9 steps to teaching advanced business English

Margaret O'Keeffe
A teacher stood at the front of a class holding a tablet in front of adult students

The challenge of teaching business English to C1 level students

Once your English students reach a B2 level of English, they’re fairly competent communicators. For many learners, their motivation to improve starts to suffer when they reach this intermediate plateau. They understand almost everything and can express themselves clearly enough - so why would they want to continue learning English and achieve a C1 level of English?

The CEFR describes C1-level learners as proficient users of a language. C1-level students have a high proficiency in English and perform well in an international work environment.

How can we help our upper intermediate students reach this level and see the benefits in their own lives and careers? Here are nine steps you can take as an English language teacher to help your students achieve language proficiency.

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Steps to teaching advanced business English
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1. Nurture students’ motivation to reach new heights

For those students who do want to become more proficient, the reality is that reaching a high level can be a slow, steep climb. You will have to be a cheerleader and encourage them to get out of their comfort zone and push themselves to new heights.Ìý

The reality is that mastering a foreign language, even your first language, is a lifelong process. Advanced-level language learners need a high degree of intrinsic motivation. If they can enjoy the challenge of developing new skills and feel satisfaction at watching a favorite TV show in its original version, there is no turning back.Ìý

There is a demand for business English and having a strong command of it is beneficial in the business world. It provides individuals with more opportunities for career advancement. Additionally, it boosts students' confidence in using English in the workplace.Ìý

2. Promote goal setting

Get learners to set goals for themselves and review the goals regularly. Use the SMART acronym:

  • Specific
  • Measurable
  • Achievable
  • Realistic
  • Timebound

This helps with motivation and gives rise to a sense of achievement. It is particularly useful for busy in-company students. One simple example is: ‘I will do one piece of written homework this term’.

3. Encourage incidental learningÌý

Give your students support and act as a role model as they develop lifelong learning habits and become more self-directed learners.ÌýEncourage them to read more widely in English for pleasure and general interest; business blogs, newspaper articles, journals, novels, etc. The wider the variety of genres and topics, the better.

Provide guidance and learning strategies for students if necessary, such as offering tips for watching TV shows and films in the original versions, or advice on choosing something to read.

Regularly check in with students about how they are practicing their English outside the classroom. You gain a lot of insight into their interests and learning. It can inspire their peers in the process too.Ìý

4. Broaden their vocabulary range

Knowing a word includes many aspects: different meanings of the same word, when is it appropriate to use, common collocations, pronunciation, different parts of speech, phrasal verbs and phrases. C1 students have to practice and develop their vocabulary range.ÌýLearners may have a passive knowledge of many phrasal and prepositional verbs but still avoid using them as part of their active vocabulary. Draw their attention to useful phrasal verbs in reading and listening texts and video content. Vocabulary is much easier to learn in context.

Provide opportunities for students to practice using the target language in speaking and writing; the more personalized the tasks, the more memorable. Regularly review and recycle phrasal verbs that come up, for example, through revision exercises, games and quick tests, to help students incorporate these into their active vocabulary.Ìý

Similarly, point out good examples of more idiomatic language in texts and provide opportunities for students to use it themselves, writing their own example sentences. Occasionally model alternatives to broaden and enrich their vocabulary (T: Was it a successful meeting? I mean, was it very fruitful?)

When giving students feedback and correcting speaking and writing tasks, include examples of a more natural or idiomatic way that students could say something.

5. Make time for emergent languageÌý

ÌýA lot of incidental learning of new vocabulary takes place inside the classroom. As well as the target vocabulary you present in a structured lesson, take the opportunity to work on emergent language. These could be words or phrases that come up in class because students want to know how to say something to convey their meaning.Ìý

You’ll find that this is often the language our in-company students want to do their jobs, making it a priority for them. It is essential to record, keep and revise this useful emergent vocabulary.

