Study Guide

Objective

You know how to argue and to justify your opinions and know how to talk about everyday working life situations. You know how to work in English in various phases of a design process both orally and in writing. You can describe and present processes. You know how to present at a trade fair. You can work in projects run in English.

Content

Spoken communication at work and in customer contacts. Arguing and discussion skills. Trade fairs. Reporting and documentation related to projects. Process description.

Teaching methods

In this course, you will expand your vocabulary in the construction industry and learn how to use English in the different stages of the design process and production, both orally and in writing. You will also learn how to describe and present the construction process. You will learn how to act as a company representative at trade fairs in English and prepare a company presentation. You will also learn the basics and vocabulary of working on projects in English. You will also learn how to talk about Finnish industry and especially about the construction industry.

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).

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)

Grades overview (B2):





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.



NB: Course activity and exams are also a part of the assessment criteria.

Assessment criteria, good (3-4)

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 skillful 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.

Assessment criteria, excellent (5)

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.