THE UNIVERSITY OF DANANG

University of Foreign Language Studies

Faculty of English

COURSE SYLLABUS
Course Name: B1.4
Training Program: BACHELOR OF ARTS IN THE ENGLISH LANGUAGE
Compiler: Nguyen Le An Phuong
Date of issue: 08. 2018

1. Course Information
- Course Name : B1.4
- Course Code : 41118311
- Course Credit : 4
- Course Type : Compulsory
- Course Prerequisites : None
- Time Allocation : 60 periods
Theory : 40 periods
Practice : 20 period
Home task : 0 period
2. Lecturer Information
- Lecturer Name : Nguyen Le An Phuong
- Lecturer Title : MA
- Working Time : Monday ~ Friday
- Working Place : English Department, UFLS, UD
- Mobile Phone : 0905363699
- Email : nlaphuong@ufl.udn.vn

3. Course Objectives
The course aims to:
- Provide learners with a sufficient range of vocabulary and grammar to communicate
effectively in real-life and job-related contexts.
- Provide learners with effective skills to understand the main points of clear standard
input on matters regularly encountered in work, school, leisure …etc to perform
successfully in PET exam
- Provide learners with effective skills to produce simple connected texts on topics,
which are familiar or of personal interest to perform successfully in PET exam
- Develop skills of analysis, critical thinking, debate, teamwork.

4. Course Learning Outcomes (CLO)

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 No Code Bloom taxonomy Course Learning outcomes PLOs
Ability to use a sufficient range of PLO 1
vocabulary of familiar topics, and
basic patterns to communicate
1 CLO 1 Applying successfully in real life situations
such as family, hobbies and
interests, work, travel, and
current events

Ability to apply knowledge of PLO 2, 3

vocabulary and grammar to
2 CLO 2 Applying
successfully deal with listening
and reading tasks in PET exam
Ability to apply knowledge of PLO 2, 3
vocabulary and grammar to
3 CLO 3 Applying
successfully deal with speaking
and writing tasks in PET exam
Ability to develop skills of working PLO 8
individually and in a team
4 CLO 4 Creating
effectively via discussion and role-
play and stimulation

Maxtrix between Course Learning Outcomes and Program Learning Outcomes

Program Learning Outcomes

CLOs
PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8 PLO9
Level M L H M

H: High M: Medium L: Low

5. Course Description
This course is an exam-oriented course which provides first-year students with language
proficiency at CEFR B1 level. Students are provided with a range of vocabulary, together
with their use in context, as well as various grammar structures and rules at this level. Also,
students are exposed to the four-skill practice (reading, listening, writing and speaking) in
accordance with PET exam format. The course focuses on the development of students’
skills of analysis, critical thinking, discussion and teamwork through a variety of class
activities.

6. Course Assessment

Assessment Scheme CL Assessmen Assessment Weight

O t Type Criteria
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 Formative Participation 4 A1 Rubric 5%
assessment In-class exercises 1 A2 Answer key
5%
guidelines
Portfolio 3 A3 Rubric
10%
Midterm Written test ( reading 2 A4 Answer key
Examinatio skill) guidelines
n Reading paper with 5
parts:
- 5 Three option multiple
choice
30%
- 5 matching
- 10 true/false
- 5 Four option multiple
choice
- 10 Four option multiple
choice cloze.
Final Written test (writing 3 A5 Rubric
Examinatio skill)
n Writing paper with 3
parts and seven
questions.
- 5 sentence 50%
transformation
- 1 short communicative
message
- 1 longer piece of
continuous writing.

7. Course Content
Lesson plan

Week Chapter Content Activities CLO Assessment

type
1 Unit 8 Lead in 1. T shows some CLO1,2,4 A1, 2, 4
Safety signs for students to
name and explain.
2. Brainstorm: S give
more examples of
signs they often see.

Reading
1. S look at text and
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 PET Part 1: say in what situation
Multiple they see the text.
choice 2. T provides some
vocab.
3. Individual work: S
do the reading task.
4. T check S’answer.
5. Ss’ home task:
Reading in P 29 in
workbook.

Grammar
1. S look back at
Obligation,
lead-in signs and
prohibition
reading texts to
and nexessity
produce a number
of sentences for
obligation,
prohibition and
necessity.
2. S do exercise 1.
3. S refer to the
grammar reference.
4. Individual work: S
write a number of
sentences for
obligation and
prohibition.
5. Ss’ home task:
Grammar in
workbook page 29

Vocabulary
1. S look at the
Household
picture and
objects
recognize object in
the kitchen.
2. Individual work: S
do task 1 for more
objects and their
material.

Grammar
Ability and 1. Question and
possibility answer: T asks about
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2 Unit 8
University of Foreign Language Studies
S their abilities.
2. S speak out some
of their abilities.
3. T ask S to pick out
sentences of ability
in task 1.
4. T explains modal
verbs for abilities
and possibilities.
5. S look back the
picture of kitchen
and produce
sentences of risks
and dangers from
the kitchen.
Listening
PET Part 3:
1. T asks S to list
Gap-fill
some dangers which
may happen at
home.
2. S look at photos in
the book and name
the dangers shown
in the photos.
3. T provides new
vocabulary.
4. S listen and
complete the task.
5. Pairwork: S in pair
discuss ideas for
making their home
safe.
Speaking 1. T gives student a CLO1, 3, A1, 2, 3, 5
PET Part 2: situation of planning 4
Picture-based a walking trip in the
discussion mountain and ask
them what items to
bring with.
2. Brainstorm: S
brainstorm as many
as possible in three
minutes.
3. S look at pictures
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 and name the
objects.
4. S explain the
objects, saying what
the object does and
how to use it.
5. S talk in pair
about why they
might need the
objects and decide
which are the most
important things to
take.

Vocabulary
1. Pairwork: S work
Weather in pairs ask and
answer questions.
2. T shows pictures
of weather on TV. S
look at word box
and name the
weather.
3. Pairwork: S in pair
look at the weather
forecast, asking and
answering.
4. Ss’ home task:
WB page 31.
Writing
PET Part 3: 1. S read the sample
Write a story writing, matching
the paragraphs with
the notes.
2. T and S analyse
the tenses used,
linking words.
3. T helps students
with ideas and
develop the story
plan with beginning,
middle and end.
4. Individual work: S
develop their own
draft into a full story.
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 3 Unit 9 Lead in 1. Groupwork: S CLO1, 2, A1, 2, 4
Science and work in group and 4
technology make a list of the
most popular
invention of 20th
century.
2. T shows a number
of invention. S name
the invention and do
exercise 1.
3. Pairwork: S think
more invention for
each categories.

Reading
1. Video watch: T
PET Part 3: shows a number of
True/ False videos about famous
museums in the
world. For 2nd
watch, T pause the
video and students
recognize objects
exhibited in the
museum.
2. S skim and tell
what kinds of
museums there are
in the text.
3. T provides new
vocabulary.
4. Individual work: S
scan the text for
details and finish the
exercise.
5. Ss’ home task:
WB page 32.

Grammar 1. S find three

The passive passive sentences in
the reading text.
2. T introduce some

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 rules for passive.
3. Individual work: S
do the exercise.
4. Individual work: S
make passive
sentences.

Vocabulary
1. Pairwork: S work
Technology
in pairs to match the
beginning and the
endings to make
words connected to
technology and find
them in the word
search.
2. Pairwork: S in
pairs take turn to
choose a word
connected with
technology, explain
to their partner
what it does and
how to use it so that
they can guess the
word
3. Ss’ home task:
WB page 33.
Grammar
Agreeing and 1. T analyzes
Disagreeing examples
2. S complete rules
of expressing
agreeing and
disagreeing
3. Individual work: S
do exercises
individually
4. T check answers
with the whole class

Listening 1. Pairwork: S work

PET Part 4: in pair, asking and

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4 Unit 9
University of Foreign Language Studies
True/ False anwering questions
about internet and
technology.
2. S listen for the
first time and
recognize words
mentioned in part 1.
3. S read the
statements and
guess if they are
correct or incorrect.
4. T provides some
new vocabulary.
5. Individual work: S
listen 2nd time and T
check and correct
their answer.
Speaking 1. Question and CLO1, 3, A1, 2, 3, 5
PET Part 3 &4: answer: T asks S 4
Picture where they would
description & like to do most of
Topic-based their studying.
discussion 2. S look at the
pictures and tell
which way of
studying they prefer.
3. T and S list out
things they can find
from the photos.
4. Pairwork: S each
chooses a photo and
describe it to her/his
partner.
Vocabulary 1. Game: S play a
game of guessing
Work and jobs
jobs.
2. S write as many
jobs they know as
possible.
3. S add suffix to the
words to make jobs.
4. Ss’ home task:
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 WB page 34.

