PREPARATORY PROGRAM LEVEL 3 STUDENT SYLLABUS

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1 Course: Level 3 CEFR Level: A2+/B1 Course Schedule: The course consists of 8 weeks. Students receive 5 hours of English language instruction every day 5 times a week. (8x 25 hours= 200 hours) Office Hours: Each instructor schedules 2 office hours per week that s/he is available for questions from students. Tutorials: Each instructor schedules 2 tutorial hours per week when there is a need to study with students on an individual basis. Course Description: L3 course is aimed at those students who have successfully completed Level 2 A2 to bring them to (A2+/B1) level. The course will help the student at this level build his/her confidence in communicating more effectively. Thorough review of the previous structures will be followed by presentations of new language structures. The course will revise and reactivate previously learnt vocabulary and increase the student's knowledge of the most frequently used words and phrases. The course will also teach strategies for developing four language skills. Specific goals of the level are as follows: Writing Goal: In Level 3, the students at Bilgi University will write a unified and coherent paragraph by choosing a relevant idea development technique (i.e. cause-effect and contrast) in around 200 words with appropriate language and vocabulary use. Speaking Goal: Students will start, maintain and close simple face-to-face conversations on topics that are familiar or of personal interest, by explaining personal opinion and giving reasons. Listening Goal: Students will follow clearly-articulated everyday conversations; discussions, or talks to get the gist, as well as to get the majority of specific information and details. Reading Goal: Students will read a variety of semi-authentic, and descriptive and informative authentic texts and develop reading strategies to get the general idea of the text, the details, the tone and the organization of ideas in a text by using contextual clues, deducing the meanings of unknown words, inferring some concepts by connecting main ideas with examples. Language Goals: Students will develop their language knowledge and experience from A2- A2+ to B1 level in terms of present, past, and future tenses in various aspects as well as different modal auxiliaries expressing advice, possibility, and necessity. They will produce complex sentences to relate ideas using relative pronouns who, which and that, conditional clauses and basic noun clauses, as well as making comparisons. They will also use discourse markers to show the relationships between ideas when expressing cause-effect relationships and differences between two or more things or ideas.books and Materials: Touchstone 3 (CUP) course book with its components (E-Workbook, CD, video book, DVD, LMS tasks) Q: Skills for Success 2 (OUP) for reading LEVEL 3 Booklet with level specific prepared supplementary materials for all skills

2 Other Sources: Bilgi Writing Center: Students can receive one-to-one tutorials on writing and attend workshops on language, reading, and writing. CALL Centers: Students can have access to a variety of programs for language and skill practice. Course Learning Outcomes: Language Use (LU) Reading (R) Listening (L) Writing (W) Speaking (S) Students will be able to: Week 1: recall and revise some previously learned structures: (LU) -Gerunds as subject -It is adjective + to V1 -Time clauses with when -Conditional clauses type 0 and 1 describe a person with certain personality adjectives (and make these adjectives stronger with adverbs of degree) (LU) describe an action with manner adverbs (and make these adverbs stronger with adverbs of degree) (LU) use present perfect to express past experiences by adding follow-up questions to others (LU) use indefinite pronouns (LU) recall vocabulary on personality features (LU) identify specific information in a short descriptive talk about best friends (L) give descriptions of people by emphasizing their characteristics and habits, expressing his/her daily routines, commenting on colorful and noteworthy details (S) give and seek personal opinions in an informal discussion with friends by showing agreement and disagreement. (S) ask and answer questions about past experiences (S) find the main idea of a text (R) use cause vocabulary and structures (W) E-Workbook Unit 1 Weekend HW Week 1 Indefinite Pronouns worksheet

3 Week 2: differentiate between the meanings of the verbs been and gone (LU) differentiate difference between present perfect and simple past when referring to past experiences (LU) recall and use of comparative adjectives to compare two things or people (LU) us superlative adjectives (LU) identify the topic of clear standard speech (L) identify the specific details in a short talk about an experience (L) use comparative language (S) talk about experiences feelings and reactions (S) explain opinions by giving reasons to support them (S) express surprise to maintain a conversation (S) identify the main idea of a short informative paragraph (R) identify the details in an informative text (R) use contextual clues to understand the text (to guess the meaning of an unknown word or to understand what a pronoun refers to) (R) give examples, details or advice to write effective supports (W) E- Workbook Unit 2 Weekend HW Week 2 Week 3: use how with adjectives (LU) differentiate between countable and uncountable nouns (LU) express experiences using superlatives and present perfect (LU) use expressions like a bottle of, a quart of, a loaf of, etc. to talk about food (LU) use quantifiers like a little, a few, very little and very few (LU) differentiate between the uses of too, too much, too many and enough (LU) recall and use vocabulary on food and cooking (LU) identify specific details in a talk about geography and snack preferences (L) identify the order of events in an interview about experiences (L) give opinions about the best restaurants you have been to by giving reasons in an informal talk (S) maintain a conversation by giving and seeking personal opinions (S) start a conversation and asking for clarification (I m afraid/sorry, I don t get it. Do you mean? Can you give more examples/details?) (S) express opinions, talking about nutritious and healthy eating habits (S) locate the main idea of a text (R) decode the meaning of an unknown word with the help of suffixes (R) infer the information that is not directly stated in the text (R) write a cause paragraph using the target vocabulary and language (W) E-Workbook Unit 3 Weekend HW Week 2 Thematic Vocabulary-ART

