Contents
Title
Preface
List of Abbreviations
Chapter I Introduction
Chapter II Teacher’s Role and Methods in ELT
Chapter III English for Business Communication
Chapter IV Rubrics Testing, Evaluation and Assessment
Chapter V Summation
Bibliography

Preface
The present study entitled “Developing Specific English Course for MBA-Students: A Study”, contains five chapters. This study focused particularly on MBA students and their development in Business English and Business Communication skills.
The first chapter, Introduction attempts to focus on the Business English, Business Communication, Significance of English Language in Business, History of English Language Teaching in India, Uses of Practionary Authentic Materials in Business English, utility and Necessity of Business English course.
The second chapter, Teacher’s Role and Methods in ELT, concentrates on the various methods that practiced in English Language Teaching and teacher’s role in executing Business English for Business students.
In the third chapter, English for Business Communication, the researcher has created twelve activities to develop the communication skills for MBA students.
The fourth chapter, Rubrics Testing, Evaluation and Assessment, deals with the performance and analysis of the students in each activity.
The final chapter, Summation brings out the Hypothesis realization and the performance of the students.
The researcher while writing the thesis has followed MLA Hand
Book VI edition.
List of Abbreviations
MBA - Master of Business Administration
ELT - English Language Teaching
ESP - English for Specific Purpose
U.G. - Under Graduate
P.G. - Post Graduate
TPR - Total Physical Response
CLL - Community Language Learning
CLT - Communicative Language Teaching
Ltd. - Limited


CHAPTER I
Introduction
Description of the Topic:
English is a universal language and a language of intercontinental culture, which embraces world wide knowledge. It is an easy medium of communication in the international sphere of life. Being an international knowledge language, it has created better understanding among the nations of the world and their culture. It is one of the accepted medium for international business transactions. The advent of 21st century has accompanied globalization in scientific, technical and economical activities on an international scale, which has magnified as the role of English language in international communications. In order to achieve better and more effective results in an international trade, the relevant business people must be given adequate training in using Business English. To be involved in the world / national business, there is always a need for an internationally accepted language. Obviously, English language has attained that status.
The purpose of developing ‘Specific Course’ is to meet the needs of learners, in a special language concept. About the idea of a special language, Ellis and Johnson states: “special language is as a restricted repertoire of words and expressions selected from the whole language because that restricted repertoire covers every requirement within a well-defined context, task or vocation” (4).
Students of Business Administration need such a specific English language teaching to meet their future business needs and their improvements. For them, Business English plays a vital role and acts as a ladder in their career. Developing Specific English Course for MBA students – is a study, to make the students to develop the required skills in using English language. It is a course developed to build student’s confidence in speaking, listening, reading and writing English in business contexts. This Business English course for Business Administration students will increase English language proficiency, excellent skills, and wider vocabulary knowledge. It gives post dignity to the learners. In order to develop the above mention skills, Specific English course is necessary for MBA students.
Business English:
With the globalization of trade and economy and the continuing increase of international communication in various fields, the demand for English for Specific Purposes (ESP) is also expanded, especially in countries, where English has been taught as a foreign or second language. ESP is a separate branch of English language teaching. As for a broader definition of ESP, Hutchinson and Waters theorize, “ESP is an approach to language teaching in which all decisions as to content and method are based on the learner’s reason for learning” (29).
ESP syllabus is based on an analysis of learner’s need and their own personal distinct knowledge of using English for real communication. ESP materials will be designed on the topics and activities of specific purpose only. While designing an ESP course, grammatical functions, acquisition skills, terminology and specific functions of discipline are taken into consideration as crucial parts of the ESP course. The salient features of ESP are listed out as below:
• ESP is defined to meet specific needs of the learner.
• ESP makes use of the underlying methodology and activities of the discipline it serves.
• ESP is centered on the language, skills, discourse and genres appropriate to these activities.
• ESP is likely to be designed for adult learners, either at a territory level or in a professional work station.
Among the various types of ESP courses, Business English implies the definition of specific language corpus and emphasizes on the particular kind of communication in a specific context. There are a lot of definitions for Business English, which ELT specialists might follow: Chilver, an ELT professor defines, “Business English is designed to help learners to improve their Business English Communication Skills” (21). Stevense, a journalist in his words says, “Business English is a type of English for specific purposes that is meant to meet the needs / requirements / specific purposes or learners whose interest is business” (Mackenzie 67). According to Jones, define Business English is: “… highly communicative in nature. It provides a lovely atmosphere with the emphasis on the use of language in a business context and to learn more about the world of business from an English language perspective” (124). Hollett, in his work New Business Objectives define Business English:
Business English is a language development in a business setting. It is identical to general English in that it covers the same teaching / learning progression for language. Grammar and lexis are deliberately presented in a work place setting. (5)
The major objectives of Business English are:
• Confidence and fluency in speaking, writing.
• Skills for organizing and structuring information.
• Strategies for following the main points of fast, complex and imperfect speech.
• Clear pronunciation and delivery.
• Sufficient language accuracy to be able to communicate ideas without ambiguity.
• Skill for presentations and explaining these views without stress for the listener.
Business English customizes the needs based on job specific language and vocabulary of the business students. It focuses broadly on the four basic language skills of Listening, Reading, Writing and Speaking. Business English aims at qualifying its learners for employment and their future business needs.
Business Communication:
The term ‘communication’ is a process in which people occupy differing environments and exchange messages in a specific context via one or more channels and often respond to each others’ messages through verbal and non-verbal feedback. In business, communication is both a frequent and critically important process. It occupies a specific place than any other activity and often makes the difference between success and failure for the organization as a whole and for its individual person. It is an inevitable and irreversible process. Lawrence Baron, comments on communication as:
Communication is the corner stone of any successful business – not only does it span between customers, but within company as well. Many companies find they lose productivity and money due to a lack of communication and it will affect a company’s performance. (Kapoor 64)
Communication is a major and essential part of the work of business. Business needs the people with good communication skills. Improving communication skills improves paves way to success in business. It could enable human beings to work together. In business, it is the vehicle through which management performs its basic functions. Managers administrate through communication, coordinate through communication, plan and control through communication. Thus, all organized efforts, including the work of business, require communication.
Mark Federighi, National Manager of Business Development, says about the significance of Business Communication as follows:
Communication is essential to building trust and team work among employees. To become a successful leader, you must have a great team. Just look at Michelangelo. He did it paint the Sistine chapel by himself, but with the help of his team. It is considered one of the best works in History. It’s all about the good communication between the team. (Lesikar 4)
There are two broad categories of communication in Business namely; internal operational and external operational communications. Communicating process done in conducting work within a business is called internal operational communication. Works such as giving orders, supervise the workers, assembling reports and writing e-mails are considered as internal operational communication.
External operational communication is the process that the work related communication with people outside the business (i.e.) publics like suppliers, service companies, customers and the general public works such as personal selling, telephoning and advertising are considered as external operational communication.
These both internal and external communications are vital for business success. While examining the process of communication, the five steps are followed. They are: idea formation, message encoding, message transmission, message decoding and feed back. The common definition of communication is the transmission of information and meaning from one individual or group to another. This process of communication is successfully activated only when the receivers understand an idea as sender indented it.
Effective communication is the key to success in business environment. Guffey defines function of Business Communication, “Business communication is communication used to promote a product, service or organization; relay information within the business” (13). Business Communication message is conveyed to the various accidence or organizations through various channels of communication, including email, voice mail, intranets, websites, video-transmission and video-conference, etc.
Business communication is important for business students, those who need to learner to convey their ideas accurately, effectively and convincingly. The important aspects of Business Communication skills are presentations, meetings, memo writings, telephonic conversations, etc.
Practicing communication skill in a wide range of business settings, is needed for learners those who learn Business English. Business English is designed to help the learners to improve their Business communication skills. In Business, communication problems are caused only by means of lack of language equivalency. No matter, how good business man’s selling techniques is, or how good his marketing proposal is. But poor language skills inevitably destroy all his efforts. Thus Business English is an essential element for Business Communication.
Significance of English Language in Business:
English is the international language of business and used to do business across international boundaries. It is the fact that it will be impossible to operate in the world of commerce without strong command of English language. Business executives from different countries should have a common language among them. For an example, the members of the European Free Trade Association conduct all their business in English, even though not one of them is a native English speaker. In the words of one international authority says, “English has emerged as the lingua franca of world commerce in much the same way that Greek did in the ancient world of the west and China did in the East” (Varghese 17).
In the world wide business, communication plays vital role in today’s global challenge. Among the other frequent mediums of communication, English language serves as a pivotal force in barriers in communication which can make or break international relations and state affairs. For business transactions around the world English dominates the front lines. For an example, a senior manager from Canada instructs business partners in Korea. An office manager from the United Kingdom drops a phone call to his contact in Japan. In both examples, English primarily acts as a common language, in the formation of global awareness and progress. According to Lesikar, “Learning how to speak English can allow the learners to travel to western country … opened up a large number of doors, doors that would normally be closed” (23).
With this in mind, many countries should also take steps to improve the linguistic skills of their students, primarily in English language. Penrose, an efficient professor of Business Communication state:
Today, we are living in a global community. People correspond with others from around the globe on regular basis … The English language has inarguably achieved a major role in this globalization and it has become the prime language of choice for communication by many different nationalities. (137)
English language is the primary language of business. In India, there was a survey recently conducted on more than 25,000 employers of global corporations. A notable percentage of respondents have said that English was neither critical nor important to be successful on their current positions. Huge majority reported that English language proficiency was insufficient to be successful in their current jobs. In sum, only 9 percent said their proficiency was sufficient to do their current job. Therefore, sufficient English skills are considered to be important for business. People who are unable to understand and process the information accurately and quickly can adversely failed on business.
English is the ideal language for the administrators around the world and it’s also prominent in business education, world news and communication. If proficiency level in English increases, the opportunities are also increases for business people. When business person learn how to speak English, the opportunities are limitless to them. At any cost, to whom one who wishes to be a successful in business world, learning English is incredibly important.
Area of the study:
The researcher has conducted the study in Francis Xavier College of Engineering, at vannarpettai in Tirunelveli District. It is an engineering college afflicted to Anna University. It is situated in a heart of the city. The post-graduate department of Management studies was instituted in the profile of college during the year 2005-2006. This department strives towards the vision of the college in developing the future managers of the global buzzy from this urban area.
Scope of the Topic:
The specific course of Business English is orientated towards learning subject matter as well as language. Business students are in need to standardize their language skills before their academic study. The English course for MBA students has been designed to meet the following needs of the students, such as:
• To improve the listening, reading, writing and critical thinking skills needed for academic success.
• To help perform-discipline-appropriate exercise and activities to develop the interpersonal, academic and language skills necessary to succeed in a University / business environment.
• To provide a basic information on economics and business to prepare for further business studies.
• To help them understand the vocabulary and structure of the English language as it is used in business writing.
• To give practice in learning strategies that will enable them to become an independent, confidence and successful learner of business studies and business writings.
• To provide with the skills to deal with large quantities of academic reading and writing.
• To develop critical skills of self evaluation.
Among these needs, the general scope for introducing specific course for business students to work successfully and effectively in a cross – cultural environment. The most important scope of developing such a Specific English Course for MBA students is to improve the overall performance of the Business students.