Writing 1. S read the writing

PET Part 3: task and decide two
Write a letter main information to
be included in the
reply.
2. S read the sample
letter, counting the
number of words
and cross out 2
unnecessary pieces
of information.
3. T provides a frame
of writing a letter.
4. Individual work: S
follow the frame and
sample to write their
own letter.
5. Teacher’s
feedback: T corrects
S’s letter.

5 Unit 10 Lead in 1. Question and CLO1,2,4 A1, 2, 4

Communicating answer: T asks S
about their family
members.
2. S complete Joe’s
family tree.
3. T introduces
vocabulary about
family members.
4. Pairwork: S work
in pair introduce
some of their family
members.

Vocabulary 1. S look at a list of

personality in the
Personality
box.
adjectives
2. S match
personalities with
definitions.

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 3. Individual work: S
match negative
adjective with their
opposites.
4. Pairwork: S in pair
choose adjectives
they have learnt in
part 1 and tell their
partner what make a
good friends.
5. Ss’ home task:
WB page 35.

Reading
1. T asks S to look at
PET Part 2:
photos and guess
Matching
the relationships.
2. S suggest places
to go for a night out.
3. S underline
important
requirements of the
people.
4. Individual work: S
scan the text and
match places with
people
5. Ss’ home task:
WB page 36.

Vocabulary 1. S complete the

Phrasal verbs sentences with
with GET phrasal verbs.
2. T explains new
phrasal verbs.
3. Pairwork: S work
in pairs ansking and
answering questions
using phrasal verbs
with GET in real life
situations

Listening 1. S look at the

PET Part 1: pictures and guess

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 Multiple relationships in the
choice pictures.
2. S listen to the
people and check
the relationship.
3. T provides new
vocabulary.
4. Individual work: S
listen for the 2nd
time and choose the
best answer.

6 Unit 10 Grammar 1. S find four CLO1, 3, A1, 2, 3, 5

Communicating Possessive possessive forms 4
forms from the reading
2. Pairwork: S work
in pairs to complete
the dialogue using
the right possessive
forms

Speaking 1. Question and

PET Part 2: answer: T asks S
Picture-based what presents they
discussion prepare when they
go to a birthday
party. S work in pair
and share ideas with
their partner.
2. T introduces the
situation.
3. S look at the
picture and name
the gifts.
4. Pairwork: S think
about the
advantages and
disadvantages of
each gift.
5. Pairwork: S work
in pair discuss each
gift in turn and reach
an agreement.

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 Grammar 1. Question and
The future answer: T asks S a
few questions that S
use the future tense
to answer.
2. S look at the note
and match the verbs
with uses.
3. S do exercise 2,
filling the suitable
form of the verbs.
4. Pairwork: S talk
about the future
using ideas and
correct tense of
future.
5. S read the sample
writing and divide it
into three
paragraphs.
6. T helps students
analyse tense use
and linking words.
7. S work out on
their own ideas.
8 Individual work: S
produce their own
story.
9. T reads S’s
products and
corrects them.
10. Ss’ home task:
WB page 37.
7 Unit 11 Lead in 1. S look at photos CLO1,2,4 A1, A2, A4
The natural and name the
world environmental
problems.
2. S match problems
in part 1 with the
photos.
3. S match words in
bold in part 1 with

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 explanations.

Reading 1. Video watch: T

PET Part 4: shows a video.
Multiple 2. S watch the video
choice and name the
environmental story
if they know.
3. S scan the text
and say what the
dates and numbers
refer to.
4. T provides new
vocabulary.
4. S skim the text
and do question 1.
5. Individual work: S
read the text and do
the remaining
exercise.
6. Ss’ home task:
WB page 39.

