Course Handbook General English Skills
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General English Skills Course Handbook
FOREWORD
Welcome by the Dean of the
School of Foundation & English Language Studies
It is a pleasure to welcome you to BPP University.
The aim of this course is to help you improve your English language skills.
You will get the most out of your time with us if you understand that high quality education
is a two-way activity in which all students must engage.
Our tutors and support staff are committed to helping you to get the most from your time at
BPP University, but please do not forget that the main effort must come from you!
We welcome feedback, both good and bad, to help us continually improve this course and
we look forward to working with you.
Let’s have a great time together!
Good luck with your English language study and your future!
Amanda Blackmore
Professor Amanda Blackmore
Deputy Vice-Chancellor and Dean, School of Foundation and English Language
Studies
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Welcome by Director of Programmes
We would all like to wish you a warm welcome to BPP University. We hope very much that
you will find your time with us enjoyable and useful.
This course has been designed with great care and based on many years’ experience of
teaching English.
We are familiar with the different needs of the many types of people who come to us for
tuition. At the same time we really value your comments and suggestions as it is important
that you keep us informed so we might improve.
You will meet people from many cultures and races at BPP and we hope that you will enjoy
the opportunity of this diversity.
You will get the most out of the course if you are happy and comfortable. So do tell us if you
are worried about something, or if you have a problem.
We wish you a very happy stay and look forward to working with you.
Paul Evans
Paul Evans
Director of Programmes, School of Foundation and English Language Studies
3
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Contents
Details ...................................................................................................................................... 5
Overview of Course ................................................................................................................... 5
General English Skills Level 1...................................................................................................... 5
General English Skills Level 2...................................................................................................... 5
General English Skills Level 3...................................................................................................... 5
General English ...................................................................................................................... 11
Modes of Assessment............................................................................................................... 13
MODULE TITLE: General English ............................................................................................ 16
General English Levels 1, 2 & 3................................................................................................ 20
4
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INTRODUCTION TO THE COURSE
Details
General English Skills
Course Title
Delivering Body BPP University
You will receive a certificate of attendance and completion for each part of the course you
pass, specifying your exit level.
Because the course is non-credit and non-award bearing, it does not count towards any
undergraduate or postgraduate programme that you may go on to study.
Overview of Course
The General English Skills course is designed to provide you with an opportunity to improve
your general English skills, and achieve a level of communication in English equivalent to B1
on the Common European Framework of Reference.
The General English Skills course consists of three stages and you may enrol to complete
one, two, or all three levels:
General English Skills Level 1 (split into two subgroups depending on level on
entry)
General English Skills Level 2
General English Skills Level 3
When you arrive we will make sure that you are put on the right part of the course to get the
most out of your studies.
When you successfully complete General English Skills level 3, you may progress to BPP
University’s International Foundation programmes.
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Introduction
The course will provide you with English language skills that will help you communicate with
other English speakers from around the world.
This will be achieved through the completing of tasks requiring communication with others,
and using real life written examples.
You will improve your general English through teaching methods and materials that put you
at the centre of the learning. We will be responsive to your needs and the course will also
involve cultural activities and visits that will give you the opportunity to use English language
in real-life situations.
We will give you feedback on how you are doing throughout the course so you can see how
you are getting on and where you might improve. You will need to successfully complete
assessments each term to progress to the next level.
Some of the content of a module may change slightly from what is written in here depending
on your needs.
All students have a personal tutor who will work with them throughout their studies to support
and guide them in order to achieve their study goals, and help them to progress to the next.
If you do not require a visa then you can study English over your chosen period.
If you require a visa to study with us will receive advice about the length of time you can
study with us, depending on your current level of English and the level you wish to reach at
the end of the course.
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The Common European Framework of Reference (CEFR) and approximate IELTS Equivalence
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LEARNING OUTCOMES
Learning outcomes describe what you should know and be able to do if you make full use of
the opportunities for learning provided
Reading Level 1 Level 2 Level 3
A1/A2 A2/B1 B2
Can understand Can understand Can understand the
sentences and sentences and main ideas of complex
frequently used expressions related to text on both concrete
expressions related to areas of immediate and abstract topics,
areas of most relevance (e.g. basic including technical
immediate relevance personal and family discussions in his/her
(e.g. very basic information, work, field of specialisation.
personal and family school & leisure).
information, shopping,
local geography,
employment).
