Units

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Sample subject outline - 5 Week Teaching Period - 1 2013

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

General English offers pre-academic English and study skills for students preparing for entry into English for Academic Purposes courses as well as non-academic language development at all levels from elementary to advanced. Classes at specific levels are offered subject to demand.

Aims

General English offers pre-academic English and study skills for students preparing for entry into English for Academic Purposes courses as well as non-academic language development at all levels from elementary to advanced. Classes at specific levels are offered subject to demand.
On completion of this course students should have attained a level of proficiency (at the relevant exit level. as indicated in the proficiency statement below:

Objectives

On completion of this course students should have attained a level of proficiency (at the relevant exit level) as indicated in the proficiency statement below:

Advanced
Speaking
Handles a wide range of speaking tasks confidently and competently, and only occasionally lacks accuracy, fluency or flexibility.
Listening
Handles a wide range of listening tasks competently, with only minor loss of detail or subtlety.
Reading
Reads a wide range of texts competently. Understands most of the content with only minor loss of detail or subtlety.
Writing
Writes a wide range of texts competently, with only occasional lapses of appropriacy and accuracy.

Upper-intermediate
Speaking
Speaks competently in most situations, but may have difficulty with some complex tasks. Some inaccuracies and lapses in fluency may occur. Accent does not affect communication.
Listening
Listens competently in most situations. Understands main ideas in a message but may have some difficulty with complex tasks.
Reading
Reads most texts competently, but with some loss of detail and subtlety.
Writing
Writes most texts competently, but with limited stylistic range. Conveys basic ideas clearly, with some lapses in flow, organisation and cohesion.

Intermediate
Speaking
Competent in conveying main ideas in everyday situations, but with some errors and hesitations. Pronunciation may hinder communication.
Listening
Listens competently in everyday situations. Usually understands main message but may require repetition.
Reading
Reads everyday texts, but with significant loss of detail and subtlety. Reading speed and flexibility limited by frequent need to re-read or refer to a dictionary.
Writing
Writes simple descriptive and narrative texts. Organisation inconsistent and stylistic variation limited. Punctuation and spelling often inaccurate.

Pre-Intermediate
Speaking
Competent only in simple speech situations. Irrelevancies and errors in structure, vocabulary and pronunciation may be frequent.
Listening
Comprehends in simple situations. Dependent on repetition and clear, slow speech.
Reading
Reads simple texts slowly and understands only isolated ideas.
Writing
Writes simple texts, but with limited organisation or cohesion. Punctuation and spelling often inaccurate.

Elementary
Speaking
Speaks only in the simplest structured situations. Speech often difficult to understand. Little or no proficiency in dialogue.
Listening
Understands only the simplest messages delivered slowly and clearly.
Reading
Reads only the simplest texts slowly.
Writing
Writes only the simplest texts, using limited vocabulary and sentence structure.

Content

While specific content varies according to level, broadly the course consists of:

• English language structures and systems


• Grammar


• Vocabulary


• Integrated skills development (reading, writing, speaking, listening)


• Pronunciation and intonation


• Cultural studies, including field trips and excursions (which may incur some additional, minimal cost)


• Computer assisted language learning


• Guided individual language learning skills

Approaches to Teaching and Learning

Proficiency is developed through the presentation and practice of relevant language content and skills in small classes (maximum 18 students, average 15 students). Teaching methods are based on interactive, task-based, student-centred activities in both simulated and authentic contexts.

Assessment

Progress is monitored on a student record.

All assessment results (formative/summative/diagnostic) are recorded.

At the end of each session students receive a written progress report.

Assessment name: Diagnostic
Description: Placement Test (grammar, vocabulary, writing, reading)
Relates to objectives: -
Internal or external: Internal
Group or individual: Individual
Due date: Day 1


Assessment name: Test
Description: Progress tests based on work covered in the session.
Relates to objectives: -
Internal or external: Internal
Group or individual: Individual
Due date: Weeks 1-5


Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

Courses are based on selection from internationally-recognised course books and supplemented by a comprehensive range of other relevant up-to-date resources, or materials developed specifically for pre-academic General English students.

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Risk assessment statement

There are no out of the ordinary risks associated with this unit.

Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 18-Mar-2013