Emergent language can also be a word or phrase that a student uses accurately and that you can see would be useful for others to know. You can follow up by drawing everyone’s attention to this useful language in the feedback session after an activity, write it on the board, check the meaning, repeat it and incorporate it into the lesson by getting learners to practice it.ÌýÌý

6. Review and expand on core grammar areasÌý

Review and expand on the forms and usages of the core grammar areas with C1 learners. Many in-company students need to brush up on their grammar if they have not studied formally for a long time.Ìý

Future forms, hypothesizing and additional passive structures are just some areas that are useful for business English students. And while there is not a lot of ‘new’ grammar to learn at C1 level, they still need practice using the language correctly and there is still complexity in verb patterns and syntax.

It can be all too easy for advanced classes to slip into discussion groups. However, structured lessons and linguistic aims increase the challenge, help our learners to extend their range of language structures and improve their level.

In addition, make sure students notice their fossilized errors and encourage them to correct themselves. While many mistakes (e.g. missing out indefinite articles) do not hinder communication, they do mark the difference between advanced and intermediate learners.

7. Use ‘real play’ to develop communication skillsÌý

Some of our students enjoy role-play activities and others dislike having to adopt a ‘role’ of an imaginary person that is not natural to them.Ìý

An alternative is to get students to be themselves in ‘real’ play. Give them a scenario, like a personality clash between two team members at work. Get them to ‘real’ play, giving support and guidance on how to handle the situation. Then watch a dramatized video of people dealing with the same situation. This allows students to reflect on their approach and compare it with the one used in the video.Ìý

Simulations of real-world problems or situations are engaging and challenging. It leads to genuine learning about themselves, their default responses, their working styles and the styles of others. It enhances their communication skills by offering them alternative ways to handle situations in the workplace.

8. Develop business writing skills

In higher education, learners may get lots of practice in essay writing, but not so much in the genres needed in the workplace (emails, reports, proposals, minutes). It is important to prepare learners for this. In particular, they will need to be able to differentiate between formal and informal registers. They also have to understand writing conventions (for example, structuring a proposal, using subheadings in reports).Ìý

A collaborative writing approach works well in university English classes. Focus on the writing process during the lesson: brainstorming, planning, organizing ideas, prioritizing points, etc.Ìý

Provide model texts, structural information and useful language items. Explain the marking criteria and give learners anonymous student sample answers (perhaps from a previous English course) to mark. Get students doing collaborative writing tasks using shared Google Docs. Include opportunities for peer assessment and self-assessment as well as for teacher feedback.Ìý

9. Offer students choices

Giving students choices often leads to greater engagement. In many cases, it is possible to negotiate the course content and lesson plans with in-company learners. Lessons can become dull and repetitive if we only stick to day-to-day work issues and industry-specific topics.

It is good to include broader issues (like disruptors in business) and themes related to employability skills to provide a good mix of abstract and complex topics appropriate for advanced-level business English learners. Even with pre-programmed tertiary-level courses, there is generally some scope for choice within lessons.Ìý

These are just a few tips for language teaching to advanced-level learners. English teachers have a great many roles to play in their student's language learning process and experience.

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    The ultimate guide to language assessment in business

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    Effective international communication is crucial in the world of global commerce. In today's borderless marketplace, companies need to be linguistically flexible to be successful. For HR managers and business practitioners, comprehensive language evaluations are not just an add-on but a vital duty that can enhance your organization's success in the international market.

    This guide will take you through the crucial role of language assessment in business. It will discuss why language assessment is important, how to effectively implement it, its benefits for students and business professionals, and the current tools and technologies available. By the end, you will have the knowledge to identify the significance of language assessment in your business and make informed decisions that reflect the essential role of linguistic ability in the modern global economy.

    Why language assessment matters

    Enhancing communication effectiveness

    Effective communication is the lifeblood of any successful business. When diverse teams come together, be it in an office, on a shop floor, or at a virtual meeting, the ability to exchange information clearly and concisely can mean the difference between streamlined operations and costly misunderstandings. Language assessment ensures that employees possess the necessary language skills needed to communicate across teams and with clients worldwide.

    Global market competitiveness

    Accessing international markets hinges largely on the language capabilities of your workforce. Assessing language skills not only amplifies your organization's ability to engage with prospective clients and partners but also ensures that the customer experience is seamlessly delivered, regardless of the customer's primary language.

    Talent acquisition and retention

    Proper language assessments play a pivotal role in the recruitment process. They aid in identifying candidates with the language proficiencies required for specific roles, such as those involving international correspondence or multilingual customer support. By enabling a streamlined and objective measurement of language ability, your business can attract and retain talent, securing a competitive edge in a multilingual talent pool.

