Sofel PH English Language Study and Communication Skills Aug 2013 v2

English Language, Study and Communication Skills September 2013
Course Handbook
FOREWORD
Welcome by the Dean of the School of Foundation & English Language Studies
It is a pleasure to welcome you to BPP University. The aim of this course is to help prepare you for your further study. You will get the most out of your time with us if you understand that high quality education is a two-way activity in which all students must engage. Our tutors and support staff are committed to helping you to get the most value from your time at BPP, but please do not forget that the main effort must come from you! We welcome feedback, both good and bad, to help us continually improve this course and we look forward to working with you. Lets have a great time together! Good luck with your English language study and your future!
Amanda Blackmore
Professor Amanda Blackmore Deputy Vice-Chancellor and Dean, School of Foundation and English Language Studies
HE Certificate in Business Studies Welcome by Director of Programmes
Programme Proposal Form
We would all like to wish you a warm welcome to BPP University. We hope very much that you will find your time with us enjoyable and useful. This course has been designed with great care and based on many years experience of preparing students for higher education study in English. We are familiar with the different needs of the many types of students who come to us for tuition. At the same time we really value your comments and suggestions as it is important that you keep us informed of your own particular needs. You will find that BPP University is a busy place with a diverse mix of UK and international students. As a result you will meet people from many cultures and we hope that you will enjoy and benefit from the opportunity of this diversity. You will get the most out of the course, and learn best, if you are happy and comfortable. So do not stay silent if you are worried about something, or if you have a problem. We wish you a very happy stay and look forward to working with you.
Paul Evans
Paul Evans Director of Programmes, School of Foundation and English Language Studies
HE Certificate in Business Studies
INTRODUCTION TO THE COURSE

Details Course Title Delivering Body English Language, Study and Communication Skills
BPP University
This course is non-credit bearing and non-award bearing. This means that study undertaken on this course does not count towards any undergraduate or postgraduate programme that you may go on to study. On completion of this course you will receive certification of the level of English you have achieved in reading, writing, listening and speaking. Overview of Course The English Language, Study and Communication Skills Course is designed to provide a progression route for international students for study on an International Foundation Certificate or BPP University undergraduate or postgraduate programme, but whose English Language, Study and Communication Skills do not yet meet the requirements for that academic programme. The English Language, Study and Communication Skills Course consists of five levels. Students will improve their English skills in writing, reading, speaking, listening and grammar, and, as they progress, will learn essential academic study skills, including computer skills and individual presentation skills, relevant to higher education in the UK. All students have a Personal Tutor who works with them throughout their studies. Your Personal Tutor will support you and guide you through achieving your study goals, improving your English language and study skills and ultimately progressing effectively onto the next stage of your education.
Introduction The course will provide students with essential English and study skills for undertaking academic study of business, finance, healthcare or legal studies.
Students will have the opportunity to improve their general and academic English through progressive practice of their reading, writing, speaking and listening skills relevant to their chosen fields of study. The teaching methods, materials and assessment are tailored to the needs of students aiming to undertake university level study in BPP University in the immediate future. Teaching methods and assignments in this course will help students to prepare for their future undergraduate and postgraduate programmes. Formative feedback will be provided throughout the course aiming to improve students performance in the summative (final) assessment. The course described below is subject to more detailed information issued at appropriate points throughout the course. The content of the course set out below is indicative and the actual content may differ, where appropriate, to meet the needs of students on the course. Students who work hard in their studies might expect to improve by the equivalent of 0.5 IELTS per level. Students must undertake sufficient study to reach the English standard required for the programme they wish to progress to. So, for instance, if you have an IELTS equivalent score of 5.0 and wish to undertake the LLB (which requires an IELTS score of 6.5) you must increase your score by the equivalent of 1.5 IELTS, meaning 3 levels of study over 3 terms. Further examples can be found below.
LEARNING OUTCOMES
Learning outcomes describe what you should know and be able to do if you make full use of the opportunities for learning that the Course provides.
Knowledge and Understanding K1
Level 1 Entry 4.0 Exit 4.5 Understanding of, and an ability to use, the simple English language structures. Can understand sentences and expressions related to areas of immediate relevance (e.g. basic personal and family information, work, school & leisure). Understanding of some active vocabulary
Level 2 Entry 4.5 Exit 5.0 Understanding of, and an ability to use, the simple English language structures. Understanding of language leading to sentence formation and uncomplicated language tense and general English usage.
Level 3 Entry 5.0 Exit 5.5 Reasonable understanding of, and an ability to use, essential English language structures. Understanding of intermediate language leading to improved sentence formation, language tense and general English usage.
Level 4 Entry 5.5 Exit 6.0 Good understanding of, and an ability to use, the main English language structures. Understanding and use of core academic language leading to reasonably complex sentence formation, language tense and general academic structure
Level 5 Entry 6.0 Exit 6.5 Advanced understanding of and an ability to use English Language structures with ease and fluency Strong ability to produce a wide range of demanding, longer texts (oral and/ or written) and ability to recognise implicit meaning in their field of specialisation.
K2
K3
Understanding of some active vocabulary
Good understanding of commonly used active vocabulary
Productive and receptive use of good academic vocabulary and active vocabulary in their specific subject.
Productive and receptive use of more advanced academic vocabulary and active vocabulary in their specific subject.

Cognitive Skills C1
Differentiate between elementary ideas in written and oral texts Use information and ideas to produce very simple arguments. Identify some English language structures in order to achieve an understanding of a simple range of texts
Differentiate between main ideas in written and oral texts
Differentiate between main and supporting ideas in written texts and oral presentations.
Differentiate between reasonably complex and supporting ideas in written texts and oral presentations. Categorise and synthesise information and ideas to produce more complex and academic argument. Recognise reasonable complex English language structures in order to achieve a solid understanding of standard and academic texts.
C2
Use information and ideas to produce simple arguments.
Categorise information and ideas to produce reasoned argument.
C3
Identify common English language structures in order to achieve an understanding of a simple range of texts.
Recognise general English language structures in order to achieve an understanding of a good range of texts.
To differentiate between complex main and supporting ideas in written texts and oral presentations in their field of study. Categorise and synthesise information and ideas to produce complex academic arguments. Recognise English language structures in order to achieve a solid understanding of reasonably complex academic texts in their field of study.

Professional Skills P1
Exercise the level of language necessary commensurate with a level 4.5 SELT
Exercise the level of language necessary commensurate with a level 5.0 SELT
P2
Can describe aspects of his/her background, and environment, and matters in areas of need.
Express themselves with a degree of fluency that makes general interaction with native speakers possible
Exercise the level of language necessary commensurate with a level 5.5 SELT and be able to follow a Foundation programme of study in preparation for university level study, with language support. Express themselves with a degree of fluency that makes interaction with native speakers possible
Exercise the level of language necessary to communicate orally and in writing to follow a business degree study with language support commensurate with a level 6.0 SELT
Exercise the level of language necessary to communicate orally and in writing to follow a course of academic study at university level with some language support. commensurate with a level 6.5 SELT Communicate ideas and analysis clearly and concisely in an appropriate format in order to inform and explain their decision making rationale to others. Express themselves with a degree of fluency and spontaneity that makes regular interaction with native speakers possible without strain for either party. Produce clear, wellstructured, oral and/ or written text on complex subjects, showing good controlled use of organisational patterns,
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Express themselves with a degree of fluency that makes regular interaction with native speakers possible
P3
Can communicate in routine tasks requiring a direct exchange of information on familiar matters
Produce reasonably clear and wellstructured, oral and/ or written text on subjects, showing reasonably controlled use of organisational patterns, connectors and cohesive devices.
P4

connectors and cohesive devices.
General Transferable Skills T1 Take responsibility to learn effectively and be aware of their own learning strategies Take responsibility to learn effectively and be aware of their own learning strategies Take responsibility to learn effectively and be aware of their own learning strategies Take responsibility to learn effectively and be aware of their own learning strategies Exercise selfmanagement skills, including the ability to set personal objectives, manage time and tasks and evaluate their own performance. Exercise initiative and personal responsibility within set parameters Take responsibility to learn effectively and be aware of their own learning strategies, including the ability to learn independently
T2
Exercise initiative and personal responsibility
Exercise initiative and personal responsibility Take responsibility to learn effectively and be aware of their own learning strategies, including the ability to learn independently
T3
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Pass mark
The English Language, Study and Communication Skills course is graded pass/fail. The pass mark is 40%. Where a student is undertaking more than one term of study, students must reach the requisite level of English before progressing onto the next level of the course. At each level the language difficulty and difficulty of the tasks and exercises undertaken will increase as students progress through the course and improve their English abilities. Once a student has reached the requisite level of English required they will be able to exit the course and progress directly onto the relevant BPP University programme of study, provided they meet all other entry requirements.
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ENGLISH LANGUAGE, STUDY AND COMMUNICATION SKILLS General Information School Credit Value Contact Hours Course School of Foundation and English Language Studies None 200 Hours F2F (10 weeks per level) Level 1 English Language, Study and Communication Skills 4.0 Level 2 English Language, Study and Communication Skills 4.5 Level 3 English Language, Study and Communication Skills 5.0 Level 4 English Language, Study and Communication Skills 5.5 Level 5 English Language, Study and Communication Skills 6.0 Course Leader Related Modules Pre-requisites Co-requisites Post-requisites Excluded Combinations External Accrediting Body Introduction This course provides students with essential skills for undertaking academic study through the medium of English. Students will have the opportunity to improve their general and academic English through progressive practice of their reading, writing, speaking and listening skills relevant to their chosen field of study. On satisfactory completion of this course, students will be able to enrol directly onto their programme of choice, subject to meeting the entry requirements of that programme. Helen McKenna None None None None None
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Educational Aims This course aims to:

Provide students with essential language skills for undertaking a BPP University programme. Provide students with an opportunity to increase their knowledge of English grammar and vocabulary as well as their reading, writing, speaking and listening skills in the academic setting. Familiarise students with aspects of academic discussions oral and written and academic writing style. Develop general English competence. Facilitate an improvement in IELTS (or equivalent SELT) score from their point of entry to that required by the relevant programme. Prepare students with the study skills necessary to study a programme at BPP University.
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Modes of Assessment Explanation of assessment types
Formative Assessment: Formative assessments are designed to give students an opportunity to practice assessments and to receive tutor feedback on their progress against the learning outcomes prior to the summative assessment. Formative assessment grades do not contribute to the final grade. Formative assessments are individual assessments unless otherwise stated. Summative Assessment: Summative assessments are those assessments which contribute to your grade. Summative assessments are individual assessments unless otherwise stated. Each level of the Course is assessed through the completion of one (1) Summative Assessment testing the following elements of English: Listening, Speaking, Reading and Writing. Students are required to achieve an overall pass mark of 40%, with at least 40% in the Writing element at each level.
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HE Certificate in Business Studies Assessments

Level 1 Entry 4.0 Exit 4.5 FORMATIVE
Listening and Speaking Listening comprehension test.

