Central Asian University

Course Syllabus – General English 2, Fall 2023

Credit Units: 6 Length: Academic Year 2023, Fall semester

Level: B1 (Pre-Intermediate) Course code: ENG 101
Professor: Khurshida Muratova Status: Core
E-Mail: Kh.muratova@centralasian.uz Prerequisite: None
Office Hours: (On appointment) Teaching Language: English
Overall teaching period and hours: 15 weeks, 4 Guided Independent Study: 90 hours
classes a week. Total: 150 hours

Course Description
“General English 2” is designed for the students in their foundation year studies at the university with pre-
intermediate (B1) proficiency level to develop productive and receptive skills in English so that to be able to
continue a degree in English language and become prepared to use English for academic purposes. The course
aims to cultivate selected print and digital literacies necessary for successful oral and written communication in
academic settings. Students will also expand their vocabulary repertoire by exploring various topics and themes.
Emphasis will be placed on learning idiomatic expressions, collocations, and phrasal verbs, enabling students to
communicate more fluently and accurately. Students will practice listening to a variety of authentic materials,
including audio recordings, podcasts, and video clips. Through focused listening tasks, they will develop their
ability to understand different accents, identify main ideas, infer meaning from context, and improve overall
listening comprehension skills. The course will enhance students' speaking skills through interactive activities
such as pair work, group discussions, debates, and presentations. Students will improve their fluency, accuracy,
and confidence in expressing ideas, engaging in conversations, and delivering presentations in English.
Program outcomes

PO 1
Professional Knowledge and Skills (Strong)

PO 4 Interpersonal and Intrapersonal Skills (Weak)

Course Objectives based on the program outcomes

Communicate ideas effectively and appropriately in
spoken forms both in formal and informal situations
using various language elements, both grammar and PO 1 (B)
lexical.
Communicate ideas effectively and appropriately in
written forms both in academic and non-academic PO 1 (D)
contexts.

Demonstrate good morality and behavior acting

responsibly and ethically in various academic and PO 4 (B)
non-academic contexts.

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Show adequate communicative competence in social

interpersonal as well as academic contexts. PO 4 (D)

Objectives
These objectives aim to build fundamental knowledge for further academic purposes:
 Acquire necessary speech patterns to express likes and dislikes, compare and contrast present simple
and present continuous, describing people’s appearances, and correctly use articles a/an/the.
 Develop students' ability to speak fluently and interactively about their feelings through describing
pictures and short messages, learn past simple structure to tell short stories, listen for gist about offers
solutions for problems, learn adjective endings -ed, -ing, understand particular words connected to
body parts, injuries and medical conditions through reading a text, narrate events relating and reacting
past events, describe and write an event using past simple tense.
 Enhance students’ vocabulary range about landscapes and demonstrate picture description, learn the
usage of past continuous, listen to key words and antonyms to identify the context, understand parts of
speech and dictionary entries, listen to a story and comprehend meaning by finding headings, describe
and speculate photos about sport types and share experiences, write a formal or informal e-mail
inviting them to outdoor activities.
 Introduce topic related words about films, TV programs and discuss within the class, learn how to use
quantities as any/some/few/much/many, understand the meaning of slogans in advertisements, use
modal verbs properly to show prohibition and necessity (must, have to, need to), form adjectives with
negative prefixes, discuss video games and their effects on health in a group, express preferences using
particular phrases to reach an agreement, acquire the structure of writing an informal letter.
 Describe weather-related words and phrases in dialogues, make comparative and superlative
adjectives, understand and use a variety of phrasal verbs, contrast and compare pictures , write an
article about a global issue.
 Demonstrate group discussions about jobs, make predictions, plans, offers and promises using will and
going to, use signpost phrases to predict what students are going to hear about jobs, talk about future
situation and its consequences using first conditional structure, understand a range of prefixes,
compare different holiday jobs and explain future occupations, and write an application letter for job.
 Describe visitor attractions with particular adjectives using present perfect to talk about recent events,
contrast past simple and present perfect, utilize a range of compounds related to travel, discourse a text
about holidays without parents, plan and practice speaking and writing activities related to a holiday
trip.
 Understand numbers and currencies in shops and services, study second conditional, past perfect and
practice with several exercises, identify the kind of information and complete a listening task,
comprehend the structure of an opinion essay.
 Organize speaking sessions about crimes and criminals using particular type of vocabulary and
reported speech in story-telling activities, identify the context and paraphrase listening task, describe
situational photos, write an e-mail about an incident relating to the topic.

