Articles

Syllabus writers - and teachers in general - commonly assume a ‘scaffolding approach’ to course design.

Being faced with a class which won't speak can be very disappointing after all your planning. When there are rows of blank faces or questions that nobody will answer it can demotivating.

This is the final article in a three part series. In the first part we looked at needs analysis and how to define goals and objectives. In the second part we considered how we could design a business English syllabus and in this last one we will see the last three stages of developing business English programmes.

This is the second article in a three part series. In the first part we looked at needs analysis and how to define goals and objectives. This second part looks at how we can design a business English syllabus.

This is the first of three articles on designing Business English programmes to suit students' needs.

I began teaching business English in 1980 and have observed over the years huge differences in the way we teach.

There are many ways of revising and consolidating grammar, but I've found it's often useful to give students short passages containing grammar mistakes which are characteristic of the student's level, nationality, and what the teacher may have identified as areas of particular strength or weakness.

This is the last in a series of four articles which will explore how to integrate a task-based approach into a typical textbook to maximise learning opportunities for your learners and to save teacher preparation time.