Sweeney, S. (2000). Communicating in Business (2^nd ed.). Cambridge, England: Cambridge University Press.

Communicating in Business is a complete business communication course for intermediate-level students who aim to improve speaking and listening skills. The course components (Student’s Book, Teacher’s Book, Audio Cassette Set, and Audio CD Set) provide all the necessary material for dynamic and updated classroom sessions. The material can be either followed according to the author’s suggestion or adapted and customized according to students’ needs or course demands. Its flexible format is just one of its positive aspects. In an attractive presentation, this skills-driven course provides students with opportunities to acquire confidence and fluency in speaking in a professional environment. The activities are designed to stimulate discussion, and students are able to use and recycle relevant vocabulary while developing learning strategies necessary not only in the process of acquiring another language, but also in communicating in professional situations. As its author says, Communicating in Business “has twin aims: improving communication technique and developing and consolidating the target language appropriate to the five key communication contexts: socializing, telephoning, presenting information, participating in meetings and handling negotiations” (Teacher’s Book, p. iv). Each module, subdivided in units, approaches the above stated communication contexts.

Module 1, Cultural Diversity and Socializing, focuses on cross-cultural understanding. Personal relationships with professionals from other countries, if not appropriately conducted, may lead to cultural misunderstanding and embarrassment. The activities in this module are designed to make students reflect not only on other cultures, but also on aspects of their own culture. From how to develop small talk and keep the conversation going, Module 1 provides relevant resources and practice for situations that involve communicating professionally with foreigners.

Module 2, Using the Telephone, deals with one of the major difficulties for students in this level of language proficiency. As mentioned by the author, “it is worth pointing out that . . . most language used on the telephone in the business context is fairly restricted” (Teacher’s Book, p. 19). So with enough guided practice, students will be able to overcome the difficulties they might have in talking on the phone. The tasks in this module guide students to brainstorm on what to consider when calling abroad (time difference, for instance), how to take calls and messages, and even how to solve problems and deal with complaints on the phone.

Module 3, Presentations, aims to introduce presentation techniques. Key principles concerning preparation of a good presentation (such as the use of visual aids) and addressing a specific audience are reinforced. Even though there is little overt treatment of pronunciation, the teacher may draw attention to this aspect by using the listening material and corresponding reproducible tapescripts found in the Teacher’s Book. The structure of a presentation, as well as the language checklist at the end of the unit, constitutes a powerful tool for those who need to make presentations. A skills checklist, contained at the end of each unit, provides an extra opportunity for students to monitor their communication skills and language accuracy.

Module 4, Meetings, discusses the essential topics for a good meeting, such as clear objectives, good preparation, and command of the language, just to mention a few. From brainstorming to role-plays focusing on meetings, this module provides many recommendations for effective communication. The listening extracts focus on functional language relevant to meetings, which can be reviewed in the language checklist at the end of each unit. The language checklist is a powerful component to help students develop fluency. In this module, for instance, discourse markers and hedging are presented according to specific functions: stating opinions, interrupting, ending meetings, and so on. These groups of words are useful in preparation for meetings in the real world. When learners find a purpose to study English, they feel motivated. Consequently, the learning process becomes relevant and productive. Nation and Macalister (2010) state that “as much as possible, the learners should be interested about learning the language and they should come to value this learning” (p. 39). Keeping course content relevant is a substantial factor that affects the experience of learners. The teacher’s book is filled with suggestions for instructors to make connections between the course material and students’ own jobs and occupations.

Module 5, Negotiations, is “the most challenging in terms of language” (Teacher’s Book, p. iv). This fact leads the author to suggest that the unit be presented in connection with Module 4 (Meetings). The first unit of Module 5 raises awareness of the different types of business negotiation and the way cultures deal with them. The language for bargaining and making conceptions, and how to deal with conflict, are the major contents in the following units. Opportunities for practice follow listening extracts containing appropriate language. In role-plays, students are encouraged to use the language previously heard. They are guided to negotiate in situations where conflict is involved and where their proposals may or may not be accepted.

Even though Communicating in Business is a short course (about 3 hours of classroom work for each of the 15 units), it can easily be expanded. In this second edition, more practice exercises with answer keys were introduced. Another way to expand the length of the course is by exploring the file cards found at the end of the Student’s Book. The file cards promote opportunities for interaction, and their use allows students to practice both the language and communication skills. In addition, this material can be used for Test of English for International Communication (TOEIC) preparation. For the English language student, instructor, or other professional who wants to practice business communication skills, this course is an excellent resource.

Reference

Nation, I., & Macalister, J. (2010). Language curriculum design. New York, NY: Routledge.

Maria Angelica M. da Costa, originally from Brazil, has taught EFL in various settings for more than 15 years. Her current interests include ESP, curriculum designing, and cross-cultural communication.