VIETNAM NATIONAL UNIVERSITY, HANOI

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION

FINAL ASSIGNMENT
Course: English for Specific Purposes Methodology

Lecturer: Ms. Can Thi Chang Duyen

Students: 1. Vo Thi Trang
2. Pham Huyen Trang
3. Ta Phuong Thao
4. Do Quynh Trang
Class: QH2017.F1.E2

Hanoi, 2020
 COURSE GUIDE

Business English

Instructors
Phạm Huyền Trang
Đỗ Quỳnh Trang Tạ Phương Thảo
Võ Thị Trang
1. INSTRUCTORS’ INFORMATION

2. GENERAL INFORMATION OF THE SUBJECT

● Course title: Business English
● Number of lessons: 20 lessons - 10 weeks (2 per week; 3 hours each)

3. COURSE DESCRIPTION AND OBJECTIVES

3.1. Course objectives

By the end of the course, students are expected to be able to:
 In terms of knowledge:
- Use business-topic related vocabulary and grammar structures in realistic business
situations in the form of writing or speaking.
- Use real-life experience and knowledge to discuss the problems and recommend
solutions related to different topics of business such as careers, companies, selling,
great ideas, stress, entertaining, new business, marketing, planning, managing people,
conflict and products .
- Apply appropriate business etiquettes in multicultural working environments.
 In terms of skills:
- Develop reading, writing, listening and speaking skills.
- Enhance communicative skills to discuss, express opinions and present arguments in
varied business contexts.
- Enhance presentation skills to talk about the company and introduce the products.
- Have the skills of making contact and exchanging information in telephoning
- Have the skills of reaching agreement and dealing with conflicts in negotiating
- Have the skills of interrupting and clarifying in meetings
- Enhance team working skill including team management skill and cooperation
● In terms of attitude, learners:
- Gain interest in and develop concern about common business-related issues around
the world.
- Be self-aware of ability necessary to enhance skills related to English in general and
English in Business in particular.
- Be self-aware of the business etiquettes when working in an environment of different
cultures.

4. DETAILED SYLLABUS
(1) Unit 1: Careers
(2) Unit 2: Companies
(3) Unit 3: Selling
(4) Unit 5: Stress
(5) Unit 7: New Business
(6) Unit 8: Marketing
(7) Unit 9: Planning
(8) Unit 11: Conflict
(9) Unit 12: Products
5. REQUIRED MATERIALS
Course book: Cotton, D., Falvey, D., & Kent, S. (2012). Market leader. pre-
intermediate. Harlow: Pearson Education.

6. TEACHING AND LEARNING METHOD

7.1. Schedule

Week Content Teaching and Learning Overall Testing and

method (hours) assessment

● Starting up
Week 1 Unit 1: ● Vocabulary 4
Careers ● Reading
Lesson (3 hours in
● Listening
1 class + 1 hour
● Language Review
self study at
Self study
home)

● Skills
Unit 1: ● Case study 4
Careers Self study
(3 hours in
Lesson 2 class + 1 hour
self study at
home)

● Starting up
Week 2 Unit 2: ● Vocabulary 4
Companies ● Reading
(3 hours in
Lesson 1 ● Listening
class + 1 hour
● Language Review
self study at
Self study
home)

● Skills
Unit 2: ● Case study 4
Companies Self study
Lesson 2 (3 hours in
class + 1 hour
self study at
home)
 ● Starting up
Week 3 Unit 3: ● Vocabulary 4
Selling ● Reading
(3 hours in
Lesson 1 ● Listening
class + 1 hour
● Language Review
self study at
Self study
home)

● Skills
Unit 3: ● Case study 4
Selling ● Working Across
Lesson (3 hours in
Culture 1
2 class + 1 hour
Self study
self study at
home)

● Starting up
Week 4 Unit 5: Stress ● Vocabulary 4
● Reading
Lesson 1 (3 hours in
● Listening class + 1 hour
● Language Review
self study at
Self study home)

● Skills
Unit 5: Stress ● Case study 4
Self study
Lesson 2 (3 hours in
class + 1 hour
self study at
home)

● Starting up
Week 5 Unit 7: New ● Vocabulary 4
Business ● Reading
(3 hours in
● Listening
Lesson 1 class + 1 hour
● Language Review
self study at
Self study home)

