Course Title: English Language 2

Course Code: ELCE1202

Bachelor in EMI Colleges (Medical Colleges/ College
of Engineering/ College of Computer Sciences/
Program:
College of Business Administration/ Applied
Sciences)
Department: English Language Centre
College: English Language Centre
Institution: Umm Al Qura University
 Table of Contents
A. Course Identification..............................................................................................3
6. Mode of Instruction (mark all that apply) .......................................................................... 3
B. Course Objectives and Learning Outcomes ...........................................................3
1. Course Description .......................................................................................................... 3
2. Course Main Objective ..................................................................................................... 3
3. Course Learning Outcomes............................................................................................... 4
C. Course Content ......................................................................................................6
D. Teaching and Assessment.......................................................................................7
1. Alignment of Course Learning Outcomes with Teaching Strategies and Assessment
Methods .............................................................................................................................. 7
2. Assessment Tasks for Students ....................................................................................... 11
E. Student Academic Counseling and Support .........................................................12
F. Learning Resources and Facilities ........................................................................12
1.Learning Resources ......................................................................................................... 12
2. Facilities Required ......................................................................................................... 12
G. Course Quality Evaluation...................................................................................12
H. Specification Approval Data ................................................................................13

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 A. Course Identification

1. Credit hours: 4 hours

2. Course type
a. University College Department Others
b. Required Elective
3. Level/year at which this course is offered: Level 2
4. Pre-requisites for this course (if any):
EMI Colleges – English Language 1

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

N/A

6. Mode of Instruction (mark all that apply)

No Mode of Instruction Contact Hours Percentage
1 Traditional classroom 12 hours per week 75%
2 Blended 16 hours per week 100%
3 E-learning 4 hours per week 25%
4 Distance learning 0 0
5 Other 0 0

7. Contact Hours (based on academic semester)

No Activity Contact Hours
(16 hours) X (10
1 Lecture
weeks)
2 Laboratory/Studio 0
3 Tutorial 0
4 Others (specify) 0
Total 160 hours

B. Course Objectives and Learning Outcomes

1. Course Description
English Language 2 is a single-level, English for General Purposes (EGP) course. All students
who are admitted to Bachelor in the EMI Colleges (Medical Colleges/ College of Engineering/
College of Computer Sciences/ College of Business Administration/ Applied Sciences) are
required to take this course in the second semester of the first year of their program. The
course is offered in 10 weeks with a 16-hour-per week teaching plan covering the four
language skills. It intends to develop students' knowledge and ability of English language in
all major skills which include reading, writing, listening, and speaking, as well as in sub -skills
including grammar, vocabulary, and pronunciation.

2. Course Main Objective

English Language 2 is one level taking students from (CEFR) A2 to B1.

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 3. Course Learning Outcomes
CLOs
1.0 Knowledge
1.1 By the end of the course, the students are expected to be able to:

