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Intermediate Level Syllabus Outline

This syllabus provides a general outline proposal for creating courses for intermediate level students. This syllabus can be easily adapted for individual classes while retaining an overall structure aimed at helping students acquire the language they need to communicate.

120 hours total comprised of:

  • 80 hours theoretical
  • 30 hours practical applications
  • 2 hours of final examination and evaluation

Course Objectives

  • Daily life interrogative and discourse capabilities
  • Basic person and place descriptive abilities
  • Number, time, quantity, and cost use
  • Daily life receptive understanding skills
  • Written usage to express situations, give instructions and explanations, communicate opinions, and narrate and comprehend stories
  • Specific terminology use based on students' needs

Course Structure

80 hours theoretical including


24 hours basic grammatical skills including use of the interrogative and discourse forms covering:

-Verb forms and other grammatical structures

-Introductions and greetings

-Asking for information




6 hours descriptive skills including:

-Comparative language

-Vocabulary building for people and places

-Communicative structures for expression of opinions

-Asking for descriptions

6 hours English numeration including:

-Time, quantity, cost and numbering vocabulary

-Buying and selling structures

-Requesting and giving the time

-Various numerical expressions including cardinal numbers, fractions, decimals etc.

16 hours receptive skills development including:

-Listening comprehension focusing on varying elements of vocabulary and structure

-Video comprehension developing combined visual-audio receptive skills to deduce meaning from context

-Reading skills strategies including intensive skimming and scanning development tasks, as well as intensive reading exercises

14 hours written skills development including:

-Development of basic writing skills applying studied grammatical structures

-Standard writing formats including formal and informal letters

-Expression of opinions in writing

-Instruction flow writing skills

-Narrative written structures to express past events

14 hours basic terminology based on students' needs

-Identification of equipment required, intensive vocabulary training

-Descriptive language development of equipment use and functions

-Integrated interrogative and discourse use with targeted vocabulary and functions

-Language formation for instruction in, and explanation of basic equipment use


30 hours practical application and self-instruction

14 hours use of "Authentic" materials to extend receptive development including both classroom and self-instruction:

-Reading comprehension of authentic time-tables and schedules

-Listening comprehension of authentic radio broadcasts in both British and American English

-Communicative and decision making activities based on authentic reading materials

-Authentic video materials to improve extraction of information from authentic source

-Use of the Internet to extract authentic materials on specific areas of interest

-Introduction to self-instruction English sites located on the Internet including pen-pals, quizzes, listening comprehension and idiomatic language development

-Written communication tasks for authentic task oriented goals

-Self-instruction CD-ROM using various English learning software packages

-Self-instruction using listening and video materials from the self access language laboratory with follow comprehension exercises

10 hours of class communicative activities including:

-Role-plays in various authentic situations

-Debating various points of view to strengthen the ability to expression points of view

-Information gathering activities concerning time, place, cost and personal descriptions

-Project development in groups and pair-work to increase communication practice

-Group generated narrative writing production

6 hours specific targeted vocabulary development:

-Interviewing activities to enhance instruction and explanation processes with specific focus on basic individual vocabulary needs

-Lexis development and extension in appropriate areas

-Role-play to increase active use of targeted language areas

-Group created written reports giving instruction on various aspects of target vocabulary


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