METU/SFL Spring 2023-24

DBE

LOWER-INTERMEDIATE GROUP
FIRST SPAN SYLLABUS

RECEPTIVE SKILLS
READING
Types of texts: academic and semi-academic texts on similar topics and texts with subtitles/subsections,
text messages, websites, blogs, homepages on the web, reviews, emails, articles, magazines, and
interviews.
Topics: texts about consumption, stories, news, frontiers, trends, surroundings, food, environment,
culture, economics, natural and human sciences, space, media, animals, and other topics

WA 3 Skill/Strategy
8.2 *Interpret visuals and data (pie chart and table) (reinforced)
9.1 *Note-taking to understand and remember the important points of a text (introduced)
- Please refer to the text structures studied in RHO 1
WA 4
11.2 *Analyzing Characters in literary texts (introduced)
6.1 *Use questions when reading (reinforced)
2.1 *Identifying topic sentences (reinforced)
3.2 *Working out meaning from context (reinforced)

Skill focused on Material

- identify basic text structures (description and classification, cause and effect, problem
and solution, comparison/contrast, and order/sequence)
- establish relationship between words, phrases or clauses connected by linkers
- use connectors to understand complex texts more easily (examples: but, however, RHO 1
although, even though, nevertheless, in spite of (that), despite (that), and, also, in
addition, additionally, moreover, furthermore, i.e., that is (to say), in other words, e.g.,
such as, for example, for instance, to illustrate, to demonstrate, because, since, as, so,
thus, as a result, consequently, therefore)

-learn how to paraphrase by changing the word order, combining two or more
sentences, using synonyms and antonyms, different forms of language and RHO 2
nominalization.
-make simple inferences based on information given in a text
RHO 3
-infer meaning in a text to answer specific questions
- identify the intended audience, purpose, and tone of the writer about a topic in the
text/the topic of the text RHO 4
- gain awareness of connotative meanings of certain words

Task Types/Questions:
 match items with the information in the text
 find the sentences that give the same information in the text
 find the main idea of each paragraph in a text
 find the words that mean the same in the text with the help of context

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 match paragraphs with the headings or with the given questions
 match pictures with the headings
 choose items from a list
 answer open-ended questions with short or long answers
 answer multiple choice questions
 choose suitable headings
 complete the titles
 answer T/F questions and no information questions
 write subheadings
 match paragraphs with the topics
 match paragraphs with the main ideas
 match words with the definitions
 match words with their synonyms
 label visuals/diagrams
 place missing words/phrases/sentences in paragraphs/texts
 fill in the blanks in the table with the information in the text
 fill in the blanks with information from the text to complete sentences
 fill in the blanks with information from the text to complete a summary/paraphrase

LISTENING
Listening:
Types of texts: dialogues/conversations, interviews, monologues on personal and impersonal
topics and in academic/professional context
Topics: monologue/lectures, dialogues, brief-talks, conversations about consumption, stories,
news, frontiers, trends, surroundings and other academic/professional topics
Task Types/Questions:
 choose items from a list
 answer multiple choice questions
 take notes during a talk
 fill in the blanks/forms/charts
 match items
 answer T/F questions
 answer open-ended questions
 complete sentences/notes
 find the topics discussed in an interview

Skills/Strategies:
 listen for gist
 listen for key details (phrases, numbers)
 listen carefully to choose the correct answer from the alternatives
 identify the context in which a conversation is taking place
 identify the topic/the main idea/purpose of a conversation/talk
 understand people agreeing/disagreeing in a conversation
 follow sequence of events
 follow main points
 activate previous knowledge
 understand basic advice
 predict content and vocabulary

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  listen carefully to write down the letters, words, phrases, sentences (spelling, dictation of
words, phrases and sentences)
 identify signposts in text to locate different types of information
 identify listing signals in text
 infer the attitude of the speaker (positive, negative, neutral) based on the words chosen by the
speakers
 take effective notes while listening
 recognize rephrasing in a talk
 preview using images
 recognize levels of formality

WA 8.1 *Recognize statements used as questions (introduced)

3 9.2 *Predicting while listening (reinforced)
11.1 *Recognizing linking with consonants (reinforced)
WA 6.3 *Previewing using images (reinforced)
4 2.3 *Recognizing linkers in fast speech (reinforced)
3.1 *Recognizing rephrasing in a talk (reinforced)

PRODUCTIVE SKILLS
WRITING
Types of texts: a text in about 180 words with TWO supporting details
Task Types/Topics:
 write a paragraph comparing or contrasting two things
 write a paragraph analyzing the causes of something
 write a paragraph analyzing the effects of something
 Please assign the writing tasks in WA 3 & 4 (the ones which are not omitted) and the
supplementary materials to your students so that they can practice writing and language skills.
Note that these tasks are not included in the testing syllabus.

