FPEL0002 Course Outline
A. Course Title and Contact Hours
Semester
Spring 2024-2025
Level
2
Course Code
FPEL0002
Course Title
English Level 2
Prerequisite(s)
Level 1/Placement Test Result
18 Contact hours
10 hrs./wk. = Reading & Writing + (integrated Grammar and Lexis)
per week
8 hrs./wk. = Listening & Speaking + (integrated Grammar and Lexis)
Contact Hours
B. Course Description
This is an elementary-level course that focuses on the four language areas: Reading, Writing, Listening,
and Speaking. The course will also equip students with grammatical and lexical knowledge, and general
study skills needed for higher education studies and will aid the fulfillment of UTAS graduate attributes.
This course is a prerequisite to Level 3.
C. Course Objectives
At the end of the course, at an elementary level, students should be able to:
1. Listen to simple texts about personal, social, academic, and work-related topics and activities.
2. Read simple texts about personal, social, academic, and work-related activities.
3. Use sentences related to personal, social, academic, and work-related settings both in writing and
speaking.
4. Write simple texts using paragraphs with appropriate grammar and vocabulary.
5. Communicate and exchange information about him/herself and others in social, academic and work
related situations.
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6. Demonstrate basic study skills such as time management, research,
taking notes, and giving presentations.
7. Demonstrate a level-appropriate accuracy and range of grammatical structures.
8. Access and use virtual platforms for independent language learning.
D. Learning Outcomes
Listening Learning Outcomes:
By the end of the course, students should be able to:
1. Use pre-listening strategies to preview, activate prior knowledge, predict content, and identify
keywords and cues in simple texts about personal, social, academic, and work-related topics and
activities.
2. Recognize the main ideas and specific details in monologues and conversations of 3-4 minutes
delivered at a slightly faster pace than the earlier level.
3. Extract the main idea and specific information from recorded texts dealing with locally, nationally or
internationally familiar matters.
4. Understand simple questions, instructions and directions when spoken at a slightly faster pace than
the earlier level.
5. Follow discussions concerning routines and habits, future arrangements and past activities, necessity,
and obligation.
6. Understand clear standard speech spoken at a slightly faster pace than the earlier level on subjects
related to personal, social, academic, and work-related topics and activities.
7. Identify the meaning of unknown words from context.
8. Infer the speaker’s viewpoint, feelings, and/or attitude.
Reading Learning Outcomes
By the end of the course, students should be able to:
1. Comprehend level-appropriate texts of around 400 words recognizing main ideas and specific details.
2. Use pre-reading strategies to preview, activate prior knowledge, predict content and establish a
purpose for reading simple texts about personal, social, academic, and work-related activities.
3. Scan short, simple passages and texts to extract specific information especially if there is visual
support.
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4. Comprehend basic routine, work-related, or study-related letters,
personal letters, emails which may be encountered locally and
internationally.
5. Use context clues to guess the meaning of unfamiliar words which may sometimes occur in reading
texts.
6. Demonstrate possession of a range of level-appropriate actively understood vocabulary.
7. Understand simple instructions on appliances, food packaging and medicines encountered in everyday
life.
8. Infer meaning from a reading text.
9. Use independently a paper, online or digital English to English dictionary to find meaning and
pronunciation of unknown vocabulary.
Speaking Learning Outcomes
By the end of the course, students should be able to:
1. Use pre-speaking strategies to communicate successfully by activating prior knowledge, and
unlocking potentially difficult words.
2. Use phrases and simple and compound sentences to describe people, places, and study / work-related
activities.
3. Tell a story related to personal, social, work, and academic life.
4. Respond to invitations, suggestions, apologies, directions, and instructions.
5. Use polite expressions to make requests or ask for attention in a social, work-related, or academic
situation.
6. Ask and answer questions related to people, places, jobs, stages of academic study, simple topics and
activities.
7. Use sentences to describe every day present activities, past activities and planned future activities of a
social, work-related or study-related nature.
8. Use pronunciation, intonation, and stress sufficiently well to avoid placing excessive strain on
conversational partners.
9. Prepare and deliver a talk of 2-3 minutes using eye contact and appropriate body language.
10. Demonstrate an emergent mastery of phonemes problematic for Arabic speakers such as /b/ or /p/,
/g/ or /j/, /v/ or /f/ even though errors may still be made.
11. Use gestures and substitute approximate vocabulary in order to attempt to communicate
successfully.
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12. Maintain communication by expressing lack of understanding, or
by asking for repetition, and by recognising errors and by having the
confidence to repair errors.
Writing Learning Outcomes
By the end of the course students should be able to:
1. Use pre-writing strategies to generate and develop ideas and make a plan before writing.
2. Separate topics into individual paragraphs which together form a text of at least 150 words.
3. Write phrases and simple and compound sentences using basic conjunctions such as ‘and’, ‘but’, ‘so’
and ‘because’.
4. Write a short description of people, places and activities.
5. Write short narratives.
6. Write simple instructions.
7. Write about future plans.
Grammar Learning Outcomes
At the end of Level 2, learners will be able to use the following grammatical items, in addition to forms
learned at an earlier level:
1. Determiners (all, none, not (any), enough, few)
2. Pronouns: Relative pronouns
3. Verbs:
Present simple : Affirmative, Negative, Questions
Past simple : Affirmative, Negative, Questions
Past continuous: Affirmative, Negative, Questions
Future Simple: Affirmative, Negative, Questions
Future (be + going to)
4. Modals:
Possibility (may, might, possibly, perhaps, probably)
Request: would
5. Obligation & Necessity (must, have to, should)
6. Adverbs:
Adverbial phrases of time, place, and frequency including word order
7. Basic intensifiers (really, very, so, quite, a bit)
8. Conditionals: First & Second
9. Discourse Markers:
Sequential (first, then, next, after that, finally)
Illustrative (such as, like)
Vocabulary Learning Outcomes
By the end of the course, students should be able to:
1. Pronounce and write with correct spelling level-appropriate CEFR A2 vocabulary.
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2. Pronounce and write with correct spelling the names of familiar
countries, cities, nationalities, occupations, animals, colours, dates
(days of the week and months), academic subjects, stages of academic study and simple activities.
3. Demonstrate an emergent mastery of derived word forms such as prefixes, suffixes.
General Study Skills Learning Outcomes
By the end of the course, the following self-study requirements should be achieved:
6.2.1 Managing Time and Accepting Responsibility
6.2.1a) Work in pairs or groups and participate accordingly i.e. take turns, initiate a discussion, interrupt
appropriately, express an opinion.
6.2.1 b) Follow university policies on attendance and punctuality.
6.2.1 c) Bring required materials (pens, pencils, folder, etc.) to class.
6.2.1 d) Work to imposed deadlines.
6.2.1 e) Show respect for teachers and others and their rights to have a difference of opinion.
6.2.1 f) Use a variety of study techniques.
6.2.1 g) Create term planners and study schedules noting key dates/events.
6.2.1 h) Complete homework on time.
6.2.1 i) Continually revise one's work.
6.2.1 l) Organize a feasible study schedule that accommodates other responsibilities.
6.2.1 n) Organize and maintain a system of recording vocabulary (keep a vocabulary log).
6.2.1 o) Organize and maintain a portfolio of one's work.
6.2.2 Research Skills
6.2.2 b) Use the library system for finding, borrowing, and returning library material.
6.2.2 c) Use an English-English dictionary for language learning.
6.2.2.d) Use a contents page to locate information in a book.
6.2.2 e) Extract relevant information from a book or article using a battery of reading strategies (e.g.
skimming, scanning, etc.).
6.2.2 h) Find specific information using internet search engines and electronic resources.
6.2.2 m) Summarize and paraphrase information in one's own words.
6.2.3 Taking Notes
6.2.3 a) Recall and define main concepts.
6.2.3 c) Use simple notes in margins and for glossing vocabulary.
6.2.3 d) Extract and record key information (the gist) from a written or spoken source.
6.2.3 f) Support key points with relevant additional details.
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6.2.3 h) Date one's notes.
6.2.3 k) Sort out information and reject irrelevant pieces.
6.2.4 Presentation Skills
6.2.4 a) Outline and define main concepts.
6.2.4 b) Address questions from the audience.
6.2.4 c) Plan and conduct a presentation based on information from written material.
6.2.4 d) Speak in a clearly audible and well-paced voice.
6.2.4 e) Follow a presentation format.
6.2.4 f) Use presentation language (discourse markers, etc.).
6.2.4 g) Achieve the key aim of informing the audience.
6.2.4 h) Make use of audio/visual aids when giving oral presentations.
6.2.4 i) Tailor content and language to the level of the audience.
6.2.4 j) Maintain some eye contact with the audience.
6.2.4 l) Observe time restrictions in presentations.
6.2.4 m) Organize and present information in a logical order.
E. Assessment
As detailed below, the assessment consists of:
Continuous Assessment (CA) (50%)
Final Exam (FE) (50%)
Assessment Scheme
Continuous Assessment Total of 50%
MTE (30%)
Final Exam (50%)
Other (20%)
Writing
10%
Quiz
4%
Writing
12.5%
Listening
10%
Story Review & Presentation
6%
Listening
12.5%
Reading
10%
Teacher’s Mark
8%
Reading
12.5%
Student Portfolio
2%
Speaking
12.5%
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To pass Level 2, a student must achieve greater than or equal to 50 in
both the Cumulative mark (CA + FE) and the Final Exam. That is, a
student must pass both the cumulative mark and the Final Exam, so that s/he can move on to Level 3.
F. Learning Resources
1. Vargo, M., & Blass, L (2020). National Geographic Learning: PATHWAYS 1: Reading, Writing,
and Critical Thinking (2nd ed). Andrew Robinson.
2. Chase, B. T. (2021). National Geographic Learning: PATHWAYS 1: Listening, Speaking and
Critical Thinking (2nd ed). Andrew Robinson.
3. UTAS In-house Teaching Materials.
G. Attendance
▪
▪
▪
▪
Students are responsible for tracking their attendance using the online system.
Students who have more than 15% absence are not allowed to take the final assessment or attend
classes. They will be considered withdrawn (W).
Be aware that your excused absence does not reduce your overall absence percentage. However, it
determines your Academic Status to be either (W) withdrawn or (FW) failing for unexcused
absence.
For further details, please refer to the GFP prospectus.
H. Exam and Other Rules
Exam rules:
▪
▪
Students must bring IDs and a pen.
Students reporting to the exam room within the first 30 minutes will be allowed to take the
examination but they will not be allocated any additional time to complete the examination.
▪ Students who attempt to enter after the first 30 minutes will be refused entry. Only with a valid
excuse can students then take the make-up exam thereafter.
▪ Students found attempting to cheat will be warned if behavior persists the students will be
withdrawn from the exam and further actions will be taken.
▪ For further details, please refer to the GFP prospectus.
Other rules:
Plagiarism & cheating: Producing work using dishonest methods has no value. Cheating (copying
another student’s work on an assignment or a test), or plagiarism (using another author’s words without
crediting the source) will lead to failure of the assignment or test, failure of the course, probation,
suspension, or expulsion.
FPEL0002 Course Outline _ Spring 2024-2025
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I. Delivery Plan
Week
Unit
Week 1
9-13
February,
2025
One
One
Week 2
16-20
February,
2025
One
One
Week 3
23-27
February,
2025
One
One
Week 4
2-6 March,
2025
Two
Skill1/
Component2
L.Os3
Remarks
Reading
1, 2, 3, 5, 6, 8, 9
Writing
1, 2, 3, 4 (write about people, places,
activities)
Skip the video for Unit 1,
Lesson A of the L&S
book.
Listening
1, 2, 6, 7, 8
Speaking
1, 2, 3,6, 10, 11, 12
Grammar
LO3: Present simple
Reading
1, 2, 3, 5, 6, 8, 9
Writing
1, 2, 3, 4 (write about people, places,
activities)
Listening
1, 2, 6, 7, 8
Speaking
1, 2, 3, 6, 10, 11, 12
Grammar
LO 3: Present simple
Reading
1, 2, 3, 5, 6, 8, 9
Writing
1, 2, 3, 4 (write about people, places,
activities)
Listening
1, 2, 6, 7, 8
Speaking
1, 2, 3, 6, 10, 11, 12
Grammar
LOs2,1: relative pronouns+ determiners
Reading
1, 2, 3, 4, 5, 6, 7, 8, 9
Writing
1, 2, 3, 4 (write about people, places,
activities)
Listening
1, 2, 3, 6, 7, 8
Use STM4 L2WLO4 for
WLO4.
Use STM L2WLO2,3&5
for WLOs 2,3&5.
Use STM L2RLO4 for
RLO4.
1 General Study Skills (GSS) LOs are achieved while teaching Reading, Writing, Listening, and Speaking skills and through Continuous Assessment.
2 Grammar LOs are achieved in context when teaching all skills and are discretely in focus when teaching Writing and Speaking.
3 Learning outcomes in bold are not covered by the textbooks. Teachers are encouraged to use the supplementary teaching materials provided to address
these. For the pending STMs, teachers are encouraged to develop their own materials to cover these LOs.
4 STM: Supplementary Teaching Material
FPEL0002 Course Outline _ Spring 2024-2025
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Two
Week 5
9-13 March,
2025
Two
Two
Week 6
Two
16-20 March,
2025
Two
Speaking
1, 2, 3, 5, 6, 10, 11, 12
Grammar
LOs9,6: discourse markers-( illustrative) + adverbial phrases
Reading
1, 2, 3, 4, 5, 6, 7, 8, 9
Writing
1, 2, 3, 6 (Simple instructions)
Listening
1, 2, 3, 4, 5, 6, 7,8
Speaking
1, 2, 4, 5, 6, 7, 8, 9, 10, 11, 12
Grammar
LOs 9,7: discourse markers-(sequential) + basic intensifiers
Reading
1, 2, 3, 4, 5, 6, 7, 8, 9
Writing
1, 2, 3, 6 (simple instructions)
Listening
1, 2, 3, 4, 5, 7, 8
Speaking
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Grammar
LO5: (Obligation & Necessity- must, have to, should )
Week 7
Use STM L2WLO6 for
WLO6.
Use STM L2SLO9 for
SLO9.
Use STM L2LLO4&
L2SL04 for LLO4& SL04.
Midterm Exam
23-27 March,
2025
Week 8
30 March–3
April, 2025
Thre
e
Thre
e
Eid Holiday
Reading
1, 2, 3, 4, 5, 6, 7, 8, 9
Writing
1, 2, 3, 5 (short narratives)
Listening
1, 2, 3, 4, 5, 7, 8
Speaking
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Grammar
Week 9
6-10 April,
2025
Thre
e
Thre
e
Week 10
Thre
Use STM L2LLO5 for
LLO5.
LO3: past simple
Reading
1, 2, 3, 4, 5, 6, 7, 8, 9
Writing
1, 2, 3, 5 (short narratives)
Listening
1, 2, 3, 4, 5, 7
Speaking
1, 2, 3, 4, 8, 10, 11, 12
Grammar
LO3 : Past simple + Past continuous
Reading
1, 2, 3, 5, 6, 8, 9
FPEL0002 Course Outline _ Spring 2024-2025
Use STM L2SLO3 for
SLO3.
Use STM L2SLO10 for
9
13-17 April,
2025
e
Writing
1, 2, 3, 5 (short narratives)
Thre
e
Listening
1, 2, 3, 4, 5, 6, 7, 8
Speaking
1, 2, 3, 8,10, 11, 12
Grammar
Week 11
Five
20-24 April,
2025
Five
LOs 3,4: (Past continuous & Modals- possibility, request)
Reading
1, 2, 3, 5, 6, 8, 9
Writing
1, 2, 3, 5 (short narratives)
Listening
1, 2, 3, 4, 5, 6, 7
Speaking
1, 2, 3, 8, 10, 11, 12
Grammar
Week 12
Five
27 April-1
May, 2025
Five
LO 4 ( Modals- possibility, request)
Reading
1, 2, 3, 5, 6, 8, 9
Writing
1, 2, 3, 7 (future plans)
Listening
1, 2, 3, 6, 7, 8
Speaking
1, 2, 5, 6, 7, 8, 10, 11,12
Grammar
Week 13
Six
4-8 May, 2025
Six
Six
11-15 May,
2025
Six
1, 2, 3, 5, 6, 8, 9
Writing
1, 2, 3, 7 (future plans)
Listening
1, 2, 3, 6, 7, 8
Speaking
1, 2, 5, 6, 7, 8, 10, 11,12
Week 15 18-
Six
*Quiz (Grammar +
Vocabulary)
Use STM L2SLO5 for SLO5.
LO 3: Future (be + going to & Future simple)
Reading
1, 2, 3, 5, 6, 8, 9
Writing
1, 2, 3, 7 (future plans)
Listening
1, 2, 3, 6, 7, 8
Speaking
1, 2, 5, 6, 7, 8, 10, 11,12
Grammar
Use STM L2WLO7 for
WLO7.
LO 3 Future ( be + going to & Future simple)
Reading
Grammar
Week 14
SLO10.
LO 8 (conditionals- First & Second)
Reading
1, 2, 3, 5, 6, 8, 9
Writing
1, 2, 3, 7 (future plans)
**Speaking Exam
22 May, 2025
FPEL0002 Course Outline _ Spring 2024-2025
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Six
Listening
1, 2, 3, 6, 7, 8
Speaking
1, 2, 5, 6, 7, 8, 10, 11,12
Grammar
LO 8 (conditionals- First & Second)
Weeks 16 – 18
25 May-12
June, 2025
Final Exam
J. Lecturer’s Contact Details
Fill in this table below at the start of the semester.
Lecturer 1
(Reading & Writing)
Lecturer 2
(Listening & Speaking)
Name:
Office No:
Email:
Other Information:
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FPEL0002 Course Outline _ Spring 2024-2025
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