Writing
Can communicate in Can communicate in Can produce clear,
simple and routine routine tasks requiring a
detailed text on a wide
tasks requiring a direct exchange of
range of subjects and
simple exchange of information on familiar explain a viewpoint on a
information on familiar matters. topical issue giving the
and routine matters. advantages and
Can describe aspects Can describe aspects of disadvantages of
of his/her background, his/her background, and various options
immediate environment environment, and
and matters in areas of matters in areas of
immediate need. need.
Listening
Can understand Can understand Can understand the
sentences and sentences and main points of clear
frequently used expressions related to standard input on
expressions related to areas of immediate familiar matters regularly
areas of most relevance (e.g. basic encountered in work,
immediate relevance personal and family school, leisure, etc.
(e.g. very basic information, work,
personal and family school & leisure). Can deal with most
information, shopping, situations likely to arise
local geography, while travelling in an
employment). area where the
language is spoken.
Speaking Level 1 Level 2 Level 3
A1/A2 A2/B1 B2
Can communicate in Can communicate in Can interact with a
simple and routine routine tasks requiring a degree of fluency and
tasks requiring a direct exchange of spontaneity that makes
simple exchange of information on familiar regular interaction with
information on familiar matters. native speakers quite
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and routine matters. possible without strain
Can describe aspects Can describe aspects of for either party.
of his/her background, his/her background, and
immediate environment environment, and
and matters in areas of matters in areas of
immediate need. need.
Pass mark
The General English Skills course is graded pass/fail. The pass mark is 50%.
Where you are undertaking more than one term of study, you must reach the requisite level
of English before progressing onto the next level of the course.
At each level the language difficulty and difficulty of the tasks and exercises undertaken will
increase as you progress through the course and improve your English abilities.
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General English
General Information
School School of Foundation and English Language
Studies
Credit Value None
Contact Hours 200 Hours F2F (10 weeks per level)
Course
Stage 1: General English Skills Level 1 (2 entry points)
Stage 2: General English Skills Level 2
Stage 3: General English Skills Level 3
Course Leader Rachael Derrick / Steve Dixon-Smith
Related Pre-requisites None
Modules
Co-requisites None
Post-requisites None
Excluded None
Combinations
External Accrediting Body None
Introduction
This course provides you with general English skills from an elementary level in order to
allow you to develop basic communicative competence in the language equivalent to level
B1 or B2 on the Common European Framework of Reference, depending on your entry
level. This will be achieved through progressive practice and enhancement of your reading,
writing, speaking and listening skills.
On satisfactory completion of General English Skills Level 3, students will have the option of
progression to BPP University’s International Foundation programmes.
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Educational Aims
This course aims to:
• Provide students with essential language skills for general purposes, communication
in the workplace, and the level necessary to progress on to BPP University’s
Foundation programmes, if required.
• Provide students with an opportunity to increase their competence in all four skills:
reading, writing, listening and speaking.
• Increase the students’ lexical resource, grammatical range and accuracy.
• Improve their spoken fluency with focus upon intonation and pronunciation at word
and at sentence level.
• Improve descriptive as well as functional writing skills.
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Modes of Assessment
Each level of the Course is assessed through the completion of both formative assessments and one (1) independent task [the Summative
Element] testing elements of English; Listening, Speaking, Reading, Writing and Language Development.
Formative Assessment
Formative assessments are designed to give students an opportunity to practice assessments and to receive tutor feedback on their progress
against the learning outcomes prior to the summative assessment.
Formative assessment grades do not contribute to the final module grade. All Formative assessments are individual assessments unless
otherwise stated.
Summative Assessment
Summative assessments are those assessments which contribute to your module grade. Summative assessments are individual assessments
unless otherwise stated.
For each level of the course there is one summative assessment made up of five parts testing your listening, speaking, reading, writing and
language development. Each part has equal weight.
