Global Opportunities

LPD1103 : University Wide Language Programme: Dutch Elementary 2

Semesters
Semester 2 Credit Value: 10
ECTS Credits: 5.0

Aims

Students should be familiar with the very basic structures of the language and survival vocabulary
(numbers, days of the week, etc.). However, they may still feel insecure and will only be able to form
very simple sentences. The aims of this course are to consolidate what students already know
through systematic revision and provide them with the following:

i. Basic communication skills for coping with simple, though not completely stereotypical situations in
everyday life in the foreign country;
ii. More confidence than would be expected from beginners;
iii. A basic awareness of their own language learning strategies;
iv. A personal interest in the countries where the foreign language is spoken and their people;
v. A level of proficiency roughly comparable to GCSE

This is the second part of a Dutch Elementary course designed with the non language specialist in
mind. It is intended for false beginners (i.e. students who may have studied the language before, but
not to GCSE, or who may have a GCSE in the language but haven’t studied it in several years). The
module covers the four skills: writing, reading, speaking and listening. At the end of the module,
students will have gained (1) an understanding of key traditional grammatical concepts and a
sufficient grasp of the functioning of the language to be able to interact with confidence, (2) sufficient
familiarity with exponents of a functional and notional syllabus to allow them to communicate their
language needs simply and clearly at a basic user level, and (3) some knowledge of the cultures of
the Dutch speaking world. They will have reached an “A2” level on the Common European
Framework of Reference for Languages.

Outline Of Syllabus

I. Talking about professions and work life
II. Finding your way around a city
III. Organising a trip to a city or town in the Netherlands
IV. Talking about past holidays
V. Talking about food and drink and preferences
VI. Buying clothes and talking about fashion
VII. Keeping fit and visiting a doctor

Teaching Methods

Teaching Activities
Category Activity Number Length Student Hours Comment
Guided Independent StudyAssessment preparation and completion115:0015:00N/A
Scheduled Learning And Teaching ActivitiesSmall group teaching112:0022:00A 2-hour taught session with a language teacher either on campus or online in case of Covid
Guided Independent StudySkills practice120:0020:00N/A
Guided Independent StudyIndependent study143:0043:00Personal access to online independent language learning resources via Canvas and use of the LRC
Total100:00
Teaching Rationale And Relationship

1. Teaching in the language seminars will focus on communication skills. Grammar will be taught systematically to enable students to produce and manipulate the foreign language. Use of the target language will be made as much as possible to develop listening skills. All four skills: listening, reading, writing and speaking are fully integrated in the language seminars and associated work and preparation, and will be tested equally.

2. Independent learning and learner autonomy are further developed through online guided tasks, pair and group work, assessment preparation and completion, and self-study at home, via the University’s Virtual Learning Environment (VLE) and in the Language Resource Centre. Particular initiative is expected from students, e.g. course participants will be asked to contribute their own materials to the classes and activities.

3. Depending on numbers we may be able to offer one online only group and the Teaching Activities will differ as follows.
Scheduled Learning and Teaching Activities / Small group teaching / 11 weeks / 2 hours weekly / 22 hours / Online synchronous language seminars

Assessment Methods

The format of resits will be determined by the Board of Examiners

Other Assessment
Description Semester When Set Percentage Comment
Portfolio2M100Portfolio of 2 pieces of work (50%) covering reading, writing, speaking & listening, each combining 2 skills speak/lis & read/writ
Assessment Rationale And Relationship

The portfolio will help students assess their progress and identify their strengths and areas for improvement. It will
test student’s ability to communicate effectively, identify relevant information and produce a structured text in the
target language.

Reading Lists

Timetable