Course Overview

Pre-University Course Overview

Pre-university program is specially designed to ensure that you have developed your academic English skills and prepared for the international education system.

To undertake Pre-university program, it doesn’t matter what specialty or university you enter, as in any British university, you will need the same set of language skills.

The Pre-University education is intended to equip students with the requisite general English language knowledge and skills that will enable them to progress to the LGBS academic programs. It also intends to lay solid foundations of academic writing.

London Graduate School of Business LGSB Pre-University Courses in Uzbekistan Tashkent

Course detail & modules

Diploma in Pre-University

The aim of the Pre-University course is to provide students with the level of general English knowledge and skills that is required to study in LGSB academic programs. Students’ proficiency in English is expected to progress from CEFR B1.2 (IELTS 4.5) at the beginning of the module to CEFR B2.1 (IELTS 5.5) by the end of the programme. Strong students may attain CEFR B2.2 (IELTS 6.0).

The module provides students with opportunities to develop their general English speaking, listening, reading and writing skills, with an emphasis on the application of those skills in practical and relevant contexts. Building on the four skills, students have the opportunity to develop their personal, interpersonal and team working skills through communication.

In combination with its academic writing component, the module also enables students to develop strong writing and independent study skills, general and academic cultural awareness, and to be creative and become critical thinkers.

Course options

Available Course length

1. 9-month (40 weeks, 750 GLH, 3 sessions of 75 mins each a day)

  • Minimum entry requirement: IELTS 4.0 overall (some skills can be lower)
  • Exit target: IELTS 5.5 – 6.5 across all skills

2. 6-month (27 weeks, 500 GLH, 3 sessions of 75 mins each a day)

  • Minimum entry requirement: IELTS 4.5 overall (no skill lower than 4)
  • Exit target score: IELTS 5.0 – 6.0 across all skills

3. 3-month (16 weeks, 300 GLH, 3 sessions of 75 mins each a day)

  • Minimum entry requirement IELTS 5.0 overall (with some skills lower than 5.0)
  • Exit target score: IELTS 5.5 – 6.5 across all skills

Course Results

Benefits of completing this course

The overall teaching approach in this module is expected to be communicative in classes of no more than 18 students. Such an approach is supported by all the teaching material chosen. Teachers should follow the guidance in the teacher’s book of New English File Upperintermediate and should also add their own ideas for individual, pair, group and whole class work. Although the exercises in Introduction to Academic Writing and English Grammar in Use may appear to be more teacher-led, they also lend themselves to pair and small group work followed by whole class discussion and/or feedback. Teachers should exploit this aspect of the exercises as much as possible. Checking students’ progress in their independent reading provides an excellent vehicle for students to form ideas and opinions independently and discuss them in pairs, small groups or as a whole class. Teachers should ensure that the lessons devoted to this are interactive and do not turn into merely going through checklists or simply retelling the story. Further guidance on the course components is given below.

Within the communicative framework, teachers should exercise their professional judgement in meeting the needs of a particular group or of individual students within a group. This calls for being eclectic in the choice of methods and techniques used, including, for example, drilling, repetition, memorising, translating (where teachers are competent in the students’ L1) and other non-communicative methods where and when appropriate. These can be effectively exploited to the benefit of the students if used with consideration. Teachers should aim to make their choices based on what works best for their students in a particular area or activity and should ensure that a balance between communicative and non-communicative activities is maintained.

At first sight, the robust system of continuous assessment makes the module appear assessment-heavy. There is, however, no final examination, and the unit, progress and end-of course tests are integral parts of the module, designed to be used formatively to inform teaching and learning. The oral report on the independent extensive reading task at the end of each semester gives the students opportunity to give a more formal account of their reading experience. Placement testing, rather than formal examination, at the end of Semester 1 is expected to gauge the students’ improvement and is intended to be used formatively. The placement test at the end of the module (Password test) is intended to inform both students and teachers whether students are at an appropriate level to start the LGBS academic modules.

On successful completion of the module, students will be able to:

  • L1: Understand the main ideas of propositionally and linguistically complex speech on both concrete and abstract topics delivered in a standard dialect, including technical
    discussions in their field of specialisation;
  • L2: Understand in detail what is said to them in the standard spoken language even in a noisy environment;
  • L3: Catch, with some effort, much of what is said around them, but may find it difficult to participate effectively in discussion with several native speakers who do not modify
    their language in any way;
  • L4: Follow the essentials of lectures, talks and reports and other forms of academic/professional presentation which are propositionally and linguistically complex;
  • L5: Understand announcements and messages on concrete and abstract topics spoken in standards dialect at normal speed;
  • L6: Understand documentaries, live interviews, talk shows, plays and the majority of films in standard dialect.

