FACULTY OF BUSINESS AND MANAGEMENT STUDIES

UNDERGRADUATE BUSINESS PROGRAMME

ACADEMIC YEAR 2019-2020, 2nd Semester
July - 2020
Portfolio
Programme Title: BMS, A&F, MM, BE, BIS
Module Title: English Language Proficiency
Module Code: GLT3001
Assessment Method: Debate
Level: 3 Block: 1
Module Credits: 20 Weighting: 50%
Due Date: 23 June 2020 Word Count: NA
Examiner(s): Dr. Ruel, Mr. Ashraf, Ms. Deny

Version: 2

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 ASC
Category(ies)
Module JACS Subject Code(s)
Number and % of each subject
Module Title
English Language Proficiency GLT3001 Q330 ASC 9

Level (0 - M) Credits ECTS Credit Module Value % Taught in Welsh Module Type

3 (0) 20 10 2.0 0 Standard

taught
module

Teaching Period Pre-requisites

Semester-1 & 2 IELTS 5.0 or equivalent

Module Leader School(s) Campus

Dr. Ruel Ancheta Gulf College Mabela

Assessment Methods
Assessment Type Duration/Length of Weighting of Assessment Approximate Date of
Assessment Type Submission
General English – Formative 100%
Portfolio (Debate, End of course
Analysis of case study
and Note taking)

Aim(s)

1. To raise English to level B2/C1 of the Common European Framework of Reference.

2. To improve students’ skills and competence in listening to, reading, writing, and speaking English.
3. To further students’ awareness of grammatical structures of English.
4. To continue to expand students’ vocabulary in English.

Learning Outcomes

The student should be able to:

1. Evidence their skills and knowledge of the English Language to level B2 of the Common
European Framework of Reference
2. Use vocabulary and grammatical constructions which are reflected at level B2 of the Common
European Framework.
3. Identify and organise information that they have received orally in a variety of contexts including
discussions, interviews, podcasts and lectures;
4. Use spoken English to describe trends, evaluate and summarise information from various
sources;
5. Actively and meaningfully take part in debates, discussions and conversations ;
6. Orally discuss, argue and defend information in accordance to their point of view;
7. Apply the above skills to real life situations through argumentation and debate.
Learning and Teaching Delivery Methods

Teaching will incorporate elements of didactic and student centred methods. A wide variety of

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methods consonant with best current ELT practice will be used.

Indicative Content

1. Speaking: Understanding, ordering and presenting of facts, ideas and opinions through spoken
language. Recognition of the differences between speech and oration.
2. Listening: Annotation of salient parts of aural presentations, listening for gist, listening for detail at an
intermediate level.
3. Reading: Reading skills: skimming and scanning for information, location of opinions and or facts,
analysis of bias in simple and some more complex texts.
4. Writing: Analysis and practice of a range of written text types, including instructive, persuasive,
descriptive and informative texts, together with a study of English grammar, syntax and spelling
complex vocabulary.

Recommended Reading & Required Reading

Required Reading:

 Lebeau, I., Rees, G. (2008). Language Leader Pre-Intermediate, Intermediate & Upper
Intermediate. Harlow: Pearson Education Limited.
 Wilson, Ken, Taylor, James et al; (2009) Prospects Intermediate Student’s Book, Macmillan
English, London.
 Obee, B. (2006) Grammar Activity Book: A Resource Book of Grammar Games, Cambridge
University Press, Cambridge.
 Oxenden, Clive, Latham-Koenig, Christina; (2009). New English File Upper-Intermediate: Oxford
University Press, Oxford.