Methodology of Research:
Observation, interaction with the students and with their teachers of Management Department can be used as methodological research. For this research, the researcher met learners thrice in a week and conducted classes for two hours per day. Students were actively engaged in communication activities that can be easily transferred to their real work situations. For instance brainstorming, discussion and role-play are to be quite conductive to the class room settings.
Methodological Tools:
In order to conduct this study the researcher applied the following tools such as Black board, projector, slide projector, video clippings, powerpoint presentations and visual aids, etc. In this study, demonstration of language was used in context through prescribed text books.
Brief History of English Language Teaching in India:
In India, the Indian languages have a rich cultural heritage. The country was invaded and ruled by different colonizers’ and British rule lasted for nearly 300 years. So, when India became independent in 1947, it had become the home of various religious and linguistic groups. There are 18 official languages and 350 other languages that are recognized as major languages. English is not classified as one of the 18 national languages in India. Although Hindi is the official language of the union; English enjoys the status of associate official language in India. The central and state recruitment boards conduct examinations in Indian languages as well as in English.
Indian history shows that English was subjected to many pressures. It had its roots in bitterness stemming from the long period of domination by European countries by means of establishing East India Companies. Thus Vascoda Gama, the sea voyager who first visited India in 1498, stated India is a land of spices and of marvels to European people. During 1818, English trade became more profitable, the British Empire became the British Empire of India, instead of British Empire in India.
Unofficial Britain was already teaching English in India. William Carey, a Yorkshire shoe maker turned Evangelist, had established his college in the Danish Colony of Seranpore in the last quarter of 18th century. David Hare, a Watch maker, provided his big mansion and land in Calcutta in 1801 for a college, which was called the Hindu College. In the introductory period of English in India consists three important phases. The first missionary phase was initiated around 1614 by Christian Missionaries.
The second phase was the demand from local, as some scholars were of the opinion, that the spread of English was the result of the demand and willingness of local people to learn language. The two prominent reformers who used to speak in English were Raja Ram Mohan Roy and Navakaur. They both strived to develop English since they supposed it would open a way for the people to find developments of the West. In his letter to Lord Aurherst (1773 – 1857) Roy embraced that English was provided Indian with “the key to all knowledge … all the really useful knowledge which the world contains as an evidence of local demand English” (Krishnaswamy and Sriraman 23). With the third phase, the government policy began in 1765 and English was established as the medium of Instruction and administration.
In the early 19th century, during the period of Governor Lord William Benetick, English became the language of record of government and high courts and other official works. English education came here not because of the British but in spite of them through cooperation between non-official British and liberal Indians. In 1776, English became the language of Supreme Court at Calcutta and finally as the medium of instruction and administration by the British raj. Krishnaswamy and Sriraman states that:
Macaulay’s proposal was a success and Lord Benetick declared that administered on public instruction should be henceforth employed in the imparting to the native population knowledge of English literature and science, through the medium of English language. This resolution formed the corner stone of the implementation of the language policy in India and ultimately resulted in the diffusion of bilingualism. (48)
In Indian education, English language rooted in the alien linguistic, cultured administrative and educational settings. The most important land mark of the establishment of English Education in colonial India was the report of Sir Charles Woods – Woods dispatch in 1854. This report emphasized the need for using both vernaculars the diffusion of European knowledge and promotion of the general education of people of India. Kapoor comments on English in Indian education as a “road to the light” and “a tool of civilization” (75).
English in Independent India:
India, after becoming independent in 1947, Hindi was designed by the constitution as the language of National and English as the language of administration. It acted as a language of India’s freedom struggle. For an example, Mahatma Gandhi published his ‘Young India’ in English. Nehru also published a daily, ‘Indian Herald’ in English.
Realizing the importance of English in the development of the modern India, both the Radhakrishnan Commission of Education (1952) and Kothari Commission (1964) observed that English plays a vital role in higher education and that no student should be allowed to take a degree unless he gains a reasonable proficiency in English. The National Policy on Education (1986) too emphasized the facilities for the study of English language. In reality, in India, English is still the language that examines the students in the Universities, conducts foreign affairs and transacts business with the world. English gradually acquired, socially and administratively, the most dominant roles in Indian Multilingual setting. According to Allam, “English serves two purposes namely, it provides a linguistic tool for the administrative cohesiveness of a country and secondly it serves as a language of wider communication” (112). English plays a dominant role in the media and initiated serious journalism in the Indian press. It has been used as the medium for inter-state communication that the pan-Indian press and broadcasting are both before and since India’s Independence.
Indian English Language Teaching has a history and also been the testing ground for ELT innovations. During 1915 and 1955, several methods were designed first and then used in India. The bi-lingual and the grammar translation method of non-native language teaching and learning became popular in India. Alexander Duff’s ‘Direct method’ and Michael West’s ‘Reading Method’ were also used in India first in the mid 19th century.
In 1966, Kothari Commission submitted its reports which contain two major recommendations with regard to the study of English. they are (a) English should be the medium of Instruction in all major universities, and (b) special units should be set up for teaching English as a language skill distinct from teaching it as literature .With the collaboration of the British council, the first English Language Teaching Institute (ELTI) was established in Allahabad in 1954. By the initiative move of Nehru, The Central Institute of English and Foreign Language was also established (CIEFL) in Hyderabad in 1958. Krishnaswamy and Sriraman in his work English Teaching in India ranges the three specific goals of teaching English in contemporary India are,
1. Mobility (i.e.) the utilitarian function of English as the language of opportunity.
2. Modernization (i.e.) the interactive function of English as the window of the world.
3. The projection principle (i.e.) the interpretive function of English as an international language.(63)
These are some significant goals of teaching English in post-colonial India. But now-a-days, in India there are a mad rush for English medium schools. Chaudhary states,
Nearly 99% respondents said in a ford foundation funded services in India in 1983 that English was their best for a good career. If their children had to learn only are languages, all respondents said, then they would like them to learn English. English has replaced everything. (Varghese 54)
English has become an international commodity like oil and electronic things and more than a quarter of the people in the world use it as the same. It is the language of India’s national and international business, and the opening up of the economy to multinational companies in the 1990’s has increased the demand for English Education in India.
Importance of Learning Business English:
In this age of global communication, many business and professionals are being let down by the simplest of tools – the language they speak English has become the Universal language of business and as a result, many companies, like the large multinational corporations, are now fully aware of the need for their employers to have a good command of English. The specific needs of Business students for their future career are:
- Dealing with providers and customers
- Negotiation of deals
- Holding discussions
- Answering the telephone
- Writing messages and
- Reading tests from different sources
All these needs which are provided to them can be performed only by means of learning Business English. It is most important for students to learn Business English during their academic studies.
Students have acquired specific content based knowledge. From their school and college level they take compulsory general English. But this Business English course, serves as the bridge between their professional knowledge and their English proficiency, further to develop their English competency in the real business context. While pointing out the significance of learning Business English, Guffey states:
Communication problems in business results in deals being lost, unsuccessful meetings and negotiations … These disadvantages can easily be over come by having the confidence and ability to perform these tasks in Business English. (231)
On a personal level, having competent in English language skills is a definite way of giving a hope at an interview, opening up more interesting career prospects and increasing learning potential. Another important point relates to the fact is that the English language learning is essential to business world and particularly business education. Mastering specific terminology, therefore, becomes important in order to make easy understanding and makes sense of the mass of English business information including company reports, research papers and economic journals – presented in English language. Ellies and Johnson in his work Teaching Business English states:
This special English focus is a direct result of professional needing the English language to meet the function of their daily work tasks. Thus the ideal BE learning environment has a balanced aim of combining language and business skill. (117)
People from different language background work together in corporate office and use English as their common means of communication. Most of the companies and organizations around the world spend a great deal of money and time to help their employees to learn Business English. The importance of learning Business English is to raise the English proficiency in business settings of learners as well as to prepare them for successful communication in their future profession.

Use of Practionary Authentic Materials in Business English:
Ellis in his Teaching Business English defines authentic material as “It is any kind of material taken from the real world and not specifically created for the purpose of language teaching” (157). The authentic material can be a text, visuals, or audio materials. It can be realia such as tickets, menus, maps and time tables or it can be objects such as products, equipment, components or models. By Cutting, selecting, simplifying or transferring from one medium of communication to another, it immediately ceases to be authentic.
The different types and sources of authentic material that for teaching Business English are (i) Books, (ii) The media, (iii) The company-specific materials and public information materials. Compiling these materials, the authentic materials are classified into two broad categories, respectively
• Text materials
• Audio and video materials
Text materials consist of model of authentic written language. But the audio and video materials provide a model of spoken language.
Text materials are used for language activities, which focus on vocabulary, structures or functions it contains. The use of text materials and their exploitation, therefore, needs to be analyzed with regard to the needs of learners. A large proportion of Business English learners need speaking and listening skills and also they require providing such kind of practice.
Audio and video recording can be used simply as background information for the future learners or for listening practice, for language work, or as a stimulus for the variety of oral activities. Videos of a manufacturing process can be played without sound for learners to create their own commentary, and opportunity to guess the next. Information-transfer activities can be devised, role plays are set up, learners can be asked to summarize, to write reports, to act out scenes using their own words and so on. Audio and video materials are Television and Radio news, documentaries, company videos, and public information videos, etc.
The uses of authentic material by the learners in Business English have several remarkable reasons. First, the authentic text will have a number of features that are often lacked in text and dialogues created for learning English. Secondly, it provides information about real-life situations or events. The conveyed information is more accurate, high credibility and more up-to-date. It provides the core of the specialized course, if the course objective is to develop skills for reading manuals, instructions, contracts or report writing skills etc. Usage of authentic materials other than reading and testing exercise are provide realistic context for a role play, stimulate debate, practice the skill of describing, explaining, instructing and changing information, etc.
Utility of Business English Course:
The students of Business Administration need specific practical language knowledge and written knowledge in order to complete their performance in the Business world. In spoken English courses, teaching takes place in ordinary level using skills and students could understand only about the language in general and its basic structures. But for MBA students, they must have specific language knowledge, so they have to learn English in a specific channelization called Business English. This specific Business English course will provide business students with
- More confidence in their ability to conduct business in English.
- Greater verbal fluency for face to face business situations.
- More professional approach and interaction with clients.
- Greater confidence to effectively represent their organization.
- Improved communication with colleges and clients
- Enhanced comprehension skills and clear pronunciation.
According to Crowther, “Business English is an indispensable tool to complete in both local and international markets. This can only add to the students’ sense of confidence and self-esteem as business professionals” (102).
This is the course that enables the student to become competitive and competent enough in their future career. It also offers a chance to the business people to visit far-flung places and experience new culture and ways of life of 21st century globalised world.

