Study Guide

Objective

- The students can describe their own education both orally and in writing.
- The students are familiar with the job application process and the related vocabulary.
- The students can communicate politely and professionally both on the phone and when writing emails.
- The students are familiar with the vocabulary related to meetings and negotiations.
- The students are able to give presentations on field related topics.
- The students can read texts from their field of education and are able to use related vocabulary both orally and in writing
- The students can describe field related products, their use and features

Content

- effective communication
- customer contacts
- presentations
- field-related terminology
- education and work
- meetings and negotiations
- product description

Materials

- Isaacs, Pesso, Rasimus, Rönkä: Engineer Your English. Edita. Latest edition or the electronic version.
- Other material provided in Moodle.

Teaching methods

Classroom teaching: oral and written exercices and task by working individually, in pairs and in small groups.

Completion alternatives

Competence test

Student workload

Classroom teaching and independent studying all in all 81 work hours.

Further information

Upper secondary school Eglish studies or corresponding skills as a starting point for the course.
Attendance in lessons required.

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

1
Comprehensibility
Expressing thoughts by separate comprehensible sentences which do not always form a logical whole. Incoherence, insufficiency and/or defectiveness of the text disturb.
Vocabulary
Satisfactorily using the basic vocabulary of the field of expertise and occupational environment although often only with verbal aids. Usually communicating in a comprehensible manner although defects and ambiguity occur.
Structures
Satisfactorily using structures and using basic structures rather well although the influence of other languages may be clearly detectable. Despite mistakes, message is conveyed.
Speech
Giving a short, simple, and rehearsed presentation. Usually pronouncing in a comprehensible manner despite errors.


2
Comprehensibility
Text is predominantly clear, coherent, and stylistically proper, although it does not meet in all respects the demands of the communication situation.
Vocabulary
Satisfactorily using the basic vocabulary of the field of expertise and occupational environment although often only with verbal aids. Lapses do not disturb understanding.
Structures
Command of grammatical structures relatively good. Lapses do not cause misunderstandings.
Speech
Speaking in a consistent manner – frequent pauses or corrections may occur. Pronouncing in a comprehensible manner although with a clear foreign accent.

Assessment criteria, good (3)

3
Comprehensibility
Text is predominantly clear, coherent, and stylistically proper with systematic development of argument.
Vocabulary
Using wide field specific vocabulary, but inaccuracy may occur in the choice of words. Paraphrasing so that it helps deliver the message.
Structures
Usually using structures properly although lapses may occur in sentence structures, but this usually does not cause misunderstanding.
Speech
Describing various subjects in his/her own words in an uninterrupted, detailed, and clear manner although with some occasional hesitation. Pronouncing in a clear and natural manner.

4
Comprehensibility
Text is clear, precise, and well structured. Various professional topics are handled fluently. The used style has been chosen according to the communication situation and recipient.
Vocabulary
Skillfully using a wide range of vocabulary in relation to the field of expertise and occupational environment
using idiomatic expressions or finding alternative expressions although small occasional lapses in vocabulary may occur.
Structures
Skillfully using varied structures although occasional lapses occur in more demanding structures.
Speech
Expressing oneself in a rather effortless manner using appropriate verbal expressions. Pronouncing in a very rich and natural manner using natural and varying rhythm and stress to indicate different shades of meaning.

Assessment criteria, excellent (5)

Comprehensibility:
Text is very clear, precise, and well structured. Various and demanding professional topics are handled fluently. The used style has been chosen according to the communication situation and recipient.
Vocabulary:
Text is written using a very wide range of vocabulary in relation to the field of expertise and occupational environment. Idiomatic expressions are used correctly and effortlessly.
Structures:
Varied structures are used very well and precisely.
Speech:
Thoughts are expressed spontaneously, very fluently and precisely. Pronouncing is very fluent and natural. Natural and varying intonation and stress are used to indicate different shades of meaning.

Assessment methods and criteria

Written exam 50% and oral presentation 50%. Active participation in lessons.

Qualifications

- English studies at an upper secondary school or corresponding knowledge gained otherwise.

