All of our levels contain two units and take 40 nominal hours to complete. The Introductory Certificate is the prerequisite for this level.
English for Business
This unit aims to familiarise the student with the language of Business English at entry level and to develop strategies to teach Business English to speakers of languages other than English.
Business English is English used in a business context.
The study of Business English is therefore the study of English to be able to communicate in the world of business. It is not the study of Business itself! We must keep this in mind when we consider what it is that we are actually teaching.
While a working knowledge of the principles and dynamics of business will be advantageous to the teacher of Business English, it is the use of the English language in a business context in which our students must be educated. Please bear this in mind as you proceed through the elective.
You will become more and more familiar with the typical language used in Business English with each module. You will also look at some of the common protocol and formalities that are expected when individuals interact in a business context.
If you have been or are currently in the workforce, you may be familiar with much of its language and behaviour. As a student on this course, fear not, it is likely that you will have encountered at least some of the language used in business, simply because you live in an English-speaking country.
Whichever the case may be, we hope you will enjoy learning and discovering the world of Business English!
The aims of this elective are to become familiar with the language of Business English and to develop strategies to teach Business English to speakers of languages other than English.
We will do this by covering the following:
- Defining Business English – Describing Business English.
- Greetings – Making a good first impression.
- At work – Describing your position or your company’s position.
- On the phone – Describing the communication skills used on the telephone.
- Written correspondence – Describing the differences between written and telephone communication skills.
- Dealing with problems – Describing how good communication skills facilitate problem solving.
- Business meetings – Describing how to organise and conduct a meeting.
- Business travel – Describing the ability to communicate effectively while traveling.
- Entertaining clients – Describing how to organise and conduct a social occasion.
- Finding employment – Describing how to write job applications and performance at interviews.
Teaching English to Adults
This unit analyses our language and how it works. It also looks at the differences between children and adult learners and differing attention spans.
This unit will enhance your ability to teach English to adults overseas by:
- Analysing our language and how it works including:
- Language structure
- Cultural issues
- Idiomatic phrases and colloquialisms
- Historical influence
- Discovering teaching and learning strategies,
- Looking at appropriate learning settings conducive to learning.
This unit will also look at:
- The differences between children and adult learners
- The needs and existing skills of those learners.
- Common problems for people learning a new language or entering a new culture.
- Gestures and cultural taboos.
Teaching & Learning Strategies:
- A variety of different teaching strategies will be analysed, taking into account cultural and linguistic issues,
- Applying teaching methods relevant to your learners needs and the educational setting,
- Recognising different learning styles and adapting your teaching to suit,
- Developing resources incorporating fun and enjoyment,
- Selecting other resources to facilitate learning,
- Lesson plans,
The individual needs and existing skills of adult learners, common problems for people learning a new language or entering a new culture as well as the life skills they already have are highlighted. It places stress on using all of the senses and use of physical props. The unit also dwells on the need to make learning enjoyable as well as interesting and stimulating and conducted in a ‘safe’ environment. Adults often come to class after completing a day’s work, or another unit of study, these factors need keeping in mind when planning lesson content.
Achieving these aims when working with big classes, as is common in countries outside of Australia, is also addressed.