Foundation English School
Striving for Excellence
FES Student Handbook
2015/2016
Revised in December 2015
Mission Statement
The mission of Foundation English School
(FES) at Girne American University is to
provide culturally-diverse students
with a high-quality, intensive English
language training
to assist them in their
endeavor of attaining
proficiency in English,
by adhering to following principals:




Excellence in Teaching
Professional Development
Respect
Integrity
Message from the FES Director
Dear Students,
I would like to extend my best wishes to you for the Academic year 2014-2015. Girne American
University has always been proud of offering a multicultural academic environment. This year,
we have been enjoying the great diversity we have achieved in teaching staff and student
population at the Foundation English School. In GAU, diversity has always been appreciated and
welcomed as an opportunity to benefit from, as it is believed to contribute to the academic,
cultural and social development as well as the international understanding of the students for
international mobility.
In this programme, education is conducted using a modular system. Within an academic year,
there are 4 modules, which are each 7 weeks long. The modular system is versatile and adapts
easily to change. Every module is self-contained and made up of an organised mode of
instruction within a systematic framework. The system allows students to progress at their own
pace and receive immediate feedback. The aim of the system is to provide the student with the
necessary language and skills to achieve the module objectives and move on to a higher level.
The system not only accommodates students who need more time to consolidate their learning
but also gives the opportunity to quick learners to progress at a faster pace.
The Foundation English School aims to achieve high quality language education by meeting
current international standards in English Language Teaching. With this respect, all language
teaching and learning programs have been mapped to Common European Framework as
Reference for Languages and Language Modules have been organized in line with A1, A2, B1
and B2 Levels. We have been utilizing CEFRL in every step of education, teaching, learning,
assessment as well as self-reflection for learners. The Foundation English School provides a route
to the selected undergraduate or postgraduate degree programs by equipping students with the
necessary language knowledge and skills to enable them to pursue their academic studies
successfully. Accordingly, English language instruction is delivered by up-to-date English
Language methods and effective techniques. Learner-centered education has been adapted as an
effective method to education. With this respect, we spend great effort in meeting all the needs of
our learners, considering their interests, preferences and backgrounds. Well-qualified English
Language instructors who have expertise in different areas of English Language Teaching
deliver English language classes. Technology is widely utilized in all classes to enable students
to benefit from technological advances in their learning.
FES values students’ social development as well. Throughout the academic year, students can
enjoy various social and cultural facilities; For example, cinemas, theatres, concerts, art
exhibitions, recitals, and festivals, traditional spring Festival being one of the most popular of all
these activities. What makes GAU a distinctive institution is the opportunities it provides to its
students to promote their learning and enhance their learning experiences. For example, this
academic year GAU FES students have been provided with an opportunity to pursue part of
their Foundation studies at one of the GAU Campuses abroad, the United States. It is obvious
that this project will surely provide an invaluable experience both to the Foundation School and
its students.
Dear students, please always make sure that it is you, as an individual, who would immensely
contribute to your learning. Please take the responsibility for your learning, attend the classes
regularly and extend your English language learning beyond the classroom by making
use of the advanced technology and Internet. Last but not least, self-assess your learning to raise
your awareness of your language level so that you can set goals to improve. Do not hesitate to
ask for support from your teachers in adapting suitable language learning strategies to improve
your learning. The English language, you have been acquiring at FES efficiently, will not only
be a great asset for you to pursue your undergraduate academic studies but is also a means to
access vast and fast changing information in life-long learning.
I wish the academic staff and students of FES a fruitful academic year and good luck with
your academic endeavors.
Hatice Asvaroğlu
Director - FOUNDATION ENGLISH SCHOOL
FES Student Handbook 2015-2016
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Table of Contents
No
1
2
3
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5
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Content
Mission Statement
Message from the Director
Table of Contents
The FES Organizational Chart
Chapter 1
1.1.Brief History
1.2.FES Vision Statement
1.3.FES Mission Statement
1.4.FES Objectives
1.5.FES Values
1.6.Academic Accreditations
Chapter 2
2.1 Overview
2.2 Registration
2.3 Classifications & proficiency
2.4 Curriculum
2.5 Academic load
2.6 Attendance Policy
2.7 FES expectations form students
2.8 Academic Calendar
Chapter 3 – Course Material
3.1 Students’ books
3.2 Workbook
3.3 Extra Material pack Levels A1 & A2
3.4 EAP Pack
Chapter 4 – Students’ assessment
4.1 Formative Assessment
4.2 Summative Assessment
4.2.i Placement Exam
4.2.ii Placement Exam Specification
4.3 Proficiency Exam
Chapter 5-University Rules & Regulation
5.1 Examination Protocol
5.2 Class Instructor
5.3 Disciplinary Procedures
5.4 Special Warnings
Chapter 6 – On-Campus Services
6.1 Resources
6.2 Scholarships
6.3 Student Support Services
6.4 FES Web & Moodle Web Access
Chapter 7 Frequently asked questions
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Appendices
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FES Organizational Chart
Assoc. Prof. Dr.
Zafer Ağdelen,
Vice Rector.
2015-2016
Ms.. Hatice
ASVAROĞLU, Director
Sedel ARİF ULUBEY,
Secretary
Utku Hamacioglu,
Administrative
Coordinator -Lecturer
Emrah Volkan,
Testing Coordinator / Team Leader - Lecturer
Fatma Hurda,
Testing Team -
Kemal Altinkaya,
Testing Team-
Sefika Burcu,
Testing Team -
Hanna Altintas,
Testing Team –
Lecturer
Lecturer
Lecturer
Lecturer
Canan Cavus,
lecturer
Polat Tanoğlu, Lecturer
Pervin Arman, Lecturer
Arkan Ozari, Lecturer
Yosra Jarrar, Cirriculam
/Syllabus Coordinator
and Team Leader
Lecturer
Shema BOKHARI,
Accreditation
coordinator,
Lecturer
Göksel Erdem ,Lecturer
Sefika Burcu,
syllabus team
Lecturer
Pınar Orhon, Lecturer
Cansu Dürüst,Lecturer
Selin Aktekin, Lecturer
Rüya Mert, Lecturer
Melis Baybar, Lecturer
Laden Çimendağ,
Lecturer
Cinoj George,
Lecturer
Hatice
Celebi Ayan,
Ferdiye Ozsahin,
Lecturer
Claire Hawkins, Lecutrer
Selin Aktekin, Lecturer
Sevilay Asilkent,
Lecturer
Damla Sahin, Lecturer
Lecutrer
Güray Kansel, Lecturer
The English Foundation School is managed by the Director along with the Coordinators and the
Secretary.
The Director Ms Hatice Asvaroglu, with her vast administrative and academic experience and
skills, supervises all the operations of FES. Ms Asvaroglu is Masters in …and currently doing
her PhD in…….
Her office is on the 2nd floor of Foundation building.
Contact: [email protected]
FES Student Handbook 2015-2016
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Chapter 1
FES Profile
1.1
Brief History
The Foundation English School (FES) was founded in 1985 along with the establishment of
Girne American University and since then the student intake increased each year substantially.
Currently, FES provides intensive English language courses to over 1000 students annually and
employs around 30 qualified English language instructors.
Girne American University is an English Medium higher institution and FES is a unit within the
academic structure of the Girne American University. The main aim of FES is to provide English
language courses to newly admitted GAU students who are not at the required English language
proficiency levels to start Faculty degree courses.
1.2
FES Vision Statement
A continuous development for a high quality of English language education is at the heart of
FES, to reach the international standards and emerge as a respected and well-recognized institute
worldwide.
1.3
FES Mission Statement
The mission of Foundation English School (FES) at Girne American University is to provide
culturally-diverse students with a high-quality, intensive English language training to assist them
in their endeavor of attaining proficiency in English, by adhering to following principals:
9

