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A1-1 Syllabus
A1-1 Syllabus
Baccalaureate
ბაკალავრიატი
Syllabus
სილაბუსი
A1-1
1 Course name
English Language Course (A1-1)
3 ECTS 6 ECTS
კრედიტების
6 კრედიტი
რაოდენობა
Self-study - 86 hours
1
5 Course coordinator Maia Rogava – Academic Manager of General Module English Language
Teaching
mobile: 577 450 516
emial: maia.rogava@iliauni.edu.ge
7 დისტანციურ
ზუმის პლატფორმის გამოყენების წესი და ზუმით შეფასებადი
ფორმატში მუშაობის
დავალებები:
სახელმძღვანელო
ინგლისური ენის სასწავლო პროგრამის სპეციფიკიდან გამომდინარე,
ზუმში ჩატარებული სესიების უდიდესი ნაწილი შეფასებადია.
2
პარალელურად არ იყოს დაკავებული სხვა აქტივობით.
8 Teaching and learning The Communicative approach of English Language teaching is used, which
methods employs a variety of different methods and techniques, all based around the
principle of the students acquiring language by guided self-discovery and
practicing in activities which require communication.
The course is practical and interactive. Classes are conducted in English.
The priority is given to the integration and development of four language
skills as well as academic skills. There is some focus on the development of
basic academic vocabulary. Academic writing material will be presented
and practiced in class and given as home assignment.
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To ensure all this, the following methods and approaches will be used:
interactive lecture/seminar
flipped learning
scaffolding
brainstorming
discussion
individual, group- and pair-work
deductive/inductive methods
task-based learning
role plays and simulations
audio-lingual method
product and process writing
demonstration/presentation
One feature of the course is that it is on the Moodle electronic platform and
all the materials are provided there.
The material and activities are focused on the development of academic
vocabulary; strategies will be introduced to acquire at A1 level academic
writing specifics (e.g., sentence and text structure), which ensure the
development of basic academic writing skills.
The self-study component comprises:
some course-book based tasks
workbook and online workbook activities (for practise after class)
iTutor (to review after class or catch up on a class missed)
OxfordLearn (to develop and practise skills)
iChecker (to check progress and challenge students)
file tests: upon topic completion students work on file test out of class
and also prepare a mini presentation based on file topic. During a
semester a student is expected to write six (6) file tests (uploaded on
the Moodle). File tests are not assessed. They serve the purpose of
language/skills development.
four (4) academic writing assignments
Pronunciation app (to learn and practise the sounds of English)
presentation preparation (3)
student website: www.oup.com/elt/englishfile (extra practice, learning
resources, games and puzzles)
4
ამობრუნებული სწავლება
ხარაჩოს მეთოდი
გონებრივი იერიში
დისკუსია
ინდივიდუალური, ჯგუფური და წყვილებში მუშაობა
დედუქციური/ინდუქციური მეთოდები
დავალებაზე დაფუძნებული სწავლება
როლური და სიტუაციური თამაშები
აუდიო-ლინგვო მეთოდი
შინაარსისა და ენის ინტეგრირებული შესწავლა
პროდუქტზე და პროცესზე ორიენტირებული წერა
დემონსტრირება და პრეზენტაცია
კურსის თავისებურებას წარმოადგენს მისი განთავსება მუდლის
ელექტრონულ სისტემაში. ეს გულისხმობს იმას, რომ ყველა სასწავლო
თუ საინფორმაციო მასალა იქ არის წარმოდგენილი.
კურსი სტუდენტს სთავაზობს აკადემიური ლექსიკური მარაგის
განვითარებაზე მიმართულ მასალას და აქტივობებს. ამასთან ერთად,
სტუდენტი ისწავლის A1 დონეზე აკადემიური წერის
თავისებურებებს (მაგალითად, წინადადებისა და ტექსტის
სტრუქტურა), რაც უზრუნველყოფს აკადემიური წერის საბაზისო
უნარების განვითარებას.
დამოუკიდებელი მუშაობა მოიცავს:
გარკვეულ სავარჯიშოებს სტუდენტის წიგნიდან
წიგნის და მისი ელექტრონული ვერსიის სახლში სამუშაო
აქტივობებს (გაკვეთილის შემდეგ სამუშაო მასალა)
iTutor (გაკვეთილის შემდეგ გამეორების ან გაცდენილი
მასალის სწავლის საშუალება)
OxfordLearn (სხვადასხვა უნარის განვითარებისთვის
დამატებითი პრაქტიკული მასალა)
iChecker (პროგერსის შემოწმების საშუალება)
ფაილის (განმავითარებელ) ტესტებს: ძირითადი
სახელმძღვანელოს თითოეული თემის დასრულების შემდეგ
სტუდენტები დამოუკიდებლად მუშაობენ განმავითარებელ
ტესტზე სახლში. სემესტრის განმავლობაში სტუდენტმა უნდა
იმუშაოს ექვს (6) განმავითარებელ ტესტზე (ატვირთული
მუდლზე), რომელიც არ ფასდება და ასრულებს
განმავითარებელ ფუნქციას.
ოთხ (4) აკადემიური წერის დავალებას
აპლიკაცია ინგლისური ენის ბგერებზე სამუშაოდ
პრეზენტაციების (3)მომზადება
ვებ-გვერდი სტუდენტისთვის: www.oup.com/elt/englishfile
(დამატებითი პრაქტიკა, სასწავლო რესურსები, თამაშები და
გამოცანები)
Aim of the course The aim of the course is to develop communicative skills in English:
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listening and reading comprehension, written and oral expression and
communicative interaction and mediation at A1 level in multiple contexts.