Listening comprehension test.

Listening comprehension test.

Lecture summary (oral) based on listening to a prerecorded lecture (completed in class on the basis of notes). Reading comprehension test, including a guided summary of a text. Progress reading portfolio Initial assessment. Progress writing test either a compare/contrast essay or an argumentative essay). Drafts of this essay to be peer-edited in class and one tutorial with the teacher on a draft should be arranged.

Formative 1: Response paper to a TV broadcast watched in class followed by a group discussion of the issue raised in the TV broadcast Reading comprehension test, including a guided summary of a text. Progress reading portfolio Initial assessment. Progress writing test either a compare/contrast essay or an argumentative essay). Drafts of this essay to be peer-edited in class and one tutorial with the teacher on a draft should be arranged.
Reading
Reading comprehension test
Reading comprehension test
Reading comprehension test, including a guided summary of a text. Progress reading portfolio Initial assessment. Progress writing test either a compare/contrast essay or an argumentative essay). Drafts of this essay to be peer-edited in class and one tutorial with the teacher on a draft should be arranged.
Writing
Progress reading portfolio Initial assessment. Progress Writing portfolio
Progress reading portfolio Initial assessment. Progress Writing portfolio
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Language Development

Initial assessment (grammar) Progress grammar test Initial assessment (grammar) Progress grammar test
None
Timed language development test
Initial assessment (grammar) Progress grammar test

Ongoing assessment, utilising various tests, will be undertaken for each study skill. No summative assessments are planned for this element of the course which will vary according to the needs of the cohort.
Initial assessment (grammar) Progress grammar test

Ongoing assessment, utilising various tests, will be undertaken for each study skill. No summative assessments are planned for this element of the course which will vary according to the needs of the cohort.
Study skills
None
None
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SUMMATIVE (100% of assessment) Level 1 Entry 4.0 Exit 4.5 Listening and Speaking Listening comprehension test. Group role play activity / discussion Reading Reading comprehension test Progress reading portfolio SUMMATIVE (100% of assessment) Level 2 Entry 4.5 Exit 5.0

SUMMATIVE (100% of assessment) Level 3 Entry 5.0 Exit 5.5 Listening comprehension test. Group presentation SUMMATIVE (100% of assessment) Level 4 Entry 5.5 Exit 6.0 Seminar discussion in small groups based on a listening topic SUMMATIVE (100% of assessment) Level 5 Entry 6.0 Exit 6.5 Seminar discussion in small groups based on a listening topic
Listening comprehension test. Group role play activity / discussion Reading comprehension test Progress reading portfolio
Reading comprehension test Progress reading portfolio
Assessment on texts from current media one prepared from reading at home and one unprepared under test conditions. One timed unseen assessment for which a minimum pass mark must be achieved (i.e. a compare/contrast, cause and effect, or argumentative assessment). Final language development test None
Assessment on texts from current media one prepared from reading at home and one unprepared under test conditions. One timed unseen assessment for which a minimum pass mark must be achieved (i.e. a compare/contrast, cause and effect, or argumentative assessment). Final language development test Ongoing assessment, utilising various tests, will be undertaken for each study skill such
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Writing
Produce a progress writing portfolio
Produce a progress writing portfolio
Produce a progress writing portfolio plus a timed essay for which a minimum pass mark of 40% must be achieved
Grammar
Final language development test None
Study skills

as computer and presentation skills. No summative assessments are planned for this element of the course which will vary according to the needs of the cohort.
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INDICATIVE SCHEME OF WORK
COURSE TITLE: ENGLISH LANGUAGE, STUDY AND COMMUNICATION SKILLS Syllabus Listening and Speaking Skills: Listening and note-taking (pre-recorded lectures, online viewings etc.); Discussion skills: pre-listening activities include brainstorming and discussion of the forthcoming lecture topic. Post-listening activities include lecture analysis and discussion; Presentation skills; and Vocabulary development: pre- and post-listening activities include vocabulary building exercises.
Reading and Writing skills: Academic study skills: reading academic texts; Comprehension skills and strategies: reading for the gist, reading for details etc.; Linguistic knowledge; text structure and purpose; Intensive and extensive reading through variety of text types ; Critical reading; Writing process (generating ideas, planning and organisation, etc.); Language of academic texts (grammar and sentence structure, academic style and vocabulary); Different genres of writing; and Use of source references in academic writing: introduction to Harvard referencing.
Language Development Grammar and Academic Vocabulary: Initial assessment and analysis of students' needs; Systematic work on key areas of grammar, vocabulary and pronunciation (to be adjusted according to students needs); Development of core academic vocabulary use; and Work on improving general English competence in all four skills - reading, writing, listening and speaking.
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HE Certificate in Business Studies INDICATIVE OUTLINES
The English Language, Study and Communication Skills course is organised as follows (the division of the various skills and hours is to be understood as an average estimate per week and will be adjusted on a week-by-week basis as required by specific activities and the needs of the group): Levels 1, 2, 3 and 4 Language Development: Grammar and Academic Vocabulary Listening & Speaking Reading & Writing 8 (hrs/week)
6 (hrs/week) 6 (hrs/week)
Level 5 Language Development: Grammar and Academic Vocabulary Listening & Speaking Reading & Writing Study Skills 4 (hrs/week)
4 (hrs/week) 8 (hrs/week) 4 (hrs/week)
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Topic Language Development: Grammar and Academic Vocabulary Outline
Language development component is designed to improve students range and control of grammar and professional vocabulary with some pronunciation work as well. The focus is on developing accurate language use. The teaching strategy of the course is to: Ensure the focus is on accuracy of grammar and vocabulary use; Select material taught after the initial assessment (depending on the established needs of a particular group); Set and check homework regularly; Check progress through tests. The course content is largely dictated by the needs of the group. The aim of this component is to help students acquire or enhance the necessary skills to learn effectively from lectures and seminars, while actively participating in the latter. Students will build up on this by utilising the media (radio, TV, Internet): by the end of the course they should be able to understand auditory reports in the news and professional media and synthesize the main information from them on a par with a native English-speaking university student. The teaching strategy of the course is to: make students listen to lectures and to help them understand the material through pre- and post-listening group exercises, eventually with students listening to actual lectures from their chosen programme; teach students to take effective notes while listening; encourage peer-learning through discussions and note-comparing; teach students to organize their notes into coherent lecture outlines; enhance students speaking and debating skills during pre- and post-listening exercises that also aim to expand their general vocabulary. Teaching will also be based on the current radio, TV and Internet offerings to help students relate to current political, economic and social issues, as well as enabling the tutor to reflect the English language ability of the students. The aim of this component is to improve the overall ability of students to understand written English and develop their skills in reading both academic and general texts. The emphasis is more on developing detailed comprehension and linguistic knowledge than on developing reading strategies. The teaching strategy of the course is to: Improve students overall ability in understanding written English; Develop students skills in reading both academic and general business texts; Improve students reading fluency; Develop students vocabulary; Teach students to relate their purposes to their ways of reading; Teach students to understand writers intentions and to read critically.
Listening & Speaking
Reading
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Relevant texts to reflect the English language ability of the students for individual and class reading, as well as for reading comprehension tests, will also be chosen from the media to help students relate to current political, economic and social issues. Students will also be required to read subject specific articles online: discussions will be set up and links provided on the college system. Students will need to make obligatory postings to the discussion boards for each article. The aim of the writing component is to provide an overall introduction to the written academic style and ensure its sufficient practice by students. The course will open with an assessment of the students writing skills and then provide an overview of basic elements of academic writing (such as structure and coherence; professional use of source material through direct quoting, paraphrase and summary; expression of the authors voice in academic texts etc.). All these elements will require practice through written exercises in class and homework. Essays will be written in several stages and interrupted by sessions of teacher-supervised peer-editing. Students will practice writing such types of essay structures as compare/contrast, reason/consequence, and argumentative essay. The course familiarises students with the process of planning and drafting a text, and incorporating revisions which result from peer feedback, as well as feedback from the teacher. The Study Skills component which is delivered at Level 5 is designed to help international students understand the academic requirements of study at BPP. Key cultural and professional expectations will be explained, as well as strategies to deal with them; online self-testing and practical exercises will be part of the course aiming to help students understand their potential shortcomings and deal with them before they embark on their university course. A number of hands-on computer workshops will be delivered with the view of (re)introducing the fundamental computer programmes used by university students in the field of business and law (MS Word, Power Point, and Excel). Oral presentation skills will be taught and practiced in group and individual presentations.
Writing
Study Skills (Level 5 only)
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Level 1: English Language, Study and Communications Skills IELTS 4.0

Indicative Reading Below is an indicative list of reading that you may find helpful in your studies; more specific readings may be utilised throughout the course. Books and Texts The core text book for the Programme is the following: Macmillan Publishers Global Coursebook and Workbooks (See reading list for full details).
Additional resources are available online at http://www.macmillanglobal.com/ Additional teaching materials (with printing and re-producing permissions) are as follows: Reading Extra: A resource book of multi- level skills activities, Liz Driscoll : CUP Listening Extra: A resource book of multi- level skills activities, Miles Craven: CUP Writing Extra: A resource book of multi- level skills activities, Graham Palmer: CUP Speaking Extra: A resource book of multi- level skills activities, Mick Gammidge: CUP
Murphy, R. (2004). English Grammar in Use, Cambridge: CUP. Murphy, R. (2007) Essential Grammar in Use Cambridge: CUP. Cambridge Learners Dictionary (4th edition). Cambridge: CUP.
Online Resources In addition to class-based language work, online resources will provide students with a structured programme of skills development activities to be accessed independently. These will be offered via the Moodle platform utilising global e-workbook materials. Performance and completion of these tasks will be monitored. Students will also have access to a range of CD ROM and e-learning facilities via the learning resource centre.
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SCHEME OF WORK
The scheme of work is indicative of what will happen in the week of study, and will be subject to detailed lesson plans