Skills/Strategies:
 analyze sample paragraphs
 write independent (personal) texts answering the questions that are provided
 raise awareness of the language and vocabulary used in different discourse types (compare-
contrast, cause and effect) and their use in academic writing
 raise awareness of vocabulary used to talk about different discourse types (compare-contrast,
cause and effect)
 raise awareness of and practice topic sentences for different discourse types (compare-
contrast, cause and effect)
 raise awareness of different structures of writing a concluding sentence for different discourse
types (compare-contrast, cause and effect)
 raise awareness of and practice supporting details for different discourse types (compare-
contrast, cause and effect)
 link ideas using linkers/connectors
 form simple, compound and complex sentences
 avoid sentence fragments and run-on sentences
 maintain parallelism when listing ideas and joining ideas
 maintain subject/verb agreement
 write personal texts using pronouns, synonyms and antonyms
 use the vocabulary items and structures introduced in the books

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 practice brainstorming and generating ideas
 organize factual information in a logical order
 evaluate provided texts in terms of content, organization, vocabulary and grammar
 use an editing checklist and write the second draft
 understand the correction symbols and write the second draft based on the feedback received
on the first draft
 combine parallel structures using the appropriate linking words with correct punctuation and
capitalization
 provide various texts concerning the designated topics
 use a variety of structures to convey meaning
 use a variety of vocabulary to convey meaning (adjectives, adverbs, nouns, etc.)
 use rules of writing pertaining to orthography in English (punctuation, spelling, capital letters)
 start writing the text by restating the necessary part of the question
 identify the parts of a paragraph
 recognize the topic sentence, supporting sentences and the concluding sentence in a paragraph
 form a correct and accurate topic sentence with a focus on the topic and the controlling idea
 write supporting ideas using the listing signals (the first, the second, the final; one, another, yet
another) and enumerators, or listing signals such as firstly, secondly and finally
 develop supporting ideas by giving explanations
 develop supporting ideas by clarifying explanations
 develop supporting ideas by giving examples
 develop supporting ideas by adding similar ideas
 develop supporting ideas by establishing cause-effect relationships
 write a concluding sentence using to conclude, in conclusion, to sum up, to summarize, in
summary, in short and in brief
 maintain unity in a paragraph by avoiding irrelevant information
 maintain cohesion and coherence throughout supporting sentences
 use linkers appropriately
INTEGRATED SKILLS
Listening into Writing
Types of texts: impersonal guided texts
Task Types/Topics:
 compare and contrast two things by providing explanations from the lecture
 write about reasons by providing explanations from the lecture
 write about advantages and disadvantages by providing explanations from the lecture
 write about solutions by providing explanations from the lecture
 write about causes by providing explanations from the lecture
 give definitions
 write about causes and positive/negative effects by providing explanations from the lecture
Skills/Strategies:
 extract specific information from an audio to answer a question
 write guided texts answering the questions provided
 link ideas using linkers/connectors/transition signals
 form simple, compound and complex sentences
 start writing the paragraph by restating the necessary part of the question
 use relevant ideas in their production
 write complete sentences with correct punctuation and capitalization
 conform to parallelism when listing items or ideas and joining ideas

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  avoid sentence fragments, run-on sentences and subject/verb disagreement
 use referencing to avoid unnecessary repetition
 use a variety of vocabulary to convey meaning (adjectives, adverbs, etc.)
 use a variety of grammatical structures to convey meaning and paraphrase when explaining a
thought

SPEAKING - Interactive & Monologue

Tasks: discuss to answer specific questions on specific topics, ask and answer questions to elicit personal
opinions about consumption, stories, news, frontiers, trends, surroundings, food, environment,
culture, economics, natural and human sciences, space, media, animals, and other topics

In the second span, in WA 3 and WA 4, students are expected to:

Unit Skills/Strategies Key Language Task Type
WA 3 8.4 Making requests: Pair work: role-play a
U8 Making requests and  Can you….? conversation btw two
 Could you…..? roommates, two co-
Confirming acceptance workers, or two family
 Would it be possible for you to……?
 Get the sugar from over there. members
 I’m sorry to bother you, but would you
mind + Ving……
Confirming acceptance:
(request- hesitating- confirming-
conditions)
 Could you get me a tea?
 Uh, OK.
 Are you sure?
 Yeah, but do you have any money?