The course also aims at providing the students with the basic academic
vocabulary and academic writing skills
Transferable skills:
The course will also develop transferrable skills, like:
communication
critical thinking
working in a group
time management
presentation
learning and studying techniques
7
წერილები, ინტერნეტ საიტები და სხვა. ეფექტურად
გამოიყენოს კითხვის სტრატეგიები
დაწეროს მარტივი, განცალკევებული ფრაზები და
ინადადებები, მოკლე ტექსტები; დააკავშიროს სიტყვები და
სითყვათა ჯგუფები საბაზისო მაკავშირებლების ( and, then)
გამოყენებით
გაიგოს და აღიქვას ინგლისურ ენაზე საუბარი ზოგად
კონტექსტში, როგორიცაა ინტერვიუები, პრეზენტაციები,
დისკუსიები და სხვა; და ისაუბროს და ჩაერთოს ეფექტურად
სხვადასხვა სასაუბრო სიტუაციებში, როგორიცაა
პრეზენტაციები, სატელეფონო საუბრები.
ზოგადი კომპეტენციები
2. Academic writing 20 -
assignments
3. Individual
15 -
presentations
4. Midterm Exam 20 -
8
Assessment criteria:
1. Involvement (15 points)
This is the level of students’ participation in classroom activities and their
preparation for the class. The marking scheme for class participation
comprises a maximum of 15 points.
This is broken down into the following criteria and marked as follows:
15-14 points
A student actively participates in 28-25 classes (15 points: 28-27 classes; 14
points: 26-25 classes). (S)he interacts effectively and collaborates with peers,
listens to them; arrives fully prepared and plays an active role in all class
activities, is prepared to give comments.
13-12 points
A student actively participates in 24-21 classes (13 points: 24-23 classes; 12
points: 22-21 classes). (S)he makes a sincere effort to interact and
collaborate with peers, listens to them; arrives mostly prepared and plays an
active role in all class activities, is mostly prepared to give comments.
11-10 points
A student actively participates in 20-17 classes (11 points: 20-19 classes; 10
points: 18-17 classes). (S)he demonstrates limited interaction and
collaboration with peers, listens to them. Preparation is inconsistent but
when prepared, participates constructively in discussions, class activities
and gives comments.
9-8 points
A student actively participates 16-13 classes (9 points: 16-15 classes; 8
points: 14-13 classes). When prepared, s/he participates constructively in
discussions, though it is not consistent. Group dynamics and the level of
discussion are mostly disrupted by student’s presence.
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four criteria1:
Task achievement - looks at how thoroughly the task has been
achieved.
Coherence & Cohesion - looks at how well the answer is organized
and progresses; how effectively paragraphs are used and whether they
are well-organized; how effectively cohesive devices are used, as well
as referencing and substitution
Lexical Range - looks at the use and variety of vocabulary used in the
writing: the range of vocabulary, the frequency of spelling errors,
word choice and simple word formation.
Grammatical Range and Accuracy looks at the range of structures used
in sentences (i.e. simple vs. compound sentence forms), the frequency
of grammatical errors and punctuation
A student has to make THREE individual presentations (weeks 5,11 and 15)
based on the material covered in the coursebook. The estimated time for
presentation is 2-4 minutes (2 minutes for the presentation and the rest of
the time for discussion. The time allocated for the whole group presentation
is: 1 lecture.
The marking scheme for the Presentation comprises a maximum of 5 points
in the course assessment, without any minimum benchmark. This is broken
down into the following components:
Content: how well the presentation covers the topic
Structure: how the speech is organized, transition from one part to the
other is marked by the signposting language used
Language: focuses on words and phrases used when making
presentations in English; level-specific accurate grammar, relevant
general and academic vocabulary/lexical resource; grammatical
resource
Delivery: the way in which presenter performs or delivers the speech
and focuses on the aspects like, audience rapport, eye contact,
1
The same criteria are used in the Midterm and Final exams.
10
movement, posture, body language, voice
Interaction: student’s ability to respond appropriately, encourage other
speakers to communicate. Maintain and develop the interaction.
For more details of the individual presentation assessment, please,
refer to Appendix # 2, Matrix #2
11
Writing Paper - The criteria for evaluating writing skill are the same as
described above: Task Achievement, Coherence & Cohesion, Lexical
Resource, Gram. range and Accuracy. Each component takes maximum
4 points. Therefore, overall score is 16 which equals to 4 points: 16/4.
Accordingly, student’s raw score is divided by 4.
For more details of the writing skill assessment, please, refer to Appendix #
2, Matrix # 4.
Listening Paper: each correct answer is worth 1 point so the final score
depends on total number of questions answered correctly. (e. g. 10
correct answers = 10 points (raw score), which is equivalent to 4 points
(scaled score), according to N × 4 ÷ 10formula.
Use of English: each correct answer is worth 1 point so the final score
depends on total number of questions answered correctly. For example,
30 correct answers = 30 points (raw score), which is equivalent to 4
points (scaled score), according to N × 4 ÷ 30formula.
The criteria for marking Speaking Paper are the following: Grammar
and Vocabulary, Discourse Management, Pronunciation, Interactive
Communication. Each component takes maximum 4 points. Therefore,
overall score is 16 which equals to 4 points: 16/4. Accordingly, student’s
raw score is divided by 4.
For more details of the speaking skill assessment, please, refer to Appendix #
2, Matrix # 3.
At the end of the semester students sit the Final Exam in the examination
week. The examination is compulsory for all students and tests all four skills
– reading, writing, listening and speaking as well as the use of English.
There are two parts: Written Test, including Reading, Writing, Listening,
Use of English papers, and Speaking Paper.