● Skills
Unit 7: New ● Case study 4
Business Self study
(3 hours in
Lesson 2 class + 1 hour
 self study at
home)

Mid-course test 3

Week 6 ● Starting up
Unit 8: ● Vocabulary 4
Marketing ● Reading
Lesson 1 (3 hours in
● Listening
class + 1 hour
● Language Review
self study at
Self study
home)

● Skills
Week 7 Unit 8: ● Case study 4
Marketing ● Working Across
Lesson 2 (3 hours in
Culture 2
class + 1 hour
Self study
self study at
home)

● Starting up
Unit 9: ● Vocabulary 4
Planning ● Reading
(3 hours in
Lesson 1 ● Listening
class + 1 hour
● Language Review
self study at
Self study
home)

● Skills
Week 8 Unit 9: ● Case study 4
Planning Self study
(3 hours in
Lesson 2 class + 1 hour
self study at
home)

● Starting up
Unit 11: ● Vocabulary 4
Conflict ● Reading
(3 hours in
Lesson 1 ● Listening
class + 1 hour
 ● Language Review self study at
Self study home)

● Skills
Unit 11: ● Case study 4
Conflict Self study
Week 9 (3 hours in
Lesson 2 class + 1 hour
self study at
home)

● Starting up
Unit 12: ● Vocabulary 4
Products ● Reading
(3 hours in
● Listening
Lesson 1 class + 1 hour
● Language Review
self study at
Self study home)

● Skills
Unit 12: ● Case study 4
Products ● Working Across
Week (3 hours in
Culture 4
10 Lesson 2 class + 1 hour
Self study
self study at
home)

End of term test 3

Overall
7.2. Weekly syllabus
[Week 1] Unit 1 Careers

LESSON 1

Teaching Place Main content Self- Notes

and study
Learning
method
Starting up In 1. Starting up: Talking about the level of
& class ambition and what makes for a
Vocabulary successful career.
(1 hour)
2. Vocabulary - Career moves: Word
combinations (Career move, career
break, career plan, career
opportunities, career path, career
ladder) and verbs used with “careers”
(climb, decide, have, make, offer, take)

Reading & In 1. Reading - Be aware of your online

Listening (1 class image: Reading an article about how
hour) social-networking profiles could
damage people’s employment
prospects
2. Listening - Changing jobs: Listening
to an interview with Melissa Foux,
Finance Director of a UK television
Language In Modals 1: ability, requests and offers
Review class Understanding the use of modals (ability,
requests, and offer) through exercises
based around a job interview
Self-study At  Practice file (Vocabulary, p.4 &
(Homework home Language Review p.5)
) Practice exercise: Listening
Revision A - Unit 1: Vocabulary & Modals
(p.32)
Assessment
 LESSON 2

Teaching Place Main content Self- Notes

and study
Learning
method
Skills In Skills: Telephoning: making contact:
(1.5 hour) class Listening to some calls and learn how to get
through to who people want to speak to,
leave messages, etc...

Case study In 1. Case study: YouJuice

(1.5 hours) class Choosing the right candidate for an internal
promotion within an international drinks
company.
2. Writing
Complete the e-mail from the head of the
interviewing team to Claudia Lopez,
Regional Director of YouJuice. Write about
at least three strengths of the candidate
chosen. Explain how these strengths relate
to
the job description.
Self-study At Revision A - Unit 1: Skills (p. 33)
(Homework home Practice File: Writing (p.6)
)

[Week 2] Unit 2 Careers

LESSON 1

Teaching Place Main content Self- Notes

and study
Learning
method
Starting up In 1. Starting up: Talking about the type of
& class company the students would most like
Vocabulary to work for and the business sector they
(1 hour) work in now
 2. Vocabulary - Describing companies:
Vocabulary used to describe companies
and vocabulary used in company reports
to describe performance (net profit,
parent company, workforce, market
share, head office, share price,
subsidiary, turnover, pharmaceuticals,
increased/decreased production,
strong/weak demand, have
excellent/poor/average performance,...)
Reading & In 1. Reading - Two different organisations:
Listening (1 class Reading about and compare two
hour) companies
2. Listening - A successful company:
Listening to the Chief Executive Officer
of Nature's Way Foods talk about the
factors that make her company
successful
Language In Present simple and present continuous
Review class Understanding the use of present simple
and present continuous by
comparing and contrasting the
two tenses, and completing a
job advertisement using the tenses.
Self-study At  Practice file (Vocabulary, p.8 &
(Homework) home Language Review p.9)
Practice exercise: Listening
Revision A - Unit 2: Vocabulary (p.33) &
Present simple, present continuous (p.34)
Assessment
 LESSON 2