Excellence in Teaching

Professional Development

Respect

Integrity
FES Student Handbook 2015-2016
1.4
FES Objectives
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FES adheres to a set of objectives to accomplish its mission, and these are:

To assist and facilitate the students to upgrade their proficiency level equivalent to the
Common European Framework Reference for Languages (CFER)

To provide appropriate pedagogical methods to enhance students’ learning and
comprehension skills

To support the continuous professional development of the staff

To provide a state-of-the-art curriculum and resources to enhance the core language skills
among students

1.5
To inculcate the basic values of team work, integrity and cooperation
FES Values
The core values at FES are as follows:

Equality and respect to diversity

Commitment to professionalism

Respect the ethical values and social responsibility

Team work and mutual understanding

Student-centered pedagogy
1.6
Academic Accreditation
FES is the first and the only Foundation English School in Cyprus to be accredited by the
Evaluation and Accreditation of Quality in Language Services (EAQUALS).FES underwent a
thorough and rigorous inspection by EAQUALS inspectors in April 2013 and received 4-year
EAQUALS accreditation.
EAQUALS (www.eaquals.org) is an international association of institutions involved in
language education. It promotes excellence by inspecting and accrediting language schools and
providing a way for people in the profession to share ideas and develop expertise. At an
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EAQUALS-accredited center, you can be sure that every aspect of your language learning
experience will meet your highest expectations.
In an EAQUALS accredited center you can expect:

Well-qualified teachers

Effective and enjoyable teaching

A clearly defined learning programme

Accurate and meaningful assessment

Suitable premises and resources

Efficient arrangements for student welfare and out-of-class services

Clear, accurate and complete information about the services on offer.
As an EAQUALS accredited institution, FES possess these qualities to provide high quality
English language education.
In
addition
to
EAQUALS
Accreditation,
FES
was
granted
Pearson
EDEXCEL
(www.edexcel.com) accreditation, as a second international accreditation to approve the high
quality, internationally oriented English language education practices as a whole at FES.
Pearson EDEXCEL is one of England, Wales and Northern Ireland’s examination boards. In
November 2013, FES underwent a second rigorous inspection to be granted EDEXCEL
accreditation. Each student who completes Foundation English School English language
program successfully is provided with an English Language Pearson EDEXCEL certificate
which is internationally recognized.
www.eaquals.org
http://www.edexcel.com
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Chapter 2
Academic Program
2.1 Overview
The intensive English language course at FES is designed to help students to achieve an
Intermediate Level of proficiency in English language which corresponds to B1 of CEFR. The
program has four levels of instruction, correlated with the Common European Framework of
Reference for Languages (CEFR), and focuses on developing students’ language skills in general
through an integrated skill curriculum, which fosters active and independent learning.
All the students admitted in Girne American University are required to complete the FES, unless
exempted by a required IELTS or TOEFEL scores or passing the FES Placement Exam. The
number of students in each class is around twenty five. FES tries to provide the interactive
learning facilities through the use of projectors and online resources.
2.2 Registration
The medium of instruction at GAU is English. An Entrance Placement test is administered
before the academic year starts in order to determine the students’ level of English. The pass
mark required for students to move directly to their faculty is 50% for Turkish departments and
60% for English departments, 80% for ELT, Translation, English Literature Bachelor’s degree
or Masters/PhD Program students.
Those who score less than the required pass mark are asked to attend the appropriate FES level.
The registration procedure is carried out by the Registration office and FES. The FES Program
is 5,000 Euro per academic year.
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2.3 Classification and Proficiency
Article 3 from GAU By Laws and Regulations. The proficiency level of English and the
classification of the students who are admitted to the university are tested and conducted at the
beginning of each academic year by the Foundation English School’s Placement Exam. Those
found not successful are admitted to the Foundation English Programs. However, those
successful register for their faculties or vocational schools. For Classification, Proficiency and
English Foundation School Programs, the provisions of articles 12 and 13 are reserved. (See
“Girne American University By-Laws for Associate and Bachelor’s Degrees Education and
Examinations”, Articles 20.1 and 20.2) The pass mark for proficiency exam is minimum 60
out of 100.
The course is intended to take the students from Beginner Level (A1 CEFR) up to the
Intermediate Level (B1 CEFR) during the Foundation Year. The FES ensures that these are
reliable and accurate language proficiency standards by correlating FES levels to internationally
accepted proficiency benchmarks. FES uses textbooks which are correlated to the CEFR, taking
students from the A1 level to B1 throughout the academic year.
2.4 Curriculum
FES curriculum is comprised of 4 core language course. At the start of session, curriculum is
uploaded on Edmodo and GAU website for the respective levels.
Course Level
Beginner
Elementary
Pre-Intermediate
Intermediate
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CEFR Level
A1
A2
B1
B2
FES Student Handbook 2015-2016
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2.5 Academic Load
The academic load for foundation students per week is as follows:
Level
A1
Course
General English
Reading
Writing
A2
B1
B2
Listening
Grammar/General Review
General English
Reading
Writing
Listening
Grammar/General Review
General English
Reading
Writing (EAP)
Listening
Presentation
Grammar/General Review
General English
Reading
Writing (EAP)
Listening
Presentation
Grammar/General Review
Hours
20 hours till midterm
12 hours after midterm
2 hours after midterm
2 hours till midterm
4 hours after midterm
2 hours after midterm
2 hours
10 hours
2 hours
4 hours
2 hours
2 hours
8 hours
2 hours
6 hours
2 hours
2 hours
2 hours
8 hours
2 hours
6 hours
2 hours
2 hours
2 hours
2.6 Attendance Policy
Article 10 from the GAU By Laws and Regulations. Students at Foundation English School
are obliged to attend the classes by a minimum of 75%. Those who fail to obey this rule may
lose their right to sit the level exam and may be considered unsuccessful and repeat their level.
2.7 FES Expectations from Students
All Foundation students are expected to:
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
show seriousness and responsibility in their learning tasks,

