OEL002 - English Language Proficiency (2018/19)
| Module specification | Module approved to run in 2018/19 | ||||||||||||||||||||
| Module status | DELETED (This module is no longer running) | ||||||||||||||||||||
| Module title | English Language Proficiency | ||||||||||||||||||||
| Module level | Level 4/5/6 (99) | ||||||||||||||||||||
| Credit rating for module | 30 | ||||||||||||||||||||
| School | Guildhall School of Business and Law | ||||||||||||||||||||
| Total study hours | 300 | ||||||||||||||||||||
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| Assessment components |
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| Running in 2018/19(Please note that module timeslots are subject to change) |
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Module summary
This module is designed to advance the students’ English language skills to Proficiency level for their academic study and to develop their reading comprehension and their analytical expertise. There is an emphasis on lexical development and autonomous learning. The module is adaptable to the language abilities of students and can be taught to students studying in different years.
Prior learning requirements
OEL001 EASE test 50+
Syllabus
Lexis and phrasing LO3
Students are expected to study and use appropriately: common idioms, collocations, phrasal verbs, similes and metaphor; word building (prefixes, suffixes and compound adjectives); a variety of registers; antonyms, synonyms and neologisms.
Language structure LO1
The following will be discussed and applied in a number of contexts:
• sequence of tenses in short texts
• clauses: purpose and reason, defining and non-defining
• standard punctuation
• direct and reported speech
• use of countable and uncountable nouns
• conditional forms
• syntax and aspect in short texts
Reading and writing LO3, LO4, LO5
Students will be introduced to a number of texts from a variety of sources. They will:
• select and summarise relevant information in response to tasks
• identify global and specific information
• identify cultural inferences, digression and purpose in given texts
• select evidence to support a viewpoint
• integrate source material in their writing; write in a variety of registers including academic English
• write for a number of purposes: reports, letters, proposals etc.;
• proofread
Listening LO1
The emphasis in the module is both on authentic listening and controlled practice. Students will:
• select information from a range of sources in order to complete tasks
• differentiate between global and specific information
• take and reconstitute notes
Spoken English LO2
Students will:
• practise taking equal turns in academic discussion, listening to others and giving and receiving information
• identify and correct their own weak pronunciation sounds
• organise informal and formal debates; elicit opinions; report opinions; analyse the issues and contribute to group discussion
• apply appropriate register in a variety of tasks
Balance of independent study and scheduled teaching activity
The module is delivered through a blended learning approach, combining class contact time with online and other resources. Use of the VLE is embedded in the students’ learning so that they can complete their guided study tasks and collaborate in activities. Students are expected to read widely and to follow individual lines of literary and specialist interest. They are responsible for completing a series of directed formative tasks designed to improve their speaking, reading and writing ability.
Learning outcomes
On successful completion of the module, students will be able to:
1. Demonstrate an understanding of the methods and conventions of summary and paraphrase, write and comprehend texts and use a variety of vocabulary at CEFR C2 level.
2. Present a given topic and demonstrate competency in spoken English proficiency .
3. Use appropriate register in written work, demonstrate the conventions of academic referencing and strategies for avoiding plagiarism.
4. Research a given topic using electronic and paper based resources.
5. Use critical thinking to analyse texts and evaluate sources.
Assessment strategy
Assessment is designed to test the level of the students’ competency in the learning outcomes listed above:
Class tests (learning outcome 1)
Coursework – individual written assignment in the form of an essay, article, report or proposal (learning outcomes 3, 4 and 5)
Individual presentation (learning outcome 2)
Formative feedback is conducted through class activities.
Students will receive formative feedback on activities undertaken during the course. Students will receive summative feedback on their class tests, coursework and presentations in the weeks following the tests. Students have the opportunity to discuss a first draft of the course work for formative feedback prior to submission. The final week, week 30, is reserved for tutorials so that students can discuss the module overall.
Bibliography
Core Text:
Gude, K., Duckworth, M. and Rogers, L. (2012) Cambridge English: proficiency masterclass. Oxford: OUP.
Other texts:
Capel, A. and Sharpe, W. (2012) Cambridge English: objective proficiency. Cambridge: CUP.
Glendinning, E. and Holmström, B. (2004) Study reading: a course in reading skills for academic purposes. Cambridge: CUP.
McCarthy, M. and O’Dell, F. (2007) English phrasal verbs in use: advanced. Cambridge: CUP.
Oxford Dictionary of English (2003). Oxford: OUP.
Oxford Dictionary of English (2003). Oxford: OUP.
Thomas, B.J. (1995) Advanced vocabulary and idiom. Essex: Pearson Longman.
Thornbury, S. (2004) Natural grammar. Oxford: OUP.
Websites:
https://www.flo-joe.co.uk/cpe/students/tests/
http://www.esl-lounge.com/student/proficiency.php