General Foundation Programme- English Language

General English 3 Course Outline

A. Course Title and Contact Hours
Semester Fall 2025-2026

Course Code FPGE0003

Course Title General English 3

Prerequisite(s) GE2 / Placement Test Result

8 hrs./wk. = Reading & Writing + (integrated Grammar and Lexis)
18 Contact hours
Contact Hours 7 hrs./wk. = Listening & Speaking + (integrated Grammar and Lexis)
per week
3 hrs./wk. = Project & Presentation

B. Course Description
This is an Upper-Intermediate level course (CEFR B2, lower range) that focuses on developing
academic skills in the four key language areas: Reading, Writing, Listening, and Speaking. It also aims
to equip students with essential grammatical and lexical knowledge, as well as fundamental study skills
necessary for success in higher education. This course serves as a prerequisite for specialization
programmes.

C. Course Objectives
At the end of the course, students should be able to:
1. Understand the main ideas of complex reading and listening texts on both concrete and abstract
topics, including technical discussions related to the available fields of specialization.
2. Interact with the reading and listening texts using higher-order thinking skills (inferencing,
synthesizing, and evaluating).
3. Interact with a degree of fluency and spontaneity that makes regular interaction with expert
speakers quite possible without strain for either party.
4. Produce clear, detailed written texts on a range of subjects and clearly explain a viewpoint on
topics related to real-world issues and social, academic, and work-related activities.
5. Demonstrate a level-appropriate accuracy and range of grammatical structures.
6. Demonstrate level-appropriate study skills such as effective time management, research, taking
notes, and giving presentations.

UTAS _PSC_GFP-English_ GE3_ Course Outline _ Fall 2025-2026 Page 1 of 10

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 the content of a
listening text, and identify keywords and cues in texts which are more complex than the earlier
level about academic, and real-world topics and activities.
2. Listen to a dialogue or monologue of 5-6 minutes delivered in clear, standard speech at a
normal rate.
3. Extract the main idea and specific information from recorded texts dealing argumentatively with
academic, locally, nationally or internationally familiar matters and current affairs.
4. Extract details from listening texts such as announcements, lectures, podcasts, TV/radio news
when the listening purpose is clear.
5. Take notes while listening to a lecture or a talk on topics which a student aiming to study at a
college/university level ought to be familiar and which will have more complexity than those
encountered at the earlier level.
6. Recognize introductory phrases, linking phrases, repetition and restatement, and at a
considerable degree of digression from the stated topic.
7. Understand high-frequency and less common idioms and grasp the meaning of a fair amount of
colloquial language when it is encountered in a reasonably clear context.
8. Identify the meaning of unknown words from context.
9. Use a higher level of inference skills to identify the speakers’ viewpoints, feelings, and/or
attitudes.
10. Evaluate content of listening texts related to academic, and real-world topics and activities.
11. Synthesize the content of listening texts orally or in writing.

Reading Learning Outcomes

By the end of the course, students should be able to:
1. Use pre-reading strategies to preview, activate prior knowledge, predict content and establish a
purpose for reading complex texts dealing with academic, locally, nationally or internationally
familiar matters and current affairs.
2. Comprehend level-appropriate texts of around 600 words recognizing main ideas and specific
details.
3. Recognize the reading purpose and adopt an appropriate style of reading (e.g. skimming,
scanning, or intensive reading).
4. Demonstrate possession of a broad range of level-appropriate actively understood vocabulary,
even though some difficulty may still exist with low frequency idioms.
5. Use context clues to guess the meaning of unfamiliar words which may frequently occur in
reading texts.
6. Identify main ideas, supporting details, and relevant information in everyday materials such as
newspapers, magazines, infographics and on-line documents.
7. Read critically to identify and understand main ideas and points of view in articles, reports, and
texts dealing with contemporary and controversial issues.
8. Evaluate content of reading texts related to academic, and real-world topics and activities.
9. Synthesize the content of reading texts orally or in writing.

UTAS _PSC_GFP-English_ GE3_ Course Outline _ Fall 2025-2026 Page 2 of 10

Speaking Learning Outcomes
By the end of the course, students should be able to:
1. Use pre-speaking strategies to communicate successfully and effectively without hesitation by
activating prior knowledge and unlocking potentially difficult words.
2. Use fluently and accurately a combination of simple and complex sentences and appropriate
expressions in social, academic, and work-related settings and when speaking about locally,
nationally or internationally familiar matters and current affairs.
3. Explain a viewpoint related to social, academic, and work-related issues, which may require a
focus on advantages and disadvantages, causes and consequences, and problems and solutions.
4. Demonstrate the ability to successfully correct errors and mistakes if they have led to
misunderstanding.
5. Interact with a sufficient degree of fluency and spontaneity so as to make interaction with expert
users possible.
6. Demonstrate the ability to clearly discuss a range of topics related to subjects which a student
aiming to study at a college level ought to be familiar.
7. Paraphrase successfully when engaged in discussion, where misunderstanding exists.
8. Use pronunciation, intonation, and stress sufficiently well so as to be easily understood.

