enhanced pre sessional english 1 2 course handbook · enhanced pre‐sessional english is a 30 hour...

Enhanced Pre‐Sessional English 1 & 2

Course Handbook

Enhanced Pre‐Sessional

2

Introduction to the course Details

This is a non‐credit bearing and non‐award bearing course, which means that study undertaken does not

count towards any undergraduate or postgraduate programme that you may go on to study in the

future. However, on completion of this course you will receive certification to show the level of English

Language that you have reached both overall and in the individual skills ‐ writing, reading, listening and

speaking.

Enhanced Pre‐Sessional English is a 30 hour course which includes an Academic English course and

Enhanced Writing, which is designed to support your main Academic English class.

Course Title Enhanced Pre‐Sessional English

Delivering Body BPP University Business School

Materials VLE (details below)

Tutorials All students produce an Individual Learning Profile (ILP) and

work with a Personal Tutor throughout their studies.


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Course overview

The General and Academic English Courses at BPP consists of six levels

When you finish, you will receive a transcript showing the level of English you have reached for each term of study you undertake

Course duration 12 weeks (10 x teaching weeks, 1 x Induction week, 1 x Assessment week)

General One

General Two

Nursing and Dentistry degree programmes

BSc Business & Accounting programmes

BSc and MSc Business & Accounting programmes

LLB, LLM and GDL programmes

Academic One

Academic Two /

Enhanced

Presessional 1

Academic Four

Academic Three

Enhanced

Presessional 2

Contacts Helen McKenna: [email protected] Module Leader (English Language, Study & Communication Skills) David Donnarumma: [email protected] Head of English


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Tutor 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

start time so that

you are ready to take

part immediately


5

Attendance Policy

You must attend every lesson and are expected to arrive on time and stay until the end of the lesson.

This is because missing a lesson, or part of a lesson, means you could miss information that is important

for your learning.

Remember – poor attendance puts your visa at risk and you may not be able to continue with your

studies. To avoid this happening, make sure you do the following:

1. Attend every lesson on time and stay until the end of class 2. If you are unwell and unable to attend, email [email protected] to explain the reason for

your absence 3. If you are absent from school for three consecutive days, you must provide evidence e.g. a letter

from the doctor or hospital 4. Keep your attendance above 85%

Lateness Policy

You must attend every lesson, making sure that you arrive on time. There will be a 20‐30 minute break

per class; speak to your tutor if you need to leave the classroom when you’re not on break.

Please note the following:

1. You must be ready to start your class on time 2. You will be marked absent if you are over 15 minutes late 3. If you are consistently late to class, you will be required to meet with the Module Leader and/or

Head of English; this meeting will be noted on your record 4. If you leave class early you will be marked absent from the second session

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.

Social programme

While studying General 1, you will go on four class trips as part of your timetable. This is a great way to

make new friends and get to know London better. Previous off‐campus trips have included:

The British Museum The Tate Modern The Bank of England Museum Southbank Scavenger Hunt Kenwood House Borough Market

Other activities often on offer include free pronunciation and

conversation classes, end‐of‐term events, writing competitions,

and visits to public lectures.


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Enhanced Pre‐Sessional English 1: Materials

The core text book used for Academic 1 is the following:

Skillful 3 Reading & Writing Student's Book Pack

Skillful 3 Listening & Speaking Student's Book Pack

Additional resources can be found here once you have entered the activation code:‐

https://www.macmillanskillful.com/

Suggested Reading Below is an indicative book list that you may find helpful when studying Academic 1:

Fletcher, C. and Matthews, B. (2012). Skills for Study: Level 1. Cambridge: CUP. Henstock, C. & Espinosa, T. (2012). Language for Study: Level 1. Cambridge: CUP

Murphy, R. (2012). English Grammar in Use for Intermediate Learners. Cambridge: CUP

Virtual Learning Environment (VLE)

The VLE page for this course is: ELSCS Academic 1. It can be found by following this link:

http://my.bpp.com/vle/course/view.php?id=111

And Enhanced Writing. It can be found by following this link


It is essential that you are able to access this page as it contains vital information about the course and

will be used both for class and homework tasks. Please make sure you have access to this page; speak to

your tutor or module leader as soon as possible if you are unsure how to do this.


