Borana University

College of Social Sciences and Humanities

Department of Foreign Language and Literature

Course Title: Communicative English Language Skills I (FLEn 1011)

Study Guide Book for Freshman Year Stud

August 2021

Yaballo, Ethiopia
Preface

In Ethiopia, English is learnt as a foreign language in which the context of our syllabus rests on
the MLCs (Minimum Learning Competences) for each grade against which students will be
assessed. Even though English is a medium of instruction in secondary and tertiary levels of
education in this country, many College and University graduates of Ethiopia do not speak
English properly and they share a common fear factor that they cannot communicate with an
English speaking foreigner effectively because they strive to utter grammatically accurate spoken
language.

In fact, it is not uncommon to find that many EFL students in Ethiopia have had little experience
in using English in actual conversations, and have not built the speed and automaticity that can
only be developed through repeated practice. For many students, language learning has always
been about learning grammar rules and memorizing vocabulary to perform well on tests. In
contrast, the most important goal of any language learner is to communicate with people by
using the target language. To this end, this Study Guide Book is prepared to address the
communicative aspect of learning English as a foreign language at higher institution level in
Ethiopia. It has been designed to be a quick and easy reference for freshman year students for the
course of Communicative English Language Skills I (FLEn 1011). The ‘course module’
document was prepared by MoSHE as a learning module for all Universities across the country.
Thus, this Study Guide Book has been prepared in line with the course module.

In many of the sections of this Study Guide Book, supplementary concepts has been incorporated
under each topic presented in the ‘course module’ document to equip learners with in-depth
understanding of each of the topics treated there off. In other cases where necessary, the same
note sections and activities from the ‘course module’ document has been added to this study
guide book so as to make the students able to infer to or confer with each other on both
documents in a paralleled way.

Communicative English Language Skills I (FLEn 1011) is intended to be given in the first
semester for all first-year students joining Ethiopian universities. It focuses on listening and
reading skills and integrates these two skills with speaking and writing activities along with the
vocabulary and grammar items. The course is designed to enable learners of higher institution to
communicate in English with acceptable accuracy and fluency by using English appropriately in
different contexts. It is also aimed to develop learners’ English language proficiency through
language learning activities designed to help them use English for their academic and social
needs.Therefore, the language learning activities designed in the course are used for encouraging
you to learn by doing things in English and by reflecting on the activities you do in each unit.
You will also deal sufficiently with grammar and vocabulary learning activities in the course of
Communicative English Language I.
UNIT 1: Study Skills
Unit introduction
The purpose of this unit is to familiarize you with the skills and academic practices that you need
to develop as university students. The unit revolves around two important aspects of academic
study, namely, taking notes while listening to lectures and reading for academic study. The
various activities in the unit thus are geared towards helping you to take effective notes during
lectures and to practice reading for different purposes.

1. Study Skills
1.1. Note-taking
While studying in a university, you will be exposed to a lot of information in relation to your
field of study. This information will reach you mainly through reading and listening to lectures.
However, it will not be possible for you to remember all the information that you have read or
heard later when you want to use it for different purposes; for example, to answer questions
during examinations. This means that you need to take notes when reading and listening to
lectures. Thus, taking notes is an important skill that you need to develop in order to be
successful in your university studies.
Why take notes?
When you listen to a lecture or talk, or read a textbook in order to get information, you should
write down some important points in note-form. Notes give you a written record, which you can
refer to at a later date. You may need them a few weeks later when writing an essay or even a
few months later when revising for an exam.
What should you write down?
Notes are a summary of what you are reading or listening to. It isn’t possible to write down
everything so you should only make notes on the key information: the main points and the
important details. Supporting details may appear in the form of an explanation; a description; an
example; an evaluation; or a contrasting idea. You need to distinguish between major and minor
points. This is a difficult skill that requires practice.
How should you write notes?
Using an outline is a good method of note-taking. An outline is a list of main ideas; the main
ideas are followed by a list of supporting details. Main ideas are underlined and numbered; bullet
points are used for the supporting details. This helps to highlight the important information. Key
words and phrases, abbreviations, symbols and incomplete sentences can be used. These take up
less space and are much quicker to write. Here are some examples of abbreviations and symbols
you may use in note-taking:
 & and " ditto (the same as the line above) etc. and so on
 e.g. for example NB Note well (this is a very important point)
 ➞ leads to, results in
 ➚ increase
 ➘ decrease
 # the opposite of
 = means, is the same as
Sometimes, you can create your own style while shortening longer words for better
comprehension. For example, x-tics (characteristics); int’l (international), dev’t (development);
commun. (communication); r/ship (relationship); b/n (between); sth. (something) and so on.