4 Week 4: use future forms: will, going to, the present continuous, the simple present (LU) use modals to give advice, emphasize necessity and preference using should, ought to, would rather, had better, going to have to (LU) use collocations with do and make (LU) identify specific details in a monologue about future plans (L) express plans and intentions by giving reasons (S) agree or disagree by giving reasons to persuade others about personal preferences.(s) express opinions by giving advice (S) identify the supporting details in a text (R) decode the meaning of an unknown word with the help of prefixes (R) infer the information that is not directly stated in the text (R) use the necessary vocabulary and language in an effect paragraph (W) E-Workbook Unit 6 Weekend HW Week 4 Week 5: make descriptions of people and things by using defining relative clauses; who, which, that (LU) use vocabulary on relationships by using related phrasal verbs (LU) identify the reasons in a short descriptive talk about people and emotions (L) give opinions, agreeing and disagreeing about friends (S) agree and disagree by using expressions to soften statements (e.g.: sort of/ kind of / maybe / in a way / it depends etc.) (S) identify the general idea of a text that expresses opinion (R) infer the main idea by analyzing the given information in the text (R) differentiate fact from opinion in a text (R) write an effect paragraph using the target vocabulary and language (W) E-Workbook Unit 7 Weekend HW Week 5 Thematic Vocabulary -WAR Week 6: express wishes for present or future (LU) useverb phrases with prepositions (LU) express imaginary situations or events in the present or future by using IF Clause Type 2 (LU) give advice using expressions like if I were you, I would (LU) identify the main points in a monologue about people s wishes (L) identify the specific details of a talk to understand advice (L) express opinions by giving advice (If I were you, That would be, Maybe you could, I would, That would be great/awesome/good ) (S) talk about wishes (I wish I was/were, If I were/was, If only I was/were) (S) identify the general idea of a text quickly (R) infer the main idea by analyzing the given information in the text (R) identify the language to express differences in a text (R) demonstrate use of contrast vocabulary and structures (W)

5 E-Workbook Unit 8 Weekend HW Week 6 Week 7: usequestions within questions and questions within statements (LU) usequestion word+to+verb structure (LU) identify the details in a conversation about a new technology (L) express different opinions (S) ask questions politely (S) identify the main idea of a text (R) identify the details in a text (R) develop supports in paragraphs by asking and answering Why and How questions (W) E Workbook Unit 9 Weekend HW Week 7 Week 8: speculate by using modal verbs must, may, might, can t, or could (LU) differentiate between adjectives ending in -ed and adjectives ending in ing (LU) use vocabulary for describing feelings and reactions (LU) identify the details in a conversation where certain speculations are made (L) make speculations to exchange opinions (S) keep the conversation going by showing you understand (S) infer information that is not directly stated in the text (R) identify specific information in an opinion text (R) write a contrast paragraph using the target vocabulary and language (W) E-Workbook Unit 11

6 Assessment: Assessment in Level 3 focuses on language achievement with grammar, vocabulary, and skill based quizzes (listening, speaking, reading and writing) and end of term Achievement Test. There are also tasks assigned regularly during the term to reinforce learning (e-workbook, weekend homework packs, teacher homework). Learner participation and attendance are the other components of the assessment system. Assessment components and the individual percentages per term are as follows; Attendance 10% Students are expected to regularly attend all their lessons. Absenteeism is recorded each day by the teacher. Students are allowed to miss 10 class hours without being penalized. However, absenteeism for every 3 class hours after that results in a reduction of 1 point from the student s overall attendance average. Participation 5% Students are expected to come to lessons on time and prepared with their materials, books and notebooks. They are also expected to participate during the lessons, and evaluated by each of their instructors according to the criteria. Mid Term Quizzes 20% Students are given common quizzes to assess their level of English in grammar (5%), listening (5%), reading (5%), and speaking (5%). Teacher Quizzes 5% Students are given minimum 2-3 teacher quizzes per term by their main course and skills teachers. Timed Writing Tests 20% Students are tested twice a term by means of timed writing tests in order to assess their learning from the main course and writing lessons conducted throughout the term. Timed Writing 1 asks students to write a cause paragraph and Timed Writing 2, students write an effect paragraph. Both timed writings are equal. Tasks and Assignments 10% Students are required to complete 7-8 main course productive writing tasks (4%), online e-work (3%), and teacher homework (3%) assigned periodically by their instructors. End of Term Achievement Test 30% Achievement test is conducted over two days at the end of each term. One day is allocated for the speaking component of the test and one day is allocated for the written component. The achievement test consists of Reading (35%), Speaking (25%), and Writing (40%) components, and it makes up of 30% of the overall assessment. Students are required to get a minimum of 50% from the final AT regardless of their overall score. In L3 Achievement test, students are asked to write a contrast paragraph by supporting the ideas with cause and effect techniques. The overall score of students has to be 60% to exit the program.