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Enhanced Pre‐Sessional English 2: Materials

The core text book used for Academic 2 is the following:

Cambridge Academic English Intermediate, Thaine, C. 2012

Additional resources can be found here once you have entered the activation code:‐

http://www.cambridge.org/gb/cambridgeenglish/catalog/english‐academic‐purposes/cambridge‐

academic‐english

Suggested Reading Below is an indicative book list that you may find helpful when studying Academic 2:

Murphy, R. (2012). English Grammar in Use for Intermediate Learners. Cambridge: CUP

Virtual Learning Environment (VLE)

The VLE page for this course is: ELSCS Academic 2. It can be found by following this link


And Enhanced Writing. It can be found by following this link


It is essential that you are able to access this page as it contains vital information about the course and

will be used both for class and homework tasks. Please make sure you have access to this page; speak to

your tutor or module leader as soon as possible if you are unsure how to do this.


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Pre‐Sessional English 1 Indicative Course Outline Indicative syllabus: What will I be studying each week?

Week Learning Objectives Portfolio tasks

Week 0:

Head Start

Introduction to the course

To meet students and introduce them to the aims and expectations of the course.

To build cultural awareness of the learning environment in the UK.

Week 1 To discuss individual action plans and connect to personal objectives.

To introduce EAP and consider good studying practice.

To practice listening skills.

To focus on types and features of academic writing.

To focus on text types in the academic context.

To consider effective reading strategies.

To recognise and use academic language in discussion.

To identify and produce collocations.

To review English tenses; in particular, Past Simple and Past Perfect.

To practice participating in seminars and/or tutorials.

To engage in communicative tasks and general English practice (suggested theme countries of the UK).

Independent study:

Homework tasks as set by tutor / ILP


To focus on reading techniques – skimming and scanning.

To focus on essay planning, evaluating and breaking down essay titles.

To introduce sourcing and referencing.

To practise modal verb use.

To practise relative clauses.

To consider note‐taking methods.

To introduce effective lecture listening techniques

To develop effective listening skills for lectures.

To engage in communicative tasks and general English practice (suggested theme: food)

To introduce students to different aspects of British culture: cultural trip.

To complete portfolio reading task 1

Independent study:


Portfolio

Reading task 1


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Week 3

To focus on ILPs.

To generate ideas and use brainstorming.

To learn methods for developing thesis statements and look at introductions.

To introduce the concept of plagiarism and how to avoid committing it.

To assess the usefulness of texts.

To identify key points in a text.

To consider the purpose of and build effective presentations.

To consider the benefits of group work.

To introduce/review The Passive Voice.

To focus on the skill of prediction during lectures.

To focus on taking effective notes.

To focus on pronunciation features: schwa usage/ minimal pairs.

To engage in communicative tasks and general English practice (suggested theme: The Media and communication )

Independent study:


Portfolio

Writing Task 1

Week 4 To focus on ILPs

To focus on summarising and paraphrasing texts; and to introduce using quotations and referencing.

To focus on changing word forms; synonyms and sentence construction.

To consider signposting in lectures and apply this to developing listening skills.

To focus on language to build cause and effect clauses/sentences.

To consider challenges in academic reading, reading critically.

To introduce reading strategies to manage time.

To focus on the structure of a presentation

To engage in communicative tasks (suggested theme: Science & technology).


Independent study:


Portfolio

Reading Task 2

Week 5 To focus on ILPs

To predict content from language cues

To identify different essay structures and prepare outlines, concentrating on Cause‐Effect essays.

To review thesis statement development and introductions

To practise summarising ideas and information from sources.

To practise reading for a purpose.

Portfolio

Writing Task 2


10

To practice reading for detailed information.

To review what makes a good presentation.

To consider language for presentations, such as signposting phrases and dealing with questions.

To develop strategies to maintain audience interest in presentations.

To focus on language for expressing possibility.

To engage in communicative tasks and general English practice (suggested

theme: festivals and culture).

Presentation focus – to practise giving and listening to mini‐presentations

in groups.

Independent study:


Week 6 Mock examinations: to practise exam formats.

To focus on ILPs.

To provide feedback on mock examinations.

To practice reading for detailed information using sources as support.

To recognise and reflect upon own reading skills.

