Introduction to courses: UCC Language Centre

Transcription

1 Course Aims: UCC Language Centre aims to help students develop their English speaking, listening, reading, writing and communication skills in a practical and focused manner to allow them to live, work, study and travel effectively in English-speaking contexts. Course Description: Studying English at UCC Language Centre allows students to improve their English language knowledge and develop their communicative ability in an international university setting with small classes with a mix of student nationalities from around the world. Classes are available at Levels A2 to C2, including interim level classes (e.g. B2 and B2+). Teachers are all qualified to a minimum Level 9 and/or Delta and all have extensive experience of teaching at university level as well as in a general context. Classes focus on English skills development in speaking, listening, reading and writing, as well as grammar, vocabulary and pronunciation. Exam skills and English for academic purposes are included in courses aimed at exam / university candidates. All courses begin with a placement test for new students to ensure their class is at the correct level for their current ability and to allow effective and swift progress. Teachers and students have regular, scheduled meetings to assess individual progress. Free to all full-time students: weekly teacher-led Language Enrichment and Activation Programme Page 1 of 6

2 Table 1: SAMPLE TIMETABLE for full-time students MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY NEW STUDENTS: Placement Test & Induction ENROLLED STUDENTS: Vocabulary focus: (e.g. strategies to deduce meaning from context) Language focus: grammar analysis and practice Integrated skills: using grammar in context. Developing accuracy when speaking and writing speaking practice) Listening focus: (e.g. listening practice and strategies to identify important data effectively) Integrated skills: (e.g. reformulating a listening task into a spoken / written text) paraphrasing) Reading skills (e.g. skimming, scanning, understanding lexis from context) Integrated skills (e.g. presenting information in different contexts) listening practice) Presentation or test (alternate weeks) Individual feedback from teacher scanning a text) Break Functions practice: developing use of English in context (e.g. giving opinions, agreeing / disagreeing) Pronunciation (e.g. weak forms, sentence stress) listening for specific points) Vocabulary focus: (e.g. learning to record vocabulary academic word list, noun formation) Integrated skills: (e.g. using vocabulary in spoken contexts) word formation) Writing focus: (e.g. structuring a text, paragraphing, style) Integrated skills: (e.g. using target language for persuasion or interpreting data) skimming a text) Speaking focus (e.g. developing fluency, strategies to communicate effectively) Integrated skills (e.g. creating a video or blog) writing practice) Review of language and skills studied during the week Integrated skills (e.g. group project) using prompts effectively when speaking) LEAP programme: (e.g. tour of Cork city / how to recognise varieties of English) Page 2 of 6

3 Upon completion of their course, students will be able to: Speak at a higher level than at the start of their course, depending on the number of hours taught (see Tables 1 & 2). Students will be able to o A2: communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar topics and activities. Students will be able to use a series of phrases and sentences to describe in simple terms their family and other people, living conditions, their educational background and their present or most recent job. Students will be able to handle very short social exchanges, even though they may not understand enough to keep the conversation going themselves. o B1: deal with most situations likely to arise whilst travelling in an area where the language is spoken. Students will be able to enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and current events). Students will be able to connect phrases in a simple way in order to describe experiences and events, their dreams, hopes and ambitions. Students will be able to briefly give reasons and explanations for opinions and plans. Students will be able to narrate a story or relate the plot of a book or film and describe their reactions. o B2: interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible. Students will be able to take an active part in discussion in familiar contexts, accounting for and sustaining their views. Students will be able to present clear, detailed descriptions on a wide range of subjects related to their field of interest. Students will be able to explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. o C1: express themselves fluently and spontaneously without much obvious searching for expressions. Students will be able to use language flexibly and effectively for social and professional purposes. Students will be able to formulate ideas and opinions with precision and relate their contribution skilfully to those of other speakers. Students will be able to present clear, detailed descriptions of complex subjects integrating sub-themes, developing particular points and rounding off with an appropriate conclusion. o C2: take part effortlessly in any conversation or discussion and have a good familiarity with idiomatic expressions and colloquialisms. Students will be able to express themselves fluently and convey finer shades of meaning precisely. If they do have a problem they can backtrack and restructure around the difficulty so smoothly that other people are hardly aware of it. Students will be able to present a clear, smoothlyflowing description or argument in a style appropriate to the context and with an effective logical structure which helps the recipient to notice and remember significant points. Listen at a higher level than at the start of their course, depending on the number of hours taught (see Tables 1 & 2 above). Students will be able to o A2: understand phrases and the highest frequency vocabulary related to areas of most immediate personal relevance (e.g. very basic personal and family information, shopping, local area, employment). Students will be able to catch the main point in short, clear, simple messages and announcements. o B1: understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure, etc. Students will be able to understand the main point of many radio or TV programmes on current affairs or topics of personal or professional interest when the delivery is relatively slow and clear. Page 3 of 6

