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As a teacher of Business Education, I had never defined my students as a “special group” but Unit 19 has provided me with a different perspective to my teaching. Secondly, I found the material very easy to relate the teaching of Business English back to the receptive and productive skills discussed in Units 11 and 12. Lastly, the material correlates nicely to Career Development and Occupational Studies Basic and Communication Skills used in the United States.
I took away four “special group” key points from Unit 19 for application and incorporation into lesson planning and development. First is the importance in knowing students’ objectives and expectations and how to turn that into student success and achievement. While this is true in any teaching it is vitally important in teaching Business English as often the students are working adults with the employer as the key motivator.
Second, teaching Business English is more than just business terms and jargon. In fact, in some cases the business relevance is the much larger of scope of business communication rather than business operations. This provides the opportunity for grammar use and understanding in business communication which can boost student learning as it is instantly applicable in daily job functions.
Third, teaching the Business English “special group” provides the opportunity for using outside, real-life sources and scenarios to create a more realistic business environment for students. These come in the forms of giving presentations, negotiations and decision-making, typical work-related communications and meetings to name a few.
Fourth, it is important to make group discussion, interaction and communication around business related and work topics. This provides relevance for students as well as a safe environment for them to develop their language skills.
