ENGLISH FOR BUSINESS STUDENT - SUMMARY OF ENGLISH FOR SPECIFIC PURPOSE

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 1^st 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 2^nd 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 3^rd 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 4^th 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 5^th 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 6^th 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 7^th 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 8^th 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 9^th 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 10^th 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 11^th 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 12^th 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 13^th 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 14^th 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