English Course – Adults

A Placement Test Score corresponding to Beginner proficiency level with percentage range from 0% to 30%

EL 01 is a beginner course in English intended to provide students with the fundamentals of the language and a foundation for advancing through the five required levels of English proficiency. It is a twelve week module with 6 hours of instruction each week.

EL 01 aims to achieve the following goals;

• Understand basic greetings, simple phrases and commands
• Understand and use simple questions related to personal and family information
• Can read and write some familiar words and phrases as well as writing basic personal and family information
• Show restricted control of essential grammatical structures

By the end of the course, the students will be able to:

• Function with difficulty in social situations and in situations related to immediate needs
• Locate information and understand main idea in a short, simple written text
• Identify main ideas from a conversation or speech on a familiar topic
• Provide limited personal information on simple forms of print found in the house and environment such as product names
• Use simple forms of polite expressions to establish basic social contact and to perform everyday functions including making requests and offers, conducting simple phone conversations, ordering a meal, etc
• Exchange information by forming and responding to simple questions
• Produce simple sentences using the correct word order and punctuation marks by using capital and lowercase letters accurately
• Construct a short guided paragraph on a familiar topic concerning home, family, and holidays
• Use the basic tenses including the present and past simple, and present continuous correctly
• Use the basic auxiliary verbs (am/is/are/was/were/can) and a range of regular and irregular verbs
• Demonstrate awareness of essential grammatical features and functions including questions and negatives, plural nouns, adjectives, frequency adverbs, possessives, pronouns and determiners

Soars, John and Liz, (2013), New Headway Beginner Student’s Book, Fourth Edition, Oxford University Press

Students will use the following resources in the course of the module:

• Student’s book with iTutor to help Revise > Review > Improve
• Student’s workbook with iChecker to help Assess > Progress
• iTutor DVD-ROM

New Headway Beginner Student’s Book provides integrated skills course with each unit divided into grammar, vocabulary, skills work and everyday English segments. Please refer to the 01 Core Curriculum that has been created to ensure optimal focus on the essential course material in line with the stated course aims and learning outcomes

Student performance will be based on examinations in perception (reading and listening) [70%], production skills each 10% (writing and speaking) and continuous assessment during the semester [10%]. Continuous assessment includes home and in-class portfolio assignments.

For the students who already have some basic knowledge of the language. They may have recently completed a beginner course or they maybe returning to language after a break and need to revise key language before being able to progress further.

EL 02 is an elementary course English level allowing students to increase their knowledge of the language and built their confidence. Listening material is provided across three class CDs. New vocabulary is introduced gradually and there are regular controlled practice activities, allowing students to activate the language in a supportive way. There are also freer practice activities where students have the ability to start focusing on their fluency.

EL 02 aims to achieve the following goals;

• Students have the opportunity to practice chunks of language used in formal and informal situation through (Everyday English) part of each lesson
• New language items are presented through texts and conversations which students can read and listen to at the same time.
• Vocabulary is introduced systematically and it is reviewed and recycled throughout the course. Students need to build on their vocabulary set and they primarily need words for everyday life.
• Students will be able to develop their ability in the four skills of listening, reading, speaking and writing

By the end of the course, the students will be able to:

• Students learned phrases for requests and suitable responses, for use whilst shopping, when asking for direction, and for many other situations
• Students also learn about appropriacy, as there is a focus on how to sound polite by choosing suitable phrases and using polite intonation
• This enables student to relate the spelling to the sounds of english, and helps with pronunciation, as well as form and use
• The grammar enables students to use present and past simple tenses, possessive’s, questions and negatives, some adverbs and time expression.
• Students work on word pattern in the form of collocations. Knowledge of common collocations can really help to improve an elementary student’s level of fluency.
• Students focus on other patterns throughout the course, such as opposite adjectives and adverbs
• Regular unseen listening section in dialogue or monolog form provide further practice of the language and help to develop students’ ability to understand the main message of the text
• Students are exposed to increasing amounts of new lexis and are encouraged to discuss the issues raised in the text
• Students have the opportunity to practice the pronunciation and intonation of new language

Soars, John and Liz, (2013), New Headway Elementary Student’s Book, Fourth Edition, Oxford University Press

Students will use the following resources in the course of the module:

• Student’s book with iTutor to help Revise > Review > Improve
• Student’s workbook with iChecker to help Assess > Progress
• iTutor DVD-ROM

New Headway Elementary Student’s Book provides integrated skills course with each unit divided into grammar, vocabulary, skills work and everyday English segments. Please refer to the 02 Core Curriculum that has been created to ensure optimal focus on the essential course material in line with the stated course aims and learning outcomes

Student performance will be based on examinations in perception (reading and listening) [40%], production skills (writing and speaking)[40%] and continuous assessment during the semester [20%]. Continuous assessment includes home and in-class portfolio assignments.