The pass mark for each will be 50%
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Level 1 Level 2 Level 3
FORMATIVE FORMATIVE FORMATIVE
Listening Listening comprehension test. Listening comprehension test. Listening comprehension test
Speaking Group role play activity / Group role play activity / discussion Group role play activity / discussion
discussion
Reading Reading comprehension test Reading comprehension test Reading comprehension test
Writing Initial assessment Initial assessment Initial assessment
Informal brief written Informal descriptive writing: test Opinion-based informative and
communication: test descriptive written communication: test
Language Initial assessment (LD). Progress Initial assessment (LD). Progress LD Initial assessment (LD). Progress LD
Development LD test test test
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SUMMATIVE (100% of SUMMATIVE (100% of SUMMATIVE (100% of
assessment) assessment) assessment)
Level 1 Level 2 Level 3
Listening Listening comprehension test. Listening comprehension test. Listening comprehension test
Speaking Small group role play based on an Small group role play / discussion Small group role play / discussion
authentic situation based on an authentic situation based on an authentic situation
Reading Reading comprehension test 80% Reading comprehension test 80% Reading comprehension test 80%
Progress reading portfolio 20% Progress reading portfolio 20% Progress reading portfolio 20%
Writing Produce a progress writing Timed piece of writing 80% Timed piece of writing 80%
portfolio 100%
Progress writing portfolio 20% Progress writing portfolio 20%
Language Timed language development test Timed language development test Timed language development test
Development
15General English Language Skills
INDICATIVE SCHEME OF WORK
TITLE: General English
Syllabus
Listening and Speaking Skills:
• Listening to a range of spoken texts for gist and specific information
• Engaging in communicative tasks with classmates
• Analysing and practising features of English pronunciation, including phonemic and
prosodic elements
• Raising awareness of features of connected speech for recognition and production
• Practising pre-listening strategies and reflecting on content
• Reception and production of spoken language for ‘everyday’ communication with focus
on both intelligibility and acceptability.
Reading and Writing skills:
• Reading a range of texts for gist and specific information.
• Increasing knowledge of text structure and purpose
• Extended reading of a variety of text types
• Writing process (generating ideas, planning and organisation, etc.);
• Encouraging self-correction
• Recognising genres of writing and producing texts according to conventions of the genre
• Describing, comparing, presenting opinions etc. for a variety of ‘everyday’
communicative purposes
Language Development – Grammar and Vocabulary:
• Initial analysis of students' needs;
• Systematic work on key areas of grammar, vocabulary and pronunciation (to be adjusted
according to students’ needs);
• Development of core vocabulary
16General English Language Skills
INDICATIVE OUTLINES
The General English course is organised as follows (the division of the various skills and hours
is to be understood as an average estimate per week and can be adjusted on a week-by-week
basis as required by specific activities and the needs of the group):
Level 1:
Language Development: 6 (hrs/week)
Grammar and Vocabulary
Listening & Speaking 7 (hrs/week)
Reading & Writing 7 (hrs/week)
Level 2:
Language Development: 6 (hrs/week)
Grammar and Vocabulary
Listening & Speaking 7 (hrs/week)
Reading & Writing 7 (hrs/week)
Level 3:
Language Development: 6 (hrs/week)
Grammar and Vocabulary
Listening & Speaking 7 (hrs/week)
Reading & Writing 7 (hrs/week)
17General English Language Skills
Topic Outline
Development: This component is designed to
Language • Improve grammatical range and accuracy
• Increase lexical range, knowledge of semantics and parts of
speech
The teaching strategy for this course component is;
• To ensure a gradual and systematic build up of knowledge
• To ensure that this knowledge is practised in context within the
classroom and also outside
• To regularly set and mark homework tasks
• To set regular online progress tests
Listening The aim of this component is to help with the acquisition of listening skills
by listening to dialogues, monologues, stories, interviews, discussions,
podcasts, broadcasts and talks.
The teaching strategy for this course component is:
• To teach skills, such as predicting content from context, to help
students focus on the topic in question
• To teach students how to listen for specific information
• To teach students how to follow connected speech
• To use authentic teaching resources and encourage students to
use their listening skills externally at all times and in all
environments.
Speaking The aim of this course component is to help with the acquisition of
speaking skills by introducing functional speaking tasks, firstly in controlled
form, and then progressing to freer activities in order to increase the
students’ ability to communicate orally over a wide range of everyday and
work contexts.
