Module Catalogue 2025/26

Pre Requisite Comment

IELTS 5.5 with a score of 5.5 in all skills

Co Requisite Comment

N/A

Aims

To develop the language and academic skills needed to successfully embark upon a degree programme in an English language university.

Outline Of Syllabus

At the end of the course, students will:
•       be able to employ a range of reading skills appropriate to their reason for reading.
•       be able to produce academic writing of a sufficiently high standard to meet the requirements of a University degree programme.
•       be able to take an active part in small group discussions.
•       be able to take adequate notes on a lecture's main points and supporting detail.
•       have improved their fluency, accuracy and complexity in a range of grammatical and lexical features of written and spoken academic style.

Intended Knowledge Outcomes

Reading

At the end of the module a student will be able to:
1.       choose between a range of note-taking systems and techniques when reading academic articles in order to select the most appropriate method.

Writing

At the end of the module a student will be able to:
1.       adopt a process approach to writing academic texts in order to ensure quality.
2.       employ a semi-formal style when writing academic texts in order to conform with recognised academic standards.

Seminar speaking

At the end of the module a student will be able to:
1.       demonstrate active listening skills in seminars or small group discussions in order to make an active contribution.
2.       respond appropriately to other participants in seminars or small group discussions in order to make an active contribution.
3.       use a range of conversational management techniques in seminars or small group discussions in order to make an active contribution.

Listening

At the end of the module a student will be able to:
1.       choose between a range of note-taking systems and techniques when listening to lectures and academic presentations in order to select the most appropriate method.

Intended Skill Outcomes

Reading

At the end of the module a student will be able to
1.       read an academic text quickly and selectively in order to summarise the main argument.
2.       read an academic text quickly and selectively in order to identify the main point of each paragraph.
3.       read an academic text quickly and selectively in order to identify key topics which are mentioned.
4.       read an academic text quickly and selectively in order to identify what certain words and phrases refer to.
5.       read an academic text slowly and carefully in order to identify explicitly stated ideas.
6.       read an academic text slowly and carefully in order to identify implied ideas.

Writing

At the end of the module a student will be able to
1.       plan, draft, and redraft in order to organise their academic writing at a text and paragraph level.
2.       plan, draft, and redraft in order to develop a written argument.
3.       summarise, paraphrase, quote, and follow referencing conventions in order to avoid plagiarism when using sources in their academic writing.

Speaking

At the end of the module a student will be able to
1.       use a variety of verbal and non-verbal techniques to demonstrate that they are listening to or following other participants during seminars or small group discussions.
2.       use a variety of questioning techniques to check they have understood other participants during seminars or small group discussions.
3.       make appropriate contributions during seminars or small group discussions in order to develop the topic.
4.       show how they feel about other participants’ contributions during seminars or small group discussions in order to develop the topic.
5.       use the ideas of other participants during seminars or small group discussions in order to develop the topic.
6.       ask others for their ideas during seminars or small group discussions in order to manage the conversation.
7.       introduce new ideas during seminars or small group discussions in order to develop the topic.
8.       summarise, recap, or conclude during seminars or small group discussions in order to manage the conversation.
9.       politely interrupt during seminars or small group discussions in order to manage the conversation.

Listening

At the end of the module a student will be able to
1.       identify the main aim of a lecture or academic presentation in order to take useful notes.
2.       identify the main topics the speaker discusses in a lecture or academic presentation in order to take useful notes.
3.       identify important details in a lecture or academic presentation in order to take useful notes.

Teaching Rationale And Relationship

Knowledge is imparted and skills demonstrated via teacher presentation or teacher-guided problem-solving exercises delivered during scheduled learning and teaching activities.

Knowledge is applied and skills practiced via individual and small group activities also delivered during scheduled learning and teaching activities.

Knowledge and skills are further consolidated via guided independent study activities.

Students are prepared for their assessments via guided independent study tasks which provide a brief overview of the final assessments, describe the test procedure, help students understand the assessment criteria, and provide an overview of sample materials.

Students are further prepared for their assessments via independent study tasks which provide guided practice incorporating assessment strategies.

Formative assessment activities provide a full simulation of final assessments thus developing students’ understanding of both the assessment format and expectations. Their strengths and weaknesses are then identified to allow for focussed self-study and/or remedial class work.

Assessment Rationale And Relationship

•       Speaking: In the speaking assessment students work collaboratively to reach a consensus. To do so, they need to listen to each other, respond to each other, and manage the conversation, thus ensuring that the desired speaking subskills (see Intended Skills Outcomes: Speaking) are employed and so can be assessed.
•       Writing: In the writing assessment students develop an academic argument. To do so, they need to plan, draft, redraft, and incorporate sources, thus ensuring that the desired writing subskills (see Intended Skills Outcomes: Writing) are employed and so can be assessed.
•       Reading: In the various sections of the reading assessment students read different texts for different purposes under different time constraints. To do so, they need to read quickly and selectively or slowly and carefully as appropriate, thus ensuring that the desired reading subskills (see Intended Skills Outcomes: Reading) are employed and so can be assessed.
•       Listening: In the various sections of the listening assessment students listen to different audio clips for different purposes under different conditions. To do so, they need to identify main aims, main topics, or important details as appropriate, thus ensuring that the desired listening subskills (see Intended Skills Outcomes: Listening) are employed and so can be assessed.

General Notes

N/A