Programme’s purpose:

The English Language Foundation Course is designed to prepare international students for successful entrance to Higher Education Institutions in Cyprus by enhancing their language proficiency. This course focuses on developing the students’ English language skills in listening, speaking, reading, and writing, as well as building their academic language and communication skills required for successful study in a Higher Education Institution.

Programme’s objectives:

1.   Attain proficiency in all language skills: listening, speaking, reading, and writing.

2.   Develop academic vocabulary and language necessary for Higher Education studies.

3.   Enhance communication skills for academic and social interactions.

4.   Gain confidence in participating in class discussions and debates and presenting academic topics.

5.   Improve critical thinking and analytical skills through reading and writing tasks.

Upon successful completion of the Foundation Programme in English Language, students will:

1.   Language Proficiency: Develop an intermediate level of proficiency in the English language, including grammar, vocabulary, and pronunciation, enabling students to communicate effectively in various everyday situations.

2.   Reading Skills: Comprehend and analyze moderately complex texts, articles, and excerpts from different sources (such as newspapers, academic texts, or literature) to extract essential information and understand the main ideas and arguments.

3.   Writing Skills: Produce coherent and detailed texts on various topics, expressing opinions, arguments, and personal experiences using appropriate grammar, vocabulary, and organizational structures.

4.   Listening Skills: Understand the main points and specific information in spoken English, such as lectures, discussions, interviews, and presentations, delivered at a moderate pace with some complexity.

5.   Speaking Skills: Engage in conversations and discussions on familiar and some unfamiliar topics, express opinions, participate in group discussions, and give short presentations with relatively clear pronunciation and appropriate language use.

6.   Cultural Understanding: Develop an understanding of cultural nuances and contexts related to the English language, including social norms, customs, and practices prevalent in English-speaking countries.

Course Purpose

This module will focus on improving students’ writing skills and developing academic writing skills. The writing component will involve developing academic essays, reports, and summaries while adhering to academic writing conventions, such as proper referencing and citation styles. They will learn how to write clear, well-structured and detailed texts on a variety of subjects related to their field of interest, synthesing and evaluating information and arguments from a number of resources. They will develop writing skills for formal essays, reports, and critical analyses. They will learn how to write 3 an essay or report that develops an argument systematically with appropriate highlighting of significant points and relevant supporting details and rounding off with an appropriate conclusion. They will learn how to convey information and ideas on abstract as well as concrete topics.

Course Objectives

▪  Enhance the ability to write clear and coherent texts, ensuring logical organization and flow of ideas.

▪  Strengthen grammatical accuracy and expand vocabulary range to convey ideas more precisely and effectively.

▪  Introduce different text types (e.g., emails, reports, essays) and genres to develop proficiency in composing various written formats.

▪  Teach the structural elements of different text types, focusing on introductions, body paragraphs, conclusions, and appropriate formatting.

▪  Develop the skill to adapt writing style and tone based on the intended audience and purpose of the text.

▪  Introduce students to the academic writing styles, including proper referencing, citation formats and formal language usage

▪  Familiarize students with the writing process (planning, drafting, revising, editing) to improve overall writing quality.

▪  Encourage critical thinking by expressing opinions, providing arguments, and supporting claims with evidence in written pieces.

▪  Encourage creativity and originality in writing by exploring imaginative and descriptive language in narratives or creative pieces.

▪  Teach effective editing and proofreading techniques to improve accuracy and refine written work.

▪  Provide opportunities for practical writing tasks that simulate real-life scenarios (e.g., writing emails, making requests, providing information).

▪  Encourage independent writing practice, allowing learners to develop confidence and autonomy in expressing themselves in writing.

▪  Focus on achieving the purpose of the task by meeting requirements and fulfilling criteria in various writing assignments.

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

▪  Produce different types of written texts such as emails, letters, reports, reviews, diagrams, graphs and short essays in a coherent and organised manner.

▪  Demonstrate improved accuracy in using a range of grammatical structures and vocabulary appropriate to the chosen text type.

▪  Organise ideas into paragraphs, ensuring coherence within and between paragraphs through the use of linking words and cohesive devices.

▪  Express personal opinions, viewpoints, arguments, and reasons with increased clarity and coherence.

▪  Use academic writing styles, including proper referencing, citation formats and formal language usage

▪  Use a variety of sentence structures, including compound and complex sentences, and employ a range of connectors to express relationships between ideas.

▪  Consider the intended audience while adapting the style, tone, and level of formality to suit the purpose and context of the writing task.

1.    The academic writing styles, conventions, and the importance of proper referencing and citation styles.

2.    The structure and organization of academic essays, reports, and summaries.

3.    Crafting clear and concise thesis statements for academic essays and reports

4.    Writing formal and informal emails, focusing on appropriate language and structure.

5.    Writing practice sessions focused on constructing well-structured essays with clear arguments and supporting evidence.

6.    Exploring techniques for writing formal reports, including organizing information, using diagrams, and presenting data in graphs

7.    Critical analysis and evaluation of information and arguments from various sources.

8.    Practice sessions on presenting information clearly, both in abstract and concrete terms.

▪  Conduct interactive workshops where students share and peer-review their work, offering constructive feedback.

▪  Engage students in brainstorming sessions to generate ideas and plan their writing before starting drafts.

▪  Model different writing styles and structures, providing examples and templates for essays, reports, emails, graphs, diagrams and summaries.

▪  Start with structured writing tasks, gradually increasing complexity to help students build their skills step-by-step.

▪  Assign tasks that simulate real-life situations such as writing formal and informal emails, reports, or analyses related to students’ fields of interest.

▪  Engage students in writing tasks using authentic materials like news articles, case studies, or academic papers.

▪  Provide detailed feedback on students’ writing, focusing on strengths and areas needing improvement, and offer guidance for enhancement.

▪  Utilize writing tools and applications for grammar checking, collaborative writing, and creating multimedia texts.

▪  Engage students in role-playing scenarios or simulations to practice different writing styles and communication contexts.

▪  Teach pre-writing techniques such as outlining, mind mapping, or journaling to organize thoughts before writing.

▪  Conduct timed writing tasks to simulate exam conditions and evaluate students’ ability to write under pressure.

▪  Adapt teaching methods to accommodate diverse learning styles, language proficiencies, and individual writing challenges.

Continuous assessment methods are designed to offer a holistic view of students’ language development.

The assessment of students is made up of two components:

▪  final exam (50 marks)

▪  continuous assessment (50 marks)

The 50 marks of the continuous assessment is comprised for example of:

▪  quizzes and tests

▪  homework assignments

▪  reading comprehension tasks

▪  participation

The final written exam carries 50 marks and takes place at the end of each academic semester. This exam tests the whole content of a course taught in the current semester. The final mark for each course is the sum of the continuous assessment mark and the final written exam.

Course Purpose

Building a strong academic vocabulary is essential for success in Higher Education studies. Students will expand their vocabulary related to various academic disciplines, including sciences, humanities, and social sciences. They will develop a high lexical accuracy. They will also learn to use complex grammatical structures accurately and effectively. Special attention will be given to the appropriate use of language for different purposes, such as making hypotheses, expressing opinions, and discussing cause and effect.

Course Objectives

1.  Ensure students have the required level of vocabulary and grammar for higher education studies;

2.  Develop a high level of lexical accuracy to ensure students use words and phrases precisely and appropriately;

3.  Reinforce students’ knowledge and understanding of verb tenses and key grammatical structures;

4.  Enable students to communicate clearly and accurately in a variety of situations;

5.  Encourage learners to acquire understanding independently, when faced with new language and themes;

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

1.    Comprehend and use academic and non-academic vocabulary, to convey meaning precisely and accurately;

2.    Understand and use key grammatical structures confidently and accurately;

3.    To recognize tone and style in written and verbal communication.

1.       Tenses, review and reinforcement;

2.       Comparison of adjectives and adverbs

3.       Word order, linking and organizational language;

4.       Prepositions and articles;

5.       Lexis specific to a variety of disciplines and fields of study;

6.       Practice sessions aimed at enhancing lexical accuracy in academic contexts;

7.       Focus on expanding vocabulary in specific academic fields through readings, discussions, and exercises.

8.       Vocabulary Building – Deepening knowledge in discipline-specific vocabulary through texts, lectures, and interactive activities;

9.       Easily confused words;

10.    Modals;

11.    Conditionals in academic literature;

12.    Wishes and Preferences;

13.    Gerunds and Infinitives;

14.    Phrasal verbs and idioms;

▪   Introduce vocabulary in context, relating words and phrases to various academic disciplines;

▪   Utilize case studies, articles, or research papers to present academic vocabulary and language in authentic contexts;

▪   Engage students in discussions and debates using academic vocabulary to encourage active participation and application of language skills;

▪   Employ techniques like word mapping or mind mapping to visually connect and reinforce new vocabulary with related terms and concepts;

▪   Conduct role-play activities mimicking academic scenarios (e.g., debates, presentations) to practice using academic language for varied purposes;

▪   Utilize language learning apps, online dictionaries, or interactive platforms to reinforce vocabulary and language skills;

▪   Break down complex academic texts, discussing and dissecting vocabulary, grammar structures, and academic writing styles;

▪   Provide detailed feedback on language use, grammar, and vocabulary, guiding students on areas needing improvement;

▪   Encourage self-study through recommended readings, vocabulary exercises, or online resources to foster autonomous learning.

Continuous assessment methods are designed to offer a holistic view of students’ language development.

The assessment of students is made up of two components:

▪  final exam (50 marks)

▪  continuous assessment (50 marks)

The 50 marks of the continuous assessment is comprised for example of:

▪  quizzes and tests

▪  homework

▪  participation

The final written exam carries 50 marks and takes place at the end of each academic semester. This exam tests the whole content of a course taught in the current semester. The final mark for each course is the sum of the continuous assessment mark and the final written exam.

Course Purpose

This module will provide opportunities for students to practise and apply the language skills they have acquired in real-life academic and social situations. Students will engage in role-plays, and discussions. They will also participate in collaborative projects and oral presentations, which will strengthen their teamwork and presentation skills. They will learn how to express themselves confidently, clearly and politely in a formal or informal register and contribute to group discussions.

Course Objectives

1.    Provide opportunities for students to apply acquired language skills in authentic academic and social settings, fostering practical language use;

2.    Equip students with the ability to express themselves confidently, clearly, and politely in both formal and informal registers, promoting effective communication;

3.    Encourage active participation in role-plays and discussions to simulate real-life scenarios, enabling students to practice language skills in context;

4.    Foster teamwork skills through collaborative projects, allowing students to work together, share ideas, and communicate effectively within a group setting;

5.    Cultivate students’ oral presentation skills, enabling them to articulate ideas coherently, present information effectively, and engage audiences;

6.    Reinforce students’ acquisition of language through guided use;

7.    Encourage active and constructive participation in group discussions, allowing students to share insights, respond to others’ viewpoints, and build on collective knowledge.

5.

Continuous assessment methods are designed to offer a holistic view of students’ language development.

The assessment of students is made up of two components:

▪  final exam (50 marks)

▪  continuous assessment (50 marks)

The 50 marks of the continuous assessment is comprised for example of:

▪  Projects and Presentations

▪  homework

▪  participation

The final exam (final project and its presentation) carries 50 marks and takes place at the end of the academic semester. This exam tests the whole content of a course taught in the current semester. The final mark for each course is the sum of the continuous assessment mark and the final written exam.

Course Purpose

In this module, students will become familiar with the language expectations, which include understanding the main ideas of texts, engaging in discussions on a wide range of topics, and expressing feelings and opinions with clarity. They will gain a clear understanding of the language skills they need to achieve and the expected competencies in listening, speaking reading and writing. They will also receive an orientation to Higher Education life and academic culture, including academic integrity, research ethics, and time management. Special emphasis will be placed on developing effective study skills and strategies, notetaking skills, organizing study material and utilizing academic resources available on campus and online.

Course Objectives

1.   Comprehend and internalize the language expectations necessary for academic success, focusing on extracting main ideas from texts, engaging in diverse discussions, and articulating feelings and opinions clearly.

2.   Identify and understand the essential language skills imperative for achieving competency in listening, speaking, reading, and writing.

3.   Familiarize students with the nuances of Higher Education life, academic culture, and the expectations prevalent in academic settings, emphasizing academic integrity, research ethics, and time management.

4.   Equip students with strategies for effective study skills, including note-taking techniques, organizing study materials, and utilizing various academic resources both on-campus and online.

5.   Enable students to navigate and utilize available academic resources efficiently, encompassing libraries, databases, and other online resources conducive to academic growth.

6.   Instill effective time management practices tailored for academic success, aiding students in optimizing study schedules and meeting academic requirements.

7.   Encourage reflective learning, enabling students to self-assess, identify learning gaps, and set personalized language and academic goals for continuous improvement.

8.      Facilitate the integration of acquired language skills, study strategies, and academic knowledge into practical academic tasks, such as essays, presentations, and discussions.