On successful completion of the module, students will be able to:

  • R1: Read with a large degree of independence, adapting style and speed of reading to different texts and purposes, and using appropriate reference sources selectively;
  • R2: Quickly identify the content and relevance of news items, articles and reports on a wide range of professional topics, deciding whether closer study is worthwhile;
  • R3: Understand articles and reports concerned with contemporary problems in which the writers adopt particular stances or viewpoints;
  • R4: Understand lengthy, complex instructions in their field, including details on conditions and warnings, provided they can reread difficult sections;
  • R5: Read correspondence relating to their field of interest and readily grasp the essential meaning;
  • R6: Read short stories and novels written in a straightforward language and style, making use of a dictionary.

On successful completion of the module, students will be able to:

  • S1: Engage in extended conversation on most general topics in a clearly participatory fashion, even in a noisy environment;
  • S2: Initiate, maintain and end discourse appropriately with effective turn-taking;
  • S3: Take an active part in informal discussion in familiar contexts, commenting, putting point of view clearly, evaluating alternative proposals and making and responding to
  • S4: Account for and sustain their opinions in discussion by providing relevant explanations, arguments and comments;
  • S5: Explain a problem which has arisen and demand appropriate action;
  • S6: Pass on detailed information reliably;
  • S7: Can use the telephone to find out detailed information, provided the other person speaks clearly, and ask follow-up questions to check that they have understood a point
  • S8: Give clear, detailed descriptions on a wide range of subjects related to their field of interest;
  • S9: Outline an issue or a problem clearly, speculating about causes or consequences, and weighing advantages and disadvantages of different approaches;
  • S10: Develop a clear argument, expanding and supporting their points of view at some length with subsidiary points and relevant examples;
  • S11: Explain a viewpoint on a topical issue, giving the advantages and disadvantages of various options;
  • S12: Summarise extracts from news items, interviews, documentaries or presentations containing opinions, argument and discussion;
  • S13: Summarise the plot and sequence of events in a film, play, short story or novel and describe characters, their actions and explain the reasons for these actions.

On successful completion of the module, students will be able to:

  • W1: Write at length about topical issues, even though complex concepts may be oversimplified, and can correct may of their mistakes in the process;
  • W2: Write clear, detailed descriptions on a variety of subjects related to their field of interest;
  • W3: Write an essay or report which develops an argument, giving reasons in support of or against a particular point of view and explaining the advantages and disadvantages of
    various options;
  • W4: Write letters conveying degrees of emotion and highlighting the personal significance of events and experiences and commenting on the correspondent’s news and views;
  • W5: Write standard formal letters requesting or communicating relevant information, with appropriate use of register and conventions.

On successful completion of the module, students will be able to:

  • V1: Have a good range of vocabulary for matters connected to their field and most general topics and be able to vary formulation to avoid frequent repetition, with lexical
    gaps potentially still causing hesitation and circumlocution;
  • V2: Use stock phrases (e.g. ‘That’s a difficult question to answer’) to gain time and keep the turn whilst formulating what to say;
  • V3: Have a broad active reading vocabulary, but may experience some difficulty with low frequency idioms;
  • V4: Be able to generally cover gaps in vocabulary and structure with paraphrases.

On successful completion of the module, students will be able to:

  • G1: Show a relatively high degree of grammatical control without making mistakes that lead to misunderstanding;
  • G2: Correct mistakes if they have led to misunderstandings;
  • G3: Use a number of cohesive devices to link their utterances into clear coherent discourse both in speech and writing, although there may be some ‘jumpiness’ in a long
  • G4: Produce spelling and punctuation with reasonable accuracy, but may show signs of mother tongue influence.

Fees & funding

Instalments and payment options

3 MONTHS: 25mln UZS
6 MONTHS: 45mln UZS
9 MONTHS: 70mln UZS

To find out more about the price for this course please contact our office. You can do that via phone: +998 71 205 98 98 or email us at:

Policy of Instalments
Program of instalments: 25% of the fee paid within 5 working days from the date of conclusion of the contract; 25% of the fee paid 10 working days before the start of the course; 50% of the cost during 50 days from the start of the course.

How to apply

Applying for Pre-University Course

You can apply to us in the following way:

  • Submit the hard copy of all the required documents listed below to our office at 21 Ozbekiston Ovozi Street, Mirzo Ulugbek District, Tashkent

Required documents:

  • Application form
  • Transcript of Diploma of Professional College/Academic Lyceum translated into English
  • Motivation letter (250-300 words)
  • IELTS certificate (If applicable)
  • Copy of your Passport

Entry requirements

Pre-University Entry Requirements

English proficiency requirement

Elementary level (A1) or above.

Applicants who do not hold IELTS certificate are subject to take internal English proficiency Exam.

London Graduate School of Business LGSB UK University in Uzbekistan Tashkent Apply Courses

What happens next after you apply?

We aim to make a decision on your application as quickly as we can. If we need any more information about your qualifications, we will be in touch.

Our team can ask you for some information about what you want to study, your previous qualifications or experience.

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