Course syllabus on Integrated SkillsEnglish languageInstructor

Course syllabus on Integrated Skills

English language




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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.


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.


• Animal rights

• Animals as companions

• Working animals

• Endangered animals

• Using animals for entertainment should be banned (debate-based)


• Grammar way 3 (with Answers)_Jenny Dooley & Virginia Evans.

• Straightforward for upper-intermediate levels by Philip Kerr & Ceri Jones.



1. Attendance 5%

2. Participation for each lesson 7 % overall 35%

3. Mid terms 30%

4. Final exam 40%

Overall: 100%


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.


• Be punctual

• Be responsible

• Be busy with learning English beyond classroom


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.

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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


Activity 1. (6 min) Teacher divides group into small sub groups. SS should any stories or legends about animals.

While – lesson


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 don’t 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, I’ll 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 I’ll 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, you’ll miss the bus. (= if you don’t 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 wouldn’t trust him. (if I were you, …)

c) Had he known, he would have called. (if he had known, …)


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 McDonald’s 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 being’s 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 worth—a 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 philosophy—it is a social movement that challenges society’s 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 it’s based on race, gender, sexual orientation, or species, prejudice is morally unacceptable. If you wouldn’t 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

Cat’s whiskers- to think you are the best

Like the cat that’s got the cream- look very pleased with yourself

Have kittens- panic

The bee’s knees- think you are the best

Have a bee in your bonnet- be obsessed by something

From the horse’s 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 something’s 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.

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Course syllabus on Integrated SkillsEnglish languageInstructor. (2019, Dec 10). Retrieved from

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