Entry Behaviour of the Students:
There are 30 students in the class room and most of them are above the age of 21. They are all adult learners. The adult has a wide range of knowledge and experience. They are better language learners than other category. They had learned English for last ten years at school level and probably two years in their U.G courses. Students for MBA are from variety of disciplines. More over half of them are in need to improve their communicative skill because they are new to business settings. Most of them lack confidence in the ability to deal with the business subject matter at the beginning of their academic year.
Necessity to Introduce Specific English Course for MBA Students:
In our curriculum design, the post graduate courses haven’t any English program in their syllabus. The requirement of English language is less for other P.G. students when compared to management students, because, students for PG courses such as, Physics, Chemistry, Bio-Technology, Maths, etc. come from same discipline, which they studied in their UG programme. But for management students it is necessary to introduce specific course during their academic year for bright future in their career, because the eligibility requirement for MBA degree is Bachelor Degree with a minimum of 60% of marks in any disciplines. So, the students of MBA course have a background of different qualification, different majors and from different kinds of learning situations. In order to complete their business sector, the students must have adequate language skills such as fluency enhancement, speaking skill through telephones, listening skills while at meetings, negotiations, written skill and specific vocabulary usage skill. These language skills are needed for their success in the fast moving globe economy.
Introducing English curriculum for MBA students through the medium speech, language, reading offers an insight into a world far beyond the physical boundaries of student’s perceptions current trends in business field required more proficiency in English language because of advancement of information technology. So, it is high time to introduce a Specific English course for MBA students.
CHAPTER II
Teacher’s role and Methods in ELT
A Brief History of Language Teaching:
English is considered as the worlds most widely studied foreign language. But Latin occupied that place five hundred years ago. It was the dominant language of Education, commerce, religion and government in the western world. In the absence of grammar and other modern European languages, early languages based mainly on texts, chiefly literacy and the dialogue form used in the teaching of Latin in Middle Ages. When political changes took place in Europe during sixteenth century, French, Italian and English gained a major role in the society and Latin gradually derange as a language of spoken and written communication.
In seventeenth century, Latin was diminished from school curriculum and the study of Latin also took on different function. The advanced study of grammar and rhetoric were introduced to the student in this century. Several multilingual and bilingual dictionaries were published during the political change situations. They became a popular device for acquiring survival knowledge of language like English, French and Italian. Thus Richards and Rodgers, in his book Approaches and Methods in Language Teaching agree that by saying:
There were occasional attempts to promote alternative approaches to education; Rogers Ascham and Montaign in the sixteenth century and Comenius and John Locke in the seventeen century, for example, had made specific proposals for curriculum reform and for changes in the way Latin was taught .(2)
In the history of English language teaching, late 16th and 17th century had two trends in the role and function of language studies and thinking on language education. The new languages was entered the curriculam of European schools during 18th centuries. About the renaissance in this century, Krishnaswamy and Sriraman comments:
The eighteenth century is quite eventful. The development of trade and communication, new colonies, social ambition and such other factors brought in focus the way in which languages was used with propriety and the demand for fixing usage. (76)
The Grammar – Translation Method:
In the mid-nineteenth century, several school grammar and dictionaries like Websters (1928) were published with organized grammar points. In each works grammar point was listed, rules were explained and illustrated by sample sentences. Such a development in the grammar schools contributed to the evolution and establishment of the new method of language teaching known as Grammar – Translation Method.
Franz Ahn (1796 – 65) and H.G. Ollendorff were the two successful practitioners of Grammar translation method. It was first known in the United States as, the Prussian method. The Grammar Translation method is widely recognized as one of the most popular and favorite models of teaching. The French Philosopher Brown, attempts to explain why the methods is still employed by pointing out:
It requires few specialized skills on the part of teachers. Tests of Grammar rules and of translations are easy to construct and can be objectively scored. Many standardized test of foreign languages still to not attempt to tap into communicative abilities, so students have little motivation to go beyond grammar analogies, translations and rote exercises. (17)
The principal characteristics of the Grammar Translation method were:
1. The goal of foreign language study is to learn a language. Grammar Translation is a way of studying a language that approaches the languages through detailed analysis of its grammar rules
2. Reading and writing are the major focus.
3. Vocabulary is taught in the form of lists of isolated words.
4. Accuracy is emphasized.
5. Grammar is taught deductively.
By the end of the 19th century, the opposition to the Grammar Translation method was gradually increases, due to the lack of proficiency in foreign language. This reform movement laid the foundations for the development of new methods of teaching languages.
The Reform Movement:
The reformers and language teaching specialist like Marcel, Prendergast and Govin had done much to promote alternative approaches to language teaching. According to Krishnaswamy and Sriraman, “the major drawbacks of Grammar Translation method, which provoked the reformist action by the end of the century, were: (i) The translation exercises were all sentence – based and not text or discourse – based. (ii) Spoken English was neglected” (80).
Thus reform movement was founded on the three basic principles. They were the primary of speech, the centrality of the connected text as the important part of the teaching – learning process and the absolute priority of an oral methodology in the class room.
Linguists like Henry Sweet in England, Wilhelm Victor in England, Paul Passy in France and other reformers in the late 19th century believed and set forth some specific principles for language teaching. It advocated:
• The spoken language is primary and that should be reflected in an oral-based methodology.
• The findings of phonetics should be applied to teaching and to teacher training.
• The rules of grammar should be taught inductively.
• Translation should be avoided.
The Direct Method:
The Frenchman Francois Gouin (1831 – 1896), the first 19th century reformer attempted to build a methodology around observation of child language learning. In his The Art of Learning and Studying Foreign Languages (1880) he concluded that the language learning is a matter of transforming perceptions into conceptions and then using language to represent these conceptions. With this knowledge, he devised a teaching method, but it became short-lived approach to language learning. The German scholar F. Franke wrote on the psychological principles of direct association between forms and meanings in the target language. In Approaches and Methods in Language Teaching, he comments that:
a language could best be taught by using it actively in the class room. Rather than using analytical procedures that focus on explanation of grammar rules in classroom teaching, teachers must encourage direct and spontaneous use of the foreign language in the classroom… known words could be used in teach now vocabulary, using mime, demonstration and pictures.(Richards and Rodgers 9).
Thus Franke’s natural language learning principle, laid the foundation for Direct Method. Direct method became very popular during the first quarter of the 20th century, especially in the private language schools in Europe. One of the most famous advocates of the Direct Method was the German philosopher Charles Berlitz. The basic principle of Berlitz’s method was that second language learning is similar to first language learning. This method contains lots of oral interaction, spontaneous use of language, no translation and little if any analysis of grammatical rules and syntactic structures. Richards and Rodgers, in their Approaches and Methods in Languages Teaching (1986), summarized the principles and procedures of Direct Method were:
1. Class room instruction was conducted exclusively in the target language.
2. Only everyday vocabulary and sentences were taught.
3. Oral communication skills were built up in a carefully graded progression organized.
4. Grammar was taught inductively.
5. New teaching points were introduced orally.
6. Concrete vocabulary was taught through demonstration, objects and pictures.
7. Both speech and listening comprehension were taught.
8. Correct pronunciation and grammar were emphasized.(24)
Thus, the Direct Method is undoubtedly a highly effective method in term of creating language learners who are very competent in terms of using the target language communicatively.
The Nature of Approaches and Methods in Language Teaching:
In the late 19th century, linguist and language specialists sought to improve the quality of language teaching. So they referred to general principles and theories concerning, how languages are learned, how knowledge of language is represented and organized in memory or how language itself is structured. Thus the study of teaching methods and procedures in language teaching became a more central role within applied linguistics from the 1940s. Various attempts have been made to conceptualize the nature of methods and to explore the relationship between theory and practice within a method.
American applied linguist Edward Anthony, proposed a scheme in 1963, in order to clarify the difference between a philosophy of language teaching at the level of theory, principles and procedures. He identified three levels of conceptualization and organization, which he termed as approach, method and technique. Antony defines his approach, method and technique as:
… An approach is a set of correlative assumptions dealing with the nature of language teaching and learning. An Approach is axiomatic. It describes the nature of the subject matter to be taught…
… Method is an overall plan for the orderly presentation of language material, no part of which contradicts, and all based upon the selected approach. An approach is axiomatic, a method is procedural…
… A technique is implementation – that which actually takes place in a class room. It is a particular trick, stratagem, or contrivance used to accomplish an immediate objective. The techniques must be consisted with a method and therefore in harmony with an approach as well. (Richards and Rodgers 15)
According to this model, Approach is the level at which assumptions and beliefs about language and language learning are specified. Method is the level at which theory is put into practice and technique is the level at which classroom procedures are described. Thus a method is theoretically related to an approach, is organizationally determined by a design and is practically realized in procedure.
Approach:
In Approaches and Methods in Languages Teaching, Richards and Rodgers comments that, “approach refers to theories about the nature of language and language learning that serve as the source of practices and principles in language teaching” (16).
(i) Theory of language:
There are three different theoretical views of language and nature of language proficiency that inform current approaches and methods in language teaching. They are structural view, functional view and interactional view.
Structural view is the first and the most traditional among the three. It is the view that language is a system of structurally related elements for the coding of meaning. The second functional view is the view that language is a vehicle for the expression of functional meaning. The third view of language is international view, that language as a vehicle for the realization of interpersonal relations and for the performance of social transactions between individuals. This view focuses on the patterns of moves, acts, negotiation and interactions found in exchanges.
(ii)Theory of language learning:
A theory of language learning has two basic questions that respond an approach or method. The questions are,
1. What is the psycho linguistic and cognitive process evolved in language learning?
2. What are the conditions that need to be met in order for these learning processes to be activated?
Like the theory of language, language learning theory also associated with the method at the level of approach by means of two theories. Richards and Rodgers analyzed these theories as:
Process-oriented theories built on learning processes, such as habit formation, induction, inferencing, hypothesis testing and generalization. Condition-oriented theories emphasize the nature of the human and physical context in which language learning takes place. (18)
Krashen’s Monitor model of second language development (1981), Tracy D. Tellell’s natural approach (1977), Charles A. Curran’s writing on counseling – Learning (1972) are the best example of language learning theory, for successful learning.
Design:
Design is necessary for an instructional system. In approach and method treated at the level of design that level in which objectives, syllabus and content are determined and in which the roles of teachers, learners and instructional materials are specified. According to Richard and. Rodgers, Design is defined as:
Design is the level of method in which we consider (a) what the objectives of a method are, (b) how language content is selected and organized within the method, that is, the syllabus model the method incorporates, (c) the types of learning tasks and teaching activities the method advocates, (d) the role of learners, (e) the role of teachers, (f) the role of instructional materials. (20)
Procedure:
The last level of conceptualization and organization with in method is procedure. This deals with the actual moment-to-moment techniques, practices and behaviours that operate in teaching a language according to a particular method. There are 3 dimensions to the method at the level of procedure given in Approaches and Methods in Language Teaching are:
a) The use of teaching activities (drills, dialogues, information-gap activities, etc.) to present new language and to clarify and demonstrate formal, communicative or other aspects of the target language.
b) The ways in which particular teaching activities are used for practicing language.
c) The procedures and techniques used in giving feed back to learners concerning the form or content of their utterance or sentences. (Richards and Rodgers 26)
The Oral Approach and Situational Language Teaching:
Palmer, Hornby and other British applied linguists analyzed English and examined its major grammatical structures into sentence patterns. They found the basic frequency counts of words and structures using the principle of selection, gradation and presentation, in a systematic manner. Their view on the specific procedures to be used in teaching English were referred to as the oral approach to language teaching. The main characteristics of this method were as follow:
1. Language teaching begins with the spoken language. Material is taught orally before it is presented in written form.
2. The target language is the language of the classroom.
3. New language points are introduced and practiced situationally.
4. Vocabulary selection procedures are followed to ensure that an essential general service vocabulary is covered.
5. Items of grammar are graded following the principle that forms should be taught before complex ones.
6. Reading and writing are introduced once a sufficient lexical and grammatical basis is established. (Richards and Rodgers 34)
The Audio-lingual Method:
The outbreak of World War II elevated the need for Americans to become orally proficient in the languages of their friends and enemies. As a result, with the form and support of Direct Method, this new ‘The Army Method’ which came to be known in the 1950s as the Audio-lingual Method. Thanasolus states:
The Army method was suddenly developed to build communicative competence in translators through very intensive language courses focusing on aural / oral skills. This in combination with some new ideas about language learning coming from the disciplines of descriptive linguistics and behavioural psychology went out become what is known as the Audio Lingual Method. (Krishnaswamy and Sriraman 24)
It is a linguistic, or structure-based, approach to language teaching. This new method incorporated many of the features typical of the earlier Direct Method. Just as with the direct method, the over all goal of the Audio-lingual Method was to create communicative competence in learners.
Richards and Rodgers analysis the three major objectives of Audio-lingual Method are
These immediate objectives imply three others: first, control of structures of sound, form and order in the new language; second, acquaintance with vocabulary items that bring content into these structures and third, meaning, in terms of the significance these verbal symbols have for those who speak the language natively. (52)
Communicative Language Teaching:
Communicative language teaching was to be found in the changes in British language teaching tradition form the late 1960s. The European common market played an important role in the development of communicative language teaching. With the increased need for teaching adults the major languages of the European common market, the council of Europe started playing a role in language education. According to Brown in his work Fundamental Concept of Language, define ELT as,
ELT is not a method; it is an approach, which transcends boundaries of concrete methods and concomitantly, techniques. It is a theoretical position about the native of language and language learning and teaching. (42)
The goal of CLT is communicative competence. This is the term coined by Dell Hymes in USA, in order to contrast a communicative view of language and Chomsky’s theory of competence. In Approaches and Methods in Language Teaching, Howatt states: “distinguishes a ‘strong’ and a ‘weak’ version of CLT: … If the former could be described as ‘learning to use’ English, the latter entails using English to learn it” (Richards and Rodgers 66). Some of the characteristic of this communicative view of language in Approaches and Methods in Language Teaching are:
1. Language is a system for the expression of meaning.
2. The primary function of language is for interaction and communication.
3. The structure of language reflects its functional and communicative uses.
4. The primary units of language are not merely its grammatical and structural features, but categories of functional and communicative remained as exemplified in discourse. (Richards and Rodgers 71)
This is the method assert, that a language is learnt effectively when the focus is not on language and that learners learn how to communicate by communicating, by interacting with others. Now a day, there is a great need for communication, communicative competence, language varieties and norms, discourse, learner’s needs and attitudes and negotiation of meaning, etc.
Total Physical Response:
Richards and Rodgers define Total Physical Response method as: “Total Physical Response (TPR) is a language teaching method build around the coordination of speech and action; it attempts to teach language through physical (motor) activity” (87). TPR was developed by James Ashers, a professor of psychology in California. This is the method that deals on several traditions, including developmental psychology, learning theory and humanistic pedagogy, etc.
The method has some basic principles of language acquisition in young learners. Most particularly that the process involves a substantial amount of listening and comprehension in combination with various physical responses well before learners begins to use the language orally. In learning foreign language Ashers draws three influential learning hypotheses namely:
1. The specific innate bio-program for language learning.
2. Brain lateralization defines different learning functions in the left fright-brain hemisphere.
3. Reduction of stress.
The general objectives of TPR are to teach oral proficiency at a beginning level comprehension is means to an end and the aim is to teach basic speaking skills. Brown states the primary objectives of TPR method was
Learning needed to become more enjoyable and less stressful. It is natural way to accomplish recreate the natural way children to learn their native language … using right brain motor skills rather than left-brain language processing. (61)
The Silent Way:
The silent way, is the name of a method of language learning founded by Caleb Gattegno, in the early seventies. It shares many of the same essential principles as learning theories and educational philosophies. Richards and Rodgers describe the key theories based on the silent way:
1. Learning is facilitated if the learners discovers or creates rather than remembers and repeats what is to be learned.
2. Learning is facilitated by accompanying physical objects.
3. Learning is facilitated by problem solving involving the material to be learned. (99)
This underlying characteristic shows that learners become increasing autonomous in, active with and responsible for the learning process in which they are engaged. It also encourages students to work as a group – to try and solve problems in the target language together. As a conclusion, Richards and Rodgers comment their whole view about this theory as:
The innovations in Gattegno’s method derive primarily from the manner in which classroom activities are organized, the indirect role the teacher is required to assume in directing and monitoring learner performance, the responsibility placed upon learners to figure out and test their hypotheses about how the language works, and the materials used to elicit and practice language. (111)
Communicative Language Learning:
Charles A. Curran and his associates developed a new method called CLL which represents the use of counseling – learning theory to teach language. It draws on the counseling – learning theory to redefine the role of the teacher (the counselor) and learners (the clients) in the language class room. In this method, the learners and knower are agreeing to language learning.
The method CLL does not attempt to teach students how to use another language communicatively, it also tries to encourage the students to take increasingly more responsibility for their own learning CLL compares development of language learning to the stage of human growth, namely infant, adult stage, the existence stage, a kind of adolescence and finally the independent stage. The salient features of CLL methods are:
i) Students are to be considered as learner clients and teacher as a ‘teacher – counselor’.
ii) A relationship of mutual trust and support is considered essential to the learning process.
iii) Students are encouraged to express not only how they feel but how they feel about the learning process.
iv) A variety of activities can be included.
v) Grammar and vocabulary are taught inductively.
The Natural Approach:
Tracy Terrell and Krashen developed the Natural Approach in the early eighties. According to them, Natural Approach is defined, that is believed to conform to the naturalistic principles found in successful second language acquisition. The design and procedures in the Natural Approaches based on the five principal tenets of theory are (i) The Acquisition / Learning hypothesis, (ii) The Monitor Hypothesis, (iii) The Natural Order Hypothesis, (iv) The Input Hypothesis, (v) The Affective Filter Hypothesis. These four hypotheses have obvious implication for language teaching in sum, Richards and Rodgers states that,
(1) As much comprehensible input as possible must be presented.
(2) Whatever helps comprehension is important.
(3) The focus in the classroom should be on listening and reading; speaking should be allowed to emerge.
(4) Student work should center on meaningful communication rather than on form; input should be interesting and so contribute to relaxed classroom atmosphere.(133-134)
Natural approach focuses on a wide range of activities including games, role plays, dialogues, group work and discussions.
Suggestopedia:
In the late seventies, the Bulgarian psychiatrist by the name of Georgi Lozanov developed a new method called suggestopedia. Richards and Rodgers defines, “suggestopedia is a specific set of learning recommendations derived from suggestology” (142). The characteristics of suggestopedia are the decorations, furniture, and arrangement of classroom, the use of music and the authoritative behavior of the teacher. The most unique feature of suggestopedia is the centrality of music and musical rhythm to learning. Richards and Rodgers states: “suggestopedia, which advocates a child like role for the learners to make them feel secure and less inhibited so that they can be more spontaneous” (143).
Teacher’s Role in Business English:
In Teaching Business English, teacher have a vital role to motivate the learners when compare to other teachers, the Business English teacher have to trained their students not only need to walk away with better comprehension and speaking ability, but a flexible, international perspective of this competitive business world. Some of the characteristics of teachers who teach Business English are:
1. Teacher should have confident in their teaching, especially in the classroom management and lesson organization.
2. Teacher should act as an observer, monitor and overhear students in their needs.
3. Teacher should constantly emphasize and cultivate a whole learning process in and away from class time.
4. English for business is a real and living language so teachers use authentic and current materials such as magazines, journals, internet sources, etc.
5. Teachers should remember that student motivation is of paramount importance in learning process.
6. Teachers teachings are always focus on the needs of the students. Teaching sections are usually had to base on discussions / interactions.
7. The most and final role of Business teacher is to make their students speak for the majority of the time. Student’s expresses their opinion is important in the teaching section.
Thus, the genuine interest and enthusiasm about language and business is the key to begin a successful teacher in teaching Business English.
With globalization, the ability to communicate effectively is the key to success for business executives. The students preparing for work need to improve their English in Business Communication key areas such as: socializing, telephoning, presenting, taking part in meetings and negotiating, etc. Thus introducing the course, English for business communication helps them deal confidently with common business situations in cross – cultural settings.
English for Business Communication is a course with a specific emphasis on the English Communication Skills essential for business transactions. This Course is designed to develop the skills which include listening, speaking, reading and writing English within business context. In addition, this course will provide the opportunity for students to acquire the skills necessary for business meetings, business presentations, negotiations business law, cultural diversity and socializing, etc.
CHAPTER III
English for Business Communication
I. Business Topics: Jobs
Note:
Resume has four parts.
• Identification section
• Job objective section
• Education and work history
• Personal skills

Sample Resume:
This is the sample resume of Ramsing, a graduate who seeks job focus on sale and marketing.