The teaching strategy of this course component is:
• To use the language learned in other components in authentic oral
communication activities
• To encourage task-based participation from all class members
• To create classroom models based upon everyday situations
• To introduce basic phonetics, including the phonetic alphabet
• To identify and resolve problematic areas of pronunciation and
intonation at word and sentence level
Reading The aim of this component is to improve the overall ability of students to
understand written English and develop their skills in relation to general
texts. The emphasis is more on developing detailed comprehension and
linguistic knowledge than on developing reading strategies. The teaching
strategy of the module is to:
• Improve students’ overall ability in understanding written English
• Develop students’ skills in reading general texts
• Improve students’ reading fluency
• Develop students’ vocabulary
• Encourage students to relate their purposes to particular reading
18General English Language Skills
strategies
Relevant texts will be selected to reflect the English language ability of the
students for developing reading strategies in class.
Students will also be encouraged to engage in an extended reading
programme making use of graded readers appropriate to students’ levels.
Writing The aim of the writing component is to provide an overall introduction to
writing in English for functional and personal purposes.
The course will take account of the growing role of written communication
for keeping in touch with friends and family through digital media.
19General English Language Skills
General English Skills Levels 1, 2 & 3
Books and Texts
The core text book for the Programme is the following:
Macmillan Publishers Global Coursebook and Workbooks
Additional resources are available online at http://www.macmillanglobal.com/
Additional teaching materials (with printing and re-producing permissions) are as follows:
• Reading Extra: A resource book of multi- level skills activities, Liz Driscoll : CUP
• Listening Extra: A resource book of multi- level skills activities, Miles Craven: CUP
• Writing Extra: A resource book of multi- level skills activities, Graham Palmer: CUP
• Speaking Extra: A resource book of multi- level skills activities, Mick Gammidge: CUP
Murphy, R. (2004). English Grammar in Use, Cambridge: CUP.
Murphy, R. (2007) Essential Grammar in Use Cambridge: CUP.
Cambridge Learner’s Dictionary (4th edition). Cambridge: CUP.
Cambridge English Readers:
Level 2 - Elementary / Lower Intermediate
Level 3 - Lower Intermediate
Level 4 - Intermediate
Online Resources
In addition to class-based language work, online resources will provide students with a
structured programme of skills development activities to be accessed independently. These will
be offered via the moodle platform utilising global e-workbook materials. Performance and
completion of these tasks will be monitored.
Students will also have access to a range of CD ROM and e-learning facilities via the learning
resource centre.
20General English Language Skills
SECTION 5: SCHEME OF WORK
The scheme of work is indicative of what will happen in the week of study, and will be
subject to detailed lesson plans
Non-Award Course Title: General English Skills Level 1
Session Content
Language Reading skills Listening skills Writing Speaking
Development
Preliminary
Work
Week
1 Articles Global English Numbers Forms Conversation
Possessive Power of numbers Finding out
adjectives personal info
---
International words
Numbers 1-10
Numbers11-99
Email & website
addresses
2 Prepositions Created capital Megacities Describing a Personal
Wh- questions Commuting Cities and routine information
Present simple (3
rd
Calendars countries Making decisions
person) Describing
---
Megacities
Describing places
also and too
Daily routine
Time and Dates
Cultural Visit
3 Possessive ‘s Shakespeare’s Clans Your family Talking and
Questions with tragic families Man’s best A personal asking about
do/does Clans friend? description friends
Object pronouns Meeting places Emphasising
--- Man’s best
Family friend?
