module and assessment guide - cloud object storage | … · 2017-12-07 · intensive...

Extended Pre‐Sessional

Module and Assessment Guide

In tens ive Pre ‐Sess iona l One Module and Assessment Guide

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 Business School : BPP University

Materials Thaine, C. (2012). Cambridge Academic English: An Integrated

skills course for EAP Intermediate. Cambridge: CUP.


Pre‐Sessional Courses

At BPP we run the following pre‐sessional courses.

Contacts

Peter Bailey: [email protected] Module Leader Helen McKenna: [email protected] Module Leader

Intensive Presessional One

Intensive Presessional Two

Intensive Writing

Extended Presessional

5 weeks

5 weeks

4 weeks

15 weeks


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.


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


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


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


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


Extended Presessional ‐ 15 Week Course


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.


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:


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:



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.


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:


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



Week 6 AM Session


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:


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.


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 introduce /review The Passive Voice.

No class

Independent Study:


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.


PM Session

To engage in communicative tasks ‐ using idiomatic language


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.


No class

Independent Study:


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 focus on exam‐based reading strategies.

To practise reading under timed conditions.

To review vocabulary for introductions and conclusions.


No class

Independent Study:



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:




Week 11 AM Session


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.


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.


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.


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.



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.


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’

module and assessment guide - cloud object storage | … · 2017-12-07 · intensive...

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