1. Presented by: Amal Hafidi Khadija Gouali Hayda Elmoukhaiter

2. Outline Confirming agreements and decisions Planning to accurately reflect needs analysis Selecting and using materials: Thinking how to addresss students Starting the course Encouraging students self-reliance 3. Confirming agreements anddecisions Check what has already been agreed or decided at the pre- course needs analysis stage before you start planning any new course. If there is something which is unclear to you or which you feel may be ambiguous ,check with the people who dealt with the pre-course needs analysis. 4. Note in particular who your contact person is,when you consider the information on a new course. Make sure you are introduced to this contact person. 5. You can use this meeting to confirm what youunderstand from the needs analysis. At this stage,it is useful to confirm practicalarrangements. 6. Pre-course panic As a relatively inexperienced Business English teacher,you may feel a sense of panic when faced with information on what has been agreed or promised for a Business English course,or when led into a slick business environment to meet an elegantly-dressed contact person. 7. Planning to accurately reflect needs analysis Advantages of planning carefully a course:1) No need to worry about how balanced and appropriate the course materials and focus areas are.2) The students will have a good idea of where the course is going and will feel reassured that they are getting a programme designed to fit their needs.3) The client coordinator have increased confidence in the institution providing the language programme. 8. When planning a course Use a range of planning techniques: Collate the list of priorities drawn up during the pre-course needs analysis. Collect and review comments made by the keymanager during the initial needs analysis. Make lists of sponsors or students needs andwants based on information gleaned from needsanalysis course..... 9. Check and re-check your planning in terms of needsanalysis. Be realistic about timeframes. Produce paperwork which acts as PR documents. Get and incorporate feedback on draft plans. Keep everyone informed of your conclusions. Update people whenever there are any significantchange. 10. Selecting and using materials: Selecting materials: 11. Selecting materials: keep in touch with your nearest representative To select materials you ought to use these criteriaand related questions: 12. Cost Availability Content and relevance: Balance Syllabus(structural, functional, notional, multi- strand) 13. Input Lexis Students preference and needs Presenatation Cultural appropriacy and sensitivity: Teacher preference Dates 14. ConclusionIt is your role. 15. Using materials Help or hamper 16. Cover items in a different orderfrom that laid out in the course: 17. Omit certain items time is money 18. Support 19. Change the focus of youractivities so as to meet yourobjectives 20. in order to improve your teaching andteach at your best methods and teaching principles practice and theory record-keeping system Stand there 21. Thinking how to addresss students Addressing students appropriately is important inthe Business English context. Using an appropriate style of language is primarilyimportant because of number of reasons. 22. It makes students feel they are being treated with respect. Your style of language may affect your studentsimpression of you as a professional. It is often the language a teacher uses in class which students pick up first. 23. Even when teaching low-level students,language can be carefully selected so that it seems respectful. All students should be able to cope with the language you choose if you make a habit of following more sophisticated expressions with simpler versions of the same thing. 24. Accompanying the words you select for any level of student with the appropriate paralinguistic features will also ensure that your simplified versions of expressions are interpreted as respectful. 25. The precise style of language you use needs to be adapted according to the studentspresent or future work environment. 26. It is important not to become too familiar with students. It is sometimes useful to compare your language with that of a manager chairing a daily departmental or interdepartmental meeting.This does,of course,mean that there is still plenty of room for humour. 27. Starting the course The beginning of a course is an important time because it is then that you set the tone of the entire course, know more about the students... Beware of judging students too quickly. The aims behind starting a new course: clarify practical arrangements, introduce the class rules, motivate students, help students get to know each other..... It s a kind of introduction; introduce yourself, outline the courses main objectives, stress that the course aims are to fulfil the students needs.... 28. Encouraging studentsself-reliance 29. Why? productive relationship Motivation Aware of their work 30. Handing over control early on in acourse Early control In order to do that try the following: make learning-related decisions 31. Setting home work It is a way to promote autonomous learning, so as to achievegood results: doing homework as a habit Make as man assignments as possible. Make all home work as work-related as possible.* Encourage students to adapt their home work to their need. Make home work interesting, sufficiently useful and addressthe needs of the students. provide a model self study. 32. Ongoing approaches There are numerous ways of empowering studentson an ongoing basis Write objectives of the lesson and let them decidewhat to start with Review and discuss with them the objectives. look for other materials Review the deadlines, progress and the prioritises. Give the students opportunities to give feedback,and then respond to it. make the atmosphere more cooperative andcollaborative 33. Mini lesson:WHATS YOUR BACKGROUND Focus:Summarizing life and career.Level:Elementary to advanced.Background:Type of education,work and experience you have had in your life. 34. For example:I was born and brought up in Agadir, then I went touniversity in the north of Morocco. I lived in Oujda for many years, working as a teacher in communityeducation.After that I moved to Casablanca,and lived in Haymohammadi, working as a freelance BusinessEnglish trainer. I did that for six years. I came back toAgadir in 1996 and Ive had two parallel jobs since then. Most of the year I write books in the field of BusinessEnglish . I also do a bit of teacher training. 35. Mini lesson: Logos 36. USP 37. USP:abbreviation for unique selling proposition: a feature ofa product that makes it different from and better thanother similar products and that can be emphasized inadvertisements for the product. 38. EXAMPLE: WINDOWS AND MACINTOSCH The USP of MACINTOSCH is that this system of exploitation develop an anti-virus system. 39. Mini lesson:The first thing I will do If I am the dean of the faculty of letters and human sciences in Agadir,I will(=What is the first thing which YOU will do?) If am a Business English teacher,I will. If I am the coach of the Moroccan national team,I will... If I am the minister of education and training in Morocco,I will................... If I win 200 million,I will...........................