1

FOUNDATION PROGRAM

ENGLISH DEPARTMENT

Foundation English (Level 1) Course Syllabus

Course Information Course Name: Foundation English Level 1

Course Code: 812001

Contact Hours: 20

Credit Hours: None

Pre-requisites: TOEFL (institutional) score below 400

Faculty Information Name:

Contact Tel.: Cell phone:

E-mail:

Office Number: Building:

Office Hours:

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.

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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.

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Use basic adjectives.

Use the simple past tense.

Use the simple present tense and present progressive tense.

Use the simple future tense.

Recognize articles.

Teaching Methods

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

10 10

Speaking

Assessment

10 (6 -

present. + 4

- 2 speaking

tasks)

10

Class work 3 2 5

4

Participation 2 2 2 6

Mid term Exam 9 7 5 4 25

Final Exam 14 11 9 6 40

Total 28 29 18 11 12 2 100

Grades for the course will be assigned as follows:

90-100 % A

85-89 % B+

80-84 % B

75-79 % C+

70-74 % C

65-69 % D+

60-64 % 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

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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 2nd Ed. Basic/Low Intermediate Reading/ Writing Student Book

3. NorthStar 2nd Ed. Basic/Low Intermediate Writing Activity Book

4. Focus on Grammar 2 Third Edition, 2006

5. Longman Dictionary of American English

6. Supplementary materials for reading, writing & listening

Additional Sources:

Websites: http://www.longman.com/northstar

Appendices � Syllabus Schedule

� Evaluation Criteria (evaluation rubrics for oral presentation, reading project,

writing portfolio)

� Multimedia Program

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ORAL PRESENTATION ASSESSMENT CRITERIA

PROCESS / PREPARATION – 20 %

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

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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

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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 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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_____/4 D. Learning Experience (1 point) Mention something you learned from the story, e.g. new information / vocabulary / new ideas… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

____/1

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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

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

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Writing Process Evaluation Rubric

Writing Product Evaluation Rubric

Points Task Fulfillment Coherence and

Cohesion

(Organization)

Vocabulary & Sentence

Structure (Language)

Excellent

5

Almost all aspects of

the question are

answered. Some minor

details may be missing,

but the student shows a

clear understanding of

the assignment.

Information is arranged

logically, and good use

is made of cohesive

devises between/within

sentences.

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.

Very Good

4

The question is

answered adequately;

some omission of

details, but still shows

an understanding of the

assignment.

Most of the information

is organized logically.

Cohesive devices are

present with occasional

inappropriate usage.

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

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

helps others see theirs.

4 Very Good

All phases of writing were ready on time

and demonstrated effort.

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.

12

errors are generally non-

impeding, though there are

occasional inappropriate usages.

Word formation and spelling

errors are a little intrusive.

Satisfactory

3

Much of the question is

answered in a general

sense. Some important

details missing &

extraneous detail

present.

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.

Keeps to a limited range of

vocabulary and sentence

structures. May be frequent

errors, but meaning is

understood.

Unsatisfact

ory

2

• A major part of the

question has not been

question answered.

• Little detail is present.

• There is little flow or logical

progression.

• It is difficult to follow the

writing.

• Sentence level writing too difficult to understand.

• Very limited vocabulary.

Inadequate

1

• The content is not related to the prompt.

• Very limited control of

organisational features.

• Extremely limited vocabulary.

• No apparent control of word formation/and or spelling.

0 • Incomplete • Incomplete

• Incomplete