8.5
Calling Customer Service (phrases that they probably hear, and
useful language that they might use while Pair work: role-play a
speaking to a customer service conversation btw a
customer and a
representative) customer service
 I’d like to ask about my latest bill. representative
 Can you tell me how much it would
cost to upgrade my phone?
 I think my last bill was wrong.
 I am not happy with your service..
U 10 10.5 Compare: both, neither, so does, also Pair work: discussion
“Did you Read the Contrast: on the other hand, yes, but…., – comparing two or
three choices on a
Reviews?” while, however shopping website
Comparing and Contrasting Note to the Instructor: Please
encourage the students to use language
patterns they have learned in WHO 1.

Pronunciation skill: Chunking Pair work: practice

dividing a
conversation into
chunks

WA 4 6.5 Talking about past habits: (used to & Group work: share

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U6 “Fashion Victim” narrative tenses) experiences of
Talking about past habits I used to walk to school. following fashion
trends
I actually went the long way to school
that day.

Note to the Instructor: Please

encourage the students to use past
simple, past continuous and past
perfect.

Asking about the past

Do you remember when…?
What was the name of the place where
we went?

*Use do for emphasis

Read out sentences
Pronunciation of “used to” (p71) with “used to”

U2 2.5 Describing an Event Group work: describe

“What an Experience!” Past Perfect for actions before an an experience and ask
questions to find out
Describing an Event event: more detail and to
…but actually, they had bought me explore the person’s
something. feelings
Past simple for facts and feelings and to
describe the events or actions
It was my graduation. Anyway, I was a
little bit down…
Past Continuous for events happening
at the same time
My family was watching my reaction.
U3 3.4 Interrupting in formal situations:
Interrupting and Resuming Excuse me for interrupting. Could I
ask…?
I’m sorry to interrupt. Do you mind if…?
Excuse me for saying so, but I don’t
think…
Interrupting in informal situations:
So, why does…?
But what about…?
Sorry, but…?
Resuming:
Anyway, as I was saying…
Going back to what I was talking about…
So, where was I?

Throughout the first span, students are expected to develop the following subskills/strategies
through Lesson 4 and 5 of WA 3 and 4 units, “What’s Your Angle?” parts, and speaking practice
provided via SHOs, RAPs, SAPs, and FPs:
 give long or short answers to questions

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  use gestures and mimics
 keep eye contact while interacting with their peer
 speak clearly to be heard and understood (pronunciation and pitch)
 take turns
 contribute to a group discussion
 respond to others’ ideas
 pronounce words in a comprehensible way (e.g. avoid saying “love” for “law”)
 learn to pronounce all English sounds correctly, including /w/, /θ/, /ð/ sounds
 be careful about stress and intonation in words and sentences (e.g. “Because she was old, she
couldn’t walk fast” vs “She couldn’t walk fast because she was old”)
 read a text aloud properly by paying attention to stress, intonation, and pronunciation

Language Patterns: Week

 GHO 1 Noun Clauses II
1
o use noun clauses beginning with question words and whether/if (introduced)
o use noun clauses in both subject and object positions properly (introduced)
o reinforce noun clauses with “that” and “the fact that” used as object or complement
WA 3 U8 + supplementary material (Continues on Week 2 – will not be tested on Week 2)
 Can, could, and may: permission and requests
o use can, could, and may to ask for and give permission,
o use could and may for polite requests
o use can (less formal) and may (more formal) to give permission and can’t and may not
in order not to give permission,
 Be able to: ability and possibility (present, past, and future)
o use be able to for abilities and possibilities in the present and past in formal language,
o use be able to, NOT can, when talking about abilities and possibilities in the future,
o use be able to when we need an infinitive to talk about abilities and possibilities.
 May, might, and could: possibility (introduced)
o use may, might, and could to talk about possibility in the present and future and to
make deductions,
o use could not when we are certain that sth. is impossible,
o use could or an opening phrase when making questions about deduction or possibility,
o don’t use may in direct questions about deduction or possibility

 use all the language patterns in WHO 1 to make comparison and contrast properly
-the linkers and vocabulary items that are frequently used in comparison paragraphs (similar,
similar to, similarly, alike, likewise, in the same way, like, and, and so…, both… and…, not
only… but also…, neither… nor…)
-the structures and vocabulary items that are frequently used in contrast paragraphs
(however, on the other hand, in/by contrast, while, whereas, unlike, in contrast to/with,
different from, contrary to, as opposed to, be different from, differ from… in that/ with
respect to/ in terms of…, comparatives, not as/so…as)
-the patterns to show concession (although, even though, though, despite, in spite of,
nevertheless, however, but)

 identify all the connectors given in RHO 1 and the connections they establish between ideas
properly (examples: but, however, although, even though, nevertheless, in spite of (that),
despite (that), and, also, in addition, additionally, moreover, furthermore, i.e., that is (to
say), in other words, e.g., such as, for example, for instance, to illustrate, to demonstrate,