be punctual: attend all the classes and exams,
FES Student Handbook 2015-2016

bring the relevant books and stationary to every lesson,

actively participate in class activities,

use English as the medium of communication,

complete all the portfolio tasks,

be respectful to the teachers and follow their instructions,

be considerate of their class and school mates,

follow all GAU rules and regulations
2.8 Academic Calendar
Academic Calendar is available on the university website.
http://www.gau.edu.tr/en/services/academic_calendar
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Chapter 3
Course Materials
All necessary books and supplemental materials for assigned courses are made available to the
teachers and students at the start of each module. The coordinators distribute the books to the
teachers, while students are expected to purchase the books from the FES and the resource pack
from the University Photocopy Shop.
3.1 Students’ Books
Following Books are being prescribed for different levels at FES
Levels
Books
A1





















A2
B1
B2
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Top Notch (Fundamental) plus Work Book
Speak Out (Elementary) plus Work Book
New Password 1
What a World 1
Extra Material Pack
My Grammar Lab (Elementary)
Speak Out (Elementary) plus Work Book
New Password 1
What a World 1
Extra Material Pack
My Grammar Lab (Elementary)
Speak Out (pre-intermediate) plus Work Book
North Star 1
New Password 3
EAP Pack
My Grammar Lab (Pre-intermediate)
Speak Out (pre-intermediate) plus Work Book
North Star 1
New Password 3
EAP Pack
My Grammar Lab (Pre-intermediate)
FES Student Handbook 2015-2016
3.2 Students’ Book
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Currently FES is using Top Notch and Speak Out Core books by Pearson, which employ an
integrated-skill approach. These books are up-to-date with internationally used CFER system.
Each book contains an integrated, authoritative syllabus, interesting topics and focused
communicative language learning tasks. Reading, speaking, listening and writing activities in
each unit gives the students a hands-on experience. Each unit includes photocopiable
communicative activities.
3.3 Work Book
The Top Notch and Speak Out work books are uniquely designed to supplement the core book
which is used in class. These books provide an essential source for the reinforcement,
consolidation and enhancement of students’ learning outside the classroom. It revises the
grammar input, writing skills and listening practice that is provided in the accompanied CD.
3.4 Extra Material Packs - Levels A1 and A2
These packs provide a supplementary material to the basic language skills for the students. These
include step by step guide to write a paragraph and eventually an essay. Some grammar points
are explained in more details to supplement the CFER standards. Extra reading materials are a
good source to enhance reading skills.
3.5 English for Academic Purpose (EAP Pack) – Levels B1 and B2
EAP course facilitate the students’ learning to survive in the faculty academic environment in the
faculty. The pack introduces the concept of plagiarism, referencing, academic essays, report
writing and presentation skills. Listening activities makes use of real life academic lectures.
Reading passages facilitate the skills of skimming, scanning and summarizing.
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FES Student Handbook 2015-2016
Chapter 4
Students’ Assessment
4.1. Formative Assessment (Continuous Assessment)
FES assesses students based on their performance over the duration of each semester.
Assessment is conducted from a variety of perspectives. The following table illustrates the
various methods of continuous assessments and their weightage.
The Overview for FES Formative Assessment – Levels A1 and A2
Method
Mid-Term Exams
Final Exams
Portfolio
Total
Format
Weightage
Overall the exam is divided into 4 sections, i.e.,
35 %
listening, reading, usage & vocabulary, writing
and speaking.
Overall the exam is divided into 4 sections, i.e.,
40 %
listening, reading, usage & vocabulary, writing
and speaking.
The portfolio consists of quiz, presentation,
25 %
research report, cause & effect and
argumentative essay and self reflection questions
100 %
The Overview for FES Formative Assessment – Levels B1 and B2
Method
Mid-Term Exams
Final Exams
Portfolio
Total
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Format
Weightage
Overall the exam is divided into 4 sections, i.e.,
30 %
listening, reading, usage & vocabulary, writing
and speaking.
Overall the exam is divided into 4 sections, i.e.,
40 %
listening, reading, usage & vocabulary, writing
and speaking.
The portfolio consists of quiz, presentation,
30 %
research report, cause & effect and
argumentative essay and self reflection questions
100 %
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FES Student Handbook 2015-2016
Students scoring between 46 and 59 on the placement test are assumed to be at B1 level. Those
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scoring less than 45 are placed in A1 and A2. The level B 1 & 2 final exam, taken after 15 weeks
of instruction; are eligible to take the Proficiency Exam in order to pass to their faculty of choice.
The Proficiency Exam is taken, at the end of each semester; by the students whose final exam
results indicate that they have a reasonable chance of achieving a high enough grade to move to
the faculty. Students, who do not take or pass this exam, will remain in FES.
4.2. Summative Assessment
The Assessment Overview for FES Summative Assessment
Method
Placement Exam
Format
Overall the exam is divided into 4 sections, i.e.,
listening, reading, usage & vocabulary, writing
and speaking.
Weightage
100
Proficiency Exam
Overall the exam is divided into 4 sections, i.e.,
listening, reading, usage & vocabulary, writing
and speaking.
100
4.2.i. Placement Exam Assessment
Students are required to take placement exam upon registering for the university. The Placement
Exam tests the three skills: listening, reading and vocabulary & usage.
Placement Exam Marking Criteria:
Department
Marks %
English Speaking
0-20
Department (Bachelor’s
Degree)
21-45
46-59
60 +
19
Level
Level A1 (for first 7 weeks and after midterm
will be promoted to A2)
Level A2
Level B1
Faculty
FES Student Handbook 2015-2016
Department
English Speaking
Department (ELT,
Translations and
Masters/PhD Degree)
Marks %
60-79
Level
Level B2
80 +
Faculty
Department
Marks %
Turkish Speaking
0-20
Department (Bachelor’s
Degree)
21-45
46-59
50 +
Level
Level A1 (for first 7 weeks and after midterm
will be promoted to A2)
Level A2
Level B1
Faculty
4.2.ii. Placement Exam Specification
Placement exam has duration of 120 minutes and is divided into 3 sections. At the start of each
semester this exam determines if the level of English of a student is appropriate for Foundation
or the faculty. Following are the specifications for Placement Exam.
SECTION
OBJECTIVES
To assess the candidate’s ability if he/she can:
 Follow a conversation
Listening
 Identify specific information
 Identify key points
 Identify gist in a verbal situation
 Complete the listening text by choosing the best response
To assess the candidate’s ability if he/she can:
Section B
 Read a text to find the main idea
Reading
 Find the supporting details
 Skim and scan the text to find the relevant answers
 Identify key details to complete short texts
To assess the candidate’s ability if he/she can:
Section C
Vocabulary & Usage  Understand general vocabulary in context
 Comprehend simple and complex language structures
and Functions
 Use grammar and functional language appropriately
Section A
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FES Student Handbook 2015-2016
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4.3. Proficiency Exam
The FES Proficiency Exam assesses a student’s ability to study in their chosen faculty.
Proficiency Exam is given at the end of each semester. The date, place and time for the exam are
announced on the Students’ Notice Board and FES website.
The exam includes the four language skills sections with equal weightage. The continuous
assessment marks (20%) are combined with the result of proficiency exam (80 %) to have a total
score out of 100.
Level B1/2 Proficiency Exam points needed to pass to faculty are as follows:

60 points for BA English Medium Programs

80 points for Masters/PhD Degree Programs

80 points for BA, ELT and Translation & Interpretation Departments

50 points for Turkish Medium Programs
Listening
Reading
Writing
Speaking
Vocabulary
and Usage
Level B
Continuous
Assessment
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PROFICIENCY EXAM CEFR B1
20 points
Standardized listening extracts to assess the listening
skill
20 points
Standardized reading passages to assess various reading
skills
20 points
Composition writing to assess the writing skills
20 points
Speaking activities to assess the skills to engage in
conversation and share their ideas
20 points
Vocabulary, Grammar and functional language is
assessed
20 % of assessment
Continuous assessment is a system where students are
points
given 20% points at the completion of B1. Proficiency
Exam is graded out of 100. Then 80% of the grade is
added to the 20% assessment points to get the final score
FES Student Handbook 2015-2016
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Chapter 5
University Rules and Regulations
5.1. Examination Protocol
Mid-Term and Final Exams
a) There is one mid-term after 7 weeks and final exam after 14 weeks of instruction
b) Mid terms and finals consist of reading comprehension, writing, listening and speaking.
These exams serve as preparation for the Proficiency exam.
c) Exam duration is usually 2 hours.
d) The speaking exam is done on a separate day, during the exam week.
e) There are no classes on exam days.
f) The place, time and format of the exams are announced in advance to the students.
g) After the mid-term exam, papers are graded, and given back to the students. They are
examined and discussed in class with the teacher in the exam review hour. Papers are then
signed by the students and given back to the teachers. No objection will be considered after
the exam review hour.
h) All exam papers are at least double-marked.
Proficiency Exams
Proficiency Exam is given at the end of each semester.
a) This exam is given to test whether the student has acquired enough English to follow
university courses taught in English.
b) Students, who get a minimum grade required on this exam, pass the FES and have the right
to register in their own departments.
c) The date, place and time of the Proficiency Exam are announced in advance on the students’
notice board and on Moodle.
d) Students passing the Proficiency exam are given a GAU FES Proficiency Certificate stating
that they have passed.
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Note: Objection(s) to final or proficiency exam results may be done within the first week after
the exams take place. The assigned commission will examine the paper(s) again. The decision
of the commission is final.
5.2. Class Instructors
Students who have personal, academic or administrative problems should first talk to their class
instructor. If further advice is needed, the instructor may then refer the student to the
appropriate coordinator or to Student Services Support.
5.3. Disciplinary Procedures
All GAU disciplinary procedures apply to the FES. See GAU By Laws and Regulations for
Student Discipline. Students should adopt a behavior befitting a university student status and
must follow the general rules outlined below:
a) Bring the study materials for each lesson regularly
b) Follow the class hours
c) Submit assignments on time
d) Refrain from disruptive and irrelevant behavior during the lessons (sleeping, playing games,
using mobile phones, eating and drinking, wondering around the classroom, making
preparations for another lesson, reading a newspaper, etc)
e) Set positive and respectful relationships with peers and instructors
f) Do not damage the school property and materials
5.3.i. Disciplinary Penalties
a) Warning: The student is informed in writing that he/she is to be more careful about his/her
duties and behavior related to his/her studies.
b) Reprimand: The student is informed in writing that he/she has been considered at fault in
relation with his/her duties and behavior in respect to his/her studies.
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c) Suspension from the institution of higher education for a period of 1 week to 1 month:
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The student is informed in writing that he/she has been suspended from the institution of
higher education for a period of 1 week to 1 month and he/she is not to exercise any of
his/her rights as a student during this period of time.
d) Suspension from the institution of higher education for 1 or 2 semesters: The student is
informed in writing that he/she has been suspended from the institution of higher education
for 1 or 2 semesters and he/she is not to exercise any of his/her rights as a student during
this period of time.
e) Expulsion of a student from the institution of higher education: The student is informed
in writing that he/she has been expelled from the institution of higher education and he/she
is from then on ineligible to be admitted to any institution of higher education.
a) Disciplinary Offenses that warranty a Reprimand are as follows:
i.
Displaying behavior unbecoming of a student in a place of higher education that
may result in loss of confidence in the student,
ii.
Writing or drawing signs, pictures or such on the walls or furniture in the
institutions of higher education,
iii.
Not being ready to share the information required by the authorities of the
institution of higher education or giving incomplete or false information,
iv.
Posting notices at places that are not reserved for this purpose by the authorities
of the institution of higher education,
v.
Disturbing the atmosphere of a lesson, a seminar, a workshop, a laboratory, as
well as a conference,
vi.
Being intoxicated in a lesson, a seminar, a conference or in a workshop in the
institution of higher education,
vii.
Gambling and encouraging others to gamble.
b) The Disciplinary Offenses that warranty Suspension from the Institution of
Higher Education for a period of one week to one month are as follows:
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i.
Limiting the freedom of learning and teaching directly or indirectly; disturbing
the calm and good working order in the institution of higher education,
ii.
Disturbing the calm of a ceremony and violating the rules and program of a
ceremonial gathering,
iii.
Being politically active in the institution of higher education,
iv.
Continuing to occupy places reserved for the teaching staff or for the guests
despite a warning,
v.
Hindering disciplinary investigations,
vi.
Dispersing handouts and posting banners and posters in an institution of higher
education,
vii.
Giving a piece of document that the student has been entitled to receive from the
institution of higher education to somebody else for personal use or using such a
document for his/her own interest,
viii.
Vandalism; writing obscenities, or drawing obscene pictures or affixing them on
university property, doors, walls or the like
ix.
Destroying, mutilating, forcibly removing, or defacing any announcements,
notices that have been posted with the permission of the University
c) Disciplinary Offenses that warranty a suspension from the Institution of Higher
Education for a period of one or two–term suspension from the university are as
follows:
i.
Threatening the administrative staff or teaching personnel, or insulting or abusing
them in speech or writing,
ii.
Either as an individual or as a group, verbally assaulting the university
administrators or their decisions, publishing against them, provoking other
students to do that or attempting to do that,
iii.
Attempting to boycott, occupy, prevent the services given at the University,
excluding political and ideological purposes,
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iv.
Engaging in activities that may result in ethnic, racial, or religious polarization,
v.
Raping any of the staff or students at the university,
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vi.
Drawing or posting any pictures or emblems on school property that are
politically or ideologically motivated,
vii.
Theft,
viii.
Drinking alcohol within the confines of University property,
ix.
Provoking students or others to prevent the staff from carrying out their work,
x.
Holding or attending meetings, ceremonies, announcing oneself as the leader of
the group or giving a speech illegally at places belonging to the University,
xi.
Breaking into or damaging university buildings that have been ruled as off-limits,
xii.
Keeping any unauthorized printed matter forbidden by the University, or copying
or distributing them to other students,
xiii.
Cheating or helping other students to cheat during exams, or attempting to do so
d) Disciplinary conduct and behavior resulting in expulsion from the University are
as follows:
i.
Making university officials and students at the university leave or to prevent
them from performing their duties by using violence or physical threats, or
forcing other students to do so,
ii.
Disorderly conduct at the institution, participating in actions to slow down people
working, boycotting or provoking other people to do so because of their political
and ideological views,
iii.
Keeping any political fliers, posters, tapes and the like at the University, copying
these, and distributing them,
iv.
Threatening or forcing either an individual or a group to demonstrate illegally or
to participate in such a demonstration or lie, or give false evidence or blame
others,
v.
Having membership in an illegal organization, or acting or helping on behalf of
these organizations,
vi.
Using, carrying, or being in possession of, or selling illegal or controlled
substances,
vii.
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Being punished for an offense against the state,
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viii.
Acting in express violation of “Law no: 6136 regarding firearms, knives, and
other weapons or arms” carrying firearms, ammunition, and knives and
explosives either to be used in defense or attack, have in possession in the
University grounds or be guilty of such crimes,
ix.
To establish without permission, either covertly or overtly, an organization or
such similar association in the University buildings and annexes,
x.
Cheating in exams by the use of threat, preventing or obstructing the removal of
a cheating student(s), out of the classroom, or having a student take an exam in
their place, or entering an exam assuming the identity of another student,
xi.
Obstructing the work of the disciplinary committee or investigation by using
force or threat,
xii.
Rape
xiii.
Aiding or abetting an individual in flight from the police,
xiv.
Behavior that prevents students from entering classes or exams, obstructing
entrances in anyway, removing students from class, or acting in a manner or
behavior to instigate students out of the class,
xv.
Torturing an individual or a group for whatever reason or having them tortured
by others,
xvi.
Obstructing or preventing flag ceremonies, or displaying deliberate disrespectful
behavior during the flag ceremony
In situations not specified in the above passage, but are similar in nature and intent,
similar penalties will be given.
5.4. Special Warnings
Special warnings, rules and regulations which students must obey are on the panel board those
are located in every classroom.
a) Students must carry a valid identification card at all times. They must show them
whenever they are asked. Students are required to show their identification cards at the
beginning of all examinations.
b) Do not leave any belongings unattended in classrooms.
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c) Care should be taken to keep the university buildings, furniture and the surrounding
areas clean and tidy. Students are required to pay for any damage done.
d) Any absence for medical reasons of 3 days or longer is to be supported by a medical
report, which is to be given to the students’ class teacher at the earliest opportunity
Important Note: Instructors have the authority to take disciplinary action if a student
disrupts the class.
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Chapter 6
On-Campus Services
6.1. Resources
Self-study resources are available for FES students on GAU website e-learning - Moodle,
Edmodo, the Cybrary, and the Library. Students are encouraged to do a minimum of 2 hours
extra study each day. Teachers will advise students on how to study effectively and
recommendation are posted on Moodle and Edmodo. For additional student support, teachers can
access a wide range of ELT reference books and other materials in the Recourses Room or in the
Library.
6.2. Scholarships
A student in FES can take advantage of any scholarship or discount offered by GAU. Upon
completion of the University’s Foundation English School top students are awarded with
additional scholarships.
6.3. Student Support Services
The FES offers counseling services for our students to help them overcome problems affecting
their academic performance. The counseling service is made up of class teachers, the student
counselor and coordinators. In the Foundation English School every class is assigned to a class
teacher. Our students are free to share their problems in regard to their academic performance
with their class teacher. The class teacher, if they think necessary, can recommend the student to
the student counselor. It is possible for our students to see the student counselor directly by
appointment. In some cases, the student counselor informs the coordinators of the situation.
Also, when necessary, the counselor refers the student to the Psychological Counseling and
Guidance Centre in GAU.
Frequent issues faced by FES students are as follows:
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Culture shock

