SCHOOL OF LANGUAGES

ROUTE 4
TEACHING & LEARNING
PROGRAMME

2022 – 2023
FALL SEMESTER
 SCHOOL OF LANGUAGES ROUTE PROGRESS CHART

FALL SPRING
90-100

R1 70-89 R2 70-100

0-69 0-69 JUNE

ELAE
R2 70-100 R3 70-100

0-69 0-69

R3 70-100 R4 70-100

0-69 0-69

R4 70-100 FACULTY FACULTY

0-69

© Sabancı University School of Languages. Fall 2022-23 1

 WRITING OBJECTIVES FOR ALL UNITS

WRITING FOCUS

SUMMARY WRITING

WA.1: Defining and explaining terms and concepts

WB.2: Selecting relevant and appropriate content from a text/texts
WB.4: Making a preliminary plan to suit the text pattern
WC.1: Summarising the content of a text or parts of a text
WC.2: Restating other authors’ ideas without changing the meaning and making appropriate lexico-grammatical changes
WD.4: Choosing appropriate communicative functions to answer the prompt
WD.6: Summarising the main points
WD.8: Being aware of the expectations of the audience for a specific task

RESPONSE WRITING

WA.1: Defining and explaining terms and concepts

WB.1: Analysing the prompt
WB.2: Selecting relevant and appropriate content from a text/texts
WB.4: Making a preliminary plan to suit the text pattern
WC.1. Summarising the content of a text or parts of a text
WC.2: Restating other authors’ ideas without changing the meaning and making appropriate lexico-grammatical changes
WC.3: Integrating paraphrased ideas into a text to support a claim
WD.2: Making the topic of a paragraph clear
WD.4: Choosing appropriate communicative functions to answer the prompt
WD.6: Summarising the main points
WD.8: Being aware of the expectations of the audience for a specific task
WD.9: Offering an evaluation

© Sabancı University School of Languages. Fall 2022-23 2

Unit 1 – The Human Intelligence
Input 1 Input 2 Input 3 Input 4 Input 5
Listening: Reading: Listening: Reading: Listening:
LA1: Predicting content RA1: Recognizing common words LC2:Identifying the RA1: Recognizing common LD2: Selecting and noting
LA2: Activating schemata by and phrases. communicative function of words and phrases. information
retrieving prior knowledge RD4: Identifying the overall genre different parts of a listening RB2: Activating prior LD3: Using symbols and
LC2:Identifying the of the text text background knowledge abbreviations
communicative function of RD5: Identifying the author’s LD2: Selecting and noting RC2: Employing basic reading LD4: Organizing notes
different parts of a listening overall stance, voice, and tone information strategies LD6: Reviewing and editing
text RE3: Identifying the purpose of LA1: Predicting content RC5: Monitoring notes
LC3:Recognizing the function of the text/writer LD6: Reviewing and editing comprehension LC2: Identifying the
stress (extra material) RE4: Identifying the intended notes RC6: Matching reading rate to communicative function of
audience/writer’s stance LD4: Organizing notes using the purpose and difficulty different parts of a listening
RF1: Selecting and/or noting an appropriate format of the text. text
Grammar: information from texts RD3: Identifying referencing LB8: Evaluating content while
Sentence Structure: Simple, RF2: Voicing opinion orally or in mechanisms used to listening
Compound, Complex (including written form create cohesion across text
comma splice & run-on Grammar: RD5: Identifying the author’s
sentences) Grammar: LU6C2: Present modals overall stance, voice, and tone
LU1A2/LU6A1:Defining Relative (including negatives, question Grammar:
OBJECTIVES

Clauses: All defining pronouns and past forms. E.g. must-had Grammar: LU1A4:Non-defining Relative
Speaking: (who, that, which, whose, where, to) (WB) Subject- verb agreement Clauses
SB6: Maintaining dynamic whom) + omission of object (compound nouns, abstract LU1A7/LU6A5:Omission with
stretches of speech using fixed pronouns Prepositional Relative Speaking: nouns, and /or, either or, participles, with , infinitive
expressions and appropriate Clauses SD3: Exemplifying a point using neither nor, both and) (WB) (Reduced relative clauses)
lexis knowledge from previously LU6A1: All Relative Clauses
SC2: Developing the LU3B5: Infinitive of purpose- so read or heard texts and from (omission, reduction, etc.) (WB)
discussion/conversation by that – in order to…(WB) relevant experience
responding to others and/or SD8: Analysing, synthesizing Speaking:
inviting others to respond to a and evaluating claims, data, SC2:Developing the
claim or to elicit more theories and concepts discussion/conversation by
information responding to others and/or
SA2: Showing doubt, certainty inviting others to respond to a
Academic skills and strategies:
and tentativeness claim or to elicit more
● being prepared for faculty
SC4: Asking for and providing information
lectures
opinion, information and
● Paraphrasing
clarification Academic skills and strategies:
● developing awareness of
● Paraphrasing
Academic versus general words
and the Academic Word List

© Sabancı University School of Languages. Fall 2022-23 3

UNIT 1: HUMAN INTELLIGENCE

LISTENING 1 READING 1 LISTENING 2 READING 2 LISTENING 3

THE HUMAN MIND MINDSETS NEUROPLASTICITY HOW GENIUSES THINK
1. competent 15. to shift 29. ultimately 53. to manifest 72. counteract 85. spatial 109. resemblance 115. to appreciate
2. cognitive 16. to perceive 30. persistence 54. deficiency 73. deteriorate/ 86. breakthrough 110. to derive 116. inherent
3. consensus 17. to manipulate 31. to attribute 55. relish deterioration 87. renowned 111. occurrence 117. to differ
4. to constitute 18. distinction 32. bias 56. contribution 74. decline 88. novel 112. irrelevant 118. scope
5. presumption 19. adaptiveness 33. to decline 57. to contemplate 75. acquisition/to 89. to generate 113. to ponder 119. to emerge
6. to enhance 20. to determine 34. subsequent 58. to conduct acquire 90. to abandon 114. preconceived 120. to indicate
7. nurture 21. reasoning 35. to establish 59. resilient 76. precise 91. prolific 121. to identify
8. hereditary 22. approval 36. to seek 60. to widen 77. compensate 92. to spawn 122. instantaneous
9. underlie/ 23. process 37. to promote 61. evident 78. to restore 93. to illuminate 123. to trigger
underlying 24. retrieval 38. to praise 62. to outperform 79. reverse 94. to acknowledge 124. severe
10. definitive 25. measurable 39. aspect 63. to possess 80. to eliminate 95. to confront 125. urge
LEXIS

11. to encounter 26. reliance 40. to persuade 64. latter 81. sufficient 96. soundness 126. prior
12. rapid 27. reveal 41. to entertain 65. to ensure 82. nutrition/ 97. arrogantly 127. to induce
13. seem 28. stimulate/ 42. to comprehend 66. counterpart nutritional 98. unconventional 128. to gain
14. variable/ variation stimulation 43. to inspire 67. to regress 83. boost 99. unique 129. neuron/ neural
44. inflexible 68. initiative 84. degeneration 100. willingness 130. intact
45. to emphasise 69. stereotyping 101. promising 131. to inhibit
46. eminent 70. peer 102. conjecture 132. transmission /
47. predetermined 71. fascinated 103. psyche transmit
48. finite 104. distinguishing 133. sceptical
49. trait 105. etymology 134. to unleash
50. to lack 106. juxtaposition 135. omission
51. dedication 107. dissimilar 136. distortion
52. innate 108. ambivalence 137. enormous
underlying causes (of a disease) way of thinking to pay attention to to come up with (ideas) sold out
to strive to do sth. to develop an ability to be exposed to run-of-the-mill to differ in terms of …
to refer to sth. to excel in sth. to have access to to reach a conclusion on purpose
tend to do sth / tendency to do sth to be intended for sth. to be obligated to to figure out sth. medical intervention
to be estimated to be adverse effects of sth. to engage in sth to find a needle in a haystack
USEFUL PHRASES

to be diagnosed with risk-free to grab/hold attention to tease sth. out

to play a role in sth. gain new perspectives coast to coast
react against sth. in response to sth end up doing sth.
starting point turn sth to sb’s advantage to be alike
in a (school) setting to keep track of sth
to result in sth. in order (not) to do sth
to miss out on sth.
learned helplessness
in the face of sth.
to act on sth.
to convey a message

© Sabancı University School of Languages. Fall 2022-23 4

 UNIT 1 HUMAN INTELLIGENCE: WORD FORMATION LIST
Noun Verb Adjective Adverb
competence competent competently
cognition cognitive
constitution constitute
presumption presume presumably
enhancement enhance enhanced
nurture nurture
inherit hereditary
underlie underlying
definitive definitively
encounter encounter
rapidity rapid rapidly
variation vary variable
Input 1

shift shift
perception / perceptiveness perceive perceptive / perceivable
manipulation manipulate manipulative
distinction / distinctiveness distinct / distinctive distinctively
adaptiveness adapt adaptive
determination determine determined
approval approve / disapprove approving / disapproving approvingly / disapprovingly
process proceed
retrieval retrieve
measure measure measurable / immeasurable measurably/immeasurably
reliance rely reliable / unreliable reliably
revelation reveal revealing
stimulation / stimulant stimulate stimulating
persistence persist persistent persistently
attribution attribute
bias bias biased / unbiased
decline decline
subsequent subsequently
establishment establish established
promotion promote
praise praise praiseworthy
persuasion persuade persuasive persuasively
entertainment entertain entertaining
comprehension comprehend comprehensible /
incomprehensible
inspiration inspire inspired / inspiring
flexibility inflexible / flexible flexibly
Input 2

emphasis emphasise / emphasize

eminence eminent eminently
determine predetermined
finite / infinite
lack lack lacking
dedication dedicate dedicated
manifestation manifest manifest manifestly
deficiency deficient deficiently
contribution contribute
contemplation contemplate contemplative contemplatively
resilience / resiliency resilient
widen wide widely
evidence evident evidently
possession possess possessive
regression regress regressive
initiation / initiative initiate
stereotyping / stereotype stereotype stereotypical
fascination fascinate fascinated / fascinating
deterioration deteriorate

© Sabancı University School of Languages. Fall 2022-23 5

 Noun Verb Adjective Adverb
acquisition acquire
precision precise precisely
compensation compensate
reverse reverse reverse/reversible/irreversible irreversibly
Input 3

elimination eliminate
sufficiency suffice sufficient / insufficient sufficiently / insufficiently
boost boost
nutrition / nutrient nutritional
degeneration degenerate degenerative
space spatial
renown renowned
novelty novel
generation generate generative
abandonment abandon abandoned
illumination illuminate illuminated / illuminating
acknowledgement acknowledge acknowledged
confrontation confront confrontational
soundness sound soundly
arrogance arrogant arrogantly
convention conventional / unconventional conventionally/unconventionally
uniqueness unique uniquely
Input 4

willingness willing / unwilling willingly / unwillingly

promise promise promising
distinguish distinguishing / distinguished
etymology / etymologist etymological
juxtaposition juxtapose
Similarity/ dissimilarity similar / dissimilar similarly
ambivalence ambivalent ambivalently
resemblance resemble
derivation derive
occurrence occur
relevance / irrelevance relevant / irrelevant
preconception preconceived
appreciation appreciate appreciative / unappreciative appreciatively / unappreciatively
difference differ different
emergence emerge emerging
indication indicate indicative
identification identify identifiable
instant instantaneous / instant instantaneously
trigger trigger
severity severe severely
Input 5

induction induce
neuron neural
inhibition inhibit inhibited
transmission transmit
scepticism (skepticism) / sceptical (skeptical) sceptically (skeptically)
sceptic (skeptic)
omission omit
distortion distort distorted
enormity enormous enormously

