BDIC1047J English for University Studies at BDIC

Academic Year 2024/2025

BDIC1047J English for University Studies is designed for students who have embarked on the first semester of their dual undergraduate degree programme at Beijing-Dublin International College (BDIC). The module aims to help students develop their English language proficiency in the context of university study and prepare them for the tasks
they will face while doing an English-medium higher education degree.

The module takes a task-based approach to learning and focuses, in particular, on helping students to develop the communicative competence they will require to succeed in the university environment. Emphasis is placed throughout the module on the functions and language required for different communicative purposes.

Reading and Listening classes are organised around themes that reflect key aspects of university life. More specifically, the listening component of the course focuses on the listening comprehension strategies students need when participating in group discussions and attending lectures. Students learn how to identify important information in lectures and how to take effective notes while listening. The reading tasks expose students to a variety of texts and introduce different reading purposes and strategies, note-taking and summarising and synthesizing information from different sources.

Writing and Speaking classes are based around the theme of sustainable development. Students are encouraged to investigate this topic from a range of perspectives – including the perspective of their own subject discipline. Writing tasks are designed to help students write definitions, purpose statements, thesis statements, short texts, and responses to (exam) questions drawing upon information from reading passages. There is a particular focus on writing for argumentation. Meanwhile, students will have the opportunity to develop their speaking skills by giving oral summaries and short presentations, and particularly through participation in group discussions. The course also helps students to expand the range and improve the accuracy of lexis and grammatical structures they use in written and spoken texts.

While assessments focus on specific skills, the teaching approach integrates all four skills throughout: for example, all writing tasks are based on reading, and reading and listening classes will involve discussion and written project work.

In addition to focusing on the above language-related skills, classroom tasks and activities support students' development of academic study competencies, independent language learning strategies and critical thinking skills.

Materials, objectives, and assessments are aligned to the Common European Framework of Reference for Languages (CEFR) with an expected exit level of B1+/B2. Tasks are also aligned to BALEAP's ‘can-do’ framework for EAP syllabus design and assessment.

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Curricular information is subject to change

Learning Outcomes:

Upon successful completion of the course, students should be able to:

- Understand information encountered in conversations at university and academic lectures
- Apply different reading skills and strategies
- Make effective notes during a lecture and when reading academic texts and use notes to summarise information
- Produce short written texts on a topic of general academic interest (e.g. an argument essay)
- Participate in group discussions and deliver short presentations on topics of social and academic interest
- Use appropriate language for different functional purposes
- Use effective strategies to enhance their language knowledge and skills

Student Effort Hours: 
Student Effort Type Hours


Small Group


Specified Learning Activities


Autonomous Student Learning




Approaches to Teaching and Learning:
Students are taught in small groups of typically 15 students. Teaching is task-based with an emphasis on developing communicative competence in the university environment. Students are expected to work collaboratively as well as to engage in various independent study tasks throughout the course. They will be strongly encouraged to take responsibility for their own learning and use strategies for improving specific language skills independently. 
Requirements, Exclusions and Recommendations

Not applicable to this module.

Module Requisites and Incompatibles
Not applicable to this module.
Assessment Strategy  
Description Timing Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered
Exam (In-person): Writing -- Timed argument essay based on topic addressed during the semester (related to one of the UN Sustainable Development Goals). End of trimester
1 hr(s)
Graded No


Group Work Assignment: Group Discussion -- students will be graded individually for their contribution to a group discussion (evaluating solutions to a problem related to one of the UN Sustainable Development Goals). Week 10 Graded No


Exam (In-person): Listening exam (mid-term and final). End of trimester
1 hr(s)
Graded No


Exam (In-person): Reading exam (mid-term and final) End of trimester
1 hr(s)
Graded No



Carry forward of passed components
Remediation Type Remediation Timing
In-Module Resit Prior to relevant Programme Exam Board
Please see Student Jargon Buster for more information about remediation types and timing. 
Feedback Strategy/Strategies

• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment
• Peer review activities
• Self-assessment activities

How will my Feedback be Delivered?

Feedback on formative assessments will be given regularly throughout the semester, and will be complemented by self and peer feedback activities.

Name Role
Dr Stephen Kelly Lecturer / Co-Lecturer