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 recognize the different levels of formality and are able to use formal style in professional communication.
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 know the most central vocabulary of their field of education and are able to use it both orally and in writing

Content

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

Materials

Isaacs, Palmroth, Rasimus, Rönkä: Engineer Your English. Edita. 2014 or a later edition.
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 will be taken during the last lessons of the course. A failed exam can be retaken twice within a year after the course has ended.

Completion alternatives

Competence test

Student workload

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

Further information

As a starting point: upper secondary school studies, or corresponding level in English language.
Attendance in classroom teaching required.

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

There are lots of major errors in the student's written expression and problems with the fluency of text. Their text is simple but coherent and intelligible. There are lots of mistakes and mispronunciations in the student's oral expression and the pronunciation differs from that of the target language. Despite the problems, the message is mainly intelligible. If the text is read directly from written notes or slides, the maximum grade is 1 to 2. The students masters the basic vocabulary and key grammatical structures in a limited way.

Assessment criteria, good (3)

There are some minor errors in the student's written expression, but the message is still conveyed without problems. Their text is fluent and consistent, as well as written using basic structures correctly. There are some mispronunciations and grammatical errors and in the student's oral expression, but they do not disturb the conveying of the message. Good, fluent basic language skills, presented relatively spontaneously, yet based to some extent on notes. Hesitation slows down the student's speech. The students masters the basic vocabulary and field-specific vocabulary quite well. The student uses key grammatical structures quite faultlessly.

Assessment criteria, excellent (5)

The student's written expression is faultless, very fluent, and the student pays attention to stylistic matters required by professional-life communication situations. They also use complex syntactic structures in their text. There are no mistakes in oral expression; the student's pronunciation is authentic and their speed of speech is appropriate. Overall, their speech is spontaneous, fluent narration, which the listener can easily follow. The student reacts in an adequate way in interactive situations. The students masters a large vocabulary and uses grammatical structures fluently and in a varied way.

Assessment methods and criteria

Written exam, oral presentation and active participation in the lessons.

Further information

Prerequisite: 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 recognize the different levels of formality and are able to use formal style in professional communication.
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 know the most central vocabulary of their field of education and are able to use it both orally and in writing

Content

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

Materials

Isaacs, Palmroth, Rasimus, Rönkä: Engineer Your English. Edita. 2014 or a later edition.
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 will be taken during the last lessons of the course. A failed exam can be retaken twice within a year after the course has ended.

Student workload

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

Further information

As a starting point: upper secondary school studies, or corresponding level in English language.

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

There are lots of major errors in the student's written expression and problems with the fluency of text. Their text is simple but coherent and intelligible. There are lots of mistakes and mispronunciations in the student's oral expression and the pronunciation differs from that of the target language. Despite the problems, the message is mainly intelligible. If the text is read directly from written notes or slides, the maximum grade is 1 to 2. The students masters the basic vocabulary and key grammatical structures in a limited way.

Assessment criteria, good (3)

There are some minor errors in the student's written expression, but the message is still conveyed without problems. Their text is fluent and consistent, as well as written using basic structures correctly. There are some mispronunciations and grammatical errors and in the student's oral expression, but they do not disturb the conveying of the message. Good, fluent basic language skills, presented relatively spontaneously, yet based to some extent on notes. Hesitation slows down the student's speech. The students masters the basic vocabulary and field-specific vocabulary quite well. The student uses key grammatical structures quite faultlessly.

Assessment criteria, excellent (5)

The student's written expression is faultless, very fluent, and the student pays attention to stylistic matters required by professional-life communication situations. They also use complex syntactic structures in their text. There are no mistakes in oral expression; the student's pronunciation is authentic and their speed of speech is appropriate. Overall, their speech is spontaneous, fluent narration, which the listener can easily follow. The student reacts in an adequate way in interactive situations. The students masters a large vocabulary and uses grammatical structures fluently and in a varied way.

Assessment methods and criteria

Written exam, oral presentation and active participation in the lessons.

