Английский язык для делового общения. Продвинутый курс - 2
- The course focuses on introducing students to the general vocabulary of work-place English and the main language functions and is aimed at acquiring language mastery relevant to common business communication areas, such as finance, digital business, performance appraisal, time management and managing change, thus the main objectives of the course are as follows: - to build the basic skills of argumentative communication in English and successful representation of intentions and results to ensure the maximum range and authenticity of business content; - to acquire the basic skills of business communication (structural elements, business register peculiarities, essential business vocabulary) within multiple touchpoints from which to explore the possibilities of use of any given language skill; - to master presentation agility and fluency with the various skills through practical training in functional business areas such as presentations, negotiations, meeting facilitation, and brainstorming; - to apply BC skills to the specific subject areas, from business conversations in the workplace, to negotiations and presentation skills .
- To develop understanding of articles, reports, straightforward and specialised texts concerned with contemporary problems at the vantage level
- To develop skills of using basic reading techniques skimming and scanning (predicting, understanding main ideas, understanding details)
- To improve understanding of dialogues and polylogues on both familiar and unfamiliar topics
- To develop skills of using basic listening techniques (predicting, understanding main ideas and details)
- To form skills of note-taking
- To form understanding of text structure
- ChallengesEnvironmental challenges. Cyber challenges. Communication skills: Saying 'no' firmly and politely. Business skills: Challenging conversations. Writing: Proposals - Recommendations. Business workshop: Bussiness challenges.
- Global mobilitySecondments abroad. Relocation and retention. Communication skills: giving feedback and performance. Business skills: Presentation. Writing: Blob describing relocation. Business workshop: Ready for relocation?
- AlliancesStrategic alliances. Business partnerships. Communication skills: Diffusing conflict. Business skills: Learning from mistakes. Writing: Report extract. business workshop: Growing the business.
- RiskA resilient building. Risk in investment. Communication skills: Dealing with risk. Business skills: Analysing risk. Writing: Accident report. Business workshop: What could possibly go wrong?
- DecisionsThe idle man. Better decision-making. Communication skills: influencing a decision. Business skills: Maintaining relationships. Writing: Describing a decision. Business workshop: Decisions, decisions.
- Written assessmentSUMMARY ASSESSMENT CRITERIA max 10 points TASK RESPONSE: 3 - All key points are mentioned; 2 - Most key points are mentioned and/or some crucial supporting information is omitted and/or the author’s ideas are partly reflected; 1- Very few key points are mentioned and/or little supporting information is provided and/or very few of the author’s ideas are mentioned, 0 - Only the topic is mentioned and/or no supporting information is provided and/or the author’s ideas are not reflected. VOCABULARY: 3 – Without mistakes; 2 - The original expressions are paraphrased. A wide range of vocabulary is used. 1-2 lexical mistakes are made; 1 - The original expressions are partly paraphrased and/or an adequate range of vocabulary is used and/or 3-4 lexical mistakes are made; 0 - The original expressions are copied and/or a limited range of vocabulary is used and/or more than 4 lexical mistakes are made. GRAMMAR: 3 – Without mistakes; 2 - A variety of complex grammar structures is used. No more than 1 punctuation and/or 1-2 grammar mistakes are made; 1 - An attempt to use complex grammar structures is made and/or 3-4 grammar mistakes are made; 0 - Elementary grammar structures are used and/or more than 4 grammar mistakes are made. STRUCTURE: 3 - The text is logically organized. A wide range of transitions is used appropriately; 2 - The text is mostly logically organized and/or an adequate range of transitions is used; 1 - The text may have serious breaches in logic and/or transitions may be over- or underused; 0 - There is no sequence of ideas and/or transitions are used inappropriately or not used at all.
- In-class tests test on vocabulary, grammar, reading, listening, and writing
- Oral assessment
- Independent work assessment
- Final assessmentAssessment criterion-based scoring scale for writing a graph description: The criteria used to assess writing a graph description are as follows: • Content: This focuses on how well the candidate has fulfilled the task, in other words, if they have done what they were asked to do. • Communicative Achievement: This focuses on how appropriate the writing is for the task, and whether the candidate has used the appropriate register. • Organisation: This focuses on the way the candidate puts together the piece of writing, in other words, if it is logical and ordered. • Language: This focuses on vocabulary and grammar. It includes the range of language as well as how accurate it is. 10-9-8 All content is relevant to the task. Target reader is fully informed. Uses the conventions of the communicative task effectively to hold the target reader’s attention and communicate straightforward and complex ideas, as appropriate. Text is well organized and coherent, using a variety of cohesive devices and organisational patterns to generally good effect. Uses a range of vocabulary, including less common lexis, appropriately. Uses a range of simple and complex grammatical forms with control and flexibility. Occasional errors may be present but do not impede communication. 7-6. Minor irrelevances and/or omissions may be present. Target reader is on the whole informed. Uses the conventions of the communicative task to hold the target reader’s attention and communicate straightforward ideas. Text is generally well organised and coherent, using a variety of linking words and cohesive devices. Uses a range of everyday vocabulary appropriately, with occasional inappropriate use of less common lexis. Uses a range of simple and some complex grammatical forms with a good degree of control. Errors do not impede communication. 5-4. Irrelevances and misinterpretation of task may be present. Target reader is minimally informed. Uses the conventions of the communicative task in generally appropriate ways to communicate straightforward ideas. Text is connected and coherent, using basic linking words and a limited number of cohesive devices. Uses everyday vocabulary generally appropriately, while occasionally overusing certain lexis. Uses simple grammatical forms with a good degree of control. While errors are noticeable, meaning can still be determined. 3-2-1 Content is totally irrelevant. Target reader is not informed. Performance in communicative achievement organization, and language below 5-4.
- Interim assessment (4 module)0.3 * Final assessment + 0.25 * Independent work assessment + 0.2 * Oral assessment + 0.25 * Written assessment
- English for business studies : a course for business studies and economics students: student's book, MacKenzie I., 1997
- Financial English with mini-dictionary of finance, MacKenzie I., 2000
- Management and marketing with mini-dictionary, MacKenzie I., 1997