repetition drills so material is over-learned
 Teaching points based on contractive linguistics
 Student errors preventive and correct forms reinforced
 Grammar thought inductively
3- Communicative Method or Approach
 Understanding occurs through dynamic student interaction and
communication.
Use of texts based on real communicative functions and usage.
 Strategies for understanding are taught together with language.
48

49.  Learners’ personal experiences constitute important inputs to the content of
the lesson.
 Applications of the new language in unplanned conversations produce
learning experiences anywhere.
C. Teaching Techniques and Instructional Aids
The preparation of lesson plans required initial students’ assessment, and selection
of appropriate method to interact with students. But these efforts might be ineffective if
attention is not placed upon the medium, instructional aides and materials that best
support each type of lesson.
Teachers need to learn how to design strategies using these tools for enhancing
learning. These tools can be linguistic, visual, auditory or kinesthetic, and they can be
presented in print, including diverse technologies and their application to the business
environment. Often, these tools are combined to bring better efficiency or effectiveness
in applications. The challenge therefore, is not only to know what they are, but also to
understand to use them in teaching and business environments. Many materials and
technologies can be used together with instructional techniques that form approaches or
methods for teaching.
According to (Cruickshank, 1985) there are numerous techniques that can be helpful
when delivering instruction. The following have been selected based on the potential for
use in business situations:
1. Problem solving
2. Reflective teaching
49

50. 3. Audiovisuals
4. Drills
5. Discourses
6. Demonstrations
7. Discussions
8. Displays and exhibits
9. Guided Reading
Having analyzed the students needs, technical methods, materials and resources
available to the teacher, it is now time to turn our focus on the crucial aspect of
designing the type of vehicle capable of taking us to learning objectives. That is, lesson
planking in the context of corporate requirements and therefore as requirements for
learners in the business field.
D. Business TESOL Lesson Planning
The planning of specific lessons takes place within the context of the overall goals of the
program, the age and cognitive development and interest of the learners, the resources
available, and the specific ways in which the lesson can contribute to the development
of skills.
The teacher has to ascertain the extent of the group’s cohesiveness, the
readiness of the group to participate in activities that involve cooperative learning, the
learners who are leaders and those who are followers, and which ones seem to have
50

51. difficulty staying on task. This information enables the teacher to plan instruction
accordingly.
This part of the process also entails making a check of the available instructional
materials and techniques. Deciding how instruction will take place requires that the
teacher be aware of the alternatives available and of their potential for achieving the
desired learning outcomes.
There is no one best forms for a lesson plan, nor is there a consensus on the level of
specificity that should be included. However, the following of some basic components
that should be included in any lesson plan:
1. Purpose
2. Instructional objectives to be achieved.
3. Preliminary readiness activities, interest building, and lesson plan development;
specific the work- study activities that will occur during the lesson.
4. Summary and assessment, indicating the closing activities designed for the
lesson and the assessment method that will be used in terms of the stated
purposes.
5. Instructional materials.
6. What is to be taught? What concepts, skills, and attitudes are to be learned?
How can it be determined that they have been learned?
7. How should the teaching and learning be analyzed and evaluated?
51

52. The planning in business TESOL courses is best done as a cooperative activity with
learners. Teachers must keep in mind that unlike general English learners most
business courses are characterized by adult individuals with some working experience
and ideas of the specific communicative or functional needs expected from the training
as well as the timeline for achieving specific progress towards the goals. This is
possible even with online courses provided the teacher is capable of being a respectful
guide and willing facilitator. Learner involvement may provide greater authenticity of
situational and contextual activities and often additional experiences and opportunities
for incorporating technological tools the teaching- learning interactions. The following is
an example of a business lesson plan developed through the cooperative efforts of a
ATI teacher- learner interactions.
Example of a Business Lesson Plan
Class time: 45 minutes
Objective :
- Teach English to Taiwanese Adult Learners who are Business Executives and in
level 4 proficiency. Level 4 Proficiency is described as: students who speak and
understand English with acceptable proficiency. Reading and writing skills are
low but approaching appropriate age/grade levels. These executives are
primarily focused in traveling to the United Stated, specifically Orlando. Their
business is to import oranges to mix with other fruits in Taiwan in the process of
preparing juices which will be sold to other businesses in Taiwan and other Asian
Countries. The business executives are particularly interested in writing emails to
52

53. their potential American suppliers as well as visiting the area and learning about
the American business culture. The student will be visiting the plantations and
processing facilities as well socially interacting with the Americans over the
course of five days.
Introduction: 5 mins.
This is a group of 8 Executives who will be travelling to America. Introductions will be an
induction to the American Greeting. Eye to eye contact from the Teacher to each of the
students will be assured. This will be followed by a smile and a firm handshake with
confidence. Names are exchanged between the two parties as will be prompted by the
teacher. Every student will get a change to make introductions in this very familiar
American greeting culture.
Warm up: 5 minutes:
A review of the class activity will be done immediately after introductions are made. The
review is approximately 5 mins.
Overview of Lesson: 25 mins
The lesson will comprise of specific words in English geared towards their business
vocabulary. Some examples of new words presented to meet their needs would be :
company, investments, time, money, prices, stocks, products, ship, shipments, port,
currency, exchange rate, markets, spot market, future market, container, bank, letter of
credit, date, arrival, departure, laws, capital, quality, quantity, and contract to name a
few. They will learn to pronounce these words and learn their meaning by using a
53

