Basic skills of communication in english

1.1 introduction
in this introduction, two aims will be met. The first is to describe the use of English course and the second is to comment on this use of English texts.In the first aims,the specific objectives are to: (I) explain the concept of use of English; (ii) highlight some of the principles of use of English; and (iii)identify the requirements of use of English in the English programme in country. In the the second aim, the objectives are to;(I) state the basis for this text; (ii)identify the aim(s) and objectives; (iii) specify the contents;and (iv) mention the expected applications.Let us start with the first aim.

1.2 The concept of use of English
the use of English is my course mounted in tertiary institutions in country order to enhance the communicative competence of students to enable them to learn their courses well and also to perform well in academic and social situations. It is called by many names in different institutions: use of English, communicative skills in English, general studies in English and special English. The different names notwithstanding, the justification for the course is basically the same:(I) to remedy the inadequacies of students arising from the shortfall in the mastery of the English language subject in there secondary education from the standard of tertiary education; (ii) to develop the communicative skills of learners to enable them to learn and perform effectively in their different courses; and,optionally, to introduce learners to the vocational skills required for there intended future professions. Thus, the components of the use of English programme are Remedial English (RE) Developmental English (DE) and vocational English (VE). The RE and DE are the compulsory components and the course contents and methodology may be uniform for all tertiary institutions. In addition, the VE component is optional and may be offered in specialised vocational institutions; the content and methodology are formulated differently based on institutional types such as, for example,universities of technology/agriculture, polytechnics, college of education and technical colleges.