COURSE GUIDE BUSINESS ENGLISH CERTIFICATE

PCA-27-F-01 Ed.00 COURSE GUIDE BUSINESS ENGLISH CERTIFICATE Universidad Católica de Valencia Academic Year 2015-16

TEACHING GUIDE OF THE SUBJECT ECTS SUBJECT: Business English Certificate 6 Subject-Matter: Modern Language 12 MODULE: 30 Type: Basic Training 1 : Optional Teacher : Rosa Currás COURSE: 3º Semester: 2º Department: Modern Languages E-mail: rosa.curras@ucv.es MODULE ORGANISATION Instrumental Subjects Number of ECTS: 30 Duration and temporal location within the curriculum : The Module of Languages is made up of three subjects: Business English 1, Business English II and Business English Certificate. These three courses are delivered during the first three years of the Degree in Administración y Dirección de Empresas, since they are the necessary training in order to acquire the level of language competence which is required for the student s future performance in their working environment. Materias y Asignaturas 7 Idiomas Business English Business English I 1º 1 OB 6 Business English II 2º 2 OB 6 Business English Certificate 4º 2 OP 6.

TEACHING GUIDE OF THE SUBJECT: Business English Certificate Pre requisites: None Recommendation: A minimum Pre-intermediate level of English is desirable (B1 of Common European Framework for Languages) GENERAL GOALS The main objective of the course Business English Certificate is twofold. On the one hand, it aims to broaden the students English language proficiency and to get a deeper knowledge of the language applied to the specific area of the company and the business world. On the other hand, this subject is a logical continuation of the two previous subjects of English that the students of the UCV have followed in their degree. Starting from the knowledge acquired in previous courses, this course aims to obtain an intermediate to advanced level of competence, which is the level that students need in their further development of their profession. Thus, the students will not only be able to use English as an intercultural communication tool, but also they will use it as a natural vehicle when carrying out their professional duties within the business world. Furthermore, this course aims to establish complementary relationships with other subjects of the degree in Business Administration, so that the students can learn and use some specific aspects belonging to the business world which they have already studied in other courses. The specific goals of this subject are: a. Consolidation of English grammar at an upper-intermediate level. b. Understand specific business tets of an intermediate to upper-intermediate level of difficulty. c. Be understood orally and produce oral tets of an intermediate to upper-intermediate level of difficulty, on topics related to business. d. Write specific tets related to the business world, including proposals, reports, graphs and charts, or documents of various types and register, such as application letters, letters asking for information, letters of complaint, etc. e Encourage students to use properly the register used in the business world. f. Develop communication skills within the environment of business English, so that students can handle situations when travelling and be able to take part in a conversation on general topics or specific field of business, and also that they become aware of the importance of the English Language as an intercultural communication tool, learning to respect differences between cultures. 2 Ponderación de la CROSS-SECTIONAL COMPETENCES competencia Instrumental 1 2 3 4 1. Managing information 2. Communicate and read in a foreign language Interpersonal 1 2 3 4 3. Working in a team and cooperative working 4. Commitment, responsibility and ethical sense Systemic 1 2 3 4 5. Capacity for time and resources management 2 Enumerar correlativamente todas las competencias. Cada una de ellas debe ser ponderada de 1 a 4 utilizando como criterio el grado de contribución de la asignatura/materia a la adquisición y desarrollo de la competencia.

6. Ability to solve problems 7. Oral and written communication 8. Ability to work autonomously SPECÍFIC COMPETENCES 3 Disciplinary 1 2 3 4 9. Distinguish different types of business documents and their characteristics 10. Assess the English language as a communication tool in a global society 11. Develop the different grammar structures and the vocabulary needed to communicate in English, at an intermediate level X Attitudinal 1 2 3 4 12. Be able to make both oral and written reports in English X 13. Be able to analyse needs and demands depending on their function and on the contet X Profesionales 1 2 3 4 14. To skim the content and the relevant information from simple business documents X LEARNING OUTCOMES 4 COMPETENCES R-1 Students will be able to use English grammar structures at intermediate level 3,4,10,12,13,17,18 3 Seguir correlativamente con la anterior numeración. Las competencias específicas se ponderan de 1 a 4 siguiendo el mismo criterio que con las transversales. 4 Enumerar correlativamente los resultados de aprendizaje siguiendo la nomenclatura propuesta. Nota importante: Las competencias están epresadas en un sentido genérico por lo que es necesario incluir en la guía docente los resultados de aprendizaje. Estos resultados constituyen una concreción de una o varias competencias, haciendo eplícito el grado de dominio o desempeño que debe adquirir el alumno y contienen en su formulación el criterio con el que van a ser evaluadas. Los resultados de aprendizaje evidencian aquello que el alumno será capaz de demostrar al finalizar la asignatura o materia y reflejan, asimismo, el grado de adquisición de la competencia o conjunto de competencias.