Activity 1.1: While-Listening

While learning for knowledge, you may need to develop the following habits that help you
acquire effective study skills as a learner. If there are any habits you haven’t already developed,
decide whether you want to develop them or not and explain the reasons to your neighbor. Put
a tick mark under the ‘Yes’ or ‘No’ columns in the table to show your decisions.

No. Habits Already Want to develop

developed in future
Yes No
1. They do not attempt to cram all their study into one
session.
 2. They plan when they are going to study.
3. They study at the same time.
4. They have study time that has a specific goal.
5. They never procrastinate their planned study session.
6. They start with the most difficult subject first.
7. They always review notes before starting an
assignment.
8. They make sure they are not distracted while they are
studying.
9. They use study groups effectively.
10. They review their notes, schoolwork and other class
materials over the weekend.

What to do to take effective notes while listening to a lecture

1) If possible, read on the subject before attending the lecture in order to focus on what is
important and most relevant.
2) Sit near the front of the room as much as possible in order to concentrate and make it
easier for you to see and hear.
3) Listen carefully to the introduction to the lecture in order to understand the subject and
make it easier for you to take notes.
4) Look and listen for cues from the lecturer in order to get an indication of the structure of
the lecture and to be able to organize your notes.
5) As soon as possible, review your notes after the lecture in order to refresh your memory
and make your notes more complete with points that you did not have time to write down
during the lecture.
1.1. Time management

Another study skill you need is time management. In a university, going to class is not enough.
You also have to study independently. Many students find this difficult, so it is a good idea to
think carefully about what you should be doing and how to organize your study time.

1.1.1. What should you do in independent study time?

An Assignment Work
• It is important to do your assignment. If you do it, you will keep up with the work and the
marks given will indicate your progress.

• Don’t leave assignment to the last minute.

A review of lessons

• Read through your notes and the relevant sections of your module every evening.

• Add new words to your vocabulary notebook on daily basis.

• Re-do exercises on subjects or points that you still do not understand.

Private study

• Do extra exercises from another reference (borrow one from the library).

• Read chapters in your module and in other books.

• Focus on the language areas you need to improve.

1.1.2. How much time should you allow for independent study?

• Ask your instructor how much time should be spent on assignments. For example, it may take
you a week for each assignment to do.

• Aim to spend a few extra hours reviewing your lessons and doing private study. This may be
another five or ten hours per week.

• Whenever you study, set a realistic time limit for how much you are going to do each day.

• When it comes to exam time you may have to increase your study hours.

1.1.3. When should you do independent study?

What are the options?

• Before class: Get up early and do a couple of hours of study.

• After class: After class you could go straight to the library, or study as soon as you get
dormitory.

• At weekends: Limit your study time and allocate specific times, for example on a Saturday
afternoon.

Making a study timetable

• Every week you should make a list of tasks you need to do for each subject; include
assignment or project tasks, reviewing and private study.

• Estimate the time you need for each activity.

• Make a schedule for the week. Include everything on your list.

• When mid or final exams are approaching, include some revision time in your timetable at least
a month before they start.

2. Grammar focus: Modals and infinitives for giving advice

As a fresh University student, it is inevitable that you face up with lots of unfamiliar problems
that are different from the ones you knew at a school level. When such things trouble you or your
friends there are some expressions you may use to give an advice.

