Kingdom of Saudi Arabia
The National Commission for Academic Accreditation &
Assessment
COURSE SPECIFICATION
ENG. 313
Translation -1
JAZAN UNIVERSITY(FARASAN GIRLS COLLEGE OF SCEINCE AND ARTS)
Revised March 2012
Course Specification
For Guidance on the completion of this template, please refer to
of Handbook 2 Internal
Quality Assurance Arrangements
Institution:
JAZAN UNIVERSITY
FARASAN GIRLS COLLEGE OF SCEINCE AND
ARTS\ENGLISH DEPARTMENT
College/Department :
A Course Identification and General Information
1. Course title and code:
Translation -1 \
ENG 313
2. Credit hours: 2hrs
3. Program(s) in which the course is offered.
(If general elective available in many programs indicate this rather than list programs)
B. A. in English
4. Name of faculty member responsible for the course:……………….
5. Level/year at which this course is offered:
5th \ 3rd year
6. Pre-requisites for this course (if any): None
7. Co-requisites for this course (if any): None
FARASAN GIRLS COLLEGE OF SCEINCE
AND ARTS\ENGLISH DEPARTMENT
8. Location if not on main campus:
B Objectives
1. Summary of the main learning outcomes for students enrolled in the course.
1. Translate unseen short passages from English to Arabic
2. Differentiate between the structural and semantic elements between the two
languages
3. Compare the English language to their native language
2. Briefly describe any plans for developing and improving the course that are being implemented. (eg
increased use of IT or web based reference material, changes in content as a result of new research in
the field)
1. Providing students with web-based exercises for extra training
2. Communicating with students through teacher website by posting course related
information and receiving student feedback
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
Topic
No of
Weeks
1
Contact
hours
2
1
2
1
2
1
2
1
2
1
2
Orientation
Introduction to translation. Brief practice and example of major
differences between Arabic and English
Translating verb tenses
Practice translating sentences(based on reported speech)
Practice translating sentences.(based on voice)
1st quiz.
1st midterm
1
3
1
2
1
2
1
2
Translating different passages from different subjects(focusing on use
of different elements of grammar)
Project presentations
1
2
Practice and revision
1
2
Final exam
1
2
Workshop on translating short paragraphs.
Practice translating sentences(based on conditional sentences)
Translating different passages from different subjects(focusing on use
of different elements of grammar)
2 Course components (total contact hours per semester):
Lecture: 12
Tutorial: None
Practical/Fieldwork/Inte
rnship:18
Other: None
3. Additional private study/learning hours expected for students per week. (This should be an average
:for the semester not a specific requirement in each week)
6 hours per week
4. Development of Learning Outcomes in Domains of Learning
For each of the domains of learning shown below indicate:

A brief summary of the knowledge or skill the course is intended to develop;

A description of the teaching strategies to be used in the course to develop that knowledge or
skill;