Ramsing Sharma,
12271, North Street,
Semilhole, Delhi
Sharma@yahoo.co.in
080-12456712 09884624921
Objective : Position in sales or marketing with opportunity for advancement and travel.
Education : Bachelor of Science: University of Delhi
Major: Business Administration
Emphasis: Marketing. Year: Dec. 2004
Percentage: 87%
Community College of University, Delhi.
Courses in General Studies and Business Administration.
Year: Dec, 2006.
Activities : Vice-chairman of Delhi University Students council
Member of City Honor society
Editor, Students Newsletter for University.
Skills:
Computer : Operating system – Windows 95 / 98 / 2000 / XP
Software Application – MS Office, Acrobat, Photoshop, SPSS
Programming Language – C, C++, Java, VB.net
Sales / Marketing : Achieved product sales amounting to 120 percent of forecast in competitive field.
Potential users from farm equipment and to promote company services. Successfully served 40 or more retail customers daily as desk in hardware store.
Experience : Assistant Director, Evergreen plantation for 4 years.
Sales supervisor, Indiana Departmental Stores, Delhi.
Supervised 5 departments’ twenty five full and part time sales persons.
References:
Prof. Rajan, Mr. Chander Raj,
Department of Marketing, Store Manager,
University of Delhi. The Indiana Departmental Store,
Nehru Square, New Delhi.

Task 1: Resume Writing.
In your local newspapers, turn to opportunities and pick up the job for which you are qualified. Write an effective Resume along with letter of application for an interview. The hint is given below for writing Application Letter.
Hint: Application Letter
1. Identify the specific position of job.
2. Describe your understanding job requirement and interest in the field of work.
3. State why apply for the job. Brief description of qualification.
4. Request interview or an answer to your letter.

Answer:
Resume
: _____________________________
: _____________________________
: _____________________________
: _____________________________
: _____________________________
: _____________________________
: _____________________________

Application Letter
From
___________________________
___________________________
___________________________
To
___________________________
___________________________
___________________________
Respected Sir,
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
Thanking you,
__________________ _________________
__________________ _________________

Task 2:
Journalist, General Manager, Accountant, Sales Executives.
Choose any of the job given above and list out the duties and skills required for the chosen job. Repeat this for all the jobs given above.
Answers:

a. SALES EXECUTIVES
Duties: Maximize the sales of company product or service, ensure the commercial success of the company, involve with identifying new markets and business opportunities, and increase sales production in many difficult and different settings.
Skills: They should have good convincement power and communication skills. They should posse’s high team spirit.


b. JOURNALIST
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________


c. GENERAL MANAGER
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________


d. ACCOUNTANT
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________

Task 3: Rearrange the sentences.
Re arrange the following sentences, in which the companies carry out in its process of Recruiting Staff.
1. The firm sends out letters to the people inviting them for interview.
2. The applicant starts receiving applications contains details about the interview and the format of interview.
3. At the end of a process, the decision has to be made whom to appoint.
4. The firm advertises the post on a local, regional, national depending on the type of job.
5. Management makes sure that the job required is made clear in the firm.
6. The application has to be screened.
7. The selection team gives a rank order of whom they would most like to appoint.
8. Person specification will provide the applicant with details that the firm is seeking
9. Appointment is made to the applicant with a written confirmation.
10. The listed people will be the group of applicants to be invited for interview.
11. The firm will also draw up a long list (or) short list.
12. Job description will have been drawn up based on an analysis of the job.
Answers:

1. Make sure that the job required is made clear in the firm.
2. Job description will have been drawn up based on an analysis of the job.
3. ________________________________________________________
4. ________________________________________________________
5. ________________________________________________________
6. ________________________________________________________
7. ________________________________________________________
8. ________________________________________________________
9. ________________________________________________________
10. ________________________________________________________
11. ________________________________________________________
12. ________________________________________________________

Task 4: Vocabulary:
Match the term with its definition.
1. Job description - Details about the qualification and employment history of applicant
2. Curriculam vitae - Details about of what the job entails
3. Applicant - Cover letter sent along with C.V.
4. Application form - Method to choose right candidate for Job.
5. Interview - Person competing for a job
Answers:
1. Job description - Details about of what the job entails
2. Curriculam Vitae -
3. Applicant -
4. Application form -
5. Interview -

II. Business topics: The Products / Sales
Task 1: Description of the product:
Choose any object in the classroom as secret and write the brief description of that object, while reading the description, others in the class should find out what that object is?
Hint: Description focus on the size, shape, materials, design, function and its features.

Answer:
Student 1:
It is considered as one of the most important teaching aid in class room. It is rectangle in shape. It’s made up of stone and coated black in colour. It is used for writing while teaching.
Answer: Black board

Student 2:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Answer: _________________

 
Task 2:
Analyze and find out any 10 solutions about ‘How to increase product sales?’
Answers:
To increase product sales
1. Zero % finance
2. Free delivery
3. _______________
4. _______________
5. _______________
6. _______________

Task 3:
List out the names of “retailers own brands” and “manufactures well- known makes” and also analyze the advantage and disadvantage of retailers and manufactures brand.
Answers:
Retailers Own Brand
Advantages Disadvantages
• No advertisement
• ____________________
• ____________________
• ____________________
• ____________________ • Low price, low profit margin
• ____________________
• ____________________
• ____________________
• ____________________

Manufacturers well - known makes
Advantages Disadvantages
• Control of price
• ____________________
• ____________________
• ____________________
• ____________________ • Retailers less interest
• ____________________
• ____________________
• ____________________
• ____________________

Task 4: Role play
Imagine student A, as Production Manager, dealing with the complaints and student B as an angry customer who complaints against the problematic product.
Hint:
1. Need to acknowledge the customer emotions by showing empathy.
2. Should identify the background of problem and take right steps to solve it.
3. Should listen actively to show them that we care.

Answer:
Student A: Hello, its royal furniture’s?
Student B: ______________________
Student A: ______________________
Student B: ______________________
Student A: ______________________
Student B: ______________________
Student A: ______________________
Student B: ______________________
Student A: ______________________

III. Business Topics: The Company
Task 1: Describing Company Structure
Look at the organization chart below, and then answer the questions that follow. This is an organization chart of Mr. Dawn’s Fish Green Limited.

 
1. How many sections does Mr. Monsing control?
Answer: Four e
2. Who is responsible for Personnel Department?
Answer: _______________________
3. Who handle the Managing Director’s correspondence and telephone calls?
Answer: _______________________
4. Who would Mr. David receive instructions from?
Answer: _______________________
5. If there is conflict between Mr. Robert and Mr. Owens who would settle the dispute?
Answer: _______________________
6. How many people of this organization chart are immediately responsible to Mr. Dawn?
Answer: _______________________
Task 2: Company Description
Imagine that you are the President of your company. Now give a short description of your company with the hint given below.
Hint: Profit, Product, Managers, Branch Office, Sales, Staff.

 
Answer:
Good morning Gentlemen,
I’m here to present some information about my company.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

Task 3: Company Analysis
Note: SWOT – Analysis is a common way in business to get snap-shot of a company and market. SWOT defines company’s strengths and weakness and Markets Threats and Opportunities.
SWOT DIAGRAM
Company STRENGTH

WEAKNESS
Market OPPORTUNITIES

THREATS


Discuss and identifying SWOT analysis on the subject of “the creation of own distributor company to access new and user sectors not currently being developed”.


COMPANY Strengths
• End-user sales control and direction
• _______________
• _______________
• _______________
• _______________ Weaknesses
• Customer lists not tested
• _______________
• _______________
• _______________
• _______________


MARKET Opportunities
• Profit margins will be good
• _______________
• _______________
• _______________
• _______________ Threats
• Market demand very seasonal
• _______________
• _______________
• _______________
• _______________

Task 4: Idioms/phrases
Complete the sentences by using the Idioms given below:
join forces, gain ground, reinforce, bombarded, targets
1. After our last radio campaign, we were ____________ with calls to our customer line.
2. Our ____________ this year is to increase sales by 10%.
3. In America, we have decided to ______________ with a local company and set up a joint venture.
4. Our sales team is doing badly against the competition. We may need to ____________ the team with some new recruits.
5. We have _____________ in the American market. We now have a 20% market share, up from just 7% last year.
Answers:
1. After our last radio campaign, we were bombarded with calls to our customer lines.
2. ________________________________
3. ________________________________
4. ________________________________
5. ________________________________

IV. Business Topics: Marketing
Task 1: Product Promotion
Discuss the techniques of consumer promotion with suitable examples. List out the techniques more than that is followed in product marketing.
Answers:
Group A:
1. Contests – e.g.: contests conducted by magazines, media, etc.
2. ________________________________________________
3. ________________________________________________
4. ________________________________________________
5. ________________________________________________

Group B:
1. Samples – e.g.: samples given along with items.
2. ________________________________________________
3. ________________________________________________
4. ________________________________________________
5. ________________________________________________

Task 2: Identify the Brand Names
Explore your ideas, images that are associated with the given popular brand name.
SONY, FORD, REYNOLDS

Answer:
1. FORD:
It is a popular car manufacturing company. It produces latest model cars with suitable prices. The products of FORD are stylistic and high technological one.
2. SONY: _____________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
3. REYNOLDS: _________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

Task 3: Group Discussion
Discuss the difficulties in the international market and also analysis the reason for the failure of overseas sales marketing. Do this task in groups.
Answers:
Difficulties Failure (Reasons)
1. Social differences 1. Intensity of competition
2. Economic difficulties 2.
3. 3.
4. 4.
5. 5.

Task 4: Vocabulary
Match the following words and expressions with its definitions.
1. Questionnaire - Collecting, analyzing and reporting data relevant to a specific marketing situation.
2. Survey - Attributes or characteristics of a product quality, price, reliability.
3. Competitors - Method of research which many respondents are asked a few questions each.
4. Market research - a document that asks questions used to get information for market research.
5. Product features - different people or companies that make products that do the same thing for about the same price.
Answers:
1. Questionnaire - A document that asks questions used to get information for product research.
2. Survey -
3. Competitors -
4. Market research -
5. Product features -

V. Business Topics: Advertising
Note:
Advertisement messages should be meaningful, distinctive and believable.
Sample Advertisement:
Advertisements by RELIANCE mobile company about their internet scheme for their customers.

Task 1:
Create an advertisement for a “New Product” that is to be introduce soon in market.
Hint:
Advertisement should Contains
1. Description of the product.
2. Quality of the product.
3. Price/value of the product.
4. Contact address for purchasing.

Answer:


Task 2:
Create an advertisement providing job opportunity in your college to recruit new lecture for your college.
 
Answer:


Task 3:
List down the advertising media’s and discuss the advantages and disadvantages of the listed media’s. Do it in groups.
Answers:
Advertising media
1. Radio
2. Television
3. _________
4. _________

Group A: Television
Advantages Disadvantages
• Large audience
• Low cost per exposure
• __________________
• __________________ • Very high overall cost
• Limited prime, time, space
• __________________
• __________________

Group B: Newspaper
Advantages Disadvantages
• __________________
• __________________
• __________________
• __________________ • __________________
• __________________
• __________________
• __________________

Task 4: Vocabulary
Match the words listed above with the dictionary definition which follows:
advertising agency, advertising space, broadcast media, medium, catalogue.
1. Communication through air by sending signals (eg.) radio and television _______________
2. A company that prepares adds for its clients and plane them in media _____________
3. A way of letting people know about something ____________
4. A space on printed pages that magazines or newspapers sell _____________.
5. A book that contains description and the picture of the company products are __________________.
 
