FACULTY OF MEDICINE

Department of Medical English

(For Internal Use Only)

GENERAL ENGLISH III

COURSE POLICY

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Table of Contents
I. COURSE OBJECTIVES ........................................................................................................................................................................... 18
1. In terms of listening skill ................................................................................................................................................................... 18
2. In terms of speaking skill ...................................................................................................................................................................18
3. In terms of reading skill .....................................................................................................................................................................19
4. In term of writing skill .......................................................................................................................................................................19
II. COURSE MATERIALS .......................................................................................................................................................................... 19
1. Required materials ................................................................................................................................................................................19
2. Supplementary materials ....................................................................................................................................................................... 19
III. COURSE SYLLABUS ........................................................................................................................................................................... 20
1. Assessment & Grading ..........................................................................................................................................................................25
2. Speaking Assessments .......................................................................................................................................................................... 25
2.1. Task Description ............................................................................................................................................................................ 25
2.2. Task Objectives ............................................................................................................................................................................. 27
2.3. Task Completion ............................................................................................................................................................................27
3. Writing assignment ...............................................................................................................................................................................22
3.1. Task Description ............................................................................................................................................................................ 22
3.2. Task Completion ............................................................................................................................................................................22

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I. COURSE OBJECTIVES

This course is designed to assist students in reaching B2 level of CEFR (Common European Framework of Reference) and/or
Band 6.0 of IELTS (International English Language Testing System). Upon the successful completion of the course, students are
expected to develop their abilities in listening, speaking, reading, writing, grammar and study skills as described below:

1. In terms of listening skill

Students should be able to understand the main points of clear standard speech on familiar matters. More specifically, they can:

- Follow clearly articulated speech in everyday conversation.

- Follow the main points of a clearly articulated discussion.
- Understand the main points of recorded materials on familiar subjects.
- Raise awareness of features of informal spoken English.
- Highlight now intonation conveys mood and feelings.

2. In terms of speaking skill

Students should be able to use right pronunciation, stress, and intonation through task-based communicative activities. More
specifically, they can:

- Start, maintain, and close a simple face-to-face conversation on familiar topics.

- Express and respond to feelings such as surprise, happiness, sadness, interest, and indifference.
- Make his/her opinions and reactions clear as regards finding solutions to problems or practical questions.
- Express beliefs, views, and opinions in discussing topics of interest.

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3. In terms of reading skill

Students should be able to develop reading sub-skills such as skimming and scanning through extensive practices. More specifically,
they can:

- Understand the main points in short newspaper articles.

- Skim short texts to find relevant facts and information.
- Understand information in everyday material such as brochures and letters.
- Understand the plot of a clearly structured story.
- Understand straightforward instructions.
- Understand short narratives about everyday things dealing with topics which are familiar.

4. In term of writing skill

Students should be able to write simple connected text on topic which is related to real life situation.

II. COURSE MATERIALS

1. Required materials
Herbert P. et al, 2018. Think - Level 4, Cambridge University Press, London.

2. Supplementary materials
Clive, O., & Christina. L. (2008). American English File 3. Oxford: Oxford University Press

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III. COURSE SYLLABUS

Week Lesson Objectives

1 UNIT 1

Grammar:
 Verbs followed by infinitive or gerund : Verbs which take gerund and infinitive with different meanings: remember,
forget, regret, try, stop.
Vocabulary:
 Verbs of movement
 Adjectives to describe uncomfortable feelings
 WordWise: Expressions with right

2 UNIT 2

Grammar:
 Relative clauses (review): which to refer to a whole clause; Omitting relative pronouns; Reduced relative clauses.
Vocabulary:
 Groups of people
 Phrasal verbs (1)

3 UNIT 3

Grammar:
 Quantifiers
 so and such (review)
 do and did for emphasis

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 Vocabulary:
 Costumes and uniforms
 Bringing up children

4 UNIT 4

Grammar:
 be / get used to (doing) vs. used to (do)
 Adverbs and adverbial phrases
Vocabulary:
 Personality adjectives
 Common adverbial phrases
 WordWise: Expressions with good

5 UNIT 5

Grammar:
 Obligation, permission and prohibition (review)
 Necessity: didn't need to / needn't have
 Ability in the past (could, was / were able to, managed to, succeeded in)
Vocabulary:
 Technology (nouns)
 Technology (verbs)

6 UNIT 6

Grammar:
 Comparatives
 Linkers of contrast

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 Vocabulary:
 Ways of speaking
 Friendship idioms

7 UNIT 7

Grammar:
 Ways of referring to the future (review)
 Future continuous (review)
 Future perfect (review)
Vocabulary:
 Phrases to talk about the future: about to, off to, on the point of, due to
 Feelings about future events
 WordWise: Expressions with so
MIDTERM

8 UNIT 8

Grammar:
 Conditionals (review)
 Mixed conditionals
Vocabulary:
 Phrasal verbs (2)
 Alternatives to if: suppose, provided, as long as, otherwise, unless

9 UNIT 9

Grammar:
 I wish and If only

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  I would prefer to / it if, It's time, I'd rather / sooner
Vocabulary:
 Life's ups and downs
 Work and education

10 UNIT 10

Grammar:
 Reported speech (review)
 Reported questions and requests
Vocabulary:
 Sharing news
 Reporting verbs
 WordWise: Expressions with way

11 UNIT 11

Grammar:
 Speculating (past, present and future)
 Cause and effect linkers
Vocabulary:
 Space idioms
 Adjectives commonly used to describe films

12 UNIT 12

Grammar:
 Passive report structures
 The passive: verbs with two objects

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 Vocabulary:
 Geographical features
 Verb + noun collocations

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 IV. ASSESSMENTS

1. Assessment & Grading

Assessment tasks Type Weight

Mini-project Group 20%

Writing 4 points
Mid-term
Individual 20%
exam Exam (Listening +
6 points
Reading)

Final exam Individual 60%

2. Speaking Assessments (Please read carefully and do accordingly)

2.1. Task Description

2.1.1 Group formation:
Form groups of 5–8 students.
The maximum number of groups is 10.
2.1.2 Project products:
* Interview:
- Design 3 to 5 interview questions related to the assigned topic.
- Select 5 students in class (from other groups) to conduct interviews about the topic.
- Each interviewee’s background information (e.g., name, age, major, etc.) should be collected at the beginning of the
interview.

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* Video clip:
Create a short video clip (each under 5 minutes) recording the interview.
A maximum of 3 students can appear as interviewers in the clip.

* Questionnaire:
- Design a questionnaire from 5 to 15 questions about the assigned topic.
- Distribute the questionnaire to the whole class either online or on paper to collect data.
- Present the questionnaire results in charts for your presentation.

* Presentation:
- Prepare a 10-minute presentation to share your project results (interview clips and questionnaire).
- Choose 2 to 5 group members to present.

Note:
- Every group member must participate as either a presenter or an interviewer.
- The project presentations will take place from Day 8 to Day 12, with one or two groups presenting each day until the
end of the course.
- From Day 1 to Day 7, teachers are supposed to provide support and guidance to students to help with project
completion.

Appendix 2.1 provides students with the topics.

Appendices 2.2 and 2.3 provide students with interview and questionnaire examples.

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2.2. Task Objectives

The main purpose of this task is to provide students with an opportunity to practice speaking outside of the classroom. By
engaging in this task, students can reinforce the language they have studied in each unit, learn how to structure a presentation,
enhance their pronunciation skills, and improve their fluency in speaking.

2.3. Task Completion

- Submit your questionnaire and interview questions, Powerpoint slides.
- Submit your video clips (max total time: 5 minutes).
- Deliver a 10-minute group presentation in class.
- Ensure all group members contribute to the project.
- Be ready to answer questions about your work during the presentation.

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APPENDIX 2.1: Speaking Assignment Topic List
1. What are university students’ perceptions and attitudes toward their parents’ sharenting behaviors on social media?
2. How do university students build and maintain meaningful friendships during their university years?
3. How do university students perceive and use artificial intelligence (AI) tools in their academic studies?
4. How does social media content affect university students' shopping habits?
5. What are university students’ perceptions and attitudes toward the role of optimism in achieving personal goals?

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APPENDIX 2.2: Questionnaire example
Topic: Uncomfortable Feelings in University Life
Section A: Demographic Information
1. What is your gender?
☐ Male ☐ Female ☐ Other ☐ Prefer not to say
2. What is your year of study?
☐ 1st year ☐ 2nd year ☐ 3rd year ☐ 4th year or above
3. What is your major/field of study?
_________________________
4. Do you live on campus or off campus?
☐ On campus ☐ Off campus ☐ Other

Section B: Sources of Discomfort

5. In which academic situations do you feel most uncomfortable? (Check all that apply)
☐ Speaking in front of the class
☐ Group discussions or teamwork
☐ Asking or answering questions in lectures
☐ Taking exams or tests
☐ Submitting assignments
☐ Talking to professors or supervisors
☐ Other (please specify): __________________
6. In which social situations do you feel most uncomfortable? (Check all that apply)
☐ Meeting new people
☐ Attending social events or parties
☐ Expressing opinions in a group
☐ Dealing with conflicts or disagreements

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☐ Networking or professional events
☐ Other (please specify): __________________

Section C: Frequency and Impact

7. On a scale of 1–5, how often do you experience uncomfortable feelings at university? (1 = Never, 5 = Very Often)
☐1☐2☐3☐4☐5
8. On a scale of 1–5, how much do these feelings affect your academic performance? (1 = Not at all, 5 = Very much)
☐1☐2☐3☐4☐5
9. On a scale of 1–5, how much do these feelings affect your social relationships? (1 = Not at all, 5 = Very much)
☐1☐2☐3☐4☐5

Section D: Coping Strategies

10. When you feel uncomfortable, what do you usually do? (Check all that apply)
☐ Avoid the situation
☐ Talk to friends or family
☐ Seek help from a counselor or support service
☐ Use relaxation techniques (e.g., deep breathing)
☐ Push through and participate anyway
☐ Other (please specify): __________________
11. Have you ever sought formal help (e.g., counseling) for dealing with uncomfortable feelings?
☐ Yes ☐ No

Section E: Open Feedback

12. Please describe a recent situation where you felt very uncomfortable at university.
_________________________
13. What strategies or resources would help you manage these uncomfortable feelings better?
_________________________

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APPENDIX 2.3: Interview example
1. Can you tell me a little about yourself?
2. Can you tell me about times at university when you felt uncomfortable or stressed?
3. What do you think causes these uncomfortable feelings (like group work, exams, or teachers)?
4. How do these feelings affect your studying or learning?
5. Have you talked to anyone about how you feel? What happened after that?
6. What helps you feel better or deal with stress at university?


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APPENDIX 2.3: Project marking rubric

Needs Improvement
Criteria Excellent (9–10) Good (7–8) Satisfactory (5–6) Points
(0–4)
Clear, logical flow; all
Mostly clear; minor gaps Some sections Poorly structured;
research sections (intro,
1. Content & or unclear parts; most underdeveloped or missing major
methods, results, conclusion) /10
Structure sections adequately unclear; adequate but sections; off-topic or
are thoroughly covered and
covered basic content confusing
connected smoothly
Deep, critical insights;
Weak analysis; mostly
demonstrates strong Good insights; shows Basic understanding;
2. Depth of summary; lacks
understanding of research understanding, but some mostly descriptive; /10
Analysis evidence of
concepts, evidence, points could go deeper limited critical thinking
understanding
implications
Clearly explains purpose, Poor or missing
Explains questionnaire Basic explanation;
3. Questionnaire design, sample, and key explanation; unclear or
reasonably well; minor limited detail or weak /10
Presentation findings; integrates smoothly irrelevant
gaps or unclear parts connection to research
with research questions questionnaire
High-quality, relevant, well-
Good video quality and Adequate video; some
4. Interview edited interview video (if Poor or missing video;
relevance; mostly clear relevance, but weak
Video included); highlights key unclear or irrelevant to /10
how it connects to integration or
Presentation excerpts clearly linked to findings
findings explanation
research findings
Team shows excellent
Team collaborates well; Basic teamwork; Poor collaboration; one
coordination; all members
5. Group most members contribute; noticeable imbalance in or two people
contribute equally; smooth /10
Collaboration slight imbalance or minor contributions or uneven dominate; little
role division; well-prepared as
preparation gaps preparation evidence of teamwork
a group
6. Delivery & Confident, clear delivery; Mostly confident; minor Adequate delivery; Weak delivery; mostly /10

