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t English Language Center Major All Majors Course
Title General English Code ENG 101 Prerequisi
te None
Semester 1 2 3 4 5 6
Credit hr/w 3
Course Description: The course is designed to consolidate student’s previous knowledge of English, and bring it up to an intermediate level which enables them to enroll in ESP Courses
related to their respective majors. Contact hr/w 4 General Goal: To teach the four skills of listening, speaking, reading, and writing, as well as improving student’s pronunciation and vocabulary knowledge, with main emphasis on teaching communication competence in English.
Objectives : Upon completion of the course, students will be able to do the following :
Reading with reasonable comprehension various types of authentic texts using a variety of reading skills such as skimming, scanning, reading for details, and making inferences.
Writing medium length English composition using correct grammar, spelling, style, punctuation, and suitable vocabulary.
Engaging in various types of simple conversations with appropriate fluent and intelligible English, and correct comprehension
L = Lecture Hours, W = Workshop/Laboratory Hours, T = Tutorial Hours
Textbook:
New interchange English for intermediate international communication. J. Richards with J. Hull and S. Proctor 1. Student’s books 2.
Additional Readings and
Teaching Aids.
Workbook. 2
2. Audio Cassette or CD.
3. Video
4. Teacher’s Manual.
References: Oxford Word power Dictionary
SYLLABUS
Hrs Contents Instructional Objectives
4
Unit 1: A time to remember . people; childhood;
reminiscences
Students will learn and practice the following
Language functions and grammar rules:
1- Introducing & talking about oneself.
2- Exchanging personal information.
3- Remembering childhood.
4- Asking about someone’s childhood.
5- Using past tense used to for habitual actions.
4
Unit 2: Caught in the rush.
Transportation; its problems;
city services.
Talking about transportation and its problems.
2. Evaluating city services.
3. Asking for and giving in formation.
4. Using adverbs of quantity with countable and uncountable nouns
5. Using indirect questions from Wh-questions
4
Unit 3: Time for change . Houses and apartment; lifestyle changes; wishes
Describing positive and negative features.
2. Making comparisons.
3. Taking about lifestyle changes.
4. Expressing wishes.
5. Evaluation and comparison with adjectives: not…enough, too, not as… as, as…as.
6. Using evaluation and
comparison with nouns: not enough…, as many…; Wish.
4
Unit 4: I’ve never heard of that
!
Food; recipes; instructions ; cooking methods.
Talking about food.
2. Expressing likes and dislikes.
3. Describing a Favorite snack.
4. Giving instructions.
5. Using simple past vs. present perfect;
6. Using sequence adverbs: first, then, next, after that, finally.
4 Unit 5: Going places.
Travel; vacations; plans
Describing vacation plans.
2. Giving travel advice.
3. Planning a vacation.
4. Using future tense with be going to and will.
5. Modals for necessity and
suggestion: have to, must, need to, better, ought to, should.
4
Unit 6:
Sure, No. problem.
Complaints; household chores;
requests; excuses; apologies.
Making requests.
2. Accepting and refusing requests.
3. Complaining.
4. Apologizing.
5. Giving excuses.
6. Using two part verbs.
7. Will for responsibility to request
8. Using requests with modals and Would you mind…?
4
Unit 7:
What is this for?
Technology; instructions
1. Describing technology.
2. Giving instructions.
3. Giving advice.
4. Using infinitives and gerunds 5. Using infinitive complements.
4
Unit 8:
Let’s celebrate!
Holidays; festivals; customs, celebrations .
Describing holidays, festivals, customs, and special events.
Using relative clauses of time.
Using adverbial clauses: before, when, after.
4
Unit 9:
Back to the future.
Life in the past, present, and future, changes and contrast;
consequences
Talking about change.
Comparing time periods.
Describing possibilities.
Using time contrasts.
Using conditional sentences with IF clauses.
3
Unit 10:
I don’t like working on weekends.
Abilities and skills, job.
Preferences; personality traits.
Note: The reading passage"
ARE YOU IN LOVE ?" is deleted
Describing abilities and skills.
2. Tasking about job preferences.
3. Describing personality traits.
4. Using gerunds.
Using short responses.
Using clauses with because.
4
Unit 11:
It’s really worth seeing!
Landmarks; monuments;
aspects of countries; world knowledge.
Talking about landmarks. And monuments.
Describing countries.
Discussing facts.
Using passive with by Using passive without by
4
Unit 12:
It’s been a long time!
Information about someone’s past, recent past events.
Asking about someone’s past.
Describing recent experiences.
Using past continuous vs. simple past.
Using present perfect continuous
-
Unit 13:
This unit is deleted
3
Unit 14:
So that’s what it means!
Nonverbal communication;
gestures and meanings;
emotions; signs and
meanings; drawing conclusion;
proverbs.
