(23) YEOJU TECHNICAL INSTITUTE IN TASHKENT yur ET ata aN Vice-rector on at ft Jo Byoung R\ «& » MODEL SYLLABUS ON «TEACHING LANGUAGE» Baccalaureate direction code: ENG Form of education: Full-time education; evening classes Semester: 3 Number of credits: 4 Tashkent - 2021Authors: Janar Abuova, Risolat Payziyeva, Elina Tovmasyan, Nozima Uralova é Author's position: The senior teacher of EFL (y I) ve (ine Reviewed on «English language» department meeting August « 42__» 2024, act No_< Head of department Approved by the Institute Council August «4g_»2021, Act Ne_22. Head of academic- methodological department ee R. AllaberganovTeacher’s name: Work place: Office phone: e-mail: (Note: the given part is fled by each teacher separately when creating a personal syllabus on the basis of a typical syllabus). Postrequisites CLIL, and all teaching and methodology related subjects. Course Description The course lasts 60 hours (17 weeks) during semester 1 for second-year university students. The course is a practical class, focusing on developing students’ competence in English language teaching. In this course skills and systematic English language teaching with various activities will be taught within an academic context through interactive and practical tasks which will enhance their teaching skills for language teaching, Course aim and objectives: Students will be able to: - Identify types of learners. - See the difference between EFL and ESL classes. - Recognize various teaching methods in the language classroom - Teach both reseptive and productive skils. - Recognize pre, while and post activites. - Analyse both skills and system related classes. - Teach systematic aspects of language (pronunciation, vocabulary, grammar, and functional language) - Integrate skills and system related subjects in order to enhance effectiveness of the lesson. - Create skills and system teaching related activities for the EFL classroom. Requirements for knowledge, abilities, skills, and competences. Students must: have an understanding of: the methods and approaches to teaching languages know: how to create a pre/while/post activity be able to implement the knowledge acquired during the course in own practice. acquire practical skills of:teaching language skills and subskills be competent: in selecting, adapting and creating authentic, semi-authentic and non-authentic materials THEMATIC PLAN OF THE SUBJECT Week Hour Indicative content Type of lesson: practical Topic: Introduction to the course; Types of learners Plan of the topic: EFL/ ESL/ ESOL learners Source: Harmer, pp. 38-48 Type of lesson: practical Topic: Types of leamers (tree) Plan of the topic: leamer differences, styles; learner aptitude Source: Harmer, pp. 38-48 Type of lesson: practical Topic: Motivation/learner autonomy Plan of the topic: defining motivation, sources of motivation, initiating and sustaining motivation Source: Harmer, pp. 51-56; 335 | Type of lesson: practical | Topic: ESL vs. EFL Plan of the topic: the differences between ESL & EFL Source: https://oupeltglobalblog.com/2011/07/12/how-esI- and-efl-classrooms-differ/ https:/www.readinghorizons.com/blog/what-s-the-difference- between-esl-efl-esol-ell-and-esp Type of lesson: practical Topic: Teaching methodologies Plan of the topic: overview of methods, GTM, ALM Source: Scrivener, pp. 31-32, Harmer, pp. 78-96 Type of lesson: practical Topic: Teaching methodologies Plan of the topic: Direct Method, Suggestopedia Source: Scrivener, pp. 31-32, Harmer, pp. 78-96 Type of lesson: practical Topic: Teaching methodologies Plan of the topic: Silent Way, TPR, CLL. Source: Scrivener, pp. 31-32, Harmer, pp. 78-96 Type of lesson: practical Topic: Teaching Methodologies Plan of the topic: CLT Source: Scrivener, pp. 31-32, Harmer, pp. 78-96 Type of lesson: practical Topic: Teaching receptive skills: Reading 4Plan of the topic: graded readers, types of sources (authentic, non-authentic, semi-authentic) Source: Harmer, p.p. 210-215; How to teach English p.p. 68-78; Scrivener pp. 263-271 Type of lesson: practical Topic: Teaching receptive skills: Reading Plan of the topic: types of reading and reading activities Source: Harmer, pp. 210-215; How to teach English pp. 68-78; Scrivener pp. 263-271 Type of lesson: practical Topic: Teaching receptive skills: Reading Plan of the topic: types of reading and reading activities Source: Harmer, pp. 210-215; How to teach English pp. 68-78; Scrivener pp. 263-271 Type of lesson: practical Topic: Teaching receptive skills: Reading Plan of the topic: pre, while and post activities Source: How to teach English pp. 68-78; Scrivener pp. 263-271 Type of lesson: practical Topic: Review 1 Plan of the topic: activity modification, peer evaluation Source: peer