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 because, since, as, so, thus, as a result, consequently, therefore)

GHO 2 Modals
 use must and different forms of have to and need to for obligation and necessity
(reinforced)
 use different forms of have to and need to for lack of obligation and necessity (reinforced) 2
 mustn’t and can’t for prohibition (reinforced)
 should, shouldn’t (reinforced), ought to, ought not to and had better for advice
(introduced)
 must, have to, and can’t: deductions about the present (introduced)
o use must and have to when we are sure sth is true (has to for third person subjects)
o use can’t when we are sure sth isn’t true (not mustn’t)
 May, might, and could: possibility (introduced & reinforced)
WA 3 U9 + supplementary material
 Zero and First conditional (reinforced)
o use the zero conditional
 to talk about events and the results that always follow 3
 to give instructions
o use the first conditional
 to talk about a possible action or situation in the future and the result or effect that
follows
 to give advice
o use when instead of if in zero conditional
o don’t use a pronoun in the if clause when it comes after the result clause
o don’t use a comma after the result clause
o use might/might not instead of will/won’t if we aren’t certain about the result
(introduced)
 Second Conditional (introduced)
o use the second conditional
 to talk about unlikely events and imaginary situations and their possible results
 to say that we believe an event is not likely. Other people might disagree.
o use a comma after the if clause
o can put the result clause before the if clause when the result is important. Don’t use a
comma after the result clause.
o can use either was or were in the if clause after I, he, she, or it
 Reflexive pronouns (introduced)
o use reflexive pronouns
 when the person/animal who does the action (the subject) is also the person/animal
affected by it
 use certain verbs that take a reflexive pronoun when they have a particular meaning
(behave themselves=behave well, enjoy myself=have a good time, help yourself=please
take)
 use reflexive pronouns yourself/yourselves with the imperative form in wishes
(example: Enjoy yourselves at the party!)
o use reflexive pronouns to mean “without help” (example: I can do it myself= without
help)
o use the reflexive pronoun as the object of the verb or preposition
o learn that the reflexive pronoun agrees with the subject BUT that themselves can be

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 used instead of himself/herself as a gender-neutral alternative

WA 3 U 10.3 + supplementary material

 Indefinite Pronouns and adverbs (introduced)
o somebody/someone, something, somewhere to talk about a person, thing, or place
when we don’t mean a particular one (in positive sentences)
o everybody/everyone, everything, everywhere to talk about all people, things or places
(in positive sentences and questions)
o *not everybody/everyone, everything, everywhere as the subject of a sentence to
mean that sth doesn’t apply to all people, things or places (SM)
o nobody/no one, nothing, nowhere to mean no person, thing, or place (in positive
sentences(but the meaning is negative))
o anybody/anyone, anything, anywhere
 to mean no person, thing, or place in negative sentences and questions
and to mean “it doesn’t matter who/what/where” in positive sentences
 Each and Every (introduced)
o use every to talk about all the people or things in a group of three or more
every + singular noun
every one of the + plural noun
every one of them
o use each to talk about individual people or things in a group of two or more
each of the + plural noun
each of them
GHO 3 Relative Clauses II
 use the relative pronoun “whose" to show possession (introduced)
 use “where” and the relevant alternatives in the handout (e.g. in which), to refer to 4
places in defining relative clauses (introduced)
 use “when” to modify a noun about time (introduced)
 use “which” to modify a whole sentence (introduced)
 use non-defining relative clauses (the pronouns “who, which, whose, where, when”) to
give information about an already definite noun (introduced)
 compare defining and non-defining relative clauses (reinforced)
WA 3 U 11 + supplementary material
 Past perfect (introduced)
o use the past perfect to talk about an action or an event that happened before sth. else
in the past
o use the past perfect to talk about an action or an event that happened before a
particular time in the past
 Past perfect and Simple past
o use the past perfect for the earlier action and simple past for the most recent action
when we talk about two actions or events in the past
o use when with the past perfect
-when+ s. past (a more recent action) + past perf. (already / just)
o use by the time with the past perfect
-by the time+ s. past (a more recent action) + past perf. (already / just)
o use the past perfect to give a reason for a situation (s. past for the situation+ because +
past perf.)