9.      Promote peer learning activities and the formation of study groups, fostering collaborative learning environments for mutual academic support.

10.   Prepare students comprehensively to navigate the academic environment confidently, ensuring readiness for ongoing success and growth in Higher Education.

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

1.   Apply advanced study skills, including effective note-taking techniques and organizing study materials for efficient learning and retention;

2.   Utilize online academic resources proficiently, accessing e-libraries, databases, and academic journals effectively to support learning;

3.   Demonstrate improved critical reading skills and employ advanced strategies for academic writing, emphasizing coherence, argumentation, and academic style;

4.   Evaluate language competencies in listening, speaking, reading, and writing, identifying areas for improvement, and setting goals for language advancement;

5.   Apply study strategies and language skills effectively in practical academic tasks, such as essays, presentations, and discussions;

6.   Engage in peer learning activities, collaborate within study groups, and utilize available academic support networks on campus for mutual learning and assistance;

7.   Reflect on learning progress, identify areas for improvement in language and study skills, and set personalized language and academic goals;

8.   Summarize language expectations, study strategies, and academic resources, preparing for continued success in the academic environment.

1. Developing Study Strategies

▪  Advancing study skills, note-taking techniques, and organizing study material for efficient learning and retention.

▪  Practical guidance on using online academic resources, accessing e-libraries, databases, and academic journals effectively.

▪  Enhancing critical reading skills and strategies for academic writing, focusing on coherence, argumentation, and academic style.

▪  Reviewing language competencies in listening, speaking, reading, and writing, and setting goals for improvement.

2. Application and Academic Resource Integration

▪  Application of study strategies and language skills in practical academic tasks, essays, presentations, and discussions.

▪  Engaging in peer learning activities, forming study groups, and utilizing academic support networks available on campus.

▪  Reflecting on learning progress, identifying areas for improvement, and setting personal language and academic goals.

▪  Peter Hollins, The Study Skills Handbook, How to Ace Tests, Get Straight A’s and Succeed in School (Learning how to Learn);Pkcs Media, Inc. 2021.

▪  Dr. Stella Cottrell, The Study Skills Handbook (Palgrave Study Skills), Palgrave Macmillan, 2008.

▪  The College’s Documentation regarding orientation to Higher Education life and academic culture.

▪  The College’s academic resources available on campus and online

Continuous assessment methods are designed to offer a holistic view of students’ language development.

The assessment of students is made up of two components:

▪  final exam (50 marks)

▪  continuous assessment (50 marks)

The 50 marks of the continuous assessment is comprised for example of:

▪  quizzes and tests

▪  homework assignments

▪  participation

The final written exam carries 50 marks and takes place at the end of the academic semester. This exam tests the whole content of a course taught in the current semester.  It aims to comprehensively evaluate students’ understanding of language expectations, proficiency in language skills, assimilation of study strategies, and readiness to navigate the academic environment. The final mark for each course is the sum of the continuous assessment mark and the final exam.

Course Purpose:

Students will work on enhancing their listening and speaking skills through various interactive activities. They will learn how to use the language fluently, accurately and effectively on a wide range of general academic, vocational or leisure topics. They will learn how to understand spoken language on both familiar and unfamiliar topics normally encountered in personal, social, academic or vocational life. They will learn how to understand the main ideas of propositionally and linguistically simple speech on both concrete and abstract topics delivered in a standard dialect. They will listen to authentic academic lectures, debates, discussions and presentations, and practise summarizing and discussing the main points. They will learn how to identify speaker’s viewpoints, attitudes, mood, tone as well as information content. They will engage in role-plays and group discussions to improve their fluency and accuracy in spoken English. Students will develop their public speaking skills through individual and group presentations. They will practise summarising and paraphrasing information and expressing their opinions and ideas clearly and convincingly. Special attention will be given to pronunciation, intonation, and appropriate use of formal and informal language.

Course Objectives:

▪  Enhance students’ conversational and discursive abilities;

▪  Develop students’ public speaking fluency;

▪  To develop students’ core listening skills;

▪  To equip students with confidence when presenting and communicating;

▪  To develop students’ critical thinking and analytical techniques, when receiving, considering and conveying information;

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

▪  Grasp the main points and key information in conversations, discussions, presentations, and broadcasts related to familiar topics.

▪  Comprehend specific details, factual information, opinions, and attitudes conveyed in spoken texts on familiar subject.

▪  Understand a range of accents, speech rates, and styles encountered in various audio materials, including those from non-native speakers and regional varieties.

▪  Deduce meaning from context and identify implied information, attitudes, intentions, and emotions conveyed in spoken discourse.

▪  Engage in conversations on familiar topics with increased fluency, maintaining communication despite some pauses and hesitation.

▪  Express opinions, thoughts, and feelings on a range of familiar topics using a wider variety of vocabulary and more complex sentence structures.

▪  Demonstrate improved accuracy in grammar, pronunciation and intonation, enabling clear and understandable communication.

▪  Initiate and sustain conversations in different contexts, such as social situations, work-related discussions, or academic settings.

▪  React appropriately to different conversational cues, including showing agreement, disagreement, clarification, and asking for repetition or clarification.

▪  Narrate personal experiences, describe events, situations, and give reasons and explanations for opinions and plans.

▪  Use various communication strategies to overcome language barriers, such as rephrasing, circumlocution, or paraphrasing.

▪  Organise thoughts and ideas coherently when speaking, linking them with appropriate connectors and markers.

Listening Skills Development

1. Audio Materials Analysis

▪  Continued exposure to diverse audio sources with a focus on critical analysis and understanding main ideas and supporting details.

▪  Activities centered on identifying themes and extracting key information from longer spoken passages.

2. Listening Comprehension Enhancement

▪ Practice sessions for improving listening comprehension through listening quizzes, gap-fill exercises, and comprehension questions.

3. Complex Listening Tasks

▪  Engaging with more complex listening tasks involving multiple speakers, debates, or interviews.

▪  In-depth discussions and reflections on various audio materials.

Speaking Skills Development

1. Fluency Practice and Conversation Expansion

▪  Continued conversational activities aimed at enhancing fluency and accuracy.

▪  Engaging in debates or group discussions on more complex topics.

2. Pronunciation Refinement and Peer Feedback

▪  Further practice on pronunciation and intonation, focusing on individual improvement.

▪  Peer-to-peer feedback sessions to provide constructive criticism and support for speaking development.

3. Presentational Proficiency and Practical Applications

▪  Advanced presentation skills focusing on structure, visual aids, and audience engagement.

▪  Practical application sessions simulating topics encountered in personal, social, academic or vocational life.

4. Consolidation and Review

▪ Review sessions consolidating listening and speaking skills learned throughout the course.

5. Knowledge implementation by solving various examinations’ past papers.

▪  Designing tasks that require learners to engage in real-life communication scenarios such as problem-solving, debates, discussions, and information gap activities.

▪  Encouraging pair and group work to promote interaction and collaboration among students.

▪  Using authentic audio recordings, podcasts, interviews, and videos that represent real-world language use and diverse accents to enhance listening comprehension.

▪  Preparing students for listening tasks through prediction exercises, vocabulary preview, or activating prior knowledge related to the listening topic.

▪  Providing varied listening tasks (multiple choice, gap-fill exercises, summarizing, etc.) to enhance different listening skills like gist understanding, identifying details, inferring, and evaluating information.

▪  Follow-up discussions, role-plays, or debates related to the listening material to reinforce understanding and encourage students to express opinions and ideas.

▪  Structured conversation practice sessions focusing on specific language functions (asking for opinions, giving advice, expressing

agreement/disagreement) to facilitate speaking fluency

▪  Engaging students in role-plays or simulations of real-life scenarios (job interviews, customer service situations, negotiations) to apply language in context.

▪  Providing constructive feedback and error correction during speaking tasks to help students improve accuracy and fluency.

▪  Using repetition exercises and pronunciation drills to improve articulation, stress, rhythm, and intonation patterns.

▪  Incorporating technology such as language learning apps, online platforms, and interactive multimedia resources to engage students and provide additional practice opportunities.

▪  Providing opportunities for individualized attention through tutorials, extra practice sessions, or additional materials for students requiring extra support.

Continuous assessment methods are designed to offer a holistic view of students’ language development.

The assessment of students is made up of two components:

▪  final exam (50 marks)

▪  continuous assessment (50 marks)

The 50 marks of the continuous assessment is comprised for example of:

▪  quizzes and tests

▪  homework assignments

▪  speaking and presentation tasks

▪  participation

The final written exam carries 50 marks and takes place at the end of each academic semester. This exam tests the whole content of a course taught in the current semester. The final mark for each course is the sum of the continuous assessment mark and the final written exam.

Course Purpose:

This module will focus on improving students’ reading skills. Students will read a variety of academic texts, such as research articles, essays, and literary pieces, to enhance their reading comprehension and critical thinking skills. They will learn how to analyze and interpret texts, identify main arguments, and draw basic conclusions. They will learn strategies how to extract key information, and making inferences from different texts. They will learn how to recognise a text that provides factual information and when it seeks to convince readers of something. They will learn how to recognize different structures in discursive text: contrasting arguments, problem-solution presentation, and cause-effect relationships. They will learn how to obtain information, ideas and opinions from sources within their field. They will develop strategies for efficient reading and effective note taking.

Course Objectives

▪   To provide students with the necessary skills to read and interpret written texts efficiently and accurately, including non-academic material;

▪   To ensure students have the adequate abilities of comprehension, required for higher education course materials;

▪   To understand the structure and organization of different types of texts, including recognizing how ideas are presented and linked together.

▪   To learn and apply different reading strategies such as skimming, scanning, and predicting to comprehend texts more efficiently.

▪   To increase familiarity with a wider range of vocabulary encountered in various reading materials, thereby improving overall language proficiency.

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

▪   Grasp the main points, general meaning, and key information presented in texts related to familiar topics or everyday situations.

▪   Comprehend specific details, facts, opinions, attitudes, and intentions conveyed in written texts on familiar subjects.

▪   Understand a range of text types such as articles, reports, narratives, and instructions, and be able to identify different writing styles and purposes.

▪   Deduce meaning from context, recognise implied information, attitudes, emotions, and intentions conveyed in written discourse.

▪   Develop efficient skimming and scanning skills to quickly locate specific information within longer texts.

▪   Begin to critically analyse and evaluate information, arguments, or viewpoints presented in texts, forming personal opinions or interpretations.

▪   Comprehend advanced academic material both accurately and efficiently;

▪   Extract information from a variety of sources with confidence;

▪   Interpret tone, style and intention of written communications and published works;

▪   Source and identify reliable information for the purposes of their studies

1. Engagement with Complex Texts:

▪  Introducing more complex texts (research articles, literary pieces and essays) covering varied topics and genres.

▪  Tasks requiring critical thinking, analysis, and inference from these texts.

2. Reading for Academic and Professional Purposes:

▪  Exposing students to reading materials relevant to academic or professional contexts.

▪  Practice exercises simulating reading tasks encountered in academic or workplace settings.

3. Practical Applications of Reading Skills:

▪  Applying reading skills to real-life situations such as understanding instructions, news articles, or workplace-related documents.

▪  Role-plays or simulations involving reading and responding to various scenarios.

4. Vocabulary in Context:

▪  Exercises emphasizing contextual usage of vocabulary encountered in different texts.

▪  Activities focusing on using newly learned vocabulary in written responses or discussions.

5. Review and Consolidation:

▪  Reviewing key reading strategies, comprehension skills, and vocabulary learned throughout the course.

▪  Practice sessions to reinforce previously learned concepts and skills.

6. Advanced Comprehension Tasks:

▪  Engaging with more challenging reading materials and tasks to further enhance comprehension skills.

▪  Tasks involving summarizing, synthesizing information, or analyzing complex texts.

▪  Guided Reading: Engage students in guided reading sessions where the instructor models reading strategies and encourages active participation.

▪  Group Discussions: Encourage discussions on reading materials to share interpretations, opinions, and insights, fostering a deeper understanding of texts.

▪  Varied Text Types: Introduce a range of text types (articles, essays, short stories, infographics, etc.) to expose students to different styles and purposes of writing.

▪  Authentic Materials: Utilize authentic materials such as newspaper articles, online blogs, or excerpts from novels to reflect real-world reading experiences.

▪  Explicit Teaching of Strategies: Teach specific reading strategies like skimming, scanning, predicting, and inference, and provide opportunities for practice. Students will be encouraged to read efficiently, under timed conditions.

▪  Vocabulary Enhancement: Integrate vocabulary-building exercises to enhance comprehension and expand students’ lexicon.

▪  Online Resources: Utilize online platforms, digital libraries, or educational websites to access a wide range of reading materials and interactive exercises.

▪  Cultural Awareness: Explore texts that highlight cultural diversity, social issues, historical events, or perspectives from different cultures, fostering cultural understanding.

Continuous assessment methods are designed to offer a holistic view of students’ language development.

The assessment of students is made up of two components:

▪  final exam (50 marks)

▪  continuous assessment (50 marks)

The 50 marks of the continuous assessment is comprised for example of:

▪  quizzes and tests

▪  homework assignments

▪  reading comprehension tasks

▪  participation

The final written exam carries 50 marks and takes place at the end of each academic semester. This exam tests the whole content of a course taught in the current semester. The final mark for each course is the sum of the continuous assessment mark and the final written exam.

Course Purpose

Building a strong academic vocabulary is essential for success in Higher Education studies. Students will expand their vocabulary related to various academic disciplines, including sciences, humanities, and social sciences. They will develop a high lexical accuracy. They will also learn to use complex grammatical structures accurately and effectively. Special attention will be given to the appropriate use of language for different purposes, such as making hypotheses, expressing opinions, and discussing cause and effect.

Course Objectives

6.            Ensure students have the required level of vocabulary and grammar for higher education studies;

7.            Develop a high level of lexical accuracy to ensure students use words and phrases precisely and appropriately;

8.            Advance students’ knowledge and understanding of verb tenses and key grammatical structures;

9.            Enable students to communicate confidently across a variety of situations, academic or other;

10.         Assist students to develop independently, when faced with new language

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

1.   Comprehend and use academic and non-academic vocabulary, to convey meaning precisely and accurately;

2.   Develop and exhibit a high level of lexical accuracy, employing words and phrases with precision and appropriateness in academic contexts, enhancing overall communication skills;

3.   Understand and use key grammatical structures confidently and accurately;

4.   Apply learned vocabulary and language structures in academic essays, reports, papers, and other scholarly documents;

5.   To control the tone and style of their communication so as to suit the task or situation at hand;

6.   Ability to construct and articulate hypotheses, express well-founded opinions, and analyze cause-and-effect relationships using appropriate academic language and vocabulary;

7.   Develop and apply effective autonomous learning strategies to expand academic vocabulary and language proficiency, such as utilizing specialized resources, engaging in academic reading, and practicing academic writing;

8.   Synthesize and integrate vocabulary, grammar, and language skills to effectively produce and comprehend academic texts, thereby fostering comprehensive language proficiency essential for success in higher education studies.

1.       Tenses, review and reinforcement;

2.       Word order, linking and organizational language;

3.       Lexis specific to a variety of disciplines and fields of study;

4.       Vocabulary Building – Deepening knowledge in discipline-specific vocabulary through texts, lectures, and interactive activities;

5.       Reported speech;

6.       Reporting Verbs;

7.       Passive and causative voice;

8.       Language used in the analysis of scientific study;

9.       Collocations;

10.    Causative Forms;

▪   Introduce vocabulary in context, relating words and phrases to various academic disciplines;

▪   Utilize case studies, articles, or research papers to present academic vocabulary and language in authentic contexts;

▪   Engage students in discussions and debates using academic vocabulary to encourage active participation and application of language skills;

▪   Employ techniques like word mapping or mind mapping to visually connect and reinforce new vocabulary with related terms and concepts;

▪   Conduct role-play activities mimicking academic scenarios (e.g., debates, presentations) to practice using academic language for varied purposes;

▪   Utilize language learning apps, online dictionaries, or interactive platforms to reinforce vocabulary and language skills;

▪   Break down complex academic texts, discussing and dissecting vocabulary, grammar structures, and academic writing styles;

▪   Provide detailed feedback on language use, grammar, and vocabulary, guiding students on areas needing improvement;

▪   Encourage self-study through recommended readings, vocabulary exercises, or online resources to foster autonomous learning.

Continuous assessment methods are designed to offer a holistic view of students’ language development.

The assessment of students is made up of two components:

▪  final exam (50 marks)

▪  continuous assessment (50 marks)

The 50 marks of the continuous assessment is comprised for example of:

▪  Projects and Presentations

▪  homework

▪  participation

The final exam (final project and its presentation) carries 50 marks and takes place at the end of the academic semester. This exam tests the whole content of a course taught in the current semester. The final mark for each course is the sum of the continuous assessment mark and the final written exam.

Total periods/

Semester

Number of

ECTS

Listening and Speaking Skills

Development I

Academic Vocabulary and

Language I

Language Practice and

Application I

Listening and Speaking Skills

Development II

Reading Skills Enhancement

II

Academic Vocabulary and

Language II

Language Practice and

Application II