feedback and peer assessment form Type of lesson: practical Topic: Teaching receptive skills: Listening Plan of the topic: types of listening materials and their features Source: Harmer, pp. 228-246; How to teach English, pp. 97-110; Scrivener pp. 249-263 Type of lesson: practical Topic: Teaching receptive skills: Listening Plan of the topic: extensive and intensive listening activities Source: Harmer, pp. 228-246; How to teach English, pp. 97-110; Scrivener pp. 249-263 Type of lesson: practical Topic: Teaching receptive skills: Listening Plan of the topic: top down and bottom up listening Source: Harmer, pp. 228-246; How to teach English, pp. 97-110; Scrivener pp. 249-263 Type of lesson: practical Topic: Teaching receptive skill: Listening Plan of the topic: viewing and listening techniques Source: Harmer, pp. 228-246; How to teach English, pp. 97-110; Scrivener pp. 249-263, Type of lesson: practical Topic: Review 2 Plan of the topic: activity design and peer feedback Source: peer feedback and peer assessment form Type of lesson: practical Topic: Teaching productive skills- speaking 5Elements of speaking Plan of the topic: Source: How to teach English pp 87-98 Type of lesson: practical Topic: Teaching productive skills- speaking Plan of the topic: Interaction patterns Source: How to teach English pp 87-98 Type of lesson: practical Topic: Teaching productive skills- speaking Plan of the topic: Problem with speaking Source: How to teach English pp 87-96 Type of lesson: practical Teaching productive skills- speaking Plan of the topic: Games Source: How to teach English pp 87-96 Type of lesson: practical Topic: Teaching productive skills- speaking Plan of the topic: Free and controlled speaking activities ‘Source: How to teach English pp 87-96 Type of lesson: practical Topic: Teaching productive skills- speaking Plan of the topic: Review Source: Type of lesson: practical Topic: Teaching productive skills- Writing Plan of the topic: Genre approach; Building good writing habits Source: How to teach English pp 79-86. Type of lesson: practical Topic: Teaching productive skills- Writing Plan of the topic: Product vs process based approaches Source: How to teach English pp 79-86 Type of lesson: practical Topic: Teaching productive skills- Writing Plan of the topic: Writing activities (e.g Dictogloss) Source: How to teach English pp 79-86 Type of lesson: practical Topic: Teaching productive skills- Writing Plan of the topic: Writing activities Source: How to teach English pp 79-86 Type of lesson: practical Topic: Teaching productive skills- Writing Plan of the topic: Role of the writing in teaching (controlled and freer practice) | Source: How to teach English pp 79-86 Type of lesson: practical Topic: Teaching productive skills- Writing Plan of the topic: Mechanics in writing Source: How to teach English pp 79-86 6Type of lesson: practical Topic: Teaching productive skills- Writing Plan of the topic: Review Source: _ Type of lesson: practical Topic: Teaching language systems- Pronunciation Plan of the topic: Overview (elements of phonetics, perfectionism vs intelligibility) Source: How to teach English Midterm Type of lesson: practical Topic: Teaching language systems- Pronunciation Plan of the topi stress, intonation __| Source: How to teach English Type of lesson: practical Topic: Teaching language systems- Pronunciation Plan of the topic: Sounds; phonetic chart; minimal pairs Source: How to teach English Type of lesson: practical Topic: Teaching language systems- Pronunciation Plan of the topic: Drilling (words vs connected speech) Source: How to teach.English Type of lesson: practical Topic: Teaching language systems- Pronunciation Plan of the topic: When to teach pronunciation; helping individual students Source: How to teach English Type of lesson: practical Topic: Review Plan of the topic: Research Source: Moodle explanation Type of lesson: practical Topic: How to use dictionary? Plan of the topic: The usage of dictionary. Various types of dictionaries Source: How to teach English Type of lesson: practical Topic: Phrases in English language Plan of the topic: Words, collocations and connotations Source: How to teach English Type of lesson: practical Topic: Language analysis Plan of the topic: How to make language analysis for the lesson. Source: How to teach English Type of lesson: practical Topic: Vocabulary Activities Plan of the topic: Gamification | Source: How to teach English 7Type of lesson: practical Topic: Vocabulary activities Plan of the topic: Gamification Source: How to teach English Type of lesson: practical Topic: Practicing and presenting vocabulary Plan of the topic: various ways of vocabulary presentation and practicing Source: How to teach English