Ethics and Academic honesty

All students are expected to act with civility and personal integrity, respect other students’ dignity, rights and property; and help create and maintain an environment in which all can succeed through the fruits of their own efforts. An environment of academic integrity is requisite to respect for self and others and a civil community.

Academic integrity includes a commitment to not engage in or tolerate acts of falsification, misrepresentation or deception. Such acts of dishonesty include cheating or copying, plagiarizing, submitting another person’s work as one’s own, using Internet sources without citation, taking or having another student take your exam, tampering with the work of another student, facilitating other students’ acts of academic dishonesty, etc.

Sanctions for breaches in academic honesty may range, depending on the severity of the offense from an “F” grade on an assignment/test to an “F” in the course. Severe cases and/or repeat offenses of academic dishonesty may also result in more severe disciplinary sanctions up to and including suspension or expulsion.

Teaching and learning philosophy and methodology

Although the main aim of the Undergraduate Foundation English courses is to develop language and communicative competence, teachers also foster interpersonal and academic skills required for university study. The process of learning occurs best in an environment that both values diverse experiences, backgrounds, learning styles and interests, and encourages open communication of ideas and self-reflection. A cooperative learning method can help to create supportive and friendly atmosphere, encourage learners to exchange their knowledge and embolden them to learn from each other. Moreover, students retain more of the course material when they are active learners and participants of a learning process. Therefore, teachers should create a learner-centered environment that will help students to turn into autonomous, responsible, self-directed and self-regulating learners who make decisions regarding the activities they fulfill and the topics they work on. A process-oriented approach is another approach that is used within the courses to teach students to write. This approach considers writing as a developmental process through which meaning and self-discovery are created. As a result, in the process-oriented approach a writer is seen as an independent text producer having innate creative potential rather than a writer limited in rights on discovery and self-expression. Also, to reach students teachers must engage them, establish rapport, hold their attention, and create an open learning atmosphere. As a result of these beliefs about teaching and learning, the cooperative learning method, the learner-centered approach and the process-oriented approach are recommended for the Undergraduate Foundation English courses.

Course learning activities

Students are required to undertake ____ hours of learning activities. The instructors provide ______ hours of class contact. It means that ________hours must be explicitly allocated across a range of independent learning activities. Teachers focus a lot of attention on the development of students’ critical thinking and autonomous learning. The course learning activities include working individually and in small groups, writing descriptive paragraphs, preparing and performing short monologues on various course topics, reading adapted texts, listening to various audio materials, working on grammar and vocabulary.

Class schedule

Week	Topic	Content of study / Class activities	Unit	Assessment
	Art	Grammar:Present Simple vs. Present Continuous (Revision), prepositions of place Vocabulary:Adjectives describingappearance and personality, clothes and accessories Writing:Word order Speaking:Monologue 1 (My daily routine) Reading: Listening:	Unit 1A,B,C Practical English	· Feedback is given every lesson in the form of error analysis.
	· Feedback is given every lesson in the form of error analysis. · Grammar mini-test 1 · Monologue 1
	Holidays	Grammar: Past Simple (Revision), Vocabulary:Phrases with go Writing:Subject and verb agreement Reading: Speaking:Monologue 2 (Memories about holidays)	Unit 2A	· Feedback is given every lesson in the form of error analysis. · Vocabulary mini-test 1 · Monologue 2
	Memorable events in life	Grammar: Past Simple vs. Past Continuous, time sequencers and connectors Vocabulary:Prepositions of place and time, Verb phrases Writing:Parallel structures Reading: Listening: Speaking:Monologue 3 (The happiest event in my life)	Unit 2B,C	· Feedback is given every lesson in the form of error analysis. · Grammar mini-test 2 · Monologue 3
	Booking arrangements	Grammar:Present Continuous for future arrangements, to be going to Vocabulary:Traveling (preparations, at the airport, at the station, etc.) Writing:Descriptive paragraph organization and descriptive paragraph writing 1 (First draft) Speaking:Monologue 4 (My favourite holiday) Reading: Listening:	Unit 3A,B	· Feedback is given every lesson in the form of error analysis · Vocabulary mini-test 2 · Monologue 4
	What’s the word	Grammar:Defining relative clauses Vocabulary:Expressions for paraphrasing Writing:Descriptive paragraph writing 1 (Second draft) Speaking: Reading: Listening:	Unit 3C, Practical English	· Feedback is given every lesson in the form of error analysis · Descriptive paragraph (Second draft) · Summative assessment 1
	Relationships	Grammar: Present Perfect Simple (yet, already) Vocabulary:Relationship phrases, housework Writing: Descriptive paragraph writing 1 (Final) Speaking: Monologue 5 (My favourite relative)) Reading: Listening:	Unit 4A	· Feedback is given every lesson in the form of error analysis. · Grammar mini-test 3 · Descriptive paragraph writing 1 (Final) · Monologue 5
	Fashion and shopping	Grammar: Past Simple vs. Present Perfect Simple, something, anything, nothing Vocabulary:shopping, online shopping, adjectives ending –ed and -ing Writing:Descriptive paragraph2 (First draft)) Speaking: Reading: Listening:	Unit 4B,C	· Feedback is given every lesson in the form of error analysis. Vocabulary mini-test 3
	Time is money!	Grammar: Comparative and superlative adjectives and adverbs Vocabulary:describing town or city, quantifiers Writing:Descriptive paragraph 2 (Second draft) Speaking:Monologue 6 (How I spend my free time) Reading: Listening:	Unit 5A,B,C	· Feedback is given every lesson in the form of error analysis. · Grammar mini-test 4 · Monologue 6 · Descriptive paragraph 2 (Second draft)
	Predictions and promises	Grammar: Future Simple(predictions, promises and offers) Review of present, past and future tenses Vocabulary:opposite verbs, verb+back Writing:Descriptive paragraph 2 (Final version) Speaking:Monologue 7 (My plans for future) Reading: Listening:	Unit 6A,B,C	· Feedback is given every lesson in the form of error analysis. · Grammar mini-test 5
	· Feedback is given every lesson in the form of error analysis. · Descriptive paragraph 2 (Final) · Monologue 7
	Summative assessment 2
	Revision

Instructional resources

Harrison, M. (1995). Grammar spectrum 2 (Pre-Intermediate). Oxford, UK: Oxford University Press.

Latham-Koenig, C., & Oxenden, C. (2013). English file (Pre-Intermediate). Oxford, UK: Oxford University Press.

Murphy, R. (2009). Grammar in use (Intermediate). Cambridge, UK: Cambridge University Press.

Oshima, A. (1999). Writing academic English. London, UK: Longman.

Redman, S. (1997). English vocabulary in use (Pre-Intermediate and Intermediate). Cambridge, UK: Cambridge University Press.

Savage, A., & Shafiei, M. (2007). Effective academic writing 1: The paragraph. Oxford, UK: Oxford University Press.

Zemach, D., & Islam, C. (2005). Paragraph writing: From sentence to paragraph. Oxford, UK: Macmillan Education.