2012 -1 -BG 1 -COM 06 -06982 1

2012 -1 -BG 1 -COM 06 -06982 1 THE ROLE AND PLACEMENT OF FOREIGN LANGUAGE TEACHING IN TRAINING ENTERPRISING Made by: Mitanka Todorova Vocational school "Prof. dr. Asen Zlatarov" Vidin

Business English in the Training Firm Competences - Networks - Impact - Quality In order to equip students with the skills necessary to be successful in the business world the English teacher can offer a virtual environment for a modern approach to written and spoken business communication. 2

The basic idea is simple: students found a virtual company in their school to do business with other simulated companies in foreign countries or within their own country. A virtual market is established generating the need for written and spoken business communication.

Business English should be an integral part of any syllabus, no matter which country. Despite new forms of communication business correspondence still plays an important role in international transactions and is required in most business settings. 4

The basic aim is to implement a lot of business topics into a real-life simulation thus integrating how to write business letters with an intercultural dimension in realistic work situations and modern ICT approaches. The novelty introduced lays in incorporating cross-curricular elements, ICT skills and Business English as well as a network allowing a realistic work simulation. 5

The core issue of the material is to introduce commercial communication in particular business letter writing in a realistic way. Additional benefits are exercises on intercultural issues, Internet research, IT skills and self-assessment. 6

The role of the English teacher in a simulated company or practice firm The virtual company must be seen as the best working environment for teaching business communication. Students can design advertisements for their products, write inquiries, offers, orders and complaints. 7

Essential Parts of a Business Communication Syllabus/Course are: Basic business skills (telephoning, negotiating, meetings, letter writing) Lay-out of a business letter l Lexical chunks for inquiries, offers, orders, complaints l Business letters l Making real phone calls l Presentation techniques l Agendas of Meetings l Sales Talk l ICT-Skills 8

Further Subject Matter for using English in a Virtual Company/Training Firm: l Start-up of a virtual company l Exercises on intercultural awareness l Design of advertisements l Team building strategies l Time management l Power point presentations

Further Subject Matter for using English in a Virtual Company/Training Firm: l Short-term goals: to provide a simulation of a realistic setting in which students can learn and improve their writing skills in commercial correspondence and the use of computer and e-mail. l Long-term goals: to study students’ problems regarding the vocabulary, register etc.

WORKING WITH A SIMULATED COMPANY – USING THE PRACTICE FIRM IN ENGLISH LESSONS STEP O: Preliminary activities – comparing timetables; asking colleagues what form of cooperation could be possible, especially when business and English teachers are involved. The students should do the following things: l Write a short, informal personal description l Design a short information leaflet of their school

STEP 1: advertisements (leaflets, brochures) should be prepared either for a simulated company founded to use it in the English lessons or for the practice firm of their school. SETTING UP A COMPANY: l The students should do the following: l Find a product they would like to sell l Create a company name, logo, address, telephone, e-mail. 12

STEP 2: INQUIRY: students should write an inquiry including the following facts: l Introductory sentence l Short statement about their own company l Products they are interested in l Additional information that may be needed and not stated in the material sent l Special requirements for placing an order l Suggestion for further procedure l Final sentence

STEP 3: OFFER: Having received the inquiries students write an offer including the following facts: l Introductory sentence l Reference to inquiry l Terms needed to conclude the deal (terms of delivery, payment) l Special incentives (e. g. discounts) l Design of order form l Final sentence

STEP 4: ORDER: Students write an order based on the offer received including the following facts: l Introductory sentence l Reference to offer l Comment to terms of payment, delivery l Negotiate prices, terms, conditions before placing a final order l Additional information if required l Final statement 15

STEP 5: Having been sent an order students write an acknowledgement of order and advice including the following details: l Introductory statement l Confirmation of facts necessary for carrying out the order l Information on other products available and of interest for the customer l Final sentence

l STEP 6: Having received the acknowledgement of order including an advice of dispatch students write a complaint based on the products ordered including the following facts: l Introductory statement l Reasons for complaint taking the kinds of products ordered into account l Suggestions for further procedure. Inquiry why problems have arisen l Set date for dealing with the problems l Final statement 17

STEP 7: Having been sent the complaints students base their adjustments on the facts stated including the following facts: l Introductory sentence l If the complaint is unjustified, give reasons l If the complaint is justified, include the following details: l Comment on suggestions offered by the customer to solve the problem l Agree on one suggestion offered or make new suggestions for further procedure l Suggest making up for the inconvenience caused l Explanation why difficulties have arisen l Hope for business in the future l Final sentence 18

Textbooks we use in our school

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