Participation Evaluation Rubric

Linguistic Center

Course Code and Title:Undergraduate Foundation English A2 (low) Course Credits:4 Semester:Fall 2016 Time and Place of the Lecture: Instructor: Office: Office phone: E-mail:

Course Prerequisites:requisite Placement test score or Undergraduate Foundation English A1

This Course is a Prerequisite for: Undergraduate Foundation English A2 (high)

Relationship of course and program

Undergraduate Foundation English courses are 4-credit courses designed for first- and second-year students whose native language is other than English. The aim of the program is to fill up the gaps in students’ knowledge of the English language. The courses focus on the development of reading, writing, listening, speaking, pronunciation, grammar, vocabulary, and study skills. The course goals are to encourage students’ collaborative and independent learning as well as develop their creative and critical thinking skills. The Undergraduate Foundation English A2 (low)course is the third step in the set of levels taken by the first-/second-year students.

Course description

The Undergraduate Foundation English A2 (low) is a pre-intermediate level course aiming to build and further improve language proficiency at A2 level on the Common European Framework of Reference for Languages (CEFR). During this course students develop their language skills giving short descriptions; listening to short adapted texts and conversations; reading short texts and stories; and writing descriptive paragraphs on various course topics. By the end of the course, learners who have made adequate progress in the English language demonstrate competence at CEF A2 low level. It is a fifteen-week course with ___ contact hours and ___hours for independent learning.

Learning objectives

In the course students will learn to

· comprehend familiar words and very basic phrases about people, places, objects, families, interests, hobbies, likes/dislikes and immediate surroundings in short adapted audio and written texts

· understand and respond to simple questions in the areas of immediate need or on very familiar topics

· use knowledge of fundamental grammar structures and their functions in relevant contexts

· write simple sentences and short descriptions using basic grammar and vocabulary

· describe places, people, objects, hobbies and interests in oral and written forms and express attitude to them.

Learning outcomes

By the end of the course students should be able to

· participate in simple conversations on familiar topics (personal information, likes and dislikes, description of people, routines, weather, places, everyday activities, shopping, eating, entertainment and working)

· communicate at a level of greetings, introducing themselves and other people, asking for permission, thanking, make suggestions

· produce short descriptions of him/herself, people, places, events, daily routines, activities, feelings, and experiences in oral and written forms using basic grammar and vocabulary

· understand short oral and written texts and extract the main ideas and details

· write short descriptive paragraphs on various course topics (100-150 words).

Assessment scheme

The students will be assessed on the following:

Assessment 1* Assessment 2*

Continuous assessment 1
Coursework	40%
Participation	10%
Attendance	10%
	60%
Summative assessment 1
Listening	10%
Reading	10%
Vocabulary	10%
Grammar	10%
	40%
Total	100%

Continuous assessment 2
Coursework	40%
Participation	10%
Attendance	10%
	60%
Summative assessment 2
Writing	10%
Speaking	10%
Vocabulary	10%
Grammar	10%
	40%
Total	100%

*- the total score for Assessment 1 is put in on week 8, the total score for Assessment 2 is put in on week 15.

Coursework includes:

• listening to short and clear monologues or dialogues appropriate to the level and relevant to the course topics and completing comprehension tasks
• reading short texts appropriate to the level and related to the course topics, identifying specific information and fulfilling comprehension tasks;
• preparing and presenting short monologues/dialogues based on topics covered within the semester
• writing descriptive paragraphs based on a process writing approach (2-3 within a term)
• writing short grammar and vocabulary tests.

Summative assessment 1 includes:

· Listening.Students listen to a short monologue/dialogue and do comprehension tasks (multiple choice and True/False).

· Reading.Students read 1-2 short texts and do comprehension tasks (multiple choice and True/False).

· Vocabulary.Students fulfill various vocabulary tasks (gap filling, word matching, word choice, etc) on core vocabulary.

· Grammar. Students fulfill different grammar tasks (multiple choice, gap filling, etc).

