general english course handbook 15-08-2013 (1)

8/17/2019 General English Course Handbook 15-08-2013 (1)

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General English Skills

Course Handbook


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FOREWORD

Welcome by the Dean of theSchool of Foundation & English Language Studies

It is a pleasure to welcome you to BPP University.

The aim of this course is to help you improve your English language skills.

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 from your time atBPP University, 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 andwe look forward to working with you.

Let’s have a great time together!

Good luck with your English language study and your future!

manda Blackmore

Professor Amanda BlackmoreDeputy Vice-Chancellor and Dean, School of Foundation and English LanguageStudies


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HE Certificate in Business Studies Programme Proposal Form

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Welcome by Director of Programmes

We would all like to wish you a warm welcome to BPP University. We hope very much thatyou will find your time with us enjoyable and useful.

This course has been designed with great care and based on many years’ experience ofteaching English.

We are familiar with the different needs of the many types of people who come to us fortuition. At the same time we really value your comments and suggestions as it is importantthat you keep us informed so we might improve.

You will meet people from many cultures and races at BPP and we hope that you will enjoythe opportunity of this diversity.

You will get the most out of the course if you are happy and comfortable. So do tell us if youare 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 EvansDirector of Programmes, School of Foundation and English Language Studies


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Contents

Details ...................................................................................................................................... 5

Overview of Course ................................................................................................................... 5

General English Skills Level 1 ...................................................................................................... 5



General English ...................................................................................................................... 11

Modes of Assessment ............................................................................................................... 13

MODULE TITLE: General English ............................................................................................ 16

General English Levels 1, 2 & 3................................................................................................ 20


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INTRODUCTION TO THE COURSE

Details

Course TitleGeneral English Skills

Delivering Body BPP University

You will receive a certificate of attendance and completion for each part of the course youpass, specifying your exit level.

Because the course is non-credit and non-award bearing, it does not count towards anyundergraduate or postgraduate programme that you may go on to study.

Overview of Course

The General English Skills course is designed to provide you with an opportunity to improveyour general English skills, and achieve a level of communication in English equivalent to B1on the Common European Framework of Reference.

The General English Skills course consists of three stages and you may enrol to completeone, two, or all three levels:

General English Skills Level 1 (split into two subgroups depending on level on

entry)

General English Skills Level 2

General English Skills Level 3

When you arrive we will make sure that you are put on the right part of the course to get themost out of your studies.

When you successfully complete General English Skills level 3, you may progress to BPPUniversity’s International Foundation programmes.


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Introduction

The course will provide you with English language skills that will help you communicate withother English speakers from around the world.

This will be achieved through the completing of tasks requiring communication with others,and using real life written examples.

You will improve your general English through teaching methods and materials that put youat the centre of the learning. We will be responsive to your needs and the course will alsoinvolve cultural activities and visits that will give you the opportunity to use English languagein real-life situations.

We will give you feedback on how you are doing throughout the course so you can see howyou are getting on and where you might improve. You will need to successfully completeassessments each term to progress to the next level.

Some of the content of a module may change slightly from what is written in here dependingon your needs.

All students have a personal tutor who will work with them throughout their studies to supportand guide them in order to achieve their study goals, and help them to progress to the next.

If you do not require a visa then you can study English over your chosen period.

If you require a visa to study with us will receive advice about the length of time you canstudy with us, depending on your current level of English and the level you wish to reach atthe end of the course.


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The Common European Framework o f Reference (CEFR) and approximate IELTS Equivalence


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LEARNING OUTCOMES

Learning outcomes describe what you should know and be able to do if you make full use ofthe opportunities for learning provided

Reading Level 1 A1/A2

Level 2 A2/B1

Level 3B2

Can understandsentences andfrequently usedexpressions related toareas of mostimmediate relevance(e.g. very basicpersonal and familyinformation, shopping,local geography,

employment).

Can understandsentences andexpressions related toareas of immediaterelevance (e.g. basicpersonal and familyinformation, work,school & leisure).