To focus on synonyms and words with multiple‐meanings.

To review paragraph development and topic sentences.

To engage in communicative tasks with a focus on using idiomatic

language


Independent study:


Portfolio

Reading Task 3

Week 7 To provide feedback on the mock examinations

To choose and develop Final presentation topics in allocated groups.

To consider key language used in introduction and conclusion paragraphs.

To develop and extend ideas in paragraphs, building on topic sentences and using evaluative writing.

To identify key words in context when listening to lectures.

To read critically and evaluate sources.

To clearly define and express the aims of a presentation.

To focus on intonation and maintaining the interest of your audience.

To review cause and effect connectors.

Portfolio

Writing Task 3


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To focus on reporting verbs.

To focus on repetition and redundancy – use of substitution.

To negotiate newspaper style writing and vocabulary in English.

Independent study:


Week 8 To practice writing introductions and conclusions (consolidation).

To practice writing summaries.

To focus on methods for improving reading skills.

To review presentation work: language, expression, style and structure, team‐work and the relevance of audio‐visual material.

To look at survival tactics while delivering a presentation.

To focus on understanding the speaker’s purpose and attitude in lectures.

To engage in communicative tasks using dictogloss and reformulation in groups (suggested theme – Health).


Independent study:


Portfolio

reading Task 4

Week 9 To focus on effective conclusion writing e.g. predicting, recommending, advising and cautioning.

To practice writing an essay: exam preparation

To identify and practice ways of varying sentence length; considering complex and compound clauses.

To use adverbs and adjectives to show your position or stance in writing.

To look at comparing information in texts; linking research into reading.

To consider and practise reviewing and editing skills to develop writing skills.

To develop awareness of your audience and interactive skills in presentations.

To consolidate grammatical and lexical awareness of academic language use.

To practice creating a correct list of references to document sources.

To practice listening to a lecture and take notes: exam preparation

To engage in communication activities: suggested theme‐ health

Independent study:


Portfolio

writing task 4


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Week 10 To practice signposting in presentation.

To practice for the final presentation

To practice recognising what information is important.

To practice note‐taking and recognising important information

To practice giving warnings in conclusions.

To practice vocabulary for conclusions

To focus on differences and similarities between written and spoken Academic English.

To compare techniques required for exam‐based and research‐based reading; review exam‐based reading strategies.

To practice reading for the exam

To review and revise exam strategies for Listening, Writing and Reading.

Independent study:


Speaking examination

Submission of

full portfolios


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Enhanced Pre‐Sessional English 2: Indicative outline

What will I be doing each week?

Week Learning Objectives Materials

Week 0:

Induction

Introduction to the Programme

To meet students and introduce them to the aims

and expectations of the course.

To build cultural awareness of the learning

environment in the UK.

Worksheets

VLE Materials


To consider how information is organised in a text.

To practice using linking words.

To focus on academic study.

To discuss the differences between academic English language and general English language.

To introduce key terms for academic reading and writing.

To introduce / review language of study

To consider techniques to deal with unknown vocabulary.

To understand how to use libraries.

To consider reading for university study.

To focus on reading techniques – gist, skimming and scanning.

To introduce/ review the ‐ing forms.

To introduce / review the use of present simple for reporting in academic writing.

To practice making nouns from verbs.

Independent study:


Cambridge Academic English

Intermediate : Academic Orientation

(pp. 8‐13)


Intermediate: Unit 1 (pp.14‐25)

IELTS Resource Pack: Activity 24

(pp.90‐93)

Week 2 To practise listening for the exam.

To introduce students to the writing process.

To understand essay questions.

To identify the relevance of a text.

To focus on essay structure, particularly compare and contrast essays.


Intermediate: Unit 2 (pp. 26‐37)


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To analyse an essay and the structure of a paragraph.

To focus on academic referencing.

To practise present perfect and past simple.

To introduce the use of present perfect for reporting.

To practice noun phrases.

To identify and produce collocations.

Independent study:


Week 3 To practice reading for the exam.

To learn how to select appropriate research material.

To focus on approaches to note‐taking for texts and lectures.

To practise listening skills – gist and detail – for lectures.

To discuss the importance of peer‐feedback

To practice conditional forms.

