AEP THTH 2 - Lower Level

Faculty of Foreign Languages
Department of English for Business
COURSE SYLLABUS
FOR FULL-TIME UNDERGRADUATE PROGRAMS
(Advanced program _ lower level)
1. COURSE NAME: INTEGRATED SKILLS – ENGLISH FOR BUSINESS AND
ECONOMICS 2
Number of Credit: 6
2. DEPARTMENT IN CHARGE OF INSTRUCTION:

Business English Department
Office: Room 106, 107 – Building 6B – National Economics University
Office Hours: From Monday to Friday – 7.30 a.m. - 05.00 p.m.
Office Telephone: 043 6 280 280
3. PRE-REQUISITE: INTEGRATED SKILLS – ENGLISH FOR BUSINESS AND

ECONOMICS 1
I. INTRODUCTION
This course is designed for NEU first year students who are in Advanced program and at
the intermediate level. This is the second of two English courses focusing on practising
integrated skills.
This is a course of business English with work-oriented practice, providing language
skills and knowledge necessary for students in their future work.
II. GOALS
The course aims at:
- Improving students’ 4 communicative skills of Listening, Writing, Reading and Speaking.
- Providing students with specialist language knowledge, which is used in business environment
so that they can successfully fulfill their future work.
- Providing students with professional communicative skills, which are necessary for their future
work such as: negotiation, discussion, presentation, writing a report, etc.
- Developing students’ studying and working skills.
III. OUTCOMES
At the end of the course, students will be able to:
1
- Pronounce English vowels and consonants correctly;

- Use grammatically correct sentences with Simple Present; Continuous Present; Present Perfect;
Simple Past; Future tenses; Time clauses; Reported speech; Conditionals; Passive, Future tenses,
Modals (advice, obligation and necessity), -ing forms and infinitives, articles.
- Use about 900 basic English words and/or phrases and 250 business expressions;
- Function well in social and working contacts: exchanging information, telephoning, making
arrangements, taking part in & managing meetings, networking, starting and structuring a
presentation, etc.
- Give 1.5 minute talk on a particular topic, e.g. a working procedure; a company; future plans;
…
- Write emails, letters, action minutes, summary, writing reports (100 - 150 words).
- Read paragraphs (within 250-300 words) and article extracts (within 700-1000 words) on
business activities and business environment, e.g. a job; stress; conflicts; networking, investing,
culture shock, etc.
- Listen to conversations, interviews (about 1 minute-length; 100-150 words) on particular topics
such as recruitment, interview with the CEO, marketing, investment, brand name, free trade, etc.
for general ideas and/or specific information such as multiple choices, information gap, T or F
statements;
- Enhance their learning and working skills through such activities as role playing, task solving,
discussion, case studies.
- Participate actively in class activities (individual, pair, group, whole-class).
2
III. COURSE BOOKS AND MATERIALS

* Course book:
Cotton, D; Falvey, D & Kent, S. (2012). Market Leader 3rd edition, Pre-Intermediate (Student’s
Book). Pearson Education Limited. (Spain: Longman)
Cotton, D; Falvey, D & Kent, S. (2012). Market Leader 3rd edition, Pre-Intermediate (Practice
File). Pearson Education Limited. (Spain: Longman)
Cotton, D; Falvey, D & Kent, S. (2012). Market Leader 3rd edition, Intermediate (Student’s
Book). Pearson Education Limited. (Spain: Longman)
Cotton, D; Falvey, D & Kent, S. (2012). Market Leader 3rd edition, Intermediate (Practice File).
Pearson Education Limited. (Spain: Longman)
* Extra materials:
1. Clarke, S. (2003). In company. Spain: Macmillan.
2. Evans, D. (2003). Powerbase. England: Longman.
3. Nauton, J. (2003). Head for business. Italy: Oxford.
4. Naunton, J. (2004). Profile , Pre-Intermediate. England: Oxford.
IV. ASSESSMENT AND EVALUATION

An overall and on–going policy will be applied. All four language skills and knowledge
will be assessed throughout the course; the students’ participation with in-and-off class activities
and their homework fulfillment are also part of the assessment.
No Assessment criteria Percentage