R-2 Students will be able to read tets written in English related to the business world and understand in a satisfactory manner 1,2,3,4,10,11,12, 13,14,15,17,18,19 R-3 Students will be able to write simple documents in English, using mechanisms of coherence and cohesion at an intermediate level 1,2,3,4,5,10,11,17,18 R- 4 Students will be able to understand a conversation, radio program, etc., in English on business subjects, at an intermediate level and answer questions about them. 1,2,3,4.9,10,13, 14,15,17,18,19 R- 5 Students will be able to communicate information and ideas on both abstract and concrete topics, making a minimum of errors which do not impede their understanding by the listener. 1,2,3,4,5,9,10,12,17 R-6 Students will be able to defend arguments and negotiate with his/her classmates in order to reach a conclusion 2, 3,4,5,6,7,8,9,10,11 R-7 Students will be able to work in teams through oral or written eercises in which they must make a final decision. R-8 Students will be able to have a multicultural vision by learning from other traditions and cultures, for which English is the common communication tool. 2,3,4,5,6,7,8,9,10,12,13,14 3,4,5,6,7,8,9,10, 11,12,13,16,19 IN CLASSROOM EDUCATIONAL ACTIVITIES ACTIVITY Teaching-Learning Methodology Relationship with Learning Outcomes ECTS 5 ON-CAMPUS CLASS Teacher presentation of contents, analysis of competences, eplanation and in-class display of skills, abilities and knowledge. R1, R2, R3, R4 0.8 ECTS credits PRACTICAL CLASSES Group work sessions supervised by the professor. Case studies, diagnostic tests, problems, field work, computer room, visits, data search, libraries, on-line, Internet, etc. Meaningful construction of knowledge through interaction and student.r1, R2, R3, R4,R5, R6, R7, R8 1.4 ECTS 5

activity. GROUP PRESENTATION OF PAPERS Application of multidisciplinary knowledge R2, R3, R4, R5, R6, R7, R8 0.04 ECTS TUTORIALS Personalized and small group attention. Period of instruction and/or orientation carried out by a tutor to review and discuss materials and topics presented in classes, seminars, readings, papers, etc. R1, R2, R3, R4, R5, R6, R7, R8 0.08 ECTS ASSESSMENT Set of oral and/or written tests used in initial, formative or additive assessment of the student R1, R2, R3, R4, R5, R6, R7, R8 0.08 ECTS Total (2.4*) INDEPENDENT WORK ACTIVITIES ACTIVITY GROUP WORK Teaching-Learning Methodology Group preparation of readings, essays, problem solving, seminars, papers, reports, etc. to be presented or submitted in theoretical lectures, practical and/or small-group tutoring sessions. Work done on the university e-learning platform ( www.plataforma.ucv.es ) Relationship of the Course with Learning Outcomes ECTS R5- R6-R7-R8 0.8 ECTS INDEPENDENT WORK Student study: Group Individual preparation of readings, essays, problem solving, seminars, papers, reports, etc. to be presented or submitted in theoretical lectures, practical and/or small-group tutoring sessions. R1, R2, R3, R4, R5, R6, R7, R8 2.8 ECTS Work done on the university e-learning platform ( www.plataforma.ucv.es )

