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English Language Course B2 1 Syllabus 2023 Autumn
English Language Course B2 1 Syllabus 2023 Autumn
ინტერაქტიული ლექცია/სემინარი - 54
შუალედური გამოცდა - 4 საათი (2 საათი - ზეპირი გამოცდა, 2
საათი
- წერითი გამოცდა)
პრეზენტაცია - 2 საათი
ფინალური გამოცდა - 4 საათი (2 საათი - ზეპირი გამოცდა, 2
საათი
- წერითი გამოცდა)
დამოუკიდებელი სამუშაო - 86 საათი
5
English Language Course (B2-1)
Course coordinator
ინგლისური ენის კურსი (B2-1)
კურსის კოორდინატორი
Phone: +995 32 222 00 09 (511)
E-mail: englishcourses@iliauni.edu.ge
Office hours: Monday -Friday 10:00 – 18:00
ტელ: +995 32 222 00 09 (511)
ელ - ფოსტა: englishcourses@iliauni.edu.ge
სამუშაო საათები: ორშაბათი - პარასკევი 10:00 – 18:0
B1 level language proficiency according to the Common European
6 Framework of Reference (CEFR), as confirmed in the following way English
Language
Prerequisites
B2-1
Session 2
Diagnostic activities: reading, listening, writing and speaking
Academic Encounters - Reading “Influence of Culture” 2
Home Assignment
Think about how knowledge is transferred and how you https:/www.forbes.com/
learn things (consider the following: the internet, sites/chriscancialosi/
textbooks, lectures, the media, other students). 2014/12/08/6-key-steps-to-
Research the website: influencing-effective-
knowledge-transfer-in-your-
Forbes-HBS working knowledge
business/#38b5decc5fe6
Write down your notes so that you can discuss them
with other students in the next class.
Home Assignment:
(Assigned unless it was done in class. See Academic
Focus above) Academic Vocabulary in Use – Unit 1; 4
Make brief notes on the following points:
• Your education experience in the last 1-2 years: for
example, where you studied, the main subjects you
studied, any inspiring teachers.
• Your recent experience: for example, your work
experience, places you have travelled to, new
skills you have learnt.
• Write down your notes so that you can discuss
them with other students in the next class.
Session 2
Home Assignment:
Independent Study. Find a textbook extract from your own
area of study, read the text at home and bring it to the
next class. Make notes on the following key parts of the
text starting with the title, main idea and the new words.
Think about the following:
What do you know about psychology?
Have you ever studied it? https://
What do you think Cognitive Psychology is? www.britannica.com/
Research the website- Encyclopedia Britannica about Cognitive science/cognitive-
Psychology. psychology
Week 3 Session 1
Home Assignment:
Understanding simple sentence structure. Task 2
Academic Vocabulary – Module 1E
Session 2
Back to home assignment:
Work in groups and compare your understanding of simple
sentence structure.
Home Assignment:
Have a look at the Discussion points on page 021, make
notes and bring them to the next class to compare your
ideas with regard to Perspective and Stance.
Home Assignment
Academic Vocabulary in Use – Unit 10
Session 2
Back to home assignment -discussion:
Work in groups and compare your answers.
Session 1
Week 5
Back to home assignment:
Work in groups and compare your ideas.
Module 2C READING: TEXTBOOKS
Academic Focus: Understanding main ideas in
paragraphs and longer texts. Identifying perspective and
stance in a text.
Academic language: Understanding the language of
Perspective and Stance
Critical thinking: Responding to the content of a text.
Task 7
Home Assignment
Research the website of Indiana University Bloomington
What is a paragraph? https://wts.indiana.edu/
Make notes and bring them to the next class. writing-guides/paragraphs-
4Vocabulary – Expressing Stance, Module 2 E and-topic-sentences.html
Session 2
Home Assignment
Academic Vocabulary in Use –Unit 13
Session 2
Back to home assignment:
Work in groups and compare your answers.
Module 3B SPEAKING: SEMINAR DISCUSSIONS
Academic Focus: Understanding written and spoken
definitions. Mini Presentation in groups
Academic language: Asking for and giving definitions.
Critical thinking: Evaluating your contribution to the
discussion with regard to Learning and Motivation.
Task 5
Academic Encounters - Reading “Gender and Academic
Achievement” 2
Home Assignment
Find a text related to your own area of study and try to
identify definitions, explanations and examples of key terms.
Session 1
Week 7
Back to home assignment:
Work in groups and compare your ideas.
Session 2
Back to home assignment:
Work in groups and compare your ideas.
Module 3 D WRITING: DEFINITIONS
• Academic Focus: Writing Definitions, writing a
paragraph that includes definition.
• Academic language: using prepositional
phrases and relative clauses to write
definitions.
