Students who took Advanced English Communication and Academic Skills I will take this module in semester 2. This module aims to:
Build on the English language skills, independent study skills, and critical thinking skills learnt in semester 1 in Advanced English Communication and Academic Skills I in order to ensure that students are Year 2 ready.
To aid students’ English language progress with an aim of moving students as far as possible towards CEFR (Common European Framework of Reference for Languages) C2 level. This CEFR level will be appropriately correlated to the Global Scale of English Learning Objectives for Academic English (GSE).
To give students further guidance and practice in a range of appropriate oral and written communication skills in an academic context.
To help students further develop an understanding of academic integrity and related skills.
A.Employ a range of effective listening and/ or note-taking strategies in order to skilfully extract meaning from a variety of graded and academic listening materials.
B.Utilise a range of active reading strategies in order to skilfully engage with graded and academic reading materials.
C.Communicate ideas on a range of academic and non-academic topics with a high level of spoken fluency and spontaneity.
D.Produce extended academic writing on academic topics.
Students will have 4 hours per week of small group classes (maximum 25 students).
The module will mainly be delivered through interactive classroom sessions, with an emphasis on group work activities and student-centred teaching and learning.
Language and academic skills will typically be taught in an integrated manner.
Classroom delivery will be supplemented by regularly assigned, guided self-study activities. The self-study activities will be extensions and/or consolidation of work carried out in the seminars. Students will be expected to complete approximately 7 hours of self-study per week.
Some seminar sessions may be replaced by individual or small group tutorials.
In-class sessions can be partially replaced by online teaching provision, when external circumstances require so or when deemed useful and appropriate for didactic purposes.
Typically, speaking assessments will be scheduled during a teaching week.