Further information

Prerequisite: 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 recognize the different levels of formality and are able to use formal style in professional communication.
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 know the most central vocabulary of their field of education and are able to use it both orally and in writing

Content

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

Materials

Isaacs, Palmroth, Rasimus, Rönkä: Engineer Your English. Edita. 2014 or a later edition.
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 will be taken during the last lessons of the course. A failed exam can be retaken twice within a year after the course has ended.

Completion alternatives

Competence test

Student workload

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

Further information

As a starting point: upper secondary school studies, or corresponding level in English language.
Attendance in classroom teaching required.

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

There are lots of major errors in the student's written expression and problems with the fluency of text. Their text is simple but coherent and intelligible. There are lots of mistakes and mispronunciations in the student's oral expression and the pronunciation differs from that of the target language. Despite the problems, the message is mainly intelligible. If the text is read directly from written notes or slides, the maximum grade is 1 to 2. The students masters the basic vocabulary and key grammatical structures in a limited way.

Assessment criteria, good (3)

There are some minor errors in the student's written expression, but the message is still conveyed without problems. Their text is fluent and consistent, as well as written using basic structures correctly. There are some mispronunciations and grammatical errors and in the student's oral expression, but they do not disturb the conveying of the message. Good, fluent basic language skills, presented relatively spontaneously, yet based to some extent on notes. Hesitation slows down the student's speech. The students masters the basic vocabulary and field-specific vocabulary quite well. The student uses key grammatical structures quite faultlessly.

Assessment criteria, excellent (5)

The student's written expression is faultless, very fluent, and the student pays attention to stylistic matters required by professional-life communication situations. They also use complex syntactic structures in their text. There are no mistakes in oral expression; the student's pronunciation is authentic and their speed of speech is appropriate. Overall, their speech is spontaneous, fluent narration, which the listener can easily follow. The student reacts in an adequate way in interactive situations. The students masters a large vocabulary and uses grammatical structures fluently and in a varied way.

Assessment methods and criteria

Written exam, oral presentation and active participation in the lessons.

Further information

Prerequisite: 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 recognize the different levels of formality and are able to use formal style in professional communication.
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 know the most central vocabulary of their field of education and are able to use it both orally and in writing

Content

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

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

There are lots of major errors in the student's written expression and problems with the fluency of text. Their text is simple but coherent and intelligible. There are lots of mistakes and mispronunciations in the student's oral expression and the pronunciation differs from that of the target language. Despite the problems, the message is mainly intelligible. If the text is read directly from written notes or slides, the maximum grade is 1 to 2. The students masters the basic vocabulary and key grammatical structures in a limited way.

Assessment criteria, good (3)

There are some minor errors in the student's written expression, but the message is still conveyed without problems. Their text is fluent and consistent, as well as written using basic structures correctly. There are some mispronunciations and grammatical errors and in the student's oral expression, but they do not disturb the conveying of the message. Good, fluent basic language skills, presented relatively spontaneously, yet based to some extent on notes. Hesitation slows down the student's speech. The students masters the basic vocabulary and field-specific vocabulary quite well. The student uses key grammatical structures quite faultlessly.

Assessment criteria, excellent (5)

The student's written expression is faultless, very fluent, and the student pays attention to stylistic matters required by professional-life communication situations. They also use complex syntactic structures in their text. There are no mistakes in oral expression; the student's pronunciation is authentic and their speed of speech is appropriate. Overall, their speech is spontaneous, fluent narration, which the listener can easily follow. The student reacts in an adequate way in interactive situations. The students masters a large vocabulary and uses grammatical structures fluently and in a varied way.

Further information

Prerequisite: 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 recognize the different levels of formality and are able to use formal style in professional communication.
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 know the most central vocabulary of their field of education and are able to use it both orally and in writing

Content

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

Materials

Isaacs, Palmroth, Rasimus, Rönkä: Engineer Your English. Edita. 2014 or a later edition.
- Other material as indicated by the teacher

Teaching methods

Contact lessons and independent studying.

Exam schedules

Exam will be taken during the last lessons of the course. A failed exam can be retaken twice within a year after the course has ended.

Student workload

28h contact lessons and 53h independent studying.

Further information

As a starting point: upper secondary school studies, or corresponding level in English language.