Session Language Development Preliminary Work 1 Word order in questions What and How questions Present simple, frequency adverbs Present continuous --Everyday objects Describing people Look / look like Countable / uncountable nouns, quantifiers --The infinitive The infinitive of purpose --Vocab: food, in the kitchen, containers, the human body The ID card Six degrees of separation CCTV is watching you Descriptions of people Descriptions of personal relationships Explanation of the Six Degrees of Separation A personal description Describing people False identities The alphabet Family and friends Linking words Reading skills Content Listening skills Writing Speaking
Tastes comforting Ten kitchen secrets The people behind the drinks
Talk on Zao Shen Talk on water and the human body
Description of food and drink
Food questionnaire How do you make it? Food tips Describing a kitchen /k/ and /ts/ --What do you like to drink?
Cultural Visit 3 Past simple and past continuous Used to --Vocab: works of art, furniture and furnishings, feelings, just Discovered! True stories of art discoveries The Picture of Dorian Gray by Oscar Wilde High Fidelity by Nick Hornby When I grow up Pandoras box Things will get worse famous dystopias in literature Lecture on the history of sound recording Talk on music in film and tv A scene from a short story A review Describing works of art Retelling stories Describing pictures
Future hopes and plans Future plans and intentions: be going to, present continuous Prediction and ability: will, be able to
Interviews with two aid workers Conversation about An Inconvenient Truth
An email to a friend
My hopes and plans Foreign aid Hope Climate change questionnaire Word stress
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Future time Clauses --Adjectives and synonyms, global issues, phrasal verbs, geographical features, -ed/-ing endings Cultural Visit 5 Have Modal verbs -ing verbs Present perfect, have been / have gone --Vocab: work, work issues Job vs work The verb: play Contractions Past participles Comparatives with er and more Comparatives (a bit / much / as as) Sauperlatives Phrasal verbs and objects Profile of an Indian call centre worker Ten facts about amusement parks around the world Conversations between bosses and employees Presentation about The serious leisure perspective
Leisure Time A CV
Jobs Job characteristics Ten questions about leisure
The science of happiness Fitter Happier Frankentein by Mary Shelley Going, going, gone The Luddites
Conversation about the worst jobs in science Website addresses Conversations about computer problems
Describing advantages and disadvantages
Happiness Guessing jobs Dangerous knowledge The schwa Website addresses Modern technology Sentence stress
Cultural Visit 7 Present perfect with for and since Present perfect with yet and already A brief history of time zones A Tale of Two Cities by Charles Dickens A lifetime of financial concerns A different kind of bank Bram Stokers Dracula The cat came back Travel guidebooks The Beach by Alex Garland New kinds of tourism Talk on the concept of time Giving your opinion The best time to Time-saving inventions Sentence stress Describing pictures A bank loan
Passive voice First conditional Second conditional Prepositions of movement House or home? Adjectives and prepositions Words that mean trip
Famous homes Conversations with travel guides
A dialogue A description of a town
A tour of your home Animals Beach resorts Describing photos If you could go anywhere Sentence stress
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Cultural Visit 9 Modal verbs of advice Could/couldnt/had to/didnt have to Past perfect Reported statements Say, tell and ask Win and beat Vocab: feeling ill, medical treatment Milestones of modern medicine Olympic losers Talk on the common cold Advice on cures for the common cold Conversation at the doctors
A sick note An outline post
The common cold Sports questionnaire A visit to the doctor Fitness questionnaire Word stress
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Defining relative clauses Definite article Verb form review Both, neither Words that mean new Words that mean game Vocab: transport, games, places
Brave New Words by Kerry Maxwell New places for a new world Old but loved: the Trabart
Interview with Kerry Maxwell Two classic board games
Definitions game A report on studies
Famous quotes Driving questionnaire A board game Consonant clusters Sentence stress and intonation
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Indicative Reading Below is an indicative list of reading that you may find helpful in your studies; more specific readings may be utilised throughout the course. Books and Texts The core text book for the Programme is the following: Macmillan Publishers Global Coursebook and Workbooks (See reading list for full details).
Additional resources are available online at http://www.macmillanglobal.com/ Additional teaching materials (with printing and re-producing permissions) are as follows: Reading Extra: A resource book of multi- level skills activities, Liz Driscoll : CUP Listening Extra: A resource book of multi- level skills activities, Miles Craven: CUP Writing Extra: A resource book of multi- level skills activities, Graham Palmer: CUP Speaking Extra: A resource book of multi- level skills activities, Mick Gammidge: CUP
Murphy, R. (2004). English Grammar in Use, Cambridge: CUP. Murphy, R. (2007) Essential Grammar in Use Cambridge: CUP. Cambridge Learners Dictionary (4th edition). Cambridge: CUP. Online Resources In addition to class-based language work, online resources will provide students with a structured programme of skills development activities to be accessed independently. These will be offered via the Moodle platform utilising global e-workbook materials. Performance and completion of these tasks will be monitored.
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Students will also have access to a range of CD ROM and e-learning facilities via the learning resource centre.
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English Language, Study and Communication Skills
Course Handbook
SCHEME OF WORK The scheme of work is indicative of what will happen in the week of study, and will be subject to detailed lesson plans

Session Language Development Preliminary Work Week 1 Articles Possessive adjectives --International words Numbers 1-10 Numbers11-99 Email & website addresses Prepositions Wh- questions rd Present simple (3 person) --Megacities Describing places also and too Daily routine Time and Dates Global English Power of numbers Numbers Forms Conversation Finding out personal info Reading skills Content Listening skills Writing Speaking
Created capital Commuting Calendars
Megacities Cities and countries
Describing a routine
Personal information Making decisions Describing
Cultural Visit 3 Possessive s Questions with do/does Object pronouns --Family Colours Describing what you do with friends Adjectives to describe characteristics really There is / There are Count and uncount nouns Quantifiers Shakespeares tragic families Clans Meeting places Mans best friend? Clans Mans best friend? Your family A personal description Talking and asking about friends Emphasising
Unusual hotels Couchsurfing A full-English breakfast Hungry planet
Describing a home A full-English breakfast
Writing about what you would like to eat
Inventing a hotel Talking about your house Consonant clusters
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Course Handbook
--Hotel facilities Furniture Food & drink Fresh and processed food a type of, a kind of a sort of Cultural Visit 5 Frequency adverbs (every day/ week/ month) Frequency adverbs (always, often, sometimes) --A trip to the cinema Types of film TV programmes Phrasal verbs (turn down, turn off) See, watch Can (possibility) Can (ability) Was/were Questions with was/were --Jobs Abilities Types of school School subjects A (little) bit World cinema Make a pitch Television theories World cinema People talking about television programmes
An email to a hotel
Describing a picture of a breakfast Linking words
Writing a pitch A review
A trip to the cinema Television habits Talking about TV
The Gallup survey Ten facts about typing School days
Benefits at work Important firsts Centres of learning School days
Writing about a job A job application
Schools in your country School subjects
Cultural Visit 7 Past simple Past simple (questions and negatives) it --History and story Weather Present continuous Present simple and present continuous The comparative The infinitive of purpose --Transport The news from All the presidents men The great eskimo vocabulary hoax Storm chase The news from All the presidents men Storm chase A biography Describing an event A news story Conversations with it Opinions about the weather A day out
Pedal power Coming to Hong Kong Culture shock Global migration Why did you go?
The Mid-Levels Escalators Feelings
An email about culture shock A report
Transport questionnaire A travel dialogue Changes in population What would you take and why?
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Course Handbook
Big numbers Feelings What would you take and why? Cultural Visit 9 Present perfect The superlative Have got One and ones --Nature Life events Parts of the body Parts of the face Clothes Talking about colours One planet, one place! Rites of passage Body styles A conversation about an unusual species Parts of the body The history of fashion Describing someone A speech Contact with nature Life events
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-ing forms Going to Present perfect and past simple --Free time activities Places in a city Fun and funny Sports Playing games -less and -ful
Masters of fun Malta A ball can change the world Kims game
Reasons for visiting Malta Popular language games
An email to a friend
Free time activities Malta Planning a weekend Asking about sport Playing games Explaining a game Word Bingo
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Course Handbook
Level 3 English Language and Communication Skills IELTS 5.0

Indicative Reading Below is an indicative list of reading that you may find helpful in your studies; more specific readings may be utilised throughout the course. Books and Texts The core text book for the Programme is the following: Skills for Study: Level 1 (SS1) and Language for Study: Level 1 (LS1). (See reading list for full details).
Additional resources are available online at www.cambridge.org/elt/forstudy Teaching materials (with printing and re-producing permissions) for the General English section are as follows: Reading Extra: A resource book of multi- level skills activities, Liz Driscoll : CUP Listening Extra: A resource book of multi- level skills activities, Miles Craven: CUP Writing Extra: A resource book of multi- level skills activities, Graham Palmer: CUP Speaking Extra: A resource book of multi- level skills activities, Mick Gammidge: CUP
Cambridge Learners Dictionary (4th edition). Cambridge: CUP. Espinosa, T., Henstock, C. and Walsh, C. (2012) Language for Study: Level 1. Cambridge: CUP. Fletcher, C. and Matthews, B. (2012). Skills for Study: Level 1. Cambridge: CUP. Murphy, R. (2004). English Grammar in Use, Cambridge: CUP.
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Course Handbook
Online Resources Students will be strongly encouraged to use online resources relevant to their areas of specialisation, in order to develop their level of awareness and comprehension. In addition, the following websites are useful for English language skills practice: 1. Vocabulary practice: Academic Word List (AWL); the website below is useful for learning and building academic style language http://www.academicvocabularyexercises.com/ 2. Grammar practice: This website helps students to breakdown fundamental grammatical structures and includes useful practice activities http://owl.english.purdue.edu/exercises/ 3. Core skills and EAP: The following website focuses on the four core skills, as well as grammar and vocabulary, helping students to put these into practise within an EAP context. Using English for Academic Purposes http://www.uefap.com/index.htm 4. Academic life/study skills Prepare for success http://www.prepareforsuccess.org.uk
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Course Handbook
Level 3: English Language and Communication Skills IELTS 5.0