NB The format of the papers in the Final Exam is the same as in the
Midterm above, with the only difference that the Midterm Exam is based
on the material covered over the first seven weeks of the course, while the
Final Exam – summarises all the material learned and practised over the
whole course.
Final Exam Assessment Scheme
Students collect a maximum of 6 points in each paper adding up to 30 points
maximum for the overall Final Exam test.
Reading Paper - each correct answer is worth 1 point so the final score
depends on the total number of questions answered correctly. (e. g. 10
correct answers = 10 points (raw score), which is equivalent to 6 points
(scaled score), according to N ×6 ÷ 10 formula.
Writing Paper - The criteria for evaluating writing skill are the same as
described above: Task Achievement, Coherence & Cohesion, Lexical
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Resource, Gram. range and Accuracy. Each component takes maximum
6 points. Therefore, overall score is 24 which equals to 6 points: 24/4.
შეფასება Accordingly, student’s raw score is divided by 4.
For more details of the writing skill assessment, please, refer to Appendix #
2, Matrix # 6.
Listening Paper: each correct answer is worth 1 point so the final score
depends on total number of questions answered correctly. (e. g. 10
correct answers = 10 points (raw score), which is equivalent to 6 points
(scaled score), according to N ×6 ÷ 10 formula.
Use of English: each correct answer is worth 1 point so the final score
depends on total number of questions answered correctly. For example,
30 correct answers = 30 points (raw score), which is equivalent to 6
points (scaled score), according to N ×6 ÷ 30 formula.
The criteria for marking Speaking Paper are the following: Grammar
and Vocabulary, Discourse Management, Pronunciation, Interactive
Communication. Each component takes maximum 6 points. Therefore,
overall score is 24 which equals to 6 points: 24/4. Accordingly, student’s
raw score is divided by 4.
For more details of the speaking skill assessment, please, refer to Appendix #
2, Matrix # 5.
შეფასების სისტემა:
(A) 91 – 100 ფრიადი
(B) 81 – 90 ძალიან კარგი
(C) 71 – 80 კარგი
(D) 61 – 70 დამაკმაყოფილებელი
(E) 51 – 60 საკმარისი
(FX) 41 – 50 ჩაჭრა, მაგრამ სტუდენტს კიდევ ერთხელ ეძლევა
ფინალურ გამოცდაზე გასვლისა და ჩაბარების შანსი
(F) 0 – 40 ჩაჭრა. საბოლოო შეფასების 41%-ზე ნაკლების დაგროვების
შემთხვევაში სტუდენტმა უნდა გაიმეოროს კურსი რათა აიღოს
კრედიტი.
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შეფასების შეფასების ქულა ზღვარი
ფორმა კომპონენტი
შუალედური 70 36
შეფასება
1. ჩართულობა 15 -
2. აკადემიური 20 -
წერა
3. პრეზენტაცია 15 -
4. შუალედური
20 -
დასკვნითი 5. დასკვნითი 30 10
შეფასება გამოცდა
შეფასების კრიტერიუმები
1. ჩართულობა: 15 ქულა
13-12 ქულა:
სტუდენტი ჩართულია 24-21 ლექცია/სემინარში. (13 ქულა: 24-23
ლექცია/სემინარი; 12 ქულა: 22-21 ლექცია/სემინარი;). იგი ძალიან
ცდილობს დაამყაროს კომუნიკაცია და ითანამშრომლოს თავის
ჯგუფელებთან, უსმენს მათ; უმეტესწილად მომზადებული მოდის,
აქტიურ როლს თამაშობს საკლასო აქტივობებში და მზად არის
თავისი აზრი გამოთქვას.
11-10 ქულა:
სტუდენტი ჩართულია 20-17 ლექცია/სემინარში. (11 ქულა: 20-19
ლექცია/სემინარი; 10 ქულა: 18-17 ლექცია/სემინარი;). მისი
ინტერაქცია და თანამშრომლობა ჯგუფის სხვა სტუდენტებთან
შეზღუდული და არათანმიმდევრულია. ხშირად არასრულყოფილად
14
არის მზად გაკვეთილისთვის, მაგრამ როცა მომზადებულია,
აქტიურად მონაწილეობს დისკუსიებში, საკლასო აქტივობებში და
აზრს გამოთქვამს.
9-8 ქულა
სტუდენტი ჩართულია 16-13 ლექცია/სემინარში. (9 ქულა: 16-15
ლექცია/სემინარი; 8 ქულა: 14-13 ლექცია/სემინარი;). როდესაც
მომზადებულია, აქტიურად იღებს მონაწილეობას დისკუსიაში,
თუმცა ეს ყოველთვის არ ხდება. ხშირად ხელის შემშლელია მისი
ქცევა.
15
თითოეულ აკადემურ დავალებაში 5 ქულას.
აკადემიური წერის დავალების შეფასებისათვის იხ. დანართი 2,
მატრიცა # 1.
18
მოიცავს, ხოლო დასკვნითი მთელი კურსის განმავლობაში ნამუშევარ
მასალას აჯამებს.
14 Themes week by week See Appendix #1 for the material allocated by weeks and sessions
იხილეთ დანართი #1, სადაც მოცემულია კვირების და
თემატური გეგმა
მეცადინეობების მიხედვით მასალის განაწილება
კვირების მიხედვით
20
A1-1
Appendix #1 / დანართი #1
Course description / სასწავლო კურსის აღწერა
1 Session 1
Syllabus
Introduction: information about the course syllabus (aim and
outcome of the course; assessment components and criteria;)
ground rules; Elearning registration
Diagnostic activities: reading, listening, writing, speaking
Session 2
Unit 1A My name’s Hannah, not Anna English File, SB, pp. 4-5.
English File, WB, pp.4-5.