Speaking practice: presenting the ideal company.

Independent study:





Intermediate: Lecture A (pp. 38‐41)

Week 4 To practice interactive reading.

To practice reading for the main ideas in a text.

To practice summarising a text.

To look at prepositional phrases in context.

To introduce students to seminars.

To practice participating in a seminar (suggested topic: Using Facebook at work should be banned).

To look at drafting and building arguments.

To understand the use of phrases of frequency.

To practice listening skills: gist and detail

To consider signposting language in lectures.




Intermediate: Lecture Skills B (pp.66‐

68)


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Week 5 To recognise and use business collocations

To listen to and recognise the stages involved in presenting a process

To focus on language aimed at giving and sequencing information in seminar presentations

To consolidate presentation style language

To practise reading to understand concepts and terminology

To focus on expressing different levels of certainty.

To practise using defining terms

To introduce language to enable goal‐setting and planning

To focus on academic vocabulary and word building

To focus on process writing (drafting, revising and redrafting)

To identify and consider the usefulness of signposting language in lectures

To employ lecture notes and extend research

To consolidate writing definitions

To practise effective note‐taking strategies (mind‐mapping) when listening

To focus on useful comparing and contrasting language in context

To practise comparing and contrasting when speaking

Independent study:



Intermediate: pp 68‐81

Instant Academic Skills pp. 53‐54

Week 6 To practice for the final examinations: mock examinations

To focus on language of agreeing and disagreeing

To develop ideas for discussion

To focus on close reading skills

To analyse information in more complex texts

To practice grammar in context: Modal expressions

To practice grammar in context: Relative Clauses


Intermediate: pp 82‐91


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To select information for use in essays and to introduce paraphrasing

To practice avoiding plagiarism

To look at cohesion in writing – clause, sentence and paragraph level (linking words)

Independent study:


Week 7 To provide feedback on Mock examinations: reading, writing, listening and seminars

To practice listening for gist and detail

To look at paraphrasing techniques and practice

To focus on comparing and contrasting language in context

to practice using articles

To practice recognising clause types and joining ideas

To practice listening for specific information

To use comparative language in discussions

To focus on word families and word building – Innovation

Independent study:



Intermediate: pp 98‐109,

Exploring British Culture, pp. 114‐115

Instant Academic Skills, 1B

Academic Vocabulary in Use, pp.96‐97

Week 8 To practice listening and answering questions from notes

To practice using transition phrases in presentations

To look at descriptive language and focus on clarity and conversation skills.

To look at text organisation to help coherence.

To practice passive constructions.

To look at note‐taking and summarising

To predict information from visuals (listening to lectures

To focus on beginnings and endings in lectures.

To focus on critical thinking.

To predict information from visuals.

To look at language for focusing on visuals.

To focus on beginnings and endings of lectures.


Intermediate: pp 94‐97, 110‐113, 116‐

120

Instant Academic Skills, Unit 10A


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To focus on critical thinking.

Independent study:


Week 9 To practice reading skills and focus on vocabulary (prepositions).

To review cohesive devices

To focus on repair strategies in listening to lectures

To look at text organisation.

To look at hedging language.

To practice scan and interactive listening.

To practice generating ideas.

To look at cohesive devices.

To focus on in‐text referencing.

To practice discussion: global warming

Independent study:



Intermediate: pp. 126‐130, 132‐135,

137, 150‐153

Academic Vocabulary in Use, p. 112

Week 10 To focus on writing conclusions.

To look at ways of understanding text organisation.

Language in context: to understand and practice reduced relative clauses.

To review essay planning.

To review introductions.

To focus on reading for relevant information.

To practice reading skills for the final examination.

To practice referencing: inserting quotations

To practice listening for the exam

To practice note‐taking while listening to a lecture

Independent study:


Speaking examination: seminars


Intermediate: pp. 138‐148

Study Listening, unit 8

Instant Academic Skills, unit 12 B


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Enhanced Writing: Indicative outline

Week 1:

Reading and

Writing at

University

Learning objectives Session focus

1 To introduce the objectives of the course

To introduce the coursework

To familiarise students with the VLE

To encourage students to post on Moodle

and respond to each other (building a

community)

Introduction to the course (objectives,

coursework, submissions and deadline)

VLE short webquest

2 To concentrate on paragraph organisation

To provide feedback on the diagnostic

writing

To encourage students to peer‐review

their work

Paragraph organisation

Redrafting

3 To practice reading skills

To discuss reading strategies

Reading for academic purposes:

Skimming and for specific details

4 To practice writing a paragraph: review

To look at and practice how to

communicate in a university environment.