exhibit adequate comprehension of simple and complex spoken materials at the B1

level through recognizing key words, stress, intonation, pauses, and linkers in fast
speech.
- understand the main ideas of conversations, presentations, radio programmes, news reports, podcasts,
discussions and interviews
- identify main ideas and supporting ideas
- develop listening for detail, examples and reasons
- listen for opinions, attitude, and identify fact from opinion
- identify rhetorical questions in a presentation
- recognize how discourse markers help identify main points, especially in academic discussions,
presentations and lectures
demonstrate an understanding of grammar at the B1 level, incorporating tenses, part of
1.2 speech, modal auxiliaries, and sentence structure.
- use indirect questions “Can you tell me where …? I’d like to know what…”
- use discourse markers for contrasting ideas
- expand knowledge of present perfect to include how long something has occurred, and whether
something has been done or not
- use modals for giving advice “I would…/ you should/ could…”
- be aware of the difference in use of present continuous, going to and will for the future
- use -ed and -ing adjectives correctly to describe feelings or opinions
- use the past simple and past continuous correctly in narrative
- use conditionals for present and future real conditions, and for unreal conditions to talk about
imaginary situations or to express wishes
- use present and past passive tenses when a product is more important than the producer
- use used to for past habits
- use modals for necessity, obligation, etc
recognize and use lexical items such as words, collocations, and derivatives, both in
1.3 general and academic contexts at the B1 level.
- develop vocabulary of the topics covered in order to be able to talk about them with others
- develop a bank of vocabulary for functional use, such as for describing the condition of possessions,
for making decisions and plans, losing and finding things, describing progress
- use linking words for contrast, such as although, but, however, on the other hand. Be aware of their
position in sentences and whether they are used in formal or informal texts
- use a range of vocabulary for describing graphs
- use this and these for referencing within a text
- be aware of collocations, such as significant advantage, key point, and how they can help to follow
and understand a talk
- be aware of the different types of phrasal verb
- provide definitions of difficult vocabulary in presentations, using expressions such as ‘what I mean
is…’ ‘that’s when…’
2.0 Skills
2.1 Cognitive Skills:
demonstrate comprehension of simple and complex written texts at the B1 level through
2.1.1 applying the skills of scanning, skimming, guessing from context and through
recognizing linking words.
- use scanning (to find information quickly) and skimming skills (to predict the meaning of the text
from visuals, titles or common words)
- identify the author or speaker’s audience and purpose
- read for opinions, attitude, and identify fact from opinion
- understand meaning from context in both written and spoken texts

4
 compose coherent/cohesive texts at the B1 level for various general and academic
2.1.2 purposes through applying the skills of brainstorming ideas, composing an outline, and
editing/revision.
- write short texts, such as a travel post, movie review, an ad to request something, etc
- write an email, short story or anecdote of more than one paragraph
- use an appropriate opening and closing for a formal email
- write a description of a trend (describing statistics), using notes
- write complex sentences
- support opinions with facts in formal (academic) writing
- use a variety of linking words
- use parallelism for bullet points in presentations and resumés
communicate effectively in spoken language at the B1 level in tasks such as oral
2.1.3 presentations, group discussion, expressing opinions, and short talks.
- discuss familiar and unfamiliar topics
- reach a common consensus, eg who should be class leader
- give short presentations
- rank items in order of importance
- show interest using short questions
- repeat to show comprehension
2.2 Critical Thinking
- develop well-reasoned, persuasive arguments
- analyze sources of information when conducting research
- evaluate things from a different perspective, eg what makes other people happy
- evaluate and rank items according to usefulness or importance
- evaluate arguments (evidence of support or relevance)
- analyze advantages and disadvantages
- infer meaning from written or spoken text
- identify a specific audience and consider their need
- appraise a text according to criteria, and provide feedback
- identify inconsistencies and errors
- appraise arguments
- evaluate the approach of others and reflect on personal assumptions, beliefs and values
- understand the links between ideas
- organize ideas in a logical, systematic way
- evaluate problems and propose solutions
- reflect on knowledge gained
2.3 Communication, Information Technology, Numerical
- research, discuss and present information
- describe and give personal opinions on a variety of topics
- express general beliefs
- paraphrase where needed
- give recommendations
- present persuasively
2.4 Psychomotor
- give confident, persuasive presentations
-take part in a role play
-use intonation to show mood: express agreement, surprise, confidence, trepidation,
etc.
-use softening techniques when expressing opinions
-be aware of ‘chunking’ in speech
-use linking and weak forms in sentences
3.0 Values
3.1 develop life-long learning strategies so that students can take full responsibility of their
English language skill development.
3.2 develop academic integrity.

