Approach and Methodology:

• Lesson plans take approximately 1 hours each to complete (Either 2 x 30 minute lessons or 1 hour).

• Live online/telephone lessons are to focus on speaking and new vocabulary in the different business situations.

• Listening exercises are to be set for students for homework (student can do reading and other exercises as well as prepare for the lesson).

• Teachers can select topics + exercises which would be most useful (or of interest) for student – adapt different functions to student needs.

• Teacher must send lesson material in advance to students via email in order for them to prepare in advance for their lessons and also to encourage future lessons to be booked.

• Teachers can still tailor to the client’s needs and focus on very specific tasks (especially if they simply don’t like or ‘suit’ this structured approach – i.e. teachers can dip into lesson plans selectively and accordingly).

• Teachers can send the whole batch of course materials during the first class (including the audio/video clips) Students can then select according to their preferences or teacher can select on behalf of students, depending on level self-guiding autonomy.

• Teachers need to upload all files to their Virtual Class (they have already been compressed for this purpose).

With students with no specific objectives from the outset, the course structure is determined by the student’s learning needs and objectives and work contexts. If/when there are no learning objectives specified in Planyo, conduct a short interview with student/s to determine the above:

• Ask students about the business and general situations they (would) use English in (the most) – select materials accordingly. We would always focus on business situations more than social situations.

• When specific weaknesses are identified during lessons, as you go along, such as specific grammar issues for example, introduce them as learning objectives; e.g. grammar rules combined with on-line exercises/worksheets, etc. If pronunciation needs to be worked on as a priority (for example), focus on reading news or industry related articles relevant to the student’s context/s, interests or work – pronunciation correction and drilling (and vocabulary) can be focused on.

• Always select materials to work on according to the student/s most important or immediate learning objectives – Teachers need to continuously identify learning priorities and facilitate course structure accordingly.

• For Level Testing of students: They can do a self-test to get an idea of their (non-verbal) level.