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. Write simple, compound and complex sentences, using discourse markers to express the
language of agreement and disagreement, cause and effect, problem and solution, and/or
advantages and disadvantages and to give an opinion.
3. Describe, summarize, and make relevant comparisons, in at least 150 words of visual data such
as graphs, charts, tables, and processes.
4. Write an essay of at least 250 words with an introduction, a minimum of two supporting
paragraphs, and a conclusion on topics related to social, academic, and work-related situations
and current affairs.
5. Write an essay discussing two points of view on topics related to social, academic, and/or work-
related situations and current affairs and then give your own opinion.
6. Write an essay agreeing or disagreeing with a statement of fact or opinion related to social,
academic, and/or work-related situations and current affairs.

Vocabulary Learning Outcomes

By the end of the course, students should be able to:
1. Pronounce and write with correct spelling level-appropriate CEFR B2 vocabulary.
2. Pronounce and write with correct spelling names of countries, cities, nationalities, occupations,
animals, colours, dates (days of the week and months), academic subjects, stages of academic
study and simple activities which may be not as familiar as those learned at the earlier levels.
3. Demonstrate a mastery of derived word forms such as prefixes, suffixes.
4. Understand synonyms and antonyms.

UTAS _PSC_GFP-English_ GE3_ Course Outline _ Fall 2025-2026 Page 3 of 10

Grammar Learning Outcomes
By the end of the course, students should be able to use the following grammatical items:
1. Present tense 7. Conditionals
a. present simple a. zero conditional
b. present continuous b. first conditional
2. Past tense c. second conditional
a. past simple d. third conditional
8. Modals
b. past continuous
a. might, may
3. Future tense b. would
a. future time (will) c. have to
b. future time (present continuous) d. must
4. Perfect tense e. ought to
a. present perfect f. need to
b. past perfect 9. Passives
c. present perfect continuous a. present simple passive
d. past perfect continuous b. past simple passive
e. future perfect 10. Infinitives and gerunds
5. Adjectives a. gerunds
a. comparatives b. verb + to + infinitive
b. superlatives 11. Other verb forms
6. Adverbs a. reported speech
a. adverbs of degree, extent, possibility, 12. Relative clauses
certainty a. defining
b. adverbial linkers b. non-defining
c. adverbs of relationships in time
(recently, since)
d. sequencing

Project & Presentation Course Learning Outcomes

By the end of this course, students should be able to:
1. Gather and synthesise information and arguments from a number of sources and write a report of
a minimum of 500 words which conforms to academic conventions.
2. Write and take notes and messages, including salient and relevant points, related to issues that
might be met in social or academic life, or when employed.
3. Write questions when constructing a questionnaire as part of a piece of research.
4. Interact with respondents either in-person or digitally to collect data by survey and/or interview.
5. Summarise, paraphrase and reference, using APA citation style, to avoid plagiarism.
6. Give a clear, prepared presentation of the researched topic using appropriate eye contact.
7. Describe and summarise relevant data using graphical material such as graphs, charts and tables
and make comparisons.
8. Work collaboratively as a team member when conducting research.

UTAS _PSC_GFP-English_ GE3_ Course Outline _ Fall 2025-2026 Page 4 of 10

E. Assessment
As detailed below, the assessment consists of:
▪ Continuous Assessment (CA) (50%)
▪ Final Exams (FE) (50%)

Continuous Assessment (50%) Final Assessment (50%)

Component Weight % Component Weight %
MTE 30% Final Exam 50%
Project & Presentation 15%
E-Learning Activities 5%

▪ Passing Criteria: To pass this course, 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 exit the GFP English component.

F. Learning Resources
1. Blass, L., & Vargo, M. (2018). Pathways 3: Reading, writing, and critical thinking (2nd ed.).
National Geographic Learning.
2. Chase, B. T., & Lee, C. (2018). Pathways 3: Listening, speaking, and critical thinking (2nd ed.).
National Geographic Learning.
3. UTAS Muscat. (2025). Project and Presentation Book (N. Paul, Ed.;11th ed.). UTAS Muscat
4. UTAS In-house Supplementary Teaching Materials (STMs).