Teaching Place Main content Self- Notes

and study
Learning
method
Skills In Skills: Presenting your company: Looking
(1.5 hour) class at some advice for making presentations
and listening to a presentation about a
fashion company the students invent.

Case study In 1. Case study: Dino Conti Ice Cream

(1.5 hours) class A maker of luxury ice cream is in difficulty.
Students propose a strategy for revival and
growth
2. Writing
As a director of Dino Conti Ice Cream,
write a proposal document to your CEO.
Self-study At Revision A - Unit 2: Skills (p.34)
(Homework) home Practice File: Writing (p.10)

[Week 3] Unit 3 Selling

LESSON 1

Teaching Place Main content Self- Notes

and study
Learning
method
Starting up In 1. Starting up: Talking about what they
& class like and don’t like about retail shopping
Vocabulary 2. Vocabulary - Making Sales: Words
(1 hour) related to buying and selling (cooling-
off period, credit-card details, method of
payment, interest-free credit, out of
stock, money-back guarantee, after-sales
service, loyalty-card scheme)
Reading & In 1. Reading - Sales skills: Reading an
Listening (1 class article about qualities that make the best
hour) salespeople
2. Listening - Selling on TV: Listening to
the Director of Marketing at QVC, the
global shopping channel, talk about how
to succeed in selling on TV
Language In Modals 2: must, need to, have to, should
Review class Applying modals for obligation, necessity
and prohibition in the context of rules for a
timeshare holiday accommodation club and
in two texts, about how to be a good
salesperson/
Self-study At  Practice file (Vocabulary, p.12 &
(Homework) home Language Review p.13)
Practice exercise: Listening
Revision A - Unit 3: Vocabulary (p.34) &
Modals (p.35)
Assessment

LESSON 2

Teaching Place Main content Self- Notes

and study
Learning
method
Skills In Skills: Negotiating: reading agreement:
(45 minutes) class Discussing tips for successful negotiating,
listen to negotiation and then role play one
themselves.

Case study In Case study: A partnership agreement

(1.15 hours) class A business jet charter company wants to
team up with a five star hotel group.
Students role play negotiations between the
two companies.
 Working In Saying ‘no’ politely
across class Students should understand:
cultures 1 (1) What cultural awareness is: the idea that
(1 hour) people should be aware of different
attitudes, ways of behaving, taking
decisions, using time, etc.. that other
cultures may have and how these must
be taken into consideration when doing
business in different cultures.
(2) Different culture’s ways of saying ‘no’
politely

Self-study At Writing: As a director of EPJS or as a

(Homework) home director of Megaluxe, write a letter to the
person you negotiated with, summarising
what you agreed.
Revision A: Cultures 1: Saying ‘no’ politely
(p.35)

[Week 4] Unit 5 Stress

LESSON 1

Teaching Place Main content Self- Notes

and study
Learning
method
Starting up In 1. Starting up: Discussing stressful
& class situations and ways of relaxing
Vocabulary 2. Vocabulary - Stress in work:
(1 hour) Understanding the form, meaning and use
of some words that can be used in
describing stress: deadline,
workaholic, workload, lifestyle,
flexitime, work-life balance, quality
of time, working environment.
Reading & In 1. Reading: Dealing with stress
Listening (1 class Reading two articles about people
hour) who started their own business.
2. Listening: Dealing with stress
 Listening to an interview with a director
of a health-at-work consultancy talking
about stress and how she helps
companies deal with stress and causes of
stress.
Language In Past simple and Present perfect
review class Understanding
(1 hour) ● the use of past simple and present
perfect
● the use of time expressions such as:
two years ago, in 2009, yesterday, so
far, since 2005, …
Self-study At - Practice exercise: Listening & reading
(Homework) home (5)
- Revision B - Unit 5 - Vocabulary (p. 63)
Assessment

