English Language A Syllabus

I. Course Introduction
Hello Students, welcome to English Language A. The course this semester is designed to
equip English Language Learners with the foundational reading, writing, and communication
skills necessary to succeed in an English language University setting. Academic English is an
intensive integrated skills program. The course focuses on critical thinking and academic skills
with language development. This course will allow students to improve their reading skills and
grammar accuracy in both spoken and written English. In this class, a wide variety of reading
texts will be studied. The purpose of this course is to consolidate students’ knowledge and
awareness of academic discourse, language structures, and lexis. One of the main focuses is to
develop productive and receptive skills in academic setting. In this class, we want to focus on
increasing vocabulary in an academic context and improve reading speed and skills. Students’
will also become independent in producing academic essay writings. You will become more
collaborative and independent students. Students will gain an overall understanding of what is
required when communicating orally in class, reading, and analyzing academic texts, and
understanding the fundamental writing and critical thinking skills most relevant for students for
degree level. The ultimate goal is to prepare scholars to study abroad and be able to speak and
understand fluent English. It is with great hope that during this semester, you will enjoy and have
fun learning and growing your English levels.

II. Teaching Objective

Every class is designed with all types of learners. The objective is to arrange each class to
focus on these learners. From visual, kinesthetic, or auditory learners. Students will understand
the expectations of the university-level academic English. The goal of this course is to give
students specific, measurable, achievable, result-oriented English learning. The objective of the
course is to be able to support and express opinions on a range of topics, use appropriate
openings and closings, understand the meaning of words, phrases and sentences in context, and
understand statements, instructions, commands and follow directions orally. Students should be
able to follow simple description and narratives and grasp the central idea of what is heard. This
course will develop students’ ability to communicate, build and share knowledge in academic
contexts through reading, writing, speaking and listening. Students will produce and demonstrate
effective professional level academic writing. The goal of the lessons is for students to
confidently talk about different topics, to learn or revise ways of expressing themselves, and to
understand and recognize vocabulary and sentence structure. Students will understand key ideas
and details in various texts of all genres; analyze and evaluate the text structure and its impact on
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the meaning of the text. In the class we will explore different topics, subjects that interest
students to discuss and write. This course is designed to help students become more confident
and bold in speaking and writing. The goal is that after finishing this class, students will be more
fluent in English.

III. Basic Requirements

It is required that students log into the MyEnglishLab website on a daily basis as homework
and examinations may be set on the website. Students should not be afraid to ask questions in the
classroom. It is vital that the students have confidence to ask the teacher questions if they are un-
sure, most students in the classroom likely have similar questions therefore it is more efficient to
answer questions to the whole class. Students should actively participate in class each lesson, not
only will this count towards their final grade, but it will also help the students gain knowledge of
the topic. Lastly because students have different levels of English comprehension, it’s important
students are aware of any areas they are struggling with and improve upon them outside of class,
or reach out to the teacher to help plan their studies.

IV. Periods Assignment

Self-directed
No. Teaching Contents Periods Lecture Seminar Practice
Learning

Course introduction,
assessment plan, classroom
1 4.0 4.0 0 0 0
policies, MyEnglishLab
course registration
2 Unit 1 Profiles 4.0 4.0 0 0 0
3 Unit 2 Memories 4.0 4.0 0 0 0
4 Unit 3 Bucket lists 4.0 4.0 0 0 0
5 Unit 4 The internet generation 4.0 4.0 0 0 0
6 Unit 5 Living space 4.0 4.0 0 0 0
7 Half-semester Review 4.0 4.0 0 0 0
8 Unit 6 A difficult choice 4.0 4.0 0 0 0
9 Unit 7 New skills 4.0 4.0 0 0 0
10 Second Classroom Activity 4.0 4.0 0 0 0
11 Second Classroom Activity 4.0 4.0 0 0 0
12 Unit 8 Natural world 4.0 4.0 0 0 0
13 Unit 9 Shopping 4.0 4.0 0 0 0

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 14 Unit 10 Education 4.0 4.0 0 0 0
15 Semester Review 4.0 4.0 0 0 0
Total 60.0 60.0 0 0 0

V. Problems to be paid attention to in teaching

1. Lack of student interest in learning. I will make class creative and motivating for students
to learn.
2. The grammar being too difficult and complex. I will speak slowly and use correct
grammar while speaking to students. Students will be able to practice grammar in conversations.
3. Vocabulary and Pronunciation maybe difficult and challenging for students. I will explain
verb variations and which tense should be used in various situations. Ensure students understand
phonics and sounds.