G. Attendance
UTAS applies this policy to students enrolled in the GFP English programme.
1. Tracking Attendance
▪ Students are responsible for monitoring their attendance through the online system.
2. Class Attendance
▪ Attendance is recorded at the start of each lecture.
▪ Students arriving late are marked Absent.
▪ Only the 8:00 a.m. class has a 10-minute grace period.
3. Absenteeism Limits & Warnings
▪ Maximum allowed absence: 15% of classes.
▪ Warning notices are as follows:
First Warning: 5% absence | Second Warning: 10% absence | Debarred from Final Exam: 15% absence
4. Exceeding 15% Absence
▪ With valid excuse: Student is debarred from the final exam and awarded W.
▪ Without valid excuse: Student is debarred and awarded FW (Failure due to unexcused absence).
5. Valid Excuses
▪ All valid excuses must be supported by official documents.
6. Extended Absence
▪ Missing 10 consecutive study days (all courses) with a valid excuse results in withdrawal and a
W grade.
For further details, please refer to the GFP prospectus.

UTAS _PSC_GFP-English_ GE3_ Course Outline _ Fall 2025-2026 Page 2 of 10

H. Exam and Other Rules
Students must follow these rules:
▪ Show a valid ID (university, civil, driving, or digital, e.g., Royal Oman Police app).
▪ Arrive within 30 minutes. Late arrivals may take the exam but get no extra time. After 30 minutes,
entry is refused unless a valid excuse allows a make-up.
▪ Submit papers only after half the exam time has passed, and each paper must be submitted only
once; answers cannot be changed.
▪ Missed continuous assessments require a valid excuse to the PSC Unit Head within 3 days; approved
requests allow make-up.
▪ Missing the make-up exam results in an F grade.
▪ Cheating leads to a warning; continued behaviour results in withdrawal from the exam and further
action.
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.

UTAS _PSC_GFP-English_ GE3_ Course Outline _ Fall 2025-2026 Page 3 of 10

 I. Delivery Plan
Week Unit Skill/ L.Os1,2 Remarks
Component
Week 1 One Reading 1, 2, 3, 4, 5, 6, 7, 8, 9 - Use STM GE3_R_LO6 for
7-11 Sep. Writing 1, 2, 3 (Line graph) RLO6.
2025 - Use STM GE3WLO3_A:
One Listening 1, 2, 3, 4, 5, 8, 9,10, 11 Line Graph for WLO2.
Speaking 1, 2, 3, 4, 5, 6, 7, 8
One P&P3 2, 8
Grammar LO2
One Reading 1, 2, 3, 4, 5, 6, 7, 8, 9
Writing 1, 2, 3 (Line graph)
Week 2
14-18 One Listening 1, 2, 3, 4, 5, 8, 9,10, 11
Sep. Speaking 1, 2, 3, 4, 5, 6, 7, 8
2025 One & P&P 2, 8
Two
Grammar LO4 a, b
Three Reading 1, 2, 3, 4, 5, 7, 8, 9
Writing 1,2, 3 (Line Graph)
Week 3
21-25 Three Listening 1, 2, 3, 4, 5, 6, 7, 8, 10,11
Sep. Speaking 1, 2, 3, 4, 5, 6, 7, 8
2025 Two & P&P 1, 2, 3, 7, 8 Students receive the Activity
Three Sheet.
Grammar LO5
Three Reading 1, 2, 3, 4, 5, 7, 8, 9
Writing 1,2, 4, 5 (Discussing two points of
view) - Use STM GE3_W_LO5 for
Week 4 WLO5.
Three Listening 1, 2, 3, 4, 5, 6, 7, 8, 10,11
28 Sep-2
Speaking 1, 2, 3, 4, 5, 6, 7, 8
Oct.
2025 Three & P&P 1, 2, 3, 4, 7, 8
Four
Grammar LO6
Five Reading 1, 2, 3, 4, 5, 7, 8, 9 - Skip the video Lesson in
Unit 5 of the R&W book.
Writing 1,2, 4, 5 (Discussing two points of
Week 5 view) - Skip the video in Unit 5-
5-9- Oct. Five Listening 1, 2, 3, 4, 5, 6, 7, 8, 10,11 Page 93 of the L&S book
2025
Speaking 1, 2, 3, 4, 5, 6, 7, 8
Four P&P 1, 2, 4, 8
Grammar LO1

1 The learning outcomes for grammar and lexis are addressed contextually and integrated throughout the teaching of all four language skills.
2 Learning outcomes in bold are not covered by the textbooks. Teachers are encouraged to use the supplementary teaching materials provided to address
these.
5. Teachers must use the 11th edition of the Project and Presentation Book.