Answers:
1. Communication through air by sending signals (eg.) radio and television broadcast media.
2. ______________________________________________________
3. ______________________________________________________
4. ______________________________________________________
5. ______________________________________________________

VI. Business Topics: Information Technology
Task 1:
Prepare a report on the topic “Impact of Information Technology on Business” by using the hints below. It should not exceed 600 words.
Hint: A report outline.
• Introduction
o Definition
o Examples in business
• Information sharing
o Post technology
o Present technology
• Kinds of uses of IT
o Telephone
o Computer
o Tele conferencing
o Tele marketing
• IT impact on Business
• Conclusion

Answer:
Impact of Information Technology on Business
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

Task 2: Make Sentences
Look at the following table. Make the sentences as you can possible.


Evergreen’s
Our company’s
Hypo’s e-mail
Tele marketing
Promoting Products
Sales man
Products
Production methods

Is
Are Good
Effective
Standard
Successful
Slow
Quick
Efficient

 
Answers:
1. Evergreen’s e-mails are standard. True on the other hand, hypo’s e-mails are very effective.
2. ______________________________________________________
3. ______________________________________________________
4. ______________________________________________________
5. ______________________________________________________

Task 3: Idioms / Phrases
1. We need to ____________ this misunderstanding to once.
2. Most people _____________ lies pretty quickly.
3. There’s no use complaining. We took that decision with our ____________.
4. They set up their new factory in the ____________. There is no airport for 200 hundred miles.
5. He played a joke on me but I __________________ by having a lot of horse manure delivered to his house.
Answers:
1. We need to clear up this misunderstanding at once.
2. _______________________________________________________
3. _______________________________________________________
4. _______________________________________________________
5. _______________________________________________________

Task 4:
Discuss in groups about the Online Marketing. At the end of the discussion answer the following questions.
Question 1: What is an online marketing?
Answer: ____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
Question 2: How will you purchase books in Amazom.com?
Answer: ____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
Question 3: what is the procedure to book a ticket in railway using online marketing?
Answer: ____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
Question 4: How will you get the details about purchasing in Amazon .com?
Answer: ____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
Question 5: How will you download the application form from the bank through online?
Answer: ____________________________________________________

____________________________________________________
____________________________________________________
____________________________________________________
VII. Business Communication: Telephoning
Note:
When calling:
• Friendly voices are important
• Introduce yourself and your afflictions immediately
• Explain your mode of calling
When Receiving:
• Identify yourself immediately.
• Act responsively in dealing with the matters.
• Taking accurate message as you listen.

Task 1:
Write down the following telephone conversation between customer and employer, in a better way.
Employee : Hello!
Customer : Hello! Is it Sahara Technologies?
Employee : Yes
Customer : Can I speak to Mr. Sharma, Please?
Customer : Murugan.
Employee : From?
Customer : From Xeon Software Service Centre.
Employee : (Music)
Sharma : Hello!
Customer : Hello!
Sharma : May I know who is calling?
Customer : Hello, It is Murugan from Xeon Software Service Centre, Mr. Sharma?
Sharma : Yes speaking!
Customer : Mr. Sharma, I decided to ….
Answer:
In better way
Employer : Good morning Sahara Technologies.
Customer : Good morning. This is Manager from Xeon SSC.
Employer : _______________________________________________
Customer : _______________________________________________
Employer : _______________________________________________
Sharma : _______________________________________________
Customer : _______________________________________________

 
Task 2: Role play
Do the role play of a super market receptionist and a customer using telephone. Remember the following points while doing this exercise.
Hints:
1. Enquire about the shop and price.
2. Enquire about items of goods available
3. Try to use the following words while doing this exercise. (i) House hold goods (ii) cosmetics (iii) near junction (iv) quality (v) door delivery.

Answer:
Receptionist : ____________________________________
Customer : ____________________________________
Receptionist : ____________________________________
Customer : ____________________________________
Receptionist : ____________________________________
Customer : ____________________________________
Receptionist : ____________________________________
Customer : ____________________________________
Receptionist : ____________________________________

Task 3: Writing
Write down the message from the telephonic conversation between Ranjith, the PA of STC construction. He attends the call for his Manager from Chamber’s Secretary about monthly meeting.
Ranjith : Good Morning, STC construction.
Secretary : Good Morning. Can I speak to your manager Mr. Rahul, please.
Ranjith : Sorry sir, it’s now time 10.30.he is in staff meeting. May I know who this is?
Secretary : I’m Rajesh, chamber’s secretary.
Ranjith : Sir I’m Ranjith, his personal assistant. Do you wish to leave a message for him?
Secretary : Yes, Inform him that I rang and about our chamber monthly meeting on Friday, October 2, at 11 a.m. to 4 p.m. in our chamber’s centenary hall. For any information contact me in 98411 11463.
Ranjith : Certainly Sir, I will pass on the message to our Manager.
Secretary : Ok. Thank you, Mr. Ranjith.
Ranjith : Thank you Sir.
Hint:
The message note should have
(i) From whom the call was?
(ii) What time the call was received?
(iii) What is the message?
(iv) What is their contact no.?
(v) Who received the message?

 
Answer:
Message Note:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

Task 4: Group discussion
Discuss the general preparations of making a telephone call and receiving a telephone call.
Answer:
Group A- Making a telephone call
1. Cultivate lovely telephonic voice
2. Call at right time.
3. ___________________________
4. ___________________________
5. ___________________________

Group B- Receiving a telephone call.
1. ___________________________
2. ___________________________
3. ___________________________
4. ___________________________
5. ___________________________

VIII. Business Communication: Meetings
Note:
An effective agenda should contains
• Time of meeting
• Length of meeting
• Location of meeting
• List of participants
• Subject of meeting
• Items to be covered
• Pre-meeting preparation

Sample Agenda:
An agenda send by Managing Director of International Manufacturing Agency to his General Managers.
Agenda
International Manufacturing Agency
G.M. Meeting Oct 26, 2007
To: General Managers – production, marketing, personnel, finance, HR.
From: Managing Director
Time: 10 a.m. to 1 p.m.
Venue: Conference room
I. Call to order
II. Approval of Agenda
III. Presentation of new adv. Campaign by Mr. James.
IV. An explanation of distributional problem by Distribution Manager.
V. Coffee break.
VI. General discussion on uses of video presentation.

Task 1:
Assume yourself as a General Manager of Postic Empower Limited. Write an agenda to your staff member about monthly meeting. Remember, the Agenda should also contain the details of instructions for the meeting.
Answer:
Agenda

To:
From:
Time:
Venue: ___________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

Task 2:
Imagine that you are the chair person of your company. Write down your ideas on how to open formal meeting. Answer the following question.
Question: What should the chair person do and say when the meeting starts?
(Or)
What are the roles of chair person / at the start of a meeting?
Answer:
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
Task 3: Vocabulary
Complete the sentence with the words given below:
Motion, agenda, attend, proposal, concludes.
1. Every meeting needs an ____________________.
2. A ____________________ was passed at the meeting to approve the plans.
3. Thank you very much, everyone. I think that ____________________ our meeting.
4. I have a ____________________ to make.
5. How many people are going to ____________________ The meeting?
Answers:
1. Every meeting needs an Agenda.
2. __________________________
3. __________________________
4. __________________________
5. __________________________

Task 4: Mix and Match
1. The meeting will take place - Business.
2. Did you all receive the – meetings?
3. Is there any other - in the conference room.
4. I’ll finish by thanking you all for - Agenda for the meeting.
5. Next time can I ask you to lead - your contributions.
Answers:
1. The meeting will take place – in the conference room.
2. __________________________________________
3. __________________________________________
4. __________________________________________
5. __________________________________________

 
IX. Business Communication: e-mail
Note:
• Have a correct e-mail id.
• Begin with recipients name or greetings.
• Messages are in optional and in casual languages.
• End with writers name, title and organization.

Sample:
This is a sample e-mail sent by a team leader to his team members about the selection of their project by the selection committee.
To: “Jackie Vase” jvase@gmail.com
Cc: All Team Members
From: Shaul Pyire syl.pyire@gmail.com
Subject: Congratulations
Dear Team Members,
Congratulations!
The higher authority of the chambers has heartily approved our last project. They are very happy with what we have done in such a limited period. Thank you for putting such a marvelous effort in that project.
They decide for new projects with special plan for the large accounts and they want to start it as soon as possible. Please let me know your opinion about this new project. Can we meet on Wednesday at 11a.m in my office? rly to this mail immediately.
With regards,
Shaul Pyire,
Sales Manager.
syl.pyire@gmail.com
0442 – 2211428

Task 1:
Write an informal e-mail to share your joy with your friend about the success of your last project and also about the agreement of the new proposal.
To:
Cc:
From:
Subject:


Task 2:
Assume yourself as a marketing manager of Relino furniture’s and Write an apology e-mail for the delayed delivery to the manager, Evergreen private limited.
To:
Cc:
From:
Subject:


Task 3:
Read the memo from Dishdev, the secretary of Wide Land pvt to the Rajan Manufactures. Assume yourself as a secretary of Rajan manufactures and write a reply mail to Dishdev.
Memo
To: Rajan Manufactors
From: Dishdev
Date: Sep 21, 2002
Please reply to this memo. Send a catalogue and price list and quote c.i.f. prices to delhi. Mention the following:
• 2 years guarantee on all our products. High-quality materials used.
• No credit terms.
• Cash discount of 3 percent offered.
Contact us again to e-mail dishvadev@hotmail.com.

Answer:
To:
Cc:
From:
Subject:


Task 4:
(a) Find out the abbreviations that are used in e-mail writings.
Answers:
1. Plz – Please
2. _________
3. _________
4. _________
5. _________

(b) List down the standard elements of e-mail and analyse it. Do this task in pairs.
Answers:
1. To: The sender places the e-mail address of the recipients.
2. _____________________________________________
3. _____________________________________________
4. _____________________________________________
5. _____________________________________________

X. Business Communication: Presentations
Note:
Introduction - Capture the attention and involve the audience in the presentation, identifies the speaker.
Body - Establishes main points and develops coherences with planned transitions.
Summary - Summaries the main points give final focus to the audience, answer the questions raised by audience, and answer the questions raised by audience.

Task 1:
Look at the pictures given below and give brief presentation about those pictures.
Picture 3.2.

Answer:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

Picture 3.3.

Answer:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

Picture 3.4.

 
Answer:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

Task 2:
From 3 groups and discuss about the strategies one need to concentrate while preparing for presentation.
Answers:
Group A – Before Presentation
1. Prepare subject thoroughly
2. _____________________
3. _____________________
4. _____________________
5. _____________________

 
Group B – During Presentation
1. Begin with Pause.
2. ______________
3. ______________
4. ______________
5. ______________

Group C – After Presentation
1. Distribute hand outs.
2. ________________
3. ________________
4. ________________
5. ________________

Task 3: Group Work
List down the presentation Aids and also analysis the advantages and disadvantages of that aids.
Answers:
Aids:
1. Sign post
2. Hand outs
3. ________
4. ________

Group A: Hand Outs
Advantages Disadvantages
• •
• •
• •
• •

Group B: ________________
Advantages Disadvantages
• •
• •
• •
• •

Group C: ________________
Advantages Disadvantages
• •
• •
• •
• •

 
Group D: ________________
Advantages Disadvantages
• •
• •
• •
• •

Task 4: Graphical Presentation
Look at the chart and study the report that accompanies it. It is about the sales figure of a motorcycle manufacturing unit for from 2001-2008. Write eight sentences after studying the diagram.

Answers:
1. In the year 2001-2002 Hero Honda company stands first with 49 percentage in manufacturing
2. _______________________________________________________
3. _______________________________________________________
4. _______________________________________________________
5. _______________________________________________________
6. _______________________________________________________
7. _______________________________________________________
8. _______________________________________________________

XI. Business Communication: Memorandum
Note:
• Messages should be in short paragraph
• Use bullets in the memo to bring out the points.
• TO, FROM, DATE, SUBJECT are written in clear form.

Sample Memorandum:
A sample memo sent by General Manager to his staff members about the subject, ‘Workers Time Management’.
International Manufacturing Agency
MEMORANDUM
DATE: September, 2004
TO: Staff members
FROM: General Manager, IMA
SUBJECT: Workers Time Management
Last week, we (Managers) attend the seminar on Time Management during working hours. Some interesting strategies for time management were to be taught to us. I listed below some of the best strategies.
• Start the work at right time
• Check e-mail only once or twice each day
• Responds briefly to all important mails
• Check voice mail at least 3 times a day
By the way, we need a volunteer to attend a conference on preventing violence in the work place. Thank you for your co-operation.

Task 1:
Assume yourself as a Managing director of Sheplock Software Technology. Write a memo to the staff about the upcoming annual holiday retreat in your company.
Hint:
Memo contains the party details such as date, theme, food, place, special events and chief guests.

Task 2: Rewrite:
Revise the poorly written memo into an effective one as given in worked out example.
Date: October 26
To: All employees
From: Managing Director
Subject: Retirement
We are aware that many employees do not have sufficient information that relates to the prospect of their retirement. Many employees who are approaching retirement age have come to this office with specific questions about their retirement.
We would like to answer your questions at a series of retirement planning session in the company conference com. The first meeting is September 6. We will start at 4 p.m. when we will stop for dinner. We will begin again at 7 p.m. and finish at 8 p.m.
We have arranged for 3 speakers. They are our company benefits supervisor, a financial planner and a psychologist who treats retires who have mental problems.