5
 3.3 collaborate in knowledge building and co-operate with peers:
- hold short discussions with a partner to activate knowledge before listening tasks
- hold short discussions with a partner to synthesize knowledge post-listening
- work with others to brainstorm, create a convincing argument
- give feedback to peers on writing, presentations, etc.
- ask for opinions and check information
3.4 take the responsibilities to meet the requirements of the jobs market:
- write a personal statement
- write a resumé
- be aware of the importance of good time management
- be aware of the importance of turn-taking in debates or discussions
- be aware of learning from failure

C. Course Content
Contact
No List of Topics
Hours
Evolve 3 Special Edition: Level 2 (B1)
Unit 1: Who We Are
1 Personality, getting to know someone, spending money, qualities of a leader 13
Video: What’s the right job for you?
Unit 2: So Much Stuff
Personal possessions, describing things, switching topics, collecting things,
2 13
the story of a person or place, essential items to take
Video: Collections, old and new
Unit 3: Smart Moves
Describing a city, getting around, asking for and giving directions, a written
3 13
personal statement, describing changes and trends, a ‘secret spot’
Video: One day in…
Unit 4: Think First
Opinions and reactions (“it’s interesting”/ “I’m interested”), planning a trip,
4 15
reassurance, describing plans, travel posts, microadventure
Video: Making plans
Unit 5: And then ...
Lost and found, needing and giving help, surprises, storytelling, selfies,
5 13
‘Believe it or not’
Video: Lost and found
Unit 6: Impact
Big-city problems, problems and solutions, concern and relief, a podcast point
6 13
of view, Big-city life, ‘green’ city planning
Video: Green in the city
Unit 7: Entertain Us
Reading, TV and movies, declining invites, a movie review, children and
7 13
technology, changing tastes
Video: The history of cinema
Unit 8: Getting There
Recent activity, describing progress, catching up, time management, hobbies,
8 15
a better life
Video: Serious hobbies
Unit 9: Make It Work
College subjects, studying or working from home (WFH), confidence – or
9 13
lack of it, a resumé, bilingual education, a perfect job
Video: The college life
16
16

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 Unit 10: Why We Buy
‘Green’ clothing, product origins, a good choice? Product feedback,
10 13
souvenirs, psychology of shopping
Video: Tricks of the ad world
Unit 11: Pushing Yourself
Success, unreal situations, giving and responding to opinions, your comfort
11 13
zone, the psychology of fear, success stories
Video: Testing your physical limits
Unit 12: Life’s Little Lessons
Accidents, extreme experiences, describing and asking about feelings, an
12 13
anecdote, learning a skill
Video: I learned my lesson!
Total 160

D. Teaching and Assessment

1. Alignment of Course Learning Outcomes with Teaching Strategies and Assessment
Methods
Code Course Learning Outcomes Teaching Strategies Assessment Methods
1.0 Knowledge
1.1 By the end of the course, the
students are expected to be able to:

exhibit adequate comprehension of

simple and complex spoken materials
at the B1 level through recognizing
key words, stress, intonation, pauses,
and linkers in fast speech.
Listening periodical
- understand the main ideas of conversations, Listening exercises exams
presentations, radio programmes, news reports,
podcasts, discussions and interviews
- identify main ideas and supporting ideas
- develop listening for detail, examples and
reasons
- listen for opinions, attitude, and identify fact
from opinion
- identify rhetorical questions in a presentation
- recognize how discourse markers help
identify main points, especially in academic
discussions, presentations and lectures

7
 Code Course Learning Outcomes Teaching Strategies Assessment Methods
demonstrate an understanding of
1.2 grammar at the B1 level, incorporating
tenses, part of speech, modal
auxiliaries, and sentence structure.
- use indirect questions “Can you tell me
where …? I’d like to know what…”
- use discourse markers for contrasting ideas
- expand knowledge of present perfect to
include how long something has occurred, and
whether something has been done or not Periodical Exams
- use modals for giving advice “I would…/ you
should/ could…”
Continuous writing
- be aware of the difference in use of present Grammar exercises assessment
continuous, going to and will for the future Speaking assessment
- use -ed and -ing adjectives correctly to Writing Final Exam
describe feelings or opinions Final Exam
- use the past simple and past continuous
correctly in narrative
- use conditionals for present and future real
conditions, and for unreal conditions to talk
about imaginary situations or to express wishes
- use present and past passive tenses when a
product is more important than the producer
- use used to for past habits
- use modals for necessity, obligation, etc.
1.3 recognize and use lexical items such as
words, collocations, and derivatives,
both in general and academic contexts
at the B1 level.
- develop vocabulary of the topics covered in
order to be able to talk about them with others
- develop a bank of vocabulary for functional
use, such as for describing the condition of
possessions, for making decisions and plans,
losing and finding things, describing progress
- use linking words for contrast, such as Periodical Exams
although, but, however, on the other hand. Be
aware of their position in sentences and
Continuous writing
whether they are used in formal or informal assessment
texts Speaking assessment
- use a range of vocabulary for describing Writing, reading, and Writing Final Exam
graphs vocabulary exercises Final Exam
- use this and these for referencing within a
text
- be aware of collocations, such as significant
advantage, key point, and how they can help to
follow and understand a talk
- be aware of the different types of phrasal
verb
- provide definitions of difficult vocabulary in
presentations, using expressions such as ‘what
I mean is…’ ‘that’s when…’

8
 2.0 Skills
2.1 Cognitive Skills:
demonstrate comprehension of simple
2.1.1 and complex written texts at the B1
level through applying the skills of
scanning, skimming, guessing from
context and through recognizing linking
words. Reading Classroom discussion
- use scanning (to find information quickly) and comprehension Periodical exams
skimming skills (to predict the meaning of the exercises Final exam
text from visuals, titles or common words)
- identify the author or speaker’s audience and
purpose
- read for opinions, attitude, and identify fact
from opinion
- understand meaning from context in both
written and spoken texts
compose coherent/cohesive texts at the
2.1.2 B1 level for various general and
academic purposes through applying
the skills of brainstorming ideas,
composing an outline, and
editing/revision.
- write short texts, such as a travel post, movie
review, an ad to request something, etc Continuous writing
- write an email, short story or anecdote of assessment
more than one paragraph Writing exercises
- use an appropriate opening and closing for a Writing Final Exam
formal email
- write a description of a trend (describing
statistics), using notes
- write complex sentences
- support opinions with facts in formal
(academic) writing
- use a variety of linking words
- use parallelism for bullet points in
presentations and resumés
2.1.3 communicate effectively in spoken
language at the B1 level in tasks such
as oral presentations, group discussion, Speaking exercises
expressing opinions, and short talks. Discussion
- discuss familiar and unfamiliar topics Presentation, eg an Speaking assessment
- -reach a common consensus, eg who should advertisement, a
be class leader
- give short presentations tourist campaign, a
- rank items in order of importance YouTube video
- show interest using short questions
- repeat to show comprehension

9
 2.2 Critical Thinking
- develop well-reasoned, persuasive
arguments
- analyze sources of information when
conducting research
- evaluate things from a different perspective,
eg what makes other people happy
- evaluate and rank items according to
usefulness or importance
- evaluate arguments (evidence of support or
relevance)
- analyze advantages and disadvantages Monitoring students’
- infer meaning from written or spoken text Discussions
progress
- identify a specific audience and consider Q&A
their need
- appraise a text according to criteria, and
provide feedback
- identify inconsistencies and errors
- appraise arguments
- evaluate the approach of others and reflect
on personal assumptions, beliefs and values
- understand the links between ideas
- organize ideas in a logical, systematic way
- evaluate problems and propose solutions
- reflect on knowledge gained
2.3 Communication, Information Monitoring students’
Technology, Numerical Demonstrations progress
Active self-learning
- research, discuss and present Pair work Evaluating the
Group work
information individual
e-learning
- describe and give personal opinions contribution
Online material
on a variety of topics (Encourage students
- express general beliefs to make their Evaluating the
- paraphrase where needed presentations to small teamwork
- give recommendations groups in the class)
- present persuasively Evaluating the final
product

