FOUNDATION PROGRAM ENGLISH DEPARTMENT Foundation English (Level 1) Course Syllabus

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1 FOUNDATION PROGRAM ENGLISH DEPARTMENT Foundation English (Level 1) Course Syllabus Course Information Course Name: Foundation English Level 1 Course Code: Contact Hours: 20 Credit Hours: None Pre-requisites: TOEFL (institutional) score below 400 Faculty Information Name: Contact Tel.: Office Number: Office Hours: Cell phone: Building: Course Description The Foundation English Program is part of a package of programs which prepares students to cope with university education. It mainly aims at bridging the gap between school and university education. The English Program consists of a number of competencies: reading, writing, listening, speaking, vocabulary, grammar, critical thinking skills, and self-learning. A multimedia component of the program is also available to reinforce the language skills and to support independent learning. Level 1 This is an integrated Basic/Low Intermediate level course that develops students' receptive skills (reading and listening) and productive skills (writing and speaking), reviews basic knowledge and use of grammar and vocabulary, and encourages independent learning and critical thinking. Classroom learning is reinforced with a variety of Multimedia programs and special websites for student's supplementary materials and self- assessment. Course Objectives 1. Understand and use effective aural strategies to process spoken language. 2. Communicate orally in English for personal, social, and academic purposes. 3. Apply critical thinking skills in reading and writing. 4. Read and comprehend texts of varying length at basic/low intermediate level. 5. Develop knowledge of vocabulary and grammar. 6. Understand and use effective writing skills to express ideas/give information. 1

2 Learning Outcomes By the end of this course students are expected to be able to do the following:- 1. Critical thinking skills: Recognize personal attitudes and preferences Evaluate and classify information in a text Identify the advantages and disadvantages of things Interpret cartoons, graphs, pictures, maps Infer word meaning from context Draw conclusions Propose solutions Distinguish between opinion and fact 2. Listening tasks: Listen for main ideas and details Interpret speaker's tone and attitude Relate listening to personal experience Synthesize information from two listening texts Listen and take notes on details using an outline/ chart Compare and contrast information from two listening texts 3. Speaking tasks: Express and defend opinions Act out a conversation Role- play different situations Interview people on various topics 4. Pronunciation: Recognize stress patterns of nouns and adjectives, numbers, 5. Reading tasks: Read for main ideas Scan for details Make predictions Relate personal experience to the text Synthesize information from two texts Summarize information in a text using (graphic organizer) 6. Writing tasks: Compose a paragraph. Compose a paragraph to describe something (person, place and object). Form basic sentences with correct word order. Combine simple sentences to make compound sentences. Write complete sentences. Use basic punctuation. Spell common words. Use basic lexis appropriately. Distinguish between informal/formal register 7. Vocabulary: Demonstrate knowledge of word definitions, synonyms, antonyms, prefixes, association, dictionary work, appropriate usage 8. Grammar: Recognize the simple present tense. Recognize the present progressive tense. Demonstrate understanding of the simple past tense. Recognize the future tenses will and going to. Use subject pronouns. Identify basic parts of speech. Use prepositions of place and time. 2

3 Teaching Methods Use basic adjectives. Use the simple past tense. Use the simple present tense and present progressive tense. Use the simple future tense. Recognize articles. The following are the main principles and techniques but are by no means the only methods. Principles: Creating a student-centered environment where the students are responsible for learning. The role of the teacher is mainly that of a facilitator, communicator, moderator, prompter and an assessor. Using collaborative approaches (peer support and feedback) Techniques: Individual, pair and group work Brainstorming activities Breeding critical thinking skills through discussions Relating topics and themes- as much as possible- to students' background and culture Assessment Policy and Tools Students will be assessed on the following: 1) Writing Portfolio 2) Oral Presentation 3) Speaking activities, such as an interview and role-play 4) Reading Projects 5) Class work 6) Participation 7) Multimedia work 8) Midterm and Final exams The weighting is 65% exams and 35% class work. The pass mark is 60 %. Following is the breakdown of grades for the Final Exam, Mid-term Exam and continuous assessment by component: Evaluation tool Course Components Total Reading Writing Listening Speaking Grammar MM Reading Project 4 4 Writing Portfolio (6 - present speaking Speaking Assessment tasks) Class work

