Introduction to Forestry EnglishLaajuus (2 cr)
Code: MM10008
Credits
2 op
Teaching language
- Finnish
Responsible person
- Marita Suomalainen
Objective
You know the basic concepts of professional forestry and are able to use them in work related written and oral communication in an appropriate genre. You can develop your knowledge of forestry by means of English literature. You can give a presentation in English.
Content
Studying and learning skills, oral practice: studies and extra-curricular activities, small talk practice, email and other written communication, basic concepts of forestry: tree species, their properties and uses, forestry in Finland.
Enrollment
15.08.2023 - 30.09.2023
Timing
24.10.2023 - 15.12.2023
Number of ECTS credits allocated
2 op
Mode of delivery
Contact teaching
Campus
Wärtsilä Campus Karjalankatu 3
Teaching languages
- Finnish
- English
Seats
20 - 60
Degree programmes
- Degree Programme in Forestry
Teachers
- Liisa Sandvall
Teacher in charge
Liisa Sandvall
Groups
-
MMNS23Forestry Engineer, Full-time Studies, Fall, 2023
Objective
You know the basic concepts of professional forestry and are able to use them in work related written and oral communication in an appropriate genre. You can develop your knowledge of forestry by means of English literature. You can give a presentation in English.
Content
Studying and learning skills, oral practice: studies and extra-curricular activities, small talk practice, email and other written communication, basic concepts of forestry: tree species, their properties and uses, forestry in Finland.
Teaching methods
You know the basic concepts of professional forestry and are able to use them in work related written and oral communication. You can develop your knowledge of forestry by means of English literature. You can give a presentation in English.
Evaluation scale
H-5
Assessment methods and criteria
0= fail, 1= fair, 3= good, 5 = excellent
Assessment scale: 0-5
The performance is assessed at skills level B2 of English, in writing and speaking, adapted to the professional English courses of a university of applied sciences
(Common European Frame of Reference, CEFR).
Course assessment is based on written and spoken performance in assignments, activity in class and online, and possible exams or word tests.
Assessment criteria, fail (0)
Written performance is fail (0) if
- The competence does not meet the criteria for grade 1.
- The text is not the author's own but has been copied or produced by a translation machine.
Oral performance is fail if the competence does not meet the criteria for grade 1.
Assessment criteria, satisfactory (1-2)
Written communication
1: Developing written communicator (Satisfactory /Passed)
Writing:
The topic has been covered independently and in accordance with the assignment, but in a rather narrow and one-sided way.
The text is sometimes illogical and sentences are disjointed.
There is little attention to the reader and the situation (style and expressions).
The message is conveyed, although linguistic expressions are simple and errors occur .
Satisfactory finishing of the text (proofreading, layout, titling, references where appropriate).
Good ability to make use of aids to support writing (dictionaries, proofreading).
Reading: understands the main points of the text in the field. Can use reading strategies and search for academic texts satisfactorily. Finds the main points of a text, understands its purpose and can decide whether it is appropriate for the task in hand. Can use English texts satisfactorily in their own studies.
Oral communication 1: The developing oral communicator
Can communicate and cope independently in most common situations, including work-related situations, and has a command of the basic vocabulary required in these situations.
Gives a prepared and comprehensible presentation on a professional topic of interest, even if the speech may be unstructured and illogical. They can use self-prepared materials to support his/her speech.
Can participate meaningfully in a discussion, although may need the support of one's interlocutors.
Can adapt one's expression to some extent to the situation/ can take account of the requirements of the situation.
Can pronounce intelligibly, although there may be some fumbling and some speech may not be entirely fluent.
Uses the basic structures of the language (singular and plural distinctions, verb tenses, pronouns s/he/they), but these may be incomplete and interfere with the message. However, mistakes do not interfere with the message all the time.
Assessment criteria, good (3-4)
Written communication
3: A good written communicator
The text progresses reasonably logically, but there are minor weaknesses in coherence (paragraphing, cohesion).
Minor stylistic errors may occur. The text is largely reader-friendly, but the level of competence of the expected reader is not always taken into account (e.g. definition of terms).
The language is fairly fluent, clear and relatively error-free. Errors may occur in the more complex structures and expressions. Sentence structures and vocabulary are fairly adequate to convey the message. The writer also avoids excessive repetition, although some errors may still occur.
The text is well finished (proofreading, layout, titling, references where appropriate).
Excellent use of aids to support writing and reading (dictionaries, proofreading).
3: Good oral communicator
Can communicate well in normal work-related situations and has a good command of the vocabulary required in such situations.
Gives a well-prepared, fluent and structured presentation on a professional topic of interest . May occasionally need to refer to self-prepared materials prepared to support the speech.
Gets the message across well.
Can contribute meaningfully to the discussion and justify one's views.
Is able to adapt one's expression to the situation and to take account of the requirements of the situation.
Speaks fluently and at a normal rate. Speech stress and intonation support comprehension.
Uses basic language structures with varying degrees of fluency. There may still be some errors in the more difficult structures.
Takes into account non-verbal means of communication.
Assessment criteria, excellent (5)
5: Excellent written communicator
The subject matter is varied, effective and skillful, and is fully in line with the assignment.
The text is structurally very clear, logical, coherent and varied.
The student is able to convey the message in a natural and relevant style, taking into account the target audience.
The student is able to use written sources effectively as appropriate to the situation and the task and is able to report on and use the text to support the producing one's own text.
The student's own written output is fluent and uses aids judiciously.
The student can refer to another writer's text (or speaker's speech) and express issues fluently in a variety of ways.
The language is very fluent and varied. There is a variety of sentence structures and an excellent command of jargon. Occasional errors may occur in the more demanding structures and expressions, but these do not lead to misunderstandings. The author avoids excessive repetition.
