Federal Democratic Republic of Ethiopia

Ministry of Science and Higher Education

Communicative English Skills I Syllabus

Members of the Coordinating Team

1. Tekle Ferede (Jimma University)

2. Temesgen Mereba (Jimma University)
3. Yinager Teklessilasie (Bahir Dar University)

Members of the Syllabus Development Team

1. Hailom Banteyerga (Addis Ababa University)

2. Geremew Lemu (Addis Ababa University)
3. Sofia Endris (Haramaya University)
4. Abebe Asres (University of Gondar)
5. Bezawit Fisseha (Selale University)
6. Berhanu Bekele (Wollega University)
7. Abera Kassaye (Arsi University)
8. Gedefaw Abiye (Debre Markos University)
 ............................... University

Department of English Language and Literature

Course Syllabus
1. Instructor Information

Name:

Mobile:

Email:

Office No:

2. Course Title:Communicative English Skills I

3. Course Code:EnLa 101

4. Credit Hours:3

5. Semester:I

6. Course objectives

At the end of this course, students will be able to:

 Express themselves in social and academic events in English--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
7. Course Description

Communicative English Skills Iis a course designed to enable studentsto communicate in English intelligibly with acceptable accuracy,
fluency and ability to use English appropriatelyin 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 six units covering topics related to the life world of students as well as of societal
relevance.

Prerequisite: None

8. Course Contents

Week Study Hours Units Sections/Sub-sections Role of Students and Teachers Expected Learning
Outcomes
Unite 1: Introducing Oneself
Section 1: Listening
Activity one
-Students listen and take notes; use notes for class -using English to introduce
3 Hours -Introducing oneself (who you are, discussion. oneself
where you came from, where you -Teacher introduces himself/herself.
finished your primary and secondary -taking notes in English from
-Teacher facilitates that all students introduce
school), what you intend to study and the introductions listened to
themselves and engages students in group
why discussion where they ask more questions to their -interacting in English by asking
 friends using the notes they took (speaking). more questions using the notes
-Teacher gives more input on introductions—use already taken
of language and style of introducing oneself.
He/She explains the grammar and vocabulary
used in introductions mainly the simple present
and simple past (Grammar), and lexical items that
express actions can be given focus.

Section 2: Reading

Activity one -Teacher introduces the story and arouses -reading and understanding texts
students’ interest. He/She asks pre-reading of simple stories
-Reading a short biography written in questions and pre-teaches key vocabulary. -learning the structure of
simple English: using background -Students answer pre-reading questions and composing a biography
knowledge, reading with discuss their answers. -learning the language used in
comprehension, making notes while -Teacher instructs students to read the text in writing biography
reading, guessing meanings, attending detail and answer comprehension questions. -guessing meanings from context
to reference words & discussing -Students read the story, write notes as they read; - taking notes while reading
notes, guess meanings of new words, attend to reference -reading with comprehension
words (e.g. pronouns), discuss notes & answer a -identifying text relationships
few comprehension questions. while reading
-interacting in English using the
notes made while reading

