COURSE SPECIFICATION

ENG 011
Intensive English (1)
Institution : King Khalid University
College / Department : Faculty of Languages and Translation /English Language Center

A - Course Identification and General Information

1. Course title and code: Intensive English (1), Eng-011

2. Credit hours : 6

3. Program(s) in which the course is offered: Computer, Engineering and Sciences.

4. Name of Faculty member responsible for the course :

5. Level / year at which this course is offered : Level 1

6. Pre-requisites for this course (if any): …………………………

7. Co-requisites for this course (if any): …………………………..

8. Location if not on main campus: On main campus

B - Objectives
1. Summary of the main learning outcomes for students enrolled in the course:
[Beginners]
 To prepare students to communicate in real life situations.
 To enhance students proficiency level in English.
 To enhance their aural comprehension and oral expression.
 To use the forms and constructions of basic grammatical structures.
 To enable students to write different forms of composition, such as letters,
recommendations, paragraphs, e-mails etc.
 To furnish students with reading skills like previewing; skimming and scanning;
finding examples; using background knowledge to interact with a text; using a
graphic organizer; organizing events in narrative texts; reading tables; and
improving reading speed.
 2. Briefly describe any plans for developing and improving the course that are being
implemented.
For better Communicative English Competence ( CEC ) students should be given
chance to speak a lot whether in the class oriented activities or in some sort of general
participation, such as; quizzes, debates, recitation, involvement in publishing articles,
making wall magazines and so on.
C. Course Description
1. Topics to be covered
Listening and Speaking No. of Weeks Contact hours
Introduction 1 3

Unit 1 1 3
Listening skill focus: Reflecting on listening
Speaking skill focus: Asking for help with
vocabulary
Unit 2 1 3
Listening skill focus: Activating background
knowledge 1
Speaking skill focus: Reflecting on speaking
Unit 3 1 3
Topic: Plants; bees
Listening skill focus: Activating background
knowledge 2
Speaking skill focus: Asking for clarification
vocabulary
Unit 4 1 3
Listening skill focus: Predicting
Speaking skill focus: Taking time to think
Unit 5 1 3
Listening skill focus: Listening for main ideas
Speaking skill focus: Clarifying
Unit 6 1 3
Listening skill focus: Working out unknown
vocabulary
Speaking skill focus: Asking for further
information
Unit 7 1 3
Listening skill focus: Identifying speculative
language
Speaking skill focus: Using expressions to show
interest
Unit 8 1 3
Listening skill focus: Listening for specific
information
Speaking skill focus: Elaborating
Unit 9 1 3
Listening skill focus: Identifying sequencers
Speaking skill focus: Saying percentages and
fractions
Unit 10 1 3
Listening skill focus: Summarizing
Speaking skill focus: Giving presentations
Unit 11 1 3
Listening skill focus: Listening for examples
Speaking skill focus: Giving opinions and
responding to opinions
Unit 12 1 3
Listening skill focus: Identifying important points
Speaking skill focus: Rephrasing to check
understanding
Revision 1 3