4 Participation Mid term Exam Final Exam Total Grades for the course will be assigned as follows: % A % B % B % C % C % D % D 59.4 % or below F Grading Rubrics and Criteria for the Writing Portfolio, Reading project and Oral presentation are attached at the end of the document. Description of exams and assessment You will have to complete the following: 1. A writing portfolio comprising 4 assignments. 2. A reading project comprising 2 assignments. 3. Oral presentations/speaking activities following a framework provided by the teacher. 4. Class work on reading, listening, grammar, and speaking as set by the teacher following suggested guidelines. 5. One mid-term examination on reading, writing, listening, and grammar April 26 (Saturday). 6. A final examination on reading, writing, listening and grammar June 7 (Saturday). Teaching Activities and Tasks: Text-based activities Small and large group discussions Exploration of theme Lecture and exposition Pre-review of vocabulary Reading Project (Assessment Information Attached) Writing Portfolio (Including product and process: assessment information attached) Oral presentation Quizzes Debates Other activities as assigned by instructor Regulations Student Responsibilities and Attendance Policies and Procedures Class attendance is compulsory. In accordance with University regulations, a student s absence cannot exceed 25% of the total number (entire semester) of class meetings. If your absence rate 4

5 exceeds 25%, including both excused and unexcused absences, you will NOT be allowed to take the final examination and will receive an F barred grade for the course. If you are absent for a scheduled class test, assessed classwork (group discussions) or a quiz, a make-up test, classwork, or a quiz will NOT be given. If you are absent for the common mid-semester or final examination, stringent Department and University policies and procedures apply for make-up exams. Your course instructor can provide further information on this. In order for you to successfully complete this course, you must pay strict attention to your work and attendance. Students are expected to participate actively in class because this forms part of the total mark for the course. All homework assignments must be submitted to the instructor on time. Classroom Discipline 1. Students are expected to be punctual (every 3 late class arrivals will be counted as 1 class absence) in class attendance and to conduct themselves in an adult and professional manner. 2. The use of mobile telephones inside the classroom is NOT allowed. 3. Any student disciplinary issues, which may arise, will be referred to the Head of the English Department. Additional information on student classroom conduct will be given to you by your course instructors. Learning Resources The required textbooks: 1. NorthStar 2 nd Ed. Basic/Low Intermediate Listening/ Speaking Student Book 2. NorthStar 2 nd Ed. Basic/Low Intermediate Reading/ Writing Student Book 3. NorthStar 2 nd Ed. Basic/Low Intermediate Writing Activity Book 4. Focus on Grammar 2 Third Edition, Longman Dictionary of American English 6. Supplementary materials for reading, writing & listening Additional Sources: Websites: Appendices Syllabus Schedule Evaluation Criteria (evaluation rubrics for oral presentation, reading project, writing portfolio) Multimedia Program 5

6 PROCESS / PREPARATION 20 % ORAL PRESENTATION ASSESSMENT CRITERIA o As directed/documented by instructor CONTENT and ORGANIZATION (20 %) Speech Value and Effectiveness- Ideas, logic, original thought (10%) o The speaker has something interesting and original to say o The audience seems interested and convinced o The speaker appears well prepared and knowledgeable regarding the topic and related issues. o The presentation seems to make its point or achieve its purpose. Development - organization, support material (10%) o The presentation grabs the audience's attention and gives some background information on the topic o The main idea (thesis) is clear. o The presentation is clearly organized with effective introduction, body, and conclusion. o The speaker s ideas are supported by convincing and relevant examples, facts, and figures. o The speaker puts ideas together in a way that helps the audience understand them clearly. The transitions between the parts of the presentation are smooth. The different parts clearly fit into a unified whole. The different parts are given the right amount of attention/time. DELIVERY ( 5 % ) Manner, Body Language, Speed o The speaker shows enthusiasm and confidence, showing interest in the audience. o Body language support the presentation - sad, humorous, educational, etc, through gestures, expressions, and body positioning. o Speed: too fast / too slow / just right LANGUAGE USE (55% points) Fluency and Clarity (40%) o (10%) Voice - speaker uses a clear voice that is loud enough to be heard by all. o (10%) Fluency: weak / halting / fair/ satisfactory / good /v. good/ excellent o (10%) Intonation and Stress: monotone / varied / mostly accurate / mostly inaccurate o (10%) Pronunciation: easily understood / accurate / clear / unclear / excellent / very good/ passing / poor Grammar (10%) o Grammar: needs improvement/very weak/weak/weak in parts/satisfactory/good/very good Vocabulary (5%) o Word choices support the topic and ideas: poor / pass / good o Variety: limited / average / excellent varied / repetitive o Usage: poor / pass / good 6

