Intensive English Language Course 1101 Najm 1438 - 1439

1101 Najm
 
College of Applied Sciences and Community Services – English Diploma Course

 Teacher : Fauziyah AL-Ghamdi

E-mail: [e-mail]

             [e-mail]

 
 
Office # Office # B. 1  /   Room  309
 Course Number : 1101              Course Code : Najm                       SECTION # 1539

		Tuesday
Time	11 – 1:50 Room : 301	8 – 10:50 Room : 301	8 – 10:50 Room : 301

Time :9 hours
 
 

Office hours

Monday  : 9 -11           Room :  309
 

 
 
 
 
 
 
 
 100 Marks distribution:

100  marks	Exam’s date
20 marks for 1st in-term W + R + Vocab. + G + listening	Thursday 2 / 2 / 1439
20 marks for 2nd in-term W + R + Vocab. + G + listening	Thursday 8 / 3 / 1439
10 marks for quiz(s)
10 for speaking	Class work
40 Final Exam W + R + Vocab. + G

 
 
Very Important Note:
 
Don’t be absent for the in-term exams because there will not be any make up exam. If you have an extreme medical reason for being absent, you will need to present official verification from a government hospital of your medical situation, and then each individual case will be dealt with accordingly.
 Required materials: (1 Book )  New Headway Plus (Elementary Student’s Book  and work book) by John and Liz Soars. (special Edition)Course Specifications
 

Institution                                                                        Date of Report
      King Saud University                                                    21 / 9 / 2017

College/Department   College of applied studies and community services   / English Department

 
A. Course Identification and General Information
 

1.  Course title and code:  1101 Najm     
 

2.  Credit hours:      1101 Najm 9 hours per week

3.  Program(s) in which the course is offered.
(If general elective available in many programs indicate this rather than list programs)
Medical Secretary Diploma - Medical Records –  banking- systems -Programming - Accounting - business - marketing

4.  Name of faculty member responsible for the course :
1 – fauziyah  AL- Ghamdi        

5.  Level/year at which this course is offered  :       LEVEL  (    1   )

6.  Pre-requisites for this course (if any) :       None
 

7.  Co-requisites for this course (if any) :     None
 

8.  Location if not on main campus:   Olysha

9.  Mode of Instruction (mark all that apply)
 

	✔		40%

 
     a. Traditional classroom                                            What percentage? 
 

	✔		5%

 
     b. Blended (traditional and online)                            What percentage?
 

			50%
	✔

 
     c.  e-learning                                                              What percentage?
 

5%
 

✔
 

       d. Correspondence                                                     What percentage?
 

	✔

 
     f.   Other                                                                    What percentage?
 
Comments:
 

B  Objectives 
 

1.  What is the main purpose for this course?
1) This Course enable students to understand spoken and written English and use it in their daily life.
2) To provide students with comprehensive knowledge of English skills(reading, writing, listening and speaking)
 

 2. Course development plans:
1) Coordinating between the faculty members who teach this course to exchange experience and information.
2) Students will use a variety of resources.
 

C.  Course Description (Note:  General description in the form to be used for the Bulletin or handbook should be attached)
 

1. Topics to be Covered
List of Topics	No. of Weeks	Contact Hours
Unit 1 ( Hello everybody )	1	9
Unit 2 ( Meeting people )	1	9
Unit 3 ( the world of work )	1	9
Unit 4( take it easy)	1	9
Unit 5 (where do you live)	1	9
Unit 6 ( can you speak English)	1	9
Unit 7 (then and now)	1	9
Unit 8 ( how long ago)	1	9
Unit 9  ( Food you like! )	1	9

 
 

2.  Course components (total contact hours and credits per semester):
	Lecture	Tutorial	Laboratory	Practical	Other:	Total
Contact Hours	9 hours per week	None	None	None		9 hours per week
Credit	15 weeks	None	None	None		15 weeks

 

 

None

3. Additional private study/learning hours expected for students per week.

 

4. Course Learning Outcomes in NQF Domains of Learning and Alignment with Assessment Methods and Teaching Strategy

 
Course Learning Outcomes, Assessment Methods, and Teaching Strategy work together and are aligned. They are joined together as one, coherent, unity that collectively articulate a consistent agreement between student learning, assessment, and teaching.
 