Can understand themain ideas of complextext on both concreteand abstract topics,including technicaldiscussions in his/herfield of specialisation.

Writing

Can communicate insimple and routinetasks requiring asimple exchange ofinformation on familiarand routine matters.Can describe aspectsof his/her background,immediate environment

and matters in areas ofimmediate need.

Can communicate inroutine tasks requiring adirect exchange ofinformation on familiarmatters.

Can describe aspects ofhis/her background, andenvironment, and

matters in areas ofneed.

Can produce clear,detailed text on a widerange of subjects andexplain a viewpoint on atopical issue giving theadvantages anddisadvantages ofvarious options

Listening

Can understandsentences andfrequently usedexpressions related toareas of mostimmediate relevance(e.g. very basicpersonal and familyinformation, shopping,

local geography,employment).

Can understandsentences andexpressions related toareas of immediaterelevance (e.g. basicpersonal and familyinformation, work,school & leisure).

Can understand themain points of clearstandard input onfamiliar matters regularlyencountered in work,school, leisure, etc.

Can deal with mostsituations likely to arise

while travelling in anarea where thelanguage is spoken.

Speaking Level 1 A1/A2

Level 2 A2/B1

Level 3B2

Can communicate insimple and routinetasks requiring a

simple exchange ofinformation on familiar

Can communicate inroutine tasks requiring adirect exchange of

information on familiarmatters.

Can interact with adegree of fluency andspontaneity that makes

regular interaction withnative speakers quite


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and routine matters.Can describe aspectsof his/her background,immediate environmentand matters in areas ofimmediate need.

Can describe aspects ofhis/her background, andenvironment, andmatters in areas ofneed.

possible without strainfor either party.

Pass mark

The General English Skills course is graded pass/fail. The pass mark is 50%.

Where you are undertaking more than one term of study, you must reach the requisite levelof English before progressing onto the next level of the course.

At each level the language difficulty and difficulty of the tasks and exercises undertaken willincrease as you progress through the course and improve your English abilities.


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General English

General Information

School School of Foundation and English Language

Studies Credit Value None

Contact Hours 200 Hours F2F (10 weeks per level)

Course

Stage 1: General English Skills Level 1 (2 entry points)

Stage 2: General English Skills Level 2

Stage 3: General English Skills Level 3

Course Leader Rachael Derrick / Steve Dixon-Smith

RelatedModules

Pre-requisites None

Co-requisites None

Post-requisites None

ExcludedCombinations

None

External Accrediting Body None

Introduction

This course provides you with general English skills from an elementary level in order toallow you to develop basic communicative competence in the language equivalent to levelB1 or B2 on the Common European Framework of Reference, depending on your entrylevel. This will be achieved through progressive practice and enhancement of your reading,writing, speaking and listening skills.

On satisfactory completion of General English Skills Level 3, students will have the option ofprogression to BPP University’s International Foundation programmes.


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Educational Aims

This course aims to:

• Provide students with essential language skills for general purposes, communicationin the workplace, and the level necessary to progress on to BPP University’s

Foundation programmes, if required.• Provide students with an opportunity to increase their competence in all four skills:

reading, writing, listening and speaking.

• Increase the students’ lexical resource, grammatical range and accuracy.

• Improve their spoken fluency with focus upon intonation and pronunciation at wordand at sentence level.

• Improve descriptive as well as functional writing skills.


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Modes of Assessment

Each level of the Course is assessed through the completion of both formative assessments and one (1) independent task [the SummativeElement] testing elements of English; Listening, Speaking, Reading, Writing and Language Development.

Formative Assessment Formative assessments are designed to give students an opportunity to practice assessments and to receive tutor feedback on their progressagainst the learning outcomes prior to the summative assessment.

Formative assessment grades do not contribute to the final module grade. All Formative assessments are individual assessments unless

otherwise stated.

Summative Assessment Summative assessments are those assessments which contribute to your module grade. Summative assessments are individual assessmentsunless otherwise stated.

For each level of the course there is one summative assessment made up of five parts testing your listening, speaking, reading, writing andlanguage development. Each part has equal weight.

