LANGUAGE INSTITUTE FRAY BERNARDO DE LUGO O.P.

BUSINESS ENGLISH PROGRAM LEVEL I DURATION: 60 HOURS REQUIREMENTS: NONE 1. JUSTIFICATION The constant evolution of the modern world, the internationalization of the economy, research in all fields of science and the rapid development of communications worldwide, like INTERNET that globalizes everything and transmits it in English, are hard facts that force us to take this language in the XXI century as a vehicle of universal communication. Thus, learning the English language is imposed as a requirement for professionals, students and researchers who need comprehensive, updated and faster information that allows them not only the discovery of new knowledge but also the production of information about what they do in their own environment. The Language Institute Fray Bernardo de Lugo OP of the Santo Toms University encourages and promotes the learning of English by putting it in its rightful place within the current educational framework. Thus assuming the patterns generated by the evolution and growth of a society that is becoming more technical and more global, it is seeking to ensure that the student of the university can horizons open up to these unusual horizons without limitations to acquire a basic knowledge to communicate and compete successfully in the performance of the future professional life.

2. COMPETENCES The use of communication skills promotes the processes of social interaction and cooperation, allowing the individual to function in the real complexity of communication, including language skills and oral and written communication and generates the individual's ability to appreciate diversity and multiculturalism with which students can interact in an international context.

The latter extends the competences to an intercultural field in which it is necessary to reveal and discover different points of view, learn, understand and implement them. It aims to develop relations with people from other cultures and communicate positively and accurately in the language of the foreign culture. Given the University's educational model and taken from the European Framework, the Language Institute Fray Bernardo de Lugo O.P. presents the skills that the students of foreign languages must acquired during the learning process of any of the programs of these languages and which will be applied permanently. Communicative Competence This competition in turn includes languages, pragmatic and sociolinguistic competences. Linguistic competence: It includes the knowledge and skills in phonics, vocabulary, semantics, grammar, syntax and style, and language components. Pragmatic Competence: The functional use of linguistic resources and it consists of discourse competence (the ability to organize sentences into sequences to produce fragments of a text), and functional competence (the ability to learn language forms and functions and how they come together in real communicative situations). Socio-linguistic Competence: Knowledge of social and cultural conditions implied by the use of a language.
3. GENERAL OBJECTIVES
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To develop functional, linguistic and basic tools to improve the four language skills of English communication in everyday situations To provide students with reading strategies to understand texts about their field of study.

4. SPECIFIC OBJECTIVES At the end of the course the student will be able to: Recognize and use the verb to be. Introduce themselves and others. Talk about the nationality, the family and the job of a person. Write an e-mail to a colleague talking about people you met at a conference. Talk about routines. Interview the employees of a company. Ask and answer questions about problems at work.

 Try to solve problems on the phone. Describe daily situations. Use the following grammar structures; there is, there are, have got, too, enough, can and cant. Talk about work and leisure activities. Make booking and checking arrangements. Order a meal. Talk about food. Use countable and uncountable nouns and the expressions: Some and ANY in context. Write an e-mail to your customer inviting them to dinner.

5. METHODOLOGY The communicative approach used by the Santo Toms University offers a methodology that, according to the constructivist school of thought sees in the students the learning process engine. A process that must be active; for example, the interaction with the environment and those around the students. The use of authentic materials for reading comprehension, as well as the design and continuous assessment of curricula, according to the needs of students, are other features that contribute to the development of "communicative approach" to teaching language learning in the USTA. In addition, the humanistic approach that represents the methodology of the Santo Toms University considers students as social actors to be projected individually in everyday life and work life. Autonomy is essential for students to take ownership of their own learning processes. In order to do so, the Language Institute of Santo Toms University offers academic spaces such as immersion programs, free laboratory practices, Conversation Club and tutorials in which autonomy is visible. "The methodology is designed, as action and interactive processes between subjects of cooperative horizontal relationships. Active learning and teaching meaningful and stimulating "(PEI, P.27). Now, assuming the technological developments of the moment, the Institute Fray Bernardo de Lugo O.P., is consistent with these advances and takes on different information and communication technologies (ICTs), particularly the virtual platform "Moodle". To facilitate student contact with technology, prepares students for the acquisition of a new "Knowledge", which allows them to interact correctly in the world today and tomorrow, as noted by Herbert Simon: "The meaning of" knowing "has changed from being able to remember and repeat information to being able to find it and use it.

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PROGRAMME CONTENT
It is based on the topics found in the book New Market Leader Elementary, units 1-4, Pearson Longman, 2007 (students book, Practice file, audios and video).

UNIT 1. Introductions

LESSON 1. Vocabulary: vocabulary about countries and nationalities. 2. Grammar: verb TO BE and indefinite articles with jobs. 3. Vocabulary: vocabulary about introducing yourself. 4. Case study.

CAN DO Talk about the nationality, the family and the job of a person. Read the profile of a person.

2. Work and leisure

3. Problems

Introduce yourself and introduce other persons. Write an email to a colleague or to a boss of a campaign about some people you met at a conference in another country. 1. Vocabulary: days, months Describe a busy or a quiet day, and dates. month or year. 2. Grammar: present simple. Talk about habits and job routines. Vocabulary: vocabulary about leisure activities. 3. Grammar: adverbs and Talk about work and leisure expressions of frequency. activities. 4. Case study Do interview between the Human Resources office and the staff of a film company which employees are unhappy. 1. Vocabulary: adjectives and Listen to telephone calls and their opposites, use TOO and identify products and their ENOUGH. problems. 2. Grammar: present simple: Ask and answer questions about negatives and questions. the biggest problem at work. 3. Vocabulary: expression Try to solve problems on the HAVE GOT phone. 4. Case study Organize a meeting where the guests of some holiday apartments of a holiday company compare their apartments with the ones offered in the brochures and they complain.

4. Travel

1. Vocabulary: vocabulary about travels. 2. Grammar: CAN/CANT. 3. Grammar: THERE IS/THERE ARE. 4. Case study

Talk about things you like to do or you dont when traveling. Organize a dialogue and play it using CAN Y CANT. Make bookings and checking arrangements. Allocate rooms to people in a hotel.

1. Grammar: some/ any. Order a meal using the Countable and uncountable appropriate quantity adverb. nouns. 5. Food and entertainment 2. Vocabulary. food and menu Order a meal terms. restaurant. 3. Reading: chopsticks choosing a

Learning Define vocabulary items in a context . Reading comprehension

7. EVALUATION Evaluation involves different aspects that are part of the process of learning a foreign language: grammar and vocabulary in context and communication skills: listening, speaking, reading and writing, all according to their level. Therefore the evaluation criteria should be consistent with the programs. Only three exams will be taken into account during the semester to make up the class grades (70%), which will be added to the final exam (30%). The first exam will be prepared by each teacher of the Institute. The second and third exams will be done by the Examinations Design team of the Institute. These two exams involve ESAP readings to be applied according to the bank of existing materials. 8. RESOURCES 8.1 SUPPORT MATERIALS

Discoveries: From Basic to Advanced 1 3, Interactive Programs, Edusoft Ltd., 1995. Tell me more. Moodle Laboratories Video room.

8.2 BOOKLIST
Acklam Richard, Crace Araminta. (2005). Total English Upper Intermediate. England:Pearson, Longman. Murphy Raymond. (1997). Essential Grammar in Use.