How to give an advice

The most common ways of giving an advice is by using infinitives in a form of imperative
sentence and also by using modal verbs. Look at the following examples taken from a listening
technique.

a. Try to prepare yourself in advance.

b. Sit near the front of the room.
c. You should be able to work out the important themes of the lecture.
d. You should not try to write down every word that the lecturer says.
e. You ought to ask for clarifications.
f. You had better take notes of important points.
In the above sentences a & b, (try, sit) are infinitives and in sentences c, d, e & f, (should/should
not, ought to, had better) are modals used in giving advice.

Other forms of giving advice

• If I were him, I would …

• She/He/They really must …

• I think she/he/they should …

• If he/she …, then …. will …

• In order to …. She/he/they should …

Example: If I were him, I would always be punctual.

I think she should work hard to be successful in her field of study.

Activity 1.2: Problem Situation

Identify which of the following problem situation you or your friend faced at a school level and
which of them you think you or someone may face here at a university level.

Problem state Already faced at school level May face at a university

Yes No
1. drinking alcohol because
I’m unable to cope with my
study and my parents don’t
understand me.
2. dormitory member disturbs
me and I can’t sleep
3. developed a drug addiction
and my behavior changed
for bad
4. got sight love with
classmate boy and I can’t
 concentrate on my study

Activity 1.3: Giving Advice

Now given the above problems that students may face at a university level, give an advice to one
of your friends who faced up with each of the problems. Write each of the answers in a
paragraph form. One has been done as an example for you.

Advice for situation 1:

You are obviously not suited to your course, and in the case of studying medicine, which is a
long stretch and requires dedication, this is a serious matter. It seems to me that you have to talk
to your parents about changing your course. Quietly find out about changing courses; for
example, if and when you can do it. You could also find out about your career possibilities with
the kind of degree you want to take. Then your parents must be informed. Go and confront them
with the reality; you are not coping and if you don’t change your situation you will probably fail.
They must be made aware of how serious this is. Perhaps you could talk to another relative first,
who is likely to be sympathetic and he or she could help you talk to your parents. Drinking, of
course, will not solve your problems, and you must be strong and stop it. If you don’t, you’ll face
a lifetime of misery. So stop going out during the week and get back to your studies. I’m sure
your parents don’t want to make you unhappy.

3. Reading: Reading for study

Reading is probably the most important and mandatory skill a given student utilizes at a
university level. You may read for three reasons; namely, to get informed, for gaining knowledge
(understanding) and to get entertained. More than everything, you need to engage in reading
exercise to acquire knowledge and the activity becomes a pertinent habit when exams are
approaching.

Skimming and scanning

These skimming and scanning are the two most common techniques of selective reading.
What is skimming?
It is a method by which a reader tries to capture the general idea of the passage as fast as
possible. There are three types of skimming:
a) Pre-‐read skimming refers to preparing to read.
b) Use skim reading in a situation where skimming is the only coverage you plan to give the
material.
c) Review skimming assumes you have already read the material and are going back
over it as a means of study and review.
How Do I Use Skimming?
1. Read the title. If it is an article, check the author, publication date, and source.
2. Read the introduction. If it is very long, read only the first paragraph completely. Then,
read only the first sentence of every paragraph. That sentence will usually be the main idea
of that paragraph.
3. Read any headings and sub-headings. The headings, when taken together, form an outline of
the main topics covered in the material. 4.Notice any pictures, charts, or graphs; they are
usually included to emphasize important dates or concepts. 5.If you do not get enough
information from the headings, or if you are working with material that does not have
headings, read the first sentence of each paragraph.
6. Glance at the remainder of the paragraph.
a. Notice any italicized or boldface words or phrases. These are key terms.
b. Look for lists of ideas within the text of the material. The author may use numerals, such as
(1), (2),(3) in the list, or signal words such as first, second, one major cause, another cause, etc.
7. Read the summary or last paragraph.