Type of lesson: practical Topic: Review Plan of the topic: Creating a base for the possible video lesson Giving instructions and explanation, rehearsal Source: How to teach English Type of lesson: practical Topic: Teaching Grammar Plan of the topic: Why is grammar taught? Source: How to teach English Type of lesson: practical Topic: Language analysis Plan of the topic: How to analyze grammar before presenting to the class Source: How to teach English pee Type of lesson: practical Topic: How to teach grammar Plan of the topic: Deductive and inductive ways of teaching grammar Source: How to teach English Type of lesson: practical Topi juided Discovery Plan of the topic: Teaching grammar through noticing. Guided discovery approach. Source: How to teach English 14 Type of lesson: practical Topic: Teaching grammar through context. Plan of the topic: The usage and the choice of the correct | grammar Source: How to teach English Type of lesson: practical Topic: Teaching grammar through games Plan of the topic: Gamification Source: How to teach English Type of lesson: practical Topic: Teaching grammar through games Plan of the topic: Source: How to teach English Type of lesson: practical Topic: Task Based approach 8f Plan of the topic: how to use task-based approach | Source: How to teach English Type of lesson: practical Topic: Review Plan of the topic: Video lesson activity submission Source: Moodle explanation Type of lesson: practical Topic: Functional language Plan of the topic: Teaching functional language Source: How to teach English Type of lesson: practical Topic: Functional language Plan of the topic: Teaching functional language Source: How to teach English Type of lesson: practical Topic: Functional language | Plan of the topic: Dialogue, role play, simulation Source: How to teach English Type of lesson: practical Topic: Functional language 1 Plan of the topic: Functional language analysis (grammar, vocabulary and phonetics) Source: How to teach English Type of lesson: practical Topic: Functional language 1 | Plan of the topic: Functional language analysis (grammar, 16 vocabulary and phonetics) Source: How to teach English Type of lesson: practical Topic: Functional language Plan of the topic: Activity Journal Tool Review own book Source: How to teach English Type of lesson: practical Topic: Course reflection Plan of the topic: Source: 17 Final 15 Core source J. Harmer (2001) How to Teach English UK: Harlow Longman Websites 1 www. youtube.com 2. www.bbcamerica.com 3. www.bbe.co.uk/learningenglish 4, www.nationalgeographic.org 5. www.kahoot.com6. www.quizlet.com 7. www.padlet.com STUDENT ASSESSMENT PROFILE Assessment profile consists of continuous assessment, midterm and final exam during a semester. Student knowledge is evaluated in the following way: Degree | Point : Rating At 95 - 100 points 45 A 90-94 points 4.0 OUTSTANDING: Bt 85 - 89 points 3.5 B 80 - 84 points 3.0 pERGIOD =H C+ 75 - 79 points 25 Cc 70 - 74 points 2.0 eon, | D+ 65 - 69 points = 15 | D 60-64 points 10 CONDITIONAL PASS FAIL 59 and below | 0.0 FAIL DIVISION OF POINTS Midterm assessment -30p. Continuous assessment -20p. Final assessment -50p. Total! 100 points Tasks and Assessment Task 1. READING TASK (in class) Students work in groups of 3 They are given a reading activity They need to modify it, adding pre, while and post activities Groups present their activities to each other. Using peer feedback form, they need to do peer assessment. Task 2. LISTENING TASK * Students work in groups of 3 * They need to select an authentic listening and design an activity with pre, while and post stages * Students are divided into 2 big groups (2-3 groups in each) * While first group present their activities (2-3 groups), another one fills the feedback form and evaluates them * Having received peer feedback, students edit their activities and submit them PEER FEEDBACK FORM FOR READING AND LISTENING TASKS 10Learner involvement Efficiency Strengths of an activity Anticipated problems How would you modify this activity? Why? PEER EVALUATION FORM FOR READING AND LISTENING TASKS. experiences Clarity of task procedure 1 1,5 Mechanics (grammar, vocabulary errors) 1 1,5 Material usage (appropriateness, incorporated 1 1,5 technology) Creativity/engagement/learner involvement 4 4,5 Connection to students’ life or previous learning 41 1,5 Assessment Criteria for reading and listening task 2-4 5-7 8-10Overall organization Activity is not clearly articulated and insufficient detail for someone else to use it. Many grammar or mechanical errors. Activity is somewhat articulated but lacks sufficient detail for someone else to successfully teach the lesson. Some grammar or mechanical errors Activity is clearly articulated