Revision 1 3

2. Course components (total contact hours per semester): 45

1. Topics to be covered
Reading No. of Weeks Contact hours

1. Previewing & scanning in addition to 2 6

understanding timelines
2. Scanning Tables 2 6

3. Skimming, previewing and scanning 2 6

diagrams
4. Revision of Previewing, Scanning and 2 6
Skimming Skills
5. Scanning Tables 2 6
6. Reviewing reading skills. 1 3
7. Supplementary Materials on the above- 1 3
mentioned reading skills
2. Course components (total contact hours per semester): 45
 Grammar, Reading and Writing No. of Contact hours
Weeks
Introduction 1 6
Book 1: Unit 1:
Grammar: Verb to be, Questions with what 2 12
Reading: Reading different types of identification cards and
documents
Writing: Complete an application
Book 1: Unit 2:
Grammar: Verb be in statements/ yes-no questions;
Articles a, an, and the; this and these; noun plurals; questions
with where ...
Reading: Identifying names of classroom objects
Writing: Write questions about locations
Book 1: Unit 3:
Grammar: Possessive adjectives; verb be in statements/ yes-
no questions.
Reading: Reading a family tree
Writing: Write questions about people
Book 1: Unit 4:
Grammar: Simple present statements. 2 12
Reading: Scanning for specific information
Writing: Write an e-mail message.
Book 1: Unit 5:
Grammar: Simple present information questions; frequency
adverbs.
Reading: Answering comprehension questions
Writing: Write a message to a Web site about yourself.
Book 1: Unit 6:
Grammar: There's and there are; quantifiers adjectives
before nouns; telling time; suggestions.
Reading: Understanding classification
Writing: Use prepositions for time and place: between,
through, at, on, for, and from ... to ...
Book 1: Unit 7:
Grammar: Present: statements, yes-no questions, short 2 12
answers, and information questions, Imperatives
Reading: Organizing different ideas
Writing: Write a short article giving advice about exercise;
use imperatives to give advice.
Book 1: Unit 8:
Grammar: Like to, want to, need to, and have to; questions
with How much ...
Reading: Looking for specific words and information
Writing: Write a recommendation for a shopper's guide; Link
ideas with because to give reasons.
Book 1: Unit 9:
Grammar: Can and can't
Reading: KWL strategy (know-want to know-learned)
Writing: Write a paragraph for a Web page for tourists; use
commas in lists.
Book 1: Unit 10:
Grammar: Simple past. 2 12
Reading: Reading journal entries with comprehension
Writing: Write a personal journal; Order events with before,
after, when, and then.
Book 1: Unit 11:
Grammar: Simple past of be in statements, yes-no questions,
and short answers; Simple past information questions.
Reading: learning to reading letters from magazines
Writing: Complete a funny story; Use punctuation
to show direct quotations or speech.
Book 1: Unit 12:
Grammar: Countable and uncountable nouns; How
much……? and How many ….
Reading: Reading guides (e.g. restaurant guide)
Writing: Use adjectives to describe restaurants.
Book 2: Unit 1:
Grammar: Review of simple present and present of be; 2 12
Responses with too and either
Reading: Assessment of the reading passage (opinions)
Writing: Write an article giving advice on how to improve
something; review of punctuation.
Book 2: Unit 2:
Grammar: Verb forms after: can / can't, love, like, etc.; and
prepositions; Object pronouns;
Everybody, everyone, nobody, and no one
Reading: Matching and identification of information in the
reading passage
Writing: Write an e-mail message to one of the hobby groups
on the Web page; Link ideas with and, also, especially, or,
but, and because
Book 2: Unit 3:
Grammar: Simple present and present continuous;
Joining clauses with if and when.
Reading: KWL strategy (know-want to know-learned)
Writing: Write a question asking advice about a health
problem.
Book 2: Unit 4:
Grammar: Future with going to; indirect objects; indirect 2 12
object pronouns; present continuous.
Reading: Scanning the reading passage for specific
information
Writing: Write an invitation to a special event.
Book 2: Unit 5:
Grammar: Review of simple past ; be born; general and
specific use of determiners.
Reading: Skimming for general ideas and adding new ideas
to them
Writing: Write interview questions to ask a classmate and
reply to these questions.
Book 2: Unit 6:
Grammar: Is there? and Are there? , Pronouns one and some;
Offers and requests with Can and Could
Reading: Reading and understanding directions
Pages from a walking-tour guide
Writing: Write a guide for a walking tour of your city

Revision 2 12
2. Course components ( Total contact hours per semester) : 90
Grand Total of contact hours: 180 hours
3. Additional private study / learning hours expected for students per week.
2 Hours Additional private study.
4. Development of Learning Outcome in Domains of Learning
A. Knowledge
(i) Description of the knowledge to be acquired:
By the end of the course the students will be able:
To acquire the rules of spelling and pronunciation.
To know different forms of writing.
To acquire the basic grammatical structures of English.
To identify different stress and intonation patterns.
(ii) Teaching strategies to be used to develop that knowledge:
Teachers use different teaching methods according to the needs, environment and standard of
the students. However, the following strategies can be applied in the classroom teaching:
 Activities-based teaching
Writing Strategy : Guided, Controlled and Free
Reading Strategy : Silent Reading, Model Reading, Reading Aloud and Shared
Reading
Listening Strategy: Listen-Think-Pair-Share, Questioning, Role-play.
Speaking strategy: Students will be given opportunities to speak in the classroom.
(i) Methods of assessment of knowledge acquired :
Homework assignments, quizzes, progress tests, final exam
B. Cognitive Skills
(i) Cognitive skills to be developed
The main cognitive skills to be developed in this course are:
a. Comprehension: At the end of the course students will be able to interpret facts and explain
the new information in their own way.
b. Analysis: Students will gather knowledge about identifying different components of
sentences. In process of “self-evaluation”, students will be able to correct their own errors.
c. Application: Students are expected to use the information in context, they will be able to
use technology concepts in their practical classes and real life situations.
d. Synthesis: Students will use old ideas to create new ones. They will be able to relate
knowledge from several areas. From examples given they will be able to generalize rules.
e. Evaluation: Students will be able to assess value of theories and presentation, verify the
authenticity of grammar rules.
(ii) Teaching strategies to be used to develop these cognitive skills
Comprehension exercises
Correction of pronunciation
Group work for discussion, Pair work for practice
Communicative methods
Deductive/ Inductive teaching for grammar
Language games for practice of rules
(iii) Methods of assessment of students cognitive skills
Homework assignments
Quizzes
 Progress Tests
Final Examination
C. Interpersonal skills and capacity to carry responsibilities to be developed
(i) Description of the interpersonal skills and capacity to carry responsibility to be developed:
Peer observation and corrections, group work, expressing subjective and creative ideas,
development of argumentative skills
(ii) Teaching strategies to be used to develop these skills and abilities :
Students will be encouraged to engage in pair work, and peer conversations. Group work will
be planned and arranged to facilitate their argumentative skills.
(iii) Methods of assessment of students interpersonal skills and capacity to carry
responsibilities:
Tests, interviews, presentations