© Sabancı University School of Languages. Fall 2022-23 6

Unit 2– Artificial Intelligence
Input 1 Input 2 Input 3 Input 4 Input 5
Listening: Reading: Listening: Reading: Listening:
LA1: Predicting content RA1: Recognizing common words LA1: Predicting content RB2: Activating prior background LA1: Predicting content
LA2: Activating schemata and phrases. LA2: Activating schemata knowledge LD4: Organizing notes
LB 7: Drawing inferences RB1: Determining reading LC2: Identifying the RC3: Integrating own experiences LB 7: Drawing inferences
LB 8: Evaluating content while purpose communicative function of with information in text to LD6:Reviewing and editing
listening RB2: Activating prior background different parts of a listening create meaning notes
LB9: Identifying the speaker’s knowledge text RC4: Employing strategies to deal LD5: Finding information from
stance RB4: Assessing relevance of text LD2: Selecting and noting with unfamiliar key vocabulary notes to answer a prompt
LD3: Using symbols and according to reading purpose information RC6: Matching reading rate to the
abbreviations RC1: Identifying important LD4: Organizing notes purpose and difficulty of the
LD4: Organizing notes aspects of text text Grammar:
LD5: Finding information from RD3: Identifying referencing RE6: Assessing the reliability of Run-on sentences (WB)
notes to answer a prompt mechanisms used to create sources
LD6:Reviewing and editing notes cohesion across text RF3: Taking, reviewing and Speaking:
LB10: Identifying purpose RE3: Identifying the purpose of organising notes SA4: Choosing an appropriate
the text/writer Grammar: style and register
Grammar: RF2: Voicing opinion orally or in LU2B1/2: Expressing SC1: Showing agreement or
LU3B6: Perfect Modal Verbs written form on text Similarities disagreement
LU4A3&9/LU6C1: Passives (WB) SC2: Developing the
OBJECTIVES

LU3B6/LU5B5: Past Modals (WB) Grammar: Speaking: Grammar: discussion/conversation by

LU2A2/3/7:Expressing SA4: Choosing an LU6A4: Noun Clauses responding to others and/or
Speaking: Differences: Contrast Language appropriate style and LU2A4/6: Other expressions for inviting others to respond to a
SA4: Choosing an appropriate style LU2A1: Comparative and register comparison and contrast claim or to elicit more
and register Superlative Adjectives (WB) SC1: Showing agreement or language (WB) information
SC1: Showing agreement or disagreement SC6: Taking and holding a turn
disagreement SC2: Developing the
SC2: Developing the discussion/conversation Academic Skills and Strategies:
discussion/conversation by by responding to others ●distinguishing facts from
responding to others and/or and/or inviting others to opinions
inviting others to respond to a respond to a claim or to
claim or to elicit more elicit more information
information SC6: Taking and holding a
turn
Academic Skills and Strategies:
● dealing with words with multiple Academic Skills and
meanings Strategies:
● paraphrasing ●summarising as a method
for reviewing
●paraphrasing

© Sabancı University School of Languages. Fall 2022-23 7

 UNIT 2: ARTIFICIAL INTELLIGENCE

LISTENING 1 READING 1 LISTENING 2 READING 2 LISTENING 3

AN INTRODUCTION TO AI AI & THE MYTH OF BIG DATA AI & TWO OTHER MYTHS ETHICAL CONCERNS AND AI
UNEMPLOYMENT
1. to surpass 28. to imply 54. ongoing 80. to simplify 107. to overlook 110. concerning
2. capability / capable 29. to mimic 55. competitive 81. to diminish 108. to magnify 111. violation
3. to elaborate 30. obscurity 56. inadequate 82. elitist 109. to contradict 112. to verify
4. scope 31. backdrop 57. inconceivable 83. mundane 113. to differentiate
5. to restrict 32. surveillance 58. constantly 84. remedy 114. to tackle
6. to assume 33. longstanding 59. insight 85. infallible 115. cautious
7. to trigger 34. inevitable 60. volume 86. to decay 116. intention
8. isolated 35. proposition 61. velocity 87. exemplary 117. hostile
9. to intervene 36. to displace 62. to accumulate 88. prevalent 118. indifferent
10. to detect 37. coincidence 63. to cope 89. to exceed 119. to accelerate
11. malfunction 38. resonance 64. rise 90. to implement 120. indispensable
12. vast 39. recession 65. appliance 91. to alienate 121. stem from
13. to advance 40. anecdote 66. to unveil 92. to embrace 122. infinite
LEXIS

14. to comprise 41. rampant 67. congestion 93. to foreclose 123. rational / irrational
15. to handle 42. proponent 68. to spot 94. vigorous 124. accomplish
16. fierce 43. prophecy 69. thorough 95. virtue 125. to prioritise
17. collective 44. apocalyptic 70. to collate 96. privileged 126. to justify
18. to propose/ proposal 45. ample 71. aid 97. to shun 127. to favour
19. indistinguishable 46. to automate 72. to expand 98. magnitude 128. to discriminate
20. impressive 47. deployment 73. unprecedented 99. obsolete 129. to entitle
21. to remain 48. fallacy 74. privacy/private 100. advocate 130. abuse
22. unstructured 49. to overtake 75. consent 101. threat 131. to regulate
23. feature 50. proficient 76. to allocate 102. enforcement 132. to advocate
24. opponent 51. to grasp 77. to outweigh 103. to execute 133. scale
25. intuitive 52. to hinder 78. vulnerable 104. to preserve 134. rationale
26. spontaneous 53. contentious 79. to rely on 105. precautionary 135. to advocate
27. to defeat 106. fundamentally

