Writing IV trains students to produce short academic essays. It focuses on thesis statement and angle, balance, anticipation of readers’ reactions. Students are encouraged to generate thought, to develop stylistic and critical awareness. They are encouraged to observe the major stages in the writing process, namely pre-writing, drafting, revising, and editing.

The speaking component is designed to get intermediate students to consolidate all work done at Level One. It enables them to develop their ability to make sentences and ask questions. Another objective is to improve their pronunciation and to expand their active vocabulary and their usage of idiomatic English through use. Some topics for speaking are: 1. Environment. 2. Pollution and its solutions. 3. Climate. 4. Seasons. 5. Leisure activities, sports and hobbies. 6. Domestic and wild animals. 7. Vegetation. 8. Fruit and vegetables. 9. Occupations. 10.

Writing I is a pre-intermediate course designed to introduce students to paragraph structure and organization, i.e., topic sentence, supporting details, and concluding sentence. It is also designed to teach students to write cohesive and coherent paragraphs on specific topics, using language appropriate to each topic. The paragraphs are of the following types: descriptive, narrative, expository, classificatory, and instructional. Students are also trained to write personal, informal letters and business letters.

This course acquaints students with different types of specialized and general dictionaries and the characteristics of each. Students are trained on how to skillfully use the dictionary, and gaining speed in looking up words. Students are familiarized with the different symbols used in dictionaries with special emphasis on phonetic transcription, intonation, and stress as a means of using dictionaries to develop correct pronunciation. Students are trained in the use and formation of derivatives.

The course seeks to deepen students' knowledge of major grammatical components, particularly with reference to the analysis of complex sentences. The main objective is to include grammatical elements such as tools of emphasis, cohesive devices and conjunctive elements, relative pronouns, passive forms in the different tense frames, appositive constructions, modals of attitude, gerund and infinitive constructions.

The speaking component is designed to equip the students with pre-intermediate conversational skills. Its primary objective is to get students to speak and to communicate fluently and accurately without inhibition. Its secondary objectives are to develop the students’ ability in making sentences, asking questions and to improve their pronunciation and vocabulary. The following topics for speaking are recommended: 1.introducing oneself. 2. Talking with friends about the weather, the seasons. 3. Telling stories of childhood. 4.

Reading 2 is an intermediate course dealing with intermediate reading skills and comprehension strategies. The reading selections include many vocabulary-building exercises and emphasize reading strategies such as skimming, scanning, guessing meaning from context, understanding the structure and organization of a selection, increasing reading speed and interpreting the author’s point of view. The texts are descriptive and expository.

Vocabulary Two builds on the vocabulary One course. It draws attention to words that are commonly mispronounced, some common words and expressions that have entered the English language, and some frequent metaphors, similes, idiomatic expressions, and proverbs. The course includes common functions and notions. It draws attention to degrees of formality in language use. The course aims at improving students’ pronunciation of sounds and words in English. It also seeks to enrich their vocabulary and make them appreciate better and use efficiently idiomatic expressions and figurative language.