Learning outcomes
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By the end of the module, students will be able to:
● Effectively express their likes and dislikes, describe people’s appearances using appropriate verb tenses,
adjectives and articles.
● Engage in discussions about feelings, accurately identify and describe parts of the body, discuss injuries
and their causes, actively listen for specific information and finding solutions out for problems, effectively
use and differentiate adjective endings.
● Communicate their preferences about landscapes using appropriate vocabulary, accurately interpret
dialogues in context, and actively participate in discussions about adventures using past tenses, able to
write formal and informal invitations.
● Use quantifiers and past modals correctly in grammar exercises, engage in meaningful discussions about
films and TV programs, differentiate between fact and opinion in listening exercises, understand meaning
of slogans, apply writing strategies in informal letters, compare photos and answer questions in speaking
activities.
● Describe weather using comparisons in grammar exercises through particular vocabulary list, effectively
identify and understand the context of monologue and dialogue in listening exercises, correctly use phrasal
verbs, superlative adjectives “too, enough” in language exercises, and confidently exchange information
about global issues.
● Confidently discuss the job types, accurately identify and use different forms of will and going to, correctly
utilize the structure first conditional and prefixes in sentences, demonstrate listening skills to identify
implications and subtext, proficiently use indefinite pronouns, and effectively compare photos and engage
in role-play discussions, and practice writing formal application letters.
● Discuss the usage of sightseeing places, accurately use reported speech, compare and contrast past and
present perfect tenses, identify the main idea of a listening text, effectively utilize a variety of reporting
verbs and compounds, describe photos, and answer questions about them proficiently.
● Engage in conversations about travel and transport, effectively express imaginary events in the past using
the second conditional, accurately identify the context and register of discussions through listening skills,
demonstrate proficiency in using participle clauses correctly, appropriately identify and use verb patterns,
and confidently have conversations about holiday plans using speaking skills.
● Demonstrate speaking sessions about crimes and criminals using particular type of vocabulary and
reported speech in story-telling activities, identify the context and paraphrase listening task, describe
situational photos, write an e-mail about an incident relating to the topic.
● Discuss topics about new inventions, technology and gadgets using topic-related words, understand
intentions of the speaker through listening activities, use language patterns to make a complaint about a
product and service through speaking and writing tasks.
●
Evaluation Method
Continuous assessment 20% Midterm 30% Final Exam 50% (total 100%)
Assignments
 Continuous assessment: Presentations (share experiences or short descriptions about landscapes using
adjectives)
 Continuous assessment: Video project (news report)
 Continuous assessment: Picture description
 Continuous assessment: Video reflection (find types of crimes, watch video and reflect)
Textbook and References
Core reading:
1. Falla, T., & Davies, P.A. (2017). Third Edition Solutions Pre-Intermediate Student’s Book. Oxford

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University Press
Additional reading:
2. Falla, T., & Davies, P.A. (2017). Third Edition Solutions Pre-Intermediate Workbook. Oxford
University Press

Additional sources:
https://www.englishwsheets.com/
https://www.linguahouse.com/esl-lesson-plans
https://www.esolcourses.com
https://learnenglish.britishcouncil.org/english-levels/understand-your-english-level/a2-pre-intermediate
https://www.cambridgeenglish.org/teaching-english/resources-for-teachers

Course Policies
MOODLE: will be used to communicate with students for course related announcement and assignments.
EXAMS: A three-hour final examination.
CLASSROOM ENVIRONMENT: All students are expected to arrive on time and ready to engage in
class activities. Class activities may include case discussions, etc. Students who arrive late or come without
proper preparation can distract other students and limit their learning potential.
Assessment Requirements for a Pass: A minimum overall mark for the course is 50% of highest mark.
Re-assessment Arrangements:
A one-time re-assessment is available for those students who received less than 50% for the course. It will
be conducted in 2024 before the beginning of the Spring semester.