The pass mark for each will be 50%


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Level 1 Level 2 Level 3

FORMATIVE FORMATIVE FORMATIVE

Listening Listening comprehension test. Listening comprehension test. Listening comprehension test

Speaking Group role play activity /

discussion

Group role play activity / discussion Group role play activity / discussion

Reading Reading comprehension test Reading comprehension test Reading comprehension test

Writing Initial assessment

Informal brief writtencommunication: test

Initial assessment

Informal descriptive writing: test

Initial assessment

Opinion-based informative anddescriptive written communication: test

LanguageDevelopment

Initial assessment (LD). ProgressLD test

Initial assessment (LD). Progress LDtest

Initial assessment (LD). Progress LDtest


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SUMMATIVE (100% ofassessment)



Level 1 Level 2 Level 3

Listening Listening comprehension test. Listening comprehension test. Listening comprehension test

Speaking Small group role play based on anauthentic situation

Small group role play / discussionbased on an authentic situation

Small group role play / discussionbased on an authentic situation

Reading Reading comprehension test 80%

Progress reading portfolio 20%

Reading comprehension test 80%


Reading comprehension test 80%


Writing Produce a progress writingportfolio 100%

Timed piece of writing 80%

Progress writing portfolio 20%

Timed piece of writing 80%

Progress writing portfolio 20%

LanguageDevelopment

Timed language development test Timed language development test Timed language development test


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General English Language Skills

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INDICATIVE SCHEME OF WORK

TITLE: General English

Syllabus

Listening and Speaking Skills:

• Listening to a range of spoken texts for gist and specific information

• Engaging in communicative tasks with classmates

• Analysing and practising features of English pronunciation, including phonemic andprosodic elements

• Raising awareness of features of connected speech for recognition and production

• Practising pre-listening strategies and reflecting on content

• Reception and production of spoken language for ‘everyday’ communication with focuson both intelligibility and acceptability.

Reading and Writing skills:

• Reading a range of texts for gist and specific information.

• Increasing knowledge of text structure and purpose

• Extended reading of a variety of text types

• Writing process (generating ideas, planning and organisation, etc.);

• Encouraging self-correction

• Recognising genres of writing and producing texts according to conventions of the genre

• Describing, comparing, presenting opinions etc. for a variety of ‘everyday’communicative purposes

Language Development – Grammar and Vocabulary:

• Initial analysis of students' needs;

• Systematic work on key areas of grammar, vocabulary and pronunciation (to be adjustedaccording to students’ needs);

• Development of core vocabulary


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INDICATIVE OUTLINES

The General English course is organised as follows (the division of the various skills and hoursis to be understood as an average estimate per week and can be adjusted on a week-by-weekbasis as required by specific activities and the needs of the group):

Level 1:

Language Development:Grammar and Vocabulary

6 (hrs/week)

Listening & Speaking 7 (hrs/week)

Reading & Writing 7 (hrs/week)

Level 2:


6 (hrs/week)



Level 3:


6 (hrs/week)




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Topic Outline

Development:Language

This component is designed to

• Improve grammatical range and accuracy

• Increase lexical range, knowledge of semantics and parts of

speechThe teaching strategy for this course component is;

• To ensure a gradual and systematic build up of knowledge

• To ensure that this knowledge is practised in context within theclassroom and also outside

• To regularly set and mark homework tasks

• To set regular online progress tests

Listening The aim of this component is to help with the acquisition of listening skillsby listening to dialogues, monologues, stories, interviews, discussions,podcasts, broadcasts and talks.

The teaching strategy for this course component is: • To teach skills, such as predicting content from context, to help

students focus on the topic in question

• To teach students how to listen for specific information

• To teach students how to follow connected speech

• To use authentic teaching resources and encourage students touse their listening skills externally at all times and in allenvironments.

Speaking The aim of this course component is to help with the acquisition ofspeaking skills by introducing functional speaking tasks, f irstly in controlledform, and then progressing to freer activities in order to increase thestudents’ ability to communicate orally over a wide range of everyday andwork contexts.

