OEL061 - English Language Advanced (2018/19)
| Module specification | Module approved to run in 2018/19 | ||||||||||||||||||||||||||||||
| Module status | DELETED (This module is no longer running) | ||||||||||||||||||||||||||||||
| Module title | English Language Advanced | ||||||||||||||||||||||||||||||
| Module level | Level 4/5/6 (99) | ||||||||||||||||||||||||||||||
| Credit rating for module | 15 | ||||||||||||||||||||||||||||||
| School | Guildhall School of Business and Law | ||||||||||||||||||||||||||||||
| Total study hours | 150 | ||||||||||||||||||||||||||||||
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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 for students to advance their English language skills up to the level required for their study. The module focuses on improving students’ English language skills in reading, writing, speaking and listening up to Common European Framework of Reference level B2. There is a strong focus on vocabulary development, language accuracy and acquiring effective learning strategies. The module is adaptable to the language abilities of students and can be taught to students studying in different years.
Prior learning requirements
EASE test 40 or B1 Common European Framework
Syllabus
Lexis and phrasing – to enhance the understanding and appropriate use of
idioms and phrasal verbs, metaphor and simile, prefixes, word building, common collocations, and academic English vocabulary in various lexical fields. LO4
Language structure – the following will be analysed and used in a variety of contexts: LO1
• verb patterns,
• continuous aspect,
• future forms.
Reading and writing – students will study a number of texts from different sources and: LO1, LO3
• identify and critically analyse finer points of detail including attitudes and implied as well as stated opinions,
• write clear, well-structured texts of complex subjects at the appropriate level of proficiency (B2),
• support points of view at some length with subsidiary points, reasons and relevant examples from outside sources,
• write in a number of different styles, such as reports, letters, reviews and essays.
Listening – students will be introduced to a variety of authentic sources at the appropriate level and: LO2
• achieve comprehension, including listening for main points,
• check comprehension by using contextual clues,
• infer attitude, mood and intentions and anticipate what will come next.
Speaking – students will: LO2
• identify and improve areas of weak pronunciation,
• practise interacting appropriately in a variety of formal and informal situations,
• present information, including expanding and supporting points of view at a B2 level.
Balance of independent study and scheduled teaching activity
The module will be delivered through a blended learning strategy. Information and activities to support and further develop the skills required to pass the module will be offered in the classroom and through media. Students will be provided with individual and group feedback. Opportunities to reflect on learning and progress are built into the module.
Learning outcomes
On successful completion of the module, students will:
1: Demonstrate an understanding of the methods and conventions of summary and paraphrase.
2: Demonstrate competency in spoken English proficiency at a CEFR B2 level.
3: Read widely and research a given topic using electronic and paper based resources.
4: Use strategies for the acquisition of vocabulary and textual awareness in various contexts: e.g. literature , journalism, medicine and environment.
Assessment strategy
Class test: reading, use of English and writing (Learning outcomes 1 and 4)
Coursework: written assignment: essay, report or article (Learning outcome 3)
Individual presentations: presentation and a reasoned commentary on basis of brief (Learning outcome 2)
Formative assessment is conducted through class exercises.
Students will receive formative feedback on activities undertaken during the course. Students will receive summative feedback on their class test, coursework and on their 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 15, is reserved for tutorials so that students can discuss the module overall.
Bibliography
Core Texts:
Wilson, J.J. and Clare, A. (2007) Total English advanced. Essex: Pearson Longman.
Vince, M. and Sunderland, P. (2003) Advanced language practice. Oxford: Macmillan.
Other Texts:
Cambridge advanced learner’s dictionary (2008). 3rd edn. 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.
Thomas, B.J. (1995) Advanced vocabulary and idiom. Essex: Pearson Longman.
Thornbury, S. (2004) Natural grammar. Oxford: OUP.
Websites:
https://www.rong-chang.com/ex/contents.htm
http://www.short-stories.co.uk/
http://www.prepareforsuccess.org.uk/