Answer:
Memorandum
Date:
To:
From:
Subject:


Task 3:
Assume that you are working as a Personal Assistant to the Works Manager Mr. Jain in Evergreen Limited. He has just received the figures from the personnel department and has asked you to comment on them. Write a brief memorandum with minimum 150 words proceeding out your views.
Table 3.1. On workers OD details
Over Duty:
Number of whole days lost per quarter by age group and sex
No. of workers in age group Jan – Mar Apr – May


Men Under 21 64 57 121
21 – 30 140 48 40
30 – 40 70 118 80
Over 40 35 162 68


Women Under 21 120 135 140
21 – 30 302 76 228
30 – 40 165 45 112
Over 40 78 76 108

Answer:
Memorandum
Date:
To:
From:
Subject:


Task 4: Reply memo
Imagine that you are the PA of Mr. Sharma, Managing Director of Agency Company. Your Boss Mr. Sharma had scheduled four appointments to interview the candidates for Management post but he went to business tour. He asked you to reschedule all the appointments for one week later and also wants a brief summary of the background of each candidate. Write a reply memo to your Boss with all information he needs.
Hint:
Memo includes
1. Details of re schedule appointments
2. Background of each candidate
3. Present conditions of the company

Answer:
Memorandum
Date:
To:
From:
Subject:


XII. Language: Grammar and Punctuation
Task 1:
Complete the following sentences given below using the highlighted words and phrases.
Bill Gates has now just received his Harvard degree which he left twenty years ago, to found Microsoft, along with Steve Wozniak. Whether in USA, Europe or Japan, science or engineering graduates are getting adequate salaries after graduation. If they like they may give up work after a few years, join a management school, and after graduation draw an even higher salary.
A recent news report in the times of India has this headline. The top MBAs from the Indian institute management plus the Hyderabad based Indian school of business. But there are hundreds of business schools affiliated to the best universities e.g. Delhi’s Faculty of Management Studies, Mumbai’s Jamnalal Bajaj Institute of management etc. All of them get top recruiters of their region or nationwide and they pay high salaries. This attracts the students for regional jobs mainly, but they pay much higher salaries than other post graduates even PhDs and their own professors.
 
Answers:
(i) Proper noun 1. Bill Gates 2. ______________
(ii) Abstract noun 1.______________ 2. ______________
(iii) Common noun 1.______________ 2. ______________
(iv) Collective noun 1.______________ 2. ______________
(v) Apostrophe 1.______________ 2. ______________
(vi) Verb (Present T.) ________________
(vii) Verb (Past Tense) ________________

(b) Fill the blanks in the following table, using a dictionary if necessary.
Answers:
Noun
Verb
Adjective
Adverb

Darkness
To darken
Dark
Darkly


Forcefully


Extensively


To create


Excess


Task 2:
(a) Rewrite the following passage with correct punctuation and capitalization:
can you leave crisis situation and still be regarded responsible of you perceive the situation to be a lost cause or are not capable of doing something productive exist is a good option however do communicate this to the people concerned so be careful if exiting and if you do be even more careful if you want to reenter a well known american psychiatrist said dont just do something stand there he was making a point.
Answer:
Can you leave a crisis situation and still be regarded responsible?
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________

(b) Punctuate the following and write them out in the space provided:
1. the company now has a slogan that says trust is always the answer.
Answer: ___________________________________________________
___________________________________________________
2. he is someone who is well travelled known the brand and knows what to expect of it and possibly belong to an older demographic
Answer: ___________________________________________________
___________________________________________________
3. says ajit ranade chief economist aditya bright group taken together the pay commission recommendations and the farm loan waive will definitely results in a fiscal deficit over 3 percent.
Answer: ___________________________________________________
___________________________________________________
___________________________________________________
4. i dont think the Indian economy is heading for a slowdown in the short term asian economies are doing reasonably well Indian and china will continue to attract goal investments.
Answer: ___________________________________________________
___________________________________________________
___________________________________________________
Task 3:
(a) Complete the letter of enquiry with correct preposition:
MGM Ltd.,
ERC Road, Chennai.
The Chairman,
MGM-Branch (2),
Madurai – 3.
Dear Sir,
We were impressed ____________1 your display ____________2 office furniture ____________3 the expo quip trade fair held ____________4 Madurai ____________5 January.
We are group ____________6 retailers specializing ____________7 the sale ____________8 top quality equipment, and we are seeking a supplier ____________9 all shoes could you send us your latest catalogue and price list, details ____________10 materials used ____________11 your products.
We look forward ____________12 receiving you reply.
Yours faithfully,

Miss. Shine Rao
Sales Manager.

Answer:
1. _________________________ 2. ___________________________
3. _________________________ 4. ___________________________
5. _________________________ 6. ___________________________
7. _________________________ 8. ___________________________
9. _________________________ 10. __________________________
11. ________________________ 12. __________________________

 
(b) Complete the letter of complaints with the correct use of a, the or leave space.
Lakshmi Fire works
Chennai
The Sales Manager,
Standard Works,
Madurai.
Dear Sir,
We are writing to point out that ____________1 above delivery, which waved yesterday, was ____________2 weak late. This is ____________3 second time we have had to write to you on his subject and we cannot allow ____________4 situation to continue.
Unless we have ____________5 absolute assurance that you can guarantee ____________6 promptness of all future deliveries, we will have to look for another supplier.
Yours sincerely,

Miss. Sherin Rao,
Administrative manager.

 
Answers:
1. ___________________________
2. ___________________________
3. ___________________________
4. ___________________________
5. ___________________________
6. ___________________________

Task 4:
(a) Read the following invitations from chamber of commerce and choose the correct word from the options given in the brackets.
Dear Rao,
We (wish, want, would like)1 to invite you to our Christmas feast on 24 December and (wonder, ask demanded)2 if you would consider being one of our guest (announcers, speakers, talkers)3.
The theme we would (admire, like, appreciate)4 a contribution from your field of manufacturing how this would (afflict, affect, alter)5 you and your colleagues enterprises. Please (let, leave, make)6 us know as soon as possible if you are able to (arrive, attend, assist)7.
(Inside, Enclosed, Within)8 you will find a formal invitation (to, for, of)9 yourself and a guest.
Yours sincerely,

Miss.Shine rao,
Chairman.

Answers:
1. ___________________________
2. ___________________________
3. ___________________________
4. ___________________________
5. ___________________________
6. ___________________________
7. ___________________________
8. ___________________________
9. ___________________________

(b) Read the following memo and choose the best word for the options given in brackets.
BIG BAZAARS PLT
CHENNAI
To: All Staff
From: P.O.
Date: 26 October, 2006
Subject: welfare scheme
We intend to introduce a staff welfare scheme (project, scheme, proposal)1 on October 26 for everyone working for the organization.
The discount will be twelve percent (minus, less, off)2 the retail price of any (object, pieces, items)3 in the store. When purchases are (made, done, bought)4, staff must (keep, guard, have)5 receipts of anything they have bought until after exit the shops security (checks, controls, searches)6 have been made.
If you have any (questions, misunderstands, enquiries)7 see your manager or supervisor who will be able to help you.

Answers:
1. ___________________________
2. ___________________________
3. ___________________________
4. ___________________________
5. ___________________________
6. ___________________________
7. ___________________________


CHAPTER IV
Rubrics Testing, Evaluation and Assessment
In today’s educational system, the role of assessment and evaluation in English language teaching happens to be a peak subject. The present trend is based on that the learning needs to be connected to the lives of the students. Through relevant tasks learning focuses on the student’s ability to use their knowledge and skills in meaningful ways.
Evaluation is the process by which the learners’ test score and performances are interpreted through modern analysis. It is designed as a practical instrument to provide feedback to teachers and for the purpose of designing improved teaching materials. Evaluation is an important component to improve learning process. Assessment is usually an ongoing strategy through which students learning is not only monitored but by which students involved in making decisions about the degree to which their performance matches the ability. It is a vital and ongoing part of the educational process. The student performance is assessed through a product such as complete work or course that demonstrates levels of test achievement. Among the types of assessment, an authentic assessment includes a task for students to perform and a rubric by which their performance on the task will be evaluated. John Muller defines authentic assessment as, “A form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills” (Lukmani 24)
The assessment has led to the use of a variety of ways of evaluating students’ progress such as journals, checklists, portfolio’s, rubrics, etc. Among these, the use of rubrics will be explored as a viable means of evaluating students’ performances due to its enormous utility and validity.
Rubrics:
“Rubrics are a set of scoring guidelines for evaluating students’ performance”(www.teach-nology.com). Rubrics are performance – based assessments that evaluate student performance on any given task or set of tasks that ultimately leads to a final product or learning out-come. Rubrics also commonly referred as rating scales which can be numerical, qualitative or a combinational of numerical and qualitative. Using rubrics is one way that teacher can evaluate or assess students’ performance or proficiency in any given task as it relates to a final product or learning outcome. There are two types of rubrics namely holistic rubrics and list rubrics.
Scoring Rubrics:
According to Baron, “scoring rubrics are descriptive scoring schemes that are developed by teachers or the evaluators to guide the analysis of the products or processes of students’ efforts” (www.teach-nology.com). Scoring rubrics are typically employed when a judgment of quality is required and used to evaluate a broad range of course and activities. It is an appropriate evaluation technique dependent upon the purpose of the assessment. Scoring rubrics respond by providing descriptions at each level as to what is expected. These descriptions assist the students in understanding why they received the score that they did and what they need to do to improve their future performances.
There are various tests available to analyze the course, but the researcher has chosen Rubrics to evaluate and asses the students’ performance level. For this analysis, the researcher has given the students twelve activities consist of four tasks and they are examined by Rubric scoring evaluation and assessment method. The students’ performances are assessed through rubric grading fewer than 4 levels such as poor, fair, good and excellent.
Activity 1: Jobs
In activity 1, four tasks were given to the students to examine their performance. The first activity was based on the Business Topics: Jobs
Table 4.1. Rubric Rating Scale for A#1.

Tasks
Performance level
Score
Poor
1 Point Fair
2 Point Good
3 Point Excellent
4 Point
Task 1 Resume Writing Serious and frequent errors in sentence structure. Serious errors in sentence structure. Complex sentences with incorrect construction Synthetic variety of express sentences 1
Task 2 Description of Job Description was poorly organized Description was not so well organized Description was moderately well Description was well organized 1
Task 3 Rearrange the sentences Many missed words or word forms. Inappropriate choice of words Few problem with word choice Appropriate word choice 1
Task 4 Vocabulary Vocabulary was weak Vocabulary choice was fair Vocabulary choice was good The choice of words was good 2
Total score 5/16

Description of the Tasks and Performance Level:
Task 1:
Four varieties of tasks were given to the 30 students in the MBA class. In first task, students were asked to collect various job opportunities advertisements from newspapers and write an effective resume for those opportunities along with the letter of applications.
Their level of performance was poor in the first task, because of their frequent errors in sentence structures.
Task 2:
In this task, the class was divided into groups of 3 or 4 members and asked the students to choose any of the jobs given in the board. After discussion, they were asked to list down the duties and skills required for the chosen job. In this task also they have poor performance level. Their description of job was poorly organized.
Task 3:
The students were asked to rearrange the given sentences in the correct order, in which the company carried out its process of recruiting staff. Their level of performance was poor in this task because of their misuse of word formation.

Task 4:
In this task, the definitions were given in the right side of the terms. The students were asked to match up the correct definition with the right terms. Their performance level was good in this task, because of their good vocabulary.
Evaluation results for Activity #1.
The tasks are given in x-axis and their obtained score for Activity1 is marked in y-axis.
Figure 4.1.

Activity 2: The Products/Sales
In this activity another four tasks were given to the students to examine their performance level. This activity was based on the Business Topics: The products / sales.
Table 4.2. Analytic Rubric Rating Scale for A#2.

Tasks
Performance level
Score
Poor
1 Point Fair
2 Point Good
3 Point Excellent
4 Point
Task 1 Description of product Description was poorly organized Description was not so well organized Description was moderately well Description was well organized 2
Task 2 Analyze and find out The main idea was hard to identify The main idea was indicated but not clearly The main idea was fairly clear The main idea was clearly stated 1
Task 3 List out advantages and disadvantages Lacks organization and coherence Some problems with organization and coherence Adequate organization and coherence Well organized and coherent. 1
Task 4 Role play Use many unfinished sentences Use sentences poorly combined Sentences fairly logically combined Sentences logically combined 2
Total score 6/16

Description of the Tasks and Performance Level:
Task 1:
In this task, students were asked to choose any object in the class room and give brief description about that object, without telling the name of the object. The other students in the class should find out what that object is? In the task, the levels of performance of the students are fair. Their description was not so well organized.
Task 2:
The students were asked to prepare their own list on how to increase product sales? At the end of the class their answer lists was compared with others and prepare a final list. The performance levels of the students were poor because they were felt hard to identify the main idea of the given question.
Task 3:
Students were asked to divide into the group A and group B. In their group, they discussed and list out the retailers own brand and manufactures well - known brand’s advantages and disadvantages. Their performance level in this task was poor. There was a lack of organization and coherence in their groups.
Task 4:
The students were divided into pairs and asked them to play the role of angry customer and product manager, dealing with the complaints about the problematic product. While playing their roles, they were asked to sit back-to-back. In this activity their performance level is fair. Their sentences usages were poorly combined and unfinished one.
Evaluation results for Activity #2:
The tasks are marked in x-axis and their obtained score for activity 2 is marked in y-axis.

Figure 4.2

Activity 3: The Company
The variety of four tasks was given to the students to examine their performance. The activity was based on the Business Topics: The Company.
Table 4.3. Rubric Rating Scale for A#3.

