| 1 |
Introducing the course content
(This introduction week aims at explaining the course objectives and learning outcomes, presenting an overview of the course material, outlining the main topics and weekly structure, clarifying what students will learn and what is expected of them throughout the course, and providing information about assessment and evaluation procedures.)
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| 2 |
Reviewing all past tenses
(This theoretical session involves revisiting the forms and uses of the major past-time structures in English, such as the Past Simple, Past Continuous, Past Perfect, and Past Perfect Continuous. This review helps learners reinforce their understanding of how each tense functions, distinguish between them in context, and apply them accurately in both spoken and written communication.) |
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| 3 |
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Practicing past tenses
(Practising past tenses involves engaging learners in activities that require the accurate use of Past Simple, Past Continuous, Past Perfect, and Past Perfect Continuous. Through guided and contextualised exercises, students are expected to write short narrative tasks.) |
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| 4 |
Reviewing if clauses
(This theoretical session involves revisiting the structures and uses of conditional sentences (e.g., Type 0, Type 1, Type 2, and Type 3). The focus is on helping students recognise form–function relationships, understand how condition and result clauses interact, and use conditional structures accurately in both written and spoken communication.) |
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| 5 |
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Practicing if clauses
(This session includes guided exercises through structured worksheets that focus on identifying, completing, and transforming conditional sentences across Types 0–3. Learners are requested to work on contextualised gap-fill tasks and sentence-combination activities to reinforce accurate form–meaning use.) |
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| 6 |
Reviewing relative clauses
(This theoretical session involves revisiting the forms and functions of defining and non-defining clauses using relative pronouns such as who, which, that, whose, and where. The focus is on helping learners understand how relative clauses provide additional information about nouns, distinguish between essential and non-essential details, and apply these structures accurately in both written and spoken communication.) |
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| 7 |
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Practicing relative clauses
(This session includes structured worksheet activities where learners identify, complete, and combine sentences using appropriate relative pronouns. Students work on gap-fill tasks, error-correction exercises, and sentence-reduction activities to reinforce the distinction between defining and non-defining relative clauses.)
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| 8 |
Fundamentals of Paragraph Writing
(This session introduces the core components of an effective paragraph, including topic sentences, supporting details, unity, and coherence. Students analyse model paragraphs, identify structural elements, and practise constructing clear topic sentences and logically ordered supporting ideas. Guided exercises and short writing tasks help students internalise paragraph organisation principles.) |
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| 9 |
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MID-TERM WEEK |
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| 10 |
Developing Coherence and Cohesion in Paragraph Writing
(This session focuses on enhancing coherence through logical sequencing, transitions, and cohesive devices. Students work with various organisational patterns (e.g., descriptive, narrative, and opinion paragraphs) and practise using linking expressions to ensure clarity and flow. Editing and revision tasks are incorporated to improve sentence-level accuracy and overall paragraph structure.)
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| 11 |
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Practising Paragraph Writing and Revising Full Paragraphs
(In this session, students are expected to complete their 200–250-word paragraphs and refine their writing based on peer and teacher feedback. Their paragraphs are evaluated in terms of accuracy, clarity, and coherence.) |
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| 12 |
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Students' Oral Public Speaking Presentations
(In this week’s session, students deliver a 5–7-minute oral presentation on a topic of personal interest. They are also expected to submit their presentation script and share a brief reflection on their performance. This activity is designed to help them use English effectively in communicative academic settings and strengthen their confidence in public speaking.) |
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| 13 |
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Students' Oral Public Speaking Presentations
(In this week’s session, students deliver a 5–7-minute oral presentation on a topic of personal interest. They are also expected to submit their presentation script and share a brief reflection on their performance. This activity is designed to help them use English effectively in communicative academic settings and strengthen their confidence in public speaking.) |
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| 14 |
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Students' Oral Public Speaking Presentations
(In this week’s session, students deliver a 5–7-minute oral presentation on a topic of personal interest. They are also expected to submit their presentation script and share a brief reflection on their performance. This activity is designed to help them use English effectively in communicative academic settings and strengthen their confidence in public speaking.) |
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| 15 |
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Students' Oral Public Speaking Presentations
(In this week’s session, students deliver a 5–7-minute oral presentation on a topic of personal interest. They are also expected to submit their presentation script and share a brief reflection on their performance. This activity is designed to help them use English effectively in communicative academic settings and strengthen their confidence in public speaking.) |
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