Yanet-Liyana College of Health Sciences: Department of Pharmacy & others
COURSE OUTLINE
I: Identifications
Course Title: Communicative English Language Skills -II
Course Code: (FLEn 1012)
Course behaviour: Common course for all undergraduate students
Credit hour: 3`
Instructor: Zemichael Hailu
II: Desired Learning Outcomes
Up on completion of this course, students are expected to:
- identify different components of ‘life skills’ so that they can actively apply them in life;
- become successful in living a community successfully and endeavour to execute skills
to solve problems that may occur in their community;
- develop their speaking, listening, reading and writing abilities in different areas including
‘life skills’; and
- know the ‘voices’ in grammar and apply them in academic writing to enhance their
writing and reporting quality.
III Course Description
Communicative English Language Skills II Module is a continuation of Communicative English
I Module, and it mainly aims to provide first year University students proficiency with reading,
speaking and writing skills. It also aims to help students learn vocabularies that are assumed
unfamiliar to them. In the grammar part, with the intention of providing explanations, brief notes
are given in each unit. The module consists of five units with three supplementary reading at
the end of the Module
IV Learning and Teaching Strategies
There is a consensus among language pedagogy experts that there is no one best method in language
teaching. Therefore, different delivery systems that focus on theory and practical work have been suggested
for this course. Lecturer-method or gaped lecture method is suggested particularly at the beginning of the
lesson during which the instructor reflects on basic issues related to semantic boundaries of terminologies
related to the course. Then, in order to promote self-learning discovery method, students are assigned to
carry out library work and present their findings in the classroom for group discussion. During the
presentation sessions, instructor-led reflections should be made on the main points of each presentation to
capture important issues.
VI: Course Contents
Unit I : Life Skills
Part I Reading passage: The concept of life skills
Part II Grammar: Active and passive voices
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Part III Speaking
Part IV Writing
Unit II: Speculations about the future of Science
Part I Reading passage: Grassroots attack in bilharzia
Part II Grammar: Future Tense
Part III Speaking
Part IV Writing
Unit III: Environmental protection
Part I Reading: Environmental Challenges: A river run through it
Part II Grammar: Modal verbs
Part III Speaking
Part IV Writing
Unit IV: Indigenous Knowledge
Part I Reading: A local Pathway to Global Development
Part II Grammar: Reported Speech
Part III Speaking
Part IV Writing
Unit V: Cultural Heritage
Part I Reading: Cultural Heritage
What is it? Why is it important
Part II Grammar: Relative Clauses
Part III Speaking
Part IV Writing
Supplementary Readings
A. Environmental Problems
B. The Origin of Humans: The Record From the Afar of Ethiopia
C. Tourism Can be Used to Preserve Ethiopia’s Cultural and Historic Wealth
VII Course Assessment Methods and Criteria
Individual Assignment ……………….………………15%
Test……………………………………………………15%
Presentation…………………...................................... 20%
CA ……………………………………………………10%
Final Examination.........................................................40%
VIII References:
References
Azar, B. S. (2003). Fundamentals of English grammar. Longman.
Eggenschwiler, J.,& Biggs, E.D. (2001). Writing: Grammar, Usage, and Style. New York.
Hungry Minds. Inc
Lucy, J. A., & Lucy, L. A. (Eds.). (1993). Reflexive Language: Reported Speech and
Meta pragmatics. Cambridge University Press.
Murphy, R. (2012). English Grammar in Use. Ernst Klett Sprachen.
Naylor, H., & Murphy, R. (2007). Essential Grammar in Use. Supplementary Exercises. With
Answers. Ernst Klett Sprachen
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