Scheme of Work
Week Head Start Content Introduction to the Programme General meeting with students: placed into groups, distribution of course core texts. Learning and Teaching Strategy Independent Study Task: 1) Language needs analysis. 2) Students analyse and produce action plans for improving their English core skills: reading, listening, speaking and writing. 3) View set online material and prepare to report back to the rest of the class in Week 1. DAY ONE Session 1: Introduce modes of assessment and explain the Programme objectives. Discuss individual action plans and connect to objectives/assessments. Session 2: Student reports of previewed visual material, leading to class discussion (see Head Start task). Skills for Study: Level 1 (SS1) Good Study Practice questionnaire (p.6). DAY TWO Session 3 SS1: Unit 1 Approaches to Learning Understanding spoken information: types of listening; using note-taking techniques; purpose of lectures. (pp.8-12) Session 4 SS1: Unit 1 Approaches to Learning Reading strategies; analysing skimming, scanning and intensive reading; taking notes while reading (pp. 1419). DAY THREE Session 5 SS1: Unit 1 Approaches to Learning Group discussion focus (p. 35); and Language for Study: Level 1 (LS1): Unit 1 Approaches to Learning Recognising and using academic discussion (pp.3845) Session 6 : LS1: Unit 1 Approaches to Learning. Vocabulary focus: assessing strategies for improving 35
Week 1
The focus this week is on the following aspects/skills: Listening and Speaking Writing Reading Language Development
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vocabulary (pp.12-13) and recognising different word forms pp14-16. DAY FOUR Session 7 : LS1: Unit 1 Approaches to Learning Writing: features of academic writing; formal v. Informal register. SS1: Unit 1 Approaches to Learning Writing: types of academic writing; using a process approach to writing; Session 8: SS1: Unit 1 Approaches to Learning Writing - understanding and analysing essay questions; developing thesis statements. DAY FIVE Session 9: Grammar focus: past simple and present perfect tense. Session 10: General English Communicative task and general English practice using the theme of the countries of the UK. Independent study: Research and produce a fact-file for allocated UK country. Week 2 The focus this week is on the following aspects/skills: Listening and Speaking Writing Reading Language Development DAY ONE Session 1: SS1: Unit 1 Investigation Sourcing and referencing focus (pp23-30) Session 2: LS1: Unit 1 Approaches to Learning Identifying and using collocations (pp26-27). DAY TWO Session 3 SS1 : Unit 2 Communication Listening predicting content; listening actively and taking effective notes. (pp.43-49) Session 4 Mind-mapping and brainstorming ideas connected to modern Media. Sts prepare short talk to perform in groups. DAY THREE
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Session 5: General English Speaking practice: functional language for eating out; building and using vocabulary; paired role-plays for practice. Session 6 Listening to/watching examples online speaking material e.g. BBC Learning English The English We Speak, in order to practice conversational English. DAY FOUR Session 7 : SS1: Unit 2 Communication Assessing text types; identifying key points (gist); reading actively and analysing texts. Session 8: LS1: Unit 2 Communication Grammar and vocabulary focus adverbs, modal verbs and degrees of certainty. Review and extension task (pp. 64-73) DAY FIVE Session 9 : LS1: Unit 2 Communication Pronunciation practice intonation in questions and focus on English phonemes (pp84-88); tongue twisters. Session 10: LS1: Unit 2 Communication Speaking (89-90) giving presentations; students practise presenting sections of prepared presentations, concentrating on pronunciation. Peer evaluation. Independent study: Newspaper reading and presentation task. Week 3 The focus this week is on the following aspects/skills: Reading Writing Listening and Speaking Language Development DAY ONE Session 1: SS1: Unit 2 Investigation Emphasising the benefits of group work; analysing problems/solutions within a group setting Session 2: SS1: Unit 2 Communication Speaking presentation tips, techniques, planning and structuring (pp63-74) DAY TWO Session 3 SS1: Unit 2- Communication Writing introducing paraphrasing techniques (pp. 7577)
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Session 4 SS1: Unit 2 Communication Writing Summarising texts (pp. 79-81) DAY THREE Session 5 LS1: Unit 2 Communication Grammar focus The Passive Voice (pp.93-97) Session 6 Writing - paragraph development techniques; group writing task, including linking devices. DAY FOUR Session 7: Listening focus: note-taking practice using online audio material; group summaries and discussion. Session 8: LS1: Unit 1 Grammar and vocabulary consolidation; language of comparison (pp. 16-20); comparing and contrasting report findings as a group (pp.21-22). DAY FIVE Session 9: Essay focus generating ideas; planning and structuring. Session 10: Timed essay practice; peer marking/evaluation. Independent study: Grammar Study Past Simple review of regular and irregular verbs. Editing class essay following guided peer feedback. Week 4 The focus this week is on the following aspects/skills: Reading Listening and Speaking Writing Language Development DAY ONE Session 1: SS1: Unit 2 Communication Introduction to using quotations and referencing (pp. 81-84) Session 2: LS1: Unit 2 Grammar/Vocabulary changing word forms; synonyms and sentence construction. DAY TWO Session 3 Critical Thinking and Writing Action Plan review of Listening and Reading; paired discussion/evaluation Session 4 Critical Thinking, Writing and Speaking SWOT analysis of listening and reading skills; group review of weaknesses leading to development of further Action 38
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Plan items. DAY THREE Session 5 SS1: Unit 3 Science & Technology Listening introduction to signposting language in lectures (pp. 86-88). Session 6 Grammar/Vocabulary focusing on linking language for cause and effect clauses. DAY FOUR Session 7 : General English Communicative focus Multiple Intelligences topic; group discussion tasks regarding intelligence; ranking and decision-making; giving opinions. Session 8: Cloze reading on topic (see above); questionnaire and graph completion; comparative summary of own learning preferences. DAY FIVE: Session 9: SS1: Unit 3 Science & Technology Reading techniques (pp.93-95) Session 10: LS1: Unit 3 Grammar/Vocabulary: identifying key vocabulary; predicting content and prepositional phrases (pp.112113) Independent study: LS1: Unit 3 Reading Critically and note-making (pp.118-120). Week 5 The focus this week is on the following aspects/skills: Listening and Speaking Reading Writing Language Development DAY ONE Session 1: Listening - Festivals; students listen and complete cloze exercise; functional language analysis of signposting expressions and linking devices. Session 2: Speaking Sts think of and plan a short talk using signposting language (see above); perform talk to small group. DAY TWO Session 3 Vocabulary building Festivals (Thanksgiving); adjectives and nouns comparison; learning/recording new words (crossword). Session 4 Communicative task: Mini festivals quiz; in pairs, sts create questions for broadcasted answers. Describe story (Guy Fawkes) in pairs from set of photos; tell 39
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own story to another group. Reading comprehension (Guy Fawkes). DAY THREE Session 5: General English Saying the right thing according to the situation; sts analyse a range of contexts, predict missing language in dialogue; listen to check predictions. Pronunciation focus intonation/ word stress of speakers. Session 6 Sts create own dialogue for chosen situation, employing specific language and pronunciation features (see above). DAY FOUR Session 7 : Reading jigsaw reading and comprehension; verbal summary given to partner who note-takes. Session 8: Writing sts develop written summary of partners reading based on own notes. DAY FIVE: Session 9: Group presentation rehearsal Session 10: Group presentation (incl. visuals) performances; peer/self assessment. Independent study: Group Presentation project: UK festival Build own ongoing Action Plan for speaking and writing skills to be reported on in Week 6 Week 6 The focus this week is on the following aspects/skills: Reading Writing Listening and Speaking Language Development DAY ONE Session 1: Discuss speaking and writing Action Plans; peer suggestions to build further. Session 2: SS1: Unit 3 Reading for detailed information (pp96-99); using sources as support (p.100). DAY TWO Session 3 SS1: Unit 3 Research and communicative task (p.101-102); sts to use computers and/or library sources. Session 4 LS1: Unit 3 Recognising levels of reading/text types (pp.123-125); Vocabulary focus: synonyms and multiple-meanings 40
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(pp. 125-128) DAY THREE Session 5 SS1: Unit 3 Writing thesis statement development and essay structures (pp.122-124) Session 6 SS1: Unit 3 Paragraph development and topic sentences (p.124128) DAY FOUR Session 7 : General English Speaking idiomatic language/phrases; formal v. Informal uses in English; develop contextual dialogues. Session 8: LS1: Unit 3 Grammar focus referencing words and substitution (pp. 128-130) DAY FIVE: Session9: Vocabulary focus linking devices (form and function); shared writing to develop and consolidate linking language awareness. Session 10: Listening definitions BINGO; sts complete cards upon hearing missing vocabulary. Independent study: SS1: Unit 3 Evaluating and using sources effectively (pp. 103-112) Week 7 The focus this week is on the following aspects/skills: Reading Listening and Speaking Writing Language Development DAY ONE Session 1: SS1: Unit 3 Speaking effective presentations (113-121) Session 2: LS1: Unit 3 Vocabulary focus introduction and conclusion language; speaking v. writing; intonation for interest (pp. 133-139). DAY TWO Session 3 LS1: Unit 3 Grammar Reporting verbs and tenses (pp. 149-150) Session 4 Writing paraphrasing and summarising information
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from other sources (pp.151-156) DAY THREE Session 5 SS1: Unit 3 Writing/vocabulary generate and brainstorm ideas on topic (p.128); plan essay in class halves; pair up with member from other half and build ideas further. Session 6 Writing - timed essay practice (p.128); editing focus. DAY FOUR Session 7 : General English Sts review newspaper articles on the topic of Health; read for gist and highlight and learn useful vocabulary x 10 words/phrases. Session 8: Present article to small group and teach new language items, incl. pronunciation. Groups develop thesis style question for another group; seminar style discussion based on thesis questions. DAY FIVE: Session 9: SS1: Unit 4 Health Issues Listening discourses markers and speakers attitude in lectures (pp.130-135) Session 10: SS1: Unit 4 Communicative task Health expectancy (p.136) Independent study: LS1: Unit 3 Summarising and reporting information (pp. 156-159). Week 8 The focus this week is on the following aspects/skills: Listening and Speaking Writing Reading Language Development DAY ONE Session 1: LS1: Unit 4 Grammar/Speaking - Using linking devices, focus on function (pp.161-164) Session 2: LS1: Unit 4 Listening signposting and structuring an argument (pp.164-170) DAY TWO Session 3 SS1: Unit 4 Reading ways to improve reading; comparing information in texts. Session 4 SS1: Unit 4 42
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Reading and research: Unit task (pp. 144-147) Grammar in context: passive constructions pp 113114. DAY THREE Session 5 LS1: Unit 4 Grammar using modifiers (p.171) Session 6 LS1: Unit 4 Grammar - Improving clarity in writing; paraphrasing with antonyms; punctuation, prefixes (pp.173-178 DAY FOUR Session 7 : General English Listening/Speaking dictogloss (Health topic); sts reformulate text in groups. Session 8: Listening/speaking sts create and conduct health surveys; collect data; DAY FIVE: Session 9: LS1: Unit 4 Writing/Grammar review modifiers and comparatives; edit written reports in class (pp.179-181) Session 10: SS1: Unit 4 Introduction to abstracts in journal articles; features and relevance in EAP (pp.148-156 Independent study: Write report on findings of health surveys in small groups. Using abstracts for research (SS1: Unit 4, pp.156158) Week 9 The focus this week is on the following aspects/skills: Listening and Speaking Writing Reading Language Development DAY ONE Session 1: LS1: Unit 4 Writing - Discourse markers in written texts; abstracts focus (pp182-188). Session 2: SS1: Unit4 Writing Introductions and conclusions (pp.167-171). DAY TWO Session 3 SS1: Unit 4 Reviewing own writing (p.172-174), including Action 43
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Plan Session 4 SS1: Unit 4 Speaking Presentations, defining purpose; audience awareness (pp.159-160). LS1: Unit 4 Dealing with questions (pp.137-138) DAY THREE Session 5 SS1: Unit 4 Reading effective summaries (pp.142-144) Session 6 Writing effective summaries; paragraph development. DAY FOUR Session 7 : General English Using functional phrases in conversation (technology); pronunciation focus of th sounds. Session 8: Grammar workshop and vocabulary consolidation Grammar practice. SS1: Unit 1 Grammar - Relative clauses (pp.30-35). DAY FIVE: Session 9: Speaking/Listening review and revision session Session 10: Reading/Writing review and revision session Independent study: Individual final exam revision Week 10 The focus this week is on the following aspects/skills: Writing Reading Listening and Speaking Language Development DAY ONE Session 1: Grammar/Vocabulary review and revision Session 2: Writing comparison of exam and process writing; strategies and exam techniques. DAY TWOSession 3: Reading summative assessment Session 4: Presentation/speaking practice. DAY THREE Session 5: Speaking summative assessment
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Session 6: Speaking summative assessment DAY FOUR Session 7: Writing summative assessment Timed essay (1 hour) 250-300 words. Session 8 : Listening summative assessment Lecture summary (oral) based on listening to a prerecorded lecture (completed in class on the basis of notes). DAY FIVE: Session 9: End of course review Session 10: End of course review
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Level 4: English Language, Study and Communication Skills IELTS 5.5