to result in sth Needless to say relevant to to take a toll on sth. to have control over sb/sth
to make comments on sth to be involved in sth. to range from X to Y to object to sth. to rely on sb/sth
to overreact to sth to correlate with sth. to be on the rise a trade-off to be in charge
to be superior to to be devoted to sth. to come up with sth albeit to be capable of doing sth
to enable sb to do sth to invest in sth. take sth into consideration to brush up on sth. to pertain to sb/sth
USEFUL PHRASES

to succeed in doing sth to bring benefits to sth. in overwrought tones to be involved in sth
to be close to the mark an array of (things/people) in advance
to go off the rails to substitute for sth. to object to sth
to be poised for sth. to fall prey to sth. to be under threat
to be on the dole regardless of sth.
to have a chilling effect
on sth.
to stoke (a feeling)
to be doomed
without merit
to mark the end of sth.

© Sabancı University School of Languages. Fall 2022-23 8

 WORD FORMS
UNIT 2 ARTIFICIAL INTELLIGENCE: WORD FORMATION LIST
Noun Verb Adjective Adverb
surpass surpassing
capability capable / incapable
elaboration elaborate elaborate elaborately
restriction restrict restricted
assumption assume
isolation isolate isolated
intervention intervene
detection detect
Input 1

vast vastly
advancement advance advanced
proposal propose
distinguish distinguishable / indistinguishable
impression impress impressive / unimpressive
(the) remainder (of) remain remaining
structure structure structured / unstructured
intuition intuitive intuitively
spontaneity spontaneous spontaneously
implication imply implied
mimicry mimic
obscurity obscure obscure obscurely
inevitability evitable / inevitable inevitably
proposition propose
displacement displace displaced
coincidence coincide coincidental coincidentally
Input 2

resonance resonant
anecdote anecdotal
apocalypse apocalyptic
automation automate automated automatically
deployment deploy
proficiency proficient proficiently
hindrance hinder
contention contentious
adequacy / inadequacy adequate / inadequate adequately / inadequately
conception conceive conceivable / inconceivable conceivably
constant constantly
Input 3

accumulation accumulate accumulative

congestion congest congested
thorough thoroughly
collation collate
expansion expand expansive expansively
privacy private privately
consent consent
allocation allocate
vulnerability vulnerable
simplification simplify simplified
elitism / elitist elitist
decay decay decayed
example exemplary
prevalence prevalent
excess exceed excessive
Input 4

implementation implement
alienation alienate
embrace embrace
foreclosure foreclose
vigour (vigor) vigorous vigorously
virtue virtuous virtuously
privilege privileged / underprivileged

© Sabancı University School of Languages. Fall 2022-23 9

 Noun Verb Adjective Adverb
threat threaten threatening
enforcement enforce
execution execute
preservation preserve
precaution precautionary
fundamental fundamentally
magnification magnify
contradiction contradict contradictory
violation violate
verification verify verifiable
differentiation differentiate
caution caution cautious cautiously
intention intend intentional / unintentional intentionally /
unintentionally
hostility hostile
Input 5

indifference indifferent indifferently

acceleration accelerate
indispensability dispensable / indispensable
infinity finite / infinite infinitely
rationality / irrationality rational / irrational rationally / irrationally
accomplishment accomplish accomplished
priority prioritise (prioritize)
justification justify Justifiable / unjustifiable justifiably / unjustifiably
discrimination discriminate
entitlement entitle entitled
abuse abuse abusive
regulation regulate regulatory / regulated
advocacy / advocate advocate

© Sabancı University School of Languages. Fall 2022-23 10

Unit 3 – Sustainability
Input 1 Input 2 Input 3 Input 4 Input 5
Listening: Reading: Listening: Reading: Listening:
LB6: Identifying and deducing the RB1: Determining reading LC2: Identifying the RA1: Recognizing common words LB6: Identifying and
meaning of subject-specific purpose communicative function of and phrases. deducing the meaning of
lexical items RC6:Matching reading rate to different parts of a listening RB2: Activating prior background lexical items
LD5: Finding information from the purpose and difficulty of text knowledge LD3: Using symbols and
notes to answer a prompt the text LB4: Recognizing relationships RC3: Integrating own experiences abbreviations
LB9: Identifying the speaker’s RC7: Employing more complex between ideas with information in text to LD4: Organizing notes
stance reading comprehension LD4: Organizing notes create meaning LC1: Identifying different
LC2: Identifying the strategies LB7: Drawing inferences RC4:Employing strategies to deal parts of a listening text
communicative function of RD5: Identifying the author’s with unfamiliar key vocabulary
LB2: Identifying the main
different parts of a listening text overall stance, voice and Grammar: RC7: Employing more complex
claim of different sections of
LD4: Organizing notes tone LU3A1/2/4: Cause and Effect& reading comprehension
a listening text
RE6: Assessing the reliability of Noun Clauses (e.g What led to strategies
LB9: Identifying the
Grammar: sources the problem was..)(WB) RF2: Voicing opinion orally or in
LU6C1: Passive structures RE8: Examining employed written form on text speaker’s stance
including impersonal passives metacognitive reading LB4: Recognizing
Speaking:
OBJECTIVES

LU3B7: If Clauses type 0,1,2,3 strategies and reader roles Grammar: relationships between ideas
SD6: Making comparisons and LB10: Identifying the
(WB) RF1: Selecting and/or noting contrasts LU3A1/2: Cause & Effect
information from texts Language (WB) speaker’s purpose
SD7: Explaining the
Speaking: consequences and LU6A1/LU1A2&4&7: Relative
SD3: Exemplifying a point using Grammar: Clauses (WB) Grammar:
implications of claims,
knowledge from previously read LU3A1&2/B1&2/LU4A13: Cause LU6A4:Noun Clauses (WB)
theories and events
or heard texts and from relevant and Effect Language including SD8: Analysing, synthesizing
experience conditionals Speaking:
and evaluating claims, data,
SD4: Providing evidence to SA1: Selecting lexis and
theories and concepts
support or oppose a claim structures appropriate to
SD5. Summarizing information
SD5: Summarizing information spoken language, the topic,
the task and the audience
SA4: Choosing an appropriate
style and register
SB6: Maintaining dynamic
stretches of speech using
fixed expressions and
appropriate lexis

© Sabancı University School of Languages. Fall 2022-23 11

 UNIT 3: SUSTAINABILITY
LISTENING 1 READING 1 LISTENING 2 READING 2 LISTENING 3
APOCALYPSE THE ANTHROPOCENE FOOD SHORTAGES HOW MUCH ENERGY? RENEWABLE ENERGY
1. to foresee 29. epoch 55. adverse 75. unreasonable 95. valid
2. prominent 30. interval 56. consecutive 76. to soar 96. outdated
3. to stabilise 31. substantially 57. overreliance 77. to extract 97. integration
4. extensive 32. makeup 58. allegedly / allegation 78. burgeoning 98. to compete / competition
5. collision 33. upheaval 59. accusation 79. affluent 99. profitable
6. to perish 34. to prevail 60. to project /projection 80. to encompass 100. subsidy
7. to collapse 35. profound 61. fertile 81. gruelling 101. expenditure
8. entity 36. to convert 62. arid 82. precarious 102. conventional
9. to withstand 37. to harvest 63. to heighten 83. astounding 103. incentive
10. to endure 38. sweeping 64. to necessitate 84. subsistence 104. affordable
11. to alter 39. artificial 65. to oblige 85. alleviation 105. modular
12. to underpin 40. to facilitate 66. advent 86. threshold 106. durable
13. depletion 41. to track 67. to flourish 87. dweller 107. scarce
14. peril 42. to contend 68. to maintain 88. to spur 108. insignificant
LEXIS

15. to sustain 43. cease 69. to opt 89. to inhabit 109. intermittent
16. to convey 44. to dissolve 70. drawback 90. to dwindle 110. consistent
17. destructive 45. demise 71. conservation /to conserve 91. to decouple 111. to cater for
18. incidence 46. to submerge 72. efficacy 92. to wreck 112. to employ
19. to obscure 47. extinction 73. duplicate 93. to unfold 113. to account for
20. contamination 48. stark 74. withdrawal 94. plausible 114. harness
21. to supply 49. incontrovertible 115. to utilise
22. shortcoming 50. discrete 116. steady
23. to utilise 51. commencement 117. to obtain
24. mandatory 52. analogy 118. aggregate
25. legitimate 53. predator 119. surplus
26. to overcome 54. to shrink 120. fluctuation
27. to eradicate 121. immense
28. improper 122. feasible

time constraints a contributing factor thought experiment

to pose a threat / risk / to adopt a policy a trickle of sth.
USEFUL PHRASES

danger a span of …. mind-boggling

to raise concerns to feel obliged to do sth inflection point
to make (sufficient) progress to put sth under threat human dignity
a drastic drop in sth to be/become accustomed to sth
on the verge of sth
to count on sb/sth to do sth

© Sabancı University School of Languages. Fall 2022-23 12

 WORD FORMS
UNIT 3 SUSTAINABILITY: WORD FORMATION LIST
Noun Verb Adjective Adverb
foresee foreseen / unforeseen
prominence prominent prominently
stability stabilise stable / unstable
extend extensive extensively
collision collide
collapse collapse
endurance endure enduring enduringly
alteration alter alterable
underpin underpinning
Input 1

depletion deplete depleted

peril perilous perilously
sustainability sustain sustainable / unsustainable sustainably / unsustainably
destruction destroy destructive / destructible / destructively
indestructible
obscuration obscure obscure
contamination contaminate contaminated
legitimacy / illegitimacy legitimate / illegitimate legitimately / illegitimately
eradication eradicate
proper / improper properly / improperly
substantial substantially
prevalence prevail prevailing
conversion convert
facilitation facilitate
cease cease ceaseless ceaselessly
dissolution dissolve
Input 2

submergence submerge submergible

extinction extinct
stark starkly
incontrovertible incontrovertibly
discrete discretely
commencement commence
shrinkage shrink shrunken
adverse adversely
reliance / overreliance rely reliant
allegation allege alleged allegedly
Input 3

accusation accuse accusing accusingly

projection project
fertility / infertility fertile / infertile
aridity arid
height heighten
obligation oblige
flourish flourishing
maintenance maintain
conservation conserve conservative conservatively
efficacy efficacious
duplicate duplicate
withdrawal withdraw withdrawn
reason reason reasonable / unreasonable reasonably / unreasonably
soar soaring
extraction extract
burgeon burgeoning
Input 4

astound astounding / astounded

subsistence subsist
alleviation alleviate
dweller / dwelling dwell
inhabitant inhabit inhabitable
dwindle dwindling
© Sabancı University School of Languages. Fall 2022-23 13
 Noun Verb Adjective Adverb
wreckage wreck
plausibility / implausibility plausible / implausible plausibly / implausibly
validity / invalidity validate valid / invalid
integration integrate integrated
competition compete competitive
profit / profitability profit profitable
subsidy subsidise (subsidize)
convention conventional conventionally
Input 5

affordability afford affordable / unaffordable

scarcity scarce scarcely
significance / insignificance signify significant / insignificant
consistence / inconsistence consistent / inconsistent consistently / inconsistently
employment employ employed / unemployed
aggregation aggregate
fluctuation fluctuate
feasibility feasible / infeasible (unfeasible)

© Sabancı University School of Languages. Fall 2022-23 14

Unit 4 – Health
Input 1 Input 2 Input 3 Input 4 Input 5
Listening: Reading: Listening: Reading: Listening:
LC1: Identifying different RA1: Recognizing common words LB6: Identifying& RA2: Using strategies to build a LD2: Selecting and noting
parts of a listening text and phrases. deducing the meaning of large recognition lexis information
LB2: Identifying the main RB1: Determining reading lexical items RB4: Assessing relevance of text LD4: Organizing notes
claim of different sections purpose LC1: Identifying different according reading purpose
of a listening text RB2: Activating prior background parts of a listening text RC4: Employing strategies to deal
LC2: Identifying the knowledge LD4: Organizing notes with unfamiliar key vocabulary
communicative function RC4: Employing strategies to deal LD5: Finding information RD4: Identifying the overall genre
of different parts of a with unfamiliar key from notes to answer a of the text
vocabulary RE5: Recognising the original
listening text prompt
RC5:Monitoring comprehension context of the text (e.g. author
LD4: Organizing notes LD2: Selecting and noting
RD5: Identifying the author’s origin, cultural context, socio-
LB4: Recognizing information
overall stance, voice and tone political context)
relationships between RE4: Identifying the intended
LB4: Recognizing
ideas audience/writer’s stance relationships between
RF1: Selecting and/or noting ideas
Grammar: information from texts
OBJECTIVES

LU3B7: If Clauses Type 3 & RF2: Voicing opinion orally or in Speaking:

mixed conditionals written form on text SC2:Developing the
discussion/conversation
Speaking: Grammar: by responding to others
SA1: Selecting lexis and LU6A5: Participle Clauses and/or inviting others
structures appropriate to respond to a claim or
to spoken language, the to elicit more
topic, the task and the information
audience SA4: Choosing an
SA4: Choosing an appropriate style and
appropriate style and register
register SC1: Showing agreement
SB6: Maintaining dynamic or disagreement
stretches of speech SA2: Showing doubt,
using fixed expressions certainty and
and appropriate lexis tentativeness
SC4: Asking for and
providing opinion,
information and
clarification

© Sabancı University School of Languages. Fall 2022-23 15

 UNIT 4: HEALTH
LISTENING 1 READING 1 LISTENING 2 READING 2 LISTENING 3
DNA THE VITAMIN MYTH SUGAR MEDICAL CONTROVERSIES PROJECT WORK
1. adjacent 24. representative 52. deliberate 57. detrimental 85. to interfere 88. deterioration 103. to deploy
2. to assemble 25. supplement 53. to disprove 58. contradictory 86. constituent 89. diagnosis 104. to eradicate
3. to decipher 26. spectacular 54. to suspect 59. underestimation 87. potent 90. disorder 105. hazard
4. to pinpoint 27. revolutionary 55. collaboration 60. component 91. immune 106. to yield
5. property 28. complicated 56. to anticipate 61. to occupy 92. malignant 107. to undergo
6. distinctive 29. outstanding 62. flavour 93. benign 108. to entail
7. discrimination 30. finding 63. mature 94. paralyse 109. to accelerate
8. hatred 31. evolutionary 64. to refine /refined 95. nausea
9. transforming 32. proliferation 65. invasion /invasiveness 96. prescription
10. lethal 33. to debate 66. commodity 97. consciousness
11. to unravel 34. to convince 67. societal 98. resuscitation
12. to utilise 35. to hail 68. drastically 99. compatible
13. to display 36. rigour (rigor) 69. to distil 100. consent
14. to tailor 37. non-accredited 70. appeal 101. contraception
LEXIS

15. to complement 38. to witness 71. approximately 102. malfunction

16. preventive 39. enthusiastic 72. staggering
17. likelihood 40. duration 73. to embed
18. defective 41. to infect 74. to elevate
19. controversy 42. to reject 75. rage
20. exposure 43. to tarnish 76. outburst
21. nurturing 44. flaw 77. to subside
22. to halt 45. clout 78. malign
23. to aspire 46. to blindside 79. to tolerate
47. mortality 80. to suppress
48. outraged 81. prone
49. to bully 82. remarkably
50. integrity 83. deposit
51. fraud 84. tense

to shed light on sth. to shrug (your) shoulder’s to raise awareness on sth. gene therapy
to regard sb. as sth. to publish a paper to meet the (rising) demand for sth. organ failure
to pave the pathway to peace activist to crave sth. cosmetic surgery
to highlight the fact that … honorary degree to attain a goal (genetic / heart / birth)
USEFUL PHRASES

turning point to gravitate towards sth. defect

to up the ante to mess up sth. antibiotic resistance
to fare better/ well / badly… to keep sth. in check drug administration
life expectancy to feel an urge to do sth.
to miss the point to trick sb. into doing sth.
a watershed event/change… to be made up sth.
a vicious circle
to be on the rise
time constraints