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

There are lots of major errors in the student's written expression and problems with the fluency of text. Their text is simple but coherent and intelligible. There are lots of mistakes and mispronunciations in the student's oral expression and the pronunciation differs from that of the target language. Despite the problems, the message is mainly intelligible. If the text is read directly from written notes or slides, the maximum grade is 1 to 2. The students masters the basic vocabulary and key grammatical structures in a limited way.

Assessment criteria, good (3)

There are some minor errors in the student's written expression, but the message is still conveyed without problems. Their text is fluent and consistent, as well as written using basic structures correctly. There are some mispronunciations and grammatical errors and in the student's oral expression, but they do not disturb the conveying of the message. Good, fluent basic language skills, presented relatively spontaneously, yet based to some extent on notes. Hesitation slows down the student's speech. The students masters the basic vocabulary and field-specific vocabulary quite well. The student uses key grammatical structures quite faultlessly.

Assessment criteria, excellent (5)

The student's written expression is faultless, very fluent, and the student pays attention to stylistic matters required by professional-life communication situations. They also use complex syntactic structures in their text. There are no mistakes in oral expression; the student's pronunciation is authentic and their speed of speech is appropriate. Overall, their speech is spontaneous, fluent narration, which the listener can easily follow. The student reacts in an adequate way in interactive situations. The students masters a large vocabulary and uses grammatical structures fluently and in a varied way.

Assessment methods and criteria

Written exam, oral presentation and active participation in the lessons.

Assessment criteria, satisfactory (1)

So many serious mistakes in the written text that the reader does not understand the message, and /or the content of the text is not in compliance with the task.

The content of the presentation is not in compliance with the task and/or the student is not able to present the chosen topic understandably. Serious problems with grammar and pronunciation prevent the understanding of the message.

Absences more than 50% of the lessons.
Student has not turned in all the required tasks.

Assessment criteria, good (3)

There are lots of major errors in the student's written expression and problems with the fluency of text. Their text is simple but coherent and intelligible.
There are lots of mistakes and mispronunciations in the student's oral expression and the pronunciation differs from that of the target language. Despite the problems, the message is mainly intelligible. If the text is read directly from written notes or slides, the maximum grade is 1 to 2.
The students masters the basic vocabulary and key grammatical structures in a limited way.

Assessment criteria, excellent (5)

There are some minor errors in the student's written expression, but the message is still conveyed without problems. Their text is fluent and consistent, as well as written using basic structures correctly.
There are some mispronunciations and grammatical errors and in the student's oral expression, but they do not disturb the conveying of the message. Good, fluent basic language skills, presented relatively spontaneously, yet based to some extent on notes. Hesitation slows down the student's speech.
The students masters the basic vocabulary and field-specific vocabulary quite well. The student uses key grammatical structures quite faultlessly.

Assessment criteria, approved/failed

The student's written expression is faultless, very fluent, and the student pays attention to stylistic matters required by professional-life communication situations. They also use complex syntactic structures in their text.
There are no mistakes in oral expression; the student's pronunciation is authentic and their speed of speech is appropriate. Overall, their speech is spontaneous, fluent narration, which the listener can easily follow. The student reacts in an adequate way in interactive situations.
The students masters a large vocabulary and uses grammatical structures fluently and in a varied way.

Further information

Prerequisite: 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 recognize the different levels of formality and are able to use formal style in professional communication.
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 know the most central vocabulary of their field of education and are able to use it both orally and in writing

Content

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

Materials

Isaacs, Palmroth, Rasimus, Rönkä: Engineer Your English. Edita. 2014 or a later edition.
- Other material as indicated by the teacher

Teaching methods

Contact lessons and independent studying.

Exam schedules

Exam will be taken during the last lessons of the course. A failed exam can be retaken twice within a year after the course has ended.

Student workload

28h contact lessons and 53h independent studying.

Further information

As a starting point: upper secondary school studies, or corresponding level in English language.

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

There are lots of major errors in the student's written expression and problems with the fluency of text. Their text is simple but coherent and intelligible. There are lots of mistakes and mispronunciations in the student's oral expression and the pronunciation differs from that of the target language. Despite the problems, the message is mainly intelligible. If the text is read directly from written notes or slides, the maximum grade is 1 to 2. The students masters the basic vocabulary and key grammatical structures in a limited way.

