• ENG1: Intensive English:  Beginning Level
• ENG2: Intensive English:  Elementary Level
• ENG3: English for Business:  Lower Intermediate Level
• ENG4: English for Business:  Intermediate Level
• ENG5: English for Business:  Upper Intermediate Level

At the end of the upper intermediate level, students will be able to do the following in English:

Engage in conversation, provide and obtain information related to general business situations, such as marketing, finance, banking, trade, and more. Use English to read and write about a variety of similar business topics. Pass the Comprehensive English for Banking and Financial Studies examination at the end of the fifth semester of learning at the Institute. However, the above can be achieved only if these conditions are met: The teacher should ensure that the following take place: Conscientious teaching is conducted. Meaningful learning experiences are provided. A learner-centered environment is regularly created. Content implementation and instruction assessment are conducted using appropriate technology and other helpful resources. Students’ needs and learning styles are taken into account in the teaching process. The syllabi are adhered to. Effective professional and interpersonal communication skills are demonstrated. A commitment to learn and improve one’s teaching styles and strategies is demonstrated. Professional ethics and personal integrity are maintained. The students should also successfully complete the courses by doing the following: Ensure that regular, diligent and serious work takes place both at home and in the classroom. Devise a working study plan and learning strategies, with the help of the teacher if necessary. Adopt correct study skills. Focus on the subject matter. Approach the learning task with maturity and intrinsic motivation. Do regular and personal homework. Attend classes on time and regularly.

ENG1:  Intensive General English 
Beginning Level
Number of weeks:  17
Number of hours:  289
Prerequisite:  Take Diploma Placement Test

• Learn basic skills for decoding and encoding simple English sentence structure.
• Develop basic reading skills.
• Develop confident writing of a simple paragraph.
• Adopt suitable study skills in order to achieve these objectives.
• Emphasize collaborative learning and appropriate classroom management tactics.
• Ensure that student-centered learning takes place at all times.

ENG2:  Intensive General English 
Elementary Level
Number of weeks:  17
Number of hours:  289
Prerequisite:  ENG1 or equivalent

• Use new grammatical structures correctly and in appropriate contexts in both oral interactions and written discourse.
• Develop reasonable oral fluency and accuracy.
• Handle elementary level oral interactions with adequate confidence and competence.
• Improve reading speed by focusing on chunks of information in a sentence and on key words.
• Read longer texts with ease and effectiveness.
• Develop purposeful and communicative writing.

• American Headway 1 (Units 6-14), John & Liz Soars.  (New York:  Oxford University Press, 2001)
• American Headway 1 Workbook (Units 6-14), Fall, Soars & Soars.  (New York:  Oxford University Press, 2001)
• American Headway 2 (Units 1-10), John & Liz Soars.  (New York:  Oxford University Press, 2001)
• American Headway 2 Workbook (Units 1-10), John & Liz Soars.  (New York:  Oxford University Press, 2001)
• Keep Writing 2, Richard Harrison.  (London:  Longman, 1989)

ENG3:  ENGLISH FOR BUSINESS
Lower Intermediate Level
Number of weeks:  17
Number of hours:  68
Prerequisite:  ENG2

• Develop essential business communication skills, such as taking part in meetings, making presentations, negotiating, telephoning, and using English in social situations.
• Listen to authentic business conversations in order to identify topic, main ideas, and details.
• Write memos, messages, E-mail, business letters, and job applications.
• Take notes.

• Market Leader:  Elementary Business English.  (Units 1-8) David Cotton, et al.  (Edinburgh Gate:  Pearson Education Ltd., 2000).
• Market Leader:  Elementary Business English.  Practice File.  (Units 1-8) John Rogers.  (Edinburgh Gate:  Pearson Education Ltd., 2004).

ENG4:  ENGLISH FOR BUSINESS
Intermediate Level
Number of weeks:  17
Number of hours:  68
Prerequisite:  ENG3

• Understand business negotiation involving stating aims, making concessions, rejecting suggestions, bargaining, and focusing the discussion.
• Practice speaking skills in realistic business situations.
• Read articles on a variety of business topics from multiple leading international newspapers and magazines.
• Write memos, messages, E-mail, business letters, job applications, and reports.
• Take notes.

• Market Leader:  Elementary Business English.  Practice File.  (Units 9-13) John Rogers.  (Edinburgh Gate:  Pearson Education Ltd., 2001).
• Market Leader:  Pre-Intermediate Business English.  (Units 1-4) David Cotton, et al.  (Edinburgh Gate:  Pearson Education Ltd., 2002).
• Market Leader: Pre-Intermediate Business English.  Practice File.  (Units 1-4) John Rogers.  (Edinburgh Gate:  Pearson Education Ltd., 2001).

ENG5:  ESP ENGLISH FOR BUSINESS
Upper Intermediate Level
Number of weeks:  17
Number of hours:  68
Prerequisite:  ENG4

• Understand business interviews and presentations.
• Improve oral fluency through interesting discussion activities, involving various banking and other business situations.
• Check information, asking for information, interrupting, and finishing a conversation.
• Develop reading skills further to understand the business passages faster.

• Market Leader:  Pre-Intermediate Business English.  (Units 5-12) David Cotton, et al.  (Edinburgh Gate:  Pearson Education Ltd., 2002).
• Market Leader: Pre-Intermediate Business English.  Practice File.  (Units 5-12) John Rogers.  (Edinburgh Gate:  Pearson Education Ltd., 2001).

A final semester grade is determined by scores achieved on the following:

For more details, please click on the following course descriptions:

• Diploma Curriculum First Year
• Diploma Curriculum Second Year
• Diploma Curriculum Thired Year

Students in the English for Banking and Financial Studies program need to justify the time and money they invest in the English language courses they take.  They need to justify them to their employers or to their fathers who pay for the courses.  But they also need to justify them to themselves.  Justification here is in terms of the value obtained from the learning experience.

Pre-Testing and Post-Testing
One obvious way to measure whether this program or any other English language program is valuable and effective is the usual test score.  A good score is often (not always) an indication of progress, learning, as well as effective teaching.  This is the score obtained on midterms, finals, and quizzes.

However, in order to determine whether students have benefited from a course, and in addition to the above-mentioned tests, a pre-test and a post-test should be administered.  The purpose of a pre-test, given at the very beginning of a semester, is to find out what gaps students have then target those gaps during the semester.  The purpose of a post-test, usually as final exams or some other test maybe in addition to the final exams, is to determine the extent to which teaching and learning planning were effectively carried out, i.e., whether the targets have been addressed and the initially set goals have been reasonably achieved.

Student Course Evaluation
Another way to measure the value of a course is to collect feedback on students’ reactions to the course and the program as a whole.  This is done in the form of a carefully-written questionnaire.  The questionnaire should cover the curriculum, the faculty, the staff, and the facilities.  An example of such a questionnaire is my student course evaluation that has been used at the English Language Studies Unit of the Institute of Banking.  The questionnaire feedback is then analyzed and results are taken into consideration in the updating of course materials, teaching styles, and teaching strategies.

Feedback from the Employer
An excellent idea that would add a great deal of value to a language program evaluation is to determine how well students use English in the workplace after they graduate.  To do this, the employer’s help is necessary.  It can be done in two ways: