English for Academic and Professional Purposes Program
Language Use 1, A7, A8, A9
Fall Semester 2020 – Syllabus
A7
Instructor: Elzana Kazimova
Monday: 13:15-14:30
E-mail address: ekazimova@ada.edu.az Tuesday: 13.15-14:30
Wednesday: 10.00-11.15
Phone: (012) 437 32 35 (ext. 355) Thursday: 13:15-14:30
Friday: 10.00-11.15
Classroom: Blackboard Collaborate Ultra Saturday: 10.00-11.15
Office Hour:
Wednesday: 13:30-14:15
”Grammar, which knows how to control even kings.” - Moliere
A8 A9
Monday: 14.45-16.00 Monday: 11:30-12:45
Tuesday: 14.45-16.00 Tuesday: 11:30-12:45
Wednesday: 16:15-17:30 Wednesday: 11:30-12:45
Thursday: 14:45-16:00 Thursday: 11:30-12:45
Friday: 16:15-17:30 Friday: 11:30-12:45
Saturday: 16:15-17:30 Saturday: 11:30-12:45
Office Hour: Office Hour:
Tuesday: 10:30-11:15 Friday: 13:30-14:15
 OURSE DESCRIPTION:

This on-line Language Use course is intended for elementary students. It will develop your understanding of different grammar structures
and forms which are included into the objectives of Language Use 1. You will learn English grammar through different lively activities
and will practice new structures and patterns in different contexts.

COURSE OBJECTIVES:

Simple Present:
 form and use simple present, affirmative, Yes/No, WH questions and negative sentences correctly and appropriately,
 talk about habitual events applying various adverbs of frequency (always, never, seldom , rarely, sometimes etc.), and placing them in
correct positions;
make use of to be, to have, and there is/there are in questions and negative statements;
Present Progressive:
 build Present Progressive correctly;
 discuss actions in progress, changing and temporary situations, appropriately applying Present progressive tense form;
 choose between simple present and present progressive;
differentiate between the verbs that are used and not usually used in the present progressive;
Past Simple and Past Progressive;
 form and use past simple (affirmative, interrogative and negative statements) and past progressive (affirmative, interrogative and
negative statements) correctly;
 differentiate between past progressive and simple past;
 appropriately apply “used to” while talking about past events;
 correctly and appropriately form and apply clauses with when, while and as soon as in the past time frame;
Article:
 differentiate between countable and uncountable nouns;
 differentiate between and appropriately use articles the, a and an;
 choose articles correctly for first and second mentions of an item;
 apply a relevant article with singular, plural, and non count nouns;
 use  (no article) while speaking about general things
 apply appropriate articles with geographical names, abstract and concrete nouns (will not be tested)

Measure Words and Quantifiers:

 choose appropriate articles and measure words with count and uncountable nouns;
 appropriately apply common quantifiers such as some, any, a lot of, lots of, many, much, a few, few, a little, little, enough, several,
a couple of etc.);
 construct correct sentences with Enough, Not Enough, and Too;
Comparative and Superlative forms of adjectives and adverbs;
 express differences applying comparative and superlative forms of both adjectives and adverbs;
 apply correct articles with superlative forms;
 explain similarities and differences with adjectives and adverbs using as… as and not as… as;
 explain differences of amount using comparative or superlative forms of few, little, many (ex. there fewer/ more people…; I have
less time than….)

Modals of Obligation, ability, permission, request and advice (present time)

 explain rules and regulations, or give advice, using modals such as must, have to, should/ ought to, can, be able to, may
 show the necessity of something by correctly applying must, have to;
demonstrate prohibition by appropriately using must not and cannot; use do not have to to show something is not necessary

COURSE REQUIREMENTS:

Grammar- in- context:

1) Grammar – based speaking project:

It will be a group presentation. Your instructor will divide you into groups before the project and provide each group with a different topic
during the project. Each group will have 30 minutes to prepare their presentation and 6-8 minutes (2 minutes for each student) to make
their presentation. If you want to get a high grade you have to use as many taught grammar structures as you can (at least 5) in your speech.
The instructor will grade you with the rubric for grammar-based speaking project for a) application of new structures; b) content
knowledge; c) organization and time management and d) accuracy (correct use of grammar rules). (You can find the rubric in
blackboard, Course Documents.) You will see the results on blackboard within 5 working days. You will gain maximum 7.5% for this
project.