The teaching strategy of this course component is:

• To use the language learned in other components in authentic oralcommunication activities

• To encourage task-based participation from all class members

• To create classroom models based upon everyday situations

• To introduce basic phonetics, including the phonetic alphabet

• To identify and resolve problematic areas of pronunciation andintonation at word and sentence level

Reading The aim of this component is to improve the overall ability of students tounderstand written English and develop their skills in relation to generaltexts. The emphasis is more on developing detailed comprehension andlinguistic knowledge than on developing reading strategies. The teachingstrategy of the module is to:

• Improve students’ overall ability in understanding written English

• Develop students’ skills in reading general texts

• Improve students’ reading fluency

• Develop students’ vocabulary• Encourage students to relate their purposes to particular reading


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strategies

Relevant texts will be selected to reflect the English language ability of thestudents for developing reading strategies in class.

Students will also be encouraged to engage in an extended readingprogramme making use of graded readers appropriate to students’ levels.

Writing The aim of the writing component is to provide an overall introduction towriting in English for functional and personal purposes.

The course will take account of the growing role of written communicationfor keeping in touch with friends and family through digital media.


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General English Skil ls Levels 1, 2 & 3

Books and Texts

The core text book for the Programme is the following:

Macmillan Publishers Global Coursebook and Workbooks

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 Learner’s Dictionary (4th edition). Cambridge: CUP.

Cambridge English Readers:

Level 2 - Elementary / Lower Intermediate

Level 3 - Lower IntermediateLevel 4 - Intermediate

Online Resources

In addition to class-based language work, online resources will provide students with astructured programme of skills development activities to be accessed independently. These willbe offered via the moodle platform utilising global e-workbook materials. Performance andcompletion of these tasks will be monitored.

Students will also have access to a range of CD ROM and e-learning facilities via the learningresource centre.

http://www.macmillanglobal.com/http://www.macmillanglobal.com/http://www.macmillanglobal.com/http://www.macmillanglobal.com/


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SECTION 5: SCHEME OF WORK

The scheme of work i s indicative of what will happen in the week of study, and will besubject to detailed lesson plans

Non-Award Course Title: General English Skills Level 1

Session Content

LanguageDevelopment

Reading skills Listening skills Writing Speaking

PreliminaryWork

Week

1 Articles

Possessiveadjectives

---

International words

Numbers 1-10

Numbers11-99

Email & websiteaddresses

Global English

Power of numbers

Numbers Forms Conversation

Finding outpersonal info

2 Prepositions

Wh- questions

Present simple (3rd

person)--- Megacities

Describing places

also and too

Daily routine

Time and Dates

Created capital

Commuting

Calendars

Megacities

Cities andcountries

Describing aroutine

Personalinformation

Making decisions

Describing

Cultural Visit

3 Possessive ‘s

Questions withdo/does

Object pronouns---

Family

Colours

Describing whatyou do with friends

Adjectives todescribecharacteristics

really

Shakespeare’stragic families

Clans

Meeting placesMan’s bestfriend?

Clans

Man’s bestfriend?

Your family

A personaldescription

Talking andasking aboutfriends

Emphasising

4 There is / Thereare

Count and uncountnouns

Unusual hotels

Couchsurfing

A full-Englishbreakfast

Describing ahome

A full-Englishbreakfast

Writing aboutwhat you

would like toeat

Inventing a hotel

Talking about

your house

Consonant


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Quantifiers

---

Hotel facilities

Furniture

Food & drink

Fresh andprocessed food

a type of, a kind ofa sort of

Hungry planet

An email to ahotel

clusters

Describing apicture of abreakfast

Linking words

Cultural Visit

5 Frequencyadverbs (everyday/ week/ month)

Frequencyadverbs (always,often,sometimes…)

--- A trip to thecinema

Types of film

TV programmes

Phrasal verbs (turndown, turn off)

See, watch

World cinema

Make a pitch

Televisiontheories

World cinema

People talkingabout televisionprogrammes

Writing a pitch

A review

A trip to thecinema

Television habits

Talking about TV

6 Can (possibility)

Can (ability)