Grammar: verb be (+), subject pronouns: I, you, etc.
https://elt.oup.com/st
Vocabulary: days of the week, numbers 0-20,
udent/englishfile/ele
Pronunciation: vowel sounds, word stress
mentary3/?cc=global
--------------------------------------
&selLanguage=en
Homework:
Self study: Workbook Unit 1A
Digital Support: Grammar - File 1A, Vocabulary - A-
Numbers, Games- Numbers 1- 20
2 Session 1
Homework discussion English File, SB, pp. 6-7
------------------------------------ English File,WB, pp.6-7
Unit 1B All over the world https://elt.oup.com/st
Grammar: verb be (?) and (-) udent/englishfile/ele
Vocabulary: the world, numbers 21-100 mentary3/?cc=global
Pronunciation: /ə/ /tʃ/ /ʃ/ /dʒ/, sentence stress &selLanguage=en
-------------------------------------
Homework
Self study: Workbook Unit 1B
Digital Support: Grammar- File 1B, Vocabulary- B- countries,
Games- Numbers 21-100, Audio words- Countries
Session 2
English File, SB, pp. 8-9
Homework discussion English File, SB, p. 111
------------------------------------ English File, WB, pp.8-9
Unit 1C Open your books, please https://elt.oup.com/st
Grammar: possessive adjectives: my, your, etc. udent/englishfile/ele
Vocabulary: classroom language mentary3/? cc=global
Pronunciation: /əʊ/ /ʊː//ɑː/; the alphabet &selLanguage=e
Writing: Completing a form. Complete an application form for a
21
student visa and write a paragraph about you
-------------------------------
Homework
Self-study: Workbook Unit 1C
Digital Support
3 Session 1
Homework discussion English File, SB, pp. 10-11
------------------------------------- English File, WB, pp. 10
Unit 1 Practical English
Episode 1 Arriving in London
--------------------------------------
Homework
Self-study: File test 1
Session 2
Homework discussion English File, SB, pp. 12-13
--------------------------------------- English File, WB, pp.11-12
Unit 2A A writer’s room https://elt.oup.com/st
Grammar: a/an, plurals; this/that/these/those udent/englishfile/ele
Vocabulary things mentary3/?cc=global
Pronunciation final –s and –es; th &selLanguage=en
-------------------------------------
Homework:
Self-study Workbook Unit 2A
4 Session 1
Homework discussion English File, SB, pp. 14-15
------------------------------------ English File, WB, pp.13-14
Unit 2B Stars and Stripes https://elt.oup.com/st
Grammar: adjectives udent/englishfile/ele
Vocabulary: colours, adjectives, modifiers: quite /very/ really mentary3/?cc=global
Pronunciation: long and short vowel sounds &selLanguage=en
-------------------------------------
Homework:
Self-study Workbook 2B
Digital Support
__________________________________________________
Session 2
Homework discussion
---------------------------- Oxford EAP Elemntary
Academic Writing 1 pp. 16-19
Planning and writing sentences with personal information Reading and Writing skills
Using linking language: and, but, because A1-1 / კითხვის და წერის
Present simple for giving personal information. Subject- უნარები A1-1
verb-object (SVO) sentence pattern
Assignment: Write a personal statement (60-80 words)
22
Session 1
5
Homework discussion
---------------------------------- English File, SB, pp. 16-17
Unit 2C After 300 metres, turn right English File, WB, pp.15-16
Grammar: imperatives, let’s https://elt.oup.com/st
Vocabulary feelings udent/englishfile/ele
Pronunciation understanding connected speech mentary3/?cc=global
---------------------------------- &selLanguage=en
Homework:
English File, SB, pp.18-19
Self-study Workbook 2C
Revise and Check 1&2
File test 2
Session 2
Homework discussion
-------------------------------
6 Session 1
English File, SB, pp. 20-21
Unit 3A Things I love about Britain
English File, WB, pp.17-18
Grammar: present simple (+) and (-) https://elt.oup.com/st
Vocabulary: verb phrases udent/englishfile/ele
Pronunciation: third person –s mentary3/?cc=global
----------------------------------- &selLanguage=en
Homework
Self-study: Workbook 3A
7 Session 1
Homework discussion English File, SB, pp. 24-25
-------------------------------- English File, WB, pp.21-22
Unit 3C Love online https://elt.oup.com/st
udent/englishfile/ele
Grammar: word order in questions mentary3/?cc=global
23
Vocabulary: question words &selLanguage=en
Pronunciation: sentence stress
--------------------------------
Homework:
Self-study: Workbook 3B
File Test 3
Session 2
Homework discussion
------------------------------------
Academic Writing 2
Oxford EAP Elementary
Writing a descriptive paragraph
pp. 30-33
Noun phrases; Adjectives in noun phrases; order of
adjectives Reading and Writing skills A1-1 /
Using linking words: in addition, also, so, or კითხვის და წერის უნარები
A1-1
-------------------------------------
Assignment: Write a descriptive paragraph about a company in
your country (70-90 words)
9 Session 1
Homework discussion English File, SB, pp. 26-27
-------------------------------------- English File, WB, p. 23
3 Practical English
Episode 2: Coffee to take away
Unit 4A Is she his wife or his sister? English File, SB, pp. 28-29
Grammar: Whose…?, possessive ‘s English File, SB, p. 111
Vocabulary: family
English File, WB, pp. 24-25
Pronunciation: /ʌ/, the letter o
Writi: A personal profile. Write a profile of yourself
-----------------------------------------
Homework:
Self-study: Workbook 4A
Digital Support
_______________________________________________________
24
Vocabulary: everyday activities
Pronunciation: linking and sentence stress
Writing: Magazine article. Write about your favourite day
--------------------------------------
Homework:
Self-study: Workbook 4B
Digital Support
Feedback on Mid-term
10 Session 1
Homework discussion
-----------------------------------------
Unit 4C Short life, long life?