The National Qualification Framework provides five learning domains. Course learning outcomes are required. Normally a course has should not exceed eight learning outcomes which align with one or more of the five learning domains. Some courses have one or more program learning outcomes integrated into the course learning outcomes to demonstrate program learning outcome alignment. The program learning outcome matrix map identifies which program learning outcomes are incorporated into specific courses.  
 
On the table below are the five NQF Learning Domains, numbered in the left column.
 
First, insert the suitable and measurable course learning outcomes required in the appropriate learning domains (see suggestions below the table). Second, insert supporting teaching strategies that fit and align with the assessment methods and intended learning outcomes. Third, insert appropriate assessment methods that accurately measure and evaluate the learning outcome. Each course learning outcomes, assessment method, and teaching strategy ought to reasonably fit and flow together as an integrated learning and teaching process. Fourth, if any program learning outcomes are included in the course learning outcomes, place the @ symbol next to it.
 
Every course is not required to include learning outcomes from each domain.

 

	NQF Learning Domains  And Course Learning Outcomes	Course Teaching Strategies	Course Assessment Methods
1.0	Knowledge
1.1	-Lectures -Group Discussions -Researches -Web Search -E podium
1.2
2.0	Cognitive Skills
2.1	-Exercises -Reading (individual- groups) -Speak English in the class to improve their English language)
2.2
3.0	Interpersonal Skills & Responsibility
3.1	Group Discussions - Give students chances to be leaders in the discussions. -Give each student the chance to try and correct her mistake.
3.2
4.0	Communication, Information Technology, Numerical
4.1	References (dictionaries-books-internet)
4.2
5.0	Psychomotor
5.1	-Do some exercises on the blackboard(students) –Homework -presentations
5.2

                         

NQF Learning Domains	Suggested Verbs
Knowledge	list, name, record, define, label, outline, state, describe, recall, memorize, reproduce, recognize, record, tell, write
Cognitive Skills	estimate, explain, summarize, write, compare, contrast, diagram, subdivide, differentiate, criticize, calculate, analyze, compose, develop, create, prepare, reconstruct, reorganize, summarize, explain, predict, justify, rate, evaluate, plan, design, measure, judge, justify, interpret, appraise
Interpersonal Skills & Responsibility	demonstrate, judge, choose, illustrate, modify, show, use, appraise, evaluate, justify, analyze, question, and write
Communication, Information  Technology, Numerical	demonstrate, calculate, illustrate, interpret, research, question, operate, appraise, evaluate, assess, and criticize
Psychomotor	demonstrate, show, illustrate, perform, dramatize, employ, manipulate, operate, prepare, produce, draw, diagram, examine, construct, assemble, experiment, and reconstruct

Suggested Guidelines for Learning Outcome Verb, Assessment, and Teaching
 

Suggested verbs not to use when writing measurable and assessable learning outcomes are as follows:
 
Consider          Maximize              Continue           Review            Ensure          Enlarge               Understand
Maintain                Reflect                   Examine           Strengthen       Explore         Encourage          Deepen
 
Some of these verbs can be used if tied to specific actions or quantification.
Suggested assessment methods and teaching strategies are:
 
According to research and best practices, multiple and continuous assessment methods are required to verify student learning. Current trends incorporate a wide range of rubric assessment tools; including web-based student performance systems that apply rubrics, benchmarks, KPIs, and analysis. Rubrics are especially helpful for qualitative evaluation. Differentiated assessment strategies include: exams, portfolios, long and short essays, log books, analytical reports, individual and group presentations, posters, journals, case studies, lab manuals, video analysis, group reports, lab reports, debates, speeches, learning logs, peer evaluations, self-evaluations, videos, graphs, dramatic performances, tables, demonstrations, graphic organizers, discussion forums, interviews, learning contracts, antidotal notes, artwork, KWL charts, and concept mapping.
 