D. Communication, Information Technology and Numerical Skills

(i) Description of the skills to be developed in this domain :
Students will be encouraged to use internet, E-learning and different language learning
software.
(ii) Teaching strategies to be used to develop these skills:
Different types of group activities are arranged.
iii) Methods of assessment of students numerical and communication skills :
Self and Peer Evaluation
Student Presentation
Group work and Pair work in the class room
Quizzes
5. Schedule of Assessment Tasks for Students During the Semester

Assessment Assessment task (e.g. essay, test, Week due Proportion of Final
group project, examination etc. Assessment
1 Assignment on each unit Week 1-6 included in progress
Week 8-12 tests
2 Test-1 Week 7 25%
3 Test-2 Week 13 25%
4 Final Examination Week 15-16 50%
D. Student Support
1. Arrangements for availability of faculty for individual student consultation and academic
advice. (include amount of time faculty are available each week)
Class hours, tutorial hours, schedule of 7 office hours

E. Learning Resources
McCarthy, Michael. Touchstone (1) Student's Book. Dubai: Cambridge and Obeikan, 2009.

McCarthy, Michael. Touchstone (1) Workbook. Dubai: Cambridge and Obeikan, 2009.

Rivers, Susan. Touchstone (2) Student's Book. Dubai: Cambridge and Obeikan, 2009. (Units 1-6)

Rivers, Susan. Touchstone (2) Workbook. Dubai: Cambridge and Obeikan, 2009. (Units 1-6)

Blackwell, Angela. Open Forum (1) Academic Listening and Speaking. Oxford: Oxford
University Press, 2007.

Blass, Laurie. Well Read 1. Oxford: Oxford University Press, 2008.

 Electronic Materials, Web sites etc.

 Other learning material such as computer-based programs/ CDs
F. Facilities Required
Indicate requirements for the course including size of classrooms and laboratories (i.e.
number of seats in classrooms and laboratories, extent of computer access etc.)
1. Accommodation (Lecture rooms, laboratories, etc.)
A. Lecture Desk with drawers or cabinets: 1 ( For the Teacher )
B. Number of seats : 25 (Max)
C. OHP
D. Projector: 1 Fixed on the ceiling of the class room for using laptop/notebook.
E. Speakers fixed on the wall: Specially needed for Listening practice classes and
listening tests.
F. Voice recording and playing equipments and software.
2. Computing resources :
Laptops, projectors and smart boards are needed in the classroom. There should be
computer CDs and Internet facility.
3. Other resources (specify –e.g. If specific laboratory equipment is required, list
requirements or attach list)
Number of listening labs should be increased so that listening practice classes and
listening tests can be held there without any interruption.
G. Course Evaluation and Improvement Processes
1- Strategies for Obtaining Student Feedback on Effective of Teaching :
Questionnaires
Interviews
2- Other Strategies for Evaluation of Teaching by the Instructor or by the Department:
Class room observation
Discussion within the group of faculty members teaching the course
Asking for others opinion
Peer evaluation among the teachers
Improvement Process
3. Process for Improvement of Teaching:
Workshops, E- learning workshop for the faculty members.
Training Programs; arranging seminars on teaching
4. Process for Verifying Standards of Student Achievement (e.g. check marking by an
independent faculty member of a sample of student work, periodic exchange and
remarking of a sample of assignments with a faculty member in another institution)
To maintain the impartiality of checking the answer scripts, the final examination scripts
can be rechecked by other teachers who will be known as second examiner.
5. Describe the planning arrangements for periodically reviewing course effectiveness and
planning for improvement :
Meetings will be arranged on two stages among the course teachers to discuss the
effectiveness of course plan. They will decide on points which may enhance the progress
of the students. The Director or the Chairman is invited in these meetings.