Summative assessment 2 includes:

• Writing.Students write a descriptive paragraph (100-150 words) based on a process writing approach, i.e. students must write 1-2 drafts before submitting the final version.
• Speaking.Students describe a given picture.
• Vocabulary. Studentsfulfill various vocabulary tasks (gap filling, word matching, word choice, word building, etc.) on core vocabulary.
• Grammar. Students fulfill different grammar tasks (multiple choice, gap filling, etc.).

Final test includes:

• Listening.Students listen to a short recording and answer true\false and multiple-choice questions.
• Reading. Students read 1-2 short stories and answer true\false and multiple-choice questions.
• Speaking.Students present a monologue on one of the topics covered within the course.
• Writing.Students choose one topic out of 2-3 to write an in-class descriptive paragraph including a topic sentence, sentences of detail and a concluding sentence (100-150 words).

Grading scale

The Undergraduate Foundation English courses are 4-credit courses. To pass the course, students must receive at least 50 out of 100 points for the assessments 1 and 2 and at least 50 out of 100 points for the final exam. If a student does not get at least 50 out of 100 points for the assessments 1 and 2, s/he will not be allowed to partake in the final exam. If a student receives 90 or more points out of 100 for the assessments 1 and 2, s/he is allowed not to participate in the final exam.

Letter Grade	Grade Point Value	Percentage	Grade Definition
A	4,0	95-100	Excellent- passing
A-	3,67	90-94
B+	3,33	85-89	Good- passing
B	3,0	80-84
B-	2,67	75-79
C+	2,33	70-74	Satisfactory- passing
C	2,0	65-69
C-	1,67	60-64
D+	1,33	55-59	Barely passing- passing
D	1,0	50-54
F		0-49	Unsatisfactory- failing

Course policies

Group change

Within the first week of studies students are tested to define their level of language proficiency and divide them into groups. Next week after the allocation of students into groups they are allowed to change a group with the approval of the Undergraduate Foundation English coordinator. In two weeks after the beginning of the course no group changes are permitted.

Attendance policy

Students are expected to attend all classes and to complete all assignments. Otherwise, they lose an opportunity to gain the full benefit of the course. Instructors are expected to provide notice of the dates on which major exams will be given and assignments will be due on the course syllabus, which must be made available within the first week of classes.

Students are required to be on time for all classes. If students arrive later than 15 minutes after the start of the class, instructors have the right to refuse entry. This includes attendance at final exams and summative assessments 1 and 2.

Excused Absences

The student is responsible for providing satisfactory evidence to the instructor to substantiate the reason for absence. Among the reasons absences are considered excused by the instructor are the following:

1. Participation in university-related activities.

2. Death or serious illness in a student’s immediate family.

3. Injury or Illness that is too severe or contagious for the student to attend class.

4. Unavoidable circumstance.

If the absence is excused, the instructor must either provide the student an opportunity to make up any quiz, exam or other work that contributes to the final grade or provide a satisfactory alternative by a date agreed upon by the student and instructor.

The instructor is under no obligation to provide an opportunity for the student to make up work missed because of an unexcused absence.

Participation

Participation is an essential part of course work. It does not merely mean coming to class; it involves preparing beforehand and playing an active role in class discussion.

Participation Evaluation Rubric

10 %	The student always contributes actively and positively in class and works well with classmates. Class and home assignments (100%) are always completed on time. Overall, the student displays an excellent attitude, i.e. the student shows an interest, enthusiasm, and a willingness to participate.
8 %	The student is nearly always active and positive in class contributing well most of the time. 90-85 % of class and home assignments are completed on time.
6 %	The student shows a reasonable attitude in class, i.e. the student shows some interest and willingness to participate. Sometimes class and home assignments (70-80%) are not completed or submitted on time.
4 %	The student participates passively and does not cooperate in group activities. Class and home assignments (50-60%) are seldom done or submitted on time.
2 %	The student’s contribution is rarely adequate. The student lacks an interest or a willingness to participate. Class and home assignments are seldom (30-40%) done on time.
0 %	The student’s participation cannot be judged properly due to total or almost total lack of involvement or attendance. Class and home assignments are never done on time.

Within the first week of classes the instructor is responsible for informing students of the attendance policy and participation as well as their effect on learners’ performance.