    Types of language assessments

    Proficiency tests

    Proficiency tests are the benchmarks for evaluating a person’s overall language capability. This category includes tests that cover all language skills, such as reading, writing, listening and speaking, like the Versant tests offered by ÃÛÌÒapp. These tests provide a comprehensive analysis that helps gauge an individual's ability to function effectively in a language, both in academic settings, the workplace and everyday contexts.

    Interviews

    Conversational skills and the application and comprehension of language in real-world scenarios play a significant role in many job roles. Structured interviews that focus on language are a vital component of the language assessment suite. These interviews typically evaluate oral and sometimes written language skills, providing context-specific insight into how these skills might translate in a professional setting.

    Role-playing scenarios

    Simulations that mimic workplace interactions provide an immersive method of assessing language skills beyond language proficiency tests. Candidates engage in practical scenarios that mirror the challenges and dynamics of a business environment, which is particularly valuable for assessing their ability to manage real-time communication under pressure.

    Implementing language assessment

    Best practices for HR managers

    When starting your language assessment program, begin with a thorough needs analysis. This involves identifying which roles require language proficiency, to what level and in which languages. Then, select or develop an assessment that aligns with these requirements. It's also important to provide clear instructions and support for candidates, ensuring that the assessment process is transparent and equitable.

    Training and development strategies

    Personalized learning plans can be a game-changer for employees who require language improvements. Identify the areas for development, set achievable goals, and incorporate regular assessments to measure progress. This approach ensures that training is targeted and effective, helping employees advance their language skills in a way that's both strategic and supportive.

    Benefits for business professionals

    Career advancement opportunities

    Proficient multilingualism can open doors to international career opportunities and is a key differentiator in many sectors. A dedication to mastering a foreign language can lead to personal and professional growth, including access to leadership positions and broader responsibilities.

    Cross-cultural competence

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    Enhanced collaboration

    Clear and expressive communication fosters an environment of trust and collaboration. By investing in the linguistic abilities and listening skills of your teams, you're not only improving the performance of individual employees but also elevating the collective capacity for innovation and problem-solving within your organization.

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    6 tips to enjoy teaching an exam course

    By John Wolf

    Who gets excited about English exam classes?

    You likely love teaching English, it’s fun, dynamic – almost chaotic at times – and provides the kind of autonomy necessary to be creative and driven.

    Some lessons are far less enjoyable than others - case in point: exam courses. Who gets excited about taking, not to mention preparing for, an English exam?

    Nevertheless, it’s all part of the job and requires finding ways to make exam courses effective for students and enjoyable for teachers.Ìý

    Job satisfaction is heavily dependent on our effectiveness as teachers and feeling like we actually accomplish something in the classroom - and is a key factor in avoiding burnout (Maslach & Leiter, 2016).Ìý

    While passing an exam is a concrete, achievable goal - a task we are able to accomplish - it also serves as a stressor, a general source of tension and anxiety. So how can we turn this around and enjoy teaching exam courses?

  • three teachers sat at a table discussing

    4 career moves for enthusiastic teachers

    By Nicole Kyriacou

    Have you been teaching for a number of years and are looking for ways to challenge yourself and share your experience and passion with others?

    Many would love the opportunity to progress in their careers and try new things but have no idea how to get started.

    So, let's look at several potential jobs for English language teachers, find out what they involve and how you can improve your chances of getting a foot in the door.

    1. Materials Writing

    For those with a passion for writing and an eye for detail, ELT materials development could be for you. While writing can be hard to get into, there are several ways to get involved - especially if you are persistent and build a portfolio.

    Here are some of our top tips for aspiring materials writers:

    • Create your own materials in class and think of ways of adapting the current materials you use for different ages or levels.
    • Share the materials you make with other teachers and get them to give you feedback.
    • Review materials for a publisher. Not only will you start to think more critically, but if you do a good job they might commission you to do some writing for them. One way to discover these opportunities is by signing up for their newsletters or following them on Facebook or .
    • Start a blog and share lesson tips, advice and activities with other teachers. If it becomes popular enough someone from a publisher might spot you and invite you along for an interview.
    • Join the , where you can create an account and publishers can contact you directly if they are interested in your profile.
    • Finally, write as much as possible - and get people to read your work. Listen to their feedback and take steps to constantly improve your output. You get better and faster at it at the same time.