Indicative Reading Below is an indicative list of reading that you may find helpful in your studies; more specific readings may be utilised throughout the course. Books and Texts The core text book for the Programme is the following: Cambridge Academic English: An integrated skills Programme for EAP (Intermediate) (See reading list for full details).
Additional resources are available online at www.cambridge.org/elt/academicenglish
Teaching materials (with printing and re-producing permissions) for the General English section are as follows: Reading Extra: A resource book of multi- level skills activities, Liz Driscoll : CUP Listening Extra: A resource book of multi- level skills activities, Miles Craven: CUP Writing Extra: A resource book of multi- level skills activities, Graham Palmer: CUP Speaking Extra: A resource book of multi- level skills activities, Mick Gammidge: CUP
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Scheme of Work
Week Head Start Content Introduction to the Programme General meeting with students: placed into groups, distribution of Programme books. Learning and Teaching Strategy Independent Study Task: Students explore ways of improving their English skills online: reading, listening to and viewing material on websites. Prepare to report back to class in Week 1.
Week 1
DAY ONE Session 1: Initial assessment Initial writing assessment (short essay). Initial assessment grammar test (multiple choice). Explanation of the Programme objectives and assessment. Session 2: Class discussion of individual findings (see Head Start task). Cambridge Academic English: Academic Orientation pp10-13. DAY TWO Session 3 Cambridge Academic English: Unit 1-Styles of learning Getting started: How do you learn? p 14. Reading: reading for key terms and guessing meaning from context pp 14-15. Session 4 Cambridge Academic English: Unit 1-Styles of learning Grammar in context: using forms and present simple in academic English p 16. Listening and speaking: Asking for study help p 17 DAY THREE Session 5 Cambridge Academic English: Unit 1.-.Styles of learning. Reading: scan reading pp 18-19. Reading: gist reading pp 20-21. Session 6 : Cambridge Academic English: Unit 1 - Styles of learning. Writing: organising ideas and linking words pp 21-23.
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DAY FOUR Session 7 : General English Listening Extra: Unit 1 - Personal information. (Upper- intermediate): 1.3 What are you like? Topic: character and personality. Context: psychology test. Activity type: ranking, taking notes. Reading Extra: Unit 1 - Personal information (Upper- intermediate): 1.3 Famous last words. Topic: what famous people said before they died. Activity type: matching quotations with people. Reading focus: text cohesion, paraphrasing. Session 8: Grammar workshop and vocabulary consolidation. Grammar practice. Review of vocabulary from TW1. Independent study: Cambridge Academic English: Unit 1 - Styles of learning Grammar and vocabulary pp 24-25: -noun forms; -ing forms; -present simple in academic English; -sentences with if that talk about what is generally true; -collocations with conclusion. Week 2 The focus this week is on the following aspects/skills: Listening and Speaking Writing Reading Language Development DAY ONE Session 1: Cambridge Academic English: Unit 2 - Problems in the natural world. Reading: understanding essay questions pp 26-27. Listening and speaking: making sure you have understood pp 27-28. Session 2: Cambridge Academic English: Unit 2 - Problems in the natural world. Reading: identifying the relevance of the text pp 2931. DAY TWO Session 3 Cambridge Academic English: Unit 2 - Unit 2 Problems in the natural world. Writing: paragraph building pp 31- 34. 48
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Session 4 Short dictation. Timed writing practice. Discussion - students discuss topics for researched essay.
DAY THREE Session 5 Cambridge Academic English: Unit 2 - Problems in the natural world. Grammar in context: noun phrases pp 31. Grammar in context: present perfect pp 34-35. Session 6 Introduction to Harvard referencing. Short lecture on plagiarism. DAY FOUR Session 7 : General English Listening Extra: Unit 18 - Social and environmental issues. (Upper- intermediate): 18.3 To give or not to give. Topic: attitudes to begging. Context: an argument between a couple. Activity type: ordering. Writing Extra: Unit 18 - Social and environmental issues. (Upper- intermediate): 18.3 Water: a clear solution. Topic: clean water, development. Activity type: paired simulation. Writing focus: e-mail campaigning, presenting an argument. Session 8: Grammar workshop and vocabulary consolidation Grammar practice. Review of vocabulary from TW2.
Independent study: Cambridge Academic English: Unit 2 - Problems in the natural world. Grammar and vocabulary pp 36-37. -word families; -quantifying expressions; -noun phrases; -clause structure; -present perfect and past simple. 49
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Week 3
The focus this week is on the following aspects/skills: Reading Writing Listening and Speaking Language Development
DAY ONE Session 1: Cambridge Academic English: Lecture Skills A (pp 38- 40) Preparing for lectures: -Talking about products -Vocabulary for the context. Listening: -Listening for gist and detail. Session 2: Cambridge Academic English: Lecture Skills A (pp 40- 41) Language focus: -If structures 1. -Vocabulary (key expressions). - Pronunciation (emphasising words). Follow-up: -Organising notes. -Further listening. DAY TWO Session 3 Cambridge Academic English: Unit 3 - Indications and trends. Reading: deciding what to read for an essay p 42. Reading: approaches to note-taking 1 pp 43-45. Session 4 Cambridge Academic English: Unit 3- Indications and trends. Writing: planning the main paragraphs of an essay pp 46-47. Listening and speaking: Giving advice p 48. DAY THREE Session 5 Cambridge Academic English: Unit 3 - Indications and trends. Writing: writing a short report p 49. Session 6 Cambridge Academic English: Unit 3 - Indications and trends. Grammar in context: past perfect p 46. Vocabulary in context: language for describing trends pp 50-51. DAY FOUR 50
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Session 7: General English. Reading Extra: Unit 14 - The world of work (Upper- intermediate): 14.3 Work, sweet work. Topic: perks in the work environment. Activity type: reading comprehension. Reading focus: reading for gist, scanning for specific information, paraphrasing, reading for detail. Speaking Extra: Unit 14 - The world of work. (Upper- intermediate): 14.3 Great perks! Topic: the right job. Activity type: group discussion. Speaking focus: comparing options and reaching decisions.
Session 8: Grammar workshop and vocabulary consolidation. Grammar practice. Review of vocabulary from TW3.
Independent study: Cambridge Academic English: Unit 3-Indications and trends Grammar and vocabulary pp 52-53. -corpus language. -past simple. -past perfect. -language to describe statistics. -words for economic graphs.
Work on outline for researched essay
Week 4
The focus this week is on the following aspects/skills: Reading Listening and Speaking Writing Language Development
DAY ONE Session 1: Cambridge Academic English: Unit 4 - The information age. Getting started: a survey p 54. Reading: interactive reading p 54-55. Session 2: Cambridge Academic English: Unit 4 - The information age. Reading: reading for the main ideas in a text pp 57-59. DAY TWO Session 3 51
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Cambridge Academic English: Unit 4 - The information age. Grammar in context: phrases of frequency pp 56-57. Grammar in context: prepositional phrases pp 59-60. Session 4 Cambridge Academic English: Unit 4 - The information age. Listening and speaking: outlining issues and putting forward your point of view pp 60-61. DAY THREE Session 5 Cambridge Academic English: Unit 4 - The information age. Writing: drafting and building arguments pp 61-63. Session 6 Reading comprehension test practice- students produce a summary (100 words) of a text under test conditions. DAY FOUR Session 7 : General English Listening Extra: Unit 17- Science and technology (Upper- intermediate): 17.3 The future of the car Topic: developments in car technology. Context: presentation. Activity type: completing presentation slides. Writing Extra: Unit 17- Science and technology (Upper- intermediate): 17.3 www.worldwideweb Topic: access to the Internet. Activity type: interpreting data. Writing focus: comparative report; describing changes and trends. Session 8: Grammar workshop and vocabulary consolidation Grammar practice. Review of vocabulary from TW4. Tutorials: outline for researched essay. Independent study: Cambridge Academic English: Unit 4 - The information age Grammar and vocabulary pp 64-65. -word building; -noun phrases; -phrases of frequency; -vocabulary families;
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-prepositional phrases; -reporting verbs.
Week 5
The focus this week is on the following aspects/skills: Listening and Speaking Reading Writing Language Development
DAY ONE Session 1: Cambridge Academic English: Lecture Skills B (pp 66- 68) Preparing for lectures: -Women scientists in history; -Vocabulary for the context. Listening: -Listening for gist and detail. Session 2: Cambridge Academic English: Lecture Skills B (pp 68-69) Language focus: -Signposting language in lectures; -Pronunciation; - Useful phrases. Follow-up: -Further research; -Further listening. DAY TWO Session 3 Cambridge Academic English: Unit 5 - On budget Reading: reading for key information and concepts pp 70-73. Session 4 Cambridge Academic English: Unit 5 - On budget Listening and speaking: describing a process in a seminar presentation pp 75-76. Listening and speaking: giving a presentation describing a process p 77. DAY THREE Session 5 Cambridge Academic English: Unit 5 - On budget Grammar in context: expressing different levels of certainty pp 73-74. Vocabulary in context: language to define terms pp7475. Session 6 Cambridge Academic English: Unit 5 - On budget Writing: Drafting and revising content pp 77- 79.
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DAY FOUR Session 7 : General English Writing Extra: Unit 15 - Money (Upper - intermediate): 15.3 Cant pay; wont pay Topic: delaying payment. Activity type: paired simulation. Writing focus: formal letter (responding to demands, making excuses). Reading Extra: Unit 15 - Money (Upper-intermediate): 15.3 Gold fever Topic: the biggest gold nugget found in Scotland. Activity type: understanding an authentic newspaper article. Reading focus: extracting key information, creating questions based on a text. Session 8: Grammar workshop and vocabulary consolidation Grammar practice. Review of vocabulary from TW5. Independent study: Cambridge Academic English: Unit 5 - On budget Grammar and vocabulary pp 80-81: -words associated with planning; -language of possibility; -definitions; -language of presentations; -word families from the Academic Word List.
Week 6
The focus this week is on the following aspects/skills: Reading Writing Listening and Speaking Language Development
DAY ONE Session 1: Cambridge Academic English: Unit 6 - Being objective Getting started: watching television and the news p 82. Reading: close reading for key ideas pp 82-83. Session 2: Cambridge Academic English: Unit 6 - Being objective Listening and speaking: agreeing and disagreeing pp 84-85. DAY TWO Session 3 Cambridge Academic English: Unit 6 - Being 54
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objective Reading: analysing information in more complex texts pp 85-86. Session 4 Cambridge Academic English: Unit 6 - Being objective Grammar in context: modal expressions p 87. Grammar in context: relative clauses pp 87-88. DAY THREE Session 5 Cambridge Academic English: Unit 6 - Being objective Writing: paraphrasing information for essays and avoiding plagiarism pp 88-89. Session 6 Cambridge Academic English: Unit 6 - Being objective Writing: linking words 2 pp 90-91. DAY FOUR Session 7 : General English Writing Extra: Unit 12 - Leisure Time (Upper-intermediate): 12.3 A really good read Topic: reviewing for a website. Activity type: paired text analysis. Writing focus: reviews; correcting style and structure. Listening Extra: Unit 12 - Leisure Time (Upper-intermediate): 12.3 A night at the movies Topic: describing films. Context: film trailers. Activity type: completing information on posters. Session 8: Grammar workshop and vocabulary consolidation Grammar practice. Review of vocabulary from TW6. Researched essay: peer-editing of first draft Independent study: Cambridge Academic English: Unit 6 - Being objective Grammar and vocabulary pp 92-93: -verb and noun collocations; -language of agreement; -modal expressions; 55
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-relative clauses; -linking words and phrases.
Week 7
The focus this week is on the following aspects/skills: Reading Listening and Speaking Writing Language Development