Recommended Reading:

 MacCarthy, M. (2017) English Vocabulary in Use Upper-intermediate book with answers:

vocabulary reference and practice
 Murphy, R. (2012) English Grammar in Use Book with answers. A self-study reference and
practice book for intermediate learners of English.
 Blass, Laurie, Vargo, Mari, Vargo & Folse, Keith S. (2014). Pathways: Reading, Writing and
Critical Thinking 4. Boston, U.S.A; National Geographic Learning: Cengage Learning.
 Chase, Becky Tarver. Pathways: Listening, Speaking and Critical Thinking 1. Boston, U.S.A;
National Geographic Learning: Cengage Learning.
 Healan, Angela & Gormley, Katrina. (2012). National Geographic: Close-Up Student’s Book B1+.
United Kingdom; HEINLE Cengage Learning.
 Islam, Carlos & Steenburgh, Carrie. (2009). A Good Read 3: Developing Strategies for Effective
Reading. Singapore; Reading. Publishing House.
 Roberts, Rachael, Gakonga, Joanne & Preshous, Andrew. (2014). IELTS Foundation Student’s
Book. London, United Kingdom; McMillan Publishing.

Access to Specialist Requirements

Use of an IT laboratory
Blackboard VLE materials for use in-class and self-access purposes

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Gulf College – Faculty of Business and Management Studies – In academic
Affiliation with CARDIFF SCHOOL OF MANAGEMENT

Assignment/Coursework General Submission Requirements

A. Written work
 A signed declaration that the work is your own (apart from otherwise referenced
acknowledgements) must be included after the reference page of your assignment
 Each page must be numbered.
 Where appropriate, a contents page, a list of tables/figures and a list of abbreviations
should precede your work.
 All referencing must adhere to School/Institutional requirements.
 A word count must be stated at the end of your work.
 Appendices should be kept to the minimum and be of direct relevance to the content of
your work.
 All tables and figures must be correctly numbered and labelled.

B. Other types of coursework/assignments

 Where coursework involves oral presentations, discussions, poster presentations, etc.,
specific instructions will be provided by your module leader/team.

---------------------------------------------------------------------------------------------------------------------------------------------
Rewrite below part just after the References of your assignment.

WORK DECLARATION

I, hereby declare that the uploaded Debate through Turnitin is my own work. I affirm that this has
been researched and completed in accordance with the college rules and regulations on plagiarism.
I acknowledge the advice given by the module tutors on proper referencing to avoid plagiarism and
the rules on the academic unfair practice.
I acknowledge that I read and understand the plagiarism guide written at the end of this
assessment. Any academic misconduct will be handled according to the rules and regulations of the
university.

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General instructions

Debate must be conducted on or before the due date. The dates of the presentation will be sent to
your college email. You need to consult your tutor about the schedule of the presentation. After
the presentation, you will sign the attendance sheet as an acknowledgement of the completion of
the task.

The only circumstance in which presentation can be conducted late is if a Mitigating Circumstances
(MC) form is submitted at the same time. In these circumstances work may be submitted within
five (5) working days. Make sure to secure MC form and submit the same to the concerned staff.

Your presentation has a corresponding number of words equivalent. You need to use text, graphics
and photos to compensate the equivalent number of words. You need to follow the prescribed
structure on your module. Provide the list of sources you used at the last slide of your presentation
with proper label ‘References’.
You must ensure that you prepare your work in good faith. Any form of collusion and/or academic
unfair practice will be dealt with according to the pertinent rules and regulations of the partner
university. Please read carefully the plagiarism guide.

Assessment Details
This Debate comprises 50% of the total assessments marks. This will develop the following skills:

 Communication skills as they will orally present information before the class. Students
will be somehow learning the rudiments of formal arguments to prove their points in the
topic assigned.
 Writing skills as to the grammatical structure and construction of their speeches.

In addition, the assessment will test the following learning outcomes:

1. Evidence their skills and knowledge of the English Language to level B2 of the Common
European Framework of Reference;
2. Use vocabulary and grammatical constructions which are reflected at level B2 of the
Common European Framework;
3. Actively and meaningfully take part in debates, discussions and conversations; and
4. Orally present information.

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 Assessment Task
The debate presentation will be individual. Each student should select a topic where he/she is on agree or
disagree side. The debate will last for at least 5 minutes where each student is given the chance to orally
present his/her views, discuss his/her opinions, and convince the audience about his arguments on the
specific topic.

Guidelines for students:

Each student will do the following:

a. Choose a topic from the list duly approved by their module tutor;
b. Research on the assigned topic through online, articles, newspapers and books prior to the debate;
c. Show evidence of their research by citing on-line references, authors or articles about the topic
during the discussions in the class;
d. Express in acceptable grammatical construction through oral speech their individual ideas per team;
e. Record all the proceedings of the debate for marking purposes.