(Evaluation of
presentations may be
by peers)

2.4 Psychomotor

- give confident, persuasive

presentations
- take part in a role play
- use intonation to show mood: express Active self-learning
agreement, surprise, confidence, Pair work Monitoring students’
trepidation, etc Group work progress
- use softening techniques when
expressing opinions
- be aware of ‘chunking’ in speech
- use linking and weak forms in
sentences

10
 3.0 Values
develop life-long learning strategies so Cambridge
3.1 that students can take full application Built-in immediate
responsibility of their English language feedback
skill development. Cambridge LMS
Continuous writing
assessment
3.2 develop academic integrity. Writing exercises
Speaking assessment
Writing Final Exam
collaborate in knowledge building and
3.3 co-operate with peers: Evaluating the
- hold short discussions with a partner to individual
activate knowledge before listening tasks contribution
- hold short discussions with a partner to
synthesize knowledge post-listening Peer work
Evaluating the
- work with others to brainstorm, create a Group work
convincing argument teamwork
- give feedback to peers on writing,
presentations, etc Evaluating the final
- ask for opinions and check information product

take the responsibilities to meet the Individual, peer and

3.4 requirements of the jobs market: group work inside
- write a personal statement
classrooms. Monitoring students’
- write a resumé progress
- be aware of the importance of good time Extramural language
management work to master the
- be aware of the importance of turn-taking in competencies at this
debates or discussions
- be aware of learning from failure
language level.

2. Assessment Tasks for Students

Percentage of
# Assessment task* Week Due Total Assessment
Score
1 Periodical Exam 1 The 4 th 15
2 Periodical Exam 2 The 8 th 15
3 Writing assessment from the 1 st to the 10 th 10
4 Speaking assessment from the 1 st to the 10 th 10
5 Online Practice from the 1 st to the 10 th 5
6 Writing Final Exam The 11 th 5
7 Final Exam The 11 th 40
Total 100

*Assessment task (i.e., written test, oral test, oral presentation, group project, essay, etc.)

11
 E. Student Academic Counseling and Support
Arrangements for availability of faculty and teaching staff for individual student
consultations and academic advice:
Course instructors are ready to answer all students' queries during their lectures or during office
hours and they can be reached by personal meeting, e-mails, WhatsApp or telegram.
All students have the e-mail and office hours of the course instructor through student handouts
distributed to the student at the beginning of each semester.

F. Learning Resources and Facilities

1.Learning Resources
Hendra, L., Ibbotson, M., O’Dell, K., Tilbury, A. (2019). Evolve 3
Required Textbooks Special Edition: Student’s Book with Practice Extra. Cambridge
University Press. UK: Cambridge University Press.
Essential References
Multimedia
Materials

Electronic Materials Cambridge LMS

Other Learning
Materials

2. Facilities Required
Item Resources
Accommodation
(Classrooms, laboratories, demonstration Classrooms
rooms/labs, etc.)
Technology Resources
(AV, data show, Smart Board, software, data show, Smart Board, and Cambridge application
etc.)
Other Resources
(Specify, e.g. if specific laboratory
equipment is required, list requirements or
Blackboard
attach a list)

G. Course Quality Evaluation

Evaluation
Evaluators Evaluation Methods
Areas/Issues
Effectiveness of teaching and
assessment, Extent of a chievement
of course learning outcomes, Faculty members Direct: Course reports
Quality of learning resources.
Effectiveness of teaching and
assessment, Extent of a chievement
of course learning outcomes, University students Direct: Evaluation surveys
Quality of learning resources.
Evaluation areas (e.g., Effectiveness of teaching and assessment, Extent of a chievement of course learning
outcomes, Quality of learning resources, etc.)
Evaluators (Students, Faculty, Program Leaders, Peer Reviewer, Others (specify)
Assessment Methods (Direct, Indirect)

12
 H. Specification Approval Data
Council / Committee Curriculum and Accreditation Committees
Reference No.
Date Dec 28.2021

13