Assessment criteria, good (3)

There are some minor errors in the student's written expression, but the message is still conveyed without problems. Their text is fluent and consistent, as well as written using basic structures correctly. There are some mispronunciations and grammatical errors and in the student's oral expression, but they do not disturb the conveying of the message. Good, fluent basic language skills, presented relatively spontaneously, yet based to some extent on notes. Hesitation slows down the student's speech. The students masters the basic vocabulary and field-specific vocabulary quite well. The student uses key grammatical structures quite faultlessly.

Assessment criteria, excellent (5)

The student's written expression is faultless, very fluent, and the student pays attention to stylistic matters required by professional-life communication situations. They also use complex syntactic structures in their text. There are no mistakes in oral expression; the student's pronunciation is authentic and their speed of speech is appropriate. Overall, their speech is spontaneous, fluent narration, which the listener can easily follow. The student reacts in an adequate way in interactive situations. The students masters a large vocabulary and uses grammatical structures fluently and in a varied way.

Assessment methods and criteria

Written exam, oral presentation and active participation in the lessons.

Assessment criteria, satisfactory (1)

So many serious mistakes in the written text that the reader does not understand the message, and /or the content of the text is not in compliance with the task.

The content of the presentation is not in compliance with the task and/or the student is not able to present the chosen topic understandably. Serious problems with grammar and pronunciation prevent the understanding of the message.

Absences more than 50% of the lessons.
Student has not turned in all the required tasks.

Assessment criteria, good (3)

There are lots of major errors in the student's written expression and problems with the fluency of text. Their text is simple but coherent and intelligible.
There are lots of mistakes and mispronunciations in the student's oral expression and the pronunciation differs from that of the target language. Despite the problems, the message is mainly intelligible. If the text is read directly from written notes or slides, the maximum grade is 1 to 2.
The students masters the basic vocabulary and key grammatical structures in a limited way.

Assessment criteria, excellent (5)

There are some minor errors in the student's written expression, but the message is still conveyed without problems. Their text is fluent and consistent, as well as written using basic structures correctly.
There are some mispronunciations and grammatical errors and in the student's oral expression, but they do not disturb the conveying of the message. Good, fluent basic language skills, presented relatively spontaneously, yet based to some extent on notes. Hesitation slows down the student's speech.
The students masters the basic vocabulary and field-specific vocabulary quite well. The student uses key grammatical structures quite faultlessly.

Assessment criteria, approved/failed

The student's written expression is faultless, very fluent, and the student pays attention to stylistic matters required by professional-life communication situations. They also use complex syntactic structures in their text.
There are no mistakes in oral expression; the student's pronunciation is authentic and their speed of speech is appropriate. Overall, their speech is spontaneous, fluent narration, which the listener can easily follow. The student reacts in an adequate way in interactive situations.
The students masters a large vocabulary and uses grammatical structures fluently and in a varied way.

Further information

Prerequisite: 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 recognize the different levels of formality and are able to use formal style in professional communication.
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 know the most central vocabulary of their field of education and are able to use it both orally and in writing

Content

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

Materials

Isaacs - Pesso - Rasimus - Rönkä: Engineer Your English. Edita. Latest edition

Teaching methods

Lectures and independent tasks

Student workload

Lectures 28 h and independent tasks

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

There are lots of major errors in the student's written expression and problems with the fluency of text. Their text is simple but coherent and intelligible. There are lots of mistakes and mispronunciations in the student's oral expression and the pronunciation differs from that of the target language. Despite the problems, the message is mainly intelligible. If the text is read directly from written notes or slides, the maximum grade is 1 to 2. The students masters the basic vocabulary and key grammatical structures in a limited way.

Assessment criteria, good (3)

There are some minor errors in the student's written expression, but the message is still conveyed without problems. Their text is fluent and consistent, as well as written using basic structures correctly. There are some mispronunciations and grammatical errors and in the student's oral expression, but they do not disturb the conveying of the message. Good, fluent basic language skills, presented relatively spontaneously, yet based to some extent on notes. Hesitation slows down the student's speech. The students masters the basic vocabulary and field-specific vocabulary quite well. The student uses key grammatical structures quite faultlessly.