• Critical thinking: Critical evaluation of a paragraph
Home Assignment
Consider the questions given in Discussion with regard to
Nature and Environment, make notes and bring them to the
class to share the ideas with other students in a group.
Midterm
Session 1: Speaking
Week 8 Session 2: Reading, Writing, Listening
UNIT 4– NATURE
Week 9
Academic Focus: Description
Session 1
Session 2
Session 1
Week 10
Back to home assignment:
Work in groups and compare your ideas.
Module 4 C READING: TEXTBOOKS
Academic Focus: identifying the main ideas;
identifying and evaluating supportive evidence.
Academic language: Using progressive forms to refer to
change.
Critical thinking: Reflecting on ideas for writing.
Home Assignment
Academic Vocabulary Module 4E, Adverbials for Cohesion.
Session 2
Home Assignment
Discussion- Make notes on how groups influence one
another and then present them to the next class.
UNIT 5– POWER
Week 11 Academic Focus: Reporting and Summarizing
Session 1
Home Assignment.
Watch the opening minutes of a lecture related to your field of
study and make notes. Also, make notes of the reporting verbs.
Academic Voc. In Use – Unit 39
Session 2
Home Assignment.
Find a text from your own area of study and bring it to the next
session.
Week 12 Session 1
Back to home assignment:
Work in groups and compare your ideas.
Home Assignment
Academic Vocabulary
Module 5E, Affixes
Session 2
Back to home assignment:
Work in groups and compare your ideas.
UNIT 6– Growth
Week 13
Academic Focus: Using Sources
Session 1
Back to home assignment:
Feedback on Writing Assignment # 3
Work in groups and compare your ideas.
Home Assignment.
Think about the following points for discussion:
Which area is the most important for the growth of a
country: technology and industry, education, natural
resources, government policy?
Which of the following are likely to be the causes of
growth and which are more likely to be the results of
growth?
• A higher standard of living
• A more powerful country
• Innovation
• Environmental problems
Academic Vocabulary in Use – Unit 40
Session 2
Back to home assignment:
Work in groups and compare your ideas.
Module 6 C READING : TEXTBOOKS
Academic Focus: Identifying and evaluating sources for
an essay. Identifying author stance on main ideas.
Academic language: Using prepositions to refer to time and
quantity.
Critical thinking: Reflecting on Reading for purpose.
Home Assignment.
Review the topic of a text – Task 1.
Analyzing essay titles- Task 2
Academic Vocabulary - Module 6 E
Week 14
Session 1
Back to home assignment:
Work in groups and compare your ideas.
Module 6 D Writing
Academic Focus: Analyzing the use of sources in a text.
Understanding and using ways of referring to sources.
Selecting and synthesizing sources to use in a paragraph.
Academic language: Referring to sources, reporting
structures.
Critical thinking: Evaluating ways of reporting.
Home Assignment.
Students choose topics from those covered and prepare formal
(slideshow is optional, however there should be some visual material
used)
Presentation structure and signposting. https://www.bbc.co.uk/
worldservice/
Session 2 learningenglish/business/
Back to home assignment: talkingbusiness/
Feedback on Writing Assignment # 4 unit3presentations/
Work in groups and compare your ideas. expert.shtml
Session 2
Presentations
Final Exam
Week 16
Final evaluation is scheduled in the examination period Skills:
Speaking, Reading, Writing, Listening
Appendix # 2 / დანართი #2
Assessment Components and Rubrics / შეფასების კომპონენტები და
რუბრიკები
Skill/Sessions 3 4 5 6 7 8 9 10 11 12 13 14 17 18 19 20 21 22 23 24 25 26 27 28
Reading
Writing
Listening
Speaking
This table shows at which session which skill will be assessed. Each skill is assessed 6 times. This is the formula:
Reading Skill (Sessions 5,9,13,19, 23,26): 6 x 2 = 12
Writing Skill (Sessions 6,10, 14, 20, 24, 27): 6 x 2 = 12
Listening Skill (Sessions 3, 7, 11, 17, 21, 25 ): 6 x 2 = 12
Speaking Skill: (Sessions 4, 8, 12, 18, 22, 28 ): 6 x 2 = 12
Total maximum score is 48 points
უნარი/გაკვეთილი 3 4 5 6 7 8 9 10 11 12 13 14 17 18 19 20 21 22 23 24 25 26 27 28
კითხვა
წერა
მოსმენა
საუბარი
ამ ცხრილზე ნაჩვენებია თუ რომელ გაკვეთილზე რომელ უნარს შეაფასებს მასწავლებელი. ყოველი უნარი
შეფასდება 6-ჯერ. ეს არის შეფასების ფორმულა:
კითხვის უნარი (გაკვეთილები 5,9,13,19, 23,26): 6 x 2 = 12
წერის უნარი (გაკვეთილები 6,10, 14, 20, 24, 27): 6 x 2 = 12
მოსმენის უნარი (გაკვეთილები 3, 7, 11, 17, 21, 25): 6 x 2 = 12
საუბრის უნარი (გაკვეთილები 4, 8, 12, 18, 22, 28): 6 x 2 = 12
ერთიანი ქულა არის 48.
Matrix # 2 Individual Presentation Assessment (6 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 to impeding communication
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 which sustaining audience’s interest. Student establish contact/ rapport with
Delivery
ends in discussion. Student establishes eye-contact with the the audience or student doesn’t
establishes eye contact with the audience. However, intonation is give any presentation at all.
audience, uses gestures, mimes monotonous. Allocated time is not
and intonation appropriately. thoroughly used or student does not
Allocated time is thoroughly manage to complete the presentation
used. within the time limit.
The use of visual aids/material is The use of visual aids/material is The use of visual aids/material
relevant to the presentation relevant to the presentation topic. is totally irrelevant to the
Visualization
topic. The information presented However, the information presented on presentation topic or student
on the slides/posters/board is the slides/posters/board is redundant doesn’t give any presentation
essential and not redundant at all
Response to Answers audience questions Answers some audience questions, but Does not answer any
Audience clearly and completely not clearly and completely
Questions
მატრიცა # 2 ინდივიდუალური პრეზენტაციის შეფასება (6 ქულა)
კრიტერიუმები 1 0.5 0
და რუბრიკები
weak response to the task; logical sequencing and Vocabulary is weak and uses very limited
1 only occasional attempt to cohesion are weak; inadequate for the specific range of
respond the task No appropriate linking level; errors in word choice is grammatical
requirements; arguments devices are used frequent. structures; there are
are mostly insufficient and very frequent
irrelevant impeding mistakes
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 insufficient
requirements of the task; structural organization, insufficient to develop ideas for the specific level;
there are some irrelevancies; which sometimes makes at length and make meaning There are many
arguments are general and communicative purpose of clear; makes frequent impeding errors.
insufficient and the personal writing obscured; most of errors in word choice.
opinion is not stated clearly the linking devices are
weak response to the task; linogciocrarlescetquencing Vocabulary is weak and uses very limited
2 only occasional attempt to and 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
Shows a good degree of control Produces the level Is intelligible. Initiates and responds
of level relevant grammatical relevant language despite Intonation is mostly appropriately.
4 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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მატრიცა # 6 დასკვნითი გამოცდის საუბრის უნარ-ჩვევის შეფასება
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Matrix #7 Final Exam Speaking Skill Assessment
(Global Achievement Scale for Interlocutor)
6 Handles communication on a variety of topics, with very little hesitation.
Uses accurate and appropriate linguistic resources to express ideas and produce extended
discourse that is generally coherent.
5 Performance shares features of bands 6 and 4
4 Handles communication on a variety of topics, despite very little hesitation.
Organizes extended discourse but occasionally produces utterances that lack coherence, and
some inaccuracies and inappropriate usage occur.
3 Performance shares features of bands 4 and 2
2-1 Handles communication in everyday situations, despite hesitation. Constructs longer
utterances but is not able to use complex langauge except in well-rehearsed utterances.
0 Performance below band 1
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მატრიცა # 7 დასკვნითი გამოცდის საუბრის უნარ-ჩვევის შეფასება
(გლობალური შეფასების სქემა გამომცდელისათვის)
6 ნაცნობ თემებზე საუბარს და აზრის კომუნიკაციას შეფერხებების გარეშე ართმევს
თავს.
საუბრის/დისკუსიის დროს გამოიყენებს მართებულ და ზუსტ ენობრივ ერთეულებს,
რათა აზრი/იდეა სრულყოფილად წარმოაჩიონს. შექმნილი დისკურსი კოჰერენტული
და გამართულია.
5 საუბარი თავსდება 6 და 4 ბენდებს შორის
4 ნაცნობ თემებზე საუბარს და აზრის კომუნიკაციას ართმევს თავს გარკვეული
შეფერხებების ფონზე.
ქმნის დისკურსს, რომელიც შესაძლებელია იყოს არაკოჰერენტული და
არამართებული.
3 საუბარი თავსდება 4 და 2 ბენდებს შორის
2-1 ამყარებს კომუნიკაციას ძირითადად მარტივი ფრაზების საშუალებით, რასაც თან
ახლავს გარკვეული შეფერხებები.
შედარებით გაბმულ დისკურსს კი ქმნის, მაგრამ აღნიშნული მოკლებულია
კომპლექსურ და რთულ სტრუქტურებს.
0 საუბარი თავსდება 1 ბენდის ქვემოთ
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