English IV

Recommended Prerequisites

Students should have reached the Council of Europe Language Level B2 of competence in English. This is equivalent to the University of Cambridge First Certificate in English and may be described as follows:

A student at the B2 level can be expected to: understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation; interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party; and 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.

Teaching Methods

1. Vocabulary or reading exercises/subsequent discussion

2. Dealing with problem areas in English

3. Development of conversation skills by speaking

4. Improvement in understanding of spoken English using audio tapes

5. Introductions by student presentation

6. Answers to all exercises given on the Internet

7. Students requiring further assistance to visit teacher’s office

8. Students expected to practise English in class and consolidate understanding.

Continuous Assessment: participation 5%, test 20%, written assignment 15%, examination 60%

Learning Outcomes

1. To improve reading, listening, and speaking, and writing skills to one level above the current level for each individual student e.g. students with a ‘B2 reading ability’ are expected to reach the corresponding C1 level before assessment by examination

2. To study the Politics, Geopolitics, History, Economics, and International Relations of various countries

3. To increase each student’s personal knowledge of vocabulary including that required to give a formal presentation

4. To develop good oral presentation techniques and provide practice opportunities

5. To reinforce methods for the self-improvement of reading skills, grammar, and academic writing

6. To continue and develop objective oral analysis skills regarding matters arising in the international news media

7. To reinforce the habit of self-learning

8. To continue the development of the language into a valuable tool for studying and working in International Relations.

Work Placement(s)

No

Syllabus

1. Various reading, vocabulary and collocation exercises using texts related to International Relations, Economics, Student Life, and Business English including titles such as:

• Job Interviews

• Statistical Information in Graphs and Charts

• Customer Service

• Decision Making

• Global Markets: Hong Kong

• Students Entering the Job Market

2. Listening/conversation/reading/writing/vocabulary exercises involving titles such as:

•The BBC International News

•The Power of Radio in Africa

•Cyprus:  A Divided Island

•Reporting from South America

•Life in Gaza

•The Global Insurgency

•Human Rights, Religious Freedoms and the Law

•Polygamous Marriage in Utah

•HIV/AIDS in South Africa

•Romania in 1990 and 2008

•Russia’s Region of Lawlessness

3. After providing students with advice and coaching, each country or region mentioned in 2 above offers an opportunity to practise giving an appropriate oral presentation.

Head Lecturer(s)

Naomi Elizabeth Teles Fazendeiro

Assessment Methods

Assessment
Exam: 100.0%

Bibliography

Access to an on-line advanced learner's dictionary such as the Cambridge Advanced Learner’s Dictionary.

MURPHY, Raymond - English Grammar in Use, a self-study reference and practice book for intermediate students with answers. Cambridge: Cambridge University Press, latest edition.

ROBBINS, Sue - Collins COBUILD Business Vocabulary in Practice. Glasgow: Harper Collins Publishers, latest edition.

Academic Writing for International Students by Stephen Bailey - Routledge 3rd Edition, which has answers and guidance given on the Internet.

Essential, general reading practice from printed versions of: Newsweek, Time, The Economist, The Times, The Financial Times, The Daily Telegraph, The Independent, The Guardian, The Washington Post, The New York Times and/or their corresponding websites.