Assessment criteria, excellent (5)

The student's written expression is faultless, very fluent, and the student pays attention to stylistic matters required by professional-life communication situations. They also use complex syntactic structures in their text. There are no mistakes in oral expression; the student's pronunciation is authentic and their speed of speech is appropriate. Overall, their speech is spontaneous, fluent narration, which the listener can easily follow. The student reacts in an adequate way in interactive situations. The students masters a large vocabulary and uses grammatical structures fluently and in a varied way.

Assessment methods and criteria

Oral and written exam at the end of the course. Attendance 80%.

Further information

Prerequisite: 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 recognize the different levels of formality and are able to use formal style in professional communication.
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 know the most central vocabulary of their field of education and are able to use it both orally and in writing

Content

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

Materials

Isaacs, Palmroth, Rasimus, Rönkä: Engineer Your English. Edita. 2014 or a later edition.
- Other material as indicated by the teacher

Teaching methods

Contact lessons and independent studying.

Exam schedules

Exam will be taken during the last lessons of the course. A failed exam can be retaken twice within a year after the course has ended.

Student workload

32h contact lessons and 49h independent studying.

Further information

As a starting point: upper secondary school studies, or corresponding level in English language.

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

There are lots of major errors in the student's written expression and problems with the fluency of text. Their text is simple but coherent and intelligible. There are lots of mistakes and mispronunciations in the student's oral expression and the pronunciation differs from that of the target language. Despite the problems, the message is mainly intelligible. If the text is read directly from written notes or slides, the maximum grade is 1 to 2. The students masters the basic vocabulary and key grammatical structures in a limited way.

Assessment criteria, good (3)

There are some minor errors in the student's written expression, but the message is still conveyed without problems. Their text is fluent and consistent, as well as written using basic structures correctly. There are some mispronunciations and grammatical errors and in the student's oral expression, but they do not disturb the conveying of the message. Good, fluent basic language skills, presented relatively spontaneously, yet based to some extent on notes. Hesitation slows down the student's speech. The students masters the basic vocabulary and field-specific vocabulary quite well. The student uses key grammatical structures quite faultlessly.

Assessment criteria, excellent (5)

The student's written expression is faultless, very fluent, and the student pays attention to stylistic matters required by professional-life communication situations. They also use complex syntactic structures in their text. There are no mistakes in oral expression; the student's pronunciation is authentic and their speed of speech is appropriate. Overall, their speech is spontaneous, fluent narration, which the listener can easily follow. The student reacts in an adequate way in interactive situations. The students masters a large vocabulary and uses grammatical structures fluently and in a varied way.

Assessment methods and criteria

Written exam, oral presentation and active participation in the lessons.

Assessment criteria, satisfactory (1)

So many serious mistakes in the written text that the reader does not understand the message, and /or the content of the text is not in compliance with the task.

The content of the presentation is not in compliance with the task and/or the student is not able to present the chosen topic understandably. Serious problems with grammar and pronunciation prevent the understanding of the message.

Absences more than 50% of the lessons.
Student has not turned in all the required tasks.

Assessment criteria, good (3)

There are lots of major errors in the student's written expression and problems with the fluency of text. Their text is simple but coherent and intelligible.
There are lots of mistakes and mispronunciations in the student's oral expression and the pronunciation differs from that of the target language. Despite the problems, the message is mainly intelligible. If the text is read directly from written notes or slides, the maximum grade is 1 to 2.
The students masters the basic vocabulary and key grammatical structures in a limited way.

Assessment criteria, excellent (5)

There are some minor errors in the student's written expression, but the message is still conveyed without problems. Their text is fluent and consistent, as well as written using basic structures correctly.
There are some mispronunciations and grammatical errors and in the student's oral expression, but they do not disturb the conveying of the message. Good, fluent basic language skills, presented relatively spontaneously, yet based to some extent on notes. Hesitation slows down the student's speech.
The students masters the basic vocabulary and field-specific vocabulary quite well. The student uses key grammatical structures quite faultlessly.

