Outcomes Pre-intermediate Video

[Tressa Sibel]

Goal1: Develop ability to understand the main points of clear, standard conversational speech, brief simplified academic tasks, and informational audio clips at the pre-intermediate level.

The second edition of Outcomes is the only course that is consistently focused on helping students achieve the real world communicative outcomes they want and need. This lexically rich course emphasises students' need to have the conversations in English that they would in their own language. This new edition contains more contemporary and global content, reflecting English as it is used in the world and is visible via rewritten texts and new National Geographic photos and videos. There is a strong emphasis on real and natural English usage so students can develop the English language skills necessary for the real world.

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BEBC are Britain's oldest specialist bookseller of English Language Teaching materials. Now in it's 50th year, BEBC opened to service the needs of local language schools, and quickly established a reputation for speed, service and stockholding. We are now known locally, nationally and internationally, and we are proud of our reputation for holding both the titles and the level of stock necessary to meet the needs of our customers. Our core values that started the company still run throughout: a focus on personal customer service that promises to deliver quickly and efficiently at competitive prices.

Summary module description:

This is the first module for the 39-week Pre-sessional English Language Programme designed for students who are entering the Programme at a pre-intermediate level of English language proficiency and will study Academic English for one year before starting their degree programme. The module aims to equip students with a foundation of general and academic language competency which will enable them to engage successfully with the academic English modules delivered from January to September.

Assessable learning outcomes:

Because this module is delivered early within in a Pre-sessional English language programme, Learning Outcomes measure progress towards, rather than programme exit levels of, academic language proficiency and skill.

Outline content:

A reputable published English for Academic Purposes textbook series will be drawn on for this foundational-level module, the National Geographic Pathways Level 1 (A2-B1) Listening, Speaking and Critical Thinking and Reading, Writing and Critical Thinking textbooks. A course map will be designed to work through these materials and more details will be provided in a later draft of this module description.

Global context:

This module supports internationalisation at Reading by facilitating successful and equal inclusion of students whose first language is not English in UK degree programme study.

Brief description of teaching and learning methods:

This module will take a task-based integrated approach to developing the receptive and productive general and academic language knowledge and skills.

Formative assessment methods:

There is no summative assessment in this module. A portfolio of receptive and productive work will be used to develop students' language skills and to provide feedback on their progress.

Penalties for late submission:

The Support Centres will apply the following penalties for work submitted late: where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of five working days; where the piece of work is submitted more than five working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.The University policy statement on penalties for late submission can be found at: -/media/project/functions/cqsd/documents/cqsd-old-site-documents/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

BACKGROUND: Neoadjuvant radiotherapy (RT) improves disease control in various cancers, and has become an established oncologic treatment strategy. During 2001-2004, we conducted a phase I pilot study assessing the role of short-course pre-operative RT (PreORT) for men with unfavourable intermediate- and high-risk localized prostate cancer. Herein, we present long-term follow-up toxicity and oncologic outcomes.

CONCLUSION: The use of PreORT in men with high-risk prostate cancer is associated with unexpected high-rates of late GU toxicity. Future studies examining the role of RT pre-radical prostatectomy must cautiously select RT technique and dose schedule. Importantly, long-term follow-up data is essential to fully determine the therapeutic index of PreORT in the management of localized disease.

All content on this site: Copyright 2024 Elsevier B.V. or its licensors and contributors. All rights are reserved, including those for text and data mining, AI training, and similar technologies. For all open access content, the Creative Commons licensing terms apply

The University's policy on Assessment for Coursework Programs is based on the following four principles: Assessment must encourage and reinforce learning. Assessment must enable robust and fair judgements about student performance. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.Assessment must maintain academic standards.

The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy ( ) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.

Please note: Programme and unit information may change as the relevant academic field develops. We may also make changes to the structure of programmes and assessments to improve the student experience.

When required by the Board of Examiners, you will normally complete reassessments in the same formats as those outlined above. However, the Board reserves the right to modify the form or number of reassessments required. Details of reassessments are normally confirmed by the School shortly after the notification of your results at the end of the academic year.

How much time the unit requires

Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hoursof study to complete. Your total learning time is made up of contact time, directed learning tasks, independent learning and assessment activity.

Assessment

The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit. The Board considers each student's outcomes across all the units which contribute to each year's programme of study. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).

The Board of Examiners will take into account any exceptional circumstances and operates within the Regulations and Code of Practice for Taught Programmes.

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