___________________________________________________
Session 2
Homework discussion
--------------------------------------------
Academic Writing 3 Oxford EAP Elementary
Writing about similarity and difference pp. 44-47
Comparison: as+ adjective +as; Both + plural noun; Reading and Writing skills A1-1 /
კითხვის და წერის უნარები A1-
comparative adjectives; more + plural noun; not as +
1
adjective +as
Sentence patterns when writing about comparison:
introducing the comparison; describing similarities;
describing differences; concluding.
Assignment: Write a paragraph to compare two universities in your
country (70-90 words)
25
11
Session 1
Homework discussion
-------------------------------------
Unit 5A Do you have the X Factor?
English File, SB, pp. 36-37
Grammar: can / can’t English File, WB, pp.30-31
Vocabulary: verb phrases: buy a newspaper, etc https://elt.oup.com/st
Pronunciation: sentence stress udent/englishfile/ele mentary3/?
cc=global &selLanguage=en
------------------------------------
Homework:
Self-study: Workbook 5A
Digital Support
_______________________________________________________
Session 2
Session 1
12
Homework discussion English File, SB, pp. 38-39
------------------------------------------ English File, WB, pp. 32-33
Unit 5B Love your neighbours English File, SB, pp. 132-133
English File, WB, pp.
Grammar: present continuous 153/156/158
Vocabulary: verb phrases https://elt.oup.com/st
Pronunciation: /ŋ/ udent/englishfile/ele mentary3/?
------------------------------------------- cc=global &selLanguage=en
Homework:
Self-study: Workbook 5B
Digital Support
__________________________________________________
Session 2 English File, SB, pp. 40-41
Homework discussion English File, WB, pp.34-35
--------------------------------------- English File, SB, pp. 132-
Unit 5C Sun and the City 133
Grammar: present simple or present continuous? English File, SB, p.108
Vocabulary: the weather and seasons https://elt.oup.com/st
Pronunciation: places in London udent/englishfile/ele
--------------------------------------- mentary3/?cc=global
Homework: &selLanguage=en
Self-study: Workbook 5C
Digital Support
File test 5
13
Session 1
Homework discussion
English File, SB, pp. 42-43
-----------------------------------
English File, WB, p. 36
Practical English
Episode 3: In a clothes shop
26
Unit 6A Reading in English English File, SB, pp. 44-45
Grammar: object pronouns: me, you, him, etc. English File, SB, pp. 134-
Vocabulary: phone language 135; pp.106-110
Pronunciation: /aɪ/ /ɪ/ /ɪː/ English File, WB, pp.37-38
---------------------------------------- https://elt.oup.com/st
Homework: udent/englishfile/ele
Self-study: Workbook 6A mentary3/?cc=global
&selLanguage=en
Digital Support
_______________________________________________________
Session 2
Homework discussion
---------------------------------------
Academic Writing 4
Oxford EAP Elementary
Simplifying numbers and reporting data
pp. 58-61
Using fractions and quantifiers: a third, a quarter, a half, a Reading and Writing skills A1-
fifth + of + plural noun
1 / კითხვის და წერის
All, most, some, a few, no + plural noun უნარები A1-1
Writing numbers approximately: nearly, over, about,
around + fractions
-----------------------------------
Assignment: Write a description of a chart (70-90 words)
Session 1
14
Homework discussion English File, SB, pp. 46-47
---------------------------------- English File, WB, pp.39-
Unit 6B Times we love 40
Grammar: like + (verb + -ing) English File, SB, pp. 134-
Vocabulary: the date; ordinal numbers 135;
Pronunciation: consonant clusters; saying the date p.159;
---------------------------------- https://elt.oup.com/st
Homework: udent/englishfile/ele
Self-study: Workbook 6B mentary3/?cc=global
Digital Support &selLanguage=en
Session 2
Homework discussion English File, SB, pp. 48-49
------------------------------------------- English File, SB, p. 113
Unit 6C Music is changing their lives English File, WB, pp.41-42
Grammar: Revision: be or do? https://elt.oup.com/st
Vocabulary: music udent/englishfile/ele
Pronunciation: /j / mentary3/?cc=global
Writing Social networking. &selLanguage=en
Write Facebook posts to say what you are doing on holiday
------------------------------------------
Homework:
Self-study: Workbook 6C
Digital Support English File, SB, pp. 50-51
Revision and Check 5&6
File test 6
27
15 Session 1 Revision for the Final Exam
Session 2 Presentation #3 -based on topics from Files 5 and 6
16 FINAL EXAM
Session 1 – Speaking Paper
Session 2 – Writing Paper
28
Appendix # 2
დანართი #2
Assessment Components and Rubrics
შეფასების კომპონენტები და რუბრიკები
Crite
Task achievement Coherence & Cohesion Lexical Resource Grammatical Range &
ria/
Accuracy
rubri
cs
5 using appropriate format and coherently arranges information uses a good range of general uses a broad range of level
style, fully satisfies all the and ideas flow logically; skilfully and basic academic appropriate structures with
requirements of the task; manages paragraphing; basic vocabulary skilfully; attempts full flexibility and accuracy;
clearly presents a fully cohesive devices are used to use less common there are no mistakes or rare
developed response, supported accurately vocabulary, but with some minor errors occur only as
with logical arguments inaccuracy; rare minor errors ‘slips’
occur only as ‘slips’
mostly responds to the task, information and ideas are mostly uses an adequate range of uses an adequate range of
4 using appropriate format and arranged logically; general and academic level specific grammatical
style; ideas are sometimes most aspects of cohesion are vocabulary for the task mostly structures; the majority of
repetitive but mostly relevant managed well; uses paragraphing accurately; makes some errors sentences are error-free;