7 Reading Project Assignment Student Name: Number Level One Group Date A. Basic Information /1 Title of Story Author: Source: B. Content Four Questions: main ideas and details /4 7

8 C. Personal Response Did you like the story? Why or why not? Which character / event was the most interesting? 1 Give specific examples and details from the story to explain your responses.... D. Learning Experience (1 point) /4 Mention something you learned from the story, e.g. new information / vocabulary / new ideas /1 8

9 Reading Project Assignment 2 (Non-Fiction) Student Name: Number Level.. Group Date A. Basic Information /1 Title of Article Author: Source: B. Content Four Questions: main ideas and details /4 C. Personal Response Did you like the article? Why or why not? Which idea or part was the most interesting? 2 Give specific examples and details from the article to explain your responses 2 Other relevant questions may be added 9

10 .... D. Learning Experience /4 Mention something you learned from the article, e.g. new information / vocabulary / new ideas, etc.... /1 10

11 Writing Process Evaluation Rubric Points Preparation Progress 5 Excellent All phases of writing were ready on time and demonstrated effort and originality. Shows great development, commitment and understanding of how to improve as a writer, responds to feedback, and recognizes his/her own strengths and weaknesses and 4 Very Good All phases of writing were ready on time and demonstrated effort. helps others see theirs. Shows development and improvement. Responds to feedback. Can recognize own errors. 3 Satisfactory All phases of writing were ready on time. Shows some improvement though may have depended on insights from the teacher or other classmates. 2 Unsatisfactory Phases seemed rushed, unorganized, careless. Did not fulfill task requirement completely. Does not show improvement or learning in writing process. 1 Incomplete Assignment not completed in required time. Does not complete the writing process. 0 Not attempted No part of the assignment attempted. Fails to carry out the writing process. Writing Product Evaluation Rubric Points Task Fulfillment Coherence and Cohesion (Organization) 5 Excellent Very Good 4 Almost all aspects of the question are answered. Some minor details may be missing, but the student shows a clear understanding of the assignment. The question is answered adequately; some omission of details, but still shows an understanding of the assignment. Information is arranged logically, and good use is made of cohesive devises between/within sentences. Most of the information is organized logically. Cohesive devices are present with occasional inappropriate usage. Vocabulary & Sentence Structure (Language) Vocabulary and sentence structure are generally adequate and appropriate. More complex structures are attempted with few errors. A few errors in word choice, word formation and spelling may occur, but they are not impeding. Makes some attempt at more complex language, but usually keeps to a limited range of vocabulary and sentence structure, and greatest accuracy is normally achieved by using short, simple sentences. The 11

12 Satisfactory 3 Unsatisfact ory 2 Inadequate 1 Much of the question is answered in a general sense. Some important details missing & extraneous detail present. A major part of the question has not been question answered. Little detail is present. The content is not related to the prompt. There may be only limited organization of points. Cohesive devices are very limited and are often inappropriate or missing and this causes the flow to sometimes break down. There is little flow or logical progression. It is difficult to follow the writing. Very limited control of organisational features. errors are generally nonimpeding, though there are occasional inappropriate usages. Word formation and spelling errors are a little intrusive. Keeps to a limited range of vocabulary and sentence structures. May be frequent errors, but meaning is understood. Sentence level writing too difficult to understand. Very limited vocabulary. 0 Incomplete Incomplete Incomplete Extremely limited vocabulary. No apparent control of word formation/and or spelling. 12