English Applied to Business Sciences II

Students should have a A2/B1 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:

This course aims to develop advanced English language skills tailored to the professional role of the Executive Assistant. Students will be trained to communicate effectively and accurately in real workplace contexts, with particular emphasis on digital communication, meeting organisation, formal writing, and information management.

Skills to Be Developed:

By the end of the course, students will be able to:

• Communicate professionally and accurately in English in executive contexts.
• Produce clear and appropriate formal written communication.
• Manage digital communication and administrative processes.
• Use grammatical structures effectively in professional situations.
• Demonstrate politeness, diplomacy, and professional responsibility.

WEEK 1 – Professional Role Upgrade: The Strategic Executive Assistant

Topics

• From administrative support to strategic partner
• Responsibilities of senior and executive-level EAs
• Confidentiality, discretion, and decision support

Grammar (revision + upgrade)

• Present Simple & Present Continuous (routine vs strategic tasks)
• Adverbs of frequency in professional contexts

New language focus

• Describing responsibility, accountability, and scope of role

WEEK 2 – Advanced Digital Communication & Information Management

Topics

• Managing high-volume communication
• Email triage, prioritisation, and filtering
• Managing inboxes for senior executives

Grammar

• Reported speech (revision + advanced reporting verbs: advise, instruct, request, confirm)

New language focus

• Professional summarising and paraphrasing

WEEK 3 – Executive Calendar Strategy & Complex Scheduling

Topics

• Multi-stakeholder scheduling
• International calendars and time zones
• Crisis rescheduling

Grammar

• Future forms (revision)
• New: Future continuous for planned professional activity

New language focus

• Polite negotiation of time and availability

WEEK 4 – High-Level Meeting Management

Topics

• Board meetings vs operational meetings
• Managing agendas under pressure
• Handling late changes and conflicts

Grammar

• Relative clauses (revision + reduced relative clauses)

New language focus

• Formal meeting language and turn management

WEEK 5 – Advanced Business Writing: Precision & Impact

Topics

• Writing concise professional documents
• Editing for tone, clarity, and authority
• Writing on behalf of executives

Grammar

• Passive voice (revision + complex passives)

New language focus

• Formal reformulation and editing strategies

WEEK 6 – Managing Conflict and Sensitive Situations, Assessment

Topics

• Internal conflict scenarios
• De-escalation strategies
• Handling complaints diplomatically
• Grammar, Vocabulary and Listening Comprehension Test I

Grammar

• Conditionals (0 & 1 revision; 2nd conditional)

New language focus

• Diplomatic and mitigating language

WEEK 7 – Intercultural Communication in Executive Contexts

Topics

• Cultural expectations in business communication
• Managing international stakeholders
• Cross-cultural email etiquette

Grammar

• Modal verbs (revision + speculation: might, could, must)

New language focus

• Cultural adaptation strategies

WEEK 8 – Mid-Semester Consolidation

Focus:

• Inbox management
• Meeting rescheduling
• Conflict response email

Language

• Integrated grammar and vocabulary

WEEK 9 – Executive Presentations & Briefings

Topics

• Preparing executive briefings
• Structuring short, impactful presentations
• Visual support and data narration

Grammar

• Discourse markers (revision + advanced sequencing)

New language focus

• Framing, emphasis, and summarising

WEEK 10 – Strategic Reporting & Decision Support

Topics

• Writing reports for decision-making
• Executive summaries under time constraints

Grammar

• Past Simple vs Present Perfect (revision + nuance)

New language focus

• Reporting trends, results, and outcomes

WEEK 11 – Risk, Compliance & Corporate Responsibility, Assessment

Topics

• Compliance communication
• Risk reporting
• Confidential documentation
• Written Production Test

Grammar

• Modal verbs of obligation & prohibition (revision + legal tone)

New language focus

• Formal warnings and procedural language

WEEK 12 – Managing Change & Crisis Communication

Topics

• Organisational change
• Crisis messaging and damage control

Grammar

• Future forms in strategic planning

New language focus

• Reassuring and authoritative tone

WEEK 13 – Professional Image & Executive Branding, Assessment

Topics

• Representing executives and organisations
• Language, tone, and digital presence
• Grammar, Vocabulary and Listening Comprehension Test II

Grammar

• Adjectives and adverbs in formal evaluation

New language focus

• Professional self-presentation

WEEK 14 – Integrated Simulation: The Executive Assistant in Action

Focus

• Multi-task scenario:
1. email management
2. meeting coordination
3. stakeholder communication

Language

• Full integration of semester content

WEEK 15 – Assessment 

• Group oral presentations 

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, Vocabulary and Listening Test I (25%) – Held in Week 6, this test includes multiple choice questions, gap-fill exercises, and sentence transformation tasks, assessing listening comprehension, and grammatical accuracy and lexical range.

3. Written Production Test (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. Grammar, Vocabulary and Listening Test II (25%) – Conducted in Week 13, this test includes multiple choice questions, gap-fill exercises, and sentence transformation tasks, assessing listening comprehension, and grammatical accuracy and lexical range.

5. Final Oral Presentations (20%) – 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 6 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