SECOND YEAR ENGLISH* FONDAMENTALE
SECOND YEAR GRAMMAR
COURSE DESCRIPTION
The present course is a yearly course extending over an average of 24 weeks (2 hours per week).
The academic year is divided up into two semesters, each extending over a period of
approximately 12 weeks.
Experience has shown that the majority of the students still have great difficulties in using tenses
and modal verbs appropriately in their written and spoken English. Therefore, it has been
suggested that the course opens with a detailed revision of the different uses and meanings of
tenses and modals (with special focus on perfect forms and particular uses of the latter). The
second chapter covers the different types of questions, including tags. The third chapter deals
with reported speech, which serves, for the students, both as a consolidation of what they have
hopefully assimilated in the first chapter, and at the same time introduces them to nominal
clauses, which they will see in the second semester; whereas the fourth and chapter deals with
prepositions and phrasal verbs.
The course opens in the second semester with providing the students with the basic grammar
terminology (word classes vs. grammatical functions), with a special emphasis on verb types,
verb complementation and sentence patterns. In the chapters that follow, the focus will shift to
the complex sentence, drawing the students’ attention to the basic difference between ‘finite’ and
‘non-finite’ clauses, in particular. Chapter two deals with relative clauses. Chapters three and
four cover the different types of nominal and adverbial clauses; while the last chapter is devoted
to inversion.
SECOND YEAR READING & WRITING
Goals:
This yearly course is meant to enhance students’ reading and writing abilities with
special focus on cause, effect, comparison and contrast texts and essays
(semester 1) and argumentation texts and essays (semester 2). The texts are
samples of 5 or 6- paragraph essays that students are to emulate for their writing
tasks.
Methodology:
Students are expected to explore the reading texts in class and do varied
comprehension tasks. Different writing activities related to the text and its
structure are dealt with afterwards. Students are encouraged to write in class and
do peer-correction.
Evaluation:
- Mid-term test: 30%
- Final test: 70%
Textbook:
Available at the faculty photocopy service
SECOND YEAR INTRODUCTION TO LINGUISTICS
Introduction (definition of linguistics and its main areas of interest)
Key Concepts of Modern Linguistics
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Equality of languages
Primacy of speech
Descriptive and prescriptive grammars
Sign, Signifier, Signified, referent
Structuralism: Langue and parole
Generative Linguistics: Competence and performance
What is Language?
1- Natural languages vs. Artificial languages vs. Communication systems
2- Design features of animal communication and human language
Theories of First language acquisition
1- Behaviorism
2- Mentalism
SECOND YEAR LITERATURE
LITERATURE SURVEY
COURSE OUTLINE
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The Middle ages (450-1500) Beowulf
The Renaissance (1500-1660)
Renaissance Drama, Christoipher Marlowe, Dr Faustus
Renaissnce Poetry, Shakespeare’s Sonnet 15
Metaphysical Poetry, Andrew Marvel ‘To his Coy Mistress’
Restoration Literature ‘1660-1700) William Congreve, The Way of the World
Restoration Poetry, Milton Paradise Lost
The Neo-classical period (1700-1800 Alexander Pope, An Essay on Man
The 18th Century novel Daniel Defoe, Robinson Crusoe
The 18th Century novel Daniel Defoe, Robinson Crusoe
NOVEL
GB Novel: George Orwell, ANIMAL FARM
US Novel: Edith Wharton, THE AGE OF INNOCENCE .
DRAMA
GB Drama: John Osborne, LOOK BACK IN ANGER.
US Drama: Eugene O'Neill, LOND DAY'S JOURNEY INTO NIGHT.
POETRY
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Thomas Hardy and His Poetry
Victorian era
Religion Versus Science
Social Reform and Criticism
Dadaism
SECOND YEAR CIVILISATION
COURSE TITLE: INDUSTRIAL BRITAIN 1750-1850
COURSE OUTLINE
Introduction to the course
The Industrialization of Britain
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18th century Britain
From cottage to Factory
Mechanization and the rise of the working class
The Agrarian Revolution
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Basic forces for change
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From a self-sufficient way of life into a big business
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Capitalist farming and class structure
Political and Social Repercussions
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Major political and ideological developments
The spread of Radical discontent: major features
The rise of Unionism in Britain
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The Great Reform Act of 1832
The Anti-Corn Law League and the repeal of the Corn Laws (1846)
Major Factory Legislation (1833-1842-1847)
Democracy and Reform
SECOND YEAR ENTERPRISE CULTURE
Enterprise Culture
Course Outline
Chapter I: Business Organization
1.1Companies
1.2 Line Organization
1.3 Innovation
1.4 Great Ideas
1.5 Risk
1.6 New Business
Chapter II: Management
2.1 Role of the Manager
2.2 Planning
2.3 Management Styles
2.4 Managing People
2.5 When a secondment reaps benefits
2.6 The International Manager
2.7 A survival Guide
2.8 Crisis Management
2.9 Exam Samples
SECOND YEAR TRANSLATION
COURSE OBJECTIVE
The main objective of this course is to improve students’ linguistic intuition
and enlarge their grammatical and vocabulary knowledge. Having already been
introduced to this course in their 1st year, students are supposed to work on more
complex kinds of texts including various grammatical structures in English and
Arabic. The rationale for this course is to strengthen students’ awareness of the
English language particularity in terms of content and structure.
COURSE DESCRIPTION
In this course, different sorts of texts are used as support and these texts are
originally written
either in Arabic or in English. However, this diversity is supposed
to be restricted to particular text types. In other words, various texts within the
narrative and descriptive genres are to be used in translation.
COURSE METHODOLOGY AND ASSESSMENT
Class work consists of a series of in class practical translation tasks. Students
are supposed to prepare their assignments in advance and then come to class to
discuss the various mistakes they might commit or to provide original contributions
to the translation tasks being assigned and be rewarded for them.
COURSE MATERIAL AND TOOLS
Course instructors are free to choose the material they work with. Nevertheless,
texts are supposed to be selected in terms of the genres being agreed upon:
narrative and descriptive so that all instructors end up with ensuring the main
objective of this course being the enhancement of students’ linguistic intuition in
English.