Grammar 1. T writes a number

Zero and first of if clauses in zero
conditional and first conditional
on the board.
2. S make a second
half to make a full
sentence.
3. S read GR for full
understanding.
4. T explains more
what S don’t
understand.
5. Individual work: S
do exercises.
6. Same process for
second conditional.
7. Ss’ home task:
WB page 40.
Listening
PET Part 2: 1. Question and
answer: T asks S to
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 Multiple list kinds of litter
choice they have at home.
2. Brainstorm: T
shows a picture of
the planet and asks S
about kinds of litter
in the planet.
3. 1st listening, S do
exercise 1.
4. 2nd listening, S do
exercise 2.

8 Unit 11 Grammar 1. T introduces CLO1, 3, A1, 2, 3, 5

The natural Second second condditional 4
world conditional sentences
2. S complete rules
3. Pairwork: S works
in pairs, completing
second conditional
sentences using
their own ideas
4. Individual work: S
practice rewrite
sentences
individually.

Vocabulary 1. Individual work: S

complete phrasasl
Phrasal verbs
verbs in sentences
and work out their
meanings
2. T checks answer
3. Pairwork: S works
in pairs asking and
answering questions
using their own
ideas
4. Ss’ home task:
WB page 41.

Speaking 1. Brainstorm: T
PET Part 3$4: helps S to
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 Picture brainstorm ideas for
description & picture description
Topic-based 2. S look at photos
discussion and say something
about the photos.
3. Pairwork: S work
in pairs and describe
the pictures using
the prompts.
4. Question and
answer: T asks S
about an
environmental
problem in their
hometown.
Writing
PET Part 3: 1. Groupwork: S
Write a letter work in groups and
discuss .
2. S read the letter,
do the task followed.
3. S take notes on
the question
provided.
4. T explains a
structure of an
informal email.
5. S use the notes
taken and email
structure and
produce their own
email.
9 Mid term test S do mid term test
10 Unit 12 Lead in 1. Question and CLO1,2,4 A1, 2, 4
Food and answer: T asks S
celebration about the food they
eat everyday .
2. Groupwork: S
work in groups and
discuss the food
they eat and decide
if they are good or
bad.

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 3. S do the tasks in
lead in.

Vocabulary 1. S complete
Food and drink sentences with the
right words given in
the box
2. Pairwork: S work
in pairs asking and
answering questions
using the right
phrases and their
own ideas.
3. Ss’ home task:
WB page 42.

Reading
1. T shows a number
PET Part 1: of labels of food and
Multiple notices. S guess the
choice kind of food and
where they can see
the notice.
2. S find more
examples of food
label and notices
and explain the .
3. S explain the
labels, notices and
email in the reading
text.
4. Pairwork: S work
in pairs and choose
the correct answer.
5. Ss’ home task:
WB page 43.

Grammar
1. S read the
Comparative examples and
and underline the words
superlative and phrases used to
adverbs make comparisons.
2. S complete the
sentences with

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 comparison phrases.
3. Individual work: S
rewrite the
sentences by
completeing the
sentences with no
more than 3 words.

Listening 1. Question and

PET Part 4: answer: T asks S if
True/ False they like eating and
home or in a
restaurant.
2. Pairwork: S in pair
answer the
question.
3. 1st listening, S
note down five
adjectives that
describe the taste of
food.
4. T provides new
vocabulary.
5. S read the
statements and
guess if they are
correct or in correct.
6. 2nd listening, S
decide if they are
correct or incorrect.
7. Pairwork: S in pair
discuss the
questions in part 3.
8. Ss’ home task:
WB page 43.
11 Unit 12 Grammar 1. T analyses CLO1, 3, A1, 2, 3, 5
Reported examples and asks S 4
speech to work out the rules
by themselves
2. S practise
changing sentences
into reported speech

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 1. Groupwork: S
Speaking work in groups and
discuss their
favourite types of
food. (food, junk
food, drink, fruits)
2. T explain new
vocabulary in the
questions.
3. Pairwork: S in pair
ask and answer
questions.

