Business & Professional English: L6 ESOL
Contents

Module Description

Learning Outcomes
Content/Area of Study
留學(xué)生dissertation網(wǎng)Teaching and Learning Strategy
Assessment and Assignment Details
Marking Criteria and Error Correction
Submission checklist
Essential and Recommended Reading

9. Study Programme

ESOL: BUSINESS AND PROFESSIONAL ENGLISH – 2

   Number or Credits 15
   Credit Level 6
   Mandatory Pre-requisites
   Pre-requisites Successful completion of Business & Professional English 1
   Co-requisites None
    1.  MODULE DESCRIPTION
 This module is designed for international students whose first language is not English.  It will be offered to JHS and Associate students as an unattached module.  The module may also be offered on specialist degrees by arrangement.The module is intended to build on the Business and Professional English 1 module and provide the http://www.ttc-switch.com/thesis_sample/Uk_thesis_sample/opportunity for students to develop competence in a wider range of business contexts, including meetings and team events.  Additionally students will be able to refine their language skills by means of a case study project which could involve individual investigation.

2.  LEARNING OUTCOMES

On completion of the module, students will be able to:

1 Communicate fluently and appropriately in a written case study analysis

2 Demonstrate strong oral language skills in a work-related group task.

      3 Produce a coherent, reflective report on a meeting using accurate and appropriate language.

3.  INDICATIVE CONTENT / AREAS OF STUDY

Students will be encouraged to apply their knowledge and awareness of language, eg: register, appropriacy and functional language, in a variety of formal and informal business and work-related contexts.  Importance will be attached to relating this knowledge to other contexts and vice versa, eg: business studies modules, real business contexts.
Emphasis will be placed on developing students’ language skills within a business or professional framework.  Activities will include role-plays, team tasks and discussions, listening to audio and video recordings and controlled simulations.
Self-study will form an important part of the course and students will be encouraged to make use of the materials and resources in the Media and Languages Centre.

4.  TEACHING AND LEARNING STRATEGY

The course will employ learner-based teaching and learning methods.  Students will be encouraged to take a highly active part in the learning process.  Group and pair work will help to create a supportive and informal learning environment.  Where appropriate, there will be peer/self-assessment.#p#分頁(yè)標(biāo)題#e#
Tutorials will lend support to students and, where necessary, individuals will be given guidance on establishing a self-study programme.

Indicative hourages:

Classes 36 hours
Tutorials 2 hours
Supported individual study: 112 hours
TOTAL 150 hours

A ‘Drop-In Centre’ on the top floor of the Learning Centre provides useful study skills materials and guidance.  ESOL books, including grammar, vocabulary and listening cassettes, can be found on the first floor in the 388 to 428 section.  Additional materials will be put on Udo under course resources.

Attendance plays an extremely important role in your success on your course.  If you know you’re going to miss a lecture, or you’re ill, please make sure you contact your lecturer as soon as possible.  You may find that we’re monitoring your attendance in lectures, and if you miss lectures we may contact you.  When you complete your enrolment, you’re signing up to our student participation policy, which is an important part of our attendance monitoring policy.  Failure to engage in the module may result in you not receiving credit.

If you have circumstances that are affecting your ability to study, please contact an academic counsellor or your personal tutor.

 

5.  ASSESSMENT

The assignments allow for assessment of and feedback on written and spoken language ability and are intended to give students the opportunity to demonstrate confident and fluent use of language in work or business-related tasks.  The ability to use register-appropriate language and organisation plus a range of functional language is assessed both through written and oral work.  The team tests a student’s oral skills in a group situation while the two written tasks assess the ability to reflect on, analyse and present both written and oral data.

 

 

Assessment Weighting: 100% CW

CW1 30%   Learning outcome 1
 Report on an analysis of a case study (approximately 1,500 words).

CW2 40%   Learning outcome 2
Facilitation or a team task, eg: group problem-solving activity (10-15 minutes)

CW3 30%   Learning outcome 3
Report on the outcomes of the oral team task and reflection on the process (approximately 1,500 words).

