web viewthe lessons while a work in progress are meant to introduce undergraduate beginner and...

CertIBET – Written Assignment

Question Two

i) Select, adapt and or develop a set of materials for a six hour segment of a business English programme. Relate your materials to an individual business English learner or group at a level of your choice.

ii) Provide an outline lesson plan for the six hours indicating language focus, skills and/or purposes that the materials will support.

iii) Provide a rationale for your choice of materials and their exploitation.

Word Count: 3364 (including cover page) 3310 (excluding cover page)

Name:Daniel J. Costello

Course Provider: The Consultants-e

Date: January 2011

Final Assignment CertIBET January 2011

Old Cadillacs never die; the finance company just fades them away. Dizzy Gillespie

TABLE OF CONTENTS

COURSE RATIONALE

LEARNING OBJECTIVES

PEDAGOGICAL SOUNDNESS

NEEDS ANALYSIS

LESSON PLAN ONE: BUSINESS RELATIONSHIP LETTERS

LESSON PLAN TWO: BUSINESS PROPOSAL LETTERS

LESSON PLAN THREE: CREDIT INQUIRY LETTERS

BIBLIOGRAPHY

APPENDIX ONE: COURSE RATIONAL END NOTES

APPENDIX TWO: SET OF MATERIALS

PAGES 3-6

PAGES 3-4

PAGES 5-6

PAGES 6-8

PAGES 10-11

PAGES 11-12

PAGES 13-14

PAGES 15-18

PAGES 19-31

PAGES 32-84


COURSE RATIONALE

INTERNATIONAL TRADE ENGLISH CORRESPONDENCE ONE (ITC ONE)

INTRODUCTION

ITC One is an ESP course focused on international trade correspondence delivered at Daejin University in South Korea. The lessons while a work in progress are meant to introduce undergraduate beginner and pre-intermediate business English learners to international trade letter themes, vocabulary and expressions often for the first time. A greater facility of online quizzes and wiki-spaces processes can only improve over time and product assignments are here incorporated to give greater learner autonomy and virtual context to an increasingly Internet based communications milieu.

COURSE CONTEXT

This is a challenging large lecture class in respect to learner engagement due to department enrolment requirements with generally forty students there are infrequent opportunities for one on one teacher and student instruction. Pairs and group work are therefore the norm with flexible seating arrangements and an Internet enabled overhead projector. This course represents approximately a fifth of the business English courses available to the students in this department. Remaining courses are all taught in Korean.

RELEVANT BUT INFLEXIBLE SYLLABUS

The content of this course is heavily prescribed by department requirements (See Appendix for schedule sample). An implied communication cycle of full block business letters ranging in topics from first business contact and order to eventual shipment and delivery is minimally engaging and brief considering the numerous topics. The skills levels of the students have allowed for expansion of scope increasing the comprehension dynamic since transitioning from Korean to native English instructor five years ago. Previously individual letters were reviewed in isolation without English composition or discussion practice and evaluated by multiple choice quizzes and/or content rote memorization. The course has become steadily more focused upon the business purpose or function of each letter topic in concert with structure, spelling, useful vocabulary and expressions applied to process and product practice.

LEARNING OBJECTIVES1

MODEL EFFECTIVE BUSINESS WRITING SKILLS

1. Demonstrate awareness of appropriate full block format2, vocabulary and expressions.

1 Rationale design based upon review of Brown, J.E. (1994), Depew (2011), Weber (2009) and Anonymous (Date Unknown)2 Full block was chosen by instructor as the easiest business letter format to acquire.


2. Explain each letter topic’s purpose and its importance to international trade correspondence.

3. Explain the steps based process of international trade correspondence.

MODELING ACTIVITIES

Review of two sample letters in each lesson.Review of key vocabulary and expressions.Generating drafts of substitution based letters for each topic.Instructor and peer review led improvement of generated content.

DEMONSTRATE IMPROVED WRITING AND EDITING METHODS

1. Create written messages that use complete and effective sentences.2. Gain experience using technology to improve written business correspondence. 3. Practice peer communication and group proofreading activities to assist in

completing written assignments.

TECHNOLOGY ACTIVITIES

1. Interactive classroom assignments, gap fill and multiple choice quizzes in class and on the internet.

2. Wikispaces resource page with similar activities and writing assignments.3. Online web-based expansion activities and information searches.

PEER AND GROUP ACTIVITIES

1. Class room partners, small and large group discussions.2. Peer to peer correspondence and correction in homework assignments.

PREPARE EFFECTIVE INTERNATIONAL BUSINESS CORRESPONDENCE

1. Write letters providing instructions or directions, making requests or responding to others.

WRITING ACTIVITIES

1. Gaps fill sample texts and scan for key vocabulary and expressions.2. Answer questions related to content requirements of each letter topic.3. Generate rough drafts by hand in class and typed online at wikispaces.

PEDAGOGICAL SOUNDNESS

Both test teach test and ppp methods of instruction and lesson planning presented in the Cambridge CELTA have coloured my approaches to ELT teaching for over a decade.


However this course and its objectives are underpinned by a task based approach as the letter topics display, “the specification of the tasks and activities that learners will engage in class.” (Nunan, 1996, 42) A further aim is, “to ensure that the students are communicatively efficient with the grammar they have at their level.” (Harmer, 1991, 23) This scope is beginner and pre-intermediate in terms of usage as our aims are in producing simple written discourse interweaving the complexity of context and concept for each letter topic as there are: focused meanings to be communicated in the business letter textual genre, expressive style as well as persuasive and informational purposes with minimal detail requirements of product and process approaches. (Richards, 1995, 101-114)

For example, lessons generally proceed in two hour long segments with a break in between as is the case at Daejin University these are never on the same day. On alternating days this two hour long planned split lesson is provided with an hour and a half of assigned class period under the assumption that iterative and other constraints may challenge the students’ abilities to progress quickly through the materials. An adequate warm up precedes each lesson generally followed by a knowledge testing quiz which also imparts new information to the learner. This is generally followed by a clear sample letter on the topic at hand in full block format. This format was chosen as the considered least difficult style standard.

Following an oral reading review of the letter a written review adds greater focus on repetitive questioning devices which often appear to encourage Korean learners to develop full sentence spoken and written practice responses. A final written paragraph adds an extra dimension of written cohesive textual writing practice. Alternating between shorter comprehension-based written activities such as matching, filling in the blank, ordering jumbled sentences, or rewriting more informal into more formal sentences or requests are displayed throughout the lessons as means of reinforcing: a) what is already known b) what is newly learned and c) what requires greater discussion and self-selected questioning in terms of new vocabulary and expressions.

Generally following the first hour freer practice is engaged following a second warm up which often reviews the previous lesson’s materials. A second letter sample displays gap filling opportunities to engage new vocabulary and slightly altered context. Two identical letters would fail to expand the limited depth of the topic as it is assigned. A second written review generally follows the second letter sample. A second set of shorter activities again mix the previously learned with new subject materials. The free or creative practice element is generating the product as the course objective and is fully expanded through the shared wiki as out of class and final draft resource available for proofreading, peer review and correction.

In addition the communicative approach with a focus on improving accuracy in writing and fluency in spoken discussion regarding these topics is also quite pronounced and relies upon building learner confidence by improving competence in the letter topics through error and mistakes correction (where lack of knowledge is assumed among pre-experienced learners) and where improving performance relies upon growing knowledge of target language in a first encounter with an English business letter reading and writing context. (Ellis, 1997, 51-52) The lecture environment and large group constraints reveal a lack of practical application opportunities in pre-experience course driven studies with reliance upon conscious learning


rather than acquisition based approaches (Lowe, 2003) So while ppp and test teach test both continue to play roles in this wildly diverse pedagogy, technology based activities also offer a wider scale of interaction above and beyond the lecture hall.

