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.:
E-mail:
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.
2.
3.
4.
5.
6.

Understand and use effective aural strategies to process spoken language.

Communicate orally in English for personal, social, and academic purposes.
Apply critical thinking skills in reading and writing.
Read and comprehend texts of varying length at basic/low intermediate level.
Develop knowledge of vocabulary and grammar.
Understand and use effective writing skills to express ideas/give information.
1

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.

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)
2)
3)
4)
5)
6)
7)
8)

Writing Portfolio
Oral Presentation
Speaking activities, such as an interview and role-play
Reading Projects
Class work
Participation
Multimedia work
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
Reading Project
Writing
Portfolio

Course Components
Reading
Writing
4

Total
Listening

Grammar

MM
4

10

10
10 (6 present. + 4
- 2 speaking
tasks)

Speaking
Assessment
Class work

Speaking

10

Participation

Mid term Exam

Final Exam
Total

9
14
28

2
7
11
29

5
9
18

11

4
6
12

25
40
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.
2.
3.
4.

A writing portfolio comprising 4 assignments.

A reading project comprising 2 assignments.
Oral presentations/speaking activities following a framework provided by the teacher.
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 students 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 2nd 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

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 speakers 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

Reading Project
Assignment _____
Student Name:. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Number. . . . . . . . . . . .
Level One
Date . . . .. . . . . . . . . . . . . . . .

Group . . . . . . . . .

A. Basic Information
_____/1

Title of Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Author: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Source: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
B. Content
Four Questions: main ideas and details
.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
............................................................................
............................................................................
............................................................................
.............................................................................
.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
............................................................................
.............................................................................
.............................................................................
.............................................................................
.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
............................................................................
.............................................................................
............................................................................
.............................................................................
_____/4

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

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

Other relevant questions may be added

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

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Writing Process Evaluation Rubric

Points
5 Excellent

Preparation
All phases of writing were ready on time
and demonstrated effort and originality.

Progress
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.
Shows development and improvement.
Responds to feedback. Can recognize
own errors.

4 Very Good

All phases of writing were ready on time

and demonstrated effort.

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

Excellent
5

Very Good
4

Task Fulfillment

Coherence and
Cohesion
(Organization)
Almost all aspects of
Information is arranged
the question are
logically, and good use
answered. Some minor is made of cohesive
details may be missing, devises between/within
but the student shows a sentences.
clear understanding of
the assignment.
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.

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

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.

A major part of the

question has not been
question answered.
Little detail is present.

Inadequate The content is not

related to the prompt.
1

There is little flow or

logical
progression.
It is difficult to follow
the
writing.
Very limited control of
organisational features.

Incomplete

Satisfactory
3

Unsatisfact
ory
2

Incomplete

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.

Extremely limited vocabulary.

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

12