What is Scanning?
Scanning is a method of selective reading when searching for a particular fact or answer to a
question. Scanning can best be described as a looking rather than a reading process.
How Do I Use Scanning?
1. State in your mind specifically the information for which you are looking. Phrase it in question
form, if possible.
2. Try to anticipate how the answer will appear and what clues you might use to help you locate
the answer.
3. Determine the organization of the material; it is your most important clue to where to begin
looking for information. Especially when looking up information contained in charts and tables,
the organization of the information is crucial to rapid scanning.
4. Use headings and any other aids that will help you identify which sections might contain the
information for which you are looking.
5. Selectively read and skip through likely sections of the passage, keeping in mind the specific
question you formed and your expectations of how the answer might appear. Move your eyes
down the page in a systematic way.
6. When you have found the needed information, carefully read the sentences in which it appears
in order to confirm that you have located the correct information.

Activity 1.4: While-reading

Read the following text and answer the questions below it.

Reading for Study

Reading is a fundamental aspect of academic work. It is likely to be the major way to gather
information about the discipline you are studying and it is a very valuable skill to enhance and
develop at university or college. One of the routes to develop the ability to think about and
describe the world in terms of a particular approach is through reading. Reading will provide an
understanding of the academic discipline being studied. Ultimately it will be one of the keys that
unlock the door to a career as a business manager, psychologist, engineer, chemist, teacher, and
scientist and so on. As well as guiding you through your course, it will be an invaluable learning
tool in the world of employment. Reading opens up the possibility

of gaining access to and an understanding of the thinking of all the people who have developed
models and theories or written about a particular discipline.
One of the principal objectives of reading for study is to gather ideas and information and to
assimilate them into your own view of the world, and then to be able to express that view
through the assessment program or in seminars. Only by doing this you can understand a subject.
During your time at university or college you will need to approach your reading very
intelligently and diligently by putting considerable effort into it.

As a student it is important to recognize that reading may be the most demanding work you do at
university or college and that a huge volume of reading will be required to pass a course. Almost
certainly reading strategies need to be developed in order to get through the amount of reading to
be done. For some people it may be a matter of changing perceptions about reading. For
example, on entering a library some students will think ‘Oh no, look at all these books to read!,
while others will think ‘Oh wow, look at all these books to read – where shall I start? Let me get
going!’

Over the years authors have identified, described and analyzed the issues relevant to a particular
area of study, such as business, philosophy, botany, education and psychology. Within each
discipline theorists examine a subject from a number of viewpoints, identifying key themes and
issues and embodying certain assumptions. One of the particular advantages of reading is that in
many instances it is possible, through books, to read the original works of an author. The written
word is still the main way of accessing academic debate in all fields of study. Through reading, it
is possible to discover the fundamentals and essential aspects of a subject, its basic assumptions,
and the facts upon which it is built and how these are examined and approached.

Purposes for Reading

A student will read for many different reasons, and it is important to remember that the way
reading is approached should change depending on the purpose. Glancing through a newspaper
to pick out the main news items is quicker than and different from reading for study, and both
involve a variety of skills. A newspaper often gives only a cursory coverage of a topic, ignoring
the details. A textbook may require detailed study to extract the essential knowledge it contains.
When reading, for example, it is possible to:
 a) read an instruction book with the intention of immediately applying the information in
order to play a new stereo, use a cooker, repair a car;
b) read an enjoyable, exciting novel for escapism, as quickly as possible, with no need to
worry about remembering any of the story afterwards;
c) skim through the pages of a magazine for the latest developments; or
d) Scan the pages of a newspaper to absorb the main headlines that day, disregarding the
advertisements altogether.
There are, of course, different ways of tackling reading, which will vary according to both the
reading material and the particular task and focus. Reading is, after all, one of the basic tools of
work for students. It is crucial that reading skills are developed so that you are able to get the
most out of reading and importantly to make the best use of it. There are many techniques that
can be used to gain a detailed understanding from a textbook or article, to identify the main
themes or issues, or to get a general overview.