and supported with sufficiently and mostly in spelling and/ word makes only very occasional
arguments appropriately; basic cohesive formation, but they do not errors, but they do not
devices are used mostly accurately impede communication impede communication or
3 responds to the task partially information/ideas are uses a sufficient range of uses less diverse level-
and to some extent, using the sometimes arranged coherently; general and academic appropriate, grammatical
format and style not always paragraph structure and sequence vocabulary, which may be structures; there are
consistently; presents a are sometimes inappropriate; some level-appropriate but lack occasional grammar
position which is not always basic cohesive devices are used but diversity to allow enough problems; makes some errors
clear, ideas are sometimes not always accurately flexibility and precision; may in grammar and punctuation
repetitive, irrelevant or not produce occasional errors in but they rarely reduce
well supported word choice communication
manages to address the task information/ ideas uses some A1 vocabulary, but there are some problems in
2 but does not cover all key are rarely arranged coherently and repetitively or sometimes grammar that interfere with
features; the format and style there is some progression in the inappropriately for the task; understanding; uses quite
may be inappropriate; parts response; uses some cohesive errors may cause strain for the limited range of A1 language
may be unclear, irrelevant, devices but these may be reader structures
repetitive or inaccurate inaccurate or repetitive
attempts to address the task information/ ideas uses only basic A1 vocabulary, there are some problems in
1 but does not cover all key are not arranged coherently and mostly repetitively or grammar that interfere with
features; the format and style there is some progression in the inappropriately for the task; understanding; uses only a
are mostly inappropriate; most response; uses only basic cohesive errors often cause strain for very limited range of A1
parts are unclear, irrelevant, devices but these mostly are the reader language structures
repetitive or inaccurate inaccurate or repetitive
29
მატრიცა #1 აკადემიური წერითი დავალება
კრიტერიუმები დავალების ერთიანობა და ბმულობა ლექსიკური რესურსი გრამატიკული
/ რუბრიკები შესრულება დიაპაზონი და სიზუსტე
5 სრულყოფილად პასუხობს ინფორმაცია/იდეები ყოველთვის ძალიან კარგდ იყენებს დონის ძალიან კარგად იყენებს
დავალებას, დაცულია ორგანიზებულია შესაბამის მრავალფეროვან დონის შესაბამისი
სათანადო ფორმატი და თანმიმდევრულად და ზოგად და საბაზისო გრამატიკული
სტილი; აზრი მკაფიოდ და ლოგიკურად; აბზაცები აკადემიურ ლექსიკას; სტრუქტურების ფართო
ნათლადაა გადმოცემული; სტრუქტურულად გამართულია; ცდილობს გამოიყენოს უფრო სპექტრს; შედომები არ არის
პასუხი გამყარებულია დონის შესაფერისი (საბაზისო) რთული ლექსიკური ან ძალზედ იშვიათი და
სათანადო, ლოგიკური ყველა მაკავშირებელი საშუალება ერთეულები, თუმცა უმნიშვნელოა
არგუმენტებით სწორადაა გამოყენებული არაზუსტად; შეცდომები
ძალზედ იშვიათი და
უმნიშვნელოა
სათანადო ფორმატისა და ინფორმაცია და იდეები კარგად იყენებს დონის კარგად იყენებს დონის
4
სტილის გამოყენებით, ძირითადად ლოგიკურად და შესაბამის მრავალფეროვან შესაბამისი გრამატიკული
ძირითადად პასუხობს თანმიმდევრულად არის ზოგად და საბაზისო სტრუქტურების სპექტრს;
დავალებას; იდეები ორგანიზებული; ძირითადად აკადემიურ ლექსიკას; არის წინადადებათა უმეტესობა
ზოგჯერ განმეორებადია, დაცულია ბმულობის ლექსიკური ერთეულის გრამატიკულად
თუმცა ძირითადად პრინციპები; აბზაცების არასწორად გამოყენების ერთი- უშეცდომოა; ძალიან
რელევანტურია და სტრუქტურა და ორი შემთხვევა, მართლწერასა იშვიათია გრამატიკულად
არგუმენტებითაა თანამიმდევრულობა და სიტყვათწარმოებაში, თუმცა არასწორი წინადადებები და
გამყარებულია ძირითადად კარგია; დონის ეს არ აფერხებს კომუნიკაციას ისინი სრულიად არ უშლიან
შესაფერისი (საბაზისო) ყველა ხელს კომუნიკაციას
მაკავშირებელი საშუალება
ძირითადად სწორადაა
გამოყენებული
30
Matrix # 2 Individual Presentation Assessment (5 points)
Student is well prepared; Student is fairly prepared; presentation Student is not prepared;
Content
presentation is in line with the content is mostly relevant to presentation content is totally
topic. Topic/problem is analysed presentation topic. Student attempts at irrelevant or student doesn’t
assertively; interesting facts and analyzing topic/problem assertively; few give any presentation at all
details are provided. interesting facts and details are provided
student delivers a presentation student delivers a presentation. student delivers a presentation
through straightforward, logical However, some distortion of logical which is neither consistent nor
Structure
and consistent format consistency is evident logical or student doesn’t give
any presentation at all
student’s speech delivery in student’s speech delivery in English is student’s speech is mostly
English is mostly tangible more or less tangible. There is an incomprehensible or student
Language
through appropriate use of attempt at connected speech delivery. doesn’t give any presentation
lexical units, terms and However, there are some pauses at all
grammatical structures related impeding communication
to presentation topic. Speech is
connected without pauses
impeding communication
student is able to provoke and student attempts at provoking and student does not manage to
sustain audience’s interest sustaining audience’s interest. Student establish contact/ rapport with
Delivery
which ends in discussion. establishes eye-contact with the the audience or student
Student establishes eye contact audience. However, intonation is doesn’t give any presentation
with the audience, uses gestures, monotonous. Allocated time is not at all.
mimes and intonation thoroughly used or student does not
appropriately. Allocated time is manage to complete the presentation
thoroughly used. within the time limit.
