Teach English in Yupan Zhen - Tianshui Shi

In Unit 5 I learned how to incorporate different teaching themes into lesson plans designed to teach Business English to learners at different levels. Teaching themes include the use of case studies (utilizing both authentic and inauthentic materials), frameworks, and problem-based learning. In addition, I learned how to use games and the internet as teaching tools, and how to incorporate Speech Act Theory into activities such as those involving negotiation. Case study materials can be authentic, using the profiles and company reports of real-life companies like Microsoft or Delta Airlines; or they can be inauthentic, using fictitious companies and scenarios designed either by the instructor or included in a textbook series. Regardless of the type of materials used, the setup for using a case study as part of a lesson could require as much as 30 minutes. While students who are business people will recognize the usefulness of examining case studies; they will nevertheless need much encouragement on the part of the instructor to successfully complete a case study-based activity. As outlined above in Questions 1-5, the instructor will need to carefully introduce the topic of the case study and give clear-cut objectives. For example, students could be assigned the task of brainstorming how to raise $2 million in capital for the company they're studying and then decide the best way(s) of using that money to promote growth. Specific vocabulary will need to be pre-taught and the students will need to be arranged into groups and given different roles (such as Chairperson and Secretary) and the instructor will need to carefully monitor the proceedings once the students are left on their own to complete the assignment. The use of frameworks utilizes models, originally developed for use by physicists and economists, to explain the process of change using verb tenses. The basic model used has three components: \"Input\" (the starting, or the past, conditions), \"Process\" (the intermediate, or the present, step), and \"Output\" (the outcome determined by the previous two, or the future). This model can be used to examine the potential growth of a company's profits; by looking at conditions (expenditures, operating costs, revenue, sales) during a previous fiscal year and what steps might be needed at present to ensure bigger profits over an extended period. Problem-Based Learning uses similar principles as Task-Based Learning. For example, the teacher acts more as a facilitator in both and students have to complete a task or solve a problem using clearly-defined guidelines and target language that is specific to the task or problem at hand. Problem-Based Learning and Case Studies have similarities such as the fact that in a group setting roles must be assigned beforehand. Where the two differ are in the actual identification of the problem to be solved. In a case study, this may be more easily defined. In a problem-based activity, it usually falls upon the students to identify what problems need to be solved and then brainstorm what options are available for solving them. As an EFL teacher, I have been using games in the classroom for nearly 8 years now. Games are a pleasant way of introducing new material or reviewing previously learned concepts in the classroom. I never use games simply for the sake of having fun, however. My feeling is that, regardless of the type of game used, learning must take place overall or else it is just a meaningless diversion. Like many novice teachers, I had mad the mistake of choosing a game first and then trying to figure out how to adapt the material to be learned to it. Now I know better. Not all games can be used effectively to teach English, however. As indicated above, a game like Tic-Tac-Toe is more difficult to adapt than, say, the classic spelling game of Hangman or a board game like Monopoly. Speaking of games, there exist a great many websites that have free, interactive team games. Some of these are \"Jeopardy\"-type quiz games, in which teams or players must correctly answer questions to win \"cash\" prizes. Others are more traditional like Hangman. As in selecting other ESL websites for classroom use or in the preparation of lesson plans, instructors must exercise caution when choosing online games. A number of the websites offer these games free of charge. Others charge a subscription fee (although some of these are quite reasonable and offer a discount when selecting a year-long vs. a month-long plan). In the case of PDF or PPT games which must be downloaded, these should always be scanned using reliable anti-virus software prior to opening or editing them. Over the years, the internet has become a vast resource for instructors of Business English looking for authentic materials for use in the classroom. One useful website that offers free examples of company reports is msn.money There are any number of free online dictionaries and thesauruses that can be used to learn new vocabulary. There are also many websites that have facsimiles of business letters, faxes, e-mail messages, etc. that can be used as models for teaching effective business writing. Whenever using authentic or inauthentic materials from the internet or print sources, care must be taken not to violate copyright laws. Instructors would do well to familiarize themselves with what constitutes \"fair use\" in the classroom to avoid any potential legal conflicts. The application of Speech Act Theory in the Business English classroom is two-fold: First, it can help to address any cross-cultural mistakes made by non-native speakers. In South Korea where I currently teach, I have seen firsthand examples of culturally-inappropriate lines of questioning. Whenever I introduced myself to new students, I was invariably asked how old I am. In Korean culture, one's age is a determining factor in whether or not to use \"honorific\" forms of spoken Korean. You would speak differently to an elderly person than to a small child. The same would apply to a VIP or someone in a clear position of power or at an elevated social status. I would make clear to my students that to ask someone their age in an English-speaking country could be considered inappropriate; especially if the person asked is a woman. Moreover, in countries like the United States, it is illegal for any employer to ask a job applicant or employee their date of birth or their current age. Second, Speech Act Theory is useful in teaching the target language for interviews, negotiation, and making requests or offers. This can apply to telephone conversations as well as one-on-one interaction.