1. Video watch: T
shows a number of
Vocabulary videos about
Celebrations popular
celebrations in the
world and asks
students to guess.
2. S look at the
pictures and match
with celebrations in
task 1.
3. S match
celebrations with
the descriptions.
4. S check the
meaning of words in
the box.
5. Individual work: S
complete the text
(Wedding) with the
words provided.
6. Groupwork: S
work in groups and
describe wedding in
their country.
7. Ss’ home task:
WB page 44.

1. Groupwork: S in
Speaking groups list some
PET Part 2: popular celebrations
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 Pictured-based in Vietnam.
discussion 2. Pairwork: Each
pair of students
choose two
celebrations and find
more information.
3. Each S works on
one celebration by
using the questions
provided.
4. Pairwork: S in
pairs talks about the
celebration he/she
has prepared.
5. Teacher’s
feedback: T goes
around, listens and
gives comments.

1. Question and
answer: T asks S if
Writing they have join
celebrations that
PET Part 3:
they find funny or
Write a story happy.
2. Pairwork: S talk in
pairs.
3. S read the sample
story and underline
the tenses used and
linking words.
4. S choose the best
ending for the story.
5. S work on their
own stories.
6. Ss’ home task:
WB page 44.
12 Unit 13 Lead in 1. Pairwork:S work CLO1,2,4 A1, 2, 4
TV and media in pairs to find 12
words in the Media
Wordsearch and
explain their
meaning

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 Listening 1. S look at the
PET Part 1: pictures and name
Multiple the pictures.
choice 2. S listen the 1st
time and say which
words connected
with the media they
hear.
3. T provides new
vocabulary.
4. Individual work: S
listen the 2nd time
and choose the best
picture for each
situation.

1. S look at the
Reading
picture and guess
PET Part 4: what industry she is
Multiple working for? Use
choice details in the picture
to support the
answer.
2. Pairwork: S work
in pair and discuss
the questions.
3. S skim the
passage for general
idea and say if
Louise likes her job
or not.
4. Brainstorm: T and
students brainstorm
vocabulary for the
reading text.
5. Individual work: S
read the passage
again and answer
the questions.
6. Ss’ home task:
WB page 45.
13 Unit 13 Grammar 1. T explains how to CLO1, 3, A1, 2, 3, 5
use Used to 4
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 TV and media Used to 1. S practise asking
and answering about
their past using Used
to
3. Ss’ home task:
WB page 46.

1. S complete the
Speaking questions.
PET Part 1: 2. S match the
Inerview questions with the
answers.
3. Role play: S role
play an interview.

1. Presentation: T
Vocabulary shows a number of
TV programs.
Entertainment
and media 2. S name the
programs using
vocabulary in the
box.
3. S match the
programs with the
definition.
4. Ss’ home task:
WB page 46.

Speaking 1. T asks S to think of

three questions to
Part 1:
aks their partner.
Interview
2. Pairwork: S in
pairs ask and answer
questions. S take
notes their answer.
3. S look at the notes
and add two more
sentences to their
notes to make a
longer answer.
4. S do task 1.
5. Pairwork: In pairs,
S ask and answer
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 question. They must
make sure that their
answers have as
much detail as
possible.

1. Question and
answer: T asks S
Writing about their favourite
PET Part 2: TV program.
Write an email 2. Pairwork: S talk in
pair and tell their
partner what
program it is and
why they like it.
3. S read the sample
email.
4. S do task 2 and 3
for vocabulary.
5. Individual work: S
write their emails.
6. Teacher’s
feedback: T corrects
and give comments.
7. Ss’ home task:
WB page 47.
15 Unit 14 Lead in 1. Brainstorm: S look CLO1,2,4 A1, A2, A4
Communicating at the pictures and
name different ways
of communication
and brainstorm
more means of
communication.
2. Question and
answer: T asks S
about their favourite
means of
communication.
3. S look at the
situations and find
the best ways of
communication for
each.

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 Reading 1. Pairwork: S work
PET Part 1: in pairs and find out
Multiple more ways of
choice communicating.
2. Question and
answer: T asks S
about their texting
habits: when they
text, who they text
to....
3. S look at the text
in task 1 and say
what type of text
each one is.
4. Pairwork: S work
in pair and do the
exercise.
5. Ss’ home task:
WB page 48.

