商务考试学习大纲ATIBusiness

1 Welcome to American TESOL Institute American TESOL Business Course E-Book Table of Contents Submission Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Assignments 1-4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 TESOL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Assignments 5-9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Lesson Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Assignment 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Understanding and Teaching Resume Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Assignment 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Understanding and Teaching Business Plan Basics. . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Assignment 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Understanding and Teaching Interview Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Assignments 13-14 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Financial Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 Assignment 15 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 © American TESOL China Management Center 2012 - All Rights Reserved 2 Submission Guidelines Assignments are to be submitted and graded according to the following guidelines: Grading Schedule Assignments are graded on the next business day from when they are received. Sunday will be the only day that work will not be graded. Therefore, all assignments submitted on Saturday and Sunday (EST) will be graded and reviewed on Monday. All major holidays such as Thanksgiving, Christmas and New Year’s Day will be the exception. Grades One half of a point is deducted for misspelled words. Major grammatical errors will result in three deducted points. Any average above 70 is considered a passing grade. Your exact score for this course will not be reflected on the certificate. Resubmission Work may be resubmitted one time. Depth and Scope of Assignments Questions requiring a short response should be typed in paragraph form in 2-4 sentences, and key terms must be identified. Essays should be about 2-3 paragraphs in length, which consist of about 4-5 sentences each. The thesis for the Advanced Program should be 1-2 pages. You may paraphrase or directly quote from the text or outside sources as long as you cite the source and page number. English Competency Students must demonstrate fluency in English in their answers. As stated on our website, American TESOL recommends that non-native English speakers have a 550 TOEFL score (220 CBT) or an IELTS score of 6.0 to enable them to successfully complete an online or in-class American TESOL certification. Note: We always recommend that you use a backup source to save your assignments for protection in cases of computer or internet malfunctions. © American TESOL China Management Center 2012 - All Rights Reserved 3 Instructor: Name: Class: 60-hour TESOL Course Date: ____________________________________________________________________________________________ TESOL Assignments 1-4: ______________________________________________________________________________ 1. What are the acronyms for TESOL, SLA, L1 and L2? ______________________________________________________________________________ In your own words, explain five teaching approaches/methods for TESOL and which methods you think will work best for adult professionals. TESOL Method 1 ______________________________________________________________________________ TESOL Method 2 ______________________________________________________________________________ 2. TESOL Method 3 _____________________________________________________________________________ 3. TESOL Method 4 © American TESOL China Management Center 2012 - All Rights Reserved 4 _____________________________________________________________________________ 4. TESOL Method 5 TESOL – TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES Today, you will find many students who can communicate in a second language (L2) in addition to their native tongue (L1). By the process of second language acquisition (SLA), some of these students have learned how to read and write English well. However, while being literate in English is one thing, speaking English is another. Therefore, the goal of pedagogy (the art of instruction, the functions or work of a teacher, or the science of teaching) in TESOL is to enable students to communicate fluently in English. Fluency means being able to not only read and write but to also understand and speak a language. Speech and Pronunciation Language is in part speech, which is communication by voice using arbitrary sounds in conventional ways. It includes sound vibrations formed by a wide variety of body parts. Let us take a look at the different body parts used to produce language. Nasal Cavity The cavity lying between the floor of the cranium and the roof of the mouth and extending from the nose to the pharynx Alveolar Ridge A ridge that forms the borders of the upper and lower jaws and contains the sockets of the teeth Lips Two fleshy folds that surround the opening of the mouth Teeth One of a set of hard, bonelike structures rooted in sockets in the jaws of vertebrates, typically composed of a core of soft pulp surrounded by a layer of hard dentin that is coated with enamel at the crown and used for biting or chewing food or as a means of attack or defense Ape The highest point of the mouth © American TESOL China Management Center 2012 - All Rights Reserved 5 Lamina A thin plate, sheet, or layer located in the rear of the mouth near the throat Dorsum The upper, outer surface of an organ, in this case the mouth Larynx The part of the breathing tract between the pharynx and the trachea that houses the vocal cords Vocal cords The organ consisting of cartilage, muscle, and folds of mucous membranes Hard palate The relatively hard, bony frontal portion on the roof of the mouth Oral cavity The opening through which sounds emerge audibly Velum or soft palate The muscular fold that is suspended from the rear of the hard palate and closes off the nasal cavity from the oral cavity during swallowing or sucking Uvula A small accumulation of tissue perched from the center of the soft palate Pharynx The opening section of the digestive tract that extends from the mouth and nasal cavities to the larynx where it becomes extends to the esophagus Alimentary canal The mucous membrane-lined tube collaborating with the digestive system, also including the pharynx and esophagus Speech production involves four major processes: conceptualization, formulation, articulation and self-monitoring. Conceptualization is concerned with planning the message content. It draws on background knowledge about the topic, speech situation and patterns of discourse. The conceptualizer includes a monitor which checks everything that occurs in the interaction to ensure that the communication goes according to plan. This enables speakers to self-correct for expression, grammar and pronunciation. The formulator finds the words and phrases to express the meanings, sequencing them and putting in appropriate grammatical markers. It also prepares the sound patterns of the words to be used. Articulation involves the motor control of the articulatory organs which in English are the lips, tongue, teeth, alveolar palpate, velum, glottis, © American TESOL China Management Center 2012 - All Rights Reserved 6 mouth cavity and breath. Self-monitoring is concerned