LESSON 2

Teaching Place Main content Self- Notes

and study
Learning
method
In Skills: Participating in discussions: Listen to
Skills class a conversation on improving staff's health
and fitness and note down specific and
(1.5 hour)
factual
information
Case study In 1. Case study: Davis - Miller Advertising
(1.5 hour) class Analyse and tackle problems of stress and
low morale in an advertising agency that has
recently lost 2 major accounts.
2. Writing: As Head of HR, write the
recommendations section of a report to
Davies - Miller's CEO. Outline practical
suggestions for reducing stress in the
company, in short & long term.
 Self-study At - Revision B - Unit 5 - skills (p.63
(Homework home textbook)
) - Writing task: follow the notes to write an
email (70-100 words) to your boss.
(Revision B - Unit 5 - Writing, p. 64
textbook)
Assessment

[Week 5] Unit 7 New Business

LESSON 1

Teaching Place Main content Self- Notes

and study
Learning
method
Starting up In 1. Starting up: Discussing ideas to
& class encourage people to start new business
Vocabulary and give examples of companies in
(1 hour) different sectors.
2. Vocabulary - Economic terms:
Understanding the form, meaning and
use of some terms that can be used in
economics: inflation rate, interest rate,
exchange rate, GDP, balance of trade,
unemployment rate, foreign investment,
tax incentives, government
bureaucracy,
labour force, ...
Reading & In 1. Reading: Dealing with stress
Listening (1 class Reading about a survey that indicates
hour the high level of stress among business
minutes) owners nowadays.
2. Listening: New business
Listening to 2 CEOs talking about a new
businesses.
Language In Time clause
review class Understanding
(1 hour)
 ● the meaning and use of time clauses
such as when, while, before, after,
until, as soon as.
Self-study At - Practice exercise: Listening & reading
(Homework) home (7)
- Revision C - Unit 7 - Vocabulary & time
clause (p. 92)
Assessment

LESSON 2

Teaching Place Main content Self- Note

and study s
Learning
method
In Skills: Dealing with numbers: practise using
Skills class numbers, fractions, decimals and amounts of
money.
(1.5 hour)
Case study In 1. Case study: Taka Shimizu Cycles
(1.5 hour) class A Japanese bicycle maker wants to expand
in Europe and South-East Asia. Students
analyze the economies of four countries and
propose the best place to build the factory.
2. Writing: Write an email to the Head of
the Chamber of Commerce of the
country you have chosen to introduce
your company and suggest possible
meeting to
discuss the proposal further.
Self-study At - Revision C - Unit 7 - skills - Writing task:
(Homework home You have recently become the European
) distributor for ChuTools, a new Chinese
power tool manufacturer. Write an email
(80-100 words) to ask for a meeting to
discuss the deal.
Assessment
[Week 6] Unit 8 Marketing

LESSON 1

Teaching Place Main content Self- Notes

and study
Learning
method
Starting up In 1. Starting up: Discussing 4Ps - product,
& class price, promotion and place and
Vocabulary impressive marketing campaigns.
(1 hour) 2. Vocabulary - Word partnerships:
Understanding the form, meaning and
use of some compound words: market
research, market segment, market
share, consumer behavior, consumer
profile, product launch, sales forecast,
sales figures,
advertising campaign,
advertising agency, ...
Reading & In 1. Reading: Adidas and the Chinese
Listening (1 class market Reading an article about the
hour expansion of Adidas in China.
minutes) 2. Listening: Marketing pharmaceuticals
Listening to a marketing manager
talking about marketing
pharmaceuticals.
Language In Questions
review class Understanding
(1 hour) ● the form, meaning and use of
questions in the context of a
consumer questionnaire.
Self-study At - Practice exercise: Listening & reading
(Homework) home (8)
- Revision C - Unit 8 - Vocabulary &
questions (p. 93)
Assessment
[Week 7] Unit 8 Marketing