The reading skills that you have already developed can be put to good use in academic study.
New students may neglect to use abilities which are at their disposal in the repertoire of skills
developed in their everyday lives, but that are often taken for granted and overlooked. Reading is
a skill which is often taken for granted. It is easy to believe that it no longer requires any thought
or effort. However, the fact is that reading is concerned with understanding the meaning that the
author is trying to communicate; not just a matter of recognizing words on a page. When
studying, it is important to think about why you are reading and to realize your need for a variety
of approaches. It can be only too easy to read without thinking about it, because a reading list has
been provided by the instructor or you think that reading is a necessary requirement of your
course.

Most people tend to feel that the way to read a book, an article or information on a personal
computer is to start at the beginning and read through to the end. At first this tends to be the
approach that many students adopt with books, opening the textbook and starting to read from
chapter one until he or she loses interest, finds it too difficult, falls asleep, or in some cases
finishes the book with relief. This method is unlikely to be the approach which brings the most
benefit when studying at university.
(Slightly adapted from Payne and Whittaker, 2000)

1. Answer the following questions using the information in the text above. Write your
answers in your notebook, and then check them with another student.
a. Why may reading be the most demanding work at university or college?
b. In what way is the written word common to every field of study?
c. What are some of the ways in which we read?
d. How do our ways of reading vary?
e. How do students who say ‘Oh no…’ differ from those who say ‘Oh wow…’ regarding
their perceptions of reading?
f. What do the writers mean by “Reading is a skill which is often taken for granted”?
2. Say whether the following statements are ‘True’ or ‘False’. Support your answers with
evidence from the text.
a. Students had developed reading skills when they come to university.
b. Our reading purpose changes according to our approach to reading.
c. Reading is the only way of gathering information about one’s field of study.
d. Reading an instruction book in order to apply the information immediately and reading
an enjoyable novel for escapism both employ the same reading skill.
e. The writers believe that reading requires thought and effort.
f. At university, it is very useful for students to start at the beginning and read through to
the end of a book.what do the words in bold type refer to in the text?
i. …it will be an invaluable learning tool… (paragraph 1)
ii. Only by doing this… (paragraph 2)
iii. …and how these are examined… (paragraph 4)
iv. …and both involve a variety of skills (paragraph 5)
v. …in their everyday lives… (paragraph 7)
3. Guess the meanings of the following words and phrases as used in the reading text. First,
work individually, and in groups of three, tell each other what helped you to arrive at
those meanings.
a. keys (paragraph 1) f. extract (paragraph 5)
b. access (paragraph 1) g. vary (paragraph 6)
 c. perceptions (paragraph 3) h. themes (paragraph 6)
d. interpreted (paragraph 4) i. at their disposal (paragraph 7)
e. glancing through (paragraph 5) j. recognizing (paragraph 8)
4. Take appropriate notes from the reading text and complete the following guided
summary.

Reading seems to be the main_________________________________. It is a very useful

skill______________________________. It is through reading that academic disciplines
_______________________________________. One major objective of reading at university or
college is ________________________________________. This means that students need to
__________________________________________ in order to be successful in their university
studies. It is also important to note that the approach to reading varies according to
_______________________, and there are different ways of tackling reading based on
______________________________________. Thus, to make the best use of their reading,
students need to _________________________ in addition to using the abilities that they already
possess when they come to university.

Activity 1.5: Post-reading

(one sample reading passage to be added here about any incident of students)
Work individually. Think of your own reading experience and write a paragraph of 150 – 200
words. Use the following questions to guide you.
1. What books or texts did you read when you were in high school?
2. How did you read them? Did you read them all in similar ways? Did you use different
ways of reading? If different, what were the ways?
3. Do you think your reading in the past was effective? Why or why not?
4. Do you think you will need to change the way you read for your university study?
Explain.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
 ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

1.4. Grammar focus: Present Perfect Tense

The following two examples are taken from the reading text above. Examine the sentences and
say what kinds of action they express.
a. Over the years authors have identified the issues relevant to a particular area of study.
b. The reading skills that you have already developed can be put to good use in academic
study.
You must have noticed in the examples that the verbs in bold type are in the present perfect
tense. You also note that the verbs express actions that happened at an unspecified time
before the present.