with language users being able to identify and self-correct mistakes. Even though it cannot be denied that accurate pronunciation is useful in business communication, in assuring not only proper comprehension but also the impression of professionalism, it has come to be regarded as certainly not a must in the modern world and sometimes superfluous to be so much emphasized as long as the casual mistakes do not impede communication. There are many different approaches to teaching pronunciation. However, the important point to remember is that you must support your students in transforming the way they move their mouths during speech. This includes being conscious of the way you as an individual form words. Teaching Business English While pronunciation is a key component of any TESOL course, the objectives of the TESOL Business Course are as follows:  To familiarize teachers in regards to the methods of teaching business English to foreign students that are both timeless and on the cutting edge  To enable teachers to help students understand the key points and terms used in the everyday world of modern business English  To help teachers learn how to assist students in the utilization of the many tools of communication in the modern business world In contrast with teaching Standard English, it seems that the endeavor of teaching Business English represents some particularities both in the choice of methods and especially in that of the didactic materials. If the latter are clearly necessary to be authentic and specialized on the economic fields, the former do not obviously have to differ that much from the standard, though aspects as teaching grammar remain controversial. Teaching is an activity that, like most human occupational approaches, can be both tiresome and rewarding, depending on an extraordinarily high number of factors, from the teacher's degree of preparation or qualification, communicational abilities or disposition, to the student's expectations and motivation, even to their tolerance and adaptability. As analysts note, "Students learn in many ways – by seeing and hearing; reflecting and acting; reasoning logically and intuitively; memorizing and visualizing. Teaching methods also vary. Some instructors lecture; others demonstrate or discuss; some focus on rules and others on examples; some emphasize memory and others understanding. The students bring with them their own learning preferences, and how much they manage to learn depends partly on students’ ability and prior preparation and also on the compatibility of his or her characteristic approach to learning and the instructor’s characteristic approach to teaching." © American TESOL China Management Center 2012 - All Rights Reserved 7 Teaching English should be somewhat more pleasant and fulfilling for both instructor and learner as long as the subject, the English language, is an appealing one, being in itself more attractive and interesting than others. But is Business English of the same category and, likewise, does teaching it show similitude with teaching Standard English or, more likely, with teaching the somehow drier specialties such as economy or business? From the instructors' mood for teaching English for special purposes or from their ability and propensity for class management, to the students' capacity of assimilating specific terminology and characteristic concepts or subject matters to discuss, there is a wide range of influential elements that cause either the success or the failure of the teacher-student professional relationship, hence the successful or deplorable teaching and learning of Business English. How much the teacher's effort accounts for this or to what degree it is a matter of students' wishes and preferences is a problem that can be found relevant in this respect. It is not exactly that the methods implied shall differ to some extent when teaching Business English from those used for teaching English in general, due to the specific nature of the former, but the very content of the subject will require a different approach and will trigger a correlative response. Not as appealing as plain English and consequently less capacitated to get assimilated passively by the learners, Business English proves a serious 'school subject' and may become a troublesome and painstaking endeavor addressing specialized target groups, be those students in economics, economists engaged in affairs with foreign or international companies, people involved in business activities that require knowledge of English for their job, translators specializing in the fields of commerce or other categories that might need it for various reasons and so on. At any rate, a remark can be straight forwardly depicted, and this is the fact that, generally, Business English is not a leisure time activity, not something coming out of a hobby or pleasure but more of a career need or requirement of the job. Thus the difficulties in approaching it – as in dealing with any kind of compulsory task – both as a teacher and as a learner are understandable and predicable. Is there any possibility to make Business English more attractive, to embroider it in the garments of Standard English for example and thus to follow the same strategies and to receive a similarly open or even enthusiastic disposition of the learners to tackle it? How different from classic teaching is it to approach, as a teacher of English, this specialized subject of Business English? Of course, as specialists in teaching methodology note and advise, the Business English teacher’s role is – luckily, we might say – not to present business concepts to the learners or to instruct them on how to conduct their business. On the contrary, it is to enable such learners to develop their language skills within a business context. So, teaching Business English differs from teaching Standard English in the choice of contexts for listening and reading texts and in the choice of lexis in grammar and vocabulary exercises. As an illustrative and yet very short exemplification, we may notice that the same lexical structures and © American TESOL China Management Center 2012 - All Rights Reserved 8 grammar pattern can be discussed on a sentence such as “We have just received the invoice,”for Business English, as in a simple one taken out of everyday situations, characteristic for Standard English, of the type “We have just met Jane,” where it is quite obvious that the only supplementary item to be discussed – and, nevertheless, compulsory to – is the vocabulary, the choice of words being relevant for the field of Economy. Teaching Vocabulary Normally there shouldn't be a relevant difference in the choice of methods for teaching vocabulary of Standard English and Business English, as vocabulary in itself implies possibility of getting accustomed – following the same procedures – to any specialized language of any particular field of human activity. We can approach new business terms in the same way we would approach other vocabulary by:  Introducing vocabulary in context, and by using it in a variety of sentences.  Having students listen to and repeat dialogues (which illustrate business practices and language) with repetition drills, examples, questions and answers and by participating in role-play (or mini dramas) in groups of two or more.  Using written and oral exercises. (Cypres, L., – “Introducing Business English into the ESL Classroom: A Simple