Total (3.6*) SYSTEM FOR ASSESSING THE ACQUISITION OF THE COMPETENCES AND ASSESSMENT SYSTEM (for those students who attend the classes regularly) The evaluation system of the qualifications in the frame of the EEES is the continuous assessment. In the continuous assessment, attendance to class is compulsory and its evaluation, in the process of continuous assessment of the subject, will be established by the teacher in every subject. Assessment Tool 6 LEARNING OUTCOMES ASSESSED Allocated Percentage Written test (compulsory for the final mark of the subject) consisting on the following parts: English in Use, Reading Writing y Listening R1-R2-R3-R4 60% Oral test R1-R2-R3-R4-R5-R6-R7-R8 20% Papers and essays put forward by the teacher and handed in before deadline (written portfolio, presentations, etc) R1-R2-R3-R4 R7 R8; 20% 1 MENTION OF DISTINCTION: The mention of Distinction will be awarded to students who have achieved a score equal to or greater than 9.0. The number of Distinctions granted will not eceed 5% of students enrolled in a subject in the corresponding academic year unless enrollment is under 20, in which case only one Distinction may be granted. (Royal Decree 1125/2003). DEVELOPMENT OF THE SUBJECT IN SECOND AND SUBSEQUENT ENROLLMENTS: There will be a special group for students who are not enrolling for the first time if they eceed the occupancy limit of the classroom and a teacher is assigned to that group. The professor in charge of this group will conduct 4 follow-up sessions and tutoring for 2 hours each. Assessment of skills and abilities will be done through the scheduled practice sessions In each session the subject will be developed so as to reinforce the work on the skills that each student needs to pass the course. Assessment of content and skills will be made during the eamination set in the official calendar for this course.

DEVELOPMENT OF THE SUBJECT IN SECOND AND SUBSEQUENT ENROLLMENTS: SYSTEM FOR ASSESSING THE ACQUISITION OF THE COMPETENCES AND ASSESSMENT SYSTEM The model of final eam will be based in the BEC Vantage, by the University of Cambridge Percentage of FINAL MARK Practical writing/writing Porfolio: set of written documents put forward during the different units in the coursebook Final written test: Listening comprehension 20% 15% Final written test: Writing. 15% Final Written test: English in use: gap filling, vocabulary, register cloze, open cloze, etc. 15% Final test: Reading comprehension 15% Oral test: : mini-presentation 20% * NOTES: ASSESSMENT METHODS: This is a special model of training based on outcomes, i.e. student performance. Since Otter (1995)'s work, learning outcomes are used as the center to plan the curriculum, using a system that allows assessing learning outcomes. METHODS FOR ASSESSMENT of teaching and learning will be: Open-ended questions: written eam which primarily assesses theoretical knowledge and the student's ability to relate, integrate, and epress knowledge coherently in written language. Multiple-choice tests: multiple-choice tests with one of five possible correct answers. They provide a deeper understanding of the contents learned by the student and prepares him or her to deal with this assessment model for the entrance eamination for the specialty (MIR). Oral test: oral eamination in which the student answers questions the teacher asks him or her, eplaining verbally the knowledge he or she has acquired and allowing interaction with the teacher. Presentation: The student presents orally, with or without support of audiovisual media, on a topic or task assigned by the teacher. This is the assessment method for the End-of-degree Project. At the end of the presentation, the teacher or the audience can ask questions. Practice: Written test in which the student has to solve practical eercises, clinical cases or problems about knowledge of different subjects. Papers: Individually or in groups, students craft a document reviewing or conducting research on a topic and submit it in writing to be assessed by the teacher. Class participation: The teacher assesses participation, involvement and progress in student acquisition of knowledge and skills during lectures and practice sessions. It will never eceed 5% of the final mark. Simulations, OSCEs: Through simulations, students will role-play situations similar to those in real life under standard conditions, which will allow the teacher to analyze the student's clinical skills in specific situations. Computer simulations or standardized fake patients or robots are used. The test known as OSCE (Objective Structured Clinical Eamination) or Objective Structured Clinical Evaluation can be used. (OSCE). The OSCE entails student rotation around a circuit of sequential stations where they are asked to apply a variety of different skills and techniques. Practical eamination: The student faces a test where they must demonstrate the acquisition of specific knowledge by means of its practical application. For eample, histological or anatomopathological diagnoses, interpretation of images or diagnostic tests...