Assignment Details : * Please note that further guidance will be given in class*

Assignment 1:  Analysis of a Business Case Study
Submission Date:  9 March 2010
Word Count: 1500 words

1. You will be given 1 of 3 different strategic case studies (problem-oriented) in class.
2.  First, read the case study and ask yourself these questions:
a) What kind of company is it?  What industries is it related to? What is the general background?
What are the company’s aims and objectives?#p#分頁(yè)標(biāo)題#e#
What are the issues and problems presented in the case study?
3.  Put the case study aside and come back to it a few days later.  Give yourself time to absorb the information.
4.  Read the case study again and analyze the information.  Make notes and highlight key information.  At this stage, mark information according to the analytical business tool (SWOT, PEST, Porter’s five forces, etc…) that you are going to use-S for strengths, W for weaknesses and so forth. What other business theories do you know that could give you insight into your case study? 
5.  What are the solutions to the problems you have found?  What are the alternatives?  Which one is better and why?  Make sure you use facts and theories to support your ideas and arguments.
6.  Write your report.  Make sure you use headings and don’t forget to include references.  Below is only a suggestion- there may be other ways to organise your information.
Introduction- background information, company history, company aims and objectives.  Statement of problem.
Strategic Analysis section- explain the problem in detail and how it relates to the company’s objective.  Why is it a problem?  What decisions has the company made to contribute to the problem?  What external forces?
 Use your SWOT or PEST analysis to help you.  Make sure you explain and evaluate!! What do other theories say about the problem or situation?
Solutions and Recommendations- what are you recommending and why?  What are the alternatives?  Are there any downsides to your recommendations?  Don’t forget to support your ideas with facts from the case or other theories.
Conclusion- Summarize the problem(s) and solution(s). Perhaps state why your recommendation is the best if you haven’t already done so. What does this mean for the future of the company?

Assignment 2:  Team task
Learning outcome to be assessed (2):  demonstrate strong oral language skills in a work-related task.

Pre-task activity:

i) Read the material provided on Belbin and team roles.
ii) Complete the self perception inventory.
iii) Read the case study material on Amway and Anglo American.

Team Task

You represent investors in a large, highly successful investment brokers.  Your investment company advertises itself as the choice for socially aware, responsible investors.

You are at a meeting to discuss if you should add either of these two companies (Amway and Anglo-American) to your company’s portfolio.  You can only choose one company.  You may choose neither. You must reach a decision by the end of the meeting (20 minutes) and have clear reasons for your decision.

Assignment 3:  Report and Reflection on Team Task
Learning outcome to be assessed (3):  write a coherent, reflective report on the meeting using accurate and appropriate content.  1500 words.#p#分頁(yè)標(biāo)題#e#

Write a report on the team task.  As well as describing the task and the decisions you made as a group, please reflect on the way in which you worked as a group, with reference to Belbin and his theories on team roles and your general knowledge of teamwork & business.  What type of team player are you and what roles did you observe in your team mates?  Are theortical models useful in your opinion in work situations.  Please make sure you support your arguments with references, using the Harvard style.
The undergraduate grading scale
 This grading scale applies to Levels 4, 5 and 6 in the University Credit Framework
 
  Grade Descriptors: These descriptors are typical characteristics of the standard of work associated with each grade. The descriptors are illustrative only and for guidance only. They are not comprehensive. The honours classes only apply at Level 6. Report  Grade Scale 
 

 Excellent
Outstanding; high to very high standard; a high level of critical analysis and evaluation, incisive original thinking; commendable originality; exceptionally well researched; high quality presentation; exceptional clarity of ideas; excellent coherence and logic. Trivial or very minor errors.
 A+

A

A- 
  Very good
A very good standard; a very good level of critical analysis and evaluation; significant originality; well researched; a very good standard of presentation; pleasing clarity of ideas; thoughtful and effective presentation; very good sense of coherence and logic; Minor errors only.
 B+

B

B- 
  Good
A good standard; a fairly good level of critical analysis and evaluation; some evidence of original thinking or originality; quite well researched; a good standard of presentation; ideas generally clear and coherent, some evidence of misunderstandings; some deficiencies in presentation. 
 C+