Was/were

Questions with

was/were

---

Jobs

Abilities

Types of school

School subjects

A (little) bit

The Gallup survey

Ten facts about…typing

School days

Benefits at work

Importantfirsts… Centresof learning

School days

Writing about a job

A jobapplication

Schools in yourcountry

School subjects

Cultural Visit

7 Past simple

Past simple(questions and

negatives)

it

---

History and story

Weather

The news from…

All the president’smen

The great eskimovocabulary hoax

Storm chase

The newsfrom…

All the

president’s men

Storm chase

A biography

Describing anevent

A news story

Conversationswith it

Opinions aboutthe weather

A day out

8 Presentcontinuous

Present simpleand presentcontinuous

The comparative

The infinitive ofpurpose

---

Pedal power

Coming to HongKong

Culture shock

Global migration

Why did you go?

The Mid-LevelsEscalators

Feelings

An email aboutculture shock

A report

Transportquestionnaire

A travel dialogue

Changes inpopulation

What would youtake and why?


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Session Content

Language

Development

Reading

skills

Listening skills Writing Speaking

PreliminaryWork

1 Word order inquestions

What and Howquestions

Present simple,frequency adverbs

Present continuous

---

Everyday objects

Describing people

Look / look like

The ID card

Six degrees ofseparation

CCTV iswatching you

Descriptions ofpeople

Descriptions ofpersonalrelationships

Explanation ofthe Six Degreesof Separation

A personaldescription

Describingpeople

False identities

The alphabet

Family andfriends

Linking words

2 Countable /uncountable nouns,quantifiers

---

The infinitive

The infinitive ofpurpose

---

Vocab: food, in the

kitchen, containers,the human body

Tastescomforting

Ten kitchensecrets

The peoplebehind thedrinks

Talk on ZaoShen

Talk on waterand the humanbody

Description offood and drink

Foodquestionnaire

How do youmake it?

Food tips

Describing akitchen

/k/ and /ts/

---

What do you liketo drink?

Cultural Visit

3 Past simple and pastcontinuous

Used to

---

Vocab: works of art,furniture andfurnishings, feelings,

just

Discovered!True stories ofart discoveries

The Picture ofDorian Grayby OscarWilde

High Fidelity

by NickHornby

Lecture on thehistory of soundrecording

Talk on music infilm and tv

A scene from ashort story

A review

Describingworks of art

Retelling stories

Describingpictures

4 Future hopes andplans

Future plans andintentions: be goingto, presentcontinuous

Prediction and ability:will, be able to

Future time

Clauses

---

Adjectives andsynonyms, global

When I growup…

Pandora’s box

Things will getworse –famousdystopias inliterature

Interviews withtwo aid workers

Conversationabout AnInconvenientTruth

An email to afriend

My hopes andplans

Foreign aid

Hope

Climate changequestionnaire

Word stress


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issues, phrasalverbs, geographicalfeatures, -ed/-ingendings

Cultural Visit

5 HaveModal verbs

-ing verbs

Present perfect, havebeen / have gone

---

Vocab: work, workissues

Job vs work

The verb: play

Contractions

Past participles

Profile of anIndian callcentre worker

Ten factsabout …amusementparks aroundthe world

Conversationsbetween bossesand employees

Presentationabout ‘Theserious leisureperspective’

Leisure Time A CV

JobsJobcharacteristics

Ten questionsabout leisure

6 Comparatives with…er and more

Comparatives (a bit /much / as … as)

Sauperlatives

Phrasal verbs andobjects

The science ofhappiness

Fitter Happier

Frankentein byMary Shelley

Going, going,gone…

The Luddites

Conversationabout the worst jobs in science

Websiteaddresses

Conversationsabout computerproblems

Describingadvantages anddisadvantages

Happiness

Guessing jobs

Dangerousknowledge

The schwa

Websiteaddresses

Moderntechnology

Sentence stress

Cultural Visit

7 Present perfect withfor and since

Present perfect withyet and already

A brief historyof time zones

A Tale of TwoCities byCharlesDickens

A lifetime offinancialconcerns

A differentkind of bank

Talk on theconcept of time

Giving youropinion

The best time to…

Time-savinginventions

Sentence stress

Describingpictures

A bank loan

8 Passive voiceFirst conditional

Second conditional

Prepositions ofmovement

House or home?