For example, textual samples, letter themes or purposes with vocabulary and expressions were collected and generated or adapted from various online and print resources over the last five years. These materials while restricted in scope due to department requirements here demonstrate revitalization and invigorating rework based upon the Cert IBET Consultants-e SL course of January, 2011.3 Student discussions and writing activities are progressive from controlled to free practice in class on paper and proceed out of class online.

NEEDS ANALYSIS4

LEARNERS

The university promotes a Chinese market specialist approach to the learning program making it the first of very few in Korea to maintain mandatory Chinese studies abroad programs in Suchow and Harbin adding a tangible foreign experience quotient to our students’ skill sets. Our department’s leadership and involvement shines with this program as our students show the highest participation rates in the university. As a result they are aware sound business English skills are also essential.

LANGUAGE BACKGROUND

Over ten years of English language lessons focusing on reading and writing comprehension in public or private school provoke few to gain any level of fluency in the language. Few opportunities for in or out of class speaking practice with most tests and evaluations in multiple choice formats appears to inhibit communicative abilities in contrast to time and training accrued.i Task-based learning is not a common basis of language instruction in Korea. Increasingly my students take a year break with the intention of studying English abroad.

CURRENT LEVEL ACROSS FOUR SKILLS

Beginner and false beginner levels of reading, writing, speaking and listening abound in this Korean university setting. Reading and writing abilities where well formed evolve out of highly prescriptive test-taking preparation experiences with few task-based approaches often to satisfy an ethos of bare minimum attainment. Current levels are estimated to be in the range of ALTE Level A2 across the range of disciplines of listening, speaking, reading and writing for general, social, tourist, work and study abilities.

BUSINESS BACKGROUND(S) AND EXPERIENCE

3 See Appendix Two for materials review.4 See Appendix One for both brief and expanded Needs Analysis.


My classes are predominately pre-experienced learners with perhaps up to 30% participating in part-time afterschool food services or convenience store work with little if any English requirements.

MOTIVATION FOR STUDY

Many students self-select their course of study and are admitted following a competitive interviews process. For others their parents have dictated their direction of studies. For the majority this course is mandatory for completion of their degree. A perceived need for business English skills in international trade and management careers is evident.

OBJECTIVES AND TARGETS

As ‘s study indicated, Korean students are often most highly motivated by a teacher-centred and fronted approach. Objectives and targets are difficult to identify in pre-experience learners. However my managers desire an opportunity for students to gain knowledge and greater confidence in reading, writing and speaking about international trade correspondence.

TIME AVAILABLE FOR STUDY

Officially this fourteen week course comprises three hours a week for twelve weeks with balance in midterm and final exam weeks. Unofficially these lessons are often pre-empted by any or all manner of special events.

INTENSIVE OR EXTENSIVE PROGRAM

While the timeframe is extensive in a two semester program with beginner (ITC One) and pre-intermediate (ITC Two) core courses in international trade correspondence the lengthy list of topics allows little depth and could be considered fairly intensive and shallow. Like it or not most graduates of the program going on to international trade certificate exams will typically enrol in either a government sponsored scholarship program or enter a cram school prior to issuance and study to meet minimum test requirements.

METHOD OF DELIVERY

In class with homework assignments, midterm and final spoken presentation and written exams. Outside class study groups based upon wiki based expansion activities.

RESOURCES AVAILABLE

Full course notes are provided by USB with learners printing their own books collectively. Daejin University library and media facilities are considered among the best in the country. Student group study rooms are also widely available.

IDENTIFICATION OF CORE NEEDS


IELTS test results suggest that Korean learners have lower abilities in writing and speaking than in listening and reading (See Appendix 2.3.14-2.3.17). So the core needs of this course focus upon those perceived areas ripe for improvement. Under observation an experimentation large groups of Korean learners respond well to teacher focused and teacher led lessons with high degree of controlled practiced followed by free practice activities in progressively larger doses. They operate well under pair and small group conditions. Their confidence to engage discussion proceeds slowly in large groups but progressively over time they gain greater abilities to volunteer and direct questions with continued repetitive practice. Their collective familiarity with wiki based tasks is low however with growing exposure to ubiquitous computing the benefits of online “cloud” type assignments based fora are well suited to a highly adaptable and quickly proficient average Korean second language learner.

INDIVIDUAL NEEDS WITHIN GROUP

An increasing number of mixed abilities and levels of Chinese exchange students often approaching 25% of class enrolment encourages Korean and Chinese students to remain reluctant to do pair and group work together voluntarily. The lecturer encourages them to frequently partner cross-culturally during class activities and presentation evaluations. Age differences in returning seniors from mandatory military service are also a factor with students reluctance to do pair or group work voluntarily with juniors. This lecturer encourages them to mix and match during class activities and presentation evaluations.


LESSON PLAN ONE: ESTABLISHING BUSINESS RELATIONSHIP LETTER

Aims to expand lexical range around writing a business relationship letter to practice reading business relationship letters and understand their contents and purpose to practice writing a business relationship letter by including relevant content and format

Section: Time: Stage/Aim: Interaction: Procedure:Lesson One: Part One1 Warm-up

0:00-0:05(5 minutes)

Chat about business relationship concept with three key questions for discussion.

Sts-Sts

Sts-Sts and T

Teacher boards the questions: What is a good business relationship? How could you find a good import or export business partner abroad? What are some of the ways you could communicate with a new business partner? Sts answer in pairs or small groups and compare answers.

2 Quiz 0:05-0:15(10 minutes)

To test previous knowledge on concepts of business relationship and introduce some vocabulary.

Sts-T Teacher allows students silent reading time then elicits class volunteers to read and answer the questions aloud.

3 and 4 Letter Controlled Reading

0:15-0:25(10 minutes)

To introduce content of business relationship letter and vocabulary.

Sts-Sts and T Teacher boards questions: What is the sender writing about? How do you think the sender feels? How would you handle the correspondence? Student volunteers respond and then read letter out loud in turn.

5 Controlled Writing 0:25-0:35 (10 minutes)

To encourage identification of key points in the letter.

Sts-Sts and T Teacher calls on random list for student answers to review questions.

Section: Time: Stage/Aim: Interaction: Procedure:6. Controlled practice 0:35-0:40

(5 min)7. Controlled writing 0:40-0:45

(5 min)Assembly of jumbled sentences from the letter and practice correct punctuation and capital letters.

Sts-sts and T Pair work competition with students writing the true sentences on the board selected by teacher monitoring their speed of progress.


8. Controlled practice 0:45-0:50(5 min)

Sentence completions raise concept points and practice key verb definitions relevant to relationship letter content.

Sts-sts and T Teacher elicits responses from volunteers’ out loud.

9.Free practice/Feedback

0:50-1:00(10 min)

Students must review and monitor group discussion to ensure contribution to a new topic or vocabulary term from the lesson.

Sts-sts Students are informed by Teacher they must explain one topic or vocabulary item each without using their books and that no topic or word that is explained can be repeated by the next student prior to exit.

BREAK TIME BREAK TIMELesson One: Part Two

1. Warm-up

0:00-0:05(5 min)

Discuss concepts of business relationship letters.

Sts-Sts and T Teacher boards: What is a business relationship letter? What are some important points to introduce about your company or product? What are some vocabularies or expressions that are new to you? Students respond.

2.Controlled practice 0:05:0:10(5 min)

Gap fill letter sample. Sts-sts and T Pairs work on the letter and teacher calls volunteers to read line by line.

3.Controlled practice 0:10-0:20 (10 min)

Review writing exercise. Sts-sts and T Students write their brief answers and teacher calls for their responses.

4.Controlled practice 0:20-0:25(5 min)

Matching definitions. Sts-sts and T Teacher calls for their responses.