For the students who already have a solid foundation in the language. They may have recently completed an elementary course or they may be returning to language learning after a break and need to revise key language before being able to progress further.

EL 03 is a pre-intermediate course English level to extend and consolidate the students knowledge of the language. Listening material is provided across three class CDs. New vocabulary is introduced regularly and this is followed by controlled practice activities.

EL 03 aims to achieve the following goals;

1. Practice chunks of language used in formal and informal situations (Everyday English).
2. The main verb forms are being learned such as present and past continuous, future forms, present past perfect and conditionals.
3. Vocabulary is introduced and is reviewed throughout the course. Students will become more fluent on word patterns in the form of collocations and phrasal verbs.
4. Students will be able to develop their ability in the four skills of listening, reading, speaking and writing.

By the end of the course, the students will be able to:

• Students learned phrases for making conversation, expressing doubt and certainty, talking about good and bad news, and making phone calls.
• Students also learned about appropriacy as there is a focus on how to sound polite by choosing suitable phrases and using polite intonations.
• The grammar part enable the students to relate the spelling to the sounds of English and helps with pronunciation as well as form and use.
• The grammar enables students to use some different tenses for making conversation as well as writing some contexts
• Lexical sets are chosen according to two criteria; a) they complement the grammatical input, for example food and drink for countable and uncountable nouns, and they are useful for students
• Students need to develop their vocabulary set and increase the sophistication of their vocabulary range
• Regular unseen listening section in dialogue or monolog form provide further practice of the language and help to develop students’ ability to understand the main message of the text
• Students are exposed to increasing amounts of new lexis and are encouraged to discuss the issues raised in the text
• Students have the opportunity to practice the pronunciation and intonation of new language

Soars, John and Liz, (2013), New Headway Pre-Intermediate Student’s Book, Fourth Edition, Oxford University Press

Students will use the following resources in the course of the module:

• Student’s book with iTutor to help Revise > Review > Improve
• Student’s workbook with iChecker to help Assess > Progress
• iTutor DVD-ROM

New Headway Pre-Intermediate Student’s Book provides integrated skills course with each unit divided into grammar, vocabulary, skills work and everyday English segments. Please refer to the 03 Core Curriculum that has been created to ensure optimal focus on the essential course material in line with the stated course aims and learning outcomes

Student performance will be based on examinations in perception (reading and listening) [40%], production skills (writing and speaking)[40%] and continuous assessment during the semester [20%]. Continuous assessment includes home and in-class portfolio assignments.

For the students who have already passed beginner, elementary and pre-intermediate levels. Also for the students who have got 78% in 100-question placement test and can speak fairly well.

EL 04 is an intermediate course English level helps students reflect on, analyse, solidify, and build on what they already ‘know’, paving the way for increased fluency and more advanced structures to come in higher levels. Each  the unit begins with a Starter section, which launches the grammar and/or the theme of the unit.

EL 04 aims to achieve the following goals;

• The students’ awareness of grammar is being increased by comparing and contrasting structures with similar items, and placing them in the context of the language as a whole.
• Through broad reading and listening practices students are engaged with a certain curiosity about the world.
• Speaking, listening and everyday english give students plenty of opportunities to put language into practice.
• The emphasis on activating language by focusing on particular phrases and expression.

By the end of the course, the students will be able to:

• Students can learn present, past, and future tenses; simple, continuous, and perfect aspects; modal verbs; the passive voice; verb patterns; reported speech and thought; adjective and adverb; the structure of the noun phrase
• Students can improve their reading skill through reading different popular and serious newspapers and magazines, literature, biographies and reference works such as interviews with people from a range of background, ages, profession, experiences and nationality
• Speaking and listening activities are combined with grammar, reading, vocabulary, and writing section to encourage genuine communications using target language
• Students are able to practice on areas such as social expressions, giving opinions, making suggestions, request and offer, responding and making small talk
• Students can use phrases, expressions or grammatical structures used in everyday communicative situation
• Students are able to make a comment softer or stronger, ways of agreeing and disagreeing, and expressing emphasis.
• Students can utilise items such as just, pretty, i don’t care/I don’t mind and as well or too.
• Students work on the intonation and stress aspect of language to pronounce each word appropriately.