Differentiated teaching strategies should be selected to align with the curriculum taught, the needs of students, and the intended learning outcomes. Teaching methods include:  lecture, debate, small group work, whole group and small group discussion, research activities, lab demonstrations, projects, debates, role playing, case studies, guest speakers, memorization, humor, individual presentation, brainstorming, and a wide variety of hands-on student learning activities.

  
 

5. Schedule of Assessment Tasks for Students During the Semester
	Assessment task (e.g. essay, test, group project, examination, speech, oral presentation, etc.)	Week Due	Proportion of Total Assessment
1	1st Mid -term exam	9	20
2	2nd Mid -term exam	14	20
3	Short Quiz(s)	2 -13	10
4	Listening & Speaking	-	10
6	Final	16	40

 
D. Student Academic Counseling and Support
 

1. Arrangements for availability of faculty and teaching staff for individual student consultations and academic advice. (include amount of time teaching staff are expected to be available each week)
 

 
E. Learning Resources
 

1. List Required Textbooks

1. New Headway Plus (Pre-intermediate Student’s & Work Book ) by John and Liz Soars.

2. List Essential References Materials (Journals, Reports, etc.)
Dictionary

3. List Recommended Textbooks and Reference Material (Journals, Reports, etc)
 See web support for this book:
www.skillsinenglish.com

4. List Electronic Materials (eg. Web Sites, Social Media, Blackboard, etc.)
1- Check teacher`s web site.

2- Resources:
• Reading strategies: http://www.learner.org/jnorth/Read20best.html 

• Learn English voc. : http://www.learnenglish.de/vocabulary/buildings.htm 

• Parts of speech: http://www.cityu.edu.hk/elc/quiz/partspee.htm 

• Grammar exercises: http://www.english.hilfen.de/en/exercises-list/alle grammar.htm 

• Paragraph writing: http://esl.about.comlod/writingintermediate/a/paragraphs.htm 

• Pronunciation: http://funeasyenglish.com/amarican-english-pronunciation.htm 


5. Other learning material such as computer-based programs/CD, professional standards or regulations and software.
None

 
F. Facilities Required
 

Indicate requirements for the course including size of classrooms and laboratories (i.e. number of seats in classrooms and laboratories, extent of computer access etc.)

1.  Accommodation (Classrooms, laboratories, demonstration rooms/labs, etc.)
lecture rooms-E-podium

 

2. Computing resources (AV, data show, Smart Board, software, etc.)
 
Smart Board

3. Other resources (specify, e.g. if specific laboratory equipment is required, list requirements or attach list)
 
None

 
G   Course Evaluation and Improvement Processes
 

1 Strategies for Obtaining Student Feedback on Effectiveness of Teaching
 
Evaluation Questionnaire

2  Other Strategies for Evaluation of Teaching by the Program/Department Instructor
 
Observations and assistance from colleagues, independent assessment of standards achieved by students, independent advice on assignment tasks.

3  Processes for Improvement of Teaching
 
Workshops on teaching methods, review of recommended teaching strategies.

4. Processes for Verifying Standards of Student Achievement (e.g. check marking by an independent  member teaching staff of a sample of student work, periodic exchange and remarking of tests or a sample of assignments with staff at another institution)
 
None

 

5 Describe the planning arrangements for periodically reviewing course effectiveness and planning for improvement.
Coordinate between faculty members to exchange experiences -Search for websites related to syllabus.

 
Faculty or Teaching Staff:     fauziyah  AL- Ghamdi        
 
Signature: _______________________________     Date Report Completed: 21 / 9 / 2017
 
Received by: _____________________________     Dean/Department Head
 
Signature: _______________________________     Date:  _______________