Tasks
Performance level
Score
Poor
1 Point Fair
2 Point Good
3 Point Excellent
4 Point
Task 1 Describe company structure Repeated problems with grammar Many problems with grammar Few problems with grammar Correctly uses figurative language 2
Task 2 Description of company The description was poorly organized The description was not so well organized The description was moderately organized The description was well organized. 3
Task 3 SWOT analysis The idea was hard to identify The idea was indicated but not clearly The idea was fairly clear The idea was clearly stated 2
Task 4 Idioms / phrases The use of idioms / phrases was weak The use of idioms / phrases choice was fair The use of idioms / phrases was good The choice of word was 2
Total score 8/16

Description of the Tasks and Performance Level:
Task 1:
This task was given to 30 students in MBA class. Students were asked to look at the organization chart and answer the questions that follow. But their level of performance was fair with many grammatical problems in their answering of the questions.
Task 2:
In this task, the students were asked to imagine themselves as the president of the company. Using the hints that were given, they were asked to give short description of their company. In this description, their performance level was fair, because their description was moderately organized.
Task 3:
The students were asked to form a group and identify the SWOT analysis. In this group activity, their idea was hard to identify the subject clearly. So their performance level was poor in this task.
Task 4:
This is “complete the sentences by using idioms given below” task. Students were asked to choose the correct idioms and complete the sentences. Their use of idioms / phrases choice was fair. Thus their performance level was fair in this task.
Evaluation results for Activity #3:
The tasks are given in x-axis and their obtained score for Activity3 is marked in y-axis.
Figure 4.3.

Activity 4: Marketing
This activity was based on the Business Topics: Marketing. Four varieties of task were given to the students to probe their performance level.
Table 4.4. Analytic Rubric Rating Scale for A#4.

Tasks
Performance level
Score
Poor
1 Point Fair
2 Point Good
3 Point Excellent
4 Point
Task 1 Product promotion The idea was poorly organized The idea was not so well organized The idea was moderately well organized The idea was well organized 2
Task 2 Identify brand name The main idea was hard to identify The main idea was indicated by not clearly The main idea was fairly clear The main idea was clearly stated 3
Task 3 Group discussion Fails to acknowledge the ideas of others Inappropriately acknowledge the idea of others Usually acknowledge the ideas of others Acknowledge the ideas of others 1
Task 4 Vocabulary Meaning frequently obscure Obscure meaning Very few obscure meaning Effective and appropriate word choice in usage 3
Total score 9/16

Description of the Tasks and Performance Level:
Task 1:
For this task, class was divided into 2 groups and named as Group A and Group B. Students were asked to discuss and list down the techniques for consumer promotion in their marketing field. Each group should list down five techniques with suitable examples. Their performance level was fair because of their poor and inappropriate skill while acknowledging others ideas.
Task 2:
Some varieties of brand name were given before the students. They were asked to explore their ideas, images that associated with their given popular brand. When exploring the brand, their idea was indicated but not clearly. So their performance level in this task was fair.
Task 3:
In this task students were asked to discuss in groups. They were divided into two groups ‘A and B’. Group A was discussed the difficulties in the market and Group B was analyzed the reason for the failure of overseas sales marketing. In this group discussion, almost all the groups were inappropriately failed to acknowledge the ides of others. So their performance level was fair in this task.
Task 4:
The definitions were given in the right side of the term. The students were asked to match up the correct definition with the right terms. Their performance level was good, because of their very little obscure vocabulary knowledge.
Evaluation results for Activity #4:
The tasks are given in x-axis and their obtained score for Activity 4 is marked in y-axis.
Figure 4.4.


Activity 5: Advertising
Four different kinds of tasks were given to the 30 students, to enroll their performance. This activity was based the Business Topics: Advertising. A sample advertisement of Reliance Mobile Company was given for the students.
Table 4.5. Rubric Rating Scale for A#5.

Tasks
Performance level
Score
Poor
1 Point Fair
2 Point Good
3 Point Excellent
4 Point
Task 1 Create product advertisement Poor sentence control and a limited vocabulary Problems with syntactic variety Display some syntactic variety and facility in use of language Effective, fluent style marked by syntactic variety and clear command 2
Task 2 Create opportunity advertisement Poor sentence control and a limited vocabulary Problems with syntactic variety Display some syntactic variety and facility in use of language Effective, fluent style marked by syntactic variety and clear command 3
Task 3 List out analyze advantage / disadvantage of advertisement media Lacks organization and coherence Some problem with organization and coherence Good organization and coherence Well organized and coherence 3
Task 4 Vocabulary Vocabulary was weak Vocabulary choice was fair Vocabulary choice was good The choice of word was excellent 3
Total score 11/16

Description of the Tasks and Performance Level:
Task 1:
In this task, students were asked to create an advertisement for a new product. The hints were also given for them. Their advertisement should contain product quality, descriptions, address for purchasing and their other details. While creating an advertisement for the new product, they had problems with syntactic variety and poor sentence control. So their performance level was fair in this task.
Task 2:
In this task, the same creative task was given. But in this task, the students were asked to create an advertisement providing job opportunity in their college for recruiting new lecturers. Some syntactic variety and facility arise in their use of language. So their performance was good.
Task 3:
In this task, students were first asked to list down any 4 advertising Medias. Then the class was divided into four groups as A, B, C, D and each group discussed any one of the advertising media’s advantages and disadvantages they listed at first. For example, Group ‘A’ list out the advantages and disadvantages of ‘Television’. The each group had good organization quality and coherency power. Thus their performance level was good.
Task 4:
Students were asked to fill up the given definitions with the correct terms. Students were good in their vocabulary and their choice of word was excellent. So their performance was excellent in this advertisement vocabulary task.
Evaluation result for Activity #5:
The number of tasks is given in x-axis and their obtained score for Activity 5 is marked in y-axis.
Figure 4.5.

Activity 6: Information Technology
This activity was based on the Business Topics: Information Technology. Four varieties of tasks were given to the students to evaluate their performance.
Table 4.6. Rubric Rating Scale for A#6.

Tasks
Performance level
Score
Poor
1 Point Fair
2 Point Good
3 Point Excellent
4 Point
Task 1 Report writing The report was poorly organized The report was not so well organized The report was moderately organized The report was well organized 3
Task 2 Make sentences Consistent errors with agreement Simplistic sentence structure Not accurate in complex sentence structure Accurate complex sentence structure 3
Task 3 Idiom / phrases Very limited range of idioms Limited range of idioms Good, but not extensive range or variety Excellent range or variety of idioms 4
Task 4 Online’s (question and answer) Marketing Idea was not clear (answer) Ideas somewhat unclear Interesting ideas were stated fairly clearly Interesting ideas were stated clearly 2
Total score 12/16

Description of the Tasks and Performance Level:
Task 1:
In this task, students were asked to prepare a report on “Impact of Information Technology on Business”. It should not exceed 600 words. Hints were provided for the students to write a report. Their performance level was good because of their moderately organized report on the given topic.
Task 2:
In this task, table was provided to the students. From the table they were asked to make sentences as they could possible. The performance level of the students was good not excellent, because of their inaccurate complex sentence structure.
Task 3:
Students were asked to fill up the sentences with the correct idioms / phrases that were given in this task. The performances of students were excellent because of their very good knowledge in the range / variety of idioms.
Task 4:
The class was divided into groups and each group should answer all the given questions about online marketing. The performances of students were fair because, their ideas about answer were somewhat unclear.
Evaluation results for Activity #6:
The number of tasks is given in x-axis and their obtained score for Activity 6 is marked in y-axis.
Figure 4.6.

Activity 7: Telephoning
In this activity, students were given by four tasks to probe their performance in Business Telephoning. The activity was based on the Business Topics: Telephoning.
Table 4.7. Rubric Rating Scale for A#7.

Tasks
Performance level
Score
Poor
1 Point Fair
2 Point Good
3 Point Excellent
4 Point
Task 1 Telephonic conversation in better way Lacks cohesion Wordy and repetitive Somewhat cohesive Cohesive 3
Task 2 Role play Conversation was poorly organized The conversation was not so well organized The conversation was moderately organized Conversation was well organized 3
Task 3 Telephonic message note Messages are incomprehensibly inappropriate extremely brief Messages are generally understandable complete and logically organized Messages are logically organized Clear, complete, logically organized 3
Task 4 Group discussion Group ideas not clear Ideas somewhat unclear Interesting ideas were stated fairly clearly Interesting ideas were stated clearly 4
Total score 13/16

Description of the Tasks and Performance Level:
Task 1:
The formal telephone conversation between customer and employer was given to the students. Then, they were asked to rewrite the same telephonic conversation in a better way. They were advised to avoid unwanted conversations. The performances of students were good because, their rewritten conversation was somewhat cohesive.
Task 2:
In this task, the students were divided into pairs and asked them to play the role of super market receptionist and customer using telephone conversation. In this task, the students should sit back-to-back, while playing their telephonic role play. The performances of students were good because, their conversation was moderately organized.
Task 3:
In this task, students were asked to write down the message from the telephonic conversation between chamber’s secretary manager and STC construction’s PA. Hints were also provided for the students how to take notes. The performances of students were good because of their logically organized message taken from conversation.
Task 4:
In this task, the class was divided as Group A and Group B. The students were asked to discuss the general preparations in telephonic along with their groups in a given topic. Group A discussed on “preparations for making a Telephone Call” and Group B discussed on “Preparations for receiving a Telephone Call”. The performance of each group was excellent. The interesting ideas about preparations were stated by the groups clearly.
Evaluation results for Activity #7:
The number of tasks is given in x-axis and their obtained score for Activity 7 is marked in y-axis.

Figure 4.7.

Activity 8: Meetings
The activity was based on the Business Communication: Meetings. Four varieties of tasks were given to the students to analyze their performance. A sample agenda was given in this task for students’ reference.
Table 4.8. Rubric Rating Scale for A#8.

Tasks
Performance level
Score
Poor
1 Point Fair
2 Point Good
3 Point Excellent
4 Point
Task 1 Write an agenda Confusing, disconnected organization agenda In agenda lack good organization Fairly well organized Well framed and organized 3
Task 2 Informal speech Lack of eye contact Lack of gestures’ but had eye contact Fair gestures’ eye contact, though were constructed in a good order Excellent in eye contact, gestures, constructive thoughts 3

Task 3 Vocabulary Vocabulary was weak Vocabulary choice was fair Vocabulary choice was good Choice of word was excellent 4
Task 4 Mix and match Lack of sentence formation Fair formation Sentences formation were good Excellent match 4
Total score 14/16

Description of the tasks and Performance Level:
Task 1:
It was an individual task. Ask the students to assume themselves as a general manager of Postic Empower Ltd Company and to write agenda to his staff members about monthly meeting. The performances of the students were good, because an agenda was fairly well organized.
Task 2:
Students were asked to imagine themselves as the chair person of their company. As the chair person, asked them to answer the question, “How to open formal meeting?” Then, the students should play the role of chair person while opening up the formal business meetings. The performance of students was good because of their fair gestures, eye contact and thoughts were constructed in a good order.
Task 3:
Students were asked to fill up the given sentences with the correct word given in the task. The students were good in their vocabulary. Their choice of word was excellent. So the performance levels of students were excellent in this task.

Task 4:
The sentences were broken and in an unorganized manner. Students were asked to form or match each sentence with its correct structure. The performance of students was excellent because of their excellent match.
Evaluation results for Activity #8:
The number of tasks is given in x-axis and their obtained score for Activity 8 is marked in y-axis
Figure 4.8.

Activity 9: e-mail
In activity nine, four tasks were given to the students to examine their performance. In this activity different kinds of e-mail writings were given to them. The activity was based on the Business Communication: e-mail
Table 4.9. Rubric Rating Scale for A#9.

Tasks
Performance level
Score
Poor
1 Point Fair
2 Point Good
3 Point Excellent
4 Point
Task 1 Write an e-mail Poor sentence control and a limited vocabulary Problems with or avoids syntactic variety Some syntactic variety and facility in use of language Effective, fluent style market by syntactic variety and clear command 3
Task 2 Write an informal e-mail Repeated problems with grammar Many problem with grammar Few problems with grammar Effectively uses figurative language 4

Task 3 Write a reply e-mail for memo Reply mail was poorly organized Reply mail was not so well organized The reply mail was moderately well organized The reply mail was well organized 4
Task 4 List down
a) abbreviations b) standard elements Many missed words or word forms Some problems with word choice Few problems with grammar Effectively uses appropriate word choice 4
Total score 15/16

Task 1:
The students were asked to write informal e-mail between two friends to share their joy. In this task, the students’ language use was figurative and effective. Their level of performance was excellent in this task.
Task 2:
In this task, students were asked to write an apology e-mail for the delayed delivery. The students were lack in some syntactic variety and facility in the use of language. So their level of performance was good in this task.

Task 3:
In this task, the students were asked to write a reply mail to the wild land pvt for their memo given in this task. They were excellent in this task because their reply mail was in well organized form.
Task 4:
In this task, two types of exercise were given to the students. They were asked to list down the abbreviations and standard elements that are used in e-mail. The students’ performance was excellent in this task.
Evaluation results for Activity #9:
The number of tasks is given in x-axis and their obtained score for Activity 9 is marked in y-axis
Figure 4.9.

Activity 10: Presentations
In this activity, four varieties of tasks such as Description, Group discussion, Analysis and Graphical presentation were given to examine the students’ performance. This activity was based on the Business Communication: Presentations.
Table 4.10. Rubric Rating Scale for A#10.

Tasks
Performance level
Score
Poor
1 Point Fair
2 Point Good
3 Point Excellent
4 Point
Task 1 Description of given picture Description was poorly organized Description was not so well organized Description was moderately well Description was well organized 4
Task 2 Group discussion Fails to acknowledge the ideas of others Inappropriately acknowledge the ideas of others Usually acknowledge the ideas of others Acknowledge the ideas of others 4

Task 3 List out advantages and disadvantages of presentation aids Lacks organization and coherence Some problem with organization and coherence Adequate organization and coherence Well organized and coherent 4
Task 4 Graphical presentation Consistent errors especially with as presents Simplistic sentence structure Inaccurate complex sentence structure Accurate complex sentence structure 3
Total score 15/16

Description of the Tasks and Performance Level:
Task 1:
Students were asked to look at the given three pictures. They were asked to give a brief description about each picture. The description of students was well organized. So their performance level was excellent.
Task 2:
Divide the class into 3 groups, as Group A, Group B and Group C. The students were asked to discuss the strategies that are to be concentrated in a Business Presentations. The discussion was based on the topic: Group A – Strategies before presentation, Group B – Strategies during presentation, Group C – Strategies after presentation.
Task 3:
In this task, students were asked to list down any 4 of the aids used in presentations. Then the class was divided into four groups as A, B, C, D and each group discussed under any one of the listed aid. In their group discussion, they should bring out the advantages and disadvantages of the aid they listed at first. For example, Group A list out the advantages and disadvantages of ‘Hand Outs’ using during the presentation. The performances of students were excellent because of their well organized and coherent thoughts / ideas.
Task 4:
In this task, graphical presentation was given and asked the students to study the presentation and its report. The students were asked to give eight sentences about the diagram. The performances of the students were good, not excellent because of their inaccurate complex sentence structure.

Evaluation result for Activity #10:
The number of tasks is given in x-axis and their obtained score for Activity 10 is marked in y-axis.
Figure 4.10.

Activity 11: Memorandum
In activity 11, four tasks were given to the students to examine their performance. Four varieties of memo writing were given to analyze their level. This activity was based on the Business Communication: Memorandam.
Table 4.11. Rubric Rating Scale for A#11.

Tasks
Performance level
Score
Poor
1 Point Fair
2 Point Good
3 Point Excellent
4 Point
Task 1 Write a memo Memo was poorly organized Memo was not so well organized Memo was moderately well organized Memo was well organized 4
Task 2 Revise a memo Repeated problems with grammar Many problems with grammar Few problems with grammar Effectively uses figurative language 4

Task 3 Write a memo Poor sentence control and a limited vocabulary Problems with or avoids syntactic variety Some syntactic variety and facility in use of language Effective fluent style marked by syntactic variety and clear commands 4
Task 4 Reply memo Information were hard to identify Information were indicated but not clearly Information were fairly clear Information were clearly stated 4
Total score 16/16

Task 1:
In this task, students were assuming themselves as a Managing Director of Sheplock Software Technology and write a memo to their staff about retreat in their company. Hints were given in this task to write a memo. The students’ performance was excellent in this task.
Task 2:
Unrevised memo was given in this task and the students were asked to revise the memo. The performances of students were excellent because of their uses of language in figurative and effective.
Task 3:
In this task, table on workers OD Details were given. The students were asked to write a memo to the Works Manager Mr. Jain and assume themselves as Mr. Jain’s Personal Assistant. The students’ performance was excellent because of their effective memo writing.

Task 4:
In this task, students were asked to write a reply memo to the Managing Director with all the information he needs. The performance of students was excellent because the information were stated clearly in the memo. Hint was also given in this task for writing a memo.
Evaluation result for Activity #11:
The number of tasks is given in x-axis and their obtained score for Activity 11 is marked in y-axis.
Figure 4.11.

Activity 12: Language
The activity was based on the language: Grammar and Punctuation. There were four different kinds of tasks were given to examine the students’ performance. Each task has one sub-task.
Table 4.12. Rubric Rating Scale for A#12.

Tasks
Performance level
Score
Poor
1 Point Fair
2 Point Good
3 Point Excellent
4 Point
Task 1 Grammar
a) Words / phrase
b) Fill ups Repeated problems with grammar Some problems with grammar Few problems with grammar Correct usage of grammar 4
Task 2 Punctuation
a) Paragraph
b) Sentences Mastery errors in punctuation Frequent errors in punctuation Occasional errors in punctuation No errors in punctuation 4

Task 3 Complete the given letter
a) Preposition
b) Article Many errors Some grammatical errors Few minor errors Almost no errors 4
Task 4 Choose the best
a) Memo
b) Agenda Weak in vocabulary Fair in vocabulary Good in vocabulary Excellent in vocabulary 4
Total score 16/16

Description of the Tasks and Performance Level:
Task 1:
a. Paragraph with highlighted words and phrases were given in the task. Students were asked to identify the highlighted words and phrases, as noun, verb, etc. and completed the blanks given below in the paragraph.
b. Table with title noun, verb, adjective, and adverb were given. The students were asked to fill the table with correct answer.
The performances of the students were excellent because of their correct usage of grammar.

Task 2:
a. Paragraph was given without punctuation. Students were asked to rewrite them with the correct punctuation.
b. Students were asked to punctuate the given sentences in the space provided.
The performances of the students were excellent in this task by punctuating without any errors.
Task 3:
a. Students were asked to complete the letter with the correct preposition.
b. Students were asked to complete the letter with the correct articles.
The performances of students were excellent.
Task 4:
Students were asked to,
a. Read the invitations and choose the correct word from the option given.
b. Read the memo and choose the correct word / vocabulary from the option in the memo.
Students’ performance was excellent in this task.

Evaluation results for Activity #12:
The number of tasks is given in x-axis and their obtained score for Activity 12 is marked in y-axis.
Figure 4.12.

Assessment:
The researcher has prepared about twelve activities in order to develop communication skills among her students. These activities mainly focused on developing speaking, listening and writing skills. The students’ performance on each task is analyzed in this scoring sheet and total scores are marked at the end of the activity table. At the initial stage, students were not able to express themselves freely in English, but at the end of the course all the learners were improved in their communication skills, business vocabulary and idioms phrases, etc.
Table 4.13. Rubric grade and category
Activity Rubric score Grade Category
A # 12 16 A+ Excellent
A # 11 16 A+ Excellent
A # 10 15 A+ Excellent
A # 9 15 A Excellent
A # 8 14 B+ Good
A # 7 13 B+ Good
A # 6 12 B+ Good
A # 5 11 B Good
A # 4 9 C+ Fair
A # 3 8 C+ Fair
A # 2 6 C Fair
A # 1 5 P Poor

Category: Grade:
1-15 – Poor Poor – P Grade
6-10 – Fair Fair – C, C+
11-14 – Good Good – B, B+
15-16 – Excellent Excellent – A, A+

Figure 4.13. Graphical representation of performance of the students.

A # 1 – Activity 1 –Jobs A # 2 – Activity 2 – Products / Sales
A # 3 – Activity 3 – The Company A # 4 – Activity 4 – Marketing
A # 5 – Activity 5 – Advertising A # 6 – Activity 6 – I.T.
A # 7 – Activity 7 – Telephoning A # 8 – Activity 8 – Meetings
A # 9 – Activity 9 – e-mail A # 10 – Activity 10 – Presentations
A # 11 – Activity 11 – Memorandum A # 12 – Activity 12 – Language

CHAPTER V
Summation
Specific Topic:
Business English is an intensive course, designed to improve and built up the language skills of the Business students. It is the English language course which helps students to improve their communication and language skills in all the areas of the business subjects and concepts.
In this research work, the researcher has developed Specific Business English Course for business students under three major divisions with twelve activities. Each activity has 4 tasks. The major divisions of business English course are Business Topics, Business Communication and Language. The first Topic contains six activities with the topics such as Jobs, The Products / Sales, The Company, Advertising, Marketing, Information technology. The second division has five activities such as Telephoning, Memorandum, Meetings, e-mail and Presentations. The final one is the Language section, which has only one activity with two exercises in each task. These activities are designed by the researcher to equip the Business students with a liberating confidence and ability to express them in the English language.
Observation:
The researcher has used rubric testing, evaluation and assessment method to find out the students performance on her ‘Specific Business English Course’. In the first activity, ‘Jobs’, the students’ level was poor in the first three tasks and fair in the final task. The score was in 1, 1, 1, 2 forms and the total score was 5 out of 16. The students committed frequent errors in the sentence structure at the initial stage of the course. They were weak in business vocabulary and descriptions. All over, the students’ performance level in the first activity was poor.
In the second activity, ‘The Products / Sales’, the students’ performance was in the same level with little improvement. They got 2 points (fair) in two tasks and 1 point (poor) in two tasks. The form of the score was 2, 1, 1, 2 and total score was 6 out of 16. Students’ sentence formation was improved and their description was in fairly organized form.
In the activity ‘The Company’, the students’ performance was improved to a little extend. They got 2 points (Fair) in all the four tasks. The score was in 2, 2, 2, 2 forms and the total score was 8 out of 16. The repeated grammar problems in sentence formation and description of the students were reduced to some grammatical problems. Their use of idioms and phrases were also fair, when compared to the first activities.
In the fourth activity ‘Marketing’ they exhibited slight improvement than the previous activity. The students scored 2 points (Fair) and 1 point (poor) in each tasks and 3 points (good) in two tasks. It is in the form of 2, 3, 1, 3 and the total score was 9 out of 16. In this task, students, ideas were fairly clear, fairly organized and good in vocabulary. But they failed to acknowledge the ideas of others during the group discussion.
In the fifth activity ‘Advertising’, little more improvement was seen among the students. The students scored 2 points (Fair) in one task and 3 points (good) in remaining three tasks. Their score formation was in 2, 3, 3, 3 order. The students’ performance in the creation of advertisement in different formats was poor in the first task and fair in the second task in this activity. They were good in the vocabulary and analysis (group work) the ideas in the well organized form. The total score was 11 out of 16.
In the activity ‘Information Technology’, there was a slight improvement. They could move to ‘B+’ grade from ‘B’ grade. Their rubrics scoring sheet was in the form of 3, 3, 4, 2 and total score was 12 out of 16. In this activity, their report was moderately organized and inaccurate in making sentences. In the task answering the questions, their ideas were somewhat unclear and their range of idioms was excellent.
In the activity ‘Telephoning’, the students’ performance was in ‘B+’ grade with the score 13 out of 16. The score was in 3, 3, 3, 4 form. They got 3 points (good) in first 3 tasks and 4 points (excellent) in final task (i.e.) group discussion. In rewriting the telephonic conversations and writing the telephonic message note they were able to present somewhat cohesive and logically organized. Their role play was good and group discussion was excellent because the ideas were stated clearly and interestingly.
The activity ‘Meetings’ projected a performed performance of the students with the score 14 out of 16. They got 3 points (good) in two tasks and 4 points (excellent) in two tasks. The score was in 3, 3, 4, 4 form. In this activity, the tasks writing an agenda and giving an informal speech, the thoughts of students were fairly organized and constructed in a good order. Their vocabulary knowledge and Mix and Match formations were excellent.
In the Nineth activity ‘e-mail’, the students’ performance was better than previous activity. They got 3 points (fair) in the first task and 4 points (excellent) in the remaining tasks. The rubric score of this activity was 15 out of 16 and in the form 3, 4, 4, 4. This is the activity with full of writing e-mail’s in different situations. The e-mail writing of the students were moderately organized in the first task and excellent in the remaining tasks. The usage of commands, words were clear and style of writing was excellent.
In the activity ‘Presentations’, the students performance was improved much better than first activity. The rubric scoring sheet of this activity was in the form 4, 4, 4, 3 and total score was 15 out of 16 with ‘A’ grade. Students scored 4 points (excellent) in three tasks and 3 points (good) in a task. Their descriptions were well organized form, in group discussion, acknowledges the idea of others, but their complex sentence structure was inaccurate (i.e.,) good not excellent.
In the activities eleventh and twelfth, the researcher has attained the aims and objectives of her “Specific Business English Course”. In both the activities memo writing and grammar / punctuations students showed excellent performance. All the four tasks in these activities secured 4 points (excellent) with ‘A+’ grades. The rubrics scoring sheets of this activity was in the form 4, 4, 4, 4 with the total score 16 out of 16. All over the performance of the students were excellent in these final activities.
Hypothesis Realization:
From the observation, hypothesis realization of these twelve activities is observed that a steady growth is seen in the students’ performance from the poor to the excellent level. This course brings out a huge development in the language skills such as listening, speaking, reading, writing and business communication skills such as effective presentations, discussion techniques, team meetings, creating powerful advertisements, etc. The students who were in this course research were able to learn to take notes, identify critical materials and explain their ideas in clear and accurate English, both in speech and in writing. Several tasks within the activity will present specific business concepts which will be used to extend and strengthen the students’ business subject knowledge.
This Specific Business English Course unconsciously upgrades the students in their communicative competence, such as in discourse competence, strategic competence, grammatical competence and socio-linguistic competence. The students got improvement in their business vocabulary and words / phrases which are used in all areas of business. They were excellent in comprehending, note-making, telephoning and making presentations.
This Specific Business English Course to develop English communication skills can be practiced wherever the context is similar. Further research can be made at different levels to strengthen the concept of bring a Specific Course in English Language to develop Communication Skills.
Thus it is observed that the complete mastery was the second language / English can be achieved only through learner friendly activities. The researcher has taken enough effort to bring out the favorable result to the maximum possible extent in developing the communication skills. It has no doubt that the course can be practiced through self-study and this reference material and the course can effectively be used ever to acquire the second language / English through context.
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