Letters and emails : communicating at

university

Peer‐correction

Week 2: Social Networking

1 To provide feedback on their writing

(individual feedback)

Language focus: punctuating a text

To practice writing a summary from notes

Practice writing a summary from notes

Punctuating a text

Feedback on written work (paragraphs)

2 To focus on writing processes: analysing

the task

To understand how to read for writing an

essay and collecting information: note‐

taking (a review)

Analysing essay titles

Reading and note‐taking (2) – The

Cornell note‐taking system

3 To evaluate sources online Analysing essay titles – Consolidation

Evaluating online sources


19

Academic style: writing

4 To introduce students to reading critically

Reading and thinking critically

Review

Week 3 Learning objectives Session focus

1 To evaluate sources

To look at essay structure and outlines

Set up Essay 1 with class: students to

produce 1st essay draft for submission

via Dropbox

2 To look at paragraph structure

To practice writing a paragraph

Writing a paragraph

3 To look at compare and contrast essays Analysing an essay

4

To practise writing a draft essay

Writing in class: drafts

Mini‐tutorials on drafts

Week 4: Writing accurately – Sole traders and limited companies

1 To introduce language of comparison to

prepare students for their essay.

To practice writing introductions.

To reflect on their feedback.

Set up submission of Essay 1 final draft

for submission via Dropbox

2 To practise comparison language Comparison language

Submission of final essay via Dropbox

3 To practise presentation skills

To provide feedback on essay outline

Grammar presentation research

Essay outline feedback

4 To practise writing and focus and accuracy Writing practice

Week 5: Redrafting your essay

1 To focus on introduction structure Introductions

2 To write an introduction Writing an introduction

3 To introduce proofreading proofreading

4 To practise proofreading and redrafting an

essay

Redrafting

Week 6: Thesis statements and timed essays


20

1 To look at formal definition structure Writing formal definitions

Writing conclusions

2 To practise writing extended definitions

To look at strategies for timed essay

writing

Writing extended definitions

Writing an examination essay

3 To practise writing an essay under exam

conditions

To practise peer‐correction

Timed essay (1 hour)

Peer‐correction: using a checklist

4 Mini‐tutorials: feedback on timed essay feedback

Week 7: Expressing cause and effect – Incorporating evidence

1 To analyse at a cause and effect essay

To practise redrafting an essay Analysing an essay (structure and

language)

Rewriting an essay

2 To practise cause and effect language Cause and effect: language

3 To practise reading for detailed

understanding

To practise critical reading

To practise writing conclusions

Reading actively

Writing conclusions

4 To practise incorporating sources into an

essay

To practise writing a times essay

Incorporating sources into your writing

Timed essay

Week 8: Making a claim ‐ Corporate Social Responsibility

1 To introduce arguments Building an argument: claims

2 To look at how to structure an argument Analysing an argumentative essay

3 To practise writing a paragraph Writing an argument: paragraph

4 To practise writing an essay Writing an argumentative essay

Week 9

1 To provide feedback Essay Feedback:

tourism

To look at how to incorporate sources into

an essay

Feedback on timed essay.

Re‐write and extend essay

2 To focus on students’ needs Review (content depends on essay

feedback)

Reading for timed essay: to be completed

for last session

3 To focus on students’ needs Review (content depends on essay

feedback)

4 To practise writing a timed essay Timed essay with sources (topic: food

and health)


21

Academic 1: cause and effect

Academic 2: compare and contrast

Academic 3: argument essay

Week 10

1 Review: essay structure Essay structure

2 To practise writing an essay Writing an essay

3 To provide feedback on essay

To allow students to ask questions

Individual tutorials –revision techniques;

students questions

4 To provide feedback on essay

To allow students to ask questions

Individual tutorials –revision techniques;

students questions

enhanced pre sessional english 1 2 course handbook · enhanced pre‐sessional english is a 30 hour...

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