VI. Teaching Contents

Unit 1
1. Objective: Reading for general understanding
2. Key Points: Present simple and present continuous; Will for prediction
3. Difficult points: Describe future plans and arrangements; Make predictions about the
future; Make and respond to suggestions
4. Teaching methods: Direct Method; Communicative Language Teaching; Discussion; Test
Practice; PPP Procedure etc.
5. Content: Unit 1 Profiles
Unit 2
1. Objective: Reading for specific information; Understanding linkers
2. Key points：Past simple and past continuous; Used to; Show interest in a conversation
3. Difficult points ： Describe past experience; Talk about memories; Describe a new
experience
4. Teaching methods: Direct Method; Communicative Language Teaching; Discussion; Test
Practice; PPP Procedure etc.
5. Content: Unit 2 Memories
Unit 3
1. Objective: Understanding discourse markers
2. Key points：Present perfect continuous and present perfect simple; Ask for, follow and
give directions
3. Difficult points：Talk about what you’ve been doing recently; Talk about a favorite town,

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city or neighborhood
4. Teaching methods: Direct Method; Communicative Language Teaching; Discussion; Test
Practice; PPP Procedure etc.
5. Content: Unit 3 Bucket lists
Unit 4
1. Objective: Predicting information; Understanding paragraph structure
2. Key points：Comparatives; Superlatives; Defining relative clauses
3. Difficult points: Describe and compare lifestyles; Express preferences and brands;
Describe the plot of a film
4. Teaching methods: Direct Method; Communicative Language Teaching; Discussion; Test
Practice; PPP Procedure etc.
5. Content: Unit 4 The internet generation
Unit 5
1. Objective: Using informal words and expressions; Listening for specific information
2. Key points：Modal verbs; possibility and deduction; Zero and first condition; quantifiers
3. Difficult points：Make guess about people; Plan a special occasion; Give instructions and
ask for information
4. Teaching methods: Direct Method; Communicative Language Teaching; Discussion; Test
Practice; PPP Procedure etc.
5. Content: Unit 5 Living space
Unit 6
1. Objective: Identifying the stages of talk; Organizing ideas
2. Key points：Second conditional; Structures for giving advice; Make a respond to requests
3. Difficult points ： Discuss hypothetical situations; Ask for and give advice; Plan a
campaign
4. Teaching methods: Direct Method; Communicative Language Teaching; Discussion; Test
Practice; PPP Procedure etc.
5. Content: Unit 6 A difficult choice
Unit 7
1. Objective: Understanding the sequence of events
2. Key points：Modal verbs; ability; Expressing purpose; Ask for information
3. Difficult points：Discuss study opinions; Talk about life events; Decide what to take on a
trip
4. Teaching methods: Direct Method; Communicative Language Teaching; Discussion; Test
Practice; PPP Procedure etc.
5. Content: Unit 7 New skills
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 Unit 8
1. Objective: Adding and contrasting ideas; Understanding reference
2. Key points ： Obligation and necessity; Non-defining relative clauses; Make excuses and
apologies
3. Difficult points：Talk about rules; Describe and recommend places
4. Teaching methods: Direct Method; Communicative Language Teaching; Discussion; Test
Practice; PPP Procedure etc.
5. Content: Unit 8 Natural world
Unit 9
1. Objective: Recognizing degrees of certainty; Making comparisons
2. Key points ： The passive; all tenses; Third conditional; Short responses with so,
neither/nor, too/either
3. Difficult points ： Discuss and suggest improvements; Express agreement and
disagreement; Make complaints
4. Teaching methods: Direct Method; Communicative Language Teaching; Discussion; Test
Practice; PPP Procedure etc.
5. Content: Shopping
Unit 10
1. Objective: Understanding meaning from context; Making inferences
2. Key points：Reported statements; Vert patterns; Reported questions
3. Difficult points ： Reported opinions; Report the results of a survey; Ask and answer
interview questions
4. Teaching methods: Direct Method; Communicative Language Teaching; Discussion; Test
Practice; PPP Procedure etc.
5. Content: Unit 10 Education

VII. Assessment Plan

This course employs a non-traditional approach to assessment, focusing on non-propositional
evaluation. The specific methods used for assessment are outlined below:

1. Class Attendance constitutes 10% of the student’s ultimate grade.

Assessment Details:
 Maximum Attainable Score: 10
 Deduction for each absence: 1
 Deduction for each tardiness or early departure without valid reason: 0.5
Class Attendance Policies:
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  All students are expected to participate in every class session according to the course
calendar. If a student's absences exceed one-third of the total classes, they will not
be eligible to take the final exam.
 Requests for absences should be submitted by students seeking leave and must be sent
as an attachment to the instructor before the class. In cases of absence, if a student hasn't
previously provided an authorized absence note signed by the counselor, they will be
marked as absent, regardless of the circumstances preventing their attendance.

2. Class Performance constitutes 5% of the student's ultimate grade.

 Maximum Attainable Score: 5
 For each instance of inappropriate mobile phone use, a deduction of 0.25 points will be
applied.
 Similarly, for any occurrence of sleeping or disrupting the class, 0.25 points will be
subtracted.
 Active engagement during class, demonstrated through involvement in questions,
discussions, chat sessions, and group work, will be closely monitored.
 Noteworthy is the provision that if a student consistently maintains silence during class,
rarely contributing to discussions, answering questions, or participating in group
dialogues, a deduction of 2 points will be incurred.