C

C- 
  Satisfactory
A sound standard of work; a fair level of critical analysis and evaluation; little evidence of original thinking or originality; adequately researched; a sound standard of presentation; ideas fairly clear and coherent, some significant misunderstandings and errors; some weakness in style or presentation but satisfactory overall.   D+

D

D- 
    
  Unsatisfactory
Overall marginally unsatisfactory; some sound aspects but some of the following weaknesses are evident; inadequate critical analysis and evaluation; little evidence of originality; not well researched; standard of presentation unacceptable; ideas unclear and incoherent; some significant errors and misunderstandings. Marginal fail.  

Fm 
  Very poor
Well below the pass standard; a poor critical analysis and evaluation; no evidence of originality; poorly researched; standard of presentation totally unacceptable; ideas confused and incoherent, some serious misunderstandings and errors. A clear fail well short of the pass standard.#p#分頁(yè)標(biāo)題#e#
 

F 
  Nothing of merit
Nothing, or hardly anything, of merit submitted.
When no work has been submitted the NS notation will apply 
Z 

IMPORTANT: An assignment may show the characteristics of two or more grades. The examiner should give careful consideration to the relative importance of the applicable descriptors as indicated by the assessment criteria in deciding the overall standard of the work and the appropriate grade to be awarded. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ESOL Marking Criteria and grade descriptors:

Grade Content 40% Language 40% Format  20%
A+   24
A     22  
A-    18

Excellent
 High level of critical analysis and evaluation; incisive original thinking; exceptionally well researched ;main points well made, developed and supported through in-text referencing;
exceptional clarity of ideas; logical flow Excellent coherence; well linked with cohesive devises; controlled; minimal errors; wide range of structure and vocabulary; register consistently appropriate High quality presentation;
Clear and Consistent;
Bibliography complete and correct
B+  17
B    16
B-   15

Very
Good A very good level of critical analysis and evaluation; significant originality; well researched; main points made through in-text referencing; pleasing clarity of ideas; very good coherence and logic Generally well-organised, with attention paid to cohesion; errors occur when complex language is attempted.  Very good range of structure and vocabulary; Register on the whole appropriate A very good standard of Presentation;
Mostly correct and clear; bibliography is complete and correct
C+  14
C    13  
C-   12.5

Good A fairly good level of critical analysis and evaluation; some evidence of original thinking or originality; quite well researched; Some main points but not well developed; in-text referencing present; ideas generally clear and coherent, some evidence of misunderstandings Reasonable control, although a more ambitious attempt at the task may lead to a number of non-impeding errors.  Adequate range of structure and vocabulary. Cohesion is satisfactory. Register is reasonable although not entirely successful. A good standard of presentation although some deficiencies may be present; generally correct and clear; bibilography is complete and correct

D+  12
D    11  
D-   10

Satisfactory A sound standard of work; a fair level of critical analysis and evaluation; little evidence of original thinking or originality; adequately researched; incomplete development of points and some inconsistencies with in-text referencing; ideas fairly clear and coherent; some significant misunderstandings and errors Errors which at times obscures communication and are likely to be numerous.  Limited range of structure and vocabulary.  Some misuse of register A sound standard of presentation although some weaknesses may be present; bibliography is complete and mostly correct#p#分頁(yè)標(biāo)題#e#
FM 8  Unsatisfactory Marginally unsatisfactory; some sound aspects but some of the following weaknesses are evident; inadequate critical analysis and evaluation; little evidence of originality; not well researched; poor development of points; no in-text referencing; ideas unclear and incoherent Serious lack of control and frequent basic errors; narrow range of structure and vocabulary; language is too elementary for this level; little attempt at  appropriate register  Standard of presentation is unacceptable; bibliography is included but not complete/correct
F  5
  Very poor Well below the pass standard; a poor critical analysis and evaluation; no evidence of originality; poorly researched; poor development of points; no in-text referencing; ideas confused and incoherent High degree of inaccuracy with poor use of vocabulary and little command of structure; meaning often unclear; lack of cohesion; inappropriate register Standard of presentation totally unacceptable; no bibliography
Z  0  Nothing of          merit  Nothing or hardly anything, of merit submitted.  When no work has been submitted the NS notation will apply  