Assessment criteria, approved/failed

The student's written expression is faultless, very fluent, and the student pays attention to stylistic matters required by professional-life communication situations. They also use complex syntactic structures in their text.
There are no mistakes in oral expression; the student's pronunciation is authentic and their speed of speech is appropriate. Overall, their speech is spontaneous, fluent narration, which the listener can easily follow. The student reacts in an adequate way in interactive situations.
The students masters a large vocabulary and uses grammatical structures fluently and in a varied way.

Further information

Prerequisite: 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 recognize the different levels of formality and are able to use formal style in professional communication.
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 know the most central vocabulary of their field of education and are able to use it both orally and in writing

Content

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

Materials

Isaacs, Palmroth, Rasimus, Rönkä: Engineer Your English. Edita. 2014 or a later edition.
- Other material as indicated by the teacher

Teaching methods

Contact lessons and independent studying.

Exam schedules

Exam will be taken during the last lessons of the course. A failed exam can be retaken twice within a year after the course has ended.

Student workload

32h contact lessons and 49h independent studying.

Further information

As a starting point: upper secondary school studies, or corresponding level in English language.

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

There are lots of major errors in the student's written expression and problems with the fluency of text. Their text is simple but coherent and intelligible. There are lots of mistakes and mispronunciations in the student's oral expression and the pronunciation differs from that of the target language. Despite the problems, the message is mainly intelligible. If the text is read directly from written notes or slides, the maximum grade is 1 to 2. The students masters the basic vocabulary and key grammatical structures in a limited way.

Assessment criteria, good (3)

There are some minor errors in the student's written expression, but the message is still conveyed without problems. Their text is fluent and consistent, as well as written using basic structures correctly. There are some mispronunciations and grammatical errors and in the student's oral expression, but they do not disturb the conveying of the message. Good, fluent basic language skills, presented relatively spontaneously, yet based to some extent on notes. Hesitation slows down the student's speech. The students masters the basic vocabulary and field-specific vocabulary quite well. The student uses key grammatical structures quite faultlessly.

Assessment criteria, excellent (5)

The student's written expression is faultless, very fluent, and the student pays attention to stylistic matters required by professional-life communication situations. They also use complex syntactic structures in their text. There are no mistakes in oral expression; the student's pronunciation is authentic and their speed of speech is appropriate. Overall, their speech is spontaneous, fluent narration, which the listener can easily follow. The student reacts in an adequate way in interactive situations. The students masters a large vocabulary and uses grammatical structures fluently and in a varied way.

Assessment methods and criteria

Written exam, oral presentation and active participation in the lessons.

Assessment criteria, satisfactory (1)

So many serious mistakes in the written text that the reader does not understand the message, and /or the content of the text is not in compliance with the task.

The content of the presentation is not in compliance with the task and/or the student is not able to present the chosen topic understandably. Serious problems with grammar and pronunciation prevent the understanding of the message.

Absences more than 50% of the lessons.
Student has not turned in all the required tasks.

Assessment criteria, good (3)

There are lots of major errors in the student's written expression and problems with the fluency of text. Their text is simple but coherent and intelligible.
There are lots of mistakes and mispronunciations in the student's oral expression and the pronunciation differs from that of the target language. Despite the problems, the message is mainly intelligible. If the text is read directly from written notes or slides, the maximum grade is 1 to 2.
The students masters the basic vocabulary and key grammatical structures in a limited way.

Assessment criteria, excellent (5)

There are some minor errors in the student's written expression, but the message is still conveyed without problems. Their text is fluent and consistent, as well as written using basic structures correctly.
There are some mispronunciations and grammatical errors and in the student's oral expression, but they do not disturb the conveying of the message. Good, fluent basic language skills, presented relatively spontaneously, yet based to some extent on notes. Hesitation slows down the student's speech.
The students masters the basic vocabulary and field-specific vocabulary quite well. The student uses key grammatical structures quite faultlessly.

Assessment criteria, approved/failed

The student's written expression is faultless, very fluent, and the student pays attention to stylistic matters required by professional-life communication situations. They also use complex syntactic structures in their text.
There are no mistakes in oral expression; the student's pronunciation is authentic and their speed of speech is appropriate. Overall, their speech is spontaneous, fluent narration, which the listener can easily follow. The student reacts in an adequate way in interactive situations.
The students masters a large vocabulary and uses grammatical structures fluently and in a varied way.

