1.
Background
Business
English Course is taught to students of International Economic Relations
Department within 5 years (9 semesters). To facilitate the academic process
students are grouped in the first year according to their language performance
and practical mastery of English. There is no arguing that teaching to more
advanced students is far more challenging. You may have upper-intermediate to
advanced students in the first year of study. It is something of a task to work
out a five-year course with very scarce resources.
The course is intended for the third year students. They
have 5 hours of practical classes a week. Students are expected to acquire and
develop their skills in carrying out negotiations, analyzing market research
data, teamwork performance, business projects and so forth. It is designed a
course with considerable emphasis on writing skills. It is essential for
students to work out the proper approach towards plagiarism, as there is an overall
neglect of copyright in the academic circles. While reading articles in
magazines, newspapers, and books students find important information that they
wish to include in their paper. They must know how to borrow that authors words
without plagiarizing the information. Instilling this conception is also valuable
for submitting papers in native language. So using quotations and writing
paraphrases and summaries are important tools in academic writing, which this
course facilitates.
2.
Instructional
Objectives
Many
graduates are being asked to use their knowledge of English for much wider
purposes, for instance they work in embassies, oil and mining companies,
translate documents, act as interpreters or tourist guides, serve as clerks and
administrators, analysts. As we know, in many of these cases, the graduates’
use of English is a gateway to many wider responsibilities in business,
economics and administration.
Learning is
not just a mental process, it is the process of negotiation between individuals
and society. Society sets the target and the individuals must do their best to
get as close to that target situation as possible. So, that’s why English will
be more important to learn for every elements.
If we talk
about Instructional Objectives of this course (Business English curriculum) is
to develop a curriculum for the Business English course emphasizing the use of
English for developmental purposes since the established English syllabus does
not adequately meet these needs.
3.
Target
Participants
This
course is intended for employees who need to express themselves precisely and
accurately in English in business situations. At the conclusion of the course,
participants:
- can
express themselves more precisely and with greater confidence in a number
of business situations
- have
built up a collection of practical skills and vocabulary, which put them
in a position to represent their company in a professional and effective
way
4.
Skill
Development
The aim of
the presented curriculum is to expose the students to a variety of challenging
and interesting text types in the reading and listening activities, to bring
their own experiences and feelings to the fore in order to achieve accurate and
confident language use.
Often at the
advanced level, courses tend to be unstimulating, but a teacher is to provide
balanced practice in all four language skills of reading, listening, writing
and speaking by engaging students both as language learners and as people with
experiences and feelings of their own.
Communicative
methodology facilitates this, being embodied in the following features: students
should be challenged cognitively, be involved in he learning process, take part
in the realistic activities, be asked to contribute their own experiences and
feelings, be encouraged to work closely with peers., to assume certain
responsibility for their own learning. To implement these ideas a teacher
adopts differing roles according to the stage of the lesson, like the ones of
informer, monitor, resource and consultant.
This course use a regular set of teaching techniques. It will be started by a discussion point,
which launches the theme of the lesson by means of a speaking activity. This
often prompts use of the target language. A reading activity enables
further exposition to the topic and usually contains significant exponents of
the target language. Listening activity is an essential part
of the curriculum. A speaking activity related to the theme is either a role
play or a discussion is normally crowned by a writing activity,
focused on some aspect of the writing skill. The teacher encourage the students to
have field visits at the banks, companies and production sites to
complete project works assigned to them.
5. Level
The
course is based on the participants’ language level, the business needs and the
requirements the company sets for its employees’ linguistic competencies. It is
built up on a number of modules designed to develop language skills and
vocabulary within specific business areas. The instructors work together with
course participants to define their specific needs and tailor the course
accordingly. Some of the areas typically covered include:
- Business
meetings
- Presentations
- Sales
and Marketing
- Small
talk
- Negotiations
- Written
correspondence
- Reports
- Accounting
- Finance
- Insurance
- Telephone
skills
To cover the
topics listed above, the course uses a variety of activities, including role
plays, grammar exercises and vocabulary-building techniques.
6. Teaching Materials Development
a. The 1st week
Students are
asked to prepare to set out the scene for the remainder of the classes in which
they establish their businesses. They are introduced into sample situation to
have practice before they set off with their project work.
As a teacher, we intend to initiate the first tips for successful
academic writing: audience, tone and purpose are planned to be covered.
Prewriting stage is practiced by means of choosing and narrowing the topic with
further brainstorming. As for the next stage of the writing process – planning
or outlining – students are acquainted with four ways: brainstorming by
listing, grouping, writing the topic sentence and simple outlining. The process
of writing and revising drafts is delineated. The introduction into successful academic
writing may seem too copious.
It is up to
the teacher whether to make students work on their own and study the
recommended readings or present the essential information to the students in a
condensed form. The latter is time-consuming for the teacher but proves to be
more effective as all these points will be considered in fulfilling written
assignments during the whole course of study. If any gap occurs it is sure to
be bridged, providing the teacher strikes the right key with the students and gets
them genuinely interested.
b. The 2nd week
Discussing
advertising, stylistic devices to add double meaning to slogans. Role-play on improving brand image via launching new
advertising projects will crown this part of work and will enable smooth
proceeding to the next stage of project work.
Writing a
letter of application. In terms of developing academic writing skills we plan to proceed to paragraph structure covering the
hints for writing a successful title and highlighting topic sentence
requirements. Project work
is devoted to singling out peculiarities of business competition comparing it
to competition in sport and study. Students are presented a sample situation
for further discussion.
c.
The 3rd
week
Ethics of running business is in focus for project
work. Students are given a number of problem situations to find the solution
to. To keep the interest there is a selection of thought-provoking listening
activities on marketing ethics.
Simple paragraph outlining is to be practiced
including "parallel form" and "equivalent value" rules
within the lines of writing activities. Language revision is supplied by a
number dictation from the recorded news items.
d.
The 4th
week
Ethics project is continued in situations of equal
employment opportunities. Students are expected to support their arguments
interpreting suggested charts from textbooks.
Use of consistent pronouns is planned to be made clear
with further emphasis on transitional signals and its types. Delineating types
of logical order and practicing recognizing them will crown this weeks writing
skills schedule. Language revision is fulfilled via a recorded dictation of
names and places.
e.
The 5th
week
Project work brings students to selecting their
businesses, covering resume and interview.
A deep-end analysis of three main types of logical
order: chronological, logical division of ideas and order of importance.
Language revision contains additional training of English spelling with the
focus on different spelling for the same vowel sound.
f.
The 6th
week
Within the lines of the project work students hire
employees for their businesses and gain experiences they will soon have, when
looking for jobs.
Facts versus opinions: concrete supporting details –
examples and illustrative incidents, figures and statistics.
Meaningful intonation of tag questions is a part of the language revision
section.
g. The 7th week
Students gain skills of designing a business plan as
the project work. We cover the art of negotiation and note hints on successful
negotiations. The writing section is
devoted to using figures, statistics and illustrative incidents as a concrete
support for academic writing.
h. The 8th week
Students work out advertising projects for their
businesses. We brainstorm traits of a successful European executive. Writing
practice is achieved through analyzing the first rough draft of the essay.
Language revision section covers homonyms.
i.
The 9th
week
We focus on corporate culture. When an employee leaves
one organization for another he may fail in not reading the culture correctly.
Reading and discussion section can be followed by project writing of an article
on the corporate culture of the students’ dream company. The second rough
draft, proof reading and tips for writing the final copy of the paper are in
focus of the writing section. Language revision section highlights homophones.
j.
The 10th
week
Students decide on pricing and packaging of their
products to complete their project work. We initiate
comparing employment opportunities for men and women in our country and abroad.
Chronological order of essay organization with peculiarities of writing a
thesis statement for it is the aim of writing section. Distinguishing
contracted verb forms via listening provides language revision.
k. The 11th week
Project work presupposes presentation of students’
businesses. We work out team-building strategy, test managerial skills and
proceed to analyzing pan-European teamwork. Writing section is devoted to
logical division as a pattern of essay organization with practicing its
outlining, transitional signals and thesis statements. Language revision
section covers future perfect and future continuous tense forms used for
arranging to meet.
l.
The 12th
week
Students prepare and conclude contracts with their
partners and clients to proceed in their projects. We focus on pitfalls of
international meetings. Writing section provides practice in cause and effect
type of essay.
m. The 13th week
The aim of discussion is launching the product
strategy. It is supported by press release and designing advertisements written
practice. Academic writing skills are developed in cause and effect essay type.
Students train transition paragraphs and structure words of block organization
of essay.
n. The 14th week
Students sum up the skills gained during the term
count the profit of their project businesses.. They proceed to describing
corporate strategy with further discussing it at a role-play meeting. Before
revising academic writing skills embraced during this term, students are
introduced into chain organization of cause and effect essay type.
7.
Instructional
Development Model
a.
Course
Description
This course is designed to help students build upon their fundamental
English language communication skills by using professional and formal business
tool such as letters, reports, and oral presentations in structured business
environments.
Text: Geffner, Andrea B.
(2004). Barron’s Business English. (4th ed.) Hauppauge, NY: Barron’s Educational
Series, Inc.
b.
Course Objectives
ü
Core concepts and syntactic practice for business
communication.
ü
The process of writing and developing writing skills for
business documents (style, Tone, Readability).
ü
Business correspondence (complaints, requests, PR, social
business, etc.)
ü
Report writing (formal and informal)
ü
Oral and Employment Communication (Presentations,
Employee Communication).
ü
Business discussions using case studies for application.
ü
Formal business communication via technology.
ü
Non-verbal communication.
c.
Expectations of
Students
Utilize the resources provided including: class material, course
instructor, and current publications relevant to the topic.
All written assignments will be
typed (Courier New, 12 point, double-spaced), using the APA style. Your papers
should present relevant points in a clear, well-organized manner. Your work
should be free from spelling and grammatical errors. Assignments are to be
turned in on time.