TENTATIVE COURSE OUTLINE

Week Date Topic Assignment

“Introduction” Workbook Unit
 Talking about likes and dislikes; 1
 Distinguishing the use of Present Simple and Present
11/09-15/09 Continuous;
1  Describing people’s appearances;
 Using a/an and the with nouns.
Unit 1 “Feelings”
 Describing how people are feeling;
 Using Past Simple Positive;
 Using Past Simple Negative and Interrogative to talk
about past events; Workbook Unit
 Understanding a text about an unusual medical 2
18/09-22/09 condition;
2  Narrating and describing events;
Unit 2 “Adventure”
 Describing landscapes;
 Using Past Continuous;
 Continuous assessment: Presentation Workbook
 Listening for key words and antonyms; Unit 2
3
 Distinguishing the use of Past Simple and Past
25/09-29/09 Continuous; Continuous
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 Understanding the parts of speech and dictionary entries; assessment
 Understanding a survival story.
 Describing and speculating about a photo;
Workbook Unit
 Writing an invitation and a reply.
Unit 3 “On screen” 3
 Talking about films and TV programs;
4 02/10-6/10  Predicting what is going to be heard;
 Talking about quantities;
 Talking about prohibition and necessities (must,
mustn’t, needn’t, don’t have to).
 Forming and using adjectives with negative prefixes
 Understanding a text about video games and their health Workbook
effects; Unit 3
 Discussing and agreeing on an activity;
5 09/10-13/10  Writing an informal letter. Continuous
Unit 4 “Our Planet” assessment
 Describing the weather;
 Making comparisons.
 Continuous assessment -Video project (news report)
Unit 4 “Our Planet” Workbook Unit
 Identifying the context of dialogues and monologues;
 Using different structures to make comparisons; 4
6 16/10-20/10  Understanding and using a variety of phrasal words;
 Understanding a text about a paraglider;
 Describing, comparing and contrasting photos;
 Writing an article about a global issue.
23/10-27/10
7 Revision. Mid-term Preparation

8 Mid-term Exam
30/10-3/11
Unit 5 “Jobs” Workbook Unit
 Talking about jobs and work;
6/11-10/11  Making predictions, plans, offers and promises. 5
9  Using signpost phrases to predict what is going to be
heard next;
 Talking about a future situation and its consequences;
 Using and understanding range of prefixes;
 Understanding a text about people’s ideal jobs; Workbook
 Comparing and contrasting different holiday jobs; Unit 6
 Writing a letter applying for a job.
10 Unit 6 “Tourism”
13/11-17/11  Describing visitor attractions;
 Talking about recent events;
 Understanding and using emphatic stress;

 Distinguishing the use of Past Simple and Present Workbook

Perfect; Unit 7
 Continuous assessment: Picture description
 Understanding and using compounds related to travel;
11  Understanding a text about holidays without parents; Continuous
20/11-24/11 assessment
 Discussing and planning a holiday trip;
 Writing a holiday blog post.
Unit 7 “Money”
 Talking about different shops and services;
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 Talking about imaginary situations and their Workbook
consequences; Unit 7
 Working out the kind of information needed to complete
27/11-1/12 a listening task;
 Talking about the events happening at different times in
12 the past;
 Understanding an article about an unusual multi-
millionaire;
 Comparing ideas for spending money on schools and
justifying opinions;

 Writing an essay suggesting how to spend 1 million Workbook

euros. Unit 8
4/12-8/12 Unit 8 “Crime”
 Describing different crimes;
13
 Reporting what other people have said
 Listening for paraphrase;
 Understanding and using different adjective suffixes;

11/12-15/12  Understanding a text about a mystery; Continuous

 Describing and comparing photos of crime;
14 assessment
 Writing an email about a crime.
 Continuous assessment: Video reflection
15 18/12-22/12 Revision. Final Preparation