Soars, John and Liz, (2013), New Headway Intermediate Student’s Book, Fourth Edition, Oxford University Press

Students will use the following resources in the course of the module:

• Student’s book with iTutor to help Revise > Review > Improve
• Student’s workbook with iChecker to help Assess > Progress
• iTutor DVD-ROM

New Headway Intermediate Student’s Book provides integrated skills course with each unit divided into grammar, vocabulary, skills work and everyday English segments. Please refer to the 04 Core Curriculum that has been created to ensure optimal focus on the essential course material in line with the stated course aims and learning outcomes

Student performance will be based on examinations in perception (reading and listening) [40%], production skills (writing and speaking)[40%] and continuous assessment during the semester [20%]. Continuous assessment includes home and in-class portfolio assignments.

For the students who have already achieved a certain amount of English. They have been introduced to a significant selection of English language, grammatically, lexically, functionally and situationally and possess sufficient language proficiency to be able to express themselves in a variety of social contexts. They can interact with authentic material as long as it is not of too specialized a nature, and can begin to feel ‘at home’ with English. It is certainly possible to engage them in conversation on all sorts of subjects without the interaction being too laboured. From the teachers’ point of view, a certain understanding is to be expected and this has to be acknowledged and exploited.

The fourth edition of New Headway Upper-Intermediate retains the basic methodology and syllabus of the third edition: both accuracy and fluency-based activities; in- depth treatment of grammar, systematics lexical syllabus; attention to all four language skills; the use of authentic material and tasks throughout.
Each unit has the following:

• Starter
• Language focus
• Practice
• Skills work- listening and reading,always combined with speaking, with a writing section for each unit at the back of the book
• Vocabulary and Pronunciation
• Everyday English

EL 05 aims to achieve the following goals;

• Examples of target language items are taken from texts, either reading or listening or both. This enables students to see the target language in context, helping them to assimilate it better.
• The activities within New Headway Upper-Intermediate are designed to enable Upper-Intermediate students to extend their knowledge of the language and to give them a rewarding and challenging experience.
• Within each unit the students will find opportunities for additional activities with Suggestions and Extra activities. This allows for further work on key language or skills when appropriate.

By the end of the course, the students will be able to:

