English Applied to Business Sciences III

Students should have a B2/B2+ level of English (according to the Common European Framework of Reference for Languages).

The adopted methodology is student-centred, with a strong practical and communicative component, following the principles of a task-based approach. It includes the following strategies:

• Task-based learning: each unit is developed around communicative tasks with real-world application (e.g., writing an email, preparing a presentation, participating in a meeting).
• Contextualised grammar teaching: grammatical content is introduced progressively and applied in authentic communicative situations.
• Use of authentic materials: incorporation of excerpts from emails, agendas, brochures, and other real business documents.
• Integration of Artificial Intelligence tools: students are guided to use generative AI ethically and responsibly to support written production and vocabulary development.
• Collaborative work and oral presentations: development of interpersonal and communication skills through group activities.

Objectives:

• To develop advanced language skills in Business English.
• To prepare students for real-life professional communication in international contexts.
• To foster autonomous production of professional documents and presentations.

Skills:

• Ability to write reports, proposals, and formal documents in English.
• Ability to communicate orally in a structured and effective manner in presentation and negotiation contexts.
• Autonomous and critical use of linguistic tools and digital resources.

Week 1

Topic: Introduction to Business Communication in English
Grammar: Modal verbs of obligation and permission; verb tense revision
Assessment: Initial language skills diagnostic (formative)

Week 2

Topic: Organisational Structure and Executive Support Functions
Grammar: Present Simple vs Present Continuous
Assessment: Functional vocabulary quiz (formative)

Week 3

Topic: Internal Communication and Information Channels
Grammar: Passive voice; question forms
Assessment: Written task – drafting a formal email (formative)

Week 4

Topic: Diary Management and Meeting Organisation
Grammar: Future forms (will, going to, present continuous)
Assessment: Practical simulation – meeting scheduling and minutes (formative)

Week 5

Topic: Customer Service: Internal and External Stakeholders
Grammar: Conditionals (0 and 1); polite expressions
Assessment: Roleplay: face-to-face and phone interaction (formative)

Week 6

Topic: Report Writing and Executive Summaries
Grammar: Past Simple vs Present Perfect
Assessment: Grammar and Vocabulary Test (20%)

Week 7

Topic: Document Management and Administrative Writing
Grammar: Nominalisations; passive structures
Assessment: Written task: report or memo draft (formative)

Week 8

Topic: Conflict Management and Problem-Solving
Grammar: Modals of deduction and suggestion (must, might, should)
Assessment: Individual written test based on case scenario (30%)

Week 9

Topic: Intercultural Communication and Professional Etiquette
Grammar: Adjectives and adverbs; comparatives and superlatives
Assessment: Structured debate using field-specific vocabulary (formative)

Week 10

Topic: Digital Communication: Email, Intranet, and Collaborative Tools
Grammar: Reported speech; digital vocabulary
Assessment: Case study analysis and adapted message writing (formative)

Week 11

Topic: Meeting Documents and Presentation Materials
Grammar: Relative clauses; formal writing structures
Assessment: Written task: agenda and meeting minutes (20%)

Week 12

Topic: Institutional Image and Corporate Communication
Grammar: Discourse markers; linkers
Assessment: Drafting an institutional statement (formative)

Week 13

Topic: Preparing Business Presentations
Grammar: Presentation language; sequencing expressions
Assessment: Rehearsal with peer feedback (formative)

Week 14

Topic: Global Review and Consolidation
Grammar: Revision of previously studied structures
Assessment: Final presentation preparation (guided feedback)

Week 15

Topic: Formal Business Presentations
Assessment: Final Oral Presentation – Simulated professional context (30%)

Assessment is continuous and based on evidence of communicative performance in professional contexts. It is distributed as follows:

Components:

1. Formative Tasks (10%) – Weekly completion of short tasks in class or via online platforms, such as quizzes or targeted exercises, designed to reinforce learning and develop student autonomy.

2. Grammar and Vocabulary Test (20%) – Held in Week 6, this test includes multiple choice questions, gap-fill exercises, and sentence transformation tasks, assessing grammatical accuracy and lexical range.

3. Written Business Report (20%) – Due in Week 11, this individual assignment requires students to produce a short written business report (250–300 words), based on given data or scenarios, following business writing conventions.

4. Individual Written Test (30%) – Conducted in Week 8, this written test evaluates students’ grasp and application of course content, with a focus on formal business writing skills.

5. Final Oral Presentations (30%) – In Week 15, students deliver a formal group presentation (5 minutes per student), showcasing oral communication skills and appropriate use of business vocabulary.

Attendance and Continuous Assessment
Attendance is compulsory, with up to 7 unjustified absences allowed during the semester. Exceeding this limit compromises continuous assessment. Students with special status should inform the lecturer within the first three weeks of the semester to define attendance monitoring and assessment arrangements.

All assessment components are mandatory. Unjustified absence from any assessment moment will result in that component not being considered in the final grade and may prevent passing under the continuous assessment regime. In the event of a justified absence, students may request to take the assessment on an alternative date, provided they present valid documentation and do so within the stipulated deadlines.

Note: The use of AI tools is permitted as a learning aid; however, any misuse (e.g., full-text generation without critical review) will be penalised following the regulations.

NAO