DAY ONE Session 1: Cambridge Academic English: Lecture Skills C (pp 94- 96) Preparing for lectures: - Chemical elements; - Predicting information from visuals ; - Vocabulary for the context. Listening: -Listening for gist and detail. Session 2: Cambridge Academic English: Lecture Skills C (pp 96-97) Language focus: -Language for focusing on visuals; -Beginnings and endings; -Intonation. Follow-up: -Critical thinking; -Further listening. DAY TWO Session 3 Cambridge Academic English: Unit 7 - Innovation Getting started: new ideas p 98. Writing: paraphrasing by using synonyms pp 98- 101. Session 4 Cambridge Academic English: Unit 7 - Innovation Grammar in context: comparing and contrasting pp 101-103. DAY THREE Session 5 Cambridge Academic English: Unit 7 - Innovation Reading: approaches to note-taking 2 pp 104- 106. Session 6 Cambridge Academic English: Unit 7 - Innovation Listening and speaking: turn-taking in discussions pp 106-107. DAY FOUR Session 7 : General English 56
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Reading Extra: Unit 17- Science and technology (Upper- intermediate): 17.3 Idiotic inventionsand products we could live without Topic: daft inventions. Activity type: reading a text and choosing a title, using the title to work out the content of another text. Reading focus: extracting key information, asking and answering questions about a text, recreating a text. Speaking Extra: Unit 17 - Science and technology (Upper- intermediate): 17.3 It will change our lives Topic: advanced technology. Activity type: split reading information exchange, group discussion. Speaking focus: paraphrasing ideas, giving explanations, making comparisons and reaching decisions.
Session 8: Grammar workshop and vocabulary consolidation Grammar practice/Review of vocabulary from TW7. Timed essay practice.
Independent study: Cambridge Academic English: Unit 7 - Innovation Grammar and vocabulary pp 108-109 -innovation word family; -synonyms; -comparative language; -articles; -joining ideas.
Week 8
DAY ONE Session 1: Cambridge Academic English: Unit 8 - Sensing and understanding Reading: text organisation 1 pp 111- 113. Session 2: Cambridge Academic English: Unit 8 - Sensing and understanding Listening and speaking: signposting in seminar presentations pp 114-116. Listening and speaking: giving a presentation pp 116. DAY TWO Session 3 Cambridge Academic English: Unit 8 - Sensing 57
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and understanding Writing: linking words 3 pp 116- 117. Session 4 Cambridge Academic English: Unit 8 - Sensing and understanding Grammar in context: passive constructions pp 113114. Grammar in context: using the passive to manage information in texts p 117. DAY THREE Session 5 Cambridge Academic English: Lecture Skills D (pp 112- 124) Preparing for lectures: - Discussion on global warming; - Vocabulary for the context; - Predicting. Listening: -Listening for gist and detail. Session 6 Cambridge Academic English: Lecture Skills D (pp 124- 125) Language focus: - Referring words; - Emphasising structures. Listening assessment practice: Lecture summary (oral) based on listening to a pre-recorded lecture students practice in a pairs. DAY FOUR Session 7 : General English Listening Extra: Unit 9 - Describing things (Upper- intermediate): 9.3 But is it Art? Topic: Jackson Pollock. Context: museum audio cassette recording. Activity type: ordering pictures, taking notes. Speaking Extra: Unit 9 - Describing things (Upper- intermediate): 9.3 In your minds eye Topic: an imaginary journey. Activity type: guided visualisation. Speaking focus: describing scenes, comparing experiences.
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Session 8: Presentation preparation/practice & individual tutorials Presentation preparation/practice: prepare for speaking summative assessment - students practise in small groups. Individual tutorials on researched essay draft. Independent study: Cambridge Academic English: Unit 8 - Sensing and understanding Grammar and vocabulary pp 120- 121. -art and design vocabulary; -passive forms; -perceive word family; -signposting in seminar presentations; -linking words.
Week 9
DAY ONE Session 1: Cambridge Academic English: Unit 9 - IT issues Getting started: computer problems p 126. Session 2: Cambridge Academic English: Unit 9 - IT issues Reading: text organisation 2 pp 127- 129. DAY TWO Session 3 Cambridge Academic English: Unit 9 - IT issues Listening and speaking: problem-solution patterns and repair strategies pp 130- 131. Session 4 Cambridge Academic English: Unit 9 - IT issues Writing: generating ideas pp 132- 133. DAY THREE Session 5 Cambridge Academic English: Unit 9 - IT issues Grammar in context: hedging language pp 129-130. Grammar in context: cohesive devices pp 133- 134. Session 6 Cambridge Academic English: Unit 9 - IT issues In- text referencing pp 134-135. DAY FOUR Session 7 : General English Reading Extra: Unit 4 - Homes (Upper- intermediate): 4.3 Hi- tech homes Topic: homes of the future.
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Activity type: students make predictions and check them in a text. Reading focus: reading for specific information. Writing Extra: Unit 3 - Daily activities (Upper- intermediate): 3.3 Murder mystery Topic: crime, alibis. Activity type: paired puzzle-solving, role play. Writing focus: summary report, note taking.
Session 8: Grammar workshop and vocabulary consolidation Grammar practice. Review of vocabulary from TW9. Independent study: Cambridge Academic English: Unit 9 - IT issues Grammar and vocabulary pp 136-137. -subordination; -crime vocabulary; -hedging language; -cohesion.
Week 10
The focus this week is on the following aspects/skills: Writing Reading Listening and Speaking Language Development
DAY ONE Session 1: Cambridge Academic English: Unit 10 - Culture Shock Writing: planning the overall shape of an essay, reading for relevant information, writing the conclusion pp 142- 144. Session 2: Cambridge Academic English: Unit 10 - Culture Shock Writing: creating a bibliography p. 146. Listening and speaking: concluding a presentation p 147. DAY TWO *Session 3: Reading summative assessment* 1 hour long reading comprehension test. Students produce a summary (100 words) of a text (unprepared) under test conditions. Session 4: Presentation practice.
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DAY THREE Session 5: Speaking summative assessment 10 minute presentation: Individual presentations on researched essay topic. Session 6: Speaking summative assessment 10 minute presentation: Individual presentations on researched essay topic. DAY FOUR Session 7: Writing summative assessment Timed essay (1 hour) - 250 words. Submission: Researched essay on an agreed topic750 words. Session 8 : Listening summative assessment Lecture summary (oral) based on listening to a prerecorded lecture (completed in class on the basis of notes).
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Indicative Reading Below is an indicative list of reading that you may find helpful in your studies; more specific readings may be utilised throughout the course.
Books and Texts Hamp-Lyons, L. 2006. Study Writing: A Course in Written English for Academic Purposes
Glendinning, E. 2004. Study Reading: A Course in Reading Skills for Academic Purposes
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Lynch, T. 2004. Study Listening: A course in listening to lectures and note-taking (2nd ed.) Cambridge, CUP
Oshima A. And Hogue A., (2010), Writing Academic English, 4th Edition, Pearson (above Study writing will; replace this when it finally goes out of print)
Murphy, R. 2004. English Grammar in Use. Cambridge, CUP Norbury, P. 2008. Britain Culture Smart! The Essential Guide to Customs and Culture, London: Kuperard Schmitt D. & Schmitt N. 2005. Focus on Vocabulary: Mastering the Academic Word List, Pearson Education Seminal Works Longman Dictionary of Contemporary English (new edit), Harlow, Pearson Education Ltd Academic and Professional Articles Students will be strongly encouraged to use journal articles relevant to their areas of specialisation in order to develop their reading and comprehension skills. Online Resources
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Students will be strongly encouraged to use online resources relevant to their areas of specialisation, in order to develop their reading and comprehension skills.
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Scheme of Work
Week Head Start Content Introduction to the course General meeting with students: placed into groups, distribution of course books. Cultural activity: TBC Learning and Teaching Strategy Independent Study Task: Students explore ways of improving their English skills online: reading, listening to and viewing material on news websites. Prepare to report back to class in Week 1.
Week 1
Session 1: Initial assessment Activity 1: Initial writing assessment (short essay). Activity 2: Initial assessment grammar test (multiple choice). Session 2: Interactive lecture and tutor led seminar Activity 1: Lynch, Study Listening: Introduction to listening and note-taking. Activity 2: Class discussion of individual findings (see Head Start task). Teacher introduction and explanation of online facilities for self-assessment of skills. Session 3: Interactive lecture and tutor led seminar Activity 1: Reading comprehension techniques: reading for gist. Activity 2: Academic Vocabulary (Focus on Vocabulary) Introduction to vocabulary learning methods (keeping Vocabulary Cards) pp. x-xiv + Unit 2/ Chapter 5 Session 4: Interactive lecture and tutor led seminar Activity 1: Lynch, Unit 1: listening and note-taking. Activity 2: Grammar exercises based on student needs and texts chosen for reading comprehension oral and written practice. Session 5:Study Skills
Week 2
Session 1: Interactive lecture and tutor led seminar Activity 1: Reading comprehension techniques: reading for detail. Activity 2: Academic Vocabulary (Focus on Vocabulary) Unit 2/ Chapter 6 Formative assessment: submission of Listening Outline for the previous listening (part of portfolio). Session 2: Interactive lecture and tutor led seminar 65
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Activity 1: Oshima and Hogue, Writing Academic English Chapter 1: Paragraph Structure teacher explanation. Activity 2: In-class writing. Session 3: Interactive lecture and tutor led seminar Activity 1: Reading comprehension techniques: text structure and cohesion Formative assessment: submission of completed paragraphs. Activity 2: Grammar exercises based on student needs and texts chosen for reading comprehension oral and written practice. Session 4: Interactive lecture and tutor led seminar Activity 1: Lynch, Unit 2: listening and note-taking. Session 5:Study Skills Independent Study Individual work based on tutor Assessment essay and Grammar test. Week 3 The focus this week is on the following aspects/skills: Reading Writing Listening and Speaking Language Development
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Session 1: Interactive lecture and tutor led seminar Activity 1: Oshima and Hogue, Unit 8: paraphrase and summary teacher explanation. Activity 2: In-class writing. Formative assessment: submission of Listening Outline for the previous listening (part of portfolio). Session 2: Interactive lecture and tutor led seminar Activity 1: Online reading and blackboard discussion teacher explanation. Activity 2: Harvard referencing style: discussion board teacher explanation. Activity 3: In-class writing (continued from Session 1). Session 3: Interactive lecture and tutor led seminar Activity 1: Oshima and Hogue, Unit 4: from paragraph to essay. Formative assessment: submission of completed paraphrases and summaries. Activity 2: Academic Vocabulary (Focus on Vocabulary) Unit 2/ Chapter 7 + Chapter 8 (Unit Review) Session 4: Interactive lecture and tutor led seminar Activity 1: Lynch, Unit 3: listening and note-taking. Session 5:Study Skills
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Independent Study Task 1: Online reading and blackboard discussion. Formative assessment: three obligatory posts per student. Week 4 The focus this week is on the following aspects/skills: Reading Listening and Speaking Writing Language Development Session 1: Interactive lecture and tutor led seminar Activity 1: Oshima and Hogue, Unit 6: cause/effect essays teacher explanation. Activity 2: In-class writing. Session 2: Interactive lecture and tutor led seminar Activity 1: Text on current political affairs: unprepared reading and class discussion. Activity 2: Academic Vocabulary (Focus on Vocabulary) Unit 2 Test + Unit 4/ Chapter 13 Formative assessment: submission of Listening Outline for the previous listening (part of continuous assessment). Session 3: Interactive lecture and tutor led seminar Activity 1: Cause/effect essay: peer-editing of the outlines. Activity 2: Grammar exercises based on student needs oral and written practice.
Session 4: Interactive lecture and tutor led seminar Activity 1: Lynch, Unit 4: listening and note-taking. Session 5:Study Skills Independent Study Individual Grammar exercises. Task: Prepare reading for Week 5. Week 5 The focus this week is on the following aspects/skills: Reading Writing Language Development Session 1: Interactive lecture and tutor led seminar Activity 1: Text on current economical issues: prepared reading and class discussion. Activity 2: Cause/effect essay: peer-editing of Draft 1 (structure and coherence). Formative assessment: submission of Listening Outline for the previous listening (part of continuous assessment). Session 2: Interactive lecture and tutor led seminar Activity 1: Cause/effect essay: peer-editing of Draft 2 (language and referencing). Activity 2: Harvard referencing style - class explanations and clarifications. 67