Second fill in the blank identical to the first to reinforce importance.

Sts-sts and T Teacher is concept checking retention from previous hour.

Section: Time: Stage/Aim: Interaction: Procedure:6.Controlled practice 0:30-0:35

(5 min)Matching letter expressions and phrases. Sts-sts and T Sts work individually, check with partner then group

volunteers read the answers.7. Controlled practice 0:35-0:40

(5 min)Matching vocabulary and focus on potential. Sts-sts and T This should be review from previous lesson.

8. Controlled practice 0:40-0:45(5 min)

Identify career paths of senior students. Sts-sts and T Students work in pairs to identify key job roles in international trade.


0:45-1:00(15 min)

Writing a first draft of a business relationship letter to be finished online as expansion and homework activity.

Sts-sts and T Pairs are selected for writing activity. Students choose different companies from list or are assigned. Samples are reviewed by peers and instructor. Expansion online.

LESSON PLAN TWO: BUSINESS PROPOSAL LETTER


http://intlbizcorrespondance.wikispaces.com/Business+Relationship+Letters

Aims to expand lexical range around writing a business proposal letter to practice reading business proposal letters and understand their contents and purpose to practice writing a business proposal letter by including relevant content and format

Section: Time: Stage/Aim: Interaction: Procedure:Lesson TwoPart One1. Warm up

0:00-0:05( 5 min)

Chat about meaning of the word proposal and possible examples.

Sts-sts and T Teacher boards: What is a proposal? Can you give any examples? What is the difference between …? Elicits student responses.

2.Controlled practice 0:05 – 0:10( 5 min)

Quiz to test prior knowledge. Sts-sts and T Sts take quiz silently and then volunteer oral checking to large group.

3. and 4.Controlled pract.

0:10 – 0:15( 5 min)

Proposal letter sample reading. Sts-sts and T Students take turns reading the lines aloud.

Section: Time: Stage/Aim: Interaction: Procedure:5.Controlled practice 0:15- 0:25

(10 min)Review of letter sample writing. Sts-sts and T Students write answers and model questions in large group

discussion.6.Controlled practice 0:25-0:30

( 5 min)Matching expressions Sts-sts and T Students volunteer reading answers to teacher.


Reading gap fill: What is a business proposal? Sts-sts and T Students work in pairs then read aloud.


Reading for gist. Sts-sts and T Reading and using dictionaries where necessary.


0:50-1:00(10 min)

Writing questions to ask partner groups about previous reading.

Sts-sts and T Questions generated on paper reveal understanding of reading concepts. Perhaps pairs quiz another pair group.

BREAK TIME BREAK TIMESection: Time: Stage/Aim: Interaction: Procedure:Lesson Plan Two Part Two1.Warm up

0:00-0:05(5 min)

To review and speak about previous questions prior to break.

Sts-sts and T Teacher elicits questions and answers in large group.


Gaps fill reading of proposal letter sample. Sts-sts and T Students work in pairs or small groups to fill in the blanks with final reading check.

3.Free practice 0:15-0:35(20 min)

Presenting value proposition of various gadgets.

Sts-sts and T Students work in pairs to develop value presentation of a gadget on paper and share with the class orally.


Rough draft writing of a proposal letter, Sts-sts and T Students select their own imaginary gadget and write about it to attract investors or buyers.



0:50-1:00(10 min)

Exit presentations require students to pay attention to previous comments and adapt their own.

Sts-sts and T Students take turns speaking about new concepts and vocabulary. Proceed to homework expansion activities wiki for business proposal letters.

LESSON PLAN DAY THREE: CREDIT INQUIRY LETTER

Aims to expand lexical range around writing a credit inquiry letter to practice reading credit inquiry letters and understand their contents and purpose

to practice writing a credit inquiry letter by including relevant content and formatSection: Time: Stage/Aim: Interaction: Procedure:Lesson ThreePart One1. Warm up

0:00-0:10(10 min)

Review of a poem, “You asked credit?” Sts-sts and TStds read the poem and then answer the questions in pairs or small groups with large group review.

2.Controlled practice

0:10-0:20(10 min)

Quiz testing prior knowledge about credit inquiry letters. Sts-sts and T

Questions completed individually then checked as a group volunteers taking turns reading aloud

3. and 4. Controlled practice

0:20-0:25(5 min)

Reading of sample letter one credit inquiry.Sts-sts and T

Students read out loud as volunteers and teacher chorally repeats new vocabulary checking understanding.

5. Controlled practice

0:25-0:35(10 min)

Writing responses to comprehension questions about the sample letter. Sts-sts and T

Individual volunteers share answers with the group.


0:35- 0:45(10 min)

Matching activity for sentences useful for credit inquiry. Sts-sts and T



0:45-0:50(5 min)

Matching generic expressions as review.Sts-sts and T



0:50-1:00 Reading gap fill to find key concepts of credit inquiry letters. Sts-sts and T

Checking reserved for following the break.

BREAK TIME BREAK TIME


http://intlbizcorrespondance.wikispaces.com/Business+Proposal+Letters

http://intlbizcorrespondance.wikispaces.com/Business+Proposal+Letters

Section: Time: Stage/Aim: Interaction: Procedure:Lesson Plan Three Part Two1. Warm-up

0:00-0:10(10 min)

Review oral responses and vocabulary questions from reading completed prior to break.

Sts-sts and T Teacher elicits responses to previous reading and related questions to new vocabulary found there. Students ask questions and provide answers orally.


0:10-0:20(10 min)

Gaps fill a trade credit request letter to highlight the differences between an enquiry and a request.

Sts-sts and T Students read and write in pairs as well as teacher led review of reading out loud selecting volunteers.


0:20-0:30(10 min)

Written review of trade credit request letter. Sts-sts and T Brief written responses to standard repetitive questions.


(OPTIONAL) Rewriting informal to formal requests. Sts-sts and T Optional if time allows. Students may complete as extra written homework.


0:30-0:40(10 min)

Reading concept checking definitions and vocabulary of credit inquiry.

Sts-sts and T Complex topic requires fewer vocabulary gaps. Students work in pairs and then voluntarily read aloud.


Writing a credit inquiry or credit request letter to encourage learner autonomy.

Sts-sts and T Teacher circulates during all draft writing processes to aid and assist answer questions and recommend target vocabulary. Students generate rough copy of writing task and proceed to wiki for credit inquiry letters.


http://intlbizcorrespondance.wikispaces.com/Credit+Inquiry+Letters

i

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APPENDIX ONE: COURSE RATIONALE AND NEEDS ANALYSIS END NOTES

1.1 ITC One: Spring 2011 Sample Lesson Schedule

March 1 Intro. International TradeMarch 3 Intro. International Trade

NEEDS ANALYSIS

1.2 BRIEF NEEDS ANALYSIS FIRST DRAFT

NEEDS ANALYSISLEARNERS Korean sophomore and junior students of the Daejin University Department

of International Trade and Management bachelor’s degree program. The university promotes a Chinese market specialist approach to the learning program.

LANGUAGE BACKGROUND Over ten years of English language lessons focusing on reading and writing comprehension in public school. Few opportunities for in or out of class speaking practice with most tests and evaluations in multiple choice formats. Task-based learning is not a common basis of language instruction in Korea.

CURRENT LEVEL ACROSS FOUR SKILLS

Beginner and false beginner levels of reading, writing, speaking and listening. Reading/writing abilities highly prescriptive test-taking preparation experiences with few task-based approaches.

BUSINESS BACKGROUND(S) AND EXPERIENCE

Predominately pre-experienced learners with perhaps up to 30% participating in part-time afterschool food services or convenience store work with little if any English requirements.

MOTIVATION FOR STUDY Perceived need for business English skills in international trade and management careers. Students are enrolled in required communication and ESP international trade correspondence course for Bachelors of International Trade and Management.