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 Needs Improvement
Criteria Excellent (9–10) Good (7–8) Satisfactory (5–6) Points
(0–4)
Speaking Skills strong eye contact, clear delivery issues or occasional reading from reading; difficult to
voice, engaging pacing hesitations notes; limited audience follow
engagement
Uses accurate academic Simple or repetitive Frequent grammar
7. Language Use Mostly accurate
language, topic-specific terms, language; noticeable errors; basic or
(Grammar, language; minor errors; /10
complex structures; few or no grammar issues, but incorrect language;
Vocabulary) some complex structures
grammar mistakes understandable unclear
Professional, clear
8. Visuals & Good visuals; mostly Adequate visuals; some Poor or missing
slides/visuals; well-designed,
Support clear and relevant; minor unclear or missing parts; visuals; cluttered or /10
support and enhance
Materials design or clarity issues weak design hard to read
presentation effectively
Major time issues;
Stays within time limits; Slightly over/under or Runs slightly long/short;
9. Time rushed or drags
balanced time across sections; uneven pacing, but some sections rushed or /10
Management significantly; off time
smooth pacing generally on time drag
limit
Confident, thoughtful Avoids or cannot
Answers most questions Answers basic questions;
10. Handling answers; shows deep answer questions;
well; minor hesitation, struggles with deeper or /10
Questions understanding; engages shows lack of
but overall competent unexpected ones
audience effectively preparation

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 3. Writing assignment

3.1. Task Description

This group report requires members to write a group reflection on their experience during the
project execution.
In your reflection, please include:
 A summary of the project results;
 A summary of your group work experience;
 The lessons you learned from working in groups;
 Challenges you faced and how you overcame them;
 The benefits you gained from collaborating with the group during the project
implementation.
The total length of the group reflection should be around 1000 words and be sure to include
specific details from your experience.

3.2. Task Completion

Submit your work as one combined group report document on the day of your presentation via
teacher’s email or any digital platforms. Each member’s section must be clearly separated and
labeled with their full name and student ID at the beginning of their section for the teacher’s
marking.

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APPENDIX 3.1: Writing marking rubric

Group Report + Reflection Rubric (Max: 4 Points)

This rubric assesses group report content, reflection depth, language quality, critical analysis, and presentation. Each category is
scored on a 0–4 scale, with a maximum total of 4 points. Partial points (e.g., 0.5, 0.75) can be awarded for more precision.

Criteria 4 (Excellent) 3 (Good) 2 (Satisfactory) 1 (Needs 0 (Missing/Not

Improvement) Done)

Content & Comprehensive, Mostly clear, minor Basic coverage, Disorganized, major No meaningful
Organization logical, well- gaps; reasonable uneven organization, parts missing or weak content or topic
connected to topic; topic connection. surface topic link. topic connection. connection.
smooth flow.

Reflection Insightful, specific, Thoughtful, some Basic reflection, Minimal, lacks detail No reflection
(Lessons, connects clearly to depth, connects vague or generic, or meaningful provided.
Difficulties, research experience. reasonably to weak research link. connection.
Benefits) experience.

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Language Wide range of B2 Appropriate B2 Limited vocabulary; Basic vocabulary; Language too weak or
Use vocabulary; accurate vocabulary; minor noticeable grammar frequent grammar incomprehensible.
(Grammar, grammar; complex grammar issues; errors; rare complex errors; little academic
Vocabulary, structures. some complex use. register.
Academic structures.
Register)

Relevance & Deep critical Good analysis; Basic discussion; Weak or minimal No analysis or
Critical thinking; integrates connects ideas, some mostly descriptive; analysis; mostly relevance to research
Analysis sources, evidence, evidence; could be limited evidence or summary or off-topic. topic.
original insights. deeper. connection.

Presentation Neat, professional; Generally neat; minor Adequate but messy Poor formatting; Not submitted or
& follows all formatting issues. or inconsistent; lacks difficult to follow. unreadable
Formatting formatting; polished polish. formatting.
final look.

Total Score (0–4): _____ / 4

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