Course Handbook
Session 3: Interactive lecture and tutor led seminar Activity 1: Grammar exercises based on student needs oral and written practice. Activity 2: Academic Vocabulary (Focus on Vocabulary) Unit 4 / Chapter 14 Session 4: Interactive lecture and tutor led seminar Activity 1: Progress Test on Grammar. Session 5:Study Skills Independent Study Task: Harvard referencing style - discussion board. Week 6 The focus this week is on the following aspects/skills: Reading Writing Listening and Speaking Language Development Session 1: Interactive lecture and tutor led seminar Activity 1: In-Class Reading Comprehension test. Formative assessment: 1 hour long reading comprehension test on the basis of two texts one prepared reading at home and one unprepared. Summative assessment: Cause/Effect Essay Final Draft submission. Session 2: Interactive lecture and tutor led seminar Activity 1: Lynch Study Listening, Unit 5: listening and note-taking. Activity 2: Academic Vocabulary (Focus on Vocabulary) Unit 4 / Chapter 15 + Chapter 16 (Unit Review) Session 3: Interactive lecture and tutor led seminar Activity 1: Text on current political affairs: unprepared reading and discussion. Activity 2: Oshima and Hogue, Unit 7: compare/contrast essays teacher explanation. Session 4: Interactive lecture and tutor led seminar Activity 1: Text on current (cross)cultural issues: unprepared reading, class discussion. Activity 2: Grammar exercises based on student needs and texts chosen for reading comprehension oral and written practice. Session 5:Study Skills Independent Study Task: Harvard referencing style II - discussion board. Week 7 The focus this week is on the following aspects/skills: Session 1: Interactive lecture and tutor led seminar Activity 1: Compare/Contrast essay. Peer-editing of 68
Course Handbook
Listening and Speaking Writing Language Development
outlines. Activity 2: Grammar exercises based on student needs oral and written practice. Formative assessment: submission of Listening Outline for the previous listening (part of portfolio). Session 2: Interactive lecture and tutor led seminar Activity 1: Lynch, Unit 6: listening and note-taking. Activity 2: Academic Vocabulary (Focus on Vocabulary) Unit 4 Test + Unit 5 / Chapter 17 Session 3: Interactive lecture and tutor led seminar Activity 1: Peer-editing of Draft 1: structure and coherence. Activity 2: Grammar exercises based on student needs oral and written practice. Session 4: Interactive lecture and tutor led seminar Activity 1: Work on grammar and sentence structure: issues emerging from essays. Session 5:Study Skills Independent Study Individual Grammar exercises. Task 1: Prepare reading for Week 9.
Week 8
Session 1: Interactive lecture and tutor led seminar Activity 1: Peer-editing of Draft 2: language and referencing. Formative assessment: submission of Listening Outline for the previous listening (part of portfolio). Session 2: Interactive lecture and tutor led seminar Activity 1: Lynch, Unit 7: listening and note-taking. Session 3: Interactive lecture and tutor led seminar Activity 1: Oshima and Hogue, Unit 9: Argumentative Essays teacher explanation. Formative assessment: submission of Listening Outline for the previous listening (part of portfolio). Summative assessment: Compare/Contrast Essay Final Draft submission. Activity 2: Academic Vocabulary (Focus on Vocabulary) Unit 5 / Chapter 18 Session 4: Interactive lecture and tutor led seminar Activity 1: Text on current political issues: unprepared reading and class discussion. 69
Course Handbook
Activity 2: Class discussion of films viewed in the Reading week. Session 5:Study Skills Independent Study Individual Grammar exercises. Task 1: Prepare reading for Week 9. Week 9 The focus this week is on the following aspects/skills: Listening and Speaking Writing Reading Language Development Session 1: Interactive lecture and tutor led seminar Activity 1: Argumentative essays: peer-editing of outlines and class discussion. Activity 2: Class discussion of films viewed in the Reading week (continued). Session 2: Interactive lecture and tutor led seminar Activity 1: Text on current economic issues: prepared reading and class discussion. Activity 2: Class discussion of films viewed in the Reading week (continued). Session 3: Individual tutorials Individual tutorials on Argumentative essays. Session 4: Interactive lecture and tutor led seminar Activity 1: Peer-editing of Draft 1: structure and coherence. Activity 2: Academic Vocabulary (Focus on Vocabulary) Unit 5 / Chapter 19 + Chapter 20 (Unit Review) Session 5:Study Skills Independent Study Individual Grammar exercises. Task: Prepare reading for Week 10. Week 10 The focus this week is on the following aspects/skills: Writing Reading Listening and Speaking Language Development Session 1: Interactive lecture and tutor led seminar Activity 1: Viewing a TV broadcast + class discussion. Session 2: Interactive lecture and tutor led seminar Activity 1: Argumentative essay: peer-editing of Draft 2 (language and referencing). Activity 2: Harvard referencing style - revision and practice. Session 3: Interactive lecture and tutor led seminar Activity 1: Grammar and sentence structure: issues emerging from essays.
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Activity 2: Academic Vocabulary (Focus on Vocabulary) Unit 5 Test + Unit 3 / Chapter 10 Session 4: Interactive lecture and tutor led seminar Activity 1: Mock response paper to two texts in current media: one prepared + one unprepared. Session 5:Study Skills
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Course Handbook
Study Skills Week Head Start Content Introduction to the course General meeting with students: divided into groups, distribution of course books. Cultural activity: TBC The focus of this week is on: 1) Learning Styles 2) Reading Skills Session 1: Interactive lecture and tutor led seminar Activity 1: Self-assessment of Learning Styles teacher explanation and practice. Session 2: Interactive lecture and tutor led seminar Activity 1: Self-assessment of Reading Skills teacher explanation and practice. Activity 2: Reading activity main and supporting ideas. Class discussion. Independent Study Online self-assessment of Learning Styles and Reading Skills. Week 2 The focus of this week is on: 1) Presentation Skills 2) Logical and Analytical Skills Session 1: Interactive lecture and tutor led seminar Activity 1: Oral presentation skills and Public Speaking teacher explanation. Activity 2: Class exercises for Public Speaking. Session 2: Interactive lecture and tutor led seminar Activity 1: Self-assessment of Logical and Analytical Skills interactive. Week 3 The focus of this week is on: 1) Numeracy 2) Referencing and Plagiarism Session 1: Interactive lecture and tutor led seminar Activity 1: Revision and Preparation for Numeracy test. Session 2: Interactive lecture and tutor led seminar Activity 1: Harvard Referencing teacher explanation and in-class practice. Activity 2: Demonstration of Turnitin antiplagiarism website. Independent Study Compile a short bibliography on a given topic in Harvard reference style. Learning and Teaching Strategy
Week 1
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Week 4
The focus of this week is on: Employability skills CVs, cover letters, interview skills
Session 1: Interactive lecture and tutor led seminar Activity 1: Drafting CVs interactive. Session 2: Interactive lecture and tutor led seminar Activity 1: Writing Cover Letters interactive. Activity 2: Job interview skills interactive. Independent Study Draft your CV.
Week 5
The focus of this week is on: 1) Presentation Skills
Session 1: Interactive lecture and tutor led seminar Activity 1: Students presentations. Session 2: Interactive lecture and tutor led seminar Activity 1: Students presentations.
Week 6
The focus of this week is on: Computer skills MS Word The focus of this week is on: Computer skills MS Word II
Sessions 1 & 2: Computer class workshop Activity 1: Hands on computer class session on basic MS Word formatting. Sessions 1 & 2: Computer class workshop Activity 1: Hands on computer class session on basic MS Word formatting.
Week 7
Week 8
The focus of this week is on: Computer skills Excel
Sessions 1 & 2: Computer class workshop Activity 1: Hands on computer class session on Excel.
Week 9
The focus of this week is on: Computer skills Excel II
Sessions 1 & 2: Computer class workshop Activity 1: Hands on computer class session on Excel. Sessions 1 & 2: Computer class workshop Activity 1: Hands on computer class session on Power Point. Independent Study Preparation of short oral presentation supported by Power Point in pairs.
Week 10
The focus of this week is on: Computer skills Power Point
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Course Regulations Authority These regulations are made under the Colleges General Academic Regulations, Part A, Paragraph 7 and are cited as the English Language, Study and Communication Skills Course Regulations. 2. Conflict with the General Academic Regulations In the event of a conflict between these regulations and the Colleges General Academic Regulations, and its sub-regulatory instruments, the latter shall prevail, unless derogation has been approved. 3. Conditions for Admission Students need to have completed 12 years of schooling (or the local equivalent to meet the same standard) and show reasonable evidence of ability to complete the course successfully and/or progress to their chosen programme. Both 'international' and EU students may apply. Students must be 18 years or older on commencement and have an overall IELTS score (or tested equivalent) of at least 4.0, in each element to start Level 1. 4. Conditions of Acceptance An offer of a place on the course is subject to the terms and conditions stated in the documentation accompanying the offer, these regulations and the Colleges General Academic Regulations as in force at the time of interpretation. The acceptance of the offer is taken as agreement to these regulations. 5. Course Structure and Levels (1) The course can only be studied full-time; (2) The course comprises a minimum one (1) term of study and a maximum five (5) terms of study, depending on the IELTS or equivalent score on entry; (3) Students must demonstrate an improved IELTS score equivalent to at least 0.5 at each level of the course in order to progress to the next level. 6. Changing Levels Students may progress to a higher level on the course or to the relevant programme of study once they have achieved the requisite standard of English. 7. Changing Courses/Programmes Subject to the approval of the Director of Programmes, candidates may be permitted to change from this course to either the Extended International Foundation Certificate or the International Foundation Certificate. 8 Pass Mark The pass mark for the assessment at each level is 40% overall with at least 40% in writing. 9. Reassessment
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a) A student shall be permitted three attempts at each assessment component; one first sit and two resits. b) Where a student fails the assessment they will not ordinarily be able to progress to the next term until they have passed. In exceptional circumstances the Director of Programmes can authorise a student to progress. 10. Presentation of coursework assignments a) b) c) Candidates must comply with the requirements on the presentation of assignments stated on the VLE for the course. Assignments which do not comply with these requirements may be rejected by the Course Leader. The Course Leader may require assignments or assessments which do not comply with the relevant requirements to be amended and resubmitted. Assessments or Assignments not amended and submitted by the due submission date will incur the standard penalties for late submission contained in the General Academic Regulations.
11.
Examinations Board, External Examination and Awards a) b) c) The Course does not lead to an award or to credit. As the Course does not lead to an award or credit there will not be an examination board for the English Language, Study and Communication Skills Course. However, the Course will comply with the requirements of External Examination contained in the GARs/Part J.
12. Progression to other programmes Students who successfully complete this Course or the relevant level will be permitted to progress directly onto relevant BPP University foundation programmes, undergraduate degree programmes (including Higher Education Certificates and Diplomas) and postgraduate degree programmes. Students are not guaranteed progression directly onto BSc (Hons) in Banking and Finance, BSc Nursing programmes, Masters in Chiropractic or LPC programmes as these have additional regulatory/admissions requirements.
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English Language, Study and Communication Skills September 2013