OBJECTIVES AND TARGETS To gain familiarity in business English reading and writingwith vocabulary and lexis of international trade correspondence.

TIME AVAILABLE FOR STUDY

Fourteen week course comprises three hours a week for twelve weeks with balance in midterm and final exam weeks.

INTENSIVE OR EXTENSIVE PROGRAM

Extensive twosemestersprogram with beginner and pre-intermediate core courses in international trade correspondence.

LOCATION Daejin University Humanities Building third floor lecture halls either rooms 307 or 308 in Pocheon, Gyeonggido, Korea .

METHOD OF DELIVERY In class with homework assignments, midterm and final spoken presentation and written exams. Outside class study groups.

RESOURCES AVAILABLE Chalkboard, overhead internet enabled computer, sound and video system, forty to fifty movable desks, home/library study.

IDENTIFICATION OF CORE NEEDS

As specified by program director highly prescribed syllabus as identified by instructor increased task based activities required.

INDIVIDUAL NEEDS WITHIN GROUP

Variation in abilities evident and high percentages (up to 20%) of Chinese transfer students enrolled with diverse skills.

1.3 NEEDS ANALYSIS FULL SUPPLEMENTAL TO FINAL DRAFT

1.3.1 LEARNERS

The students of Daejin University have often been described to this lecturer as the children of rich Seoulite business people who unfortunately did not succeed in entering one of the SKY universities (Seoul, Korea or Yonsei the three most highly regarded in ROK). While they are often sons and daughters of the owners of small export trading companies, family-based businesses or government employees online marketing campaigns over the last decade successfully draw students from north-east suburban Seoul communities such as Uijeongbu, Yangju and Dongducheon in Gyeonggido Province which is the fastest growing and second most populous region in the nation of South Korea.

1.3.2 LANGUAGE BACKGROUND

While the Korean education system can demonstrate one of the highest rates of financial investment in English language learning globally its performance is one of the lowest worldwide. My students are no exception to this.

Increasingly my students take a year break with the intention of studying English abroad. There is wide variation in their successes in achieving these goals. One work visa student for example in Perth, Australia spends most of his time on a chicken slaughterhouse assembly line satisfied with a high salary but acquiring few new language skills. Another returned from Canada at a nearly advanced level while working several concurrent part-time jobs to pay the rent in Whistler, British Columbia.

1.3.3 CURRENT LEVEL ACROSS FOUR SKILLS

Korean English learners were once described as never really exceeding lower intermediate levels across the four skills at a KOTESOL conference I attended over a decade ago. While local and native English teacher placements have increased exponentially through NET programs the teaching skills and experience levels of most expatriate educators is usually nominal and of lower priority than affordability. While new interview components challenge IELTS and TOEIC interviewees to improve their communicative fluency these results continue to be sought simply to satisfy competitive requirements for company hiring policies which use scores based testing to determine advancement rather than fluency.

1.3.4 ALTE SKILLS OVERVIEW (2008)

Overall general abilityLevel Listening/Speaking Reading Writing

A2(ALTE 1)

CAN express simple opinions or requirements in a familiar context.

CAN understand straightforward information within a known area, such as on products and signs and simple textbooks or reports on familiar matters.

CAN complete forms and write short simple letters or postcards related to personal information.

ALTE Social and Tourist typical abilitiesLevel Listening/Speaking Reading Writing

A2(ALTE 1)

Can express likes and dislikes in familiar contexts using simple language such as, “I (don’t) like…”

CAN understand straightforward information for example labels on food, standard menus, road signs and messages on automatic cash machines.

CAN complete most forms related to personal information.

ALTE Work Typical AbilitiesLevel Listening/Speaking Reading Writing

A2 (ALTE 1)

CAN state simple requirements within own job area, such as, “I want to order 25 of…”

CAN understand most short reports or manuals of a predictable nature within his/her own level of expertise, provided enough time is given.

CAN write a short comprehensible note of request to a colleague or a known contact in another company.

ALTE Study typical abilitiesLevel Listening/Speaking Reading Writing

A2 (ALTE 1)

CAN express simple opinions using expressions such as, “I don’t agree.”

CAN understand the general meaning of a simplified text book or article, reading very slowly.

CAN write a very short simple narrative or description, such as, “My last holiday.”

1.3.5 BUSINESS BACKGROUND(S) AND EXPERIENCE

Some of my students can claim many years of unpaid shop or factory work on behalf of their parents while others take on part-time work during their university years for short or long periods of time. For example our current departmental administrator was a former student whose previous experience was as a night cashier clerk at Seven Eleven. However the vast majority have their parents’ credit card accounts to thank for their latest android, galaxy s or apple cell phones.

1.3.6 MOTIVATION FOR STUDY

While students are enrolled in required communication and ESP international trade correspondence courses for Bachelors of International Trade and Management my colleagues in other departments tell me that my students are often the most highly motivated learners in their elective classes. My personal opinion is that they are prone to sloth without good coaching. If they knew I thought they were the best on campus they might not work as hard to please me.

1.3.7 OBJECTIVES AND TARGETS

My students’ objectives often appear to be to consume as much soju (local 40% rice alcohol which sells for a dollar a bottle) as possible. The best students seek to gain familiarity in business English reading and writing with vocabulary and lexis of international trade correspondence. My own assessment is that each member of the class attain at least a

10% improvement in knowledge and abilities in these areas. This might correspond to a C/C+ grade and anything above and beyond that exceeds my expectations and progresses students through results on evaluation.

1.3.8 TIME AVAILABLE FOR STUDY

Special events include: intervarsity sports days such as basketball or soccer competitions of which my students often bring home the annual trophy cup, beginning of term department membership training events which include ritual retreat to a mountain lodge or ski resort where truckloads of previously mentioned soju are consumed, animist commencement rituals which include prostrating or venerating before a roasted pig’s head and the burning of money, infrequent student conferences or national holidays which often consume time at Chuseok (Korean Thanksgiving), annual spring festival which sees the soccer pitch transformed into a concert and Oktoberfest-like drinking establishment and Buddha’s Birthday. If there is a chance at a day off my students generally grab it. Pocheon is also nationally famous for its inexpensive farmer’s fermented rice wine or “yi-dong malkoli.”

1.3.9 INTENSIVE OR EXTENSIVE PROGRAM

It is in the Korean nature to “hurry hurry” and while few topics gain considerable depth this is fairly standard across the Korean higher educational sphere for undergraduate studies.

1.3.10 METHOD OF DELIVERY

In class with homework assignments, midterm and final spoken presentation and written exams. Outside class study groups.

1.3.11 RESOURCES AVAILABLE

Judging by general level of spelling and grammatical errors in submitted work this instructor suspects most homework is being done on ubiquitous cloud type platforms accessed through roving Bluetooth enabled cellular devices.

1.3.12 IDENTIFICATION OF CORE NEEDS

As I felt this was the most important topic for expansion there is little more to say here.

1.3.13 INDIVIDUAL NEEDS WITHIN GROUP

The argument used by this instructor to encourage students to cross-culturally in the classroom is this: You are from two different nations and both studying English together in the core discipline of international trade. Do you not believe it is in your interests to take the opportunity to practice cross-cultural negotiation in the here and now?