5 Hours
Activity two
-Teacher introduces the essay and asks students to -learning descriptive vocabulary
-Reading a short deductive essay: read it quickly.
-Students read the essay, notice words written in -using notes to interact in
taking notes while reading, discussing
bold, write notes as they read and discuss their English
notes, guessing meaning while
reading, identifying descriptive notes.
-writing short descriptive
words,using descriptive words in -Teacher, after a brief lecture ondescriptive words,
sentences
sentence writing instructs students to focus identify the descriptive
words written in bold in the essay. -exchanging feedback and
-Students read specific parts in the essay;notice correcting sentences
descriptive words;learn what the words are used
to describe (physical appearance, personal values, -interacting in English while
comparing own sentences.
 etc).
-Teacher, after giving example sentences,
encourages students to write short sentences
describing a person/an object/a place, etc using
selected words; discuss their sentences and correct
them.
-Students write sentences & discuss them.
Unit 2: Study Skills
Section 1: Listening
Activity one
-Teacher introduces the activity &encourages -interacting in English while
-listening to a talk on habits of students to reflect on their own study skills. reflecting on one’s study skills
successful students: reflecting on -Students talk about their study skills in small
one’s study skills, taking notes while groups. -taking notes while listening
listening, discussingnotes, answering -Teacher reads out a short expository text on
listening comprehension questions, -interacting in English using
habits of successful students.
discussing answers notes taken while listening and
-Students listen to the teacher and take notes; answers to listening comp.
discuss their notes. questions
-Teacher reads out the text again to facilitate
comprehension; instructs students to answer
comprehension questions & discuss their answers.
Teacher finally discusses answers to the questions
with students.
2:30 Hours
-noticing grammar pattern (the
Activity two -Teacherreads out the text on habits of successful language of giving advice)
students once more & encourages students to
-Giving advice using tips from the improve thenotes they made in Activity one. -attending to form, function and
listening text: using the language of -Students listen to the teacher again and improve meaning of grammar (the
giving advice their notes. language of giving advice)
-Teacher writes example sentences, which give
advice through ‘should’, ‘had better’ and ‘ought -improving notes and using them
to’ using tips from students notes; draws students’ to interact in English
attention to the language of giving advice in the
- giving advice in English
example sentences.
 -Students notice the language of giving advice in
the example sentences.
-Teacher gives brief a lecture on the language of
the language of giving advice.
-Students listen to the lecture and take notes at the
same time; discuss their notes.
-Teacher engages students in interaction by asking
for and giving advice (orally) on personal issues.
-Students ask for and give advice about personal
issues.
Section 2: Reading
Activity one
-Reading an expository essay on -Teacher introduces the activity; pre-teaches -using prior knowledge in text
study skills: reading with vocabulary and asks a few pre-reading questions. comprehension
comprehension, attending to new -Studentsthe text quickly and answer pre-reading -skimming for main ideas and
vocabulary, writing notes while questions; discuss their answers. scanning for specific facts
reading,writing brief summariesfrom -Teacher asks skimming and scanning questions. -reading for detailed
notes -Students skim-read and scan the text to answer comprehension
the questions. -guessing meaning of words
-Teacher encourages students to read the textin based on context
detail, guessing meanings of new words (written -writing notes while reading
in bold) and making notes while reading. -interacting in English using
-Teacher discussesmeanings of some new words notes and answers to reading
4:30 Hours as they are used in the text, and orders them to do comprehension questions.
comprehensions questions. -Writing short one-paragraph
-Students answer comprehension questions; then summariesbased on notes made
discuss their answers in small groups before they while reading
receive feedback from the teacher. -learning from peer feedback
-Teacher encourages students to improve their
notes (by referring to the text),discuss them and
write summaries based on them.
-Students develop their notes into one-paragraph
summaries; discuss and improve them.

Activity two -Teacher asks students to list the main things done -noticing grammar pattern (the
 in activity one. present perfect and the past
-Studying the present perfect tense -Students list what have been done and quickly perfect tenses)
and the past perfect tense: form, use discuss them.
and meaning of conditionals -Teacher asks individual students to tell their -attending to form, function and
answers and writes sentences in the present meaning of grammar (the present
perfect tense (e.g. We have done…) based on the perfect and the past perfect
responses. tenses)
-Students notice the form of the present perfect -using the present perfect tense
tense in the example sentences. and the past perfect tense
-Teacher gives a shortlecture on the simple correctly especially in writing
present tense and the past perfect tense.
-Students listen to the lecture and write down
notes; then discuss the notes.
-Teacher gives context-based exercise which
students do as home-take assignment.
Unit 3: Sports and Health
Section 1: Listening
Activity one

-Listening about Zinedine Zidan (who -Teacher introduces the activity, pre-teaches -talking about a famous person
he is, his childhood, his professional vocabulary (e.g. professional career) and asks few
career): using prior knowledge pre-listening questions. -understanding the structure of a
(talking about a famous football -Students answer pre-listening questions. story
player), predicting what comes next -Teacher reads out a brief story about Zinedine
-interacting in English using
and checking prediction, taking notes Zidan.
notes and answers to exercise
3 Hours while listening, discussing notes, -Students listen to the story, write notes as they
presenting oral summary), asking and listen and complete a table (exercise) as they -presenting oral summary
answering Wh-questions listen.
-Teacher encourages students to interact in -asking and answering Wh-
English using their notes and answers to the questions
exercise.
-Students discuss their notes and answers; present
oral summary of the story about Zinedine Zidan.
-Teacher engages students in conversation-asking
and answering Wh-questions about Zinnedine
 Zidan (e.g. When was Zinedine Zidane born?).

-Teacher redirects students to the txt about

Activity two Zinedine Zidan; asks them to tell what they will -learning the forms, uses and
do if they meet Zinedine Zidan (using the clue: If meanings of conditional Types I,
-Studying conditionals (form, use and I meet Zinedine Zidan, I will…). II and II
meaning) -Students follow the clue and write complete
sentences. - using conditionals correctly
-Teacher asks students to discuss answers, and especially in writing
later on, feedbacks on their answers.
-interacting in English using
-Students discuss their answers.
notes and answers to exercise
-Teacher gives a brief lecture on conditionals.
-Students listen to the lecture and take notes as
they listen; discuss their answers.
-Teacher gives a short context-based exercise.
-Students do the exercise in writing and then
discuss answers in groups.
Section 2: Reading
Activity one
-Teacher asks pre-reading question: How do -discussing a familiar issue in
-Reading a short expository passage
sportshelp you to improve your health? English
on sports and health: discussing how
-Students discuss their answers to the question. -reading a text to grasp main
sports improve health, reading for
-Teacher instructs students to read the passage for ideas
main ideas, making notes while
main idea, making notes as they read. -writing notes while reading
reading, developing notes into short
4 Hours -Students discuss their notes of the main ideas of -developing notes into short
summaries, comparing summaries
paragraphs. summaries
-Teacher encourages students to discuss their -interacting in English while
notes and develop their notes into short comparing summaries
summaries.
-Students write summaries;discuss the summaries.

-Teacher instructs students to work out meanings

Activity two
of words written in bold in the passage on sports
-Working on vocabulary:using word and health (using context and word formation
 formation clues).
-Students notice the words and work out their -using prefixes and suffixes to
meanings; discuss their answers in groups and workout meanings of new
then with the teacher. words.
-After a brief lecture, teacher gives exercise that
involves working out meanings of words using
prefixes and suffixes.
-Students do the exercise; discuss their answers in
pairs and then with the teacher.

Unit 4: Cultural Values

Section 1: Listening
Activity one
-Listening about cultural tourism: -Teacher introduces the activity and asks pre- -interacting in English based on
discussing how culture attracts listening question: How can culture attract background knowledge
tourists, listening with tourists?
comprehension, taking notes while -Students discuss the question and write agreed- -interacting in English using
listening, discussing notes, upon answers which they will share to the whole written answers
3:30 Hours developing notes into one-paragraph class, orally.
summaries -listening with comprehension
-Teacher reads out the text.
-Students listen to the teacher and take notes as -taking notes while listening &
they listen; then discuss the notes. discussing notes in English
-Teacher draws the students’ attention to
comprehension questions (Students answer the -writing short summaries from
questions and discuss their answers). notes taken while listening
-Teacher encourages students to develop their -learning from peer feedback
notes into one-paragraph summaries.
-Students write summaries and then exchange
them for peer feedback.
Section 2: Reading
Activity one
-Reading an expository text on -Teacher introduces the activity and asks few pre- -interacting in English by
culturalvalues: reading with reading questions. answering pre-reading questions
 comprehension, writing notes while -Students skim-read & scan the text and answer -reading a leveled-text for
reading, answering comprehension the questions orally. detailed comprehension
questions, summarizing the text based -Teacher orders students to read the text for -working out meanings of words
on notes made while reading, detailed comprehension, writing notes as they from context
discussing summaries read, guessing meanings of new words based on -identifying reference-referent
context and identifying reference-referent relationships in a text
relationships. -writing notes while listening
-Students read the text in detail and answer -interacting in English using
comprehension questions. notes made while listening
-Teacher encourages students to discuss the notes -summarizing text based on
5:30 Hours
they made while listening. notes
-Students discuss the notes in small groups -learning from peer feedback
-Teacher encourages students to summarize the
text using their notes.
-Students summarize the text & discuss their notes