Speaking Assessment Criteria and Mark SheetBusiness and Professional English II: Group Meeting
Name:________________  Group:________   Date:_______________Learning Outcome: Demonstrate strong oral skills in a team related task. You will be assessed on the following: Listen and Respond: This refers to your ability to listen to spoken language, including information, explanations and to adapt responses to speaker, and context. • You are able to understand and follow the discussion. • You are able to understand and respond to your colleague’s facts, opinions, attitudes, feelings and emotions, and give feedback, confirms understanding and seeks clarification and/or repletion where appropriate. Comments:

Speak to Communicate: This refers to your ability to communicate information, ideas and opinions, adapting speech where necessary. • You are able to speak clearly and show control of speed, pausing, rhythm and word and sentence stress. • You are able to use intonation where appropriate to indicate feelings, attitude, emotion and change the topic, and to clarify and add meaning. • You are able to communicate intended meaning by accurately using vocabulary, grammatical structures and verb forms. • You are able to form relevant statements and questions, develop ideas, and sequence logically using discourse markers. • You are able to use appropriate register. Comments:

Engage in Discussion: This refers to your ability to engage in discussion with one or more people, making clear and relevant contributions that lead to a shared understanding about different topics.  You are able to exchange facts, feelings, opinions, suggestions and advice. You are able to express, elaborate on and seek facts, feelings, opinions and suggestions.  You are able to indicate a degree of agreement and certainty, sympathy, and reassurance.  You respect turn-taking and move the discussion forward.Comments:#p#分頁(yè)標(biāo)題#e#

Tutor Signature:_______________________     Mark:_______
6 Outstanding   5 Consistently good
4 Mostly good   3 Satisfactory
2 Areas for Improvement  1 Significant area of weakness
0 Inadequate/Serious omissions
ESOL Error Correction Symbols

At the University of Derby, we are committed to helping students become more independent learners and one way of doing this is to use error correction symbols.  When tutors mark written work they will use the symbols below instead of correcting the work.  Please note that tutors will not mark every single error! The symbols identify the nature of the mistake and the students will then refer to their lesson notes or other reference materials to self-correct. In this way students will learn to review and edit their work meaningfully instead of always relying on the teacher.
Sp  Spelling

P  Punctuation

WW  Wrong word

WO  Incorrect word order

VT  Incorrect verb tense

?  Meaning is not clear

//  Paragraphing

^  Missing word

GR  Grammar  

7.           Submission checklist
ESOL Modules
Joint Honours Programme
Please make sure you do the following before handing in an assignment to Student Services in B block:
Have you…….
put your work in a plastic folder or binder  without using paper clips or staples?
filled in the assignment record form to go with your assignment?
used the correct module code on your record form?
checked your assignment for spelling mistakes and typos?
checked the submission date?  If you hand in an assignment marked as late, according to University policy, the highest mark you can get is a D-  unless you have an extenuating circumstance. 
checked to make sure your referencing is correct?  Please see below for  the University’s policy on Plagiarism.
University of Derby Academic Regulations
A student is liable to be found guilty of plagiarism if any work presented for individual assessment is found to contain the unacknowledged work of some other person or persons.  If this involves deliberate misrepresentation of material as the student’s own in an attempt to deceive the examiners then the offence is very grave indeed.
All sources should be cited and all quotations from the works of other authors clearly identified as such.
If a student’s work is found to contain verbatim (or near verbatim) quotation from the work of other authors (including other students past or present) without clear acknowledgement, then plagiarism has been committed whether or not the student intended to deceive the examiners.
 
I confirm that I have read and understand the University regulations with regard to plagiarism.#p#分頁(yè)標(biāo)題#e#

Signature:_________________________________    Date:______/_________/____
8.  Recommended Reading: Business English & Professional English 2

Dictionaries :

Oxford Business English Dictionary for Learners of English
Oxford Advanced learner’s Dictionary
Cambridge Learner’s Dictionary
Cambridge International Dictionary of English
You will be advised in class which one is most suitable for your needs.