• The theme of the unit 1 is living and working away from home. The main reading texts are two accounts of people living abroad. The main listening text is a series of ‘vox pops’ in which people talk briefly about what they miss about home when they go abroad. The aim of the tense system is to revise the main tenses at the start of the course. The emphasis is on recognition of form and meaning. The vocabulary section looks at compound nouns. Everyday English part introduces some common casual expressions and provides lots of practice of the way intonation, stress and rhythm to produce the ‘music ‘of English.
• The theme of this unit is world travel past and present, from historical explorers to modern-day tourism. The aim is to revise and practice Present Perfect Simple and Continuous tenses. The Vocabulary section looks at the hot verbs, make and do and how they are used in expressions with particles to form phrasal verbs.
• The aim of this unit is to revise and practice the narrative tenses, Past Simple active and passive, Past Continuous, Past Perfect Simple active and passive and past perfect continuous.In Narrative tenses section, the students get to a point where they are able to manipulate the tenses when writing their own stories and when speaking. The Vocabulary section introduces language used to talk about books and films.Everyday English introduces and practices ways of showing interest and surprise.
• The aim of this unit is telling lies. In trying to get at the truth of stories, students will have lots of practice in forming questions and negatives, which is the grammatical focus of the unit. The main reading texts are about three conspiracy theories, ( concerning the deaths of Princess Diana and John F. Kennedy. Junior, and the ‘faked’ Apollo moon landings). The main listening text involves six people talking about their most memorable lies. The language aim is to revise and practice the formation of questions and negatives involving all the main tenses and modals.The vocabulary section looks at making opposites, using prefixes (un-, in-, im-,etc.) and antonyms.Everyday English section practices being polite. It looks at stress and intonation in polite requests and offers.
• The theme of this unit is how people see their future. It contextualizes the main future forms. The aim of the future forms is to revise and practice the uses of the main future forms, will, going to and the present continuous. It also introduces the practices the Present Simple, the Future Continuous and the future Perfect.The Reading text is about how young people are concerned about the future-their own future and that of society. The main listening text is about listening to friends from university planning a reunion. It revises future forms.the Vocabulary section looks at expressions and phrasal verbs with the hot verbs take and put. Everyday English introduces and practices ways of beginning and ending a telephone conversation.
• The theme of the unit is success in business. The main grammatical focus of the unit is expressions of quantity and these are contextualized in a reading text about the successful British TV chef Jamie Oliver. ( Singular-Plural, Countable-Uncountable, Positive-Negative). The main listening text is a series of radio advertisements. Students are also asked to talk about a newspaper or magazine advert they like. The focus is on business continuous with a business maze and everyday work expressions in the Everyday English section. The vocabulary section looks at the way stress shifts from first syllable in nouns to the second syllable in verbs and some adjectives.
• The theme of the unit is relationships between people. The main grammatical focus of the unit is modal auxiliary verbs and the way they are used to express ability, advice, obligation, permission, probability and (un)willingness. The unit also looks at related verb forms such as be bound to and be supposed to. The Vocabulary section looks at the hot verb get which is commonly used in expressions and phrasal verbs. Everyday english part introduces ways pf expressing exaggeration and understatement.
• The main grammatical focus of the unit is relative clauses and participles two grammatical ways of forming complex sentences, and these are contextualized in a reading text. The main reading text is about a remote territory in Russia. The listening text is about two people describe their extreme experiences of heat and cold.
• The aim is to express present habit: the Present Simple, the Present Continuous with a frequency adverb and ‘ll/will + infinitive. It also looks at used to and would to express past habit and the confusion between used to + infinitive to describe a past state or habit, and be/get used to + ing to talk about situations that are or are become familiar. The theme of the unit is remembering people. The main reading part is about Friends, the popular American TV sitcom. Vocabulary section looks at Homonyms and Homophones. Everyday English purpose is about introducing and practicing ways of making your point in arguments and debates.
• In this unit, the aim is to revise and practice modal verbs that are used with the perfect infinitive (modal verbs + have + past participle). The main grammatical focus is past modals and these are contextualized in discussion between two people. The main Reading text is about how the wild west of America was colonised by pioneers in the nineteenth century. The Vocabulary section looks at synonyms in the context of a humorous poem. Everyday English section looks at metaphors and idioms based on parts of the body, e.g. a head for business and face the facts.
• The aim is to revise and practice ways of hypothesising: using conditional sentences with if, and using other expressions like, wish if only, supposing and should have done. The main language point is hypothesis, and is contextualized in dialogues in which people express wishes and regrets. The main reading text is about things that people often wonder about, such as , why we dream. In the listening text someone describes a strange dream and students are asked to interpret this and other dreams. Everyday English part is to practice ways of complaining.
• The aim is to revise and practice determiners, including articles (a (n), the, no article), possessives ( my, your ,etc.) demonstratives (this,that,these,those) and quantifiers (each, every , some, any,etc.). The theme of this unit is age and life stages. In the main reading text a seventy-seven- year-old Mary Hobson describes a typical day. The listening text features four people talking about themselves and what is typical for people at their stage of life. Vocabulary section looks at expressions using life and time. Everyday English introduces and practices linkers often used in spoken discourse.

Soars, John and Liz, Paul Hancock , New Headway Upper-Intermediate Student’s Book, Fourth Edition, Oxford University Press
Students will use the following resources in the course of the module:

• Student’s book with iTutor to help Revise > Review > Improve
• Student’s workbook with iChecker to help Assess > Progress
• iTutor DVD-ROM

New Headway Upper-Intermediate Student’s Book provides integrated skills course with each unit divided into Language Focus, Vocabulary, Spoken English, the four skills and The Last Word. Please refer to the 05
Core Curriculum that has been created to ensure optimal focus on the essential course material in line with the stated course aims and learning outcomes

Student performance will be based class works as well as examinations in perception (reading and listening) [40%], production skills (writing and speaking)[40%] and continuous assessment during the semester [20%]. Continuous assessment includes home and in-class portfolio assignments.

For the students who have already achieved a high level of English. They have probably been studying for many years, and should have benefitted from the wisdom of a variety of teachers. They will have had the same grammatical areas explained to them over and over again. They can cope with most text types, understand films, literature and newspapers, and should be able to express themselves with an impressive fluency.