with enough detail that someone else could use it. Virtually no grammar or mechanical errors are present Materials Appropriate Appropriate. Appropriate materials : Ht materials, (including | materials (including media, and {including media, and (including media, | technology if mediaand _| technology if and technology if | appropriate) are technology if | appropriate) are not | appropriate) are _| identified, are appropriate) | clearly identified identified but do _ | integrated into the and do not make a | not make a lesson, and make a contribution — or contribution. contribution. inappropriate materials were selected. Content Activity is not Activity is Activity is relevant to imaginative, reasonably lesson objectives, thoughtful, or interesting and interesting, engaging, creative. Does not | engaging. and provides for build on prior Provides limited active student knowledge. Does student participation not make a participation. throughout. Builds on connection to real | Builds on prior prior knowledge and life of students. knowledge and provides a bridge to Does not stimulate | provides a bridge | new knowledge. students to want to | to new Makes a connection to learn the topic. knowledge. students’ life or previous leaming experiences. Speaking task 1, Students work individually 2. Students are given a case (different variants) connected to teaching speaking 3. Students need to analyze the case and answer the questions: What was the objective of the activity?Was the activity appropriate for the level of students? Was the objective achieved? What shows you that the objective was achieved cr not? How could you change the activity in order to achieve the objective? Assessment criteria Score Description 10 | A student answered all questions correctly with appropriate examples. 9 | Astudent answered all questions correctly with examples. Some minor mistaces in examples, 8 | Astudent answered most questions correctly with appropriate examples. Some minor mistakes in analysis 7 | Astudent answered most questions correctly with examples. Some mistakes in analysis and examples. 6 | Astudent answered half of the questions correctly with appropriate examples. 5 _| Astudent answered half of the questions correctly with examples. Some mistakes in examples 4 _| Astudent answered 1 question correctly with appropriate examples. 3__ | Astudent answered 1 question correctly with examples. Some mistakes in examples 2 _| Astudent tried to answer questions with examples, but answers were not correct. 1 | Astudent tried to answer questions without examples, but answers were not correct. 0 | no submission Writing task 1. Students work individually. 2. Students will observe a writing class (an activity) and answer the questions: What was the activity? Was it appropriate for the level of students? What was the objective of the activity? Was the objective achieved? What shows you that the objective was achieved or not? How could you change the activity? Assessment criteria Score Description 10 | Astudent answered all questions correctly with appropriate examples. 139 | Astudent answered all questions correctly with examples. Some minor mistakes in examples 8 | Astudent answered most questions correctly with appropriate examples. Some minor mistakes in analysis 7 | Astudent answered most questions correctly with examples. Some mistakes in analysis and examples. 6 | Astudent answered half of the questions correctly with appropriate examples. 5 | Asstudent answered half of the questions correctly with examples, Some mistakes in examples 4 | Astudent answered 1 question correctly with appropriate examples. 3 | Astudent answered 1 question correctly with examples. Some mistakes in examples 2 A student tried to answer questions with examples, but answers were not correct. 1 _ | A student tried to answer questions without examples, but answers were not correct. 0 | no submission Task 6: Video project ( This project is assessed both in Digital Classroom and Learnit ing teaching) Students are creating an explanatory video for a grammar or vocabulary class. In pairs or alone. Teachers must mention that this type of teaching can be used for flipped classrooms. The video must contain the presentation part of the PPP lesson. While creating video students must have language analysis for teaching grammar/ vocabulary After creating the video students must choose controlled practice activity for the practice part. It can be taken from the internet or can be self-created. The next step students need to think of the freer practice activity for the production part it can be for speaking or writing activity. Rubric fs 4 3 zi SeEt Teaching ofthe | Allrules were Most rules were | Most rules were not | Rules were