Journals and Newspapers:

There are several  Business Journals and Newspapers in the library.
It is a good idea to pick a different one each week, choose an article and then read it for gist only. Do not try to understand every word – just try to get the general topic and overview of the article.

Books:

Cotton, D. and Robbins, S. (1996), Business Class. London : Longman.

留學(xué)生dissertation網(wǎng)Duckworth, M. (2003), Oxford Business English: Grammar and Practice, Oxford : Oxford University Press.

Jones, L. and Alexander, R. (2003), New International Business English, Cambridge : Cambridge University Press.

Mackenzie, I. (2002), English for Business Studies, Cambridge : Cambridge University Press.

Murphy, R. (2004), English grammar in use : a self-study reference and practice book for intermediate students of English (3rd ed.),Cambridge : Cambridge University Press

Pile, L. and Lowe, S.  (2005), Intelligent Business, London : Longman.
Wallwork, A. (2003), Business Options, Oxford : Oxford University Press.

Websites to help Improve your English
Academic English

http://www.uefap.com/

Pretty much all aspects of Academic English covered including writing essays, giving presentations, improving reading and listening includes exercises at the end of each section though you may have to do some of them on paper

http://www.bournemouth.ac.uk/languagecentre/english_resources.html Links to many different academic English sites.

http://owl.english.purdue.edu/  Lots of information on Academic English especially all aspects of writing. Includes some downloadable PowerPoint presentations to help you learn.

General English

http://www.bbc.co.uk/worldservice/learningenglish/ Do you want to learn and keep up-to-date with current affairs? Here you can read/listen to the news and check and learn vocabulary all at the same time! There is so much more though including downloadable MP3 podcasts, business English, Pronunciation help and more.

http://www.britishcouncil.org/learnenglish.htm  Excellent all round website including downloadable MP3 podcasts, Academic English, Business English and even a specific section to help Arabic or Chinese students#p#分頁(yè)標(biāo)題#e#

http://www.youtube.com/profile_videos?user=podEnglish If you like to watch something to help improve your English try this. Nearly 100 different videos from beginner to advanced

www.oup.com/elt/headway
Good for grammar, games, listening etc at 6 distinct levels from beginner to advanced

http://www.bbc.co.uk/bbc7/listenagain 

Great for improving your listening. If you like to relax and listen to a novel, play, comedy program or something informative such as British history this is the place. 7 days of listening available

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

9.  Business and Professional English 2    Spring Semester 2009                                                                                           

Suggested Study Programme.

 

Week  
Session Content
 
Class sessions 
Directed Study.
Week 1.

26.01.10
 Introduction
English Assessment and course content.
Reflective Learning/blog. Handbook
Management and cultural diversity
Group discussion. Follow up from class work.
Week 2.

2.02.10 
Company structure
Case Study 
Company structure: Unit 3
Pros and cons of large companies
 
Business articles in press - analysis
Week 3.

9.02.10 Method News articles Preparation for case study.
Week 4.

16.02.10
 How to write an analysis of a Business Case Study
SWOT Method case study Case study

Week 5.

23.02.10 PEST Corporate Social Responsibility
Rough draft due
 Method Case study Case study analysis
Week 6.

02.03.10

 
Belbin Team roles  Preparation for team  task.
Week 7.

9.03.10
 Assignment 1 due in.
How to participate effectively in meetings Vocabulary of meetings
 Preparation for team task: the language for effective meetings.
Week 8.

16.03.10 Effective communication skills Language of meetings#p#分頁(yè)標(biāo)題#e#
Speaking tentatively  

Week 9.

23.03.10 
Assignment 2: team task.
Meeting
 
http://www.ttc-switch.com/thesis_sample/Uk_thesis_sample/Reflective task 
Blog
Week 10.

20.04.10
 How to write a report

 Write report  Write report
Week 11

27.04.10

 
Cross cultural communication
Rough draft due Hofstede
Trompanaars  Write report
Week 12.

04.05.10

 Feedback
Course review
Future plans
Assignment 3 due in:
Report on meeting