Student initiates and responds Student initiates and responds Student does not respond
appropriately. appropriately. Keeps the interaction appropriately; Is not able to
Interaction
Maintains and develops the going with prompting and support maintain the interaction
interaction
31
მატრიცა # 2 ინდივიდუალური პრეზენტაციის შეფასება (5 ქულა)
კრიტერიუმები 1 0.5 0
და რუბრიკები
32
familiar topics. Uses the level relevant towards the outcome.
cohesive devices and
discourse markers.
Shows a good degree of control Produces the level Is intelligible. Initiates and responds
3 of level relevant grammatical relevant language despite Intonation is mostly appropriately.
forms. some hesitation. appropriate. Maintains and develops
Uses appropriate vocabulary to Contributions are Sentence and word stress the interaction and
give and exchange views on relevant and there is very is generally accurately negotiates towards the
most of familiar topics. little repetition. placed. outcome with very little
Uses level relevant Individual learnt sounds support.
cohesive devices. are generally articulated
clearly.
Shows insufficient degree of Produces responses with Is mostly intelligible, and Initiates and responds
2 control of level relevant much hesitation. has some control of appropriately.
grammatical forms. Contributions are mostly phonological features at Maintains and develops
Shows a limited range of relevant despite some both utterance and word the interaction and
vocabulary when dealing with repetition. levels. negotiates towards the
familiar topics; Rarely uses level relevant outcome with support.
cohesive devices.
Uses very limited range of level Produces short phrases Is more or less intelligible, Initiates and responds
1 relevant basic grammar with frequent hesitation; and has limited control of appropriately.
(sentence structure, tenses) as There is some repetition. phonological features at Keeps the interaction
well as vocabulary (words and Uses very limited both utterance and word going with prompting and
phrases) when talking about cohesive devices. levels support.
familiar topics that makes
communication difficult
Criteria/
Task achievement Coherence & Cohesion Lexical Resource Grammatical Range & Accuracy
rubrics
4 using appropriate format and coherently arranges information uses a good range of general uses a broad range of level
style, fully satisfies all the and ideas flow logically; skilfully and basic academic appropriate structures with full
requirements of the task; manages paragraphing; basic vocabulary skilfully; attempts flexibility and accuracy; there
clearly presents a fully cohesive devices are used to use less common are no mistakes or rare minor
developed response, supported accurately vocabulary, but with some errors occur only as ‘slips’
with logical arguments inaccuracy; rare minor errors
occur only as ‘slips’
mostly responds to the task, information and ideas are mostly uses an adequate range of uses an adequate range of level
3 using appropriate format and arranged logically; general and academic specific grammatical structures;
style; ideas are sometimes most aspects of cohesion are vocabulary for the task mostly the majority of sentences are
repetitive but mostly relevant managed well; uses paragraphing accurately; makes some errors error-free; makes only very
and supported with sufficiently and mostly in spelling and/ word occasional errors, but they do
arguments appropriately; basic cohesive formation, but they do not not impede communication or
devices are used mostly accurately impede communication
2 responds to the task partially information/ideas are uses a sufficient range of uses less diverse level-
and to some extent, using the sometimes arranged coherently; general and academic appropriate, grammatical
format and style not always paragraph structure and sequence vocabulary, which may be structures; there are occasional
consistently; presents a are sometimes inappropriate; some level-appropriate but lack grammar problems; makes some
position which is not always basic cohesive devices are used but diversity to allow enough errors in grammar and
clear, ideas are repetitive, not always accurately flexibility and precision; may punctuation but they rarely
irrelevant or not well produce occasional errors in reduce communication
supported word choice
34
attempts to address the task information/ ideas uses only basic A1 vocabulary, there are some problems in
1 but does not cover all key are not arranged coherently and mostly repetitively or grammar that interfere with
features; the format and style there is some progression in the inappropriately for the task; understanding; uses only a very
may be inappropriate; parts response; uses some basic cohesive errors may cause strain for the limited range of A1 language
may be unclear, irrelevant, devices but these may be reader structures
repetitive or inaccurate inaccurate or repetitive
35
მატრიცა #4 შუალედური გამოცდის წერის უნარის შეფასება
კრიტერიუმები დავალების ერთიანობა და ბმულობა ლექსიკური რესურსი გრამატიკული
/ რუბრიკები შესრულება დიაპაზონი და სიზუსტე
სათანადო ფორმატისა ინფორმაცია და იდეები კარგად იყენებს დონის კარგად იყენებს დონის
3 და სტილის ძირითადად ლოგიკურად და შესაბამის მრავალფეროვან შესაბამისი
გამოყენებით, თანმიმდევრულად არის ზოგად და საბაზისო გრამატიკული
ძირითადად პასუხობს ორგანიზებული; ძირითადად აკადემიურ ლექსიკას; არის სტრუქტურების
დავალებას; იდეები დაცულია ბმულობის ლექსიკური ერთეულის სპექტრს; წინადადებათა
ზოგჯერ პრინციპები; აბზაცების არასწორად გამოყენების უმეტესობა
განმეორებადია, თუმცა სტრუქტურა და ერთი-ორი შემთხვევა, გრამატიკულად
ძირითადად თანამიმდევრულობა მართლწერასა და უშეცდომოა; ძალიან
რელევანტურია და ძირითადად კარგია; დონის სიტყვათწარმოებაში, თუმცა იშვიათია
არგუმენტებითაა შესაფერისი (საბაზისო) ყველა ეს არ აფერხებს გრამატიკულად
გამყარებულია მაკავშირებელი საშუალება კომუნიკაციას არასწორი წინადადებები
ძირითადად სწორადაა და ისინი სრულიად არ
გამოყენებული უშლიან ხელს
კომუნიკაციას
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Matrix # 5 Final Exam Speaking Skill Assessment
Shows a good degree of control Produces the level Is intelligible. Initiates and responds
4 of level relevant grammatical relevant language despite Intonation is mostly appropriately.
