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1 Universitatea Babe-Bolyai Cluj-Napoca Centrul de Formare Continu, nvmnt la Distan i cu Frecven Redus Facultatea de Business SUPORT DE CURS Curs practic de limbi moderne aplicate n domeniul afacerilor - limba englez ANUL I, semestrul I si II Cluj-Napoca 2014-2015 2 ENGLISH FOR 1ST YEAR BUSINESS STUDENTS I. GENERAL REMARKS Teacher Name: Anda Ionescu Office: Faculty of Economics and Business Administration, 58 T. Mihali st., Cluj-Napoca, room 016 (ground floor) Telephone: 0264-418655 E-mail: anda.ionescu@lingua.ubbcluj.ro Tutorials: any time, at the given e-mail address Course identification information: Course title: Practical course of business English Course code: ELU0011, ELU0012 first year, 2 semesters Course type: compulsory Tutor: Anda Ionescu e-mail address: anda.ionescu@lingua.ubbcluj.ro The course addresses intermediate (Common European Framework of Reference B1) students. To help you decide what level you are, we suggest you use the following descriptors of language ability as given by the Common European Framework of Reference. Level description A1 Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.
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A2 Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. Very basic personal and family information, shopping, local geography, employment).
Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need. B1 Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest.
Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans. B2 Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. C1 Can understand a wide range of demanding, longer texts, and recognise implicit meaning.
Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices. C2 Can understand with ease virtually everything heard or read. Can summarise information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations. (Source: It is absolutely necessary that students whose level is lower than intermediate should work individually to reach that level.
To this purpose, students can use practical grammars which contain essential 3 theoretical information and practical tasks (see Suggested bibliography) or take English language courses offered by specialised institutions. COURSE DESCRIPTION Objectives The purpose of English for1st Year Business Students is to develop the written and oral communication skills of business students. The course focuses on two vital areas of the learning process: improving reading and writing skills as well as developing learning skills.
The subject matter, drawn from various business fields, is not excessively specialised. Structure Eight units are devoted to training students in the skills of reading, developing vocabulary, and writing.
These units are designed to help students: Become familiar with the various vocabulary items related to business English Become familiar with the various expressions related to specific language functions Improving reading skills by focusing on both content and the use of theses expressions in task-based writing exercises Build up writing skills by practising the contextual use of the vocabulary items and focusing on grammar in controlled practice exercises. Learn and review basic business vocabulary The structure of the units is systematic, concise and explicit, responsive to the variety of communicative circumstances in business. The content is formative, aiming at developing students awareness of the need for communicating correctly in a foreign language. Mainly designed to be used as self-study material, the book intends to encourage students to take individual study more seriously, to offer standardised exercises, to provide concrete examples, to focus on language use (knowledge of language, language skills, awareness of the nature of learning, awareness of the reading process, attitudes to reading: unknown words, strategies, meaning, opportunities for discussion/ exchanges of opinion). The texts provide opportunities for review and expansion of the skills throughout the year. Furthermore, the units organisation allows the student to take advantage of individual study. The abundance of material in the texts makes them easily adaptable to varying learner interests, student specialties, and language levels.
The units of the book deal with texts that offer the possibility of learning specific vocabulary, grammar structures and functional language in appropriate contexts. The tasks students will have to carry out will help them develop their language skills in an integrated way, i.e. Extracting the main ideas from a text// taking notes etc.
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The structure of most units is the following: a. Vocabulary development d. Language focus e. Functions The lead-in section is devised to introduce students to the topic of the unit. It consists of questions or exercises that forecast the subject matter to be dealt with in the reading section.
The reading section contains texts that offer both information connected with the business environment and the opportunity to improve and enrich students vocabulary with new words and expressions. 4 The vocabulary development section offers explanation of some of the lexical items from the text and expands the learning context to the lexical areas of the words/ expressions studied. It presents both general and specialised vocabulary and the activities initiated here require sustained individual work with the dictionary. The language focus section starts from examples found in the text. It has two sub-sections: one that deals with the theoretical input of a certain grammar problem (rules, examples etc.) and the second Practice that contains different types of exercises. However, students should decide whether they need more practice and if so, they should use additional self-study materials (practical grammars). The functions section contains a number of expressions that represent certain language functions.
This may help students become familiar with the context in which these expressions are used. The section also contains suggested writing activities in order to focus attention on individual activities that offer the possibility of making use of the knowledge acquired within each unit, as a whole. In some units there is a section entitled English in Use. This section aims at familiarising students with the structure of the Language in Use section of the language ability examination that they will have to take on graduation. Course calendar The eight units will be approached in the order they appear, i.e.
The first four units in the first semester and the remaining four in the second semester. Every semester students will have classes with the teacher twice, four hours each time. Before coming to class, students should study the units planned as follows: First semester First meeting units 1 and 2, Introduction to Business Communication and Presentations Second meeting units 3 and 4, The Structure of the Firm and Business Ethics Second semester First meeting units 5 and 6, Management and Recruitment Second meeting units 7 and 8, Business Travel and Culture and Civilisation The classes are mainly aimed at checking students individual work and answering possible questions, clarifying whatever aspects students may have found difficult to understand. We would like to insist on the fact that attending the classes alone cannot give students the necessary knowledge of English.