54. translation dictionary. As this is a business communication with emphasis on speaking,
concepts and theoretical definitions of these words will not be necessary to be
taught/explained. They will practice/drill using and pronouncing these business words
and phrases in the first ten minutes of the lesson.
The second part of the activity will be to use the words in sentences.(e.g). How much
will it cost to produce the product? How long will it take to process? Tips on what to do
and what not to do when dealing with the American business community will also be
presented. The executives will also become familiar with general American phrases and
idioms for the social aspect of their visit.(e.g). Let’s go party! Let’s close the deal. Let’s
call it a day. During the lesson they will role play asking questions as a Taiwanese
Executive and the other role play as the American Executive.
Resources:
Resources will be mostly using a translation dictionary specifically a Mandarin/English
dictionary. Printouts will be provided of American idioms and phrases with an emphasis
on asking business questions to meet their needs during the email exchanges and visit
to the US.
Lesson Procedure:
- Introduction : 5 minutes
- Review of lesson plan for students to meet their objectives: 5 minutes
- Main Activity: 25 minutes
- Closure: 10 minutes
54

55. The closure will be to keep the business executives alert and aware of their
pronunciations. The TESOL teacher will again stress the important tips in greeting
Americans, eye contact, how to make comments and questions as to not offend while
visiting the new world. Answer any and if possible all questions the students will have
after the activity is practiced. Ask executives if they understood the activity and make an
assessment of their role play.
Assessment of students’ understanding:
1. The learners will be asked to write an email to their American TESOL teacher.
Review material will be given to them with phrases from what they practiced in
class. The assignment will be for the students to email questions and concerns
about the business trip.
Emails will be comprised of preliminary research questions about the background
of the American Company and also the business of the company. Questions in
the email will also include a potential visit see operations on site and final
contract negotiations to close the deal. Times schedules will also be included in
the emails for a visit. The email will be graded.
2. The teacher will ask the students to practice role playing in order to demonstrate
to the entire class what is expected for homework and this will also be used as an
assessment for the TESOL teacher.
3. The students will be using this as an example of being a Tourist in the United
States. This scene is at the Airport.
- Tourist: Excuse me, where can I get a taxi?
- Native: Over there.
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56. - Tourist: I would like to go to the hotel Radisson Grand Plaza.
- Native: It will be $29.00
- Tourist: (now at hotel) I would like to check into the room. I have
reservations.
- Native: What is your name?
- Tourist: Kim song Long
- Native: Your Room is #535
- Tourist: Thank you!
- Native: Enjoy your stay and Welcome.
- The student will also practice new vocabulary with food and drinks for
ordering food from hotel.
Now that we have dealt with the most important issues from the procedural aspect of
the art of teaching, let us turn our attention to some aspects of the subject matter of
TESOL Business as related fundamentally to language and the communicative process;
that is, the study of Standard English used internationally as the main instrument for
business communications.
Assignments - 12.0 points
1. Explain why is it more important to have a clear idea of learners need in
Business TESOL than in General English?
2. Describe the difference between an organization’s need or occupational goals
and the cognitive needs of an individual?
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57. 3. Why is it important to consider the learners cultural background and interest
when planning a class?
4. How can online sources and other electronic tools play important roles when
designing and delivering a business class?
5. How can the lexical method be use to teach grammar points with business
vocabulary in context. Give an example of this approach.
6. Prepare a lesson plan for business learners interested in learning about the use
of the capital letters in English. Give an example of an online source that you
would suggest to search for enhancing the points made in class.
7. Explain how the preparation of a lesson plan can contribute to make teachers
must effective in reaching their instructional objectives in relation to the learners
occupations?
Recommended Readings
Bergman, Bo & Klesfsjo, Bengt. Quality: From Customer Needs to Customer
Satisfaction. McGraw-Hill Book Company. Lund, Sweden 1994.
Bovée, Courtland L. and Thill, John V. Business Communication Today. Instructor’s
Resource Manual Six Edition. Prentice Hall. Hupper Saddle River, New Jersey 2000.
Brown, Betty J. & Clow, John E. GLENCOE. Introduction to Business. Our Business
and Economic World. Teacher’s Wraparound Edition. McGraw-Hill. Westerville, OH,
1997.
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58. Cruickshank, Donald R. Models for the Preparation of America’s Teachers. The Phi
Delta Kappa Educational Foundation. Bloomington, Indiana 1985.
Crystal, David. A Little Book of Language. Yale University Press. New Haven,
Connecticut. 2011
Dobler, Donald W. Burt, David N. & Lee Lamar Jr. Purchasing and Materials
Management. Text and cases. Fifth Edition. McGraw-Hill Inc. New York, NY 1990
Evans-Dudley, Tony ( 2001). English for Specific Purposes. In R. Carter& D. Nunan,
Teaching English to Speakers of Other Languages, 12th printing. p. 131-136.
Cambridge U.K. Cambridge University Press.
Geffner, Andrea B. ESL Guide to American Business English. Barron’s Educational
Series, Inc. New York, NY 1998.
George, Stephen & Weimerskirch, Arnold. The Portable MBA Series. Total Quality
Management. Strategies and Technique Proven at Today’s Most Successful
Companies. John Whiley & Sons, Inc. New York, NY 1994.
Highet, Gilbert. The Art of teaching. Vintage Books. New York, NY 1989.
Michaelis, John, Grossman, Ruth & Schott, Loyd F. New designs for the Elementary