Look at some more examples of the uses of the present perfect tense:
 I have lost my keys. I can’t open the door.
(finished action that has an influence on the present)
 Classes have already started. (action that is going on)
 Ujulu has cooked dinner. (action that stopped recently)
 I have never been to Moyale. (action that has taken place once, never or several times
before the moment of speaking.

Activity 1.4.1: Discussion

In groups of three, tell each other what we have done so far in this unit.

Example: We have listened to a talk on note taking in lectures.

(Each group member should be able to say at least two things that you have done. Then, one of
you will record the sentences and report to the class.)
The present perfect tense action can be understood more easily in contrast with an action
expressed in the simple past. Look at the following examples of the use of the two tenses:

 A: I have read this novel before.

B: Have you? When did you read it?
A: About two years ago.
 A: They have constructed a new road in this area.
B: When did they finish the construction?
A: Last year.

Activity 1.4.2: Completing Sentences

Complete the gaps using either the present perfect or past simple form of the verbs in the
brackets. When you have finished, compare your answers with those of another student.
1. Yesterday we ______ (play) football after class.
2. The boys _____ (clean) the car. It looks new again.
3. We _____ (just, read) the book. Now we can watch the film.
4. I first _____ (meet) my best friend three years ago.
5. None of my family members _______ (ever, visit) another country before.
6. She ______ (buy) her car when she was working in a business company.
7. Things _____ (change) a great deal at our company. When we first ____ (start) working
here three years ago, the company _____ (have, only) six employees. Since then, we
____ (expand) to include more than 2000 full-time workers.
8. In the last hundred years, traveling _____ (become) much easier and more comfortable.
In the 19th century, it _____ (take) two or three months to cross North America by
covered wagon. The trip _____ (be) very rough and often dangerous. The situation _____
(change) a great deal over the last century. Now you can fly from New York to Los
Angeles in a matter of hours.
 Note:
1. The present perfect tense is formed using ‘have’ or ‘has’ plus the past participle of the
verb.
 We have all submitted our assignments to the instructor.
 She has not written the letter yet.
2. The action expressed in the present perfect tense does not include a definite past time
because the interest is in the action, not in when the action took place.
 I have read this book last year.
If indicating the time is important, use the simple past tense.
 I read this book last year.
3. The present perfect tense is often used with the following words or phrases:
already never till now
ever not yet up to now
just so far

1.5. Reflections

Reflect on your learning experience in this unit by writing short answers to the following
questions.
1. Did you find the topic of this unit interesting? Why?
2. Which of the activities in this unit were:
a) easy? Why?
c) of medium difficulty? Why?
b) difficult? Why?
d) enjoyable? Why?

1.6 Self-assessment
Assess your learning progress in this unit by putting a tick mark (✓) in the appropriate box in
the table below.
 No Can you… Yes No
.
1. listen to and comprehend short texts of reasonable difficulty?
2. read with comprehension short texts of manageable difficulty?
3. make relevant notes while listening or reading?
4. use the present perfect tense to express various actions?
5. discuss in English to do different activities?
6. guess the meanings of unfamiliar words using various contextual
clues?
7. identify what words such as pronouns refer to in longer texts?

Tell your partner your plan to make improvements in areas where you have weaknesses (if any).

1.7 Summary

This unit has engaged you in a range of listening and reading activities. Specifically, the unit has
given you opportunities to practice listening and reading activities and some of the activities
integrated speaking or writing skills. You have also had a chance to learn the meanings of some
words and the various uses of the present perfect tense. It is thus believed that the unit has helped
you to build on the skills and knowledge you learned at high school. The next unit will also
expose you to various activities aimed to enable you to further consolidate your English language
skills and knowledge. Are you ready to proceed to Unit 2?