Activity 2 -learning how to use simple

-Revision simple present, simple past, present, simple past, present
-Teacher selects few sentences from the text on perfect and past perfect tenses
present perfect and past perfect culturalvalues and changes the verbs into different
tenses: revising form, use and tenses. -writing sentences using simple
meanings of these tenses, writing -Students read the sentences and revise verb forms present, simple past, present
short meaningful sentences using and tense meanings. perfect and past perfect forms of
simple present, simple past, present -Teacher selects more sentences from the passage verbs.
perfect and past perfect forms of and asks students to change the verbs into
verbs different tenses. -discussing answers in English
-Students do the exercise in writing and discuss
-learning grammar
their answers.
independently
-Teacher gives students few verbs and asks them
to construct short meaningful sentences using the
tenses in focus.
-Students do the exercise individually and discuss
their answers in small groups before they show
them to the teacher.
-Finally, teacher assigns self-study and portfolio
 compilation task on present, past and perfect
tenses.

Unit 5: Tourism and Wildlife

Section 1: Listening
-Listening about human-wildlife
3 Hours -interacting in English using
conflict (argumentative text): using -Teacher introduces the activity, pre-teaches few background knowledge
words and asks few pre-listening questions.
prior knowledge, listening with
-Students discuss the questions and then answer -listening with comprehension
comprehension, making notes while
reading, writing summaries using the them orally. -writing notes while listening
-Teacher reads out the text.
notes, discussing the summaries
-Students listen to the teacher and take notes as -developing notes into
they listen. paragraph-level summaries
-Teacher discusses answers to comprehension -discussing summaries in
questions and orders students to develop their English
notes into one-paragraph summaries.
-Students write one-paragraph summaries using -learning from peer feedback
the notes they made while listening.
-Teacher encourages students to discuss their
summaries in English, talking about errors and
correcting them together.
Section 2: Reading
Activity one
-Reading a text on tourism and -Teacher introduces the activity and distributes -interacting in English while
wildlife: using visual, reading with copies of a map. interpreting map
comprehension,guessing meanings of -Students study the map in groups.
-Teacher discusses the map with students and -reading with comprehension
words based on context, writing brief
notes while reading, discussing notes instructs students to read the text for detailed -working out meanings of words
and developing them into summaries, information. from context
discussing summaries -Students read the text silently, guessing meanings
of words and writing notes as they read; answer -discussing notes and answers to
comp. questions. exercise in English
-Teacher encourages students to compare answers
and interact in English in doing so. -writing notes while reading
 -Teacher discusses students’ answers; encourages
students to discuss their notes and develop them -developing notes into paragraph
into short summaries. summaries
-Students discuss their notes and develop them -learning from peer feedback
into two-paragraph summaries.
-Teacher encourages students to give feedback on
their partners’ summaries.
-Students give feedback.

-Teacher draws students’attention to some words

written in bold in the text on tourism and wildlife. -taking and discussing notes
Activity two
6 Hours -Students notice the words. while learning vocabulary
-Working on denotative and -Teacher writes a few sentences showing
connotative meanings denotative and connotative meanings; explains -attending to connotative and
denotative and connotative meanings of thewords denotative meanings while
as used in the example sentences. studying vocabulary.
-Students read the example sentences and write
brief notes from the teacher’s explanation; then
discuss the notes quickly.
-Teacher encourages students to learn denotative
and connotative meanings of few words from
dictionaries.