Colours
Describing what
you do with friends
Adjectives to
describe
characteristics
really
4 There is / There Unusual hotels Describing a Writing about Inventing a hotel
are Couchsurfing home what you Talking about
Count and uncount A full-English would like to your house
A full-English eat
nouns breakfast breakfast Consonant
21General English Language Skills
Quantifiers Hungry planet clusters
--- An email to a Describing a
Hotel facilities hotel picture of a
breakfast
Furniture
Linking words
Food & drink
Fresh and
processed food
a type of, a kind of
a sort of
Cultural Visit
5 Frequency World cinema World cinema Writing a pitch A trip to the
adverbs (every Make a pitch People talking A review cinema
day/ week/ month) about television Television habits
Television
Frequency theories programmes Talking about TV
adverbs (always,
often,
sometimes…)
---
A trip to the
cinema
Types of film
TV programmes
Phrasal verbs (turn
down, turn off)
See, watch
6 Can (possibility) The Gallup survey Benefits at work Writing about a Schools in your
Can (ability) Ten facts about… Important job country
Was/were typing firsts… Centres A job School subjects
School days of learning application
Questions with
was/were School days
---
Jobs
Abilities
Types of school
School subjects
A (little) bit
Cultural Visit
7 Past simple The news from… The news A biography A news story
Past simple All the president’s from… Describing an Conversations
(questions and men All the event with it
negatives) The great eskimo president’s men Opinions about
it vocabulary hoax Storm chase the weather
--- Storm chase A day out
History and story
Weather
8 Present Pedal power The Mid-Levels An email about Transport
continuous Coming to Hong Escalators culture shock questionnaire
Present simple Kong Feelings A report A travel dialogue
and present Culture shock Changes in
continuous population
Global migration
The comparative What would you
Why did you go?
The infinitive of take and why?
purpose
---
22General English Language Skills
Transport
Big numbers
Feelings
What would you
take and why?
Cultural Visit
9 Present perfect One planet, one A conversation Describing Contact with
The superlative place! about an someone nature
Rites of passage unusual species A speech Life events
Have got
Body styles Parts of the
One and ones body
--- The history of
Nature fashion
Life events
Parts of the body
Parts of the face
Clothes
Talking about
colours
10 -ing forms Masters of fun Reasons for An email to a Free time
Going to Malta visiting Malta friend activities
Present perfect A ball can change Popular Malta
and past simple the world language games Planning a
--- Kim’s game weekend
Free time activities Asking about
sport
Places in a city
Playing games
Fun and funny
Explaining a
Sports game
Playing games Word Bingo
-less and -ful
23General English Language Skills
Non-Award Course Title: General English Skills Level 2
Session Content
Language Reading Listening skills Writing Speaking
Development skills
Preliminary
Work
1 Word order in The ID card Descriptions of A personal Describing
questions Six degrees of people description people
What and How separation Descriptions of False identities
questions CCTV is personal The alphabet
Present simple, watching you relationships
Family and
frequency adverbs Explanation of friends
Present continuous the Six Degrees
of Separation Linking words
---
Everyday objects
Describing people
Look / look like
2 Countable / Tastes Talk on Zao Description of Food
uncountable nouns, comforting Shen food and drink questionnaire
quantifiers Ten kitchen Talk on water How do you
--- secrets and the human make it?
The infinitive The people body Food tips
The infinitive of behind the Describing a
purpose drinks kitchen
--- /k/ and /ts/
Vocab: food, in the ---
kitchen, containers, What do you like
the human body to drink?
Cultural Visit
3 Past simple and past Discovered! Lecture on the A scene from a Describing
continuous True stories of history of sound short story works of art
Used to art discoveries recording A review Retelling stories
--- The Picture of Talk on music in Describing
Dorian Gray film and tv pictures
Vocab: works of art, by Oscar
furniture and Wilde
furnishings, feelings,
just High Fidelity
by Nick
Hornby
4 Future hopes and When I grow Interviews with An email to a My hopes and
plans up… two aid workers friend plans
Future plans and Pandora’s box Conversation Foreign aid
intentions: be going Things will get about An Hope
to, present worse – Inconvenient
continuous Truth Climate change
famous questionnaire
Prediction and ability: dystopias in
will, be able to literature Word stress
Future time
Clauses
---
Adjectives and
synonyms, global
24General English Language Skills
issues, phrasal
verbs, geographical
features, -ed/-ing
endings
Cultural Visit
5 Have Profile of an Conversations Leisure Time Jobs
Modal verbs Indian call between bosses A CV Job
centre worker and employees characteristics
-ing verbs
Ten facts Presentation Ten questions
Present perfect, have about … about ‘The
been / have gone about leisure
amusement serious leisure
--- parks around perspective’
Vocab: work, work the world
issues
Job vs work
The verb: play
Contractions
Past participles
6 Comparatives with The science of Conversation Describing Happiness
…er and more happiness about the worst advantages and Guessing jobs
Comparatives (a bit / Fitter Happier jobs in science disadvantages
Dangerous
much / as … as) Frankentein by Website knowledge
Sauperlatives Mary Shelley addresses
The schwa
Phrasal verbs and Going, going, Conversations
about computer Website
objects gone… addresses
problems
The Luddites Modern
technology
Sentence stress
Cultural Visit
7 Present perfect with A brief history Talk on the Giving your The best time to
for and since of time zones concept of time opinion …
Present perfect with A Tale of Two Time-saving
yet and already Cities by inventions
Charles Sentence stress
Dickens
Describing
A lifetime of pictures
financial
concerns A bank loan
A different
kind of bank
8 Passive voice Bram Stoker’s Famous homes A dialogue A tour of your
First conditional Dracula Conversations A description of home
Second conditional The cat came with travel a town Animals
came back guides Beach resorts
Prepositions of
movement Travel Describing
guidebooks photos
House or home?