Self-study is extremely important in acquiring a foreign language especially for long-distance students who are not exposed to the weekly classroom context. Reading newspaper articles in English (the Internet is an inexhaustible resource) and looking up unknown vocabulary can be of great help. Assessment Students will have to complete three homework assignments during each semester. These assignments carry 30% of the final mark. Every semester students will have to take a written test. The test will mainly consist of: grammar and vocabulary tasks 50% questions referring to the topics covered during the semester (the questions that appear as reflection topics in the STOP AND THINK!
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Sections) 50% The final mark will be calculated as follows: homework assignments 30% final test 70% 5 It is very important that students understand that this practical course book does not contain the entire vocabulary of the English language! That would be impossible.
Consequently, students should understand that in the test they may have to deal with tasks containing vocabulary that does not appear in the course book but which they are supposed to know at the intermediate level. The type and structure of the tasks that will appear in the test will be the same as those of the tasks that appear in the course book. However, they will not necessarily be identical since the aim of the test is not to assess students memory, but their ability to use the acquired knowledge in communication situations.
Theoretical knowledge will not be tested. Students should be able to speak the language not about it.
It is not compulsory to attend the classes. However, contributing to the class can bring you 1 additional point to the final mark. 6 Suggested Bibliography. Collins Cobuild English Language Dictionary (London: Collins ELT, Harper Collins Publishers, 2003) Budai, L., Gramatica englez teorie i exerciii (Bucureti: Teora, 2001) A.J. Thomson, A.V. Martinet, A Practical English Grammar (London: Oxford University Press, 1996) Vince, M., Advanced Language Practice (London: MacMillan Heinemann ELT, 1994) Vince, M., Intermediate Language Practice (London: MacMillan Heinemann ELT, 1998) Mann, Malcolm &Taylore-Knowles, Steve (2008).
Destination B2, MacMillan Mann, Malcolm &Taylore-Knowles, Steve (2008). Destination C1&C2, MacMillan Swan, Michael (2009). Practical English Usage, OUP Swan, Michael, Baker, David (2012). Grammar Scan. Diagnostic Tests for Practical English Usage, OUP Websites Free-access online dictionaries: Further Vocabulary Study UNIT 1 Michael Vince Intermediate Language Practice, p. 199-202; Michael Vince Advanced Language Practice, p. 212-216; 219-220 UNIT 2 Michael Vince Intermediate Language Practice, pp.
236-238; Michael Vince Advanced Language Practice, pp. 224-227 UNIT 3 Michael Vince Advanced Language Practice, pp. 203-206; 209-213; 220-223 UNIT 4 Michael Vince Intermediate Language Practice, pp.
231-233; 242-244 Michael Vince Advanced Language Practice, pp. 192-196 UNIT 5 Michael Vince Advanced Language Practice, pp. 203-205; 209-213; 216-219 UNIT 6 Michael Vince Advanced Language Practice, pp.
199-202 Further Language Study THE TENSE SYSTEM Michael Vince Advanced Language Practice Tense consolidation Units 1 4 (pp. 1-24) Progress Test (pp. 25-29) Michael Vince Intermediate Language Practice Units 2 9 (pp. 3-36) Problems, Errors and Consolidation (p. Thomson, A.V. Martinet A Practical English Grammar The present tenses (pp.
152-162) The past and perfect tenses (pp. 161-179) The future (pp. 180-194) 7 GERUND/INFINITIVE Michael Vince Advanced Language Practice Unit 19 (pp. 107-113) Michael Vince Intermediate Language Practice Units 38 39 (pp. 152-165) A.J. Thomson, A.V.
Martinet A Practical English Grammar The infinitive (p. 212-227) The gerund (pp.
228-233) Infinitive and gerund constructions (pp. 234-238) ACTIVE/PASSIVE Michael Vince Advanced Language Practice Units 6-7 (pp. 30-40) Michael Vince Intermediate Language Practice Units 15 16 (pp. Thomson, A.V.
Martinet A Practical English Grammar The passive voice (pp. 263-268) MODALS Michael Vince Advanced Language Practice Units 11-12 (pp. 59-70) Michael Vince Intermediate Language Practice Units 17 18 (pp.
Thomson, A.V. Martinet A Practical English Grammar May and can for permission and possibility (pp. 128-133) Can and be able for ability (pp.
134-136) Ought, should, must, have to, need for obligation (pp. 137-146) Must, have, will and should for deduction and assumption (pp.
147-149) 8 TABLE OF CONTENTS UNIT ONE INTRODUCTION TO BUSINESS COMMUNICATION. 10 UNIT TWO PRESENTATIONS. 24 UNIT THREE THE STRUCTURE OF THE FIRM. 36 UNIT FOUR BUSINESS ETHICS. 47 UNIT FIVE MANAGEMENT. 56 UNIT SIX RECRUITMENT.
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