1.3.14 IELTS GENERAL TRAINING RESULTS 2006 (in Deutsch, 2008)

1.3.15 IBT TEST SCORES 2005 (in Deutsch, 2008)

1.3.16 IELTS MEAN BAND SCORES FOR THE MOST COMMON FIRST LANGUAGES (ACADEMIC) (IELTS, 2010)

Academic Listening Reading Writing Speaking OVERALL

Amharic 5.5 4.9 5.5 6.1 5.6

Arabic 5 5.2 4.9 5.7 5.3

Bengali 5.6 5.9 5.6 5.9 5.8

Burmese 6.2 6.2 5.8 6 6.1

Chinese 6 5.8 5.3 5.4 5.7

Dutch 7.8 7.9 6.8 7.6 7.6

English* 7 7.5 6.8 7.6 7.3

Farsi 5.8 5.8 5.7 6.3 6

French 6.9 6.7 6 6.5 6.6

German 7.3 7.5 6.6 7.2 7.2

Greek 6.6 6.9 6 6.4 6.5

Gujurati 5.6 6.1 5.5 5.8 5.8

Hindi 6.1 6.6 5.8 6.2 6.2

Indonesian 6.4 6.3 5.6 6 6.2

Italian 7 6.4 5.8 6.3 6.4

Japanese 6 6 5.3 5.7 5.8

Kannada 6.5 7 6.3 6.8 6.7

Kazakh 5.8 5.8 5.6 6 5.8

Korean 6.1 6.1 5.3 5.7 5.9

Lithuanian 6.7 7.1 5.9 6.4 6.6

Malay 6.8 7 6 6.5 6.6

Malayalam 6.3 6.6 6.1 6.3 6.4

Marathi 6.4 6.9 6.2 6.5 6.6

Nepali 5.8 6.3 5.7 6 6

Other 6.1 6.4 6.1 6.8 6.4

Pashto 5.4 5.5 5.5 6 5.7

Polish 6.9 7.1 6.2 7 6.9

Portuguese 6.8 6.7 6.1 6.8 6.7

Punjabi 5.4 5.8 5.2 5.4 5.5

Romanian 7.1 7.2 6.2 6.8 6.9

Russian 6.5 6.5 5.9 6.5 6.4

Singhalese 6.1 6.5 6 6.5 6.3

Spanish 6.7 6.4 5.9 6.5 6.4

Tagalog 6.6 7 6.2 6.8 6.7

Tamil 6.2 6.6 5.9 6.4 6.4

Telugu 5.9 6.5 5.8 6.1 6.2

Thai 5.9 5.9 5.3 5.7 5.8

Turkish 6 6.1 5.5 6 5.9

* first language as self-chosen by candidates drawn from a wide range nationalities. 1.3.17 IELTS Mean band scores for the most common first languages (General Training)(IELTS, 2010)

General Training Listening Reading Writing Speaking OVERALL

Afrikaans 7.2 6.8 6.9 8.1 7.3

Arabic 5.4 4.9 5.2 5.8 5.4

Bengali 6 5.4 5.7 6.2 5.9

Chinese 6.3 6.2 5.7 5.9 6.1

Creole 6.4 5.9 6.2 6.6 6.3

English* 7.3 6.9 7 7.7 7.3

Farsi 5.7 5.4 5.8 6.3 5.9

French 6.5 6.3 6.2 6.7 6.5

German 6.9 6.6 6.4 7.1 6.8

Gujurati 6.2 5.5 5.7 6.1 5.9

Hindi 6.5 5.8 5.9 6.4 6.2

Hungarian 6.3 5.9 5.8 6.3 6.1

Indonesian 6.7 6.2 5.9 6.3 6.3

Italian 6.2 6.2 5.8 6.3 6.2

Japanese 6 5.6 5.5 5.9 5.8

Kannada 6.8 6.2 6.3 6.8 6.6

Korean 5.8 5.5 5.3 5.5 5.6

Malay 7.1 6.6 6.4 6.9 6.8

Malayalam 6.5 6 6.1 6.4 6.3

Marathi 6.8 6.2 6.3 6.8 6.6

Nepali 6.2 5.6 5.8 6.1 6

Other 6.2 5.8 6.3 6.9 6.4

Pashto 6 5.4 5.9 6.4 6

Polish 6.5 6.2 6 6.7 6.4

Portuguese 6.4 6.3 6.1 6.7 6.5

Punjabi 6.1 5.3 5.6 5.9 5.8

Romanian 6.4 6.2 6 6.3 6.3

Russian 6.2 6.2 5.9 6.3 6.2

Sindhi 6.3 5.8 6.1 6.6 6.2

Singhalese 6.3 5.7 5.9 6.4 6.1

Spanish 6 6 5.8 6.2 6.1

Tagalog 6.3 5.7 6 6.4 6.1

Tamil 6.4 5.9 5.9 6.4 6.2

Telugu 6.6 5.9 6 6.4 6.3

Thai 5.6 5.2 5.3 5.6 5.5

Turkish 5.9 5.6 5.5 6 5.8

Ukrainian 5.9 5.9 5.8 6.2 6

Urdu 6.3 5.7 6.1 6.5 6.2

* first language as self-chosen by candidates drawn from a wide range nationalities.

APPENDIX TWO FULL LEARNING MATERIALS

LESSON ONE: BUSINESS RELATIONSHIP LETTERS

PART A

1. WARM UP (10 minutes)

CHAT

What is a good business relationship?

How could you find a good import or export business partner abroad?

What are some of the ways you could communicate with a new business partner?

2. QUIZ (10 minutes)

Are these statements true or false?

T F

1. A business letter establishing the relationship is a good start to successful export sales.___ ___

2. A business letter establishing the relationship always results in export sales.___ ___

3. A good business relationship is based on trust.___ ___

4. A letter writing approach to prepare the relationship is all you need to establish it.___ ___

5. You want to explore whether a contract will be possible.___ ___

6. You need to be certain that your possible customer needs your products before you contact them. ___ ___

7. You need to be certain that your possible customer needs your products before you contact them. ___ ___

8. It is easy to trust new business partnerships.___ ___

9. The customer does not need to know about your company’s products, reputation, or sales records. ___ ___

10. You do not need to know about a company’s ability to purchase your products or make profits selling them. ___ ___

3. LETTER (10 minutes)

What is the sender writing about?

How do you think the sender feels?

How would you handle the correspondence?

4. LETTER SAMPLE ONE (VOLUNTEER READING OUT LOUD)

Im Chang BumPresidentSundoo Company Ltd.#1062, Highberas Bldg. D/601 ,Gesan-dong,Geyangu, Incheon, South Korea Tel )82)-32-572-3831, Fax) [email protected]

April 23, 2011

Mr. Gilles VilleneuveNAPA Auto Parts Head Office7025 Ontario Street East Montreal, QC H1N 2B3, CanadaTelephone: 514 256-5031 Fax: 514 [email protected]

Dear Mr. Villeneuve:

We are a manufacturer and exporter of car batteries, tires, and brake pads from South Korea. Let us introduce our products and our own models to you. If you are interested please visit us on the web at http://www.sundooindustry.com/products/

We would like to establish a business relationship with your company. Please feel free to let us know your company background and how we can assist and support you. We are certain you can make more profits by selling our products from South Korea.

We hope to receive your early reply in establishing a business relationship with us.

Sincerely,

Im Chang Bum

5. REVIEW: LETTER SAMPLE ONE (10 minutes)

1. Who is the sender?

2. Who is the receiver?

3. What is the topic?

4. What is the problem?

5. What is the solution?

6. What is the previous step?

7. What is the next step?

8. What is important detail?

9. New Expressions

a.b.c.d.

10. New Vocabulary

a.b.cd.

Write a paragraph answering the questions above.

1. BUSINESS RELATIONSHIP LETTER (5 minutes)

Mr. Im has sent this business relationship letter to NAPA Auto Parts to introduce his automotive parts to the company. Tick the items that Mr. Im refers to in his letter.

1. ㅁ How soon the parts can be delivered

2. ㅁ Where the parts can be ordered

3. ㅁ Terms of payment

4. ㅁ Product introduction 5. ㅁ Request for company background

6. ㅁ Seeking reply

7. ㅁ Price details 8. ㅁ Guarantees

9. ㅁ Quantity discounts 10. ㅁ Method of transport

2. SENTENCE FORMS (5 minutes)

Here are some of the sentences Mr. Im used in his business introduction letter but the words have been mixed up. Rearrange the words so that the sentences make sense and add necessary capitals and/or punctuation.