Oral assignments
(presentations) should be presented in a clear and concise manner, be relevant,
and have effective visual aids. Good eye contact, appropriate gestures, audible
and modulated delivery is important. Business attire should be worn for
presentations unless otherwise specified.
d.
Academic and
Professional Conduct
Ensuring academic integrity is
an educational objective taken very seriously. The school's academic policy is printed
in the catalog, and the following explanations may be helpful in interpreting
what are considered to be violations of the policy.
Students have a responsibility
to maintain both the academic and professional integrity of the School and to meet
the highest standards of academic and professional conduct. Students are
expected to do their own work on examinations, class preparation and
assignments and to conduct themselves professionally when interacting with
fellow students, faculty and staff. Students must also make equitable
contributions to both the quality and quantity of work performed on group
projects.
Academic and/or professional
misconduct is subject to disciplinary action including course failure,
probation or dismissal. Academic dishonesty includes, but is not limited to,
cheating on examinations, plagiarism, bribery, and falsification of student
records and improper attempts to influence instructors or school officials.
Academic honesty is highly
valued at CIBU. You must always submit work that represents your original words
or ideas. If any words or ideas used in a class posting or assignment
submission do not represent your original words or ideas, you must cite all
relevant sources (using the APA style) and make clear the extent to which such
sources were used. Words or ideas that require citation include, but are not
limited to, all hard copy or electronic publications, whether copyrighted or
not, and all verbal or visual communication when the content of such communication
clearly originates from an identifiable source. Please see the CIBU Catalog for
more information about academic honesty, including the consequences of academic
dishonesty.
e.
Attendance and
Participation
Participation includes:
1.
Signing
your name on the attendance sheet.
2.
Being
on time to class and returning from breaks.
3.
Sharing
experiences.
4.
Describing
how you have applied the recent course concepts to your personal/professional
life.
5.
Sharing
another resource you have used as you explored the course topics.
6.
Providing
relevant input to in-class discussions and complete participation in the
in-class activities.
7.
Participating
equitable on team projects.
8.
Submitting
your individual assignment(s) when they are due. Work handed in beyond the
deadline will be deducted 10% per day.
9.
Students
are required to observe the specific guidelines of each faculty member.
Additionally, an absence will result in a written warning from the school and
there are possible visa implications with the U.S. government. Any student
missing more than one class will be required to meet with the Academic Dean at
CIBU for a verbal warning. A second absence may result in expulsion.
f.
Classroom Decorum
v To enhance the learning atmosphere, students are expected
to dress and behave in a fashion conducive to an institution of higher
learning.
v Cell phones are to be put on 'silence' mode and calls are
not to placed or answered during class.
v The use of laptops and other devices is to be restricted
to research and study pertinent to the current class.
v This class is expected to be interactive, however, CIBU
policy requires that ALL conversations be conducted in English in the
classrooms.
v Likewise, out of respect to classmates and instructors,
leaving the classroom for any nonemergency should be limited to scheduled break
times.
g.
Attendance Policy
Students are required to attend all class sessions and
events, and to observe the specific guidelines of each faculty member. This
includes mid-term and final examinations, and other important events in each
class schedule.
Any absence from a class in the 10-week quarter will
affect your course grade as per the syllabus. Additionally, unexcused absences
will result in a written warning from the Academic Administration. Any student
missing 2 classes will be required to meet with the Dean of Academic Programs.
In addition to the negative impact on the course grade, potential academic
probation and visa implications with the US government, unexcused absences may
result in expulsion.
h.
Evaluation
The instructor will return written assignments with
feedback to students.
Grading Standards
A = Clearly stands out as an excellent
performance. Has unusually sharp insight into
material and initiates thoughtful questions. Sees many sides of an issue,
articulates well, and writes logically and clearly. Integrates ideas previously
learned from this and other disciplines; anticipates next steps in the
progression of ideas.
B = Grasps subject matter at a level considered to
be very good. Is an active listener
and participates in the workshop
discussions. Speaks and writes well.
Accomplishes more than the
minimum requirements. Work in and out of workshop
is of a high quality.
C =
Demonstrates a satisfactory comprehension of the subject matter. Accomplishes
only the minimum requirements, and displays
little or no initiative. Communicates
orally and in writing at an acceptable
level for a college student. Has generally
acceptable understanding of all basic
concepts.
D = Quality
and quantity of work in and out of the class is below average and barely
acceptable.
F =
Quality and quantity of work in and out other class is unacceptable.
Quizzes: (4 points each)
20 points
• Chapters 1 & 2
• Chapters 3 & 4
• Chapter 5
• Chapters 6 & 7
• Chapter 8
Letters: (4 points each) 20
points
• Application
• Request
• Response
• Complaint
• Sympathy
Resume 5 points
Presentation (PECHA KUCHA midterm) 20
points
Response/Essay 5 points
In-Class Teamwork 10 points
Portfolio 5 points
Final 15 points
Total Possible 100
points