forms. some hesitation. appropriate. Maintains and develops
Uses appropriate vocabulary to Contributions are Sentence and word stress the interaction and
give and exchange views on relevant and there is very is generally accurately negotiates towards the
most of familiar topics. little repetition. placed. outcome with very little
Uses level relevant Individual learnt sounds support.
cohesive devices. are generally articulated
clearly.
Shows insufficient degree of Produces responses with Is mostly intelligible, and Initiates and responds
2 control of level relevant much hesitation. has some control of appropriately.
grammatical forms. Contributions are mostly phonological features at Maintains and develops
Shows a limited range of relevant despite some both utterance and word the interaction and
vocabulary when dealing with repetition. levels. negotiates towards the
familiar topics; Rarely uses level relevant outcome with support.
cohesive devices.
Uses very limited range of level Produces short phrases Is more or less intelligible, Initiates and responds
1 relevant basic grammar with frequent hesitation; and has limited control of appropriately.
(sentence structure, tenses) as There is some repetition. phonological features at Keeps the interaction
well as vocabulary (words and Uses very limited both utterance and word going with prompting and
phrases) when talking about cohesive devices. levels support.
familiar topics that makes
communication difficult
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დონის შესაბამის ორგანიზებული. წარმოთქვამს რელევანტურია.
გრამატიკულ სტრუქტურებსა თავისუფლად დასწავლილ სიტყვებსა ინარჩუნებს და ავითარებს
და იყენებს დონის და ფრაზებს. ინტერაქციას, ასევე
ლექსიკას. კომუნიკაცია შესაფერის ინდივიდუალური განაპირობებს სასურველი
შეუფერხებელია მარკერებს. ბგერების წარმოთქმა შედეგით საუბრის
კომუნიკაცია მართებულია. დასრულებას.
შეუფერხებელია
Criteria / Task Achievement Coherence & Cohesion Lexical Resource Grammatical Range
descriptors and Accuracy
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very good response to the text is well-organised and uses a good range of language; uses a broad range of
6 task; text type, format and coherent, with appropriate vocabulary use is effective level- specific
register are entirely logical and structural and precise; rare minor errors grammatical structures
appropriate; the arguments sequencing of occur only as ‘slips’ with full flexibility
are well developed and information/ideas; and accuracy.
logical; personal opinion is paragraphing is consistent; There are no
clearly presented and effectively uses cohesive impeding errors.
justified. devices
good response to the task; text is mostly well- uses a good range of uses a range of level-
5 only very occasionally, the organised and coherent, appropriate lexical specific structures
given information is with appropriate logical language; vocabulary with accuracy.
incomplete or too general; and structural sequencing of mostly lacks precision; There are some
format and register are information/ideas; there are only minor errors, but none of
appropriate; arguments are paragraphing is good; the mistakes them are impeding
clear and logical, but some of use of linking words and
them are not fully developed; cohesive devices is mostly
personal opinion is presented appropriate and effective;
clearly paragraphing is good
incomplete response to the text is mainly adequately uses a moderate range of uses adequate range
4 task; may lack some focus; organized and coherent; vocabulary which is mostly of A1 grammar; there
arguments are sufficient but sometimes lacks logical level-appropriate and are a few important
short and/or not specific; text structure and sequencing; adequate to convey intended problems, which
format and register are uses mostly suitable meaning; there are some interfere with
generally/ mostly linking words; cases of inappropriate / understanding;
appropriate; information used wrong word choice, which
to support personal opinion sometimes impede
is sufficient. understanding
partial response to the task; text is mainly inadequately uses a limited range of range of grammar is
3 only partly responds the organized; lacks logical and vocabulary which is mostly limited and
requirements of the task; structural organization, insufficient to develop ideas insufficient for the
there are some irrelevancies; which sometimes makes at length and make meaning specific level;
arguments are general and communicative purpose of clear; makes frequent There are many
insufficient and the personal writing obscured; most of errors in word choice. impeding errors.
opinion is not stated clearly the linking devices are
incorrect
weak response to the task; logical sequencing and Vocabulary is weak and uses very limited
2 only occasional attempt to cohesion are weak; inadequate for the specific range of grammatical
respond the task No appropriate linking level; errors in word choice is structures; there are
requirements; arguments are devices are used frequent. very frequent
mostly insufficient and impeding mistakes
irrelevant
very weak response to the confusing; ideas vocabulary is too restricted grammar is totally
1 task; most of the content is disconnected; there is no and/or irrelevant to the task inadequate to the
irrelevant; arguments are logical or structural specific level
very weak and inappropriate sequencing
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მატრიცა # 6 ფინალური გამოცდის წერის უნარის შეფასება
კრიტერიუმებ
გრამატიკული
ი/ დავალების შესრულება ერთიანობა და ბმულობა ლექსიკური რესურსი
დიაპაზონი და
რუბრიკები
სიზუსტე
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