LESSON 2

Teaching Place Main content Self- Notes

and study
Learning
method
In Skills: Telephoning: exchanging
Skills class information: Listen to telephone calls and
note down specific and factual information
(45 mins)
Case study In Case study: Wincote International
(1.15 hour) class Analysing the reasons for the
underachievement of an outdoor-clothing
company's key product range, and proposing
corrective action.
In Doing business internationally
Working class Understanding
Across (1) culture errors in business though a
Culture 2 conversation between a British
(1 hour) businessman working in Morocco and an
Arab businessman
(2) difficulties in adjusting to a business
culture through emails from an American
woman is working in Mexico
(3) dos and don'ts for business travel in
Korea through a radio program with four
people talking about their experiences
of doing
business in South Korea
Self-study At - Writing task: As Marketing Director,
(Homework home write an e-mail to the CEO of Wincote
) summarising changes to the product and
its marketing when it's relaunched. (Unit
8 - Case study - Writing, p. 81 textbook)
Assessment
Unit 9 Planning
LESSON 1

Teaching Place Main content Self- Notes

and study
Learning
method
Starting up In 1. Starting up: Brainstorming different
& class factors in planning various things,
Vocabulary from a holiday to a career
(1 hour) 2. Vocabulary: Making plans
Remembering various nouns and the
verbs to describe and precede a plan

Reading & In 1. Reading: To plan or not to plan

Listening (1 class Reading about how a software
hour development company became one of
minutes) Microsoft's key partners without ever
writing a business plan.
2. Listening: How important is planning?
Listening to an interview with a
business consultant talking about how
far ahead businesses should plan, and
about successful and failed plans.
Language In Talking about future plans
review class Understanding
(1 hour) ● the use of the present continuous
and ‘be going to’ for future plans
● the use of verbs such as plan, hope,
expect, would like and want when
describing future plans
Self-study At - Practice exercise: Listening (9)
(Homework) home - Revision C - Unit 9 - Vocabulary (p.
94)
- Practice File - Language review (p. 36)
Assessment
[Week 8] Unit 9 Planning

LESSON 2

Teaching Place Main content Self- Notes

and study
Learning
method
Skills (1.5 In Meetings: interrupting and clarifying
hour) class ● Listening to a meeting to identify
expressions for interrupting and
clarifying
● Using expressions for interrupting and
clarifying in a role play
Case study In 1. Case study: European Press and
(1.5 hour) class Media Corporation (EPMC)
● Understanding background
information about EPMC
● Analyzing market research
● Brainstorming ideas of topics for
EPMC magazine
● Planning the first issue of a new
health-and-fitness magazine
2. Writing: Writing a letter to a famous
person asking for an interview
Self-study At - Writing task - Case study (p. 89 textbook)
(Homework home - Revision C - Unit 9 - Skills (p. 95)
)
Assessment

Unit 11 Conflict

LESSON 1

Teaching Place Main content Self- Notes

and study
Learning
method
 Starting up In 1. Starting up: Doing a quiz to find out
& class how good they are at dealing with
Vocabulary conflict
(1 hour) 2. Vocabulary: Word-building
● Remembering acronyms of related
nouns and adjectives
● Understand ways to make a word
become opposite in meaning: using
prefixes, a different word or a
paraphrase
Reading & In 1. Reading: Conflict management
Listening (1 class Reading for specific information in an
hour) article on conflict management
2. Listening: Resolving disputes
● Listening to an expert in handling
business conflict talking about
common causes of conflict in
organisations
● Talk about their own experiences in
this area.
Language In Conditionals
review class ● Remembering the form, meaning
(1 hour) and use of the first and second
conditional
● Understanding their use in
negotiating
Self-study At - Practice File Language review (page
(Homework) home 45)
- Practice exercise: Listening
- Revision D - Unit 11 - Vocabulary &
Conditionals (p. 123 textbook)
Assessment

[Week 9] Unit 11 Conflict

LESSON 2

Teaching Place Main content Self-study N

and ot
es
 Learning
method
Skills (1.5 In Negotiating: dealing with conflict
hour) class ● Understanding ways of defusing conflict
and the language to use in this situation
● Applying that knowledge into a role-play
Case study In Case study: Herman & Corrie Teas
(1.5 hour) class ● Understanding background
information about Herman & Corrie
Teas
● Analysing an offer from a large
multinational drinks company to buy
a relatively small, privately-owned
tea importer and packager
● Discussing to solve conflicts and
reach an agreement
Writing: Writing a letter to the shareholders
as if from the CEO of Herman & Corrie
Teas,
telling them the outcome of the meeting.
Self-study At - Writing task - Case study 11 (p. 111
(Homework home textbook)
) - Revision D - Unit 11 - Skills (p. 123)
Assessment