The Beach by If you could go
Adjectives and Alex Garland
prepositions anywhere…
New kinds of Sentence stress
Words that mean tourism
‘trip’
Cultural Visit
9 Modal verbs of Milestones of Talk on the A sick note The common
advice modern common cold An outline post cold
Could/couldn’t/had medicine Advice on cures Sports
25General English Language Skills
to/didn’t have to Olympic losers for the common questionnaire
Past perfect cold A visit to the
Reported statements Conversation at doctor
the doctor’s Fitness
Say, tell and ask
questionnaire
Win and beat
Word stress
Vocab: feeling ill,
medical treatment
10 Defining relative Brave New Interview with Definitions game Famous quotes
clauses Words by Kerry Maxwell A report on Driving
Definite article Kerry Maxwell studies questionnaire
Verb form review New places for Two classic A board game
a new world board games
Both, neither Consonant
Old but loved: clusters
Words that mean the Trabart
new Sentence stress
Words that mean and intonation
game
Vocab: transport,
games, places
26General English Language Skills
Non-Award Course Title: General English Skills Level 3
Scheme of Work
Session Content
Language Reading skills Listening skills Writing Speaking
Development
Preliminary
Work
1 State and actions The Hobbit Greetings Culture quiz Intonation and
verbs English for English for a A report different meaning
Present simple and Specific specific purpose Fantasy stories
present continuous Purposes Capitals of and film
Questions Towards a culture Word stress
Subject object definition of Nominating a
questions culture town
--- Culture quiz
Collocations for
describing places
The verb ‘look’
2 Past simple and White Teeth An interview with Ghost - writing Word stress
past continuous Grimm’s fairy a ghost writer a partner’s Weak forms
Past simple and tales A fairy tale experience
Sentence stress
past perfect Legendary A mini saga
Modifiers places – A narrative
Used to / would modern
meanings
Extreme adjectives
Prepositions
Talking about
meaning
Cultural Visit
3 Future forms: plans Endless energy A desert survival An online Talking about a
and intentions Coming in fro expert comment: photo
Will and be going the cold Energy sources giving opinions Planning a trip
to for predictions Weather ups In a department A list poem Talking about the
Words to describe and downs store A formal letter cold
statistics Intonation
Words that go with
problem
4 Present perfect Giving the news Contrastive stress
and past simple Word stress
Present perfect Telling a friwend
with yet and your news
already
Making
So and such predictions about
Real conditionals a film
--- The average
Unusual / usual English man or
woman
Cultural Visit
5 Modals of Asimov’s laws Laws of Cartoon Government
obligation and of robotics bureaucracy captions Bureaucrattic
permission I’m a Teacher, An orderly lunch My school situation
Past modals of Get Me Out of
27General English Language Skills
obligation Here! years Sentence stress
Present perfect Giving order in the
simple / continuous instructions kitchen
with for and since
Separable phrasal
verbs
---
-ics and- ology
Government
collocations
Education
compound nouns
Phrasal verbs with
up
6 Passive voice Now you see it, Optical illusions A description of Photography
Articles now you Ways of a place Colours ands
don’t… speaking shapes
Reported
statements and Optical illusions What did she Describing
questions Overheard in say? equipment
Reported requests New York An interview
and commands about the stasi
---
the
Cultural Visit
7 Defining relative A good swap / Tulipmania Describing Bartering
clauses trash or Three men on a objects for an The best way to
Non-defining treasure desert island auction make money
relative clauses Meeting our Giving her Word stress
Countable and demands opinion
Something you
uncountable nouns were motivated to
Wish do
--- jokes
The letter i
8 Would Life of Pi Sending objects How would your Describing a
Second conditional Lost in space into space life have been picture
Bulgaria’s different? A guessing game
Third conditional Top five
inventions / Thracian An essay Intonation
Past modals of treasures
deduction discoveries Finding treasure
made by
accident Speculating about
treasure
Finding
treasure
Cultural Visit
9 Verb patterns: Room 101 The relationship Expanding English and
verbs followed by – Classic sporting between the sentences French satirical
ing and infinitive rivalries English and the An informal images
