ELI, KAU, Women’s Campus
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King Abdul Aziz University
English Language Institute Women’s Campus 2010-2011
ELI 103 COURSE DESCRIPTION Level Three (Pre-Intermediate) Textbook: New Headway Plus Pre-Intermediate, by John and Liz Soars, 2006
Oxford University Press
Course Code: ELI 103 Credits: 2
Prerequisite: ELI 102 or appropriate score on placement test
Student Learning Outcomes
By the completion of the course, students will be able to:
• Understand main ideas of text on most everyday topics.
• Use appropriate language in common social situations.
• Demonstrate control of basic grammar.
• Produce clear text on a variety of subjects and explain a viewpoint on a topical issue.
Specific Instructional Objectives
I. Grammar:
Students demonstrate adequate control of the following structures:
Tenses: Present Simple, Present Continuous, Past Simple, Past Continuous, Present Perfect Simple, Present Perfect Continuous, Past Perfect, Future (going to & will), First & Second Conditionals, Passive – past, present, present perfect & future, Reported Speech
Verbs: Auxiliary Verbs (am, is, are, was, were), Modals (can, could, have (got) to, must , should, might); Regular & Irregular verbs, Infinitive of Purpose (to buy, to visit), Verb + -ing, Verb + prep+ - ing; Verb + infinitive; what (etc.) + infinitive, something (etc) + infinitive
Sentence Building: Wh Questions & Yes/No Questions, Negative sentences Articles: a / an / the
Adjectives: Comparative & Superlative, Adjectives with –ing and –ed endings
Adverbs: Adverbs of Frequency, Use of ever, never, yet, just, & ago, Adverb formation: add -ly
Prepositions: Prepositions of Place (opposite, in front of, between, near, behind, on the corner of), Time (in, at, on) and Movement (up, down, through, past, across, etc.)
Quantifiers: some, any, many, much, a few, a little, lots of, a lot of Indefinite Pronouns: someone, anybody, everywhere, etc.
ELI, KAU, Women’s Campus
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II. Vocabulary
Students can use a range of vocabulary to talk about a variety of everyday topics and issues. They can select appropriate vocabulary to talk about feelings, opinions and experiences. They can begin to understand and use a number of phrasal verbs and collocations.
Lexical fields:
• Jobs
• At the doctor
• In a hotel
• Traveling
• Public notices (Keep off the grass, etc.)
Word Building:
• Forming Nouns with suffixes: -ation, -sion, -ment, -ness, -ence, -ance
• Forming Adjectives with suffixes: -y, -ly, -ous, -ful, -less
• Forming negatives with prefixes: un-, im-, in-, il-, dis-
• Forming Adverbs with suffix -ly
• Word building, e.g. death-die, variety-various
Dictionary Skills:
• Parts of speech
• Words with more than one meaning (e.g. book, flat)
Adjectives:
• Adjectives that describe people and places
• Adjectives that describe feelings and situations, difference between –ed /-ing endings (bored / boring)
• Synonyms and Antonyms
Adverbs: hard, still, just, especially, exactly, nearly, etc.
Collocations:
• Verb + noun (e.g. go crazy, tell the truth)
• Verb + complement ( e.g. take responsibility, live abroad)
• Compound nouns (e.g. alarm clock)
• Word pairs ( e.g. do’s and don’ts, peace and quiet)
• Opposite verb phrases (e.g. break a cup, mend it)
• Phrasal verbs: literal and figurative meanings (take off, go away, run out of, etc.)
III. Speaking / Conversation Skills
Students can establish and maintain social contact by using appropriate language in most common situations:
Greetings & Farewells Introductions
Social Expressions (e.g. Congratulations, Never mind, Same to you)
ELI, KAU, Women’s Campus
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Showing Interest
Exclaiming (with so, such) Target Functions:
• Can ask for and talk about time & date
• Can conduct both formal and informal phone conversations (e.g. Hold on, Who’s speaking?)
• Can ask about products and carry out regular transactions in public places like shops, banks, offices, and hotels (e.g. I’d like to make a reservation, etc.)
• Can conduct simple transactions in a hospital or doctor’s office
• Can ask for and give adequate directions (through, past, up, over, across, etc.)
• Can express feelings and respond to others’ feelings (e.g. Oh, what a pity, Cheer up!)
IV. Writing
Students can write simple, logical and connected multi-paragraph texts on topics which are familiar or of personal interest. Students make occasional errors of grammar and mechanics (spelling, capitalization, punctuation).
Transitions:
Use of the following linking words & relative pronouns to add cohesion in writing:
• and, but, so, because, although, however
• when, which, where, who, that
• when, while, during, for
• firstly, secondly, for example, also
Multi-paragraph Writing:
• Can write a clear topic sentence
• Descriptive texts describing people, places, events, experiences and feelings (e.g. Describe your best friend, Describe a holiday, Describe the happiest day of your life) using appropriate linking words and relative clauses.
• Simple narrative texts using appropriate linking words and narrative markers.
V. Listening
Students…
• Can demonstrate understanding of most aspects of all conversational topics.
• Can understand and extract the essential information from recorded passages dealing with everyday matters and provide feedback.
VI. Reading
Students…
• Can scan a text for specific information
• Can identify the main idea of a paragraph in a text
• Can make inferences