Objective

- The students can describe their own education both orally and in writing.
- The students are familiar with the job application process and the related vocabulary.
- The students can communicate politely and professionally both on the phone and when writing emails.
- The students are familiar with the vocabulary related to meetings and negotiations.
- The students are able to give presentations on field related topics.
- The students can read texts from their field of education and are able to use related vocabulary both orally and in writing
- The students can describe field related products, their use and features

Content

- effective communication
- customer contacts
- presentations
- field-related terminology
- education and work
- meetings and negotiations
- product description

Materials

- Isaacs, Pesso, Rasimus, Rönkä: Engineer Your English. Edita. Latest edition or the electronic version.
- Other material provided in Moodle.

Teaching methods

Classroom teaching: oral and written exercices and task by working individually, in pairs and in small groups.

Exam schedules

Exam during the last lessons of the course.

Completion alternatives

Competence test

Student workload

Classroom teaching and independent studying all in all 81 work hours.

Further information

Upper secondary school Eglish studies or corresponding skills as a starting point for the course.
Attendance in classroom teaching required.

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

1
Comprehensibility
Expressing thoughts by separate comprehensible sentences which do not always form a logical whole. Incoherence, insufficiency and/or defectiveness of the text disturb.
Vocabulary
Satisfactorily using the basic vocabulary of the field of expertise and occupational environment although often only with verbal aids. Usually communicating in a comprehensible manner although defects and ambiguity occur.
Structures
Satisfactorily using structures and using basic structures rather well although the influence of other languages may be clearly detectable. Despite mistakes, message is conveyed.
Speech
Giving a short, simple, and rehearsed presentation. Usually pronouncing in a comprehensible manner despite errors.


2
Comprehensibility
Text is predominantly clear, coherent, and stylistically proper, although it does not meet in all respects the demands of the communication situation.
Vocabulary
Satisfactorily using the basic vocabulary of the field of expertise and occupational environment although often only with verbal aids. Lapses do not disturb understanding.
Structures
Command of grammatical structures relatively good. Lapses do not cause misunderstandings.
Speech
Speaking in a consistent manner – frequent pauses or corrections may occur. Pronouncing in a comprehensible manner although with a clear foreign accent.

Assessment criteria, good (3)

3
Comprehensibility
Text is predominantly clear, coherent, and stylistically proper with systematic development of argument.
Vocabulary
Using wide field specific vocabulary, but inaccuracy may occur in the choice of words. Paraphrasing so that it helps deliver the message.
Structures
Usually using structures properly although lapses may occur in sentence structures, but this usually does not cause misunderstanding.
Speech
Describing various subjects in his/her own words in an uninterrupted, detailed, and clear manner although with some occasional hesitation. Pronouncing in a clear and natural manner.

4
Comprehensibility
Text is clear, precise, and well structured. Various professional topics are handled fluently. The used style has been chosen according to the communication situation and recipient.
Vocabulary
Skillfully using a wide range of vocabulary in relation to the field of expertise and occupational environment
using idiomatic expressions or finding alternative expressions although small occasional lapses in vocabulary may occur.
Structures
Skillfully using varied structures although occasional lapses occur in more demanding structures.
Speech
Expressing oneself in a rather effortless manner using appropriate verbal expressions. Pronouncing in a very rich and natural manner using natural and varying rhythm and stress to indicate different shades of meaning.

Assessment criteria, excellent (5)

Comprehensibility:
Text is very clear, precise, and well structured. Various and demanding professional topics are handled fluently. The used style has been chosen according to the communication situation and recipient.
Vocabulary:
Text is written using a very wide range of vocabulary in relation to the field of expertise and occupational environment. Idiomatic expressions are used correctly and effortlessly.
Structures:
Varied structures are used very well and precisely.
Speech:
Thoughts are expressed spontaneously, very fluently and precisely. Pronouncing is very fluent and natural. Natural and varying intonation and stress are used to indicate different shades of meaning.

Assessment methods and criteria

Written exam, oral presentation and active participation in classroom teaching.

Qualifications

- English studies at an upper secondary school or corresponding knowledge gained otherwise.