© Sabancı University School of Languages. Fall 2022-23 16

 UNIT 4 HEALTH: WORD FORMATION LIST
Noun Verb Adjective Adverb
assemblage assemble
distinction distinctive distinctively
discrimination discriminate discriminating
hatred (hate) hate hateful
transformation transform transforming
Input 1

prevention prevent preventive (preventative)

likelihood likely / unlikely
defect defective
controversy / controversialist controversial controversially
exposure expose exposed
nurture nurture nurturing
aspiration aspire
representative / representation represent
supplement supplement supplementary (supplemental)
spectacular spectacularly
revolution revolutionary
complication complicate complicated
finding find
evolution evolve evolutionary
Input 2

proliferation proliferated
debate debate
conviction convince convincing / unconvincing convincingly / unconvincingly
rigour (rigor) rigorous rigorously
accreditation accredit accredited / non-accredited
witness witness
enthusiasm enthusiastic / unenthusiastic enthusiastically /
unenthusiastically
infection infect infectious
rejection reject
tarnish tarnished
flaw flawless flawlessly
mortality / immortal mortal / immortal
outrage outrage outraged / outrageous outrageously
bullying / bully bully
fraud / fraudulence / fraudster fraudulent fraudulently
deliberate deliberately
prove / disprove
suspicion / suspect suspect suspicious suspiciously
collaboration collaborate collaborative collaboratively
anticipation anticipate
detriment detrimental
contradiction contradict contradictory
estimation / underestimation / estimate / underestimate /
overestimation overestimate
occupation occupy
maturity / immaturity mature mature / immature maturely / immaturely
refine refined
invasion / invasiveness invade invasive
society societal
Input 3

drastic drastically
distillation distil (distill)
approximation approximate approximate approximately
staggering staggeringly
embed embedded
elevation elevate elevated
rage rage
malignity malign
© Sabancı University School of Languages. Fall 2022-23 17
 Noun Verb Adjective Adverb
tolerance / intolerance tolerate tolerant / intolerant tolerantly / intolerantly
suppression suppress suppressive
remarkable remarkably
deposit deposit
interference interfere
potency potent / impotent potently
diagnosis diagnose
immunity immune
paralysis paralyse (paralyze) paralysed (paralyzed)
prescription prescribe
Input 4

consciousness conscious / unconscious consciously / unconsciously

resuscitation resuscitate
compatibility compatible
contraception / contraceptive
function / malfunction function / malfunction functional
hazard hazardous
t5
pu
I5

acceleration accelerate

© Sabancı University School of Languages. Fall 2022-23 18

 ROUTE 4 “CAN DO” STATEMENTS: READING

These “can do” statements are to encourage you to reflect on your own language ability and assess your
progress throughout the course. If you have a greater awareness of your own language learning, it will help
you to focus more clearly on areas of your English to develop.

You should keep these statements carefully in order to keep a record of your progress and refer to them
throughout the course.

When I complete Route 4, my level of language will be approximately B2 on the Common European
Framework of Reference for Languages. This means:
I will have enough language, including a variety of complex structures, to be able to give clear detailed
descriptions, present and develop arguments in most academic situations.

√√ I can do this well √ I need more practice of this X I can’t do this

READING
I can read independently for my university studies, adapting the style and speed of
my reading to different texts and purposes.

I can read texts selectively and purposefully.

I can read texts quickly to understand their topic and purpose.
I can read texts quickly to understand the relevance and usefulness of
different sections.
I can understand the topic of a paragraph.
I can guess the meaning of new words if the topic is familiar.
I can understand the main and supporting ideas, details and examples.
I can find information to support an argument/claim.
I can understand the author’s overall viewpoint.
I can understand graphs and charts.
I can infer meaning.
I can understand the organization of different texts and text types.
I can understand words and phrases that refer to objects, people or
concepts.
I can understand the choice of vocabulary and grammatical structures in a
text.
I can recognise a variety of text patterns (i.e. definition, cause and effect,
comparison, historical event, scientific process, description).
I can select and note information from texts to answer a writing question.
I can organize and revise my notes.
I can put together information from different sources to answer the question
I can use my notes from different texts to support my arguments.

© Sabancı University School of Languages. Fall 2022-23 19

 ROUTE 4 “CAN DO” STATEMENTS: SPEAKING
These “can do” statements are to encourage you to reflect on your own language ability and assess your
progress throughout the course. If you have a greater awareness of your own language learning, it will help
you to focus more clearly on areas of your English to develop.
You should keep these statements carefully in order to keep a record of your progress and refer to them
throughout the course.
When I complete Route 4, my level of language will be approximately B2 on the Common European
Framework of Reference for Languages. This means:
I will have enough language, including a variety of complex structures, to be able to give clear detailed
descriptions, present and develop arguments in most academic situations.

√√ I can do this well √ I need more practice of this X I can’t do this

SPEAKING
I can interact quite fluently and spontaneously with English speakers in a university context. I
can give clear, detailed descriptions, presentations and support my claims on a variety of
subjects related to my studies.
I can make practical arrangements about my studies in or outside the classroom.
(US1&4)
I can make polite requests/suggestions and answer them.
I can check instructions and details.
I can ask questions to check that I have understood.
I can make arrangements with my teacher about tutorials.
I can effectively tell other people detailed information.
I can use my voice and body language effectively and think of the needs of listeners
when I speak.
My pronunciation is clear enough for others to understand.
I can use a variety of vocabulary items specific to topics related to my studies.
I can use a variety of language structures, including some complex ones.
I can understand when I need to speak more formally or informally; more politely or
casually.
I can use a variety of language to connect ideas clearly.
I can have a discussion in a university context.
I can start a discussion, develop it by giving new information and ideas and end it in a
suitable way.
I can politely interrupt when others are talking.
I can help the discussion by making suggestions and encouraging others to join in.
I can agree or disagree with others appropriately.
I can develop a clear argument.
I can summarise information which I have heard or read.
I can give evidence to support a claim.
I can evaluate others’ claims.
I can stress and give examples of important points.
I can speak for quite a long time without making too many mistakes and without pausing
too much.
I can use English hesitation markers.
I can use fixed expressions and memorized chunks effectively.
I can re-word or correct my speech to help others understand.
I can use shorter or longer sentences when appropriate.

© Sabancı University School of Languages. Fall 2022-23 20

 ROUTE 4 “CAN DO” STATEMENTS: LISTENING

These “can do” statements are to encourage you to reflect on your own language ability and assess your
progress throughout the course. If you have a greater awareness of your own language learning, it will help
you to focus more clearly on areas of your English to develop.