Suggested Topics:

1. Smoking is dangerous to our health. To what extent do you agree or disagree with this?
2. To what extent do you agree of disagree that face to face classroom learning is better than online
learning?
3. Is the use of CCTV camera an advantage or a disadvantage? What is your opinion on this?
4. Education is the key to success. To what extent do you agree or disagree with this statement?
5. The use of mobile phone inside the classroom should not be allowed. Agree or disagree?
6. One of the dangers in using social media is cyberbullying. What can you say about this statement?
7. Which is better: to be poor but honest or to be rich but dishonest?
8. Is the use of internet an advantage or a disadvantage? What is your views about this?

Specific Instructions on the Debate presentation:

1. The debate will start with the presentation of views and opinions of the chosen topic whether on
agree or disagree side;
2. Followed by a discussion and explanation of facts about your arguments on the chosen topic with
citation;
3. Present evidences on the points of your arguments to prove your side;
4. Summarise the standpoint of your arguments and come up with a conclusion;
5. Presentation of views and opinions will be video recorded or an option to present via MS Teams live
at least five (5) minutes.
6. Save your video record with your name and ID number;
7. Email your video record to your module tutor;
8. A write up of your speech containing your views and opinions should be submitted through email.
9. Follow the outline on how to write your arguments given to you by your module tutor.

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 GLT3001 - English Language Proficiency
AY: 2019-2020 / 2nd Semester

Marking Scheme

Question Marks
Description
No. Allocated
COMMUNICATION SKILLS – Clear, flawless with conversation-like tone of speech
1. as reflected in the arguments. 20

LANGUAGE PROFICIENCY - Proper usage of grammar, pronunciation and

2. vocabulary of words that are effective in the discussion. 20

CRITICAL THINKING - Clear analysis, organisation and delivery of points with

3. conviction in the discussion of the topic during the rebuttal. 20

EVIDENCE OF INFORMATION - Well-defined ideas presented in the course of the

4. discussions with stating out references and citations following the Harvard 20
Referencing Style.
ORGANISATION- ideas presented and discussed are well-organised and relevant.
5. 20

Total 100

Plagiarism

1. Plagiarism, which can be defined as using without acknowledgement another person’s words or
ideas and submitting them for assessment as though it were one’s own work, for instance by
copying, translating from one language to another or unacknowledged paraphrasing. Further
examples of plagiarism are given below:

Use of any quotation(s) from the published or unpublished work of other persons, whether
published in textbooks, articles, the Web, or in any other format, which quotations have not
been clearly identified as such by being placed in quotation marks and acknowledged.

Use of another person’s words or ideas that have been slightly changed or paraphrased to make
it look different from the original.

Summarising another person’s ideas, judgments, diagrams, figures, or computer programmes

without reference to that person in the text and the source in a bibliography or reference list.

Use of services of essay banks and/or any other agencies.

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 Use of unacknowledged material downloaded from the Internet.

Re-use of one’s own material except as authorised by the department.

2. Collusion, which can be defined as when work that has been undertaken by or with others is
submitted and passed off as solely as the work of one person. This also applies where the work
of one candidate is submitted in the name of another. Where this is done with the knowledge of
the originator both parties can be considered to be at fault.

3. Fabrication of data, making false claims to have carried out experiments, observations,
interviews or other forms of data collection and analysis, or acting dishonestly in any other way.

Plagiarism Detection Software (PDS)

As part of its commitment to quality and the maintenance of academic standards, the University
reserves the right to use Plagiarism Detection Software (PDS), including Turnitin. Such software makes
no judgment as to whether a piece of work has been plagiarised; it simply highlights sections of text that
have been found in other sources.

The use of plagiarism detection software fulfills two functions. The first is to enhance student learning
(i.e. as a developmental tool); the second is to guard against and identify unfair practice in assessment.

Further information and guidance can be found in the University’s policy on the Use of Plagiarism
Detection Software.

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