Transcript students should write an inquiry including the following facts

2012-1-BG1-COM06-06982 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.
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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.
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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.
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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.
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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.
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Essential Parts of a Business
Communication Syllabus/Course are:
Basic business skills
(telephoning, negotiating,
meetings, letter writing)
Lay-out of a business letter
 Lexical chunks for inquiries,
offers, orders, complaints
 Business letters
 Making real phone calls
 Presentation techniques
 Agendas of Meetings
 Sales Talk
 ICT-Skills
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Further Subject Matter for using English
in a Virtual Company/Training Firm:
 Start-up of a virtual
company
 Exercises on
intercultural awareness
 Design of
advertisements
 Team building
strategies
 Time management
 Power point
presentations
Further Subject Matter for using English
in a Virtual Company/Training Firm:
 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.
 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:
 Write a short, informal personal
description
 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:
 The students should do the
following:
 Find a product they would
like to sell
 Create a company name,
logo, address, telephone,
e-mail.
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STEP 2:
INQUIRY: students should
write an inquiry including the
following facts:
 Introductory sentence
 Short statement about their
own company
 Products they are interested in
 Additional information that
may be needed and not stated
in the material sent
 Special requirements for
placing an order
 Suggestion for further
procedure
 Final sentence
STEP 3:
OFFER: Having received the
inquiries students write an
offer including the following
facts:
 Introductory sentence
 Reference to inquiry
 Terms needed to conclude
the deal (terms of delivery,
payment)
 Special incentives (e.g.
discounts)
 Design of order form
 Final sentence
STEP 4:
ORDER: Students write
an order based on the
offer received including
the following facts:
 Introductory sentence
 Reference to offer
 Comment to terms of
payment, delivery
 Negotiate prices, terms,
conditions before placing
a final order
 Additional information if
required
 Final statement
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STEP 5:
Having been sent an order
students write an
acknowledgement of order
and advice including the
following details:
 Introductory statement
 Confirmation of facts
necessary for carrying out
the order
 Information on other
products available and of
interest for the customer
 Final sentence
 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:
 Introductory statement
 Reasons for complaint taking
the kinds of products ordered
into account
 Suggestions for further
procedure. Inquiry why
problems have arisen
 Set date for dealing with the
problems
 Final statement
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STEP 7:
Having been sent the complaints students
base their adjustments on the facts stated
including the following facts:
 Introductory sentence
 If the complaint is unjustified, give reasons
 If the complaint is justified, include the
following details:
 Comment on suggestions offered by the
customer to solve the problem
 Agree on one suggestion offered or make new
suggestions for further procedure
 Suggest making up
for the inconvenience caused
 Explanation why
difficulties have arisen
 Hope for business in the future
 Final sentence
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Textbooks we use in our school
THANK YOU FOR YOUR ATTENTION!
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