You should keep these statements carefully in order to keep a record of your progress and refer to them
throughout the course.

When I complete Route 4, my level of language will be approximately B2 on the Common European
Framework of Reference for Languages. This means:
I will have enough language, including a variety of complex structures, to be able to give clear detailed
descriptions, present and develop arguments in most academic situations.

√√ I can do this well √ I need more practice of this X I can’t do this

LISTENING
I can understand the main claims of complex speech in standard English including
abstract topics.

I can understand the topic of listening texts and the relationships between
ideas
I can understand the topic and purpose of a listening text.
I can understand the topic of different sections of a listening text.
I can guess the meaning of new words if the topic is familiar.
I can understand the speaker’s overall viewpoint.
I can infer meaning.
I can recognise the organisation of different sections of a listening text.
I can recognise the different parts of a listening text.
I can understand the purpose of different parts of a listening text.
I can understand the speaker’s use of stress and intonation to signal different
sections of a listening text.
I can understand a variety of text patterns (i.e. definition, cause and effect,
comparison, historical event, scientific process, description).
I can select and note information from a clearly organized listening text.
I can organize and revise my notes.
I can find information from my notes to answer a question.
I can combine my notes with other sources to answer a question.
I can understand speech in most academic situations.
I can understand the details of what my classmates and teachers say to me in
the classroom and in tutorials.
I can understand talks, presentations, and documentaries about my studies.
I can follow the argument of a clearly organized talk if the topic is familiar.

© Sabancı University School of Languages. Fall 2022-23 21

 ROUTE 4 “CAN DO” STATEMENTS: LEARNER DEVELOPMENT
These “can do” statements are to encourage you to reflect on your own language ability and assess your
progress throughout the course. If you have a greater awareness of your own language learning, it will help
you to focus more clearly on areas of your English to develop.
You should keep these statements carefully in order to keep a record of your progress and refer to them
throughout the course.
When I complete Route 4, my level of language will be approximately B2 on the Common European
Framework of Reference for Languages. This means:
I will have enough language, including a variety of complex structures, to be able to give clear detailed
descriptions, present and develop arguments in most academic situations.
√√ I can do this well √ I need more practice of this X I can’t do this
LEARNER DEVELOPMENT
I can use a variety of study skills and strategies to enable me to study independently in
a university context.
I have a variety of skills to organize my studies.
My lifestyle and working environment enable me to study effectively.
I organise my study resources and materials effectively.
I set realistic study goals.
I prepare and follow a study plan.
I can develop my language independently outside the classroom, using a variety of
self-study strategies.
I am aware of my learning style.
I identify my study needs.
I can use a variety of resources for my self study e.g. SU Course, grammar book, etc.
I review classroom materials for further study outside class.
I read about topics that interest me in English outside class. e.g. magazines, novels,
newspapers, etc.
I have the basic IT skills I need for my studies.
I can format pages in word documents using spacing, cut, copy and paste, etc.
I can create and save documents and files.
I can organise files and folders.
I can use my e-mail, add attachments and create address lists.
I can prepare effectively for exams so that I perform well in them.
I can use a variety of strategies for different types of assessment.
I can manage exam time effectively.
I can understand the marking criteria.
I can minimize stress before and during exams.
I can learn from my mistakes in exams.
I can do basic research for my academic studies.
I can find books and on-line resources such as encyclopaedias in the IC.
I can find useful and relevant information in textbooks.
I can use an Internet browser and find information on search engines.
I can decide if a source is useful for my studies.
I learn new vocabulary in an organized way.
I keep a record of new words and collocations.
I have strategies for learning and revising vocabulary.
I can use dictionaries effectively.

© Sabancı University School of Languages. Fall 2022-23 22

 ROUTES 4 “CAN DO” STATEMENTS: WRITING

These “can do” statements are to encourage you to reflect on your own language ability and assess your progress
throughout the course. If you have a greater awareness of your own language learning, it will help you to focus
more clearly on areas of your English to develop.

You should keep these statements carefully in order to keep a record of your progress and refer to them
throughout the course.

When I complete Route 4, my level of language will be approximately B2 on the Common European Framework
of Reference for Languages. This means:
I will have enough language, including a variety of complex structures, to be able to give clear detailed
descriptions, present and develop arguments in most academic situations.

√√ I can do this well √ I need more practice of this X I can’t do this

WRITING
I can write clear, detailed texts on a variety of subjects related to my studies, using a
range of complex structures, evaluating information and arguments from a number of
sources.

I can understand and follow the process of answering a writing prompt.

I can analyse the question.
I can select relevant information from texts to answer the question.
I can make notes of relevant information from a text to answer the question.
I can organise the ideas from my notes into a written plan.
I can introduce and narrow the topic.
I can support and develop my claim(s) using explanations, descriptions and examples.
I can make the topic of a paragraph clear.
I can organize my writing at both paragraph-level and whole-text level.
I can summarize the main points and offer an evaluation.
I can re-write my essay, including feedback from others.
I can choose an appropriate text pattern(s) to answer the question.
I can define and explain terms and concepts.
I can make comparisons and contrasts between objects and concepts.
I can describe the causes and effects of ideas and concepts.
I can describe an historical event.
I can describe a scientific/technical process.
I can give a description of objects, people, places and situations.
I can put together information and arguments from different sources.
I can show the source in an appropriate way.
I can summarise or paraphrase an argument/information from other sources.
I can write in an academic style.
My language is mostly grammatically correct.
My spelling and punctuation is mostly accurate.
I can use a variety of sentence structures and subject-specific vocabulary.
I can write in an objective and impersonal style.
I can present information and ideas concisely and precisely.

© Sabancı University School of Languages. Fall 2022-23 23