Further information

Prerequisite: 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 recognize the different levels of formality and are able to use formal style in professional communication.
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 know the most central vocabulary of their field of education and are able to use it both orally and in writing

Content

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

Materials

Isaacs, Palmroth, Rasimus, Rönkä: Engineer Your English. Edita. 2014 or a later edition.
- Other material as indicated by the teacher

Teaching methods

Contact lessons and independent studying.

Exam schedules

Exam will be taken during the last lessons of the course. A failed exam can be retaken twice within a year after the course has ended.

Student workload

19h contact lessons and 62h independent studying.

Further information

As a starting point: upper secondary school studies, or corresponding level in English language.

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

There are lots of major errors in the student's written expression and problems with the fluency of text. Their text is simple but coherent and intelligible. There are lots of mistakes and mispronunciations in the student's oral expression and the pronunciation differs from that of the target language. Despite the problems, the message is mainly intelligible. If the text is read directly from written notes or slides, the maximum grade is 1 to 2. The students masters the basic vocabulary and key grammatical structures in a limited way.

Assessment criteria, good (3)

There are some minor errors in the student's written expression, but the message is still conveyed without problems. Their text is fluent and consistent, as well as written using basic structures correctly. There are some mispronunciations and grammatical errors and in the student's oral expression, but they do not disturb the conveying of the message. Good, fluent basic language skills, presented relatively spontaneously, yet based to some extent on notes. Hesitation slows down the student's speech. The students masters the basic vocabulary and field-specific vocabulary quite well. The student uses key grammatical structures quite faultlessly.

Assessment criteria, excellent (5)

The student's written expression is faultless, very fluent, and the student pays attention to stylistic matters required by professional-life communication situations. They also use complex syntactic structures in their text. There are no mistakes in oral expression; the student's pronunciation is authentic and their speed of speech is appropriate. Overall, their speech is spontaneous, fluent narration, which the listener can easily follow. The student reacts in an adequate way in interactive situations. The students masters a large vocabulary and uses grammatical structures fluently and in a varied way.

Assessment methods and criteria

Written exam, oral presentation and active participation in the lessons.

Assessment criteria, satisfactory (1)

So many serious mistakes in the written text that the reader does not understand the message, and /or the content of the text is not in compliance with the task.

The content of the presentation is not in compliance with the task and/or the student is not able to present the chosen topic understandably. Serious problems with grammar and pronunciation prevent the understanding of the message.

Absences more than 50% of the lessons.
Student has not turned in all the required tasks.

Assessment criteria, good (3)

There are lots of major errors in the student's written expression and problems with the fluency of text. Their text is simple but coherent and intelligible.
There are lots of mistakes and mispronunciations in the student's oral expression and the pronunciation differs from that of the target language. Despite the problems, the message is mainly intelligible. If the text is read directly from written notes or slides, the maximum grade is 1 to 2.
The students masters the basic vocabulary and key grammatical structures in a limited way.

Assessment criteria, excellent (5)

There are some minor errors in the student's written expression, but the message is still conveyed without problems. Their text is fluent and consistent, as well as written using basic structures correctly.
There are some mispronunciations and grammatical errors and in the student's oral expression, but they do not disturb the conveying of the message. Good, fluent basic language skills, presented relatively spontaneously, yet based to some extent on notes. Hesitation slows down the student's speech.
The students masters the basic vocabulary and field-specific vocabulary quite well. The student uses key grammatical structures quite faultlessly.

Assessment criteria, approved/failed

The student's written expression is faultless, very fluent, and the student pays attention to stylistic matters required by professional-life communication situations. They also use complex syntactic structures in their text.
There are no mistakes in oral expression; the student's pronunciation is authentic and their speed of speech is appropriate. Overall, their speech is spontaneous, fluent narration, which the listener can easily follow. The student reacts in an adequate way in interactive situations.
The students masters a large vocabulary and uses grammatical structures fluently and in a varied way.

Further information

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