Intra-class relations

Motivation and success

Effective techniques for learning and studying English

Exam anxiety

Effective time management.
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6.4. FES Web and Moodle Access
The e-learning website for Moodle is very important for FES students. It is used to give students
their class schedules, syllabi, learning resources, CEF Weekly “Can Do’s, teacher contact
information, among many other learning materials. We will also announce upcoming events on
the calendar. Exam results may be viewed via Admissions and Registration’s student portal link.
We strongly recommend that all FES students use our Moodle site on a daily basis.
Moodle Access:
http://elearning.gau.edu.tr/moodlegau/course/category.php?id=44
Welcome Students!
Please visit our FES web site at: http://www.foundation.gau.edu.tr
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Chapter 7
Frequently asked Questions
Below are some of the most frequently asked questions by FES students:
1. Why do I have to take English?
All students at GAU are required to demonstrate a basic competency in the English language.
The University requires this for several reasons:

Many University courses are taught using English language textbooks.

Many of the University's lecturers and teachers speak English and lecture in English.

English is the most internationally recognized language and is used the world over for
business, academia, travel and in media.
2. Why do I have to take 22 hours of English each week?
The University believes it is important that students achieve a working level of English in a short
time, so that they may succeed in using the English language textbooks required for their studies.
For this reason, it is felt that 22 hours a week is the right amount to help students achieve their
full potential, as they move on to their main field in the faculty. This intensive schedule is in use
at most language schools around the world.
3. If I miss the first week, or other classes, will it affect my English grade?
Definitely! If students miss more than six days of class they may exceed the University limit on
absences, and be denied admission to the final exam. Arriving on time is very important for
students, if they wish to pass the exam. Each semester lasts about fourteen weeks, so any missed
time will be very difficult to catch up. Regular attendance is vital for students to maximize their
learning opportunities at FES. Being a university student brings great benefits and leads to many
future opportunities. Along with these benefits and opportunities comes increased personal
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responsibility. Regular attendance and active participation in learning are the responsibility of
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the student, and must be taken very seriously to ensure success.
4. How can I know my semester points of the different exams?
Students can view their points on the university website and FES notice board. Final grades are
officially recorded in the University e-learning.
5. Can I contest my grade for any exam?
Yes. If you believe you have received unfair or erroneous points in any exam, you can file a
complaint with the coordinator, who will take necessary steps to rectify the problem, if needed.
6. What instructional style is used at FES?
FES instructors use a combination of the best available teaching methodologies to develop
communicative competence. A clear, systematic and effective syllabus is naturally presented to
encourage students to use the language as much as possible in real-life situations. Intensive work
is done on all four language skills (listening, speaking, reading and writing). Emphasis is placed
on personalized speaking and understanding of spoken language. The language is presented and
practiced in as interesting and enjoyable a manner as possible.
7. What happens to me if I fail to fulfill the English requirement?
Students who do not manage to pass an English module are required to retake it. There is a
maximum of two semesters, and the summer school.
8. I've missed an exam. What should I do?
There is never a good excuse for missing an exam unless there is an extreme emergency,
including the death, or the impending death, of a parent or a member of one’s immediate family,
detention by authorities, or admission to hospital. Students with documented excuses for missing
an exam should submit them to the Academic Affairs Units on their campuses within four
working days from the initial administration of the exam. All excuses are evaluated on a case-bycase basis. Students should contact the coordinator for a decision within three days of submitting
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It is solely the responsibility of students to attend all FES exams on time. Students know well in
advance when their exams are scheduled, so there is no excuse for not leaving enough time to
arrange for other commitments or appointments.
Any other questions should be directed to the FES coordinators.
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APPENDICES
Can-do statements Level A1
Course Description
Level A1 is a beginner course intended to provide students with a foundation from which they
can advance from A1 Breakthrough to A2 Way-stage on the Common European Framework of
Reference for Languages (CEFR). It is a seven-week module course with 22 hours of instruction
each week.
Course Goal
The course aims at helping learners to achieve an overall English language proficiency of
Beginner Basic User defined as A1 level on the Common European Framework of Reference
for Languages (CEFR), developing “generative language use” to interact in a simple way and
ask and answer simple questions
Course Objectives
The course is intended to accomplish its goal in one full academic module of seven weeks
through developing students’ language skills to:
1. Read and understand basic expressions and short, simple texts. (READING)
2. Understand phrases and expressions related to areas of most immediate priority, provided
speech is very slowly and clearly articulated. (LISTENING COMPREHENSION).
3. Engage in oral communications in very familiar situations, providing and obtaining essential
information in simple mainly isolated phrases and sentences. (SPEAKING)
4. Write basic, simple sentences about people and places. (WRITING)
5. Demonstrate limited control of basic vocabulary and essential grammatical structures.
Student Learning Outcomes (SLOs)
Student Learning Outcomes (SLOs) are descriptions of what students will know or be able to
do with the language as a result of instruction. A student learning outcome is written in terms
of observable and measurable language skills. The table below lists the SLOs according to their
Macro skills.
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Speaking
 Can establish basic social contact by using simple polite forms of greeting, introduction & farewell in
very familiar situations.
 Can ask and answer simple questions about name when spoken to in slow, clearly articulated speech.
 Can understand and respond to questions about words for objects and their spelling.
 Can say the numbers from one to thirty.
 Can ask and answer simple questions about himself/herself and other people, where they live, what
they do/have & family.
 Can describe in a very basic way* objects, people, cities, food and drink, the weather, etc.
 Can make and respond to simple requests and offers in very familiar situations** using a limited
FES Student Handbook 2015-2016
range of very basic expressions.***
Can say all the letters of the alphabet and spell aloud names and addresses.
Can describe his/ her and others’ routines, likes and dislikes.
Can express, check and confirm numbers, quantities and prices in very basic everyday conversations.
Can express, check and confirm time of day (using numbers 1-12 and the words o’clock, fifteen,
thirty, forty five) in very basic everyday conversations.
 Can say simple sentences to describe a room or place using there is/are, some/any and prepositions of
place
 Can ask and answer questions about when and where he/she and other people were born and where
they were at particular times in the past.(including dates)
 Can ask and answer questions about his/her and others’ ability to do things.
o *Using simple adjective + noun or pronoun + adjective in a simple sentence
o **in class, cafes, shops
o ***Can I have…Can I + verb; noun (desired object) + please to order something
Listening
 Can record significant details (e.g. names, places, numbers, dates, prices, and time) from speech
which is very slow and carefully articulated, with long pauses to assimilate meaning.
 Can follow a short listening text about familiar topics**** which contains familiar words and
phrases*, delivered in slow, carefully articulated, repeated speech.
 Can follow simple instructions and directions to places on a map when speech is slow and contains a
limited number* of familiar words and phrases.
Reading
 Can understand a very short simple text** about someone, picking out key personal information (e.g.
name, job, family, likes and dislikes, and leisure time activities).
 Can get the main idea of the content of a paragraph and short simple descriptions, with visual support.
 Can read and understand short, simple informational material by identification and comprehension of
familiar words and phrases*.
Writing
 Can write very short, simple sentences ** giving personal details about himself/ herself or people
they know, using appropriate punctuation and capitalization.
 Can spell familiar words* with 80% accuracy (i.e. where mistakes occur, only one letter is
incorrect/missing and intelligibility is not affected).
 Can write short simple sentences to describe a village, town or city.
 Can fill in a very basic form with personal information and dates.
 Can write short simple sentences about their own and others’ daily routines and what they
like/dislike.
 Can produce drafts and a revised final draft of a series of simple sentences giving basic personal
information.
 Can begin the process of planning writing by generating ideas on a very familiar topic through free