Grammar 1. T explains how to

Have use “have something
something done”
done 2. S practise
rewriting sentences
using “have
something done”
3. Pairwork: S work
in pairs and do task
1 and 2.
4. Ss’ home task:
WB page 49.

Listening 1. Question and

PET Part 3: answer: T asks S if
gap-fill they have been to a
job interview.
2. Groupwork:S
work in groups to
find out some tips
for a job interview.

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 3. For the 1st
listening, S check if
any ideas in task 2
speaking mentioned.
4. Brainstorm: T
provides new
vocabulary.
5. S listen the 2nd
time and fill in the
missing information.
6. Ss’ home task:
WB page 49.
14 Unit 14 Grammar 1. T analyses CLO1, 3, A1, 2, 3, 5
Communicating Expressing examples and 4
purpose explains how to use
different ways to
express purpose
2.Pairwork: S do
exercises in pairs

Speaking
3. S look at two
PET Part 3$4: photos and say
Picture where the photos
description & are taken.
Topic-based 4. S say how people
discussion might be feeling in
each photo and why.
5. S do task 2.

Vocabulary 1. Brainstorm: T
Personal shows a number of
feelings photos of people
and ask S how these
people might be
feeling.
2. T explain new
vocabulary.
3. S do task 2, and
use the adjectives to
decide how the
people feel in these
situations.
4. Pair work: S work

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 in pair answering the
questions.
5. Teacher’s
feedback: T listens
and gives
comments.
Writing
PET Part 3:
1. Ss’ home task:
Write a story
WB page 50.
2. S read the sample
story.
3. S underline tenses
used, linking words,
adverbs and the
organization of the
paragraphs.
4. S do task 3 with
suitable adverbs.
5. S work
individually on their
own draft.
6. Individual work: S
write their own
story.
7. Teacher’s
feedback: T read S’s
stories and give
comments.
8. Ss’ home task:
WB page 50.

Time allocation for 4 credits (1 credit = 15 periods)

No of Periods
Unit Content
Theory Practice Total
8 Safety 8 0 8
9 Science and Technology 8 0 8
10 Relationships 8 0 8
11 The natural world 8 0 8
12 Food and celebration 8 0 8
13 TV and media 8 0 8
14 Communicating 8 0 8
Revision 4 0 4
Total 60 0 60
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8. Teaching Strategies
Presentation
Group discussion
Role play
Peer review/feedback
Questions and answers
9. Students Responsibilities
- Attending classes
- Participating in in-class activities (individual work, pair-work and group work)
- Doing exercises in textbooks and references recommended by lecturers.
- Attending the mid-term test
- Attending the final exam.
- Organizing self-study hours actively.
- Being honest; focused; no cheating or using Google search tools while taking
the mid-term test and the final exam.
10. Course Reading
Required reading
- Jenny Quintana, (2010), PET Result, Oxford University Press.
Reading references
- Jenny Quintana (2010), PET Result Workbook, Oxford University Press.
11. Grading Scheme description

In- class exercises: Students are given class tests at the end of 6th week and 12th week
which measure students’ knowledge of vocabulary and grammar . The task types include
multiple choice cloze, open cloze, word formation, key word transformation.
The overall score for the class tests is the average of 2 tests

Participation
Rubrics for participation
Category Excellent (8.5-10) Good (7.0-8.4) Satisfactory Needs
(5.5-6.9) Improvement
(<5.5)
Attendance Present for every Absent for 1 class. Absent for 2 Absent for
class. classes. more than 2
classes.
Punctuality Always comes to Usually on time. Sometimes late Frequently late
class on time. Very rarely late. for class. for class.
Contribution Routinely Usually provides Sometimes Rarely provides
provides useful useful ideas and provides useful useful ideas
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 ideas and makes good ideas and and even
contributes a lot contribution to makes refuses to
of effort when classroom adequate participate in
participating in activities. contribution to classroom
classroom classroom activities.
activities. activities.
Preparednes Always prepared Usually prepared Sometimes Rarely
s for class with for class with prepared for prepared for
completed completed class with most class with
assignments. assignments. assignments assignments
completed. not fully
completed

Portfolio: Students are required to do 3 writing tasks, writing a story, an email and a letter
in different weeks of the course. The first drafts are reviewed by their classmates and then
revised before they hand in the final drafts for marking. Each writing paper is marked on
the basis of the Rubric for Marking Writing

Mid-term test: Written test on reading skill

Guidelines for marking reading
There are twenty five questions, each of which carries 0.4 mark.
Part 1: Multiple choice (read real world notices and short texts for mean messages)
5 questions _ 2 marks
Part 2: Matching (read multiple texts for specific information and detailed comprehension)
5 questions _ 2 marks
Part 3: True/ False (process factual texts, scan for specific information while disregarding
redundant material.
10 questions _ 4 marks
Part 4: Multiple choice (read for detailed comprehension, understand attitude, opinion and
write purpose, read for gist, inference and global meaning)
5 questions _ 2 marks
Total score: 10 marks

Final test: Written test on writing skill

Guidelines for marking writing
There are three parts in the writing exam.

Part 1: Sentence transformation (complete the second sentence so that it means the same
as the first one, using the word given and write no more than 3 words in the gap).
Each correct sentence is worth 2 marks. No marks will be given if a word is not correctly
spelt, the meaning is not the same or more than three words are used.
5 sentences_ 10 marks

Part 2: Write a short communicative message of between 35 and 45 words in length.

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To gain top marks three content points must be included in the answer. Marks will be
deducted for small errors.
Maximum mark _ 10 marks

General mark scheme for writing part 2:

Mark Criteria

9-10 All content elements covered appropriately

Message clearly communicated to reader
7-8.9 All content elements adequately dealt with
Message communicated successfully, on the whole
5-6.9 All content elements attempted
Message requires some effort by the reader
or
One content element omitted but the other two clearly communicated
3-4.9 Two content elements omitted or unsuccessfully dealt with
Message only partly communicated to the reader
or
Script may be slightly short (2-025 words)
1-2.9 Little relevant content and/ or message requires excessive effort by the
reader, or short (10-19 words)
0 Totally irrelevant or totally incomprehensible or too short (under 10 words)

Part 3: Write either a story or an informal letter of about 100 words.

Answers below 80 words or much longer than 100 words will receiver fewer marks
Maximum mark _10 marks
Detailed mark scheme for writing part 3:

Mark Criteria
9-10 The candidate’s writing fully achieves desired effect on the target reader
The use of language will be confident and ambitious for the level, including
a wide range of structures and vocabulary within the task set.
Coherence within the constrain of the level will be achieved by the use of
simple linking devices.
The response is well organized
Errors which occur will be minor and non- impeding, perhaps due to
ambitious attempts to more complex language
Overall no effort will be required of the reader.

7-8.9 The candidate’s writing fully achieves desired effect on the target reader
The use of language will be fairly ambitious for the level, including a wide
range of structures and vocabulary within the task set.
There will be some linking of sentences
There is evidence of organization
Some errors will occur although these will be generally
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 Overall only a little effort will be required of the reader.
5-6.9 The Candidate’s writing may struggle at times to achieve the desired effect
on the target reader
The use of language, including a wide range of structures and vocabulary
will be unambitious, or if ambitious, it will be flawed.
There will be some attempts at organization but the linking of sentences will
not be always maintained
A number of errors may be present, although these will be mostly non-
impeding.
Overall some effort will be required of the reader
3-4.9 The Candidate’s writing may struggle to achieve the desired effect on the
target reader
The use of language, including a wide range of structures and vocabulary
will be simplistic, limited or repetitive.
The response may be incoherent, and include erratic use of punctuation
There will be numerous errors which will sometimes impede
communication
Overall considerable effort will be required of the reader
1-2.9 The Candidate’s writing has a negative effect on the target reader.
The use of language will be severely restricted, and there will be no
evidence of range of structure and vocabulary
The response will be seriously incoherent, and may include an absence of
punctuation
Language will be poorly controlled and the response will be difficult to
understand
Overall excessive effort will be required of the reader

0 There may be too little for assessment, or the response may be totally
illegible, the content may be impossible to understand or irrelevant to the
task

The overall score for the writing exam = (Part1.2 + part 2.3+ part 3.5) :10

13. Assessment Scale: base on credit system

Approved by Approved by Prepared by

(Faculty/University (Head of Division) (Lecturer)
)

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