4 o B2: understand extended speech and lectures and follow even complex lines of argument provided the topic is reasonably familiar. Students will be able to understand most TV news and current affairs programmes. Students will be able to understand the majority of films in standard dialect. o C1: understand extended speech even when it is not clearly structured and when relationships are only implied and not signalled explicitly. Students will be able to understand television programmes and films without too much effort. o C2: have no difficulty in understanding any kind of spoken language, whether live or broadcast, even when delivered at fast native speed, provided they have some time to get familiar with the accent. Read at a higher level than at the start of their course, depending on the number of hours taught (see Tables 1 & 2) o A2: read very short, simple texts. Students will be able to find specific, predictable information in everyday material such as advertisements, prospectuses, menus and timetables and understand short simple personal letters. o B1: understand texts that consist mainly of high frequency everyday or job-related language. Students will be able to understand the description of events, feelings and wishes in personal letters. o B2: read articles and reports concerned with contemporary problems in which the writers adopt particular attitudes or viewpoints. Students will be able to understand contemporary literary prose. o C1: understand long and complex factual and literary texts, appreciating distinctions of style. Students will be able to understand specialised articles and longer technical instructions, even when they do not relate to their field. o C2: read with ease virtually all forms of the written language, including abstract, structurally or linguistically complex texts such as manuals, specialised articles and literary works. Write at a higher level than at the start of their course, depending on the number of hours taught (see Tables 1 & 2). Students will be able to o A2: write short, simple notes and messages relating to matters in areas of immediate needs. Students will be able to write a very simple personal letter, for example thanking someone for something. o B1: write simple connected text on topics which are familiar or of personal interest. Students will be able to write personal letters describing experiences and impressions. o B2: write clear, detailed text on a wide range of subjects related to interests. Students will be able to write an essay or report, passing on information or giving reasons in support of or against a particular point of view. Students will be able to write letters highlighting the personal significance of events and experiences. o C1: express themselves in clear, well-structured text, expressing points of view at some length. Students will be able to write about complex subjects in a letter, an essay or a report, underlining what they consider to be the salient issues. Students will be able to select a style appropriate to the reader in mind. o C2: write clear, smoothly-flowing text in an appropriate style. Students will be able to write complex letters, reports or articles which present a case with an effective logical structure which helps the recipient to notice and remember significant points. Students will be able to write summaries and reviews of professional or literary works. Page 4 of 6

5 Table 2: CEFR Global scale PROFICIENT USER C2 Can understand with ease virtually everything heard or read. Can summarise information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations. INDEPENDENT USER C1 B2 Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices. Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. BASIC USER B1 A2 A1 Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans. Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need. Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help. Page 5 of 6

6 Table 3: Common European Framework Guided Learning Hours (classroom or teacher-led hours) required to reach each level. These are from beginner level. This suggests how many hours a student might need to spend to reach each level of the CEFR, but these figures are intended as a guideline only. Students may require more or less time and support depending on their own needs. CEFR Level C2 C1 B2 B1 A2 Number of Hours (approximate) 1,000 1,200 guided hours + daily self study guided hours + daily self study guided hours + daily self study guided hours + daily self study guided hours + daily self study (Table adapted from Cambridge English at Page 6 of 6