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CC2040 English for Academic Studies (Health Care)

Level 2
Credits 3
Nature Non-Science
Medium of Instruction English
Teaching Pattern 42 hours of Seminar
10 hours of Workshop*
Prerequisites Nil
Assessment 100% Coursework


This subject prepares students for successful academic studies in an English medium
post-secondary school learning environment. The main focus of this subject is to develop
students’ confidence and competence in using English within academic contexts relevant to
their study of health care subjects.

Learning Outcomes

On successfully completing this subject, students will be able to:

ƒ Apply learned reading strategies to improve comprehension of health-related materials.

ƒ Use the process approach to write a well-structured academic essay.
ƒ Summarize and paraphrase ideas effectively.
ƒ Research for information, integrate ideas, and document sources properly.
ƒ Communicate effectively in spoken academic contexts.
ƒ Reflect critically on their own learning process.
ƒ Acquire the basic vocabulary needed for further study in the health care discipline.

Indicative Contents

ƒ Reading and Listening Skills

Strategies used for different reading purposes (for general understanding, for details, etc.).
Note-taking from spoken and written sources.

ƒ Writing Skills
Process approach for writing an academic essay: essay structure, topic generation, essay
outline, thesis statement and plan of development, topic sentence and support,
introductions and conclusions, essay unity, coherence and support, sentence skills and
common ESL errors. Paraphrasing and summarizing skills.

ƒ Research Skills
Library and other research. Interviewing skills. Documentation style (e.g. MLA, APA,

ƒ Speaking Skills
Seminar discussion (Presenting ideas, expressing opinions, agreeing/ disagreeing, asking
for clarification, etc.). Question-handling. Pronunciation (including common
pronunciation errors in Hong Kong).
ƒ Study Skills
Reflection on learning processes. Learning in class and working in groups

ƒ Discipline-specific Vocabulary
Basic structure and pronunciation of health-care terms; common health care acronyms,
eponyms, abbreviations and symbols

Teaching/Learning Approach

Students will be required to participate actively in the learning process. During seminars,
students will take part in a wide range of interesting and challenging language learning
activities such as role-plays, discussions, individual and group activities, which reflect
students’ needs in their studies in subjects related to health care. In particular, students will be
required to plan and collaborate with peers in a major team project/assignment which will
give them an opportunity to experience learning from peers as well.

In language laboratory sessions, audio-visual materials will be used to improve students’

listening and speaking skills, and the online learning platform will be used as a tool to
promote extended learning after class. Students are also encouraged to engage in constant
reflection on learning processes and to evaluate their own as well as their peers’ performance
and team work skills in the learning tasks. Through extensive interactive practices, the course
helps students gain mastery of the academic language skills needed for effective academic

*The 10-hour workshops are designed to provide additional language support to help students
with lower English proficiency achieve the learning outcomes of the subject. Only students
who have obtained a pass in the Use of English examination at AS level or equivalent
proficiency, which must be supported by an official document, are not required to attend the
workshops. In the workshop sessions, English practices corresponding to the topics covered
in the seminars will be conducted.

Assessment Approach

The assessment of this subject is based on 100% continuous assessment. Students’ spoken and
written academic English skills will be assessed through a combination of individual and
group assessment tasks related to the learning outcomes of the subject. Tasks may include
individual written tasks, group oral tasks, group written project, quizzes and tests, etc.
Students will be assessed on accuracy as well as the appropriacy of the language used in
fulfilling the assessment tasks.

In addition, to encourage a spirit of enquiry and sharing and to help students explore the
creativity and enjoyment of the process of learning and researching knowledge, part of
students’ grade will be based on their class participation throughout the course of the

*Students who are required to attend the workshops are required to complete the assigned
tasks of the workshop such as in-class exercises and a self-learning portfolio satisfactorily, or
else the coursework grade will be downgraded by one letter grade (e.g. C+ downgraded to C).
Indicative Readings

Recommended Textbook
Langan, John. English Skills for Academic Studies. McGraw-Hill. (latest ed.).
An abridged edition of:
Langan, John. College Writing Skills with Readings. McGraw-Hill. (latest ed.).
---. Reading and Study Skills. McGraw-Hill. (latest ed.).

Dirckx, John H. (ed.). Stedman's Concise Medical Dictionary for the Health Professions.
Baltimore, MD: Lippincott Williams & Wilkins. (latest ed.).

Ehrlich, Ann and Carol L. Schroeder. Medical Terminology for Health Professions.
Albany, N.Y.: Delmar Thomson Learning. (latest ed.).

Langan, John. English Brushup. McGraw-Hill. (latest ed.).

Jay, A. and Jay, R., Effective presentations. Prentice Hall. (latest ed.).

Madden, Carolyn G. and Rohlck, Theresa N. Discussion and Interaction in the Academic
Community. University of Michigan Press. (latest ed.).

Oshima, Alice and Hogue, Ann. Writing Academic English. Addison Wesley Longman. (latest

Spencer, Carolyn M. and Arbon, Beverly. Foundations of Writing: Developing Research and
Academic Writing Skills. NTC. (latest ed.).

Steer, Jocelyn. M. and Schmid, Dawn. The Advanced Grammar Book (Workbook), Heinle &
Heinle. (latest ed.).

Wallace, Michael J. Study Skills in English. Cambridge University Press. (latest ed.).

Writer: Mr William TSANG

Reviewers: Ms Esther TONG & Ms Wience LAI