Unit 12 Product

LESSON 1

Teaching Place Main content Self-study Notes

and
Learning
method
Starting up In 1. Starting up: Talking about products ●
& class that they like and their attitudes to ●
Vocabulary companies that make products.
(1 hour) 2. Vocabulary: Describing products
Understanding the form, meaning and
use of some adjectives that can be
used to describe products:
attractive,
comfortable, economical, efficient,
 expensive, fashionable; as well as their
acronyms

Reading & In 1. Listening: Favourite products

Listening (1 class Listening to four people talk about
hour) their best purchases, and to an
interview with a lifestyle trends
expert.
2. Reading: launching new products
Reading for detailed information in an
article about Casio, the Japanese
consumer-electronics company
Language In Passives
review class ● Understanding the form, meaning
(1 hour) and use of passives in present
tenses
● Using passives in the context of
where goods are made and produced
Self-study At - Practice File Language review (page
(Homework) home 49)
- Practice exercise: Listening
- Revision D - Unit 12 - Vocabulary &
Passives (p. 124 textbook)
Assessment

[Week 10] Unit 12 Products

LESSON 2

Teaching Place Main content Self-study Not

and es
Learning
method
In Skills: Presenting a product
Skills class Listen to a sales manager presenting a
product to buyers and then present a product
(45 mins)
themselves.
 Case study In Case study: The George Marshall Awards
(1.15 hour) class Students present ideas for new products to
the selection committee for
an award that
recognises innovative goods. The selection
committee decides which is best.
In Preparing to do business internationally
Working class Understanding
Across (1) The differences in working cultures as
Culture 4 well as aspects involved in a working
(1 hour) culture (age, status, time, humor, …)
(2) Tips and principles in doing business with
other cultures.
Self-study At - Writing task: As a member of the
(Homework home selection committee, write a report on
) one of the products which you saw
presented. The report will be published
on the Foundation’s website (Unit 12 -
Case study - Writing, p. 119 textbook)
- Revision D - unit 12 - writing: think of a
product you use and like. Imagine you
work for a shop that could sell that
product. Write an email (100-120 words)
to your manager to describe the product
and bring it to your shop.
Assessment

7. COURSE POLICY
Students are expected to:
- Perform all tasks required in the syllabus.
- Hand in assignments in time.
- Attend over 80% of all classes in order to be qualified to take the final test.
- Actively take part in discussions in class as required.
- Prepare for lessons before going to class.
-
8. ASSESSMENT AND GRADING
9.1 General assessment plan:
Evidence of learning in this course is collected in three main sources:
 Assessment Mark Requirements, aims, rationale, Assessment
tasks allocation
01. Attendance 10% Requirements:
and - Students have to participate actively in the course
participation by taking part in discussion, doing homework
exercises and reading.
Aims:
- To encourage students’ active class participation
and discussion
Rationale:
- To help students understand the lectures better
- To ensure the amount of in-put knowledge students
need to acquire after the course
Assessment:
- Students will be rewarded with a perfect score as
long as they frequently come to class and actively
contribute to the class discussion during recitations
and lectures.
02. Mid-course 30% Requirements:
test - Students take the test in Week 6.
- Grades (1-10) will be assigned according to students
performance on the test.
Aims:
- Summative component: to help teachers evaluate
student learning after teaching 7 units of the course.
- Formative component: to help teachers check how
far students have gone in meeting their learning
targets; to provide feedback that helps students
improve their learning in preparation for the final
exam.
Assessment target:
- To assess students’ understanding of the first 6 units
covered in the course; and their ability to apply this
understanding to practical situations
Rationale:
- Progress test helps teacher check how far students
have gone in meeting their learning targets
Assessment:
- Students are assigned grades according to their
performance.
 03. End-of- 60% Requirements:
course test - Students take the test in Week 10.
- Grades (1-10) will be assigned according to students
performance on the test.
- Only those who attend over 80% of all classes are
qualified to take the end-of-course test.
Aims:
- Summative component: to assess students’
understanding and their ability to apply what they
have learned in dealing with business situations; to
help teachers evaluate students’ learning after the
course and from then provide them with feedbacks
Assessment targets:
- To assess students’ understanding of the units
covered in the course and their ability to apply this
understanding to practical situations
Rationale:
- The test is based on what the students have learned
in the course and on the materials used during the
course. Since students are tested on what they have
studied, success in the exam indicates successful
achievement of the course objectives. (Hughes,
1989, p.10)