1 Participation + Homework 20%
2 Mid-term test 20%
3 Assignments (final) 60%
Total 100%

Test and exam details
MID-TERM TEST - Written test (part I and part II are in the format of BEC)
The test consists of two parts:
-Part I: Listening
-Part II: Reading comprehension
ASSIGNMENT: PRODUCT LAUNCHING
3
*Compulsory weekly activity

Before each lesson, students read 2-3 pieces of latest business news (memorise details, prepare
notes...)
In class, at the beginning of each lesson the students spend 30 minutes exchanging the news. The
teacher can check the results of their self-study performance by:
-asking students to exchange news in their group (different grouping each lessons), and then ask
some to report what they get from their group members.
- asking students to exchange news in their group (different grouping every lessons), and then
ask them to write a short report on what they get from their group members.
- asking students to exchange news with at least 5-7 classmates, and then ask them to write a
short reflection on what they get from their group members. (what news, opinion or feeling when
hearing the news...)
-asking some to make a list of words about the news they have read.
….
4
V. CONTENT AND SCHEDULE (6 periods/ week; 50’/ period)

p. = page
Week Unit Contents Material

Market Leader – Pre-Intermediate
1 Unit 7 - Starting up p. 66 -
New business - Vocabulary: Economic terms p. 73
- Listening: New business
- Reading: New business ideas
- Language review: Time clauses
- Skills: Dealing with numbers
- Case study (optional)
- Writing: email
Marketing - Vocabulary: Word partnerships p. 81
- Listening: Marketing pharmaceuticals
- Reading: Adidas and the Chinese market
- Language review: Questions
- Skills: Telephoning: exchanging information
- Writing: email
Planning - Vocabulary: Making plans p. 89
- Listening: How important is planning?
- Reading: To plan or not to plan
- Language review: Talking about future plans
- Skills: Meetings: interrupting and clarifying
- Writing: letter
* Unit C: Revision p. 92 –
p. 95
Managing - Vocabulary: Verbs and prepositions p. 103
people - Listening: Managing people
- Reading: Management and motivation
- Language review: Reported speech
- Skills: Socialising and entertaining
5

- Writing: report
Conflict - Vocabulary: Word-building p. 111
- Listening: Resolving disputes
- Reading: Conflict management
- Language review: Conditional
- Skills: Negotiating: dealing with conflict
- Writing: letter
Products - Vocabulary: Describing products p. 119
- Listening: Favourite products
- Reading: Launching new products
- Language review: Passives
- Skills: Presenting a product
- Writing: report
* Unit D: Revision p. 122 –
p. 123
Market Leader –Intermediate
7 * Introduction P6-13
Unit 1 - Starting up
Brands - Vocabulary: Brand management
- Listening: Successful brands
- Reading: Building luxury brands
- Language review: Present simple and present continuous
- Skills: Taking part in meetings
- Writing: email
8 Unit 2 - Starting up P14-21
Travel - Vocabulary: British and American English
- Listening: Hyatt Hotels
- Reading: What business travelers want
- Language review: Talking about the future
- Skills: Telephoning: making arrangements
6
- Writing: email
Change - Vocabulary: Describing change
- Reading: Mercedes, shining star
- Listening: Helping companies to change
- Language review: Past simple and present perfect
- Skills: Managing meetings
- Case study (Optional)
- Writing: action minutes
10
REVISION
Mid-term test