All these methods of assessment of teaching and learning allow us to evaluate all the specific competences specific to the degree in Medicine, Dentistry, Physiotherapy and Podiatry with no major differences between and among modalities. LEARNING TEMPORAL SEQUENCING : CONTENIDO/TEACHING UNIT # OF MEETINGS Working life. Gerunds and infinitives. Revising your CV 1 2 (4 hours) 2 Growing the company. Revision of past tenses. Writing a press release 3 Communication at work. Revision of verb patterns. Dealing with formal and informal pieces of written communication 4 The art of selling. Tenses and time phrases. Transitive and intransitive verbs. Writing a sales report 5 Money and finance. Epressing comparison. Vocabulary for finance 6 Purchasing power. Relative and participal clauses. Ordering events: tense practice. Writing a letter of complaint 7 Managing people. Epressing purpose with Grammar. Idioms. Writing a report on employee training 8 Being responsible. Vocabulary for environmental problems. The use of prepositions with statistics. Revision of gerunds and infinitives. Writing about graphs and charts 9 Innovation. Revision of would. Idioms (2). Writing a letter in response to a request 10 Travel and entertainment. Revision of future forms. Writing a proposal for a corporate event 11 The economy. Revision of conditionals. Writing a delicate letter 12 Crossing cultures. Vocabulary for globalization. Grammar: speculation. Writing a market profile report

PCA-27-F-01 Ed.00 COURSE BOOK Dummet, Paul, and Benn, Colin. (2008): Success with BEC Higher. Student s Book. Summertown Publishing. Grammar Books RECOMMENDED BIBLIOGRAPHY o Murphy, R. (1995) English Grammar in Use. With Key. Cambridge: Cambridge University Press. Vocabulary boooks o Emmerson, P. (2009). Business Vocabulary Builder. Intermediate to Upper- Intermediate. Oford: Macmillan. o Mascull, B. (2002) Business Vocabulary in Use. Cambridge: Cambridge University Press o Robbins, S. (2004) Business Vocabulary in Practice. HarperCollins Publishers. Business Correspondence o ASHLEY, A. (1996) A Correspondence workbook. Oford: Oford University Press o LOUGHEED, L. (2003) Business Correspondence. A guide to everyday writing. Longman. o EMMERSON, P. (2004). Email English. McMillan Publishing BEc Vantage Practice and past papers o Allsop, J. & Aspinall, T. ((2004). BEC Vantage Testbuilder with Audio CD. Oford: MacMillan. o BEC Vantage. Official Eamination Papers from University of Cambridge ESOL Eaminations. Past Papers Cambridge: Cambridge University Press. o Whitehead, R. & Black, M. (2003). Pass Cambridge BEC Vantage. Self-study Practice Keys with Key. Oford: Summertown Publishing. o Wood, I.; Sanderson, P. & Williams, A. (2001). Pass Cambridge BEC Vantage. Updated for the revised eam. Oford: Summertown Publishing. Dictionaries: Macmillan English Dictionary for Advanced Learners (2002).

Guía Docente PCA-27-F-01 Ed.00 PCA-27-F-01 Ed.00 Universidad Católica de Valencia San Vicente Mártir

Guía Docente PCA-27-F-01 Ed.00 DEVELOPMENT OF THE SUBJECT IN SECOND AND SUBSEQUENT ENROLLMENTS: There will be a special group for second chance students, if the number of attendees eceeds the occupancy limit of the classroom and a teacher is assigned to that group. The professor in charge of this group will conduct 6 follow-up sessions and tutoring for 2 hours each. Assessment of skills and abilities will be done through the scheduled practice sessions. In each session, the subject will be developed so as to reinforce the work on the skills that each student needs to pass the course. Assessment of content and skills will be made during the eamination set in the official calendar for this course. The schedule for these sessions will be published on the Plataforma at the beginning of the course. Session 1: Module I: Session 2: Module 2: Session 3. Module 3: Session 4: Module 4. Session 5: Module 5. Session 6: Module 6. Session 7: Module 7. Session 8: Module 8. offering services. Letters of complaint. Session 9. Module 9. Universidad Católica de Valencia San Vicente Mártir

Guía Docente PCA-27-F-01 Ed.00 Session 10. Module 10. Universidad Católica de Valencia San Vicente Mártir