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 o use by, after and before with the past perfect
o to talk about an action or event that happened before a particular time in the past:
o The use of past perfect in a noun clause:
Subject + realized/saw…that + past perfect
 use all the language patterns in WHO 2 to express cause-effect relationships properly (cause,
lead, thus, hence, therefore, as a result, consequently, for this reason, because of this, so, as a
consequence of, as a result of, because of, due to/owing to, on account of, thanks to, because,
as, since)

GHO 4 (-ing/-ed Adjectives)

 use -ed & -ing adjectives properly
5
 practice the use of adjectives and adverbs in a sentence

WA 4 U6 + supplementary material
 ask and answer object questions and subject questions properly
 Time expressions with the present perfect and simple past (p.66):
o Use time expressions and adverbs with present perfect
-so far, until now, up to now, to date to describe actions/states that have continued
over an extended period of time
-recently, lately with present perfect to describe recent actions/states
o use the present perfect with time expressions that indicate unfinished time periods:
for + period of time
since + point in time
in/over the past few years
today/this week/this year
already
o use the simple past with time expressions that indicate finished time periods:
(about)… ago
In + month/year/decade
Yesterday
Last + week/month/year
When + clause
o Note: Some time expressions (e.g. this morning) can refer to either finished or
unfinished periods.
Used to (reinforced), be used to, get used to (introduced)
o use used to to talk about situations that are not true now or about regular actions in
the past that do not happen anymore
o use be used to to talk about regular activities being easy or familiar
o use get used to to talk about regular activities becoming easy or familiar
o NOTE: We can use be used to with other tenses (e.g., to talk about activities or
situations that were familiar in the past.)
o NOTE: We can also use get used to with other tenses (e.g., to talk about activities or
situations that are becoming or have become familiar, or will become familiar in the
future.)
WA 4 U2 + supplementary material
6
 use simple past -to talk about past states and completed actions and repeated actions in the
past
o use “when” with two verbs in the simple past when one event happened right after

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 another event
o use time expressions: in + year/month/century, later, yesterday, last
week/month/year, ago
 use past continuous to talk about being in the middle of an action at a time in the past (the point
in past time is specifically mentioned
-with “by + time”
-with “at + time”
-with “at the time”
o to talk about an action at a time period in the past when another past action took
place (the action in progress may be interrupted or not)
-with “when”
-with “while”
o to talk about actions to describe a scene, especially at the start of a story
 use past perfect to talk about an action that happened before something else in the past
to talk about an action or event that happened before a particular time in the past:
- with “never…(before)”
- with “by+time” or “by then”
- with “up until then”
- to express the causal relationship between two past actions
- with “so”

All, both, either, neither (introduced)

 use both to talk about two people or things (two things in a pair)
*both + plural noun
*both (of) the + plural noun
*both of us/them
*both without a following noun when it’s obvious what/who we are referring to
*subject + verb to be + both *subject + both + other verbs
 use all to talk about all the people or things in a group (everything in a group of three or more)
*all + plural noun
*all (of) the + plural noun
*all of us/them
 use either to talk about one of two people, things or groups (one or the other in a pair)
*either + singular noun
*either of the + plural noun
*either of us/them+singular verb
 use neither to talk about none of a group of two people, things or groups (not one and not the
other in a pair)
*neither + singular noun
*neither of the + plural noun
*neither of us/them+singular verb
Was/were going to (introduced)
 to talk about intentions in the past (the action may or may not happen. Using “but” shows it did
not happen)
 to give reasons why an intention does not/did not happen
 to refuse an invitation and give a reason
 to offer something (A question follows)

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 to mention predictions in the past (using “but” shows the prediction was incorrect)

 use all the language patterns in WHO 3 to express cause-effect relationships properly

WA 4 U3 + supplementary material (reinforced & introduced) 7

 Gerunds and Infinitives
o use gerunds as subjects, and after prepositions and certain verbs
o use infinitives as subjects, after certain adjectives, verbs and to show purpose
o use the negatives of gerund and infinitives
o use the verbs “stop, remember, forget and try” followed by gerunds and infinitives with
a difference in meaning

 use so and such to emphasize what things are like

o so + adjective
o *so + adjective + that + clause
o such (a / an) adjective + noun
o *such +a/an adjective + noun + that + clause
o such + noun (when the noun is something that is always beautiful, exciting, terrible, etc.)
(e.g. That’s such a nuisance)
**please remind students of uncountable nouns such as “knowledge”

PLEASE MAKE SURE YOU TEACH THE PASSIVE FORMS OF THE TENSES AND MODALS COVERED IN
THE SPAN.

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