9.2 Detailed assignment guidance and scoring rubrics:

A. Mid-course test

Type of Weight Section Number Time allotted

question of items
Selected- 70 points - Part 1: Listening 12 items 110 minutes
response (Each item = - Part 2: Vocabulary 16 items
1 points) - Part 3: Language 15 items
- Part 4: Skill 15 items
- Part 5: Reading 12 items

Constructed 10 points - Part 6: Speaking 1 item 10 minutes per

response student
 Overall score = (Correct items/70 + Performance/10)/80

B. End-of-course test

Type of Weight Section Number Time allotted

question of items
Selected- 70 points - Part 1: Listening 15 items 110 minutes
response (Each item = - Part 2: Vocabulary 15 items
1 points) - Part 3: Language 15 items
- Part 4: Skill 15 items
- Part 5: Reading 10 items

Constructed 10 points - Part 6: Speaking 2 item 20 minutes per

response - Part 7: Writing 1 item student
20 minutes

Overall score = (Correct items/70 + Performance/30)/100

C. Scoring rubric for constructed-response tasks:

C.1. Speaking
- Guidelines for speaking test:
Students are tested individually. After the listening section, students will be called out
one by one during the course of 110 minutes of the test. The speaking test is
conducted in a separated room and students’ performances are recorded for analysis
afterwards. Oral performance is assessed by two examiners. In the event of
disagreement, an average is taken.
Time for each student: ten minutes. Students spend five minutes preparing.
- Scoring rubric:
Award a maximum of 10 marks as follows:
 Fluency (longer answers, lack of hesitation, confidence): 2 marks
● Accuracy of language (grammar and use of tenses): 2 marks
● Appropriateness of vocabulary and expressions: 2 marks
● Ability to link ideas clearly and structure different points: 2 marks
● Clear pronunciation: 1 mark
● Understanding the questions: 1 mark
C.2. Writing
Scoring rubric:
award a maximum of 10 marks as follows:

● Including all the information required: 3 marks

● Accuracy of language (grammar and vocabulary): 3 marks
● In reports and memos: award 3 marks for overall clarity.
In e-mails and letters: award 3 marks for politeness (opening and closing phrases
and thanking, where appropriate).
● Organisation and clear structuring of ideas: 1 mark.

11. APPENDICES
A. Sample of speaking test:

You will have a ten-minute speaking test. You will have five minutes to prepare.

Your company is considering replacing their current, simple employee ID cards with
‘smart’ ID cards. Look at the information in the chart about two types of card. Be
ready to describe each type of card and to answer the examiner’s questions. Say which
one you would prefer and why.

Standard employee ID card ‘Smart’ employee ID card

Use show to security guard when • electronically sign into work (no
signing in and out of building check by security guard is
necessary)

• open electronic locks on doors

throughout the building

• use as ‘electronic cash’ in the

company shop

Made of light cardboard in plastic case plastic with a computer chip inside

Features employee photo and ID number • employee photo on the front

on the front
• “electronic cash” in chip
 Cost to €1.25 per card • €18 per card
company
• €1,750 for computer software
card management system

• €3,700 for new electronic

locks on all doors

B. Sample of writing test:

Your manager at work has asked if you can recommend your English course to
other employees. Write an informal report (140–160 words) describing the English
course you have just completed.

Include this information:

• number and length of lessons

• number of people in the group

• course book topics

• exercises and activities.

Say what you enjoyed most about the course and what you found useful.

References:
Hughes, A. 1989: Testing for language teachers. Cambridge and New York: Cambridge
University Press