Organisation - Vocabulary: Company structure
- Reading: A successful organization
- Language review: Noun combinations
- Listening: Analysing company organisation
- Skills: Socialising
- Writing: email
Advertising - Vocabulary: Advertising media and methods
- Reading: A new kind of campaign
- Listening: How advertising works
- Language review: Articles
- Skills: Starting and structuring presentations
- Writing: summary
Money - Vocabulary: Financial terms
- Listening: Managing investments
- Reading: An inspirational story
- Skills: Dealing with figures
- Writing: email
7
14 ASSIGNMENT PERFORMANCE
Cultures - Listening: Cultural differences
- Vocabulary: Idioms
- Reading: Culture shock
- Language review: Advice, obligation and necessity
- Skills: Social English
- Writing: report
NOTE: Students are required to fulfill practice file and teachers should spend time
checking their work.
-----------------------------------
ASSIGNMENT: Product launching
Students are asked to work in groups of four.
Objectives: Motivate students’ creativity; Revise topics learnt in the course-book; Give students
a chance to creatively design their own campaign for a certain product.
Requirements:
Stage 1- Pre-launch:
-Create a brand-new product for Vietnamese market (Students have to design the product’s
name, logo and slogan)
-Write a product launch plan (about 1000 words). The following outline is suggested:
I/ Introduction: the name of the product; the name of the creator; the price of the
product; etc.
II/ Body (some suggested questions):
+ What features does the product have?
+ What are its USPs (Unique Selling Points)?
+ Who are your target customers?
+ Why should people buy the products? (Pros and cons)
+ How do you advertise the product? (TV, Internet, Facebook, Posters, etc.)
+ What special promotions will you use at the start of the campaign?
III/ Conclusion
8
Stage 2- Launch event: Students give a 15-20-minute product launch presentation with the
aim of persuading Vietnamese people to buy the product.
Suggested outline for a product launch presentation is in the following table.
1) Introduction - This is normally just a title slide where the speaker introduces themselves, and the
point of the product presentation. This is where you want to hook your audience and tell them what is in it
for them. If you are not going to be giving the presentation you may want to have a note slide with the
point on it. (1-2 slides)
2) Agenda - An agenda is optional, but provides you with an your opportunity to tell your audience
what you are going to cover in your presentation. It avoids people asking questions early in the
presentation about material you will be covering later. (1 slide)
3) Company Information - This is a way to establish credibility and to make the audience feel
comfortable with your company. Ways to do this include customer lists, high-profile executives or
advisors, information on funding (if a private company), awards and major milestones. Don't spend too
much time on this, you don't want your audience falling asleep.
4) Positioning - Successful products have a unique technology or positioning that sets them apart from
other products on the market. You want to introduce this aspect of your product up front to let your
audience know how your product is different and why they should listen to the rest of your presentation.
Use this as an attention getter. This should be done in terms of the problem that they have and that you
are solving with your product. Be sure to present this in terms of your audience and their pain. Performing
a positioning exercise prior to building your presentation is very helpful. This part of your presentation
must be very crisp and to the point. (1-5 slides)
5) Product description - Clearly describe your product in terms that your audience will understand. It
may be helpful to have a chart with the product components. You want to give the audience a frame of
reference for the features and benefits that they are going to see. You also want them to know how your
product fits into their existing environment. Show how the product interfaces with other products or
systems they may be using. (1-2 slides)
6) Clearly articulated benefits as they relate to your target audience - You can use a features and
benefits list or just walk through the features and benefits. Whatever you do, do not forget the
benefits! They may be obvious to you because you live and breath the product, but your audience should
have them clearly called out and they must relate to their needs. (1- 5 slides)
7) Examples/successes - At this point in the presentation your audience should be familiar with your
product and why it is different and better. In order to drive this point home use examples of how your
product is being used and how customers have benefited from the product. (1-3 slides)
8) Closing argument - This is your opportunity for a 'call to action'. You want summarize your product
presentation, reiterate the point of the presentation, and ask your audience to do something, if that is the
point of your presentation.
9
Feedback:
- Peer feedback:
There is a 5 minute Q&A session after each presentation, when the audience can give
comments, ask for clarification, or raise questions.
At the end of the event, the whole class vote for the most successful launch
presentation.
- Teacher feedback: Teacher gives comments
Assessment:
-Launch plan: 30%
-Launch Presentation: 70%
10

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Faculty of Foreign Languages

Department of English for Business

2. DEPARTMENT IN CHARGE OF INSTRUCTION:

3. PRE-REQUISITE: INTEGRATED SKILLS – ENGLISH FOR BUSINESS AND

- Pronounce English vowels and consonants correctly;

III. COURSE BOOKS AND MATERIALS

IV. ASSESSMENT AND EVALUATION

No Assessment criteria Percentage

ASSIGNMENT: PRODUCT LAUNCHING

*Compulsory weekly activity

V. CONTENT AND SCHEDULE (6 periods/ week; 50’/ period)

Week Unit Contents Material

- Case study (optional)

11 Unit 4 - Starting up P36-43

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