The methods of student assessment to be used in the course to evaluate learning outcomes in
the domain concerned.
a. Knowledge
(i) Description of the knowledge to be acquired
It is a skill-based course; therefore, there is not much content to be taught. However,
students will be able to:
Differentiate between semantic and linguistic elements in English and Arabic
-knowledge of sentence structures.
-Vocabulary build up
-Able to translate English to Arabic vice versa .
(ii) Teaching strategies to be used to develop that knowledge
1. Lectures
2. Class discussion
3. Exercises and practice translation workshop
4. Individual, pair and group in-class work
5. Providing extra helpful materials
(iii) Methods of assessment of knowledge acquired
1. Class participation and homework
2. Quizzes
3. Midterms
4. Final written exam
b. Cognitive Skills
(i) Cognitive skills to be developed
Students will have the ability to:
1. translate unseen passages from English to Arabic
2. differentiate between English and Arabic sentence structures
3. use bilingual and monolingual dictionaries effectively
(ii) Teaching strategies to be used to develop these cognitive skills
1. Lectures/ direct teaching of analysis
2. Class discussions and collaborative and individual practice
3. Direct instruction on helpful cognitive strategies such as analyzing sentences,
recognizing relationships and patterns, and practicing.
4. Individual meetings with students/ encouragement of students to ask for help or
repetition
(iii) Methods of assessment of students cognitive skills
1. Class participation
2. In-class collaborative and pair work activities
3. Midterms and exams
4. Assignments
c. Interpersonal Skills and Responsibility
(i) Description of the interpersonal skills and capacity to carry responsibility to be developed
1. hand in assignments and papers within due time
2. participate in class individually as well as in group work
3. use the necessary skills to communicate
(ii) Teaching strategies to be used to develop these skills and abilities
1. Incorporating teaching of basic metacognitive strategies of time management,
self-monitoring and evaluation
2. Giving students course description and outline with dates of midterm exams to
help them organize their study time and prepare for exams from week one
3. Discussions with students on their background knowledge needed to proceed
with this course and asking them to refresh their linguistic knowledge
4. Individual counseling on areas of concern to the student during office hours
5. In-class pair and group work where much of the most effective learning comes
from students explaining, discussing and defending their ideas.
(iii) Methods of assessment of students interpersonal skills and capacity to carry responsibility
1. Active class participation reflects the student’s willingness to learn and positive
attitude towards the course
2. Quizzes will show if students are keeping up with the course lecture by lecture.
3. Assignments and papers required to be handed on certain dates will reflect their
ability to take on responsibilities
4. Performance on midterms and final exams are evidence of the student’s ability
to recollect and synthesize information.
d. Communication, Information Technology and Numerical Skills
(i) Description of the skills to be developed in this domain.
1. Use the internet to download information
2. Use available web links for practice
3. Use the internet to communicate with the teacher
(ii) Teaching strategies to be used to develop these skills
Students will be encouraged to make extensive use of material on the web
Students will be encouraged to communicate through the course website.
(iii) Methods of assessment of students numerical and communication skills
Students are encouraged to use the web and that use is counted as part of class
Participation.
e. Psychomotor Skills (if applicable)
(i) Description of the psychomotor skills to be developed and the level of performance required
Not Applicable
(ii) Teaching strategies to be used to develop these skills
Not Applicable
(iii) Methods of assessment of students psychomotor skills
Not Applicable
5. Schedule of Assessment Tasks for Students During the Semester
Assess
ment
Assessment task (eg. essay, test, group project, examination
etc.)
Week due
1
1st midterm
Week 6
Proportion
of Final
Assessment
15%
2
2nd midterm
Week 8
15%
3
Quiz and particpation
Week 1oth
10%
4
Final Exam
Week 14
60%
5
6
7
8
D. Student Support
1. Arrangements for availability of faculty for individual student consultations and academic advice.
(include amount of time faculty are available each week)
6 hours per week ; reachable via email
E Learning Resources
1. Required Text(s): Different sentences and short passages from various sources provided by
the teacher
2. Essential References
3- Recommended Books and Reference Material (Journals, Reports, etc) (Attach List)
4-.Electronic Materials, Web Sites etc
5- Other learning material such as computer-based programs/CD, professional standards/regulations
F. Facilities Required
Indicate requirements for the course including size of classrooms and laboratories (ie number of seats in
classrooms and laboratories, extent of computer access etc.)
1. Accommodation (Lecture rooms, laboratories, etc.)
Lecture rooms should be large enough to accommodate the number of registered
students
2. Computing resources
Laptop computer - projector system
3. Other resources (specify --eg. 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
1. Midterm evaluation feed-back form to increase instructor’s awareness of the weak
and strong points of the class
2. End of term college evaluation of course by students ( to be collected by the
department)
3. End-of-term debriefing in class of students and teacher regarding what went well and
what could have gone better
4. Small group instructional diagnosis (SGID) whereby instructors exchange classes
and gather information from each others’ students on specific points outlined by the
department and the instructor being evaluated
2 Other Strategies for Evaluation of Teaching by the Instructor or by the Department
1. Peer observation to benefit from colleagues’ objective feedback and suggestions for
improvement.
2. Class observation by a supervisor or a senior faculty member.
3 Processes for Improvement of Teaching
1. Training sessions
2. Workshops to facilitate the exchange of experiences amongst faculty members
3. Regular meetings where problems are discussed and solutions given
4. Discussion of challenges in the classroom with colleagues and supervisors
5. Encouragement of faculty members to attend professional development conferences.
6. Keep up to date with pedagogical theory and practice
7. Set goals for achieving excellence in teaching at the beginning of each new semester
after reviewing last semester’s teaching strategies and results
4. Processes for Verifying Standards of Student Achievement (eg. check marking by an independent
faculty member of a sample of student work, periodic exchange and remarking of a sample of
assignments with a faculty member in another institution)
1. Check marking of a sample of examination papers either by a resident or visiting
faculty member
2. Students who believe they are under graded can have their papers checked by a
second reader.
5 Describe the planning arrangements for periodically reviewing course effectiveness and planning for
improvement.
1. Compare syllabi and course description with other universities (including those on
the net)
2. Bi-annual meetings of faculty members to discuss improvement
3. Have a curriculum review committee to review the curriculum periodically and
suggest improvements
Kingdom of Saudi Arabia
The National Commission for Academic Accreditation &
Assessment
COURSE SPECIFICATION
OF
Academic Writing
314 (Eng.)
Level -5
(English)
Prepared by:
Rufus Ruth Livingston
Language Instructor,
Faculty of Science and Arts
Farasan.
Course Specification
Institution :
College/Department :
/Computer Science
Jazan University
Faculty of Science and Arts (Farasan)
A. Course Identification and General Information.
1. Course title and code
: Academic Writing
2. Credit hours
: 3 per week, 15 contact hours.
3. Program(s) in which the course is offered.
BA (English)
(If general elective available in many programs indicate th is rather than list programs
4. Name of faculty member responsible for the course
……………...
5. Level/year at which this course is offered
: Level – 5
6. Pre-requisites for this course (if any)
7. Co-requisites for this course (if any)
8. Location if not on main campus
B. Objectives
: Farasan
1. Summary of the main learning outcomes for students enrolled in the course.
After completing this course, students are expected to:
 Understand that academic writing is a process and a skill which needs to be acquired
through practical practice.
 Recognize that reading and thinking skills are two key factors in improving writing.
 Distinguish between different forms of plagiarism.
 Identify the writing process of planning a research paper; from writing the outline to
proof reading the final draft.
 Become familiar with the most common research process problems the graduate
student face.
 Write a well-organized, graduate level research papers
2. Briefly describe any plans for developing and improving the course that are being
implemented. (e.g. increased use of IT or web based reference material, changes in content as
a result of new research in the field) Change in content because language used is very difficult
for students.
 Encourage students to write on a wide range of topics.
 Enhance them in different types of writing skills like summary, paragraph, préci,
research writing.
 Active participation of students in collecting information, vocabulary.
C. Course Description (Note: General description in the form to be used for the Bulletin or Handbook should
be attached)
1. Coverage of Planned Program
Topic
No. of weeks
Contact hours
1. Background to writing
1
3
2. Reading: Finding suitable
sources
1
3
3. Avoiding Plagiarism
1
3
4. Different forms of writing
–1
1
3
5. Different forms of
writing-2
1
3
6. Different stages of writing
1
3
7. Formal and Informal letter
writing
1
3
8. Resume writing
1
3
9. Grammar- Verbs
1
3
10. Grammar- Prepositions
1
3
11. Grammar- Errors in
English.
1
3
12.Resources in King
Abdulaziz University.
1
3
2. Course components (total contact hours per semester):
Lecture: 36
Tutorial: nil
Laboratory:
N.A.
Practical/Field
work/Internship:
.N.A.
Other:None
3. Additional private study/learning hours expected for students per week. (This should
be an average :for the semester not a specific requirement in each week) : 2 to 4.
4. Development of Learning Outcomes in Domains of Learning
For each of the domains of learning shown below indicate:

A brief summary of the knowledge or skill the course is intended to develop;

A description of the teaching strategies to be used in the course to develop that
knowledge or skill;
The methods of student assessment to be used in the course to evaluate learning
outcomes in the domain concerned.
a. Knowledge :




Enable student’s develop self – analytical capability.
Familiarize students with various scientific terms.
Develop critical thinking skills of analyze and synthesize ideas.
Develop student’s maturity in learning about themselves & others through the
fictions.
(ii) Teaching strategies to be used to develop that knowledge




Class lectures with the help of white board and presentations.
Making models &charts to show language of signs.
Teaching by power point slides.
Class room quizzes & college activities.
(iii) Methods of assessment of knowledge acquired




Classroom Participation.
Midterms.
Quiz.
Final Exams.
b.
Cognitive Skills:
(i)
Description of cognitive skills to be developed
 Ability to correlate technical terms and their meaning.
 Ability to understand the concepts.
(ii)
Teaching strategies to be used to develop these cognitive skill
 Focus on topic i.e. lecture should be point to point and clear.
 Delivered lectures including more pictures rather than theory.
 Repetition of specific points.
 Teach students with the help of more examples also taken from real life.
(iii)
Methods of assessment of students cognitive skills





c.
Classroom participation.
Midterms
Assignments.
Quizzes.
Final Exams.
Interpersonal Skills and Responsibility:
(i)
Description of the interpersonal skills and capacity to carry responsibility to be develop
 Students can participate in class discussion and think critically.
 Students can act responsibly and ethically in carrying out individual as well
as group task.
 Students have necessary skills to communicate, listen, negotiate and
evaluate their strengths and weaknesses as members of team.
(ii)
Teaching strategies to be used to develop these skills and abilities
 Counseling of the students regarding any difficulty.
 Assignments where much of the most effective learning comes from the student
explaining, discussing and defending his own ideas with his peers.
 Discussion with the students.
(ii)
Methods of assessment of students interpersonal skills and capacity to carry
responsibility.
 Active classroom participation reflects the student’s ability to keep up with
the class schedule.
 Assignments will attest to the student’s ability to complete task.
 Quiz during the lecture shows their attention.
d. Communication, Information Technology and Numerical Skills
(i)
Description of the skills to be developed in this domain