3. Pop Quizzes constitute 5% of the student's ultimate grade.

 Maximum Attainable Score: 5
 Throughout the semester, a series of 5 quizzes will be conducted, with each quiz
carrying a value of 1 point.

4. Individual Assignments constitute 15% of the student’s ultimate grade.

 Maximum Attainable Score: 15
 Over the course of the semester, a sequence of 5 individual assignments will be
administered via MyEnglishLab, with each assignment carrying a weightage of 3 points.
 In cases where students lack access to MyEnglishLab, they have the option to submit
their answers with a screenshot of given questions, or a designated writing assignment
via email in Word format, adhering to the specified deadline. When submitting, students
must include essential details such as their name, student ID, class, and course title.
Failure to provide this required information will result in the assignment being
considered as not submitted, and a grade of zero will be assigned.
 Late submissions will not be entertained, and assignments received beyond the
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 stipulated deadline will not be considered for evaluation.

5. Group Assignments constitute 15% of the student’s ultimate grade.

Assessment Details:
 Maximum Attainable Score: 15
 Throughout the semester, a series of 3 group assignments will be administered, with
each assignment holding a value of 5 points.
Variety of Group Assignment Types:
Group assignments serve as an opportunity for collaborative learning and the development of
teamwork and communication skills. Potential assignment types include three of the followings:
 Collaborative Writing Project: Groups collaborate to create written pieces, allowing
students to combine their strengths and perspectives for comprehensive content.
 Role Playing Activity: Students engage in role-playing scenarios, practicing situational
language use and enhancing conversational skills within a simulated context.
 Multimedia Presentation: Groups create dynamic presentations utilizing various media
elements, fostering effective communication through visuals, videos, and spoken
content.
 Language Learning Activity: Assignments designed to reinforce language acquisition
involve tasks like crafting language games, composing dialogues, or generating
vocabulary aids.
 Peer Editing and Review: Collaborative tasks that involve reviewing and editing each
other's work, enabling students to refine their editing skills and appreciate diverse
writing styles.
Teacher's Marking Plan for Group Assignments:
For each of the 3 group assignments, where the maximum overall score is 5 points, the following
marking plan will be implemented to fairly assess individual contributions and group
performance:
 Basic/Shared Points (3 points): At the outset, every group member will be awarded a
baseline of 3 points for each assignment. These points signify the collaborative effort,
acknowledging that each student participated as part of the team.
 Excellent Performer: Students who engage and perform excellently will be eligible for
additional points beyond the shared baseline. These extra points are based on the
teacher's assessment of their level of involvement and quality of contributions.
Participants with excellent performance may receive up to 2 additional points for each
assignment, acknowledging their exceptional commitment.
 Less Engaged/Negative Participants: Students who contribute minimally or fail to
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 actively participate in the group's efforts will face a deduction of 0.5 to 1 point from the
shared baseline, resulting in a score between 2 to 2.5 points for that assignment.

6. Final Examination constitutes 50% of the student’s ultimate grade.

 The final examination is a compulsory component. Failure to participate in the final
exam will result in an overall course failure, regardless of previous satisfactory
performance.
 In the case of English Language courses A/B/C/D, the final exam encompasses four
distinct sections: Listening, Reading, Grammar & Vocabulary, and Writing.
 However, the English Language E course employs a standard IELTS test format for its
final examination. This format incorporates four components: Listening, Reading,
Writing, and an Oral test.

VIII. A description of the students’ ability

Memorization: At the A2+ - B1 level, students display a developing understanding of
fundamental English knowledge and concepts. They can recognize and recall key words,
phrases, and sentences, as well as comprehend basic grammar rules and simple language
structures.
Mastery: As students progress towards mastery, they acquire and hone their English
knowledge and skills, enabling effective communication both orally and in writing.
Application: Applying their language abilities to real-life scenarios, students exhibit their
capability to communicate effectively and solve problems.

IX. Requirements for the Final Examination

1. Exam duration: 120 minutes；Overall marks: 100
2. The level of difficulty should approach A2+ - B1
3. The test paper should be closely related to the curriculum and cover course contents to a
certain extent
4. The test paper should offer as accurate as possible a picture of the skill or ability it is
supposed to measure
5. The test paper should include a wide variety of different question types, such as Multiple-
choice, Gap fill, Transformation or Paraphrase, etc.
6. The level of difficulty should increase as the paper progresses. As there are clues given
within the early questions, all students should be able to answer the majority of these questions.
Some sections allow for a wider marking range to be achieved
7. The test paper should provide an acceptable range both for marks achieved and standard
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deviation
8. Students may be told areas of testing will be taken from their coursebook. They will not
be taught to the exam but will receive adequate preparation. *Instructors shall not leak any initial
test items to students

X. Course Book
Roadmap B1 - Student’s Book & Interactive eBook with Online Practice, Digital Resources
& App, Pearson Education Inc, first published 2019, ISBN: 9781292393087