16 25/12-29/12
Final Exam

Assessment Specifications

Task description The mode of the Week Points

task
Assignment 1 Students will share experiences or short In class/ Week 3 10
Presentation descriptions on their slides about landscapes pair work
using adjectives and past simple.
1. Students work individually.
2. Students are given topics beforehand.
3. Students present their presentations in class
(3mins).
Assignment 2 1. Students have to prepare a 3-minute video Individual Week 5; 10
Video project project for news report on the given topics.
2. Their speech will be assessed based on the
grammar elements and vocabulary they use in
their speech. In their speech, they have to use
vocabulary about weather conditions, types of
natural disasters, comparative and superlative
adjectives, phrasal verbs.
Midterm Students sit a paper- based exam that includes Individual Week 8 40

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grammar, vocabulary, listening, reading
comprehension tests and a paragraph writing.
Assignment 3 1. Assignment will be done in pairs. For this, In pairs Week 11 10
Picture students will be provided with particular pictures
description of countries and their culture.
2. Their speech will be assessed based on the
grammar elements and vocabulary they use in
their speech (culture, travel, food, transportation)
Assignment 4 1. Students are asked to watch a video and as they In class/ Week 14 10
Video watch, they take notes based on the prompts/ individual
reflection questions on their worksheet. Students are
played the video second time to check their
notes.
2. Next, students are given 30 minutes to write a
short video summary (80-100 words) using
notes they take.
3. Their summary will be assessed based on
grammar elements, topic vocabulary used in
the video, coherence and cohesion.
Final exam Students sit a paper- based exam that includes Individual Week 16 50
grammar, vocabulary, listening, reading
comprehension tests and a paragraph writing.

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Grade Distribution
Grades A B C D F
Number of students
Percentage

Assessment of the Program Outcomes

Program
Category Detailed Description
Outcomes
Communicate ideas effectively and appropriately in spoken
Meaning forms both in formal and informal situations using various
language elements, both grammar and lexical.
The grading rubric was specifically designed to assess the
PC and Rubric
students’ ability to apply communicative skills in practice.
PO 1
3 graded assignments for Continuous Assessment:
1) Narrative Speech
Evaluation Tools
2) Video Project
3) Picture Description
Achieved Lowest: 10% Average: 48% Highest: 98%
Communicate ideas effectively and appropriately in written
Meaning forms both in academic and non-academic contexts.
The grading rubric was specifically designed to assess the
PC and Rubric students’ ability to apply knowledge and skills acquired
PO 1 during the course.
Graded Assignment 4: Video Reflection
Evaluation Tools
Midterm and Final exams
Achieved Lowest: 12% Average: 44% Highest: 96%

Evaluation of the course by the instructor (professor)

Questions Detailed Description

Are the course The processes of the course were appropriate. The Ss English proficiency level
processes was more or less the same, which made the teaching process effective.
However, it was difficult to cover all units in the book since the time was not
appropriate? sufficient. Some parts of the book had to be skipped in order not to fall behind
with the syllabus.

Do the course The assessment tools used throughout the course were directly in line with the
outcomes lend course outcomes. Continuous assessments and exams were used to assess
themselves to students’ progress.
assessment?

Is the designed The time provided for students was not sufficient to cover all topics. Because

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workload of the the grammar topics, subunits were a bit difficult and intricate, we had to
course appropriate? allocate more time to practice than we intended. It was difficult to keep pace
How do you know? with the syllabus, and therefore, we skipped some parts of the book.

Recommendation for For most students of pre-intermediate level and above, the course was
Improvement appropriately feasible and achievable. However, students with lower level of
English found this course quite challenging. Therefore, the level of students
eligible to study this course should be at least B1 (pre-intermediate).

1. Assess classroom participation in order to keep the Ss active and

give them motivation to prepare for the lesson.
2. Reduce the number of Ss in each class.
3. More time should be allocated to cover all units of the book
profoundly

Prepared by Approved by Approved by

Khurshida Muratova Jahongir Inagamov Maftuna Artikova

Head of Academic Affairs Head of the ELTEM
department