not content provided to teach | taught correctly. | taught accurately. | taught correctly. certain grammar | Some rules might | Some rules might | Or the rules and or vocabulary. be missing be missing examples were Each rulewas —_| examples. examples. Complete | incorrect. tis | written clearly and | Complete sentences might not | clear the group hadatleast one | sentences might | have been used. | didnt understand example. nothave been —_ | Examples might not | how to teach the Complete used. Examples | have been correct | topic, Rules and sentences were | might nothave _| and/or easy to examples might used. Examples | been comect and/ | understand, have been printed were correct and | or easy to off from the understand. Internet 14easy fo understand. Language Language Language Language analysis | Language | analysis analysis was analysis was was partially correct. | analysis was not correct and clear. | mostly correct and | All information that | correct and clear All information —_| with most was taught was, or it was copied that was taught | mistakes . All partially analysed. | from the internet. was accurately | information that Al information analysed was taught was that was taught mostly analysed was accurately correctly with analysed. ieee some mistakes. Controlled Worksheet was | Worksheet wes | Worksheet was Worksheet was: | practice activity | interesting and —_| interesting and | somewhat boring and | provided help for | provided help for | interesting and included litle or teaching students | teaching students | somewhat helps —_| no grammar/ the topic. the topic. students practice | vocabulary Worksheet Worksheet their practice | provided provided grammarlvocabulary | Worksheet didn't opportunities to | opportunities to | topic. Worksheet | open with an practice. There | practice. There —_| didnt provide many | example. The were atleast ten | were at least eight | opportunities for | worksheet was questions onthe | questions on the | practice. The just printed off worksheet worksheet worksheet might not | from the Interet have eight problems | without having for students to any connection, L_ dl complete. Freer practice | Activity gvesa | Aclivity gives Activity gives almost | Activity gives no activity lear opportunity | partial opportunity | no opportunity to —_| opportunity to to practice target | to practice target | practice target practice target language language language language. Or just printed from internet without giving relevant 7 a connection. ‘Accuracy Joumalis highly | Jouralis Joumal is adequate; | Inadequate and mechanics | polished: virtually | polished; few significant grammar | discussion; grammar or grammar or orspeling errors | spelling or spelling errors. _| spelling errors. grammar errors Task 7 Phonetics Task 1. Students work in groups of three. 2. The need to interview 10 people (5- native speakers of Russian, 5- native speakers of Uzbek). The observation/interview process must be recorded and the materials must be submitted with the final version of the task. Sample of the interview procedure: Students ask people the same question and ask to speak for about 30 seconds. Sample questions (DO NOT USE THEM FOR YOUR INTERVIEW): + Can you tell me about your hometown? + Whats your favourite animal? + Doyou like reading books? 15.3. The subjects must represent different groups (male/female, younger and older age groups, Russian/Uzbek native speakers, NOT ONLY YTIT ENGLISH EDUCATION STUDENTS!) 4. _ Students need to analyze the samples of the subjects’ speech and identify how their L1 (Russian/Uzbek) influence on their English pronunciation Eg. Some commonly mispronounced words in English- break [brik]; idea (with stress on [i]); character- with [ch] pronounced like [ch] etc. 5. Students need to group the examples of pronunciation mistakes. Groups are created by students based on the examples of the mistakes. 6. The final submission must include a poster with the findings of the research (poster): A Introduction of the group members and their roles B. The research structure C. Literature review (100 words) D. The research stages (with description of the subjects and the setting) E. The research findings (students can use charts and diagrams) a Conclusion G. References (if applicable) 8. Students need to present the posters in class. Assessment Criteria 2 1,5 1 05 0 Teamwork* | All Most Some A few | No planning members | members. members. members | or evidence involved in| involved _ in| involved in involved in | of good planning and | planning and | some cooperation planning | cooperation | cooperation | planning, _| Interactions and with frequent | with frequent | but a|were not cooperation | supportive | supportive _| general lack | supportive throughout | interactions | interactions | of with’ cooperation supportive with — few interactions supportive interactions Task The taskis | Thetaskis |The taskis | Parts of the | The task is response | successfully] completed | mainly task are not | mainly not completed completed | completed | completed but some aspects are less developed Content Relevant, | Supporting | Supporting | Supporting (quality of _ | telling, details and | detailsand | details and 16information, | quality information | information _| information analysis) details give | are relevant, | are relevant, | are typically the reader | butone key | butseveral | unclear or important | issue or key issues or | not related information | portion of the | portions of —_| to the topic. that goes storyline is _ | the storyline beyond the | unsupported. | are obvious or unsupported. predictable. Poster Effective Satisfactory | Reasonable | Some Poor use of visual visual attempt attempt visual support for | supportfor }madeto | made to support for | the message | the message | support the | support the the message | message message but this | visually does not always: achieve its purpose Language |Arangeof |Arangeof |Arangeof | There are | The language | language language | frequent _| language structures | structures | structures | occasions _ structures and and features | and features | when the and features are | are mainly | are language _| features are used used sometimes | structures | generally accurately | accurately | used and used and in ways | andin ways | accurately _ | features are | inaccurately that support | that support | and not used and in ways the the intention | always in inaccurately | that do not intention of | of the user. | ways that | and in ways | support the the user. support the | that do not | intention of intention of | support the | the user. the user. intention of the user. “To be checked via anonymous survey Task 8: Activity Journal - Students get a large notebook (it can be online) - Students are provided with a template which they must fill in every class. - After each class students are asked to fill in the activity journal with all activities that were covered during the lesson. They may fill in the journal with different 17activities that they see in the internet or any other lessons. (the most important activities must be helpful for them to use for their later classes) ~ The journal is divided into 8 focus which are: listening, reading, writing, speaking, pronunciation, grammar, vocabulary and functional language. - Each part must contain a minimum of 4 activities. - Activity Journal will be checked any time, because of this it must be nex! to the student every lesson. - If students do not write activities every class, they might be substracted points at the end of the term. Rubric: Activity Journal 4 (Excellent) | 3(Good) 2 (Fain) O-iPoor) ‘| Content Selected items — | Selected items | Select items and | Select items and that are important | that are important | details that details that are and help make | in discussing the | discuss the not important or content activities for the | activities for the | relevant. interesting; the | week; the details | week, but they details focus on | help the reader —_| not be very the most see things about | important. important the items in information, interesting ways. Choices help the reader see things in a new way. Comprehen- | Can understand | Can understand | Can understand | Can understand ibility all of what is | most of what is _| less than half of | little of what is, being being | whatis being | being communicated. | communicated. _| communicated. _| communicated. Organization | Journal entry is [ Journal entry is | Journal entry is | Journal entry logical and generally logical | somewhat lacks logical effective. and effective illogical and order and with a few minor | confusing in organization, problems. places. Effort Exceeds the Fulfills all of the | Fulfills some of _ | Fulfills few of requirements of | requirements of | the requirements | the requirements the assignment | the assignment. | of the of the and have put care assignment. assignment and effort into the process. Grammar, | Joumalis highly Journals Joumalis Inadequate Mechanies, | polished; vitually | polished; few adequate; discussion; Spelling, and grammar or ‘grammar or significant speling or Sentence speling errors. | — speling errors. grammar or | grammar errors Structure spelling errors 18‘Template for the activity journal Focus: Name of the acti Level: Time: What is required: The steps and sequences of the activity Why it can be interesting? What is important to take into account? What can go wrong? Midterm Task: Activity design