COMMUNICATIVE ENGLISH II
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Course Title : Communicative English II
Course Code : ENLA 202
Credit Hours : 4
Course Description • A Writing Proficiency course is one in which the development of writing skills is an integral
part of the course objectives. These/This courses/course provide/provides students with
opportunities to develop basic writing skills and learn the process of writing as practiced by a
particular academic discipline or profession.
• The course predominantly focuses on academic writing, presentation, reports, and appraisal of
academic discourses.
• The course intends to introduce students to the basic functions of English in the areas stated
below: note taking from lectures, identifying structure of lectures, identifying focuses of
lectures, discriminating major and minor ideas in lectures, distinguishing lecturers opinions
from academic facts, writing reports, writing summaries and reviews in academic writing,
showing probability and certainty in academic reports, describing and reporting visuals such
as tables, graphs etc
Course objectives At the end of this course, students will be able to:
• Identify the structure and emphasis of academic lectures,
• Distinguish the different meaning levels in academic texts,
• Interpret visuals like tables, charts, graphs etc in academic texts,
• Conduct oral presentations in academic contexts with confidence,
• Debate logically about different issues with their friends,
• Express their ideas effectively in various communicative contexts,
• Master skills of persuasive arguments
• Describe visuals in paragraphs,
• Write clear reports and assignments in academic contexts, and
• Summarize, review and critique academic texts.
Prerequisite Communicative English I
Tentative Schedule
Weeks Study Units/Sections/Sub section/s/ Students' Activities Reading material
Hours /assignments
6 hours Unit 1: Indigenous Knowledge
Section 1.1: Speaking: Discussing on the term - make discussion on the concept
'Indigenous Knowledge' 'Indigenous Knowledge'
Section 1.2. 2 Listening: Predicting and - predict what is to come and check the
checking the prediction result
Section 1.3:Vocabulary: Dealing with words - find out collocating words like the
that collocate words "Indigenous" and " Knowledge"
5 hours Section 1.4. Reading: Finding out inferences - find out inferences and references in a
and references reading text
Section 1.5: Writing: Writing for or against - write an argumentative essay for or
"Indigenous Knowledge" against "Indigenous Knowledge"
Section 1.6: Grammar : Using appropriate - use correct and appropriate tenses for
tenses for planning and reporting writing research proposals and for
reporting studies conducted
Week 3 Hours Unit 2: Environmental Protection
Section 2.1: Listening individually make a list of
Listening text words connected to
Discourse markers showing contrast environmental degradation or
and addition pollution and compare their lists
in pairs
discuss in groups of four what
can be done to reverse an
environmental problem they
know of in their locality or
country.
listen to a talk and summarize
the main points of the talk in a
table
discuss which of the ways to
reverse environmental
degradation suggested by the
speaker can work in their context
listen to a talk and identify
discourse markers showing
contrast and addition in the talk
and write them down
3 Hours work in small groups and talk
about whether it is possible to
ban the use of plastic bags in
Section 2.2: Reading Ethiopia.
An article on read an article and take note of
measures to the measures taken and decide in
protect the their groups if the measure can
environment be put into practice in Ethiopia
Gap-fill exercises complete sentences with blank
for verbs formed spaces using verbs formed from
form adjectives adjectives and the adjectives
and the themselves
adjectives answer comprehension questions
themselves guess the meanings of new
Comprehension questions words in the article and select
their contextual meanings form
given choices
2 Hours complete sentences orally which
contain phrases expressing cause
and effect
use the information in the
Section 2.3: Speaking listening text, students discuss
what effects some measures to
Words and phrases for expressing be taken to protect the
cause and effect environment might have on
Conditional sentence type I people's lives and businesses.
Future tense predict using 'will' and 'going to'
Simple present what might happen to people and
Expressions of hopes and fears, businesses if drastic measures
agreeing and disagreeing are taken to protect the
environment
talk about what they see every
day that can damage the
environment in their town or city
using the present simple tense
use conditional sentence type I
to talk about what could happen
to the lives of individuals and
businesses by the measures taken
to protect the environment,
thereby expressing their hopes
and fears
2 Hours write a five-paragraph essay to
inform the danger of industrial
Section 2.4: Writing waste and persuade factory
A five-paragraph essay managers to treat their wastes
An article to be summarized before releasing them into the
environment
summarize the main points of a
reading text using bullet points
2 Hours predict the contents of a talk
using its title
listen to a talk and make note of
Unit 3: Digital Technology main points.
compare their notes to their
Section 3.1: Listening predictions
A TED Talk on the dangers of digital listen to the talk again and tell
technology their partners if they are
experiencing similar problems or
if they know anyone who has the
problems
2 Hours skim an article and tell its central
idea to a neighbour
tell the main idea of the text to
Section 3.2: Reading the whole class
Magazine article identify the words and match the
words to their meanings
identify pieces of evidence
provided by the writer in the
reading text and discuss the
sources of evidence
3 Hours tell inventions of digital
technology and writes a list on
the board
Section 3.3: Speaking rank order in pairs the inventions
Phrases for asking for and giving in terms of their importance by
reasons. producing their own
Comparative and superlative forms justifications
'Wh' questions compare inventions in terms of
Modals importance using comparative
and superlative forms
work in pairs and are provided
different but complementary
tables. Each student looks at
his/her own incomplete table and
asks his/her partner using 'wh'
questions to complete the
missing information in the table
o Each table contains the
information the other
student needs to
complete the table
correctly.
o Each table contains
information about names
of inventors, names of
countries where the
inventions were made
and the times when the
inventions were made.
complete short conversations to
express certainty, doubts and
possibility
3 Hours work in groups of three or four
and develop a questionnaire to
Section 3.4: Writing assess the use of digital
Questionnaire for a survey technology and its potential
A 2-3 pages long report on the results impact on the social life and
of a questionnaire physical health of individuals.
Oral presentations of the results of the distribute questionnaires to 20 -
survey 25 students and collect and
Sample survey report for analysis analyze the data.
analyze a sample survey report
with teacher to understand the
structure and nature of a survey
report
write one report for their group
and submit it to their teacher.
give oral presentations on the
results of the survey. Each
student participates in oral
presentations
Study
Hours Unit 4: Lifelong Learning
6 hours Section 4.1: Speaking and listening discuss on self-learning and
make oral presentation
Section 4.2: Listening find out the structure of a
listening text
Section 4.3:Vocabulary find out synonyms and antonyms
of given words
Section 4.4: Grammar identify and use various
descriptive terms appropriately
5 hours and correctly
Section 4.5: Reading
skim and scan a text and find out
the gist and the specific
Section 4.6 Writing information addressed
- write an effective paragraph of
their own on 'Life Long
Learning'
Week 2 Hours Unit 5: Wonders of the World
tell a neighbour any wonder of
Section 5.1: Listening the world they know about
Listening text describing a wonder of explain a plan to visit any
the world wonder of the world and say if
there is a possibility of visiting it
listen to a talk and complete a
table containing specific
information
1 Hour predict the content of a story
based on title
Section 5.2: Reading read and transfer statistical
A story about national heritage that the information in a text to a graph
government of Ethiopia is campaigning categorize words that show
for its recognition by UNESCO change
An article that contains the history of
world heritage sites registered by
UNESCO
A table containing nouns, verbs and
adverbs used to describe statistical
information
2 Hours individually describe a favourite
wonder of the world working in a
Section 5.3: Speaking small group and select together
Expressions for suggestions or national heritage that should be
recommendations, agreement and registered as world heritage site
disagreement by UNESCO
Language of descriptions join another group and select
A sample descriptive essay together one of two wonders of
the world
class nominates one wonder of the
world for recognition by
UNESCO
3 Hours complete a gap-fill exercise on
the use of prepositions
Section 5.4: Writing read a sample descriptive essay
Gap-fill exercise on prepositions and use it as a model in writing
Sample descriptive essay their own descriptive essay
demonstrate their use of the five
stages of writing
email their essays to a local
newspaper to be published
Week Study Unit 6: Mindset
Hours
pre-learn key vocabulary
listen to and orally expanding
2 Hours Section 6.1: Listening
the definition of 'mindset'
listen to live lecture on the
history of 'mindset' and its role
in politics
listen to the same lecture to
understand and the gist of the
talk
present oral summary of the talk
on the history of mindset and its
role in politics
Section 6.2: Reading work on a jigsaw activity to
3 Hours
make a text on mindset
(structured into history, in
politics, in collective thinking)
complete (see instruction in
the course material and/or the
instructor's guide)
match new words with their
meanings based on contextual
clues in the text on teenage
sexuality
use new words (selected from
the text on mindset) to complete
a contextualized level writing
activity
revise the notes previously taken
on the features of an argument
2 Hours Section 6.3: Speaking collect contents (mainly from the
jigsaw activity) for an argument
on the motion: Collective
thinking is a disadvantage since
it erodes the individual's right to
think freely
organize argument logically
argue for or against the motion
rating argument and deciding
on the winning group (judges
only)
take brief lecture notes on how
to write expository essay
plan to write an expository essay
on the topic: How mindset
3 Hours Section 6.4: Writing
affects our behaviour
write the draft of the essay based
on the plan
compare the draft essay with a
partner’s to exchange feedback
write an improved version of the
essay
send the improved essay to a
local newspaper (e.g. the
Ethiopian Herald) for
publication
TEACHING METHODOLOGY
- Providing brief introductory notes,
-Pair and group discussions,
-Facilitating interactive work,
- Encouraging independent learning,
- Giving individual and group works, ....are some of the major teaching methods to be used.
ASSESSMENT METHODS
- Continuous Assessment,
- Valuing Active Participation,
- Quizzes,
- Individual and Group Assignments,
- Valuing Attendance,
- Final Exam.
INSTRUCTOR COMMITMENT
-Accessibility,
- punctuality,
- Feedback provision,
- Support
ACADEMIC HONESTY AND INTEGRITY
- Fairness,
- Transparency,
- Respect,
- Tolerance,
- Optimism,
READING TEXTS AND REFERENCES