    2. Examining

    If you like teaching exam classes, there's a good chance you'll enjoy examining too. Training to be a speaking examiner is a great way to earn some extra money and can also help you better understand test formats and mark schemes. This will certainly also benefit your students in the future too.

    Specific requirements for examiners vary depending on the exam board. However, as a rule of thumb, you need a lot of experience teaching the level you wish to examine at. Here is an from ÃÛÌÒapp outlining the expertise and competencies required to be a PTE General Examiner.

    You can also check out the recruitment sites from , and to get more of an idea if you are eligible.

    Like materials writing, examining can be very competitive, so here is some advice to help you get started:

    • Teach more exam classes. The more variety and levels you do, the more opportunities you'll have.
    • Familiarize yourself with the mark schemes to give you a deeper understanding of how examiners think. Most of this information can be found in teacher handbooks like this one for .
    • Help organize mock exams at your school. This will give you valuable experience examining as well as organizing students and materials.
    • Start as an invigilator for written exams. If you do a good job, it'll show that you are competent and you'll learn more about how exam days are structured.
    • Contact your local exam center and introduce yourself. And who knows? They might even be recruiting.

    3. Academic Management

    Another common career goal for long-term English teachers is to become an Academic Manager or Director of Studies (DoS). A successful DoS assumes many roles; often having to organize teachers' schedules, deal with students' concerns, develop new courses, and find cover (or teach) classes at the last minute. They may also need to help with the school's marketing and business side, too. Ìý

    Many academic managers are employed internally, so get involved with what is going on at your school and apply for smaller coordination positions to see if it's something you enjoy.

    You can also try:

    • Offering to help with placement testing of new students. This will help you get to know the type of students at your school and the objectives they have, and also learn more about the levels and courses on offer.
    • Not limiting yourself to teaching one kind of course. If you work at an academy that offers courses for young learners, teens, adults, exam preparation, business etc., try them all. A good DoS should be able to offer advice to all the teachers.
    • Taking a course - most academic managers will be expected to have an advanced TEFL qualification like a DELTA, an MA TESOL or something similar. Specific leadership and management courses are available for those who want to specialize in this area, such as Leadership in ELT.
    • Offering creative ideas or constructive criticism to the current management team about how the school runs and what you think could be even better.
    • Organizing an event for teachers and students to show you are interested and have the type of skills that are needed.
    • Apply for academic management positions in summer schools to give you a taste of what's to come.

    4. Teacher Training

    If you are interested in teaching methodologies and sharing your knowledge with others but not keen on the admin side, then teacher training might be for you.

    As a teacher trainer, you may be required to run workshops on various topics, observe teachers and offer feedback and help with lesson planning. This means it's vital that you can listen to others carefully and clearly explain things.

    Here are some ideas to give you a better chance of finding work as a teacher trainer:

    • Organize informal workshops at your school. Encourage teachers to share ideas that have worked well for them with the rest of the staff.
    • Try team teaching where you and a colleague teach a class together. It's a great way to learn from each other and give your students a new experience.
    • Practice giving feedback by doing peer observations with other teachers.
    • Submit a proposal for a conference to see if you enjoy presenting.
    • Mentor a new teacher at your school.
    • Take an advanced teaching qualification to boost your knowledge.
    • Find teaching work in a school that also run their own initial teaching qualifications like the CELTA or Trinity CertTESOL. If you impress the DoS with your teaching skills - they may recommend you get involved with the teacher training department.

    Where to apply for jobs

    The best place to look for new opportunities is often at the school where you currently work. Start by trying new things and showing an interest in the day-to-day running of the organization. Once you've got the attention of the management it will be easier to negotiate a new position. However, if you work at a small school with fewer chances to grow professionally, think about moving to a new school.

    Other good places to look for new positions include:

    • Linkedin (don't forget to update your profile and ask for recommendations from colleagues)
    • Local teaching Facebook groups