School Curriculum. McGraw-Hill, Inc. New York, NY 1967.
The Laubach Literacy Action Teaching Adults Literacy Resource Book (1994:pp.33-34)
Travers, Paul D. & Rebore, Ronald W. Prentice Hall. Englewood Cliffs, NJ 1990
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59. CHAPTER IV
Global Factors Driving Business TESOL - 7.0 hours
Instructional Objectives:
- Discuss the functions of multinational companies as vital elements in the global
system.
- Describe the growing importance of quality information for controlling and
directing the global system and its corporate units towards specific goals.
- Explain the role of business communications in the global economic system.
Questions to Elicit Students Interest
1. What is the main goal of multinational corporations? How is this goal related to
the teaching of Business English?
2. Why is TESOL Business important in today’s world?
3. What are the main factors that are stimulating the use of English as the main
business language in the world?
A. The Human Expansion of Economic and Social Interactions.
Point out to learners that today, more than ever before, we live in a world that is globally
integrated. This phenomenon creates the need for more communications. Therefore,
TESOL Business should continue to grow in line with the emerging needs of the global
community.
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60. The long history of mankind shows the human need for social interaction as a
means for cooperation to fight against dangers while developing ways and instruments
for survival. Early families, clans, tribes, kingdoms, cities, and nations developed their
own non-verbal, spoken, and eventually written codes for understanding in different
regions or cultural settings. Language developed to help increase economic production
and ensure property rights.
Every historical period has been distinguished by the use of common ways of
communication to facilitate the exchange of goods and services. Each period also
developed specific forms of social organization and technology. The English language,
multinational organizations (for profit and non- profit) and the developments in
transportation and telecommunications technologies expresses the vital elements of the
current global business environment.
B. Multinational Corporations as Drivers of Business TESOL
Explain to students that:
 A corporation is a legal entity, distinct and separate from the individuals who
create and operate it. Public corporations trade their stocks in public markets.
Private corporations keep their stocks in a small, closed group of investors.
Public corporations have the distinct advantage and ability to raise large
amounts of capital through the sales of stocks to meet growing needs. (Warren,
Reeve & Feese, 1999)
 Corporations operate through systems with elements of both organizational and
managerial functions. The principal organizational functions are: human
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61. resources, information, production, marketing, and finance. Each organizational
function must also have its elements of managerial functions for: planning,
organizing, directing and controlling. (Mastretta, 1982).
 Large corporations, with their systematic organization, have the greatest global
impact on the production and distribution of goods and services.
 Large corporations such as many multinationals generate the greatest flows of
communication and information processing that requires the use of the English
language in the global context.
 The term multinational corporation is applied to any organization that develops
international profit seeking activities, operating in more than one country.
Multinationals share internal information to meet their needs and produce
external information for outside users. Both types of communications are
important to different strategies and operational activities. (Brighman, 1999).
 The growth of multinationals and their information needs make necessary larger
flows of information through a common language code that is convenient for
most multinationals. The power of English is almost unchallenged as the most
common language in both the non-business as in the business world. (Carter,
2001)
Therefore, teaching business English has become a global need. This demand has
become evident in the school systems. In some countries, students in high school are
required to learn business English subjects such as accounting, marketing, hospitality
management, tourism, shipping, merchandizing, and real estate businesses among
others. Moreover, the direct presence of multinational organizations in many countries
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62. constitutes another important source of demand for business English in support of their
operations. English skills remain an imperative for functions such as general
management, controllership, auditing, logistics, information technology and international
business regardless of the industry or economic sector or form of business organization.
Multinationals are becoming aware of the need to address local needs and
culture both with internal as well as external business communications strategies. Using
local employees that understand the culture might be an effective way of reaching out to
the local population, but communication of this information in a recognizable code by
people in the home office would still need to be done in a lingua franca such as English
in order for the corporate decision makers to be able to take advantages of the potential
benefits of centralized information and communication systems.
Multinationals seek to maximize profits on a global basis without distinctions of
any specific country. For operational convenience and the potential of sharing
information on a global basis, using English has become a policy of many multinationals
regardless of their country of origin. (Eiteman. et.al.,1998). Furthermore, the growth
and expansion of multinational companies has prompted other institutions and
organization to set up offices in many parts of the world; thus, creating additional
demand for use of the English language related to organizational needs of
communication.
C. Supranational, Non- Governmental and Government Organizations as
Drivers and Actors in the TESOL World
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