Hawassa University
College of Social Sciences and Humanities
Department of English Language and Literature
Instructor’s Name: Robe D. (MA in TEFL) Email address: [email protected] Office
Course Title: Communicative English Language Skills I Course code: EnLa 1011
Credit Hours: 3 Prerequisite Course: None Program: Regular
Delivery Mode: Semester Based Academic year: 2016/2024
Course Objectives: At the completion of this course students will be able to
Develop skills to express themselves in social and academic events in English
Learn to use English intelligibly with reasonable level of curacy and fluency.
Listen and comprehend to talks related to social and academic events given in English.
Read and understand texts written in English –texts on academic and social matters.
Write in English as academically and socially desirable.
Learn and develop their English on their own—learning to learn: the language and the skills.
Course Description
Communicative English Skills I is a course designed to enable students to communicate in English intelligibly with
acceptable accuracy, fluency and ability to use English appropriately in different contexts. The course exposes students
to English language learning activities designed to help students use English for their academic and social needs.
Students would be engaged in language learning development activities through doing and reflection on action. This
includes grammar and vocabulary as used in communicative events and all skills and their sub-kills: speaking, listening,
reading and writing. The language and skills are integrated where one becomes a resource to the other. There are five
units covering topics related to the life world of students as well as of societal relevance.
Course Contents
UNIT 1: Study Skills
1.1 Listening: What Is a Lecture?
1.2 Grammar focus: Modals and Infinitives for Giving Advice
1.3 Reading: Reading for study
1.4 Grammar Focus: Present Perfect Tense
Unit 2: Health and Fitness
2.1 Listening: Zinedine Zidane
2.2 Grammar focus: Conditionals
2.3 Reading: Health and Fitness
2.4 Vocabulary: Guessing Meaning from Context
Unit 3: Cultural Values
3.1 Listening: Cultural Tourism
3.2 Grammar focus: The present simple, past simple, present perfect and past perfect in contrast
3.3 Strategies for Improving English Grammar Knowledge
3.4 Reading: The Awramba Community
Unit 4: Wildlife
4.1 Listening: Human-wildlife Interaction
4.2 Reading: Africa‘s Wild Animals
4.3 Vocabulary: Denotative and Connotative Meanings
4.4 Grammar focus: Conditionals Revised
Unit 5: Population
5.1 Listening: Population Density
5.2 Reading: Population pyramid
5.3 Vocabulary: Collocation
5.4 Grammar focus: Voice
Teaching and Learning Method: Short Lecture, Pair and Group Work, Discussions, presentations and
Independent Learning (e.g. Independent reading).
Modes of Assessment (Tentative): Individual Assignment (10%) Tests (10%)
Group Assignment (15%) Attendance (5%)
Presentation (10%) Final Exam (50%)
Course Policy
Regular Attendance Punctuality Active Participation
Feedback Provision Support and Cooperation Fair Judgment
Transparency Mutual Respect Tolerance
References
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Bouchard, M. 2005. Reading comprehension strategies for English language learners: 30research-based
reading strategies that held students read, understand and really learn content from their
textbooks and other nonfiction materials. New York: Scholastic.
Cameron, L. 2001. Teaching languages to young learners. Cambridge: Cambridge University Press.
Chamot, A.U. 1987. The learning strategies of ESL students. In A. Wenden & J. Rubin (Eds.). Learner strategies in
language learning (PP 71-85). Prentice-Hall: Hemel Hempstead.
Gairns, R. & Redman, S. 1986. Working with words: A guide to teaching and learning vocabulary.
Cambridge University Press.
Murphy R. 2004. English grammar in use: A self-study reference and practice book for intermediate
students of English (3rd Ed.). Cambridge University Press.
Department of Foreign Language and Literature. 1996. College English (Volume I and Volume II). Addis
Ababa University Press.
McNamara, D.S. (Ed.). 2007. Reading comprehension strategies: Theories, interventions,
and technologies. New York: Erlbaum.