The text is excellently finished (proofreading, layout, titling, references where appropriate).
The author is able to convince the reader of his/her expertise.
5: Excellent oral communicator
Can communicate fluently in work-related situations, including those of a more demanding nature, and has a good command of the specific vocabulary needed to communicate in the field.
Can give a prepared, fluent and structured presentation on a professional topic. The use of any supporting material does not distract from the presentation itself.
Is able to contribute meaningfully to a discussion and to lead and justify one's own position.
Can fluently adapt one's expression to the situation and respond naturally to the demands of the situation.
Speaks fluently and at a normal rate. Speech stress and intonation support comprehension.
Body language and other non-verbal communication is effective and appropriate to the situation.
Uses language with variety, accuracy and nuance.
Enrollment
15.08.2022 - 30.09.2022
Timing
31.08.2022 - 30.12.2022
Number of ECTS credits allocated
2 op
Mode of delivery
Contact teaching
Campus
Wärtsilä Campus Karjalankatu 3
Teaching languages
- Finnish
Seats
1 - 60
Degree programmes
- Degree Programme in Forestry
Teachers
- Liisa Sandvall
Teacher in charge
Liisa Sandvall
Groups
-
MMNS22Forestry Engineer, Full-time Studies, Fall, 2022
Objective
You know the basic concepts of professional forestry and are able to use them in work related written and oral communication in an appropriate genre. You can develop your knowledge of forestry by means of English literature. You can give a presentation in English.
Content
Studying and learning skills, oral practice: studies and extra-curricular activities, small talk practice, email and other written communication, basic concepts of forestry: tree species, their properties and uses, forestry in Finland.
Location and time
Wärtsilä Campus, first year of studies
Materials
Moodle material compiled by the teacher.
Teaching methods
Tuition is given according to schedule at Wärtsilä campus.
Participation in contact lessons and spoken and written communication is required.
Written assignments individually. Speaking practices in pairs or in smaller groups
Completion alternatives
Recognition and accreditation of prior learning RPL and demonstration of learning in the professional skills is to be agreed with the teacher. The student suggests the ways of demonstrating the skills. See the contents of the course. (C1 skills level)
Further information
Competences:
Internationality and multiculturalism, operating at the workplace, learning to learn
Evaluation scale
H-5
Assessment methods and criteria
Assessment scale 0-5, Skills level B2 (CEFR)
0= fail, 1= fair, 3= good, 5 = excellent
Assessment scale: 0-5
The performance is assessed at skills level B2 of English, in writing and speaking, adapted to the professional English courses of a university of applied sciences
(Common European Frame of Reference, CEFR).
Course assessment is based on written and spoken performance in assignments, activity in class and online, and possible exams or word tests.
Grades overview:
5: The student can use skillful, fluent, and precise expressions on variable subjects and he/she can communicate effectively in different kinds of professional situations, even complex ones. The student has understood the task extremely well. The student also succeeds in persuading others in English. The text/speech is very clear, logical, and versatile. The message is very coherent and the ideas are linked together fluently. The student can deliver the message in a natural and idiomatic way and the message is stylistically appropriate. The use of English is fluent and the structures are very versatile. In addition, the vocabulary is extensive. The use of non-verbal communication is natural and appropriate. Moreover, it supports verbal language very well. The spoken communication is very interactive and natural. The student's speech, intonation, and pronunciation are fluent, clear, and precise. The tempo is natural and appropriate.
3-4: Discussing the subject is for the most part versatile, and the text/speech meets the requirements of the task in versatile professional situations in speaking and writing. The text/speech is clear, logical, or fairly logical. The message is coherent for the most part, but there can be some minor lapses in it. The student has understood the appropriate style and is able to use it for the most part. There may still be some stylistic errors, but they are minor or not consistent. The language is fluent, clear, and mostly correct. The majority of the structures the student uses are correct and he/she can use professional terminology to deliver the message. The basic grammar is correct. The more demanding and advanced structures and idiomatic expressions still cause some problems. The student has understood the instructions of the task. Speaking is clear, fluent and skilful for the most part, and the speaker succeeds well in the communication. The speech is also cohesive, logical, and easy to follow. The speaker engages the audience, in both verbal and non-verbal language. There may still be some hesitation, pauses and errors in pronunciation, but they are not consistent and they do not obstruct the message.
1-2:
Discussing a subject in different professional situations is rather limited and simple. The text or speech meets only some of the requirements of the task, and there is a lot to improve in the logical structure and fluency of the text/speech. The student has partially understood the task, but there are some aspects still missing. The student uses satisfactory language: it includes simple or basic structures, There are still mistakes in the basic grammar structures too. Some or several parts of the message can be misunderstood. The text is not very coherent or logical. The language includes a lot of simple expressions, which may also contain some errors. Speaking about professional topics is satisfactory, simple, slow, insecure, even poor. Interaction in speaking is minimal, or partly lacking. The main message is still delivered. There is a lot of hesitation, the pauses may be long, and the pronunciation may interfere with the delivery. The student may still understand the importance of small talk, and how to be polite in English.
0: The student fails to do the given task. / The student fails to understand the task instructions entirely or misunderstands a major part of the task. / The message does not get through to the audience, it is very difficult to follow, and/or there are severe problems in delivering the message. / There are severe problems in delivery and using the language to communicate in the situation or understanding the messages of others. / The student has not understood the situation and his role in it. In a speech, the student fails to speak or consistently uses written language by reading a text out loud. / The student has copied a large part of his message from someone else’s text or speech. The student has not done his part of a teamwork assignment.
NB: Course activity and exams are also a part of the assessment criteria.