UTAS _PSC_GFP-English_ GE3_ Course Outline _ Fall 2025-2026 Page 4 of 10

 Five Reading 1, 2, 3, 4, 5, 7, 8, 9
Writing 1,2, 4, 5 (Discussing two points of
Week 6 view)
12-16 Five Listening 1, 2, 3, 4, 5, 6, 7, 8, 10,11
Oct.
2025 Speaking 1, 2, 3, 4, 5, 6, 7, 8
Four P&P 1, 2, 4, 8
Grammar LO7
Five Reading 1, 2, 3, 4, 5, 7, 8, 9
Week 7
Writing 1,2, 4, 5 (Discussing two points of
19-23
view)
Oct.
Five Listening 1, 2, 3, 4, 5, 6, 7, 8, 10,11
2025
Midterm Speaking 1, 2, 3, 4, 5, 6, 7, 8
Exam4
Four P&P 1, 2, 4, 8
Grammar LO7
Six Reading 1, 2, 3, 4, 5, 7, 8, 9
Writing 1,2, 3 (Bar chart)
Week 8 Use STM GE3_W_LO3_B: Bar
26-30 Six Listening 1, 2, 5, 7, 8, 10,11 Chart for WLO3.
Oct. Speaking 1, 2, 3, 4, 5, 6, 7, 8
2025 Five P&P 1, 4, 6
Grammar LO9
Six Reading 1, 2, 3, 4, 5, 7, 8, 9
Writing 1,2, 3 (Bar chart)
Week 9
Six Listening 1, 2, 5, 7, 8, 10,11
2-6 Nov.
2025 Speaking 1, 2, 3, 4, 5, 6, 7, 8
Five P&P 1, 4, 6
Grammar LO3
Six Reading 1, 2, 3, 4, 5, 7, 8, 9
Week Writing 1,2, 3 (Tables) Use STM GE3_W_LO3_C:
10 Tables for WLO3.
9-13 Six Listening 1, 2, 5, 7, 8, 10,11
Nov. Speaking
1, 2, 3, 4, 5, 6, 7, 8
2025 Five P&P 1, 4, 6
Grammar LO4 c, d, e
Seven Reading 1, 2, 3, 4, 5, 7, 8, 9
Writing 1,2, 3 (Tables, Process) Skip the video in Unit 7-Page
Week 133 of the L&S book
Seven Listening 1, 2, 5, 7, 8, 10,11
11
16-20 Speaking 1, 2, 3, 4, 5, 6, 7, 8
Nov.
Five P&P 1, 4, 6
2025

Grammar LO12

4 The exact examination dates are as announced by the Central Assessment Committee (CAC).

UTAS _PSC_GFP-English_ GE3_ Course Outline _ Fall 2025-2026 Page 5 of 10

 Seven Reading 1, 2, 3, 4, 5, 7, 8, 9
Writing 1,2, 3 (Process)
Use STM GE3_W_LO3_D:
Week Seven Listening 1, 2, 5, 7, 8, 10,11 Process for W LO3.
12
Speaking 1, 2, 3, 4, 5, 6, 7, 8
23-27
Nov. Six P&P 1, 5 Final report submission
2025 deadline: Monday, 24
November 2025
Grammar LO10
Nine Reading 1, 2, 3, 4, 5, 7, 8, 9 - Skip the video Lesson for
Writing 1,2, 4, 6 (Agreeing or disagreeing) Unit 9 of the R&W book
Week Nine Listening 1, 2, 5, 7, 8, 10,11 - Use STM GE3_W_LO6 for
13 WLO 6.
30 Nov- Speaking 1, 2, 3, 4, 5, 6, 7, 8
4 Dec.
Six P&P 5 Student Presentations
2025
Grammar LO8 a, b, c
Nine Reading 1, 2, 3, 4, 5, 7, 8, 9
Writing 1,2, 4, 6 (Agreeing or disagreeing)
Week
14 Nine Listening 1, 2, 5, 7, 8, 10,11
7- 11
Dec. Speaking 1, 2, 3, 4, 5, 6, 7, 8
2025 Six P&P 5 Student Presentations
Grammar LO 8 d, e, f
Nine Reading 1, 2, 3, 4, 5, 7, 8, 9
Writing 1,2, 4, 6 (Agreeing or disagreeing)
Week
15
14-18 Nine Listening 1, 2, 5, 7, 8, 10,11
Dec. Speaking 1, 2, 3, 4, 5, 6, 7, 8
2025 Six P&P 5 Student Presentations
Grammar LO11
Weeks
16 – 18
21 Dec. Final Exam5
2025- 8
Jan. 2026

5 The exact examination dates are as announced by the Central Assessment Committee (CAC).

UTAS _PSC_GFP-English_ GE3_ Course Outline _ Fall 2025-2026 Page 6 of 10

 J. Lecturer’s Contact Details
Fill in this table below at the start of the semester.

Lecturer 1 Lecturer 2
(Reading & Writing) (Listening & Speaking and P&P)
Name:

Office No:

Email:

Other Information:

UTAS _PSC_GFP-English_ GE3_ Course Outline _ Fall 2025-2026 Page 7 of 10