American University in Cairo

Course/Program Description:

This B1C course uses learner-centered, flipped classroom, and task-based approaches to

strengthen practical English skills. Learners will develop the ability to understand clear

spoken and written material about everyday topics and participate confidently in routine

interactions. They will practice writing relevant messages and longer descriptive texts. The

course marks the third level in the CEFR B1 Stage.

Learning Outcomes:

By the end of this course, learners will be able to:

1. retrieve main ideas and details from listening and reading passages.
2. identify and use common English phrases for greetings, self-introductions, and small talk. Ask and answer follow-up questions to keep conversations going in social situations and respond appropriately to typical first-impression questions.
3. recognize and use language chunks for making introductions and engaging in small talk. Practice and participate in natural first-time meeting conversations (e.g., networking, class, parties).
4. distinguish between formal and informal language in various settings.
5. recognize and respond to formal email conventions in written communication and write a clear and polite response to a formal email.
6. use formal language appropriately in contexts such as job interviews.
7. Identify vocabulary and expressions related to fears and phobias, including scientific and everyday contexts. Listen to talks about fears and answer relevant comprehension questions.
8. read and understand short texts about fears, phobias, and their triggers.
9. discuss personal opinions and experiences regarding fears and phobias in group conversations and use appropriate vocabulary to describe and discuss personal fears. Give advice or suggestions related to fears and anxieties using suitable language.
10. write an informal email offering advice about fear or anxiety.
11. identify and use vocabulary for habits, routines, and common activities.
12. summarize main ideas from audio, video, or text about habits and strategies for change. Extract specific information about how people build or change habits from texts or recordings.
13. recognize the present perfect continuous tense and use it to describe ongoing habits and distinguish between the present simple and present continuous when talking about annoying habits.
14. write a brief journal entry or paragraph about building or breaking an annoying habit. Use expressions for annoyance (e.g., "irritated," "frustrated," "gets on my nerves").
15. infer speakers’ emotions and relationships from language and tone in conversations about habits.
16. demonstrate polite communication when addressing annoying behaviors.
17. construct social media posts appropriately expressing complaints about annoying habits.
18. identify causes and examples of misunderstandings in listening and reading texts. Use and recognize key vocabulary for misunderstandings and use language to clarify, check, and confirm information during conversations.
19. create dialogues that show how misunderstandings occur and how to clarify them.
20. report what others said using the correct forms of reported speech. Distinguish between the use of "say," "tell," "speak," and "talk" in context, including reported speech.
21. discuss the impact of gossip and rumors in different life contexts.
22. use appropriate functional language to manage or respond to gossip politely. Formulate polite and respectful responses when giving advice or feedback.
23. use and identify vocabulary and phraseology related to music and how to express and support opinions about music’s effects on emotions and society.
24. recognize vague language (e.g., "sorta," "kinda", "-ish") in spoken and written English.
25. discuss how music influences oneself and peers using relevant vocabulary.
26. write a persuasive or descriptive text about music or another course theme.
27. use vocabulary to describe technology and common tech issues. Explain causes and solutions for basic technical problems in simple terms.
28. identify the use and meaning of "neither," "either," "both," and "none".
29. apply the features and structure of a complaint email.
30. provide suggestions or advice to address technology problems or prevent them.
31. present information about a tech issue in a brief spoken presentation and participate in structured debates or discussions on the pros/cons of technology for daily life.
32. identify positive and negative effects of technology on human relationships.
33. use "if," "even if," and "unless" to form second conditional sentences about imaginary or hypothetical situations.
34. use vocabulary and discuss issues related to the environment, pollution, and community and use double comparatives in context (e.g., "the cleaner, the better").
35. answer questions about audio, written, or visual materials on environmental responsibility.
36. describe steps to reduce pollution or improve community environments using suitable language.
37. write a short report about an environmental project.
38. use vocabulary for expressing kindness and positive emotions in context.
39. share personal experiences about kindness in speech or writing.