Students must make their ideas clear to others.
They must express themselves clearly and confidently
Using correct grammar and sentence structure
Using computer to make assignment etc.
(ii) Teaching strategies to be used to develop these skills
 Helping students to express themselves confidently.
 Organising debate.
 Telling grammar rules, sentence construction and correct spelling on the
board.
 Teach students with the help of white board by making more examples
other than books also.
(iii)
Methods of assessment of students numerical and communication skills
 Examinations and oral tests
 Asking them to speak on random topic.
 Short note writing.
e. Psychomotor Skills (if applicable)
(i) Description of the psychomotor skills to be developed and the level of performance
required
NA
(ii) Teaching strategies to be used to develop these skills :N.A.
(iii) Methods of assessment of students psychomotor skills :N.A.
5. Schedule of Assessment Tasks for Students During the Semester
Assess
ment
Assessment task (eg. essay, test, group project,
examination etc.)
Week due
Proportion
of Final
Assessment
10%
1
Participation (appearance in the class)
During
course
2
Midterm1
15%
3
Midterm2
15%
4
Final
60%
D. Student Support:
1. Arrangements for availability of teaching staff for individual student consultations and
academic advice. (include amount of time teaching staff are expected to be available each week)
Faculty is available for consultation during office hours.
E. Learning Resources:
1. Required Text(s):
Bailey, Stephen. Academic Writing: A hand book for International students.
2. Essential References :internet
3- Recommended Books and Reference Material (Journals, Reports, etc) (Attach List).
4-.Electronic Materials, Web Sites etc :None
5- Other learning material such as computer-based programs/CD, professional
standards/regulations
N.A.
F. Facilities Required
Indicate requirements for the course including size of classrooms and laboratories (ie number
of seats in classrooms and laboratories, extent of computer access etc.)
1. Accommodation (Lecture rooms, laboratories, etc.)
N.A.
2. Computing resources
Laptop
Printer
Internet
3. Other resources (specify --eg. If specific laboratory equipment is required, list requirements
or attach list)
NA
G. Course Evaluation and Improvement Processes
1. Strategies for Obtaining Student Feedback on Effectiveness of Teaching
 Midterm evaluation instructor’s awareness of the weak and strong points of the class.
 End of the college evaluation of course by students ( to be collected by the department)
 Discussion with the students about problems they faced during course.
2. Other Strategies for Evaluation of Teaching by the Instructor or by the Department:
3. Processes for Improvement of Teaching
 Training sessions.
 Workshops to facilitate the exchange of experiences amongst faculty members.
 Regular meeting where problems are discussed and solutions given.
 Discussion of challenges in the class room with colleagues and supervisors.
 Encouragement of faculty members to attend professional development conferences.
 Set goals for achieving excellence in teaching at the beginning of each new semester of
reviewing last semester’s teaching strategies and results.
4. Processes for Verifying Standards of Student Achievement (eg. 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)
 Check marking of a sample of examination paper either by a resident or visiting faculty
member.
 Arrange with another institution to have to common tests items included on an exam
and compare marks given.
 Students who believe they are under graded can have their papers checked by second
teacher.
5. Describe the planning arrangements for periodically reviewing course effectiveness and
planning for improvement.
 Meeting of faculty members to discuss improvement.
 Have curriculum review committee to review the curriculum periodically and suggest
improvements.
 Change will be made on the basis of meeting the course objectives and student needs.
Kingdom of Saudi Arabia
The National Commission for Academic Accreditation &
Assessment
COURSE SPECIFICATION
OF
Spoken English
315(Eng.)
Level -2
(English)
Prepared by:
Rufus Ruth Livingston
Language Instructor,
Faculty of Science and Arts
Farasan.
Course Specification
Institution :
College/Department :
/Computer Science
Jazan University
Faculty of Science and Arts (Farasan)
A. Course Identification and General Information.
1. Course title and code
: Spoken English- 315
2. