module and assessment guide - amazon s3 · intensive pre-sessional one module and assessment guide...
TRANSCRIPT
Int e ns iv e P re - Se s s io na l O n e Module and Assessment Guide
Page 2
INTRODUCTION TO THE COURSE
Details
This course is non-credit bearing and non-award bearing, which 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 that you
have achieved in reading, writing, listening and speaking.
The Extended Pre-Sessional is designed to focus on academic English and develop your ability to communicate at University while living and studying in the UK. On successfully completing this course, you will be able to…
Demonstrate an awareness of the purpose of academic English at the transitional level.
Demonstrate the linguistic ability to progress to a more advanced level of EAP study
Sufficiently communicate and manage interaction with native speakers.
Improve your knowledge and application of the core language skills (reading, writing, speaking and listening), as well as enhancing English vocabulary and grammar, within the academic context.
Course Title
Extended Pre-Sessional
Delivering
Body School of Foundation & English Studies: BPP University
Materials Thaine, C. (2012). Cambridge Academic English: An Integrated
skills course for EAP Intermediate. Cambridge: CUP.
Int e ns iv e P re - Se s s io na l O n e Module and Assessment Guide
Page 3
Pre-Sessional Courses
At BPP we run the following pre-sessional courses.
Contacts
Julian Yeo: [email protected] Module Leader Helen McKenna: [email protected] Module Leader Marcia Gomes: [email protected] Senior Programme Administrator
Intensive Presessional One
Intensive Presessional Two
Intensive Writing
Extended Presessional
5 weeks
5 weeks
4 weeks
15 weeks
Int e ns iv e P re - Se s s io na l O n e Module and Assessment Guide
Page 4
Assessments
Assessment Component Weighting
Portfolio Task – to be completed during course
Final Exam – to be done at end of course
Writing
25% Extended Essay 100% - Timed essay 60 minutes
Reading 25% Reading skills tasks for essays. E.g. skimming and scanning
100% - Comprehension test 60 minutes
Speaking
25% Seminar Skills 100% - Seminar speaking activity 16-24 minutes per group (4-6 students)
Listening 25% Listening to lectures Note taking
100% - Timed comprehension test 60-90 minutes
Grading system In line with BPP university’s policy, a mark of 40% or more in your exams is considered a pass, 60% is a merit and 70% is a distinction.
Please note that it is your responsibility to know when
your deadlines and examinations are due. If you do not
attend an exam or submit an assessment you will score
zero and you may receive a FAIL grade.
Int e ns iv e P re - Se s s io na l O n e Module and Assessment Guide
Page 5
Intensive Pre-Sessional One: Course Book
Clandfield L, (2010) Global Pre-Intermediate Coursebook, Oxford, MacMillan Education
Bixby J & Scanlon J, (2013) Skilful Reading and Writing Student’s Book, Oxford, MacMillan Education
Boyle M & Kisslinger E, (2013) Skilful Listening and Speaking Student’s Book, Oxford, MacMillan
Education
Int e ns iv e P re - Se s s io na l O n e Module and Assessment Guide
Page 6
Thaine, C. (2012). Cambridge Academic English: An Integrated skills course for EAP Intermediate.
Cambridge: CUP.
Additional resources :- are available online at www.cambridge.org/elt/academicenglish The following books are in the library:-
Fletcher, C & Matthews, B (2012) Skills for Study Level 1, Cambridge, Cambridge University Press
Phillips, T, & Phillips, A (2011) Progressive Skills in English Course Book, Level 2, Reading, Garnet
Publishing Ltd
Int e ns iv e P re - Se s s io na l O n e Module and Assessment Guide
Page 7
Attendance Policy
You must attend every lesson. You are expected to arrive on time and to stay until the end of the lesson.
If you miss a lesson, or part of a lesson, you will miss information that is important for your assessments.
If your attendance is poor your visa is at risk and you will not be able to continue with your studies. You
may be asked to leave the country and return home.
Make sure you do the following:-
1. Attend every lesson on time and stay until the end 2. If you are unwell and unable to attend email [email protected] 3. If you are away from the school for longer than one day, make sure you provide evidence
such as a letter from the doctor. 4. Do not let your attendance fall below 85%
Lateness Policy
You must attend every lesson. You must attend from the start to the finish of the lesson; toilet breaks
must be short; please note that you may not smoke cigarettes or use your phone if you leave class to go
to the toilet.
1. You must be ready to start your class on time 2. Your teacher can refuse entry to the class if you are late. You should knock on the door
and request entry. If you leave class early you will be marked absent for the whole lesson.
3. You may not be allowed to enter class and will be marked late if you arrive more than 10 minutes after the class has started.
Mobile phones policy
Mobile phones must be switched off and in your bag during the lesson. You may not use your mobile
phone for any purpose, including as a clock, unless told to by your teacher
Int e ns iv e P re - Se s s io na l O n e Module and Assessment Guide
Page 8
Teacher and Student Expectations
Your tutor will
facilitate team
working activities
You will actively
engage in
discussion and
participate in group
activities
Your tutor will
plan and prepare
class activities in
advance
You will come to
class having
adequately
prepared
Your tutor will act
professionally and
treat you with
respect
You will be
professional and
treat your tutors
and peers with
respect
You will avoid
distractions by
switching off
mobile phones
and other devices
Your tutor will
encourage active
learning and
engagement
Your tutor will
create a
supportive
environment
You will attend all
scheduled classes
and appointments
Your tutor will start
on time
You will arrive at
classes before the
class starts so that
you are ready to take
part immediately
Int e ns iv e P re - Se s s io na l O n e Module and Assessment Guide
Page 9
Extended Presessional - 15 Week Course
Int e ns iv e P re - Se s s io na l O n e Module and Assessment Guide
Page 10
Block 1 Day 1 Day 2 Day 3 Day 4 Day 5
Week 1 AM Session
To introduce students to the aims and expectations of the course.
To conduct a diagnostic writing test
To encourage students to work together as a group (ice-breaker activities)
To look at basic English word order (sentences and questions)
To practice using “wh“ questions to get information
To practice basic reading skills (skim & scan)
To compare use of present simple v. present continuous
To introduce writing: paragraph formation
To write a 1 paragraph description of someone.
To develop knowledge of countable & uncountable nouns
To use quantity expressions with nouns (e.g. few, many, much)
To practice using the infinitive of purpose
To practise basic listening skills – listening for gist and listening for detail.
To brief students on formative assessments for week 1 – 5
To orientate students: trip around the local area
To develop study skills: keeping a record of vocabulary
To develop vocabulary related to society / food & drink
To develop study skills: planning time and deadlines
To develop everyday English: ordering in a café or restaurant
To develop study skills: using online study aids (e.g. English-English dictionaries)
To write the stages of a recipe
No class
Independent Study:
Additional skills and language development tasks as required to meet course objectives Completion of reading and writing portfolio task 1
Week 2 AM Session
To practise using the past simple
To practise scanning reading skills
To compare using the past simple with the past continuous
To develop speaking skills of telling
To practise using the past narrative tenses (simple and continuous)
To compare the use of going to and present continuous for the future
To develop knowledge of the use of time clauses for future meaning.
To develop reading ability for book blurbs and plot synopsis.
Int e ns iv e P re - Se s s io na l O n e Module and Assessment Guide
Page 11
anecdotes about past experiences
To write an email of complaint about a past experience
To develop vocabulary to talk about global problems
One-to-one tutorials
To start preparation for group discussion: agreeing & disagreeing
To develop vocabulary to express opinions and feelings
To practise listening to people express how they feel
To look at ways to discuss plans and intentions
To develop everyday English for shopping
No class
Independent Study:
Additional skills and language development tasks as required to meet course objectives Completion of reading and writing portfolio task 2
Week 3 AM Session
To practise the use of basic modal verbs (have to / can /must)
To read newspaper or magazine interviews
To compare the use of present simple and present perfect
To listen to people describe their daily routines
To revise comparative forms of adjectives
To write a short comparison of 2 kinds of jobs or sports
To practice reading skills about working routines
To develop knowledge of CV writing
To develop students’ knowledge of the form and use of superlative adjectives
To prepare for group discussion: taking turns and finding things in common
To develop vocabulary to talk about leisure, technology and work.
To develop the use of basic prepositional verbs (‘turn on / log off’)
To develop everyday English for basic interviews.
To practice speaking about everyday routines
To develop knowledge of intensifying comparisons with “a little / a lot / much”
To practice making comparisons in speaking.
No class
Independent Study:
Additional skills and language development tasks as required to meet course objectives Completion of reading and writing portfolio task 3
Int e ns iv e P re - Se s s io na l O n e Module and Assessment Guide
Page 12
Week 4
AM Session
To practice the use of present perfect with ‘for / since’
To review saying numbers
To practice descriptive reading (on time zones)
To practice the use of present perfect with ‘yet / already’
To practise pronunciation of diphthong sounds
To introduce the use of passive verb forms
To write a paragraph describing a town or city.
To develop knowledge of the use of first and second conditionals.
To practice reading stories.
To practise using first and second conditionals.
To listen to people discuss hypothetical situations.
One-to-one tutorials
PM Session
To prepare for group presentations: practice group presentation
To develop vocabulary to talk about money and travel
To develop everyday English for travelling
To practise using relative clauses
No class
Independent Study:
Additional skills and language development tasks as required to meet course objectives Completion of reading and writing portfolio task 4
Week 5
AM Session
To use modals of advice (could / should / must).
To practise listening to people give advice
To introduce using modal forms in the past (could/ had to)
To practise speaking about obligation and permission in the past
To introduce the use of the past perfect.
To practise reading about a historical event.
Formative Exams
Feedback on formative assessments
PM Session
To practise discussing health and fitness
To develop knowledge of the use of articles with nouns (a / an /the)
To review exam strategies for formative assessment No class
Independent Study:
Additional skills and language development tasks as required to meet course objectives
Int e ns iv e P re - Se s s io na l O n e Module and Assessment Guide
Page 13
Block 2 Day 1 Day 2 Day 3 Day 4 Day 5
Week 6 AM Session
To introduce students to the aims and expectations of the course.
To focus on different types of writing and their features.
To consider effective reading strategies.
To practice participating in seminars / group discussion
To recognise and use academic language in discussion.
To focus on essay planning, evaluating and breaking down essay titles.
To identify and produce collocations connected to essay topic.
To consider note-taking methods for lectures.
To introduce effective lecture listening techniques.
To focus on reading techniques – skimming and scanning.
To introduce sourcing and referencing.
PM Session
To engage in communicative tasks and general English practice.
To complete portfolio reading task 1.
To practise modal verb use.
To introduce students to different aspects of British culture: Off-site class trip
To review English tenses; in particular, Past Simple and Past Perfect.
To focus on and complete portfolio writing task 1.
No class
Independent Study:
Additional skills and language development tasks as required to meet course objectives
Week 7 AM Session
To generate ideas and use brainstorming techniques.
To learn methods for developing thesis statements
To consider the purpose and development of effective presentations.
To give a mini presentation
To consider the benefits of group work.
To focus on summarising and paraphrasing texts.
To introduce using quotations and referencing.
To focus on the skill of prediction during lectures.
To focus on taking effective notes.
To focus on changing word forms; synonyms
To consider signposting in lectures and applying this to developing listening and speaking skills.
To focus on the structure of a presentation.
Int e ns iv e P re - Se s s io na l O n e Module and Assessment Guide
Page 14
To focus on writing essay introductions.
and sentence construction.
To produce group presentation introductions.
One-to-one tutorials.
PM Session
To focus on pronunciation features: schwa usage/ minimal pairs.
To engage in communicative tasks and general English practice
To focus on language to build cause and effect clauses/sentences.
To analyse cause-effect style texts.
To produce a summary.
To introduce reading strategies to manage time.
To complete portfolio reading Task 2
To focus on and complete portfolio writing task 2.
To introduce /review The Passive Voice.
No class
Independent Study:
Additional skills and language development tasks as required to meet course objectives
Week 8 AM Session
To practise reading for a purpose.
To focus on reading for detailed information.
To recognise and reflect upon one’s own reading skills.
To review what makes a good presentation.
To consider language for presentations, such as signposting phrases and dealing with questions.
To develop strategies for maintaining audience interest in presentations.
To identify different essay structures and prepare outlines, with a concentration on cause-effect essays.
To focus on topic sentences and paragraph development in essay writing.
To read for detailed information using academic sources.
To practise summarising ideas and information from sources.
To predict lecture content from language cues.
To practise listening under timed conditions.
Int e ns iv e P re - Se s s io na l O n e Module and Assessment Guide
Page 15
PM Session
To engage in communicative tasks - using idiomatic language
To complete portfolio reading Task 3
To focus on synonyms and words with multiple-meanings.
To introduce students to different aspects of British culture: Off-site class trip
To analyse academic style language.
To focus on and complete portfolio writing task 3.
No class
Independent Study:
Additional skills and language development tasks as required to meet course objectives
Week 9 AM Session
To provide feedback on practice examination.
To focus on
intonation and
maintaining audience
interest.
To clearly define and
express the aims of a
presentation.
To focus on language
for expressing cause
and effect.
To apply cause-effect language.
To develop and extend ideas in paragraphs.
To read sources
critically.
To practice note-
taking when reading.
To focus on reporting
verbs.
To review in-text citation.
To analyse features of bibliographies.
To analyse concluding paragraphs in essays.
To focus on language for essay conclusions.
To develop concluding paragraphs.
To analyse discourse markers in listening.
To understand the speaker’s purpose
To understand the speaker’s attitude.
One-to-one tutorials.
PM Session
To differentiate between individual and groups presentations
To perform and evaluate presentations.
To identify key words
in context.
To complete portfolio reading Task 4
To focus on exam-based reading strategies.
To practise reading under timed conditions.
To review vocabulary for introductions and conclusions.
To focus on and complete portfolio writing task 4.
No class
Independent Study:
Additional skills and language development tasks as required to meet course objectives
Int e ns iv e P re - Se s s io na l O n e Module and Assessment Guide
Page 16
Week 10 AM Session
To recognise sentence variation.
To practice note-taking and recognising key information.
To review and revise exam strategies.
To consider timed writing strategies.
To practise writing under timed conditions.
Formative Exams Formative Exams
To feedback on formative assessments.
PM Session
To focus on differences between written and spoken communication.
To review presentation work: e.g. language/ expression, structure, team-work, using visual materials.
To focus on proof-reading and editing techniques for writing.
To apply editing techniques to essay writing. No class
Independent Study:
Additional skills and language development tasks as required to meet course objectives
Int e ns iv e P re - Se s s io na l O n e Module and Assessment Guide
Page 17
Block 3 Day 1 Day 2 Day 3 Day 4 Day 5
Week 11 AM Session
To introduce students to the aims and expectations of the course.
To differentiate between academic and general English.
To introduce / review language of study.
To introduce key terms for academic reading and writing.
To focus on reading techniques – gist, skimming and scanning.
To prepare for lectures by personalising concepts and focusing on subject-specific vocabulary.
To practise listening for gist (main points) and details (supporting points).
To focus on language in use – key spoken expressions.
To identify and produce set collocations.
To identify topic sentences.
To focus on paragraph building organisation and development.
To focus on present perfect tense in context.
To identify areas of grammatical weakness and to develop an individualised SWOT analysis and Action Plan.
To generate and organise ideas for discussion work.
To hold and reflect on a group discussion.
PM Session
To practise generating ideas.
To introduce note-making methods.
To focus on university communication - writing emails as a student.
To identify formal/informal language use.
To write a university based email.
To review reading strategies.
To develop vocabulary learning in context.
To use a mind-map and write a summary.
To reflect on reading skills.
To employ methods of analysis (e.g. fish-bone analysis) to explore a topic.
To analyse a paragraph.
To practise writing a paragraph.
No class
Independent Study:
Listening Practice and note-taking // Group discussion reflection // Production of email appropriate to the university context
Week 12 AM Session
To understand and analyse essay titles.
To select relevant sources.
To review past simple & past perfect in the context of describing trends.
To interact with and respond to essay titles – planning main paragraphs.
To practise critical/ interactive reading.
To analyse texts for the main ideas.
To practise listening for gist and detail.
To recognise signposting phrases in lectures.
Int e ns iv e P re - Se s s io na l O n e Module and Assessment Guide
Page 18
To practise annotating texts.
To employ note-taking at the paragraph level.
To introduce paraphrasing skills.
To identify language for describing trends.
To conduct research and find data on an allocated topic.
To give a mini presentation reporting on findings.
To produce an essay plan/outline.
To identify key features in introductions.
To practise writing introductions.
To outline and define the main issues in group discussion.
To put forward points of view in group discussion.
To identify the significance of signposting in lectures.
One-to-one tutorials
PM Session
To focus on and practise research skills.
To evaluate online sources.
To identify features of academic style.
To focus on academic style and reformulate texts.
To identify key language for coherence.
To analyse how ideas are linked in paragraphs.
To practise developing coherence and cohesion at the paragraph level.
To focus on comparison essay structures.
To develop comparison essay plan/outline.
No class
Independent Study:
Completion of a reference list for allocated essay title // Completion of an essay from outline produced in class // Listening Practice and note-taking.
Week 13 AM Session
To understand key information and concepts in texts.
To identify and practise techniques for writing definitions.
To recognise the importance of and how to avoid plagiarism.
To focus on Direct v Indirect citation methods.
To apply paraphrasing and
To recognise presentation elements within seminars.
To identify the function of agreeing and disagreeing in seminars.
To identify key features of conclusions - writing and speaking.
To use visuals to predict lecture content.
To focus on listening for supporting points
To review linking language.
To practice taking examinations – reading and listening.
Int e ns iv e P re - Se s s io na l O n e Module and Assessment Guide
Page 19
To review summary writing – 4 R’s technique.
To present summaries and definitions of key concepts in group discussion.
summarising skills when citing sources.
To introduce reporting verbs and in-text citation.
To identify and use language of agreement in seminars.
and developing effective notes.
To engage in critical thinking – linking lectures to seminar discussions.
PM Session
To focus on simple, compound and complex sentence structure.
To practice writing a timed essay.
To identify language of comparison and contrast.
To apply language of comparison.
To review relative clauses.
To focus on incorporating sources in essays.
To focus on drafting and editing skills in writing. To reflect on timed essay feedback.
To build and develop essays from feedback.
No class
Independent Study:
Language practice – expressing different levels of certainty
Week 14 AM Session
To practice research for an essay; employing reading for gist and detail.
To focus on note-taking and paraphrasing.
To introduce additional note-taking methods – e.g. Tables or Cornell
To identify comparatives and superlatives in context.
To recognise and apply turn-taking in group discussions.
To complete seminar practice – comparison focus
To apply note-taking and paraphrasing skills to essay writing.
To employ language of comparison to essay writing.
To write a comparative essay under timed conditions.
To focus on lecture styles and its impact on listening.
To focus on referring words to help students keep up with lectures.
To listen for and use cleft sentences for emphasis.
To identify and employ passive constructions.
To consider strategies for dealing with multi-meaning words.
To focus on reading and making notes on theoretical/abstract texts.
One-to-one tutorials
Int e ns iv e P re - Se s s io na l O n e Module and Assessment Guide
Page 20
To reflect on seminar- group and individual performance.
PM Session
To focus on language for expressing cause and effect.
To apply cause-effect language.
To identify and review conditional clauses and hypothetical language.
To focus on and review introductions and conclusions.
To practise writing introductions and conclusions.
To recognise persuasive writing structures.
To focus on persuasive and business language (e.g. 4 Ps)
To apply persuasive language in spoken form – e.g. ‘Dragon’s Den’ style pitch.
To define the concept of argument.
To identify making claims and using evidence.
To analyse how argumentative paragraphs are organised.
No class
Independent Study:
Completion of feedback analysis task // Completion of reflective writing task // Create revision study plan
Week 15 AM Session
To identify exam strategies.
To assess the essay writing process.
To review language related to academic style (hedging, varying sentence length, modals, adverbs and modifiers).
To review presenting, signposting, turn-taking and interaction techniques in seminars.
To complete a full seminar practice.
To evaluate and provide feedback on seminar performance.
Formative Exams Formative Exams
To feedback on formative assessments.
Int e ns iv e P re - Se s s io na l O n e Module and Assessment Guide
Page 21
PM Session
To engage in interactive listening.
To use a lecture context to guess the meaning of vocabulary.
To critically respond to a lecture and engage in group discussion.
To identify and practise methods for increasing accuracy in writing and speaking.
To reflect on areas of weakness in English.
No class
Independent Study:
Completion of essay review work // Completion of pre-tutorial reflection// Revision according to personal ‘study plan’