and presentation 1. Students work individually 2. Students need to adapt an activity which includes 3 stages- pre, while and post. The materials are given to the students by the instructor (the materials focus on different levels) 3. The instructor provides students with the setting and students adapt the materials, to their leamers’ needs. They need to explain what they adapted and why. 4. Students submit the written version of the task and the original materials in Moodle (by week 8). Activity Template Topic: Focus (language/skills): Age: Level: Time: Materials: Procedure:Step Description Interaction Step 1 Warm-up .) Step 2 (p) 3) (add lines if necessary) Describe how you adapted the materials and why (use no more than 200 words) Sample: Step Description Interaction Step 1 __| The teacher asks students to look at the slide and pair work (2 Warm-up | describe to each other what they see. mins) Pre stage | After, students share ideas with the whole class and the (67 teacher presents the topic on the slide. minutes) page 4 Step 2 20Assessment Criteria 5 4 3 2 1 Task The task is | The task is | Parts of the task Few parts | The task is response | successfull | mainly are not completed | of the task | mainly not y completed are completed completed | but some completed aspects are less developed Instruction | Clear Mostly Insome cases, | Many Mainly s instructions | clear the instructions cases of unclear that instruction | are not clear and _| lack of instructions students s that students cannot larity in that students. caneasily | students | easily follow them | instructions | cannot follow follow can easily ; Students follow have difficulty following them Creativity | Uses Mainly |Insomecases, | Triesto _| Shows creative uses uses creative use minimal approach | creative | approach to fulfill | creative —_| attempt to to fulfil the | approach | the task but not approach | make the task to fulfill the | always effectively | to fulfill the | task creative task task but not always effectively Language | The written | The The written The written | The written submission | written submission is submission | submission isclear, | submissio | sometimes unclea |is mainly _ | is unclear, coherent nis mainly |r, incoherent and | unclear, incoherent and free of | clear, contains some incoherent | and contains language | coherent | language and language mistakes —_ | and free of | mistakes contains mistakes that language frequent | impede the mistakes language | understandin mistakes |g 21STUDENT KNOWLEDGE ASSESSMENT CRITERIA “A+", “A, “B+" marks are put to the student who can freely operate covered materials; does not make mistakes; actively participates in the process of communication; gives full and detailed answers. “B”, “C+”, “C” marks are put to the student who knows the material well, and can express it in a clear and logical way; actively participates in the process of communication; formulates full and detailed answers, but has minor inaccuracies and mistakes. “D+", “D" marks are put to the student who has knowledge of basic material but has. not obtained details, has inaccuracies; gives not enough correct formulations while answering; breaks logical correction in presenting material; faces difficulties in the process of communication. “F" (FAIL) mark is put to the student who does not have an idea on the essence of the question; does not have answers; does not participate in the orocess of communication. While assessing students’ works the following is taken into consideration: - attendance; - participation; - study of core and additional materials; - timely submission of self-study tasks; - timely submission of all tasks. ACADEMIC BEHAVIOUR AND ETHICS POLICY Plagiarism and other forms of dishonest work are unacceptable Hints and cheating while takingtests, projects, independent work, midterm and final examinations, copying the tasks done by other persons, taking the exam for another student are unacceptable. A student found to falsify any course information will receive “F” final grade. Itis not allowed to use mobile phones andior other electronic devices during classes During classes, drinking, eating food, and using chewing gum is absolutely unacceptable. Be tolerant, respect the opinions of others, be correct in relation to others. CONSULTING HOURS*:for consultations on the completion of self-studytasks, their delivery and presentation, as well as for additional information on the material passed and all other emerging questions on the course you have had, contact the teacher in the following office hours: Ne Day Office hours Room i 2. ca * Note: This block is filled out by each teacher separately when compiling a personal syllabus based on this typical syllabus 22