Adjectives andprepositions

Words that mean‘trip’

Bram Stoker’sDracula

The cat camecame back

Travelguidebooks

The Beach by Alex Garland

New kinds oftourism

Famous homesConversationswith travelguides

A dialogue A description ofa town

A tour of yourhome

Animals

Beach resorts

Describingphotos

If you could goanywhere…

Sentence stress

Cultural Visit

9 Modal verbs of

advice

Could/couldn’t/had

Milestones of

modernmedicine

Talk on the

common cold

Advice on cures

A sick note

An outline post

The common

cold

Sports


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to/didn’t have to

Past perfect

Reported statements

Say, tell and ask

Win and beat

Vocab: feeling ill,medical treatment

Olympic losers for the commoncold

Conversation atthe doctor’s

questionnaire

A visit to thedoctor

Fitnessquestionnaire

Word stress

10 Defining relativeclauses

Definite article

Verb form review

Both, neither

Words that meannew

Words that mean

game

Vocab: transport,games, places

Brave NewWords byKerry Maxwell

New places fora new world

Old but loved:the Trabart

Interview withKerry Maxwell

Two classicboard games

Definitions game

A report onstudies

Famous quotes

Drivingquestionnaire

A board game

Consonantclusters

Sentence stressand intonation


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Scheme of Work

Session Content

Language

Development

Reading skills Listening skills Writing Speaking

PreliminaryWork

1 State and actionsverbs

Present simple andpresent continuous

Questions

Subject objectquestions

---

Collocations fordescribing places

The verb ‘look’

The Hobbit

English forSpecificPurposes

Towards adefinition ofculture

Greetings

English for aspecific purpose

Capitals ofculture

Culture quiz

A report

Intonation anddifferent meaning

Fantasy storiesand film

Word stress

Nominating atown

Culture quiz

2 Past simple andpast continuous

Past simple andpast perfect

Modifiers

Used to / would

Extreme adjectives

Prepositions

Talking about

meaning

White Teeth

Grimm’s fairytales

Legendaryplaces –modernmeanings

An interview witha ghost writer

A fairy tale

Ghost - writinga partner’sexperience

A mini saga

A narrative

Word stress

Weak forms

Sentence stress

Cultural Visit

3 Future forms: plansand intentions

Will and be goingto for predictions

Words to describestatistics

Words that go withproblem

Endless energy

Coming in frothe cold

Weather upsand downs

A desert survivalexpert

Energy sources

In a departmentstore

An onlinecomment:giving opinions

A list poem

A formal letter

Talking about aphoto

Planning a trip

Talking about thecold

Intonation

4 Present perfectand past simple

Present perfectwith yet andalready

So and such

Real conditionals

---

Unusual / usual

Giving the news Contrastive stress

Word stressTelling a friwendyour news

Makingpredictions abouta film

The averageEnglish man orwoman

Cultural Visit

5 Modals of

obligation andpermission

Past modals of

Asimov’s laws

of roboticsI’m a Teacher,Get Me Out of

Laws of

bureaucracy An orderly lunch

Cartoon

captionsMy school

Government

Bureaucratticsituation


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obligation

Present perfectsimple / continuouswith for and since

Separable phrasalverbs

---

-ics and- ology

Governmentcollocations

Educationcompound nouns

Phrasal verbs withup

Here! years

Givinginstructions

Sentence stress

order in thekitchen

6 Passive voice

Articles

Reportedstatements andquestions

Reported requestsand commands

---

the

Now you see it,now youdon’t…

Optical illusions

Overheard inNew York

Optical illusions

Ways ofspeaking

What did shesay?