2) Grammar – based written project:

It will be an individual work. Your instructor will present you several topics during the project. You will choose one topic and write a
paragraph of 150-180 words on that topic within 1 hour. If you want to get a high grade you have to use as many taught grammar
structures as you can (at least 5) in your paragraph. The instructor will grade you with the rubric for grammar-based written project for a)
effective application of new grammar patterns; b) content knowledge and vocabulary knowledge; c) organization and d) accuracy
(correct use of grammar rules). (You can find the rubric in blackboard, Course Documents.) You will see the results on blackboard
within 5 working days. You will get 7.5 % out of your total grade for this task.
 3) Short Quizzes

Over the course, you will have 2 short quizzes (in week 4 and week 6) which will cover the materials taught throughout the course. Each
quiz will consist of 20-25 questions/tests. You will have 45 minutes for each quiz. The highest grade for this assignment is 10+10%.

4) Achievement Test

You will have 1 achievement test during the session. You can get 20% of your total score from the achievement test.

5) Final Exam
At the end of the course, in week 7, there will be final exam which will include all of the grammar material covered over 6.5 weeks. 25%
of your total grade will come from Final Exam.

COURSE EXPECTATIONS:

Attendance (10%)

Though all classes will be on-line, your instructor and BB LMS will track your attendance. You have to find a solution to any kinds of
technical problems and follow the requirements of EAPP program’s attendance policy. If you fail to follow the requirements of attendance
policy, it will result in the deduction of points from the ‘Attendance’ component that is worth 10% of your final grade.  You should know
that:
a. Attendance policy excuses 2 student absences for one session (7.5 weeks), but for each additional absence, you will lose 2.5 percent of
your overall grade. In other words, you will exhaust all 10 % that is meant for attendance after four (4) absences, in addition to the
2 excused absences;
 
b. If you miss 25% percent of classes for any reason, you will fail that particular class;
 
a) You are responsible for joining the class on time and being on-line for the entire class time. If you repeatedly miss a part of the class
(maximum 20 minutes of online classes), the instructor can consider the occurrence as a complete absence.
c. In case of involuntary and unpredictable serious disruption of normal life, students may appeal via a grievance procedure through
the Office of the Director of EAPP Program. 
Participation:

This class will include a lot of individual work, pair work, group work and sometimes class discussions. Since the course requires a lot
of autonomous learning, you are expected to take the responsibility for your own success. Only self-disciplined and really committed
students will be able to keep up with the program and achieve positive results.
Your instructor will measure your participation based on the following criteria: a) joining the classes on time; b) paying attention to the
lessons, c) completing the activities properly, d) taking notes in class, e) asking questions, f) offering input and opinions, g) listening
respectfully when I or your peers are speaking, h) being fully engaged in your learning, i) staying awake, j) not interrupting me or your
classmates, k) not objecting to being with certain people in the same group, l) doing your homework properly, m) applying taught grammar
rules in class and out of class, etc. Class discussion and active participation are very important to me and I will do everything I can to make
it as comfortable as possible for you to participate in class. If you are unable to meet the above criteria, I will take away participation points
throughout the course. At the end of Week IV, I will let you know the results of your participation for the first three weeks. Keep in
mind that you start the semester with ALL your points, so don’t lose

Your active participation will account for 10% (5%+5%) of your total grade.

Rules and Regulations for Online Classroom

 Join the session at least 15 minutes earlier to check your microphone and camera
 If you have connection problems, inform your instructor via email prior to the class
 Make sure that you are online for 75 minutes

When teacher talks:

 Keep quiet and mute your microphones

 Make sure you are in a quiet room
 If you have any comments or questions or you want to get the moderator’s attention, click the “hand raise” icon
 Follow netiquette rules
 Do not write on the board if it is not required
 Do not share any files

When you interact:

 Do not interrupt your friends and instructor

 If you have problem understanding your instructor or group mates, click “hand raise” icon and patiently wait for the response; if
there is no response, write your questions or comment in chat panel
 When you work in groups, make sure you speak in English and encourage your friends to do likewise
 do not share unrelated documents and do not engage in irrelevant discussions or chats
Gadget Use
Use of any other gadget in addition to what you keep active/utilize for class interaction is fine as long as it is reserved exclusively for class
activities and referred to with the direct allowance of the instructor. Remember that you are not allowed to make private recordings (audio
or video), take photos during class time, or download available class recordings and share them unless you have the instructor’s express
permission for it.

Honor Code:

The University places a high value and emphasis on the academic success and achievements of its community members. However, this
must be obtained only in an environment guided by academic honesty, integrity, and a commitment to personal and mutual accountability.

Principles of Academic Honesty and Integrity are the following:

a. Do Not Lie! Purposefully providing false information and gaining an advantage or avoiding consequences by lying, falsification,
deception, or fraud is not acceptable behavior at ADA University.

b. Do Not Cheat! Violating the rules of the exams, tests, and other assignments as well as accepting unauthorized help is not acceptable
behavior at ADA University.

c. Do Not Plagiarize! Using someone else's intellectual work without giving proper credit to the author and submitting the same paper for
two or more classes is not acceptable behavior at ADA University.

d. Do Not Discriminate! Discrimination based on race, gender, ethnicity, religious affiliation, sexual orientation, or disabilities is not
acceptable behavior at ADA University.

e. Do Not Help Others Violate These Principles!

To defend ADA University reputation, all necessary sanctions will be taken against the above-mentioned violations.

Student Counselling Services

In this new environment for you, you might need help and advice of experienced and professional people. Whether you face time
management and procrastination problems or feel academic or personal stress and are worried about grades, the Office of Student
Academic Support Services is ready to support you through individual meetings and workshop sessions. The main goal of counselling
services is to help ADA University students work through struggles, overcome academic and personal challenges, and achieve academic
success. Do not hesitate to contact ADA University Counselor if you need to receive advice of a professional. In accordance with ethical
codes, personal information of students who apply to the office is kept confidential.

Please e-mail erizayev@ada.edu.az to make an appointment.

Student Code of Conduct

General Violations of the Student Code of Conduct

ADA University students are supposed to follow all formal instructions, policies, and procedures issued by the university to ensure a
campus/ on-line classroom environment conducive to peaceful and productive studies. ADA University Student Code of Conduct applies
to all students.
The following are some misdemeanors to be considered:

 Engagement in any behavior that prevents or disrupts teaching, learning, administration of ADA University activities (#1, 9 p.7).
 Invading the privacy of the ADA University’s confidential materials, including but not limited to the EAPP testing materials (#5,
p.7)
 Committing a deceitful or dishonest act in any relation to ADA University or its staff (See the Honor Code) (#7, p.7).
 The university will take any breach of the Code seriously and exercise disciplinary procedures/sanctions such as reprimand,
disciplinary probation, suspension, expulsion, and even restitution if necessary (Disciplinary Actions p. 8).
For more detailed information, see: ADA University Student Code of Conduct

Email Writing Policy:

Electronic mail (email) is a primary means of communication at the university, and it allows quick and efficient conduct of interaction
between instructors and students.

However, it is important that you remember and follow some rules while emailing your instructors; otherwise, your e-mail will not be
read and responded to. They are as follows:

 Use keywords in the subject line that suggest exactly what you are writing about, in just a few words (for example, subject/theme:
rough draft/descriptive paragraph). Otherwise, your instructor will not open that e-mail and delete it from the in-box to keep his/her
computer and account secure and safe.

Subject/Theme: descriptive paragraph

 Do not write messages in the subject line.

 Theme: Dear Mrs. Qamidova, Attached find please rough draft of my descriptive
paragraph. Regards, Aliyev Samir

 Do not copy or write any written assignment (a paragraph, an essay, or an outline) in the body of the email; make sure you have put the
assignment into the word document and attached it to your e-mail.
 If you have included any attachment (a paragraph, an essay, or an outline), make sure to mention them in the body of the email to let
your instructor know that they are included.
 Write your emails following all e-mail etiquette tips (for example, proper salutation and closing).

Make Up Policy:

Due to poor internet connection or other technical issues, students might not be able to submit a graded assignment on a timely manner or
take a quiz as scheduled. In such unexpected circumstances, students will be given a chance for a make-up assignment or quiz within 3
days after its due date. If you fail to make-up the missed assignment within 3 days, you will lose the points for that corresponding task.
You are highly encouraged not to abuse the opportunities provided by this policy. Submitting the assignments on their due date is crucial
since it will enable you to receive timely feedback and to avoid overlap with other graded tasks.

Students are given the grade of Incomplete (I) if they cannot complete course work for reasons beyond their control (for e.g. a serious
illness, death of a family member, or serious accident), which are notified to the Instructor. Students must inform the faculty of their
reasons, submit an official document as evidence, and receive approval from the instructor before the date when grades must be reported.
Any failure to complete the course work set to remove the Incomplete, i.e. before the date when grades must be reported, will result in a
grade of “F”.

Course Assessment: Grading Scale:

 TOTAL: 100% Your grade will be assessed according to the following scale:

GRADING SCALE:

Assignments Value
Grammar – based Speaking project 7.5% A     =  94% - B    =  83% C    =  73% - D     =  60% -
Grammar – based Written project 7.5% 100% - 86% 76% 66%

Short Quizzes (2) 10%+10% A-   =  90% - B-   =  80% C-   =  70%- F   =  0% -
93% - 82% 72% 59%
Achievement Test (1) 20 %  
Attendance 10%
B+  =  87% - C+  =  77%
Participation 5%+5%
89% - 79%
Final Exam 25%

COURSE TEXTBOOKS AND MATERIALS:

 Grammar Dimensions 2/ H. Riggenbach, V. Samuda

 Grammar Dimensions 1 /V. Badalamenti, Carolyn H. Stanchina
 Oxford Living Grammar, elementary, pre-intermediate
 Focus on Grammar 1 / Joan Jamieson , Carol A. Chapell
 Understanding and Using English Grammar 1,2 / Betty S. Azar
 Oxford Picture Dictionary, Second Edition, Jayme Adelson- Goldstein
 New American Streamline 1, Departures, Bernard Hartley and Peter Viney
 Some internet sources

Course Outline
Weeks Weekly Objectives
Present Simple
Week 1
 form and use simple present,
October affirmative, Yes/No, WH
15-17
questions and negative
sentences correctly and
appropriately,
 talk about habitual events
applying various adverbs of
frequency (always, never,
seldom , rarely, sometimes etc.),
and placing them in correct
positions;
 make use of to be, to have, and
there is/there are in questions
and negative statements;
Topics of the week Recourses
Activities/Tasks
Weekly Context: Daily routines and life styles Focus On Grammar1
 Pair work: Students work in pairs. Each Grammar Dimensions 2
student tells about his/her daily routine and
life style. The other student listens Oxford Picture Dictionary
attentively and takes notes. Then using 3rd
person singular he/she narrates what he
remembers about his/her partners daily
New American Streamline
routines and life style. His partner listens
attentively in order to correct the mistakes Understanding and Using English
if there are any. Grammar 1,2 / Betty S. Azar
 Group work: “Azerbaijani people’s life
style”. Students are given cards with
certain segments of people (e.g. the young,
the old, children, women, men, boys, girls,
doctors, teachers, managers, students, the
rich, the poor) and they are supposed to
discuss the life style of this segment of
people using present simple affirmative and
negative. Then they have to share their idea
with the other groups.
 Group work: “Seasons”. The students are
divided into 4 groups and each group is
given one season and have to discuss and
write as many sentences as they can about
the season set to them. They have to use
present simple affirmative and negative, to
be and there is/there are correctly.
 Pair work: How often do you…? The
students in turn ask each other questions
with the given verbs and answer using
frequency verbs.
 Pair work: Wh questions about each
other’s life style and daily routines.
 Pair work: Wh questions. Each pair is given

Week 2 Present
Progressive/Continuous
October
19-24  build Present Progressive
correctly;
 discuss actions in progress,
changing and temporary
situations, appropriately
applying Present progressive
tense form;
 choose between simple present
and present progressive;
 differentiate between the verbs
that are used and not usually
used in the present progressive;
sets of cards with Wh pronouns and verbs. Wh
cards remain face down on the desk, but the
verbs are shared between the students. In turn
they take one WH card and make a question
using one of their verbs with WH pronoun and
answer these questions.
Weekly Context: Current Azerbaijan
 Grammar dimensions
 Individual work: The students will look
Workbook
at each other and describe what their
groupmates are doing at that moment.  Focus On Grammar1
Group work : Describe the picture, Oxford  Grammar Dimensions2
Picture Dictionary, A family reunion, p 44-45.
Group work: Describe the picture. Fun with
Grammar, Worksheet 9: Picture sentences, p
24.
Pair work: Ex 18, Black Azar
Find the difference between Simple Present
or Progressive.
Group work: “What is different?”Focus
on Grammar 1, p. 114, Ex 10. The
students will compare the two pictures and
find 5 differences.
Individual work/ class discussion: The
students will complete the sentences in
Grammar Dimensions WB 1, Ex 9, p. 121
with time expressions of temporary actions
and changes.
Pair work: the students will analyse the
sentences, edit and explain the mistakes in
the usage of non-progressive verbs. Black
Azar, Ex 23, p 23. Blue Azar, Ex 1, p. 12.
While discussing the verbs they will use and
practice them in their own sentneces.
Individual/ class work: One student will
look out of the window and describe what is
happening. The others will ask general and
special questions to get more information
about the happening outside. They will
Week 3 Past Simple and Past Progressive
October  form and use past simple
26-31 (affirmative, interrogative and
negative statements) and past
progressive (affirmative,
interrogative and negative
statements) correctly;
 differentiate between past
progressive and simple past;
 appropriately apply “ used to”
while talking about past events;
 correctly and appropriately
form and apply clauses with
when, while and as soon as in
the past time frame;
Weekly Context: Azerbaijan in the past  Grammar Dimensions 2
 Focus on Grammar
 Pair work (20 mins): “Time
 Grammar dimensions
expressions cards” (teachthis.com), the
Workbook
pairs are given cards with time
expressions and cards with verbs. The
time expressions cards remain face down
on the desk, but the cards with verbs are
shared equally between the students. The
students take it in turns to turn over a
time expression card and to make a true
sentence using one of the verbs he/she
has and with the time expression he/she
has turned over.
 Group work(30 mins): “Gone in 30
seconds” (teachthis.com), the students
work in a group of 3-4 people. They
throw the dice and move along the board
and speak about the activity on the
square they are on for about 30 seconds
non-stop using past simple.
 Group work/ Pair work: “My
Memories”(teachthis.com). The
students are divided into groups of 3-4
people or into pairs. Each group or pair
ise given a set of cards placed face down
on the desk. In turn they take one card
and talk about the event in the card using
past simple. The others ask general or
special questions to make them speak
more.
 Pair work/ Group work: Change of
plan(teachthis.com)
The class is divided into groups of four and
each group is given a set of activity cards
and picture cards. The students spread out
the two sets of cards face down on the desk,
keeping the two sets separate. The students
then take it in turns to turn over an activity
card and a picture card and make a sentence
with the past continuous and past simple
using the two cards as prompts, e.g. I was
riding my bicycle when a fly flew into my
mouth. The other students in the group
judge each sentence to make sure it’s
 grammatically correct. If the other students
agree that a sentence is correct, the student
who made the sentence keeps the two cards.
If they think the sentence is wrong, they
challenge the student. The two cards must
then be turned back over.. The student with
the most cards at the end of the game wins.
 Group work : A story (past simple
and past progressive, when,
while, as soon as, after, before).
The students are divided into groups
and each group is given an
introductory phrase. In a group, one
student begins the story with the
introductory phrase. The next student
creates the second sentence. The
third student creates the third
sentence and so on.

Week 4 Article Short Quiz 1  Grammar Dimensions 2

 Azar, intermediate
 Pair work: Discover the Grammar
November  differentiate between countable
(Focus on Grammar 1, p.149. Ex
2-7 and uncountable nouns; 1): The students will read the
 differentiate between and conversations and discuss the
appropriately use articles the, a underlined words and expressions and
and an; circle the correct explanation on the
 choose articles correctly for first use of the article.
and second mentions of an item;
 Group work: “What is wrong with
 apply a relevant article with this picture?” Focus on Grammar
singular, plural, and non count 1, p. 152. The students work in small
nouns; groups. They talk about what they
 use  (no article) while see in the picture.Then they tell the
speaking about general things class what is wrong in the picture.
 apply appropriate articles with
 Pair work: Discover the Grammar
geographical names, abstract (Focus on Grammar 1, p. 143, Ex
and concrete nouns (will not be 1): The students will read the
tested) paragraph and find the foods, Then
they will divide them into count and
non-count nouns and write them with
the word (a, an, some, etc) that goes

Students make their wish list and describe it
to their groupmates.
Week 5 Measure Words and Quantifiers:
November  choose appropriate articles and
9-14 measure words with count and
uncountable nouns;
 appropriately apply common
quantifiers such as some, any, a
lot of, lots of, many, much, a
few, few, a little, little, enough,
several, a couple of etc.);
 construct correct sentences with
Enough, Not Enough, and Too;
with them.
 Activity: Individual/ Class work:
Wish List
Achievement Test  Focus on Grammar 1
 Azar, intermediate
Weekly Context: Countries  Grammar Dimensions 2,WB,
 Activity : “My Dream House”.
Students start the activity by drawing a
simple floor plan of their dream home
on the paper. Then they talk about the
rooms and furniture in the plan using
countable/uncountable nouns
 Activity: Presentation: “My
country”. In groups students prepare
a presentation about the topic using
count and uncount nouns and
measure words.
 Pair work: “Meanwhile, Back in
Seattle”, Focus on Grammar1, p.
204, Ex 3. The students will make
questions with how much, how many
on base of the answers provided.
Later thet will ask these questions
about their Baku.
 Pair work: “A Short Vacation”,
Focus on Grammar 1, p. 197, Ex 3.
The students will read the ad for a trip
to Boston. Then they will write
questions with how much, how many
to complete the conversation.
 Pair work: “Habits”, Focus on
Grammar 1, p. 199, Ex 7. The
students will make questions using
the words in the box. Then they will
try to guess the answers about their
groupmates using the measure words.
Week 6 Comparative and Superlative forms  Grammar Dimension
November of adjectives and adverbs Activity: Find someone who:  Focus on Grammar 1
16-21  Azar, intermediate
 express differences applying Students walk around the classroom and try to
comparative and superlative find a person for each of the situations
forms of both adjectives and mentioned in the chart. When they find the
adverbs; person, they right his/her name and add more
 apply correct articles with information
superlative forms;
 explain similarities and
differences with adjectives and Writing Project
adverbs using as… as and not
as… as; Quiz 2
 explain differences of amount
using comparative or superlative
forms of few, little, many (ex.
there fewer/ more people…; I
have less time than….)

Week 7 Activity: Group work: Model University  Grammar Dimensions

November Modals of Obligation, ability,  Azar (blue)
23-28 permission, request and advice
(present time) Speaking Project

 explain rules and regulations, or Final Exam

give advice, using modals such
as must, have to, should/ ought
to, can, be able to, may
 show the necessity of something
by correctly applying must, have
to;
 demonstrate prohibition by
appropriately using must not and
cannot; use do not have to to
show something is not necessary