writing.
 Can revise writing by understanding and implementing peer and instructor feedback and by checking
own writing for capitalization, full stops and verb to be mistakes
Vocabulary and Grammar
 Can demonstrate limited control of the present form of verb to be.)
 Can demonstrate limited control of indefinite articles with familiar words*.
 Can demonstrate understanding and use of basic adverbs of frequency and prepositions of time.
 Can use Wh-question words appropriately to make questions using high frequency verbs such as live,
want, eat, sit, have, speak, give, and watch with limited control.
 Can ask and answer questions about and refer to specific objects and people using this and that and
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
subject, object and possessive pronouns
Can recognize and say a limited number* of words for places in a town or city.
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Can-do statements Level A2
Course Description
Level A2 is an elementary level course aiming to build and further develop language proficiency
at A2 Way-stage level on the Common European Framework of Reference for Languages
(CEFR), moving towards a higher level of proficiency at this stage. It is a fourteen-week module
course with 22 hours of instruction each week.
Course Goal
The course aims at helping learners to achieve an overall English language proficiency of high
Basic User defined as A2 level on the Common European Framework of Reference for
Languages (CEFR), developing social language functions such as greeting people, asking about
work and free time, and making invitations.
Course Objectives
The course is intended to accomplish its goal in one full academic module of fourteen weeks
through developing students’ language skills to:
1. Read and understand simple texts* and a range of high frequency vocabulary** in context.
(READING)
2. Follow short spoken texts on familiar topics in which speech is slowly and carefully
articulated. (LISTENING COMPREHENSION)
3. Communicate in simple and routine tasks requiring a simple and direct exchange of
information on familiar matters. (SPEAKING)
4. Write simple cohesive paragraphs on familiar topics using appropriate vocabulary**.
(WRITING)
5. Demonstrate some control of everyday high frequency vocabulary** and essential
grammatical structures allowing for occasional inconsistencies. (USE OF ENGLISH)
*A simple text is a text of 150 – 250 words in frequently used grammatical structures at this
level.
Student Learning Outcomes (SLOs)
Student Learning Outcomes (SLOs) are descriptions of what students will know or be able to do
with the language as a result of instruction. A student learning outcome is written in terms of
observable and measurable language skills. The table below lists the SLOs according to their
Macro skills.
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Speaking
 Can provide and ask for information on personal details (e. g. family, educational
background, job, possessions) and what people do at work and in free time.
 Can ask for information and make simple transactions in restaurants, cafes and shops without
undue effort.
 Can check and pass on times (using half past, quarter, five, ten, twenty, twenty five, to/past
and about) and dates.
 Can provide and ask for factual and personal information about past events / activities.
 Can check and correct specific information about the world and past events.
 Can tell a story or describe something in a simple list of points.
 Can check and pass on straightforward factual information on practical demands and handle
quantities, numbers and prices with sufficient ease.
 Can make and respond to polite forms of invitations/offers and suggestions using a limited
range of common expressions.
 Can make and respond to a range of requests in familiar situations.
 Can describe* and compare self and others, places and things in brief statements. ** (e. g.
physical appearance, clothes, feelings, present activity)
 Can ask about and indicate possession of objects, using possessive adjectives, possessive
pronouns, whose is this/ whose are these.
Listening
 Can infer relevant general and specific information from a very short conversation.
 Can record essential information from short oral passages dealing with predictable everyday
matters (e.g. personal details, preferences, travel, places, time and date, numbers and prices).
 Can follow short monologues about familiar topics with visual support and identify which
pictures are being referred to.
Reading
 Can scan a short simple text to identify (and note down) specific relevant information
pertaining to people, routines, pastimes and places.
 Can actively read to find out and exchange specific factual details from short articles
describing pastimes, events and places.
 Can preview short simple texts to identify topic, main idea and general organisation.
Writing
 Can write short simple emails providing and asking for personal information (e. g. about
family, people, possessions and local environment) incorporating correct spelling and
punctuation.
 Can write a series of simple sentences providing information about their own and others’
habits, routines and preferences.
 Can produce drafts and a revised final draft of a cohesive analytical paragraph describing the
essential features of a job.
 Can write sentences using so and because to show reason and result, with correct
punctuation.
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Can use a/an, the or no article appropriately with familiar countable and uncountable nouns.
Can begin the process of planning writing by generating ideas on a familiar topic through
free-writing.
 Can revise writing by understanding and implementing peer and instructor feedback and by
checking own writing for simple mechanical and grammatical mistakes.
Vocabulary and Grammar
 Can demonstrate control of a limited number* of prepositions and time expressions such as
in the morning, on
 Sunday evening, in summer, at weekends, 3 hours ago.
Can-do Statements B1
Course Description
ELI 103 is a pre-intermediate level course aiming to build and further improve language
proficiency at B1 Way-stage level on the Common European Framework of Reference for
Languages (CEFR), moving into the B2 Threshold Level on the CEFR. It is a seven-week
module course with 18 hours of instruction each week.
Course Goal
The course aims at helping learners to achieve an overall English language proficiency leading to
beginner Independent User of language defined as low B1 level on the Common European
Framework of Reference for Languages (CEFR), developing conversational skills, expressing
ideas, and helping learners deal with problems and situations where they meet unpredictable
language.
Course Objectives
The course is intended to accomplish its goal in one full academic semester of fourteen weeks
through developing students’ language skills to:
1. Read and understand the main ideas of a variety of texts*. (READING)
2. Understand the main points and straightforward factual details on a range of familiar matters
given in clear and relatively slow speech. (LISTENING COMPREHENSION)
3. Have conversations, express personal opinions and exchange information on familiar topics.
(SPEAKING).
4. Produce short connected texts divided into paragraphs on familiar topics using appropriate
vocabulary in an adequately developed response. (WRITING)
5. Demonstrate control of a limited range of vocabulary and grammatical structures with minor
inconsistencies. (USE OF ENGLISH)
* Medium-length texts of 250-500 words in frequently used grammatical structures at this
level.
Student Learning Outcomes (SLOs)
Student Learning Outcomes (SLOs) are descriptions of what students will know or be able to do
with the language as a result of instruction. A student learning outcome is written in terms of
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observable and measurable language skills. The table below lists the SLOs according to their
Macro skills.
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Speaking
 Can reasonably fluently relate a straightforward narrative or description as a linear sequence
of events.
 Can communicate orally with some confidence on routine matters associated with priorities,
alternatives, needs, and precise quantities needed. (e.g. decision on what and how much to
buy to cook a meal or give a party).
 Can list the positive and negative aspects of familiar places and briefly give opinions on
these places with relative ease.
 Can handle transactions in familiar places making requests for services and information and
explaining in some detail what he/she needs.
 Can ask about and express his/her and other people’s hopes, ambitions, intentions, plans and
decisions.
 Can describe and ask about experiences with relative ease, expressing feelings and reactions.
 Can describe and compare people, places, and things using a range of adjectives.
 Can express and respond to opinions on familiar topics using synonyms and antonyms of
familiar words to avoid repetition.
 Can ask for and give detailed directions to places.
 Can express degrees of obligation when describing one’s own and others’ responsibilities and
commitments.
 Can give advice and make suggestions on everyday problems using a range of common
expressions.
 Can effectively convey the main points in a process, using passive or active verb forms to get
across which points are most important to focus on.
 Can talk about future possibilities and consequences of particular actions and events.
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Listening
 Can make predictions about a story and listen to check if they are correct.
 Can follow changes in the topic of an extended, slowly- and clearly-conducted conversation
about everyday situations. (e.g. health, work, an accident)
 Can listen to extended conversations and interviews and understand straightforward factual
information about everyday topics, identifying both general messages and specific details.
 Can listen to short recorded passages and infer what is meant or referred to from contextual
detail.