An interviewabout the stasi

A description ofa place

Photography

Colours andsshapes

Describingequipment

Cultural Visit

7 Defining relativeclauses

Non-definingrelative clauses

Countable and

uncountable nounsWish

---

The letter i

A good swap /trash ortreasure

Meeting ourdemands

Tulipmania

Three men on adesert island

Describingobjects for anauction

Giving heropinion

Bartering

The best way tomake money

Word stress

Something you

were motivated todo

jokes

8 Would

Second conditional

Third conditional

Past modals ofdeduction

Life of Pi

Lost in space

Top fiveinventions /discoveriesmade byaccident

Findingtreasure

Sending objectsinto space

Bulgaria’sThraciantreasures

How would yourlife have beendifferent?

An essay

Describing apicture

A guessing game

Intonation

Finding treasure

Speculating abouttreasure

Cultural Visit

9 Verb patterns:verbs followed by – ing and infinitivewith ‘to’

Comparatives andsuperlatives

Verbs followed byprepositions

Stereotypes

Love

Room 101

Classic sportingrivalries

A Short Historyof Tractors inUkrainia

The relationshipbetween theEnglish and theFrench

Sports

Expandingsentences

An informalemail

English andFrench satiricalimages

Word stress

Sentence stressand meaning

Categories

Sports

10 Verb form review Famous Descriptions of A thank you Silent letters


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Reflexive pronouns

---

Death, farewell andleaving

opening lines

Birthdaycustoms

Unhappyendings: thewives of Henry

VIIIFamousfarewells

novels

Death in 16th

century England

letter

A farewell emailor speech

A speech

Readingquestionnaires

Birthday customs

A presentation


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Course Regulations

1. Authority

These regulations are made under the College’s General Academic Regulations, Part A,Paragraph 7 and are cited as the General English Skills Course Regulations.

2. Conflict with the General Academic Regulations

In the event of a conflict between these regulations and the College’s General AcademicRegulations, and its sub-regulatory instruments, the latter shall prevail, unless derogationhas been approved.

3. Conditions for Admission

Students need to have completed 12 years of schooling (or the local equivalent to meetthe same standard) and show reasonable evidence of ability to complete the coursesuccessfully 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 a A2 (CEFR) minimumon a Visitor Visa, or B1 (CEFR)/4.0 IELTS equivalent score if entering on a Tier 4 Visa.

4. Conditions of Acceptance

An offer of a place on the course is subject to the terms and conditions stated in thedocumentation accompanying the offer, these regulations and the College’s General Academic Regulations as in force at the time of interpretation. The acceptance of the offeris taken as agreement to these regulations.

5. Course Structure and Levels

(1) The course is studied full-time (20 hours face to face teaching);

(2) The course comprises a minimum one (1) term of study and a maximum four (4)terms of study, depending on the IELTS or equivalent score on entry;

(3) Students must demonstrate an improved IELTS score equivalent at each level of thecourse 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 and compliance with any visarequirements, a student may be permitted to change from this course to BPP University’sInternational Foundation Certificate if they have reached the relevant level of English to doso.

8 Pass Mark

The pass mark for the assessment at each level is 50% overall.

9. Reassessment


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a) A student shall be permitted 3 attempts at each assessment component (within theterms of their visa).

b) Where a student fails the assessment they will not ordinarily be able to progress to thenext term until they have passed. In exceptional circumstances, the Director ofProgrammes can authorise a student to progress.

10. Presentation of coursework assignments

a) Candidates must comply with the requirements on the presentation of assignmentsstated in the Course Handbook.

b) Assignments which do not comply with these requirements may be rejected by theCourse Leader.

c) The Course Leader may require assignments or assessments which do not complywith 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) The Course does not lead to an award or to credit but students will receive acertificate specifying their exit level of English.

b) As the Course does not lead to an award or credit, there will not be an examinationboard for the General English Skills Course.

c) However, the Course will comply with the requirements of External Examinationcontained in the GARs/Part J.

12. Progression to other programmes

Students who successfully complete General English at Level 3 will be permitted to progressdirectly onto a BPP University International Foundation Certificate programme.

general english course handbook 15-08-2013 (1)

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