with ‘to’ French email Word stress
A Short History
Comparatives and of Tractors in Sports Sentence stress
superlatives Ukrainia and meaning
Verbs followed by Categories
prepositions
Sports
Stereotypes
Love
10 Verb form review Famous Descriptions of A thank you Silent letters
28General English Language Skills
Reflexive pronouns opening lines novels letter Reading
--- Birthday Death in 16
th
A farewell email questionnaires
Death, farewell and customs century England or speech Birthday customs
leaving Unhappy A speech A presentation
endings: the
wives of Henry
VIII
Famous
farewells
29General English Language Skills
Course Regulations
1. Authority
These regulations are made under the College’s General Academic Regulations, Part A,
Paragraph 7 and are cited as the General English Skills Course Regulations.
2. Conflict with the General Academic Regulations
In the event of a conflict between these regulations and the College’s General Academic
Regulations, and its sub-regulatory instruments, the latter shall prevail, unless derogation
has been approved.
3. Conditions for Admission
Students need to have completed 12 years of schooling (or the local equivalent to meet
the same standard) and show reasonable evidence of ability to complete the course
successfully and/or progress to their chosen programme.
Both 'international' and EU students may apply.
Students must be 18 years or older on commencement and have a A2 (CEFR) minimum
on a Visitor Visa, or B1 (CEFR)/4.0 IELTS equivalent score if entering on a Tier 4 Visa.
4. Conditions of Acceptance
An offer of a place on the course is subject to the terms and conditions stated in the
documentation accompanying the offer, these regulations and the College’s General
Academic Regulations as in force at the time of interpretation. The acceptance of the offer
is taken as agreement to these regulations.
5. Course Structure and Levels
(1) The course is studied full-time (20 hours face to face teaching);
(2) The course comprises a minimum one (1) term of study and a maximum four (4)
terms of study, depending on the IELTS or equivalent score on entry;
(3) Students must demonstrate an improved IELTS score equivalent at each level of the
course in order to progress to the next level.
6. Changing Levels
Students may progress to a higher level on the course or to the relevant programme of
study once they have achieved the requisite standard of English.
7. Changing Courses/Programmes
Subject to the approval of the Director of Programmes and compliance with any visa
requirements, a student may be permitted to change from this course to BPP University’s
International Foundation Certificate if they have reached the relevant level of English to do
so.
8 Pass Mark
The pass mark for the assessment at each level is 50% overall.
9. Reassessment
30General English Language Skills
a) A student shall be permitted 3 attempts at each assessment component (within the
terms of their visa).
b) Where a student fails the assessment they will not ordinarily be able to progress to the
next term until they have passed. In exceptional circumstances, the Director of
Programmes can authorise a student to progress.
10. Presentation of coursework assignments
a) Candidates must comply with the requirements on the presentation of assignments
stated in the Course Handbook.
b) Assignments which do not comply with these requirements may be rejected by the
Course Leader.
c) The Course Leader may require assignments or assessments which do not comply
with the relevant requirements to be amended and resubmitted. Assessments or
Assignments not amended and submitted by the due submission date will incur the
standard penalties for late submission contained in the General Academic
Regulations.
11. Examinations Board, External Examination and Awards
a) The Course does not lead to an award or to credit but students will receive a
certificate specifying their exit level of English.
b) As the Course does not lead to an award or credit, there will not be an examination
board for the General English Skills Course.
c) However, the Course will comply with the requirements of External Examination
contained in the GARs/Part J.
12. Progression to other programmes
Students who successfully complete General English at Level 3 will be permitted to progress
directly onto a BPP University International Foundation Certificate programme.
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