ELI, KAU, Women’s Campus
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King Abdul Aziz University
English Language Institute Women’s Campus 2010-2011
ELI 104 COURSE DESCRIPTION Level Four (Intermediate)
Textbook: New Headway Plus Intermediate, by Liz and John Soars, 2006 Oxford University Press
Course Code: ELI 104 Credits: 2
Prerequisite: ELI 103 or appropriate core on placement test
Student Learning Outcomes
By the completion of the course, students will be able to:
• Understand a wider range of longer passages, both written and spoken.
• Use appropriate language in most social situations.
• Use more and more complex sentences with occasional errors.
• Produce clear text on main subjects, showing controlled use of organizational patterns.
Specific Instructional Objectives
I. Grammar
Students demonstrate control of the following structures:
Tenses: Present Simple, Present Continuous, Past Simple, Past Continuous, Present Perfect Simple, Present Perfect Continuous, Past Perfect, Future forms, Conditionals, Passives, Reported Speech
Verbs: Auxiliary Verbs, Modals – present & past, Verb patterns (verb + -ing vs. verb + infinitive)
Sentence Building: Wh Questions & Yes/No Questions, Short answers, Negative sentences, Indirect Questions, Question Tags, Time clauses, Relative clauses, Participles, Questions with like (e.g. What’s she like? What does she like?-
Adverbs: Time expressions (until, since, while, etc.)
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II. Vocabulary
Students can control a repertoire of words and phrases dealing with concrete everyday topics and more abstract areas, including:
• Nationalities
• Numbers (large numbers, fractions, decimals, etc.)
• Food & drink
• Travel
• Sport & leisure
• Art and literature
• Jobs
• Weather
• Social trends (e.g. charity, family size, collecting, forgetfulness)
• Cultural traditions
• Life events (birth, marriage, death)
Word Building:
• Word formation
Phrasal Verbs:
• Literal and idiomatic (e.g. look out)
• Separable and inseparable
Adjectives:
• Base and Strong Adjectives (e.g. angry – furious, funny – hilarious)
• Character Adjectives (e.g. reliable, sociable) Adverbs:
• Modifying adverbs (very, really, absolutely, etc) Collocations:
• Verb + noun (e.g. paint a picture, read a poem)
• Adjective + noun (e.g. fresh food, historic cities)
• Compound nouns (e.g. toothache, travel agent)
Idioms:
• Body Idioms (e.g. stare into space, kick the habit)
III. Speaking / Conversation Skills
Students can express complex ideas while working independently and/or in a group setting. Can present short speeches on a variety of subjects. They can deal with most situations likely to arise while travelling in an area where the language is spoken, including:
ELI, KAU, Women’s Campus
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• Social expressions (e.g. Never mind, Take care!)
• Communicating numbers and dates
• Travelling around (e.g. Could you tell us when it’s our stop?)
• Understanding signs
Target Functions:
• Can ask for and give opinions (e.g. ‘What did you think of …?’ ‘It was ….’)
• Can make requests and offers (e.g. Could you …?, Would you …?, Shall I …?)
• Can make suggestions (e.g. Let’s…, Why don’t you…?)
• Can give advice (e.g. I think he should…)
• Can agree and disagree (e.g. So do I! Neither do I!)
• Can apologise (e.g. I’m so sorry! Pardon)
• Can conduct phone conversations (e.g. Can I take a message? Would you like to hold?)
• Can discuss cultural issues (Can you get married when you’re 16?)
• Can arrange meetings (e.g. What are you doing on Friday morning?)
• Can discuss books and films (e.g. Who wrote it? Who directed it?)
• Can discuss an ideal holiday
• Can discuss cities, food and people
• Can give advice for a foreign visitor
• Can discuss current news
• Can discuss dream jobs
• Can discuss hypothetical situations (e.g. What would you do with £5 million?)
IV. Writing
Students can produce connected text on a variety of topics, using appropriate sentence construction and cohesive devices.Students can self-correct written errors of grammar, punctuation and spelling.
Extended Writing:
• Writing a narrative
• Writing a discursive text (for and against a topic)
• Writing a description (of a person, place, book, film)
• Writing a biography
• Can write clear topic and concluding sentences Email writing
• Beginnings and endings of emails
• Informal email (e.g. Write an email to an old friend)
• Formal email (e.g. Hotel reservation)
Letter Writing:
• Beginnings and endings of letters
• Formal Letter ( e.g. Writing a job application)
ELI, KAU, Women’s Campus
4 Relative Clauses:
Use of relative pronouns who, which , whose, where, that Linking words / Transitional phrases:
Use of the following linking words to add cohesion to writing:
• before, as soon as, while, during, when
• because, so
• but, Although, However, Nevertheless
• For instance, Moreover, One (dis)advantage is, Another point is that …,
• In fact, Actually, Of course, Naturally, Fortunately, Unfortunately, In my opinion,..
• Finally, In conclusion, All things considered, Anyway,
V. Listening
Students…
• Can demonstrate understanding of most aspects of all conversational topics.
• Can draw conclusions and extract the essential information from recorded passages
• Can demonstrate understanding of high-frequency idioms.
• Can understand conversations containing unfamiliar vocabulary in familiar contexts.
• Can apply active listening skills to obtain and clarify information.
• Can take notes while listening
VI. Reading
Students…
• Can scan a text for specific information
• Can identify the main idea of a paragraph in a text
• Can make inferences, draw conclusions
• Can predict the meaning of unfamiliar vocabulary items in a reading text using contextual clues
• Can make predictions about texts
• Can use the Internet to research answers to questions
