Course syllabus on Integrated Skills
English language
Instructor:
Office:
Phone:
E-mail address:
Office hours:
Class hours:
COURSE DESCRIPTION:
This course is allocated for the third year students of university who study the English language at upper-intermediate level. The module is skill-oriented, much focuses is on the development of listening, speaking, reading, writing skills. In particular, attention is given to develop students vocabulary based on topic Animals. Moreover, this course is focused on improving students grammar as well.
COURSE OBJECTIVES:
Within this course students will:
develop their communicative skills in the English language;
learn wide range of vocabulary about topic;
improve listening skills with the help of various activities;
be able to develop reading and writing skills;
study usage of grammar.
COURSE TOPICS:
Animal rights
Animals as companions
Working animals
Endangered animals
Using animals for entertainment should be banned (debate-based)
READING SOURCES:
Grammar way 3 (with Answers)_Jenny Dooley & Virginia Evans.
Straightforward for upper-intermediate levels by Philip Kerr & Ceri Jones.
www.google.com
GRADING PLAN:
1. Attendance 5%
2. Participation for each lesson 7 % overall 35%
3. Mid terms 30%
4. Final exam 40%
Overall: 100%
CLASSROOM RULES OF CONDUCT:
1. Students who are late for a class more than 10 minutes will get an absence.
2. Assignments are not accepted unless students do hometasks on time.
3. Students are not allowed to use mobile phones during the lessons.
SUGGESTIONS FOR SUCCESS
Be punctual
Be responsible
Be busy with learning English beyond classroom
TENTATIVE SCHEDULE:
Weeks Topics
1. Animal rights
2. Animals as companions
3. Working animals
4. Endangered animals
5. Using animals for entertainment should be banned
Lesson plan 1
Topic: Animal rights
Time: 80 min
Number of students: 12
Level of students: Upper intermediate
Student interaction: Individual, pair and group work
Skills trained: Reading, writing, speaking, grammar and vocabulary.
The aim of the lesson: to introduce the topic Animal rights and words belong to the topic; to improve SS integrated skills and sub-skills
The procedure:
Lead-in (5 min):
Greeting
Checking attendance
Checking home task: teacher collects writings of students in order to check later;
Teacher gives definitions of words to the learners randomly, which were learnt previous lesson, ss should tell the word or vice versa teacher says the word, ss should tell definition: inquisitive, cuddly, ferocious, cold-blooded, docile
o The word describes an animal or actions that show an intention or wish to hurt someone or something very badly;
o a small type of horse and so on.
Pre- lesson
Warm-up
Activity 1. (6 min) Teacher divides group into small sub groups. SS should any stories or legends about animals.
While lesson
Reading
Activity 2. Handout 1 (20 min) Teacher distributes handout to the students. SS read the article and discuss it. And teacher asks students some questions about animal rights for ex: what rights do animals have?
Activity 3. (10 min) Students should find the new words from the text and translate and making sentences with them.
Vocabulary& Writing:
Activity 4. Handout 2. (15 min) Teacher distributes sheets with idioms about animals SS to work in pairs and discuss them and make sentences or little story using these idioms.
Grammar: conditionals (15 min)
Teacher explains ways of using conditional sentences.
We do not normally use will, would, or should in an if-clause. However, we can use will or would after if to make a polite request or express insistence or uncertainty (usually with expressions such as I dont know, I doubt, I wonder, etc.). we can use should after if to talk about something which is possible, but not very likely to happen.
a) If you will fill in this form, Ill process your application. (will you please fill in -polite request)
b) If you will not stop shouting, you will have to leave (if you insist on shouting -insistence)
c) If Tom should call, tell him Ill be late. (We do not think that Tom is very likely to call.)
We can use unless instead of if not in the if clause of type 1 conditions. The verb is always in the affirmative after unless.
Unless you leave now, youll miss the bus. (= if you dont leave now, you will miss the bus.)
We can omit if in the if-clause. When if is omitted, should, were, had and subject are inverted.
a) Should Peter come, tell him to wait. (= if Peter should come, )
b) Were I you, I wouldnt trust him. (if I were you, )
c) Had he known, he would have called. (if he had known, )
Post-lesson
Activity 5. Handout 3. (5 min )Teacher distributes handout with test. When SS finish, teacher collects tests in order to check later.
Assessing (2 min)
Homework (2 min)
Revising all the words which are learnt during the lesson
Making poster presentation about animal rights.
?
Teaching materials
Handout 1.
Read the article and answer the question.
Almost all of us grew up eating meat, wearing leather, and going to circuses and zoos. Many of us bought our beloved pets at pet shops, had guinea pigs, and kept beautiful birds in cages. We wore wool and silk, ate McDonalds burgers, and fished. We never considered the impact of these actions on the animals involved. For whatever reason, you are now asking the question: Why should animals have rights?
In his book Animal Liberation, Peter Singer states that the basic principle of equality does not require equal or identical treatment; it requires equal consideration. This is an important distinction when talking about animal rights. People often ask if animals should have rights, and quite simply, the answer is Yes! Animals surely deserve to live their lives free from suffering and exploitation. Jeremy Bentham, the founder of the reforming utilitarian school of moral philosophy, stated that when deciding on a beings rights, The question is not Can they reason? nor Can they talk? but Can they suffer? In that passage, Bentham points to the capacity for suffering as the vital characteristic that gives a being the right to equal consideration. The capacity for suffering is not just another characteristic like the capacity for language or higher mathematics. All animals have the ability to suffer in the same way and to the same degree that humans do. They feel pain, pleasure, fear, frustration, loneliness, and motherly love. Whenever we consider doing something that would interfere with their needs, we are morally obligated to take them into account.
Supporters of animal rights believe that animals have an inherent wortha value completely separate from their usefulness to humans. We believe that every creature with a will to live has a right to live free from pain and suffering. Animal rights is not just a philosophyit is a social movement that challenges societys traditional view that all nonhuman animals exist solely for human use. As PETA founder Ingrid Newkirk has said, When it comes to pain, love, joy, loneliness, and fear, a rat is a pig is a dog is a boy. Each one values his or her life and fights the knife. Watch a video with Ingrid Newkirk from the 2015 Animal Rights National Conference here.
Only prejudice allows us to deny others the rights that we expect to have for ourselves. Whether its based on race, gender, sexual orientation, or species, prejudice is morally unacceptable. If you wouldnt eat a dog, why eat a pig? Dogs and pigs have the same capacity to feel pain, but it is prejudice based on species that allows us to think of one animal as a companion and the other as dinner.
Handout 2. Idioms
Cats whiskers- to think you are the best
Like the cat thats got the cream- look very pleased with yourself
Have kittens- panic
The bees knees- think you are the best
Have a bee in your bonnet- be obsessed by something
From the horses mouth- get information from the original source
A white elephant- something that is expensive
In hog heaven- be very happy
Pigs might fly!- something is as unlikely as pigs being able to fly
Have butterflies in your stomach- be very nervous about something
Till the cows come home- do something forever
Get somethings goat- annoy someone
Have a whale of a time- really enjoy yourself
In the dog-house- when you know that someone is angry with you
Bug someone- irritate someone
Monkey about- play and not work
Handout 3. Tests
1. If she (hurry/ not)_______ , we (miss) _______ the bus.
2. I (buy)______ these shoes if they (fit)________.
3. If you (switch)_________ on the lights, you (fall/ not)________ over the chair
4. She (come)________ to our party if she (be/ not)__________on holiday.
5. If we (listen)__________ to the radio, we (hear)__________ the news.
