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TBE_p3_4_Ch2_Setting_objectives2

Uploaded by

Clevrin Pro
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Teaching Business English Course

Chapter 2. Syllabus Design for TBE

Setting Objectives for your TBE Course

As it has been mentioned in previous lessons, every Business English course is unique, based on its
objectives. Some courses address Business English in a general way, while others address specific
performance skills and/or language functions. You, as the instructor, need to fully understand
what the objectives are before you can decide on which materials to use in your Business English
course.

To determine the objectives of the course, the needs of the students need to be taken into
consideration, as we have mentioned previously. Are the students more concerned with
performance skills or specific language functions? Again, as has been discussed, objectives
typically relate to the requirements of the job and the duties performed. For example, attending
meetings, answering the telephone, sending faxes, etc.

Performance-based objectives generally relate to students being able to communicate effectively.


The priority here is to get a message across, and to understand any messages that are being
received. In-depth knowledge of grammar is not required to meet the performance-based objec-
tives. For example, students need to: 1) have confidence and fluency when speaking; 2) use suffi-
cient language accuracy to organize information; 3) communicate in a way that is clear to the
listener; 4) have an ability to clarify information; 5) use clear pronunciation; and, 6) possess an
awareness of what language and behavior is appropriate in situations and cultures where they will
be interacting as English speakers.

When deciding what materials to use, it is necessary to ask yourself what students need to accom-
plish. Good materials contain certain characteristics. They provide a stimulus for learning and en-
courage students to learn. In general, good materials will guide students through the complexities
of assigned tasks, while ensuring that students do not become overwhelmed. The objectives of
the course cannot be met without proper materials.

There are several models available to aid in designing materials. The first model is a Materials-
Design Model. It provides a framework to meet Business English course objectives, while also
allowing the instructor flexibility to be creative. The model also acts as a means to “guide” the
students to the point where they can complete a task. It consists of four elements: input, context,
language focus, and task. Input can be a number of things, but it should contain relevant material
for activities, new language, correct models for language use and the topic provided by the Busi-
ness English teacher with help from students. Input should also ensure that students have the
opportunity to use their skills, while learning new ones. The context deals with the non-linguistic
portion of communication. This can include body language and facial expressions, anything that
can convey feelings, emotions, or attitudes that is not directly related to language itself. The lan-
guage focus deals with linguistic knowledge with a focus on understanding grammar in order to
process language correctly. These three parts of the Materials Design Model ensure that
the learner is able to successfully complete the task, which is the main focus of this model,
thereby meeting the objective of the class.
Teaching Business English Course
Chapter 2. Syllabus Design for TBE

The second model is a Language-Centered Model. This model is based on the language that is
needed by the students and is identified by the instructor. The focus of this model is on language
first, thus, it fails to recognize that learning is not a linear process.

A third model is a Learning-Centered Model. This model is based on the idea that the process of
learning different skills together versus separately enhances the learning of all four skills. In other
words, if a learner only needs the skill of reading, it is still important to expose him or her to other
skills; such as, listening, writing and speaking, which can aid the learner in creating a complete pic-
ture of what makes up language. This model is most beneficial when the same information is input
via different methods. This model is a dynamic one, one that is not linear and one that considers
many factors while keeping the learner in mind at each stage of the design process.

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