-Teacher introduces the activity and gives out -interacting in English using
Activity three pictures of tourist sites with their resources (e.g. pictures.
the Walia Ibex at the Semen Mountains) in
-Revising conditionals: constructing Ethiopia. -interacting in English while
meaningful sentences based on -Students discuss the pictures. learning grammar
pictures -Teacher constructs sentences (e.g. If I go to the
Semen Mountains, I will see the Walia Ibex,) -using grammar
based on the pictures. communicatively.
-Students discuss the grammar in the sentence.
-Teacher asks students to construct similar -learning grammar
sentences based on the rest of the pictures. independently
-Students write short sentences and discuss them
 before they show them to the teacher.
-Teacher finally assigns self-study and portfolio
compilation task on conditional sentences.
Unit 6: Population
Section 1: Listening
-Teacher introduces the activity and pre-teaches -learning vocabulary while
Activity one
vocabulary: population, density, population listening to a talk.
3 Hours -Listening about population density: density. -listening with comprehension.
learning the meanings of ‘population’, -Students write and discuss meanings of the
words. -interacting in English using
‘density’ and ‘population density’,
-Teacher reads out a short text on population notes and answers to the
predicting what comes in the talk and
density. questions.
checking prediction, listening with
-Students listen to the teacher, take notes as they -developing notes into
comprehension, taking notes while
listen & answer comprehensions questions. summaries; discussing
listening, discussing notes, writing
-Teacher encourages students to discuss their summaries
short paragraphs using the notes and
notes and answers. -learning from peer feedback
discussing them
-Students discuss their notes and answers.
 Section 2: Reading
Activity one
-Teacher distributes copies of a table, a graph
-Reading a text on population
and a pie chart that displaythe 5 most -writing interpretative paragraphs
pyramid: interpreting tables, graphs
populated cities in the world.
and pie charts, reading with -interacting in English while
-Students write short paragraphs interpreting
comprehension, making notes while reading
the table, the graph and the pie chart (based a
reading, discussing notes, developing
model provided by the teacher).
notes into paragraphs, discussing and -reading with comprehension
-Teacher encourages students to discuss their
improving paragraphs
paragraphs, and improve them later on. -writing improved versions of
-Teacher orders students to read the text on paragraphs based on peer feedback
population pyramid, make notes as they read,
discuss notes and answer questions; then
discuss them.
-Students read the text silently, make notes
while reading, discuss their notes, answer
comprehension questions and discuss them
-Teacher encourages students to write
paragraphs based on their notes, discuss the
paragraphs and improve them.

7 Hours Activity two

-learning the meaning of
-Studying collocation: learning the -Teacher writes the word ‘population’ in a ‘collocation’
definition of collocation, identifying circle with lines branching out from the border. -using collocation in vocabulary
words that collocate with -Students view the word in the circle. study
‘population’, doing exercise on -Teacher writes words that collocate with
collection, using collection in ‘population’ at the endings of two lines (e.g.
vocabulary study population density).
-Students notice the examples and discuss them
in pairs.
-Teacher asks students to find, from their
dictionaries, words that collocate with
‘population’ and complete the exercise (based
on the circle).
 -Students use dictionaries to identify words that
go in company with ‘population’, and complete
the exercise.
-Teacher makes students discuss their answers.
-Students discuss their answers.

Activity three -Teacher writes one active and one passive

sentence taken from the passage on population
-Working on active and passive density. -attending to form, use and
constructions (form, use, meaning): -Students notice the grammar patterns in the meaning in studying active and
noticing grammar pattern in example example sentences. constructions.
sentences, listening to a brief lecture, -Teacher gives a short lecture on active and
writing lectures notes, discussing passive constructions (taking examples from -discussing notes and answers to
notes, identifying active and passive the text on population density. questions in English
constructions, completing -Students listen to the teacher and take notes.
contextualized exercise, reading -learning grammar independently
-Teacher encourages students to discuss their
independently and compiling notes and answer context-based exercise.
portfolio on passive constructions -Students discuss their notes, do exercise and
discuss in answers.
-Teacher finally assigns self-study and portfolio
compilation task.

6. Independent Work

 Self-Study and portfolio compilation on:

 present tenses
 perfect tenses
 conditionals
 active and passive constructions

7. Teaching Methods

 Short lectures
  Pair and group work
 Discussions
 Presentations
 Independent learning (e.g. independent reading)

8. Assessment

 Active Participation =5%

 Individual Assignment (portfolio)= 10%
 Group Assignment = 15%
 Written test = 10%
 Oral presentation = 10%
 Final Examination = 50%

9. Grading

10. Course Policy

 Regular attendance
 Punctuality
 Active participation
 Feedback provision
 Support and cooperation
 Fairjudgment
 Transparency
 Mutual respect
 Tolerance
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