1. exporter / Korea / brake / manufacturer / we / a / are / pads / and / batteries / of / car / tires / and / from / south

2. to / our / let / you / own / us / introduce / models / our / products / and

3. visit / on / interested / if / please / at / http://www.sundooindustry.com/products/ are / us / web / the / you

4. a / your / with / like / relationship / we / company / establish / would / to / business

5. your / business / to / early / us / we / hope / receive / establishing / relationship / reply / in / with / a

3. COMPREHENSION ONE (5 minutes)

4.

Work in pairs. Complete sentences from the words in the box. There are two you do not need.

determine supply prepare stabilize identify discuss find consolidate

1. The exporter must ____________ which international customers need their products.

2. Importers require a reliable ____________ of good quality products.

3. Export marketing plans require international research to __________ customers.

4. The exporter needs to __________ the offer letter details with the importer.

5. When trade partners ___________ their business relationship they make it stronger.

5. EXIT EVALUATION (10 minutes)

Choose to explain one topic or vocabulary item with a single sentence (without your book) in front of the class. No topic or vocabulary item may be presented twice so pay attention!

LESSON ONE: BUSINESS RELATIONSHIP LETTERS

PART B


CHAT

What is a business relationship letter?

What are some important points to introduce about your company or product?

What are some vocabulary or expressions that are new to you?

2. LETTER SAMPLE TWO (5 minutes)

as soon as possible April 25, 2011 Sincerely, Seoul would appreciate are pleased to establish company inform details provide certain

James TaylorBlack Tea Exports (Pvt) Ltd,# 167/35, Avissawella Road,Wellampitiya 01400,Colombo North,Sri LankaTel: +94 (777) 911 911Tel: +94 (11) 253 0185E-mail: [email protected] Website: www.ceylonblacktea.com

______________

Park Ki TaeLotte Shopping Co.,Ltd1 Sogong-dong, Jung-gu, ______Tel: 82-2-771-2500Fax:82-2-752-6741

Dear Mr. Park:

We are an ___________ of black tea from Sri Lanka. We ___________ to introduce our product line of tea packs, tea bags and bulk tea ranging from 5 kg to 30 kg cartons and paper bags. If you ________________ please visit our website at http://www.ceylonblacktea.com/index.html

We would like _____________ a business relationship with your ___________. Please _________ us about your customer needs. Please include __________ of what products we could ___________ to you for sale in Lotte Department stores. We are ________ that Koreans ________________ our fine quality products.

We are looking forward to your reply ___________________.

____________

James TaylorTea Taster

3. REVIEW: LETTER SAMPLE TWO (10 minutes)









9. New Expressions

a.b.c.d.

10. New Vocabulary

a.b.cd.


4. STANDARD PHRASES AND EXPRESSIONS ONE (5 minutes)

Match the purpose to the expression

SalutationThank you for your letter of March 15 ...

StartingDear Mr. Brown:

Referring to previous contact

It would be helpful if you could send us ...

Making a requestWe are writing to request…

Offering helpOur company would be pleased to ...

5. WORDS AND DEFINITIONS TWO (5 minutes)

Work in pairs. Complete sentences from the words in the box. There are two you do not need.

determine supply prepare stabilize identify discuss find consolidate

6. The exporter must ____________ which international customers need their products.

7. Importers require a reliable ____________ of good quality products.

8. Export marketing plans require international research to __________ customers.

9. The exporter needs to __________ the offer letter details with the importer.

10. When trade partners ___________ their business relationship they make it stronger.

6. STANDARD PHRASES AND EXPRESSIONS TWO (5 minutes)


Prices According to our records ...Referring to payment Please find enclosed ...Enclosing documents If you require more

information ...Closing remarks You will find enclosed our most

recent catalogue and price list.Referring to futurebusiness

We would be (very) pleased to do business with your company.


Referring to future contact

Sincerely,

Ending business letters Dear Ms. White:Salutation In reply to your request ...Starting An early reply would be

appreciated.Referring to previous contact

I recently read/heard about . . . and would like to know . . .

7. MATCHING VOCABULARY ONE (5 minutes)

Potential:

a) a level that is considered to be acceptable to common law agreementsb) you have an ongoing want to know or learn more about themc) likely to develop into a particular type of person or thing in the future [= possible]d) to make a formal written promise to repair or replace a product if it breaks within a specific period of time

Now attempt write a sentence using the word potential.

8. IMPORT AND EXPORT MANAGEMENT CAREERS (5 minutes)

Complete the chart of some of the many roles in import and export management. These are all jobs graduates of Daejin University Department of International Management have.

1. Export Sales Representative

2. Customs Broker 3. Commercial Bank Officer

4. Logistics Manager 5. Freight Forwarding Agent

6. Business Development Manager

A.

• discovers global markets for a company’s products

• plans market entry strategies

B.

• manages the shipping of imported raw materials

• manages exported finished products

C.

• arranges and coordinates international shipments

• prepares all necessary documentation on behalf of exporters

D.

• monitors trade credit

• assesses risk of transactions

• analyzes investments and loans

E.

• prepares documents and ensures shipments meet all laws

• determines duties and taxes

• processes payments for their customers

F.

• calls on clients

• makes offers

• signs contracts

• sells company products

9. WRITING ACTIVITY (15 minutes)

Instructions: Choose one of the export/import “dream jobs” above. Then imagine your new role as you write a business relationship letter to your partner introducing a new product or service. Remember to choose a famous company in another country as your home address. You may not know the address yet. Use this chart to help you.

(Handwritten first draft of letter)

HOMEWORK: Check your rough draft with the instructor and proceed to the online wiki for business relationship letters. You should use the internet to find the homepage of your “dream business” and include their real address as your home address.

LESSON ONE: EXPANSION ACTIVITIES

http://intlbizcorrespondance.wikispaces.com/Business+Relationship+Letters

http://www.bbc.co.uk/worldservice/learningenglish/flatmates/episode35/quiz.shtml

EXTRA MATCHING VOCABULARY TWOPurchaser:

a) to make a book, list, record etc., using different pieces of information, music, etc.b) to make plans or arrangements for something that will happen in the future [= get ready]c) someone whose job is to choose and buy the goods for a shop or companyd) an amount of money that you are willing to pay for something awaiting acceptance

Evaluate:

a) strongly fixed in position, and not likely to move [= secure]b) to judge how good, useful, or successful something is [= assess]c) an amount of money that you are willing to pay for something awaiting acceptanced) determines duties and taxes

Initial:

a) happening at the beginning [= first]b) an amount of money that you are willing to pay for something awaiting acceptancec) a clear statement of what is needed or wantedd) to make plans or arrangements for something that will happen in the future [= get ready]

Draw up:

a) strongly fixed in position, and not likely to move [= secure]b) an amount of money that you are willing to pay for something awaiting acceptancec) to prepare a written document, such as a list or contractd) a clear statement of what is needed or wanted

Specification:

a) submit offer letter selling products of your company to new customerb) to make plans or arrangements for something that will happen in the future [= get ready]c) happening at the beginning [=first]d) a clear statement of what is needed or wanted

(SUPPLEMENTAL) BUSINESS RELATIONSHIP CHARTRead description of the six phases of business relationship. Then complete the chart below.