The fourth edition of New Headway Advanced retains the basic methodology and syllabus of the third edition: both accuracy and fluency-based activities; in- depth treatment of grammar, systematics lexical syllabus; attention to all four language skills; the use of authentic material and tasks throughout.
Each unit has the following:

• Starter
• Language focus
• Practice
• Skills work- listening and reading,always combined with speaking, with a writing section for each unit at the back of the book
• Vocabulary
• Spoken English
• The Last Word

EL 06 aims to achieve the following goals;

• Examples of target language items are taken from texts, either reading or listening or both. This enables students to see the target language in context, helping them to assimilate it better.
• The activities within New Headway Advanced are designed to enable Advanced students to extend their knowledge of the language and to give them a rewarding and challenging experience.
• Within each unit the students will find opportunities for additional activities with Suggestions and Extra activities. This allows for further work on key language or skills when appropriate.

By the end of the course, the students will be able to:

• In Unit 1, students will learn the uniqueness of the human experience and everyday emotions that it entails within the integrated skills work, which also introduces the vocabulary syllabus. In addition, the unit provides a review of the main tenses,allowing the teacher to assess students strengths and weaknesses.
• Unit 2, focuses on literary genres, literary characters and the art of storytelling. Students are also given the opportunity to read opening extracts from a range of authentic texts with cover a number of different genres.
• Unit 3, including the economy and the question of how much consumption is morally and practically sustainable. The theme is also prominent in the reading text which looks at how a wealthy person can choose to live with less and engage in philanthropy. Change is then addressed again in the Vocabulary section,as students look at changing trends, and a range of ways of expressing these in short presentations.
• In Unit 4, students are encouraged to speculate on what is true, and why people believe certain things, in a variety of text types and situations. Students are given the opportunity to read extracts from authentic biography, and follow this up with an extensive listening task exploring related themes.
• Unit 5 includes cultural differences and the way that cultures can meet and exchange ideas. The listening, reading, and writing sections focus on different nationalities and cultures, commonality as well as comparing two countries.
• In Unit 6 , the students are encouraged to reflect on the cost of war , and some of the technological innovations and social developments which war has created. The reading and listening texts focus on historical detail surrounding major conflicts, and provide the opportunity to engage with information-rich authentic texts, while the Writing involves researching a period in history.
• Unit 7 is about happiness, and how we reflect on hopes, regrets, ambitions and past experiences. The main reading text focuses on strategies for achieving happiness, while the listening looks at the cultural development of the smile as a way of expressing positive emotion. The Writing task also looks at personal happiness and achievements as students read, then write, a letter to younger self.
• The theme of this unit is gender, and how it is reflected in typical behaviour, career choices and approaches to parenting. The students respond to a range of views on a case of gender-neutral parenting in the Listening and Speaking sections. The pupils learn about relative clauses and participles in Grammar section and they look at homonyms,homophones,and homographs.
• Unit 9 is about the power of music, in terms of how it can help create a narrative impact on emotional and psychological development and give people a sense of purpose. The Language focus is on discourse markers and how these assist in structuring a text or expressing a speaker’s attitude.the Writing section provides students with the opportunity to consolidate the Grammar focus.
• In Unit 10, the students learn the relationship between the body and mind, and how one can influence the other. The reading and listening texts address how positive thinking can aid the body in challenging circumstances. The Grammar focus looks at distancing language. The writing section develops the theme of the unit at opinion-based writing.
• Unit 11 is about how our world is changing in the face of technological development. The reading text looks at how gadgets are suffering from ‘function inflation’, as manufacturers compete to offer more and more features that use the latest technology. The language focus looks at different forms for expressing the future-looking forward, as well as addressing the concept of the future in the past.
• The theme of this unit is significant events- historical events which have shaped the way we live, and more personal life-changing events that have made participants reconsider their lives. Here students read about the theory of sociological tipping points, and identify linking devices that show sequence, contrast and a range of other functions. Linking devices are consolidated in the writing section with a focus on creating cohesion in a short biography.

Soars, John and Liz, Paul Hancock , New Headway Advanced Student’s Book, Fourth Edition, Oxford University Press
Students will use the following resources in the course of the module:

• Student’s book with iTutor to help Revise > Review > Improve
• Student’s workbook with iChecker to help Assess > Progress
• iTutor DVD-ROM

New Headway Advanced Student’s Book provides integrated skills course with each unit divided into Language Focus, Vocabulary, Spoken English, the four skills and The Last Word. Please refer to the 06 Core Curriculum that has been created to ensure optimal focus on the essential course material in line with the stated course aims and learning outcomes

Student performance will be based class works as well as examinations in perception (reading and listening) [40%], production skills (writing and speaking)[40%] and continuous assessment during the semester [20%]. Continuous assessment includes home and in-class portfolio assignments.