Interpreting body language.
Explaining gestures and meanings.
Describing emotions.
Explaining proverbs.
Asking about signs and meanings.
Using modals and adverbs: might, may, could, and must, maybe,
perhaps probably.
Using permission, obligation, and prohibition
3
Unit 15:
What would you do?
Money, hopes;
Predicaments,;
Speculations.
Speculating about past and future events.
Describing a predicament.
Giving advice and suggestions.
Using conditional sentences with if clauses
Using past modals
3
Unit 16:
What’s your excuse?
Requests; excuses,
Invitations; “white lies”
Reporting what people say.
Making requests.
Making invitations and excuses.
Using reported speech: requests.
Using reported speech.
3
Revision 3 revisions
2 Quizzes and exams 2 exams
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Departmen t
General Studies/English Centers
Major Telecom/Electronic/Electric Course
Title
ESP I Code Eng 142
Prerequisit e
General English
Semester 1 2 3 4 Credit hr/w 3
Course Description:
This ESP preliminary course aims at introducing students to the important aspects of technical English related to electronics, electrical and telecommunication fields in order to prepare them for a higher-level course of the same nature.
Contact hr/w
4
General Goal:
Utilizing an integrated approach of teaching the four skills, the general goal of this course is to enable students of electronics, electrical and telecommunication fields to be familiar with the register of technical English used in these fields.
Objectives:
Students should be able to demonstrate their ability to:
• Grasp and use an adequate amount of terminology in the field of electronics and electrical.
• Comprehend technical texts.
• Relate grammatical structures to technical material.
• Understand acronyms as they relate to electronics and electrical fields.
• Prepare and present orally technical material covered in the classroom.
• Write sequences, facts, descriptions, comparisons, and give instructions.
• Understand and use the received spoken language presented in the classroom.
Textbook: Oxford English for Electronics-Glendinning A additional
Reading:
English for Telecommunications Industry –Jeremy Comfort et.al
References:
SYLLABUS
Hrs Contents Instructional objectives
4 Unit 1: Electronics in the Home
Students will learn and practice the following skills and grammatical points:
Reading the passage to spot the electronic devices given in task 1.
Transferring the information in the form of a table.
Free writing about the uses of electronics in the future.
Reading to understand diagrams & answer the questions that follow.
Learning to describe using: consists of, is composed of, is connected to, is linked to.
Filling in the gaps & describing the diagram.
3 Unit 4: Component
values
Scaning a technical text for specific information.
Reading another technical text to answer questions that follow
Interpreting a diagram to fill in the gaps.
Using relative clauses to link facts.
Using to + infinitive verb to show the link between facts and ideas in writing
4 Unit 5: Batteries Listening to the tape to check the answer.
Reading to understand and then label diagram.
A asking B to fill the missing details.
Reading the passage to name the components.
Describing diagrams using: is called, & is known as.
3 Unit 7 Sound engineer Identifying detail from an interview.
Comparing information they hear with information they read.
Giving advice informally.
3 Unit 8 Remote Control Reading to transfer information from a text
to a diagram.
Writing sentences using a flowchart &
time clauses.
Working in pairs to fill in the gaps of a flow chart & block diagram.
Describing a radar system using the completed diagram.
4 Unit 9 Alarm systems Listening to the tape to complete the table below.
Reading to find information from a chart.
Using if-sentences to link action &
consequences.
Transfering information from the text to the table.
Recognizing common collocations in electronics.
Writing short explanations of electronic circuits
2 Unit 11 Transistor characteristics
Locating & applying technical information from a table.
Describing transistor characteristics in writing.
Ordering components by letter.
4 Unit 12: Metal detector Listening to the tape & answering.
Making inferences by linking what they read with what they know.
Identifying grammar links in a text.
Using transitive verbs common in electronics.
Linking facts & ideas to form a short explanation.
3 Unit 14: Day release student
Listening to an interview to compare their views and ideas with those of the speaker.
Using would to describe possible future events.
Making common collocations in electronics.
4 Unit 16: Audio recording system
Reading the text to spot differences between LPs & CDs.
Transferring information from a text to a table.
Using casual verbs.
Exchanging information orally.
Linking facts & ideas to write an explanation.
4 Unit 19: Test and repair Locating & applying information from a text.
Transferring information from a diagram to a text.
Using cause & effect structures with cause
&make.
Understanding compound nouns.
5 Unit 24: Digital Watch Surveying the class on digital watches.
Reading cause & effect structures to describe a cause & effect chain.
Linking facts & ideas to write an explanation of LCDs.
3 10
4
Revision
Supplementary material Quizzes and exams
Suggestions for Teachers:
• They are expected to introduce or bring in additional supplementary materials in the form of a chart or overhead transparency.
• Have frequent consultations with science subject teachers to give any kind of additional information required.
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