Follow-up Contact Preparation Performance Contract Make use of INCOTERMS and favourable terms of payment

Prepare a marketing plan to identify potential business partners

Submit offer letter selling products of your company to new customer

Discuss what offer should contain and specification of samples

Stabilize and consolidate the new business relationship for future contracts

Supply goods as agreed in the contract to ensure quality and delivery on time

__________________ Phase______________________________________________________________________________

Make necessary documents for sales with the export range

_________________ PhaseDetermine customers' needs. Do they need your products or services?

______________________________________________________________________________

_________________ Phase______________________________________________________________________________

Send samples and certificates of quality along with agreed offer letter

_________________ PhaseMake a contract following an valid international standard

_____________________________________________________________________________

_________________ PhaseSupply goods as agreed in the contract to ensure quality and delivery on time

Make every effort to find solutions to problems with a spirit of partnership

_________________ PhaseDetermine problems and their causes, identify your own solutions

_______________________________________________________________________________

BUSINESS RELATIONSHIP REVIEW CHART

LESSON TWO: BUSINESS PROPOSAL LETTER PART ONE


1._______________

2. ________________

3. ._________________

4.___________________

5. ___________________

6.________________

What is a proposal? Can you give any examples?

What is the difference between a marriage proposal and a business proposal?

1. QUIZ (5 minutes)

Are these statements true or false? T F

1. There is only one kind of proposal letter.___ ___

2. Send your business proposal letters to any company.___ ___

3. You need to show the benefits to a customer of your product.___ ___

4. The same proposal letter needs to be re-written for different customers.___ ___

5. Offering solutions to business problems is not needed.___ ___

6. The planning you do to match your business with a targeted customer will result in positive sales growth. ___ ___

7. An award winning service record is not important.___ ___

8. Building trust is important content in a proposal letter.___ ___

9. Never give free samples to your customers.___ ___

10. All customers will be won hearts and minds in the same way.___ ___

2. LETTER SAMPLE (10 minutes)

What is the sender writing about?



3. LETTER SAMPLE ONE

Frank Schlenz Robotech Welding Technology GmbH Zeppelin Strasse 4, 35418 Buseck - Great, DE (Giessen), GermanyTel: +49 (0) 6408 - 90 11 20 Fax Server Online +49 (0) 3212 - 1328776Fax: +49 (0) 6408 - 90 11 10 E-mail: [email protected]

April 24, 2011

Kim Byung SooSamsung Electronics 94-1 Imsu-Dong, Gumi City, Kyung Buk, 730-350, Korea [email protected]

Dear Mr. Kim:

How would you like to cut your factory production costs by more than 40 percent per month? Give us a few minutes of your time and we’ll show you how.

We’ll review every facet of your current cellphone assembly system and analyze its strengths and weaknesses. We’ll look at a comparison of costs for other businesses of your size and provide a comprehensive report of short and long-term actions that will generate substantial savings for your company.

The enclosed proposal outlines the details of what we’ll do and how successful we’ve been at doing this for other businesses. In fact, we guarantee you’ll save no less than 10 percent per year savings as a result of our efforts.

I’ll call after you’ve had a chance to review our proposal.

Sincerely,

Frank Schlenz

4. REVIEW LETTER SAMPLE ONE (10 minutes)









9. New Expressions

a.b.c.d.

10. New Vocabulary

a.b.cd.


5. STANDARD PHRASES AND EXPRESSIONS (5 minutes)


Giving good newsI am writing to complain about ...

Giving bad newsI would like to apologize for (the delay/the inconvenience)

ComplainingWe regret to inform you that ...

ApologizingWe are pleased to place an order with your company for ..

OrdersYou will be pleased to learn that ...

6. READING GAP FILL (10 minutes)

A. What is A Business Proposal?

to grow unsolicited plan proposal solicited gain

Unlike a business ______________, which is written to manage your company and raise investment income, a business ______________ is an _____________ or _____________ bid for business. There are two types of business proposal that can help you _______________ more business ____________ your company.

B. Solicited Business Proposal:

is offered open to fulfill corporation the market competing to bid

A _____________ or government body is seeking a business ______________ a project or complete a task and allows companies ____________ for the project. An _________ bid is placed on ___________ with other companies __________ for a product supply contract. The winning candidate __________ the project.

C. Unsolicited Business Proposal:

company services proposal representative hearts and minds export agent

At some point, your _________ company may want to do business with an import __________ in another country or to begin a joint venture, contract the _________ of a freight forwarder, hire an overseas ___________, distributor, or sales __________. A well-written business ___________ can win the _________________ of your target audience.

2. READING PURPOSE OF A BUSINESS PROPOSAL LETTER (10 minutes)

The purpose of your proposal may be to obtain a special price for routine orders or to allow

selling rights in an agency representative agreement. You will be asking for concessions and

may have to “sell” your proposal to a supplier.

If you need to write a business proposal to win a bid, you will need to know the key winning

elements of a successful proposal. Make sure your proposal stands out from competitor

proposals by including the following 5 elements:

5 Key Elements of Winning Business Proposals

One: SolutionsFirst paragraph: Identify the company's needs and problems. Next paragraph: Present how you provide solutions. Only promise solutions you can deliver.

Two: BenefitsOutline for the company the benefits from doing business with you.

Three: CredibilityAll winning proposals glow with credibility.

LESSON TWO: PROPOSAL LETTERS PART TWO


Please share some of your questions about proposal letters?

What are some new vocabulary examples from the reading?

What are bids? Can you give an example of a business solution?

1. SAMPLE LETTER TWO GAP FILL (10 minutes)amount research questions few new fact sheet technique developing an investment negotiable started hesitateidea attached planning to bring relevant need

Coretta C. Won2643 Eternal Dreams DriveFreeport, Maine 61032Tel. [email protected]

June 21, 2011

Lee Mon-kooHyundai Heavy Industries1 Jeonha-dong, Dong-gu, Ulsan, Republic of KoreaTel: (82)52-202-1540 Email: [email protected]

Dear Mr. Lee:

I am writing to you with a ____ business ____ I have been _______ over the past _____ years. After much _______ and ________, the time has finally come __________ this new welding ________ to market.

I have _________ a detailed _________ with all the _________ information you will ______.

I am looking for ______________ from you for about $100,000. This number is _________, but I think that _________ would allow us to get _________.

If you have any _____________ or concerns, don’t ________ to contact me at 001-1-768-0000.

Sincerely,

Coretta C. Won

Four: SamplesA small sample of your work can show your ability to do the job.

Five: TargetedSpeak in a language spoken by your intended audience. Use the appropriate jargon.

2. CREATIVE EXPRESSION OF VALUE PROPOSAL (20 minutes)

Ten groups of four will be assigned one gadget each from this list of cool bicycle gadgets. You must write and deliver a verbal introduction of your assigned gadget and present to the class as a group.

Consider these five points: solution, benefit, credibility, sample and target.

Write five sentences to answer:

What’s the solution?

What’s the benefit?

Where’s the credibility?

What’s the sample?

Who’s the target customer?

12 Cool Products for your Bike

3. ROUGH DRAFT OF BUSINESS PROPOSAL LETTER (15 minutes)

a. Imagine you have invented a new product or service. Think about answering the five questions above.

b. Now write a letter to a different one of the emerging markets companies from lesson one. Introduce your product and propose to sell it or develop it with that company.

c.d. You will need to go to the wiki and/or internet to find their head office address. You can use your own

home address and name your own company as the sender!

4. EXIT ACTIVITY (10 minutes)

Explain one new vocabulary word or expression and one new concept of business proposal letters to the class. Make sure to listen to others as no two words/expressions or concepts may be the same.

HOMEWORK: Check your rough draft with the instructor and proceed to the online wiki for business proposal letters. You should use the internet to find the homepage of your new emerging market business partner.

EXPANSION ACTIVITIES LESSON TWO http://intlbizcorrespondance.wikispaces.com/Business+Proposal+Letters

LESSON THREE: CREDIT INQUIRY LETTERS PART ONE

1. WARM UP (10 minutes) Read this poem by a man from Kerala:

You ask credit?