HE Certificate in Business Studies Welcome by Director of Programmes

Programme Proposal Form

HE Certificate in Business Studies

Programme Proposal Form

INTRODUCTION TO THE COURSE

HE Certificate in Business Studies

Programme Proposal Form

HE Certificate in Business Studies

Programme Proposal Form

HE Certificate in Business Studies

Programme Proposal Form

Knowledge and Understanding K1

Understanding of some active vocabulary

Good understanding of commonly used active vocabulary

HE Certificate in Business Studies

Programme Proposal Form

Differentiate between main ideas in written and oral texts

Use information and ideas to produce simple arguments.

Categorise information and ideas to produce reasoned argument.

HE Certificate in Business Studies

Programme Proposal Form

HE Certificate in Business Studies

Programme Proposal Form

Exercise initiative and personal responsibility

HE Certificate in Business Studies

Programme Proposal Form

HE Certificate in Business Studies

Programme Proposal Form

HE Certificate in Business Studies

Programme Proposal Form

HE Certificate in Business Studies

Programme Proposal Form

HE Certificate in Business Studies Assessments

Programme Proposal Form

Level 2 Entry 4.5 Exit 5.0 FORMATIVE

Level 3 Entry 5.0 Exit 5.5 FORMATIVE

Level 4 Entry 5.5 Exit 6.0 FORMATIVE

Level 5 Entry 6.0 Exit 6.5 FORMATIVE

Reading comprehension test

Reading comprehension test

Progress reading portfolio Initial assessment. Progress Writing portfolio

Progress reading portfolio Initial assessment. Progress Writing portfolio

HE Certificate in Business Studies

Programme Proposal Form

Timed language development test

Initial assessment (grammar) Progress grammar test

Initial assessment (grammar) Progress grammar test

HE Certificate in Business Studies

Programme Proposal Form

Reading comprehension test Progress reading portfolio

Produce a progress writing portfolio

Produce a progress writing portfolio

Final language development test None

Final language development test None

Final language development test None

HE Certificate in Business Studies

Programme Proposal Form

HE Certificate in Business Studies

Programme Proposal Form

HE Certificate in Business Studies

Programme Proposal Form