I. Communication (50%) Course Details
Unit I: The course is organized around nine broad communicative themes: LH24
- Opening and closing
- Non-verbal communication
- Exchanging information
- Social interaction
- Conversation strategies
- Expressing feelings
- Case study
- Active Grammar
Students should be encouraged to try out a broad range of hands-on communication activities. Some of the Major features of the course include:
- Language focus, dealing with a major area of grammar
- A section on various areas of grammar and exercises to practice them
- Interaction with pair work and information gap activities
- Listening comprehension tasks
Viney, Peter, and Karen Viney, Handshake: A course in communication Student's Book. Oxford: OUP, 1996.
Oxford Advanced Learner's Dictionary of Current English. Eighth Edition. Oxford: OUP, 2010. Viney, Peter, and Karen Viney. Handshake: A course in communication. Work book. Oxford: OUP,
Viney, Peter, and Karen Viney. Handshake: A course in communication. Teacher's Book. Oxford: OUP, 1996.
II. Business Composition (50%) The Course
The course concentrates on presenting the skills students need when they write in English in business
situations. To listen, speak, read, or write, knowledge of English vocabulary and grammar is needed; but these aspects of language are not specific to business communication.
The main objectives of the course are to enable students to
- put ideas in order
- group ideas into paragraphs
- write apt introduction and conclusion
- show relationship between ideas
- present attitude clearly
- edit out irrelevant materials
- punctuate correctly
Unit I: With an eye to the kinds of writing students in business are mostly in need of doing, the contents of the course are listed below LH24
- Informal letters
- Formal letters
- Brochures and guides
- Writing a story
- Business letters and memos
Coe, Norman, Robin Rycroft, and Pauline Ernest. Writing Skills: A Problem-Solving Approach.
Cambridge: CUP, 1983.
Suggested Teaching Method
Students learn a lot by working together in groups to solve a problem or make a decision. Learners should share their knowledge, compare their opinions, and discuss their ideas in small groups. The instructions for each exercise in both the textbooks include suggestions about ways of working with the material, and the teachers can adopt or adapt those suggestions according to their own ideas and circumstances. A number of ideas for teaching are also given in the teacher's manual. Students will be evaluated in terms of the skills presented in the books.