You ask credit?I give credit.

I ask money?You no pay.I get mad.

You ask credit?I no give credit.

You get mad.

Better you get mad.QUESTIONSWhat is credit?Can you wait to pay the bill forever?

Do you have credit anywhere?Who gives you credit?

2. QUIZ (10 minutes)Are these statements true or false?

T F

1. A good credit risk is a company with a good record of bill payments.___ ___

2. It takes time and relationship to decide whether an importer is a good credit risk.___ ___

3. It is easier for large companies to give credit to importers.___ ___

4. Giving credit references is a good way to maintain business relationships.___ ___

5. Is it a good idea to give trade goods credit to a company you have never done business with before? ___ ___

6. Credit terms are agreed in the contract in general agreement of terms.___ ___

7. It is possible to obtain credit insurance protection on some trade goods.___ ___

8. A reliable credit partner can sometimes become unreliable.___ ___

9. Credit inquiries are usually free of charge.___ ___

10. You can contact an importer’s bank to determine credit history.___ ___

3. LETTER SAMPLE QUESTIONS (5 minutes)What is the sender writing about?



4. LETTER SAMPLE ONE

Robert SmithS. Jones Container Services LimitedAnglian Road, Aldridge, Walsall, West Midlands WS9 8ET, UKTel: 0800 195 4538 (UK) +44 (0) 1922 741751 (International)[email protected] April 23, 2011

Sunhee KimDong Young Shipping Co. Ltd. 100-180 3rd Floor, Han Wae Bldg., 70, Da-Dong, Chung-Ku, Seoul, KoreaTel:82-2-753-0661 Extension 184 Fax:82-2-752-9075, [email protected] http://www.pcsline.co.kr/

Dear Ms. Kim:

A purchase order from Dong Young Shipping Co. Ltd., 948 N. Main St., Centerville, New York for $750,000 worth of merchandise listed you as a credit reference.

We would appreciate any information you can provide on the credit history of Dong Young Shipping Co. Ltd. with your company. Key facts would include how long the owner, Kim Seung Soo has had an account with you and whether or not he has any outstanding debts. We will keep any information you send us confidential.

I've enclosed a postage paid envelope for your convenience.

Sincerely,

Robert Smith

5. REVIEW LETTER SAMPLE ONE (10 minutes)









9. New Expressions

a.b.c.d.

10. New Vocabulary

a.b.cd.


6. MATCHING ACTIVITY (five minutes)

All the sentences below could be used in credit inquiry letters, or replies to them. Match the sentences in column A with sentences in column B with similar meanings. Then put a tick by the sentences which are most suitable for business correspondence.

…legal form of organization?

…length of time your relationship has been established?

…when you first started doing business together?

…what does this company buy and sell?

…line of business? …names of the principals as well as their background and experience.

…how long have you done business together?

…the corporate system of this company?

…summary of the borrowing relationship,if any.

…the opening date of the relationship?

7. MATCHING (five minutes)


Prices According to our records ...Referring to payment Please find enclosed ...Enclosing documents If you require more

information ...Closing remarks You will find enclosed our most

recent catalogue and price list.Referring to futurebusiness

We would be (very) pleased to do business with your company.

8. READING (10 minutes) A. What is a credit inquiry letter?

to promote permission exchange risk security information to carry and repay loss disclosed ethical and principled

The __________ of commercial credit ___________ requires ___________________ business conduct. A credit inquiry about a business partner’s ability ___________________ product credit is essential information ______________ good decision making and reducing _______________ due to ______________ or fraud. Confidentiality and _____________ of information are required in all credit inquiries not to be ____________ without ____________.

B. What needs to be included in a credit inquiry letter?

PURPOSE SUBJECT OTHER REQUIREMENTS EXPERIENCE

A proper credit inquiry letter should contain the following:

1. The ____________ of the inquiry should be identified as completely as possible; include full name, address, names of the principals, and tax ID number or account number if available.

2. The ____________ for the inquiry should be given in sufficient detail to allow the recipient to make an appropriate response.

3. If the inquirer has had _____________ with the subject, a summary of that relationship should be provided. Doing so creates a true exchange of information and helps eliminate duplication of effort.

4. The inquirer should be specific about the information ______________ to satisfy the inquiry, such as deposit relationships, loan experience, financial information, and assessment of management.

5. ____________ : Any other factors relevant to the inquiry should be disclosed.

LESSON THREE: CREDIT INQUIRY LETTERS PART TWO

1. WARM UP (ten minutes)

Let’s review your responses to the last exercise.

What is a principal?What is a recipient?What is a summary?Any other questions?

2. LETTER SAMPLE TWO TRADE CREDIT REQUEST(ten minutes)

creditor information account credit data credit request invoices cash basis established to apply credit line

Mrs. Brenda WigginsCredit ManagerOlssen Furniture Wholesale892, Volcan DriveRaleigh, NC 28932

September 22, 2008

Mr. Jerry TudballPalliser Furniture Ltd.70 Lexington ParkWinnipeg, Manitoba R2G 4J2, CanadaTel. 204-988-5600Fax 204-663-1776

Dear Mr. Tudball:

I would like _________ as a well-established furniture retailer for a $25, 000 _________ with Palliser. From your _________2983, 4839, 6893, and 9873 you will note that I have done in excess of $60,000 business with you on a ___________ over the past year.

I trust that these cash orders have adequately ____________ my credit. If, however you require further ___________, I have authorized my Dun & Bradstreet ___________ executive to release banking and _______________directly to you. (Please contact Paul Velasquez, (203) 986-9823.)

Thank you for considering my __________. If you have questions feel free to contact me at (389) 986-9823.

Sincerely,

Brenda HigginsVice President

3. REVIEW LETTER SAMPLE TWO (ten minutes)1. Who is the sender?








9. New Expressions

a.b.c.d.

10. New Vocabulary

a.b.cd.


4. FORMAL CORRESPONDENCE (SUPPLEMENTAL)

In the sentences below the words in italics are not useful for formal correspondence. Replace them with the words in the boxes.

inform overdue request promptly sufficient elapsed acceptablecompetitive settle confidential

1. Thank you for forwarding the documents so quickly.

2. We feel that enough time has passed for you to pay.

3. I am writing to ask for open account facilities.

4. We would like to remind you that this information is highly secret.

5. Your quarterly settlement is three weeks late.

6. We are pleased to tell you that the credit facilities you asked for are fine.

5. READING (10 minutes)

(confidential exchange of information) credit references debtor Credit reports orders or purchases making payments creditor credit history

What is a credit inquiry?

It is often impossible for international businesses to make _____________ without having borrowed the money

to pay for it. Therefore often the buyer will ask for credit from the seller with payments to be made after the

delivery and sale of the goods. ____________ are available online from independent sources but they are

expensive. You must be sure that the _____________ you are given by your potential trade partner are real

companies. In addition you want to know if the company in question makes payments on time, is not late

_____________, and the length of time the _____________ has been in business with the __________. A credit

inquiry is made following a credit request to a referenced company with a ____________________ for your

potential buyer. It is a _______________________.

6. DRAFT OF CREDIT INQUIRY (OR REQUEST) LETTER (20 minutes)

Instructions: You may choose to write either a) a credit inquiry letter to your instructor about your partner or b) a credit request letter to your partner. Make sure you have chosen another company from the emerging markets list from lesson one as your sender’s address.

HOMEWORK: Check your rough draft with the instructor and proceed to the online wiki for credit inquiry letters. You should use the internet to find the homepage of your new emerging market business partner.

EXPANSION ACTIVITIES LESSON THREE

http://intlbizcorrespondance.wikispaces.com/Credit+Inquiry+Letters

web viewthe lessons while a work in progress are meant to introduce undergraduate beginner and...

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