Reading
 Can read to find out and pass on factual detail from a medium-length text**.
 Can read a medium-length general interest article, locate new vocabulary items, and deduce
their meaning from the context.
 Can read a medium length article for gist and respond to the text with his/her own opinions /
reactions.
 Can scan longer texts in order to locate desired information as well as gather information
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from different parts of a text, or from different texts in order to fulfill a specific task.
Can make predictions about the content of a story or an article and read to check if they are
correct.
Can preview a medium length article using title, headings, introductory paragraph and visual
support to identify topic, main idea and general organization.
Writing
 Can write a narrative account of past experiences or events, in a coherent and cohesive text
of up to 3 paragraphs.
 Can give the background to events then describe the main events, appropriately using past
simple and past continuous.
 Can join discrete elements in a story into a linear sequence of points using time expressions
such as in the morning, last June, at 7 o’clock and time clauses featuring First, next, then,
after that, during, while, before, after and when.
 Can plan writing by asking and answering questions about a topic and putting ideas into an
outline.
 Can draft each paragraph of the narrative essay in stages, following an outline.
 Can revise writing by understanding and implementing peer and instructor feedback, by
identifying irrelevant sentences, and by proofreading for mistakes with past tense verb forms.
Vocabulary and Grammar
 Can demonstrate good control of definite and indefinite articles in their writing.
 Can understand, say, and write high frequency compound nouns and verb-noun collocations
(with the verbs have, go, come, take, get, do, make).
 Can use adverbs such as still, only, of course, just, at last, exactly, fortunately and
unfortunately and especially in simple sentences.
 Can understand and appropriately use the most frequent combinations of verbs, infinitives
and/or gerunds such as like swimming, like to swim, and want to go.
Can-do Statements B2
Course Description
ELI 104 is an intermediate level course aiming to build and further improve language proficiency
at B2 Threshold level on the Common European Framework of Reference for Languages
(CEFR). It is a fourteen-week semester course with 2 hours of instruction each week.
Course Goal
The course aims at helping learners to achieve an overall English language proficiency leading to
higher Independent User of language defined as B2 level on the Common European Framework
of Reference for Languages (CEFR), giving reasons and explanations for opinions and plans and
describing experiences and events.
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Course Objectives
The course is intended to accomplish its goal in one full semester of fourteen weeks through
developing students’ language skills to:
1. Read and understand a wide variety of extended texts. (READING)
2. Listen to extended conversations and monologues on a range of topics, identifying both
general messages and specific details provided speech is clearly articulated in a familiar
accent. (LISTENING COMPREHENSION)
3. Give a straightforward talk and participate in extended oral communications on a familiar
topic, be followed without difficulty most of the time, and convey meaning with reasonable
precision. (SPOKEN PRODUCTION)
4. Construct coherent and cohesive texts with multiple paragraphs using appropriate vocabulary
in a fully developed response. (WRITING)
5. Use a sufficient range of vocabulary and grammatical structures to communicate on a range
of topics although flexibility may be limited when communicating on less familiar topics.
(USE OF ENGLISH)
*Extended text is a text of 400 – 800 words in frequently used grammatical structures at this
level.
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Student Learning Outcomes (SLOs)
Student Learning Outcomes (SLOs) are descriptions of what students will know or be able to do
with the language as a result of instruction. A student learning outcome is written in terms of
observable and measurable language skills. The table below lists the SLOs according to their
Macro skills.
Speaking
 Can recount past experiences and events using a variety of narrative tenses to give
background and make the sequence of events clear.
 Can express explanations and reasons for opinions with sufficient ease when discussing
attitudes on topics such as books, places, people, and possessions
 Can ask for and provide detailed descriptions and opinions of someone's physical appearance
and character
 Can give biographical information to describe events in my (and others’) life, including
educational background and experience.
 Can express simple agreement, sympathy, pleasure and surprise when taking part in a
conversation.
 Can describe rules and customs from different cultures and communities.
 Can express degrees of obligation, ask for and give permission, make and respond to
suggestions using a variety of expressions and modal verbs.
 Can express degrees of certainty, when speculating about present and past situations.
 Can clearly express attitudes and opinions with sufficient ease when talking about future
situations (real or imaginary) or making predictions, plans and arrangements.
 Can make suggestions and give advice in everyday situations using a variety of expressions.
Listening
 Can listen to an extended conversation and identify speakers' opinions and attitudes.
 Can listen to conversations and monologues and infer main ideas from contextual clues.
 Can follow radio/ TV news headlines and weather forecasts, and record important factual
information.
FES Student Handbook 2015-2016

Striving
for
excellence
Can listen to and follow an extended conversation or monologue and record important factual
information.
 Can listen to short texts about people’s experiences and retell them aided by written prompts.
Reading
 Can analyze meaning by studying sections of a text in detail at the sentence level (in order to
develop a higher level of understanding).
 Can scan an extended text to find idiomatic vocabulary items (such as phrasal verbs) and
deduce their meaning using contextual clues.
 Can read and understand an extended text and express opinions on the content.
 Can read and understand extended texts** of a similar theme to identify and discuss
similarities and differences of text content.
 Can locate desired information in a text and evaluate this information from a personal or
social point of view.
 Can preview an extended text (by looking at headings and visuals, asking questions about it,
making predictions) then read to confirm his/her ideas.
 Can read and understand an extended range of signs and labels found in public places and on
products*.
 Can read and understand an extended text and note down the most important details.
Writing
 Can produce a detailed cohesive and coherent argumentative essay in 3 to 4 paragraphs.
 Can express his /her opinion and give reasons to support that opinion and specific details to
support the reasons.
 Can use an appropriate introduction with thesis statement, topic sentences, supporting details
and conclusion.
 Can write using a variety of sentence types – simple, compound and complex – avoiding
fragments and run on sentences.
 Can draft each paragraph of an argumentative essay in stages, following an outline.
 Can plan writing by listing, selecting and organizing ideas and putting them into an outline.
 Can revise writing by understanding and implementing peer and instructor feedback, and by
checking for transition signals, supporting details and variety of sentence types.
Vocabulary and Grammar
 Can understand and use literal, idiomatic, separable, inseparable phrasal verbs such as come
across, hand down put up, end up, etc.
 Can confidently use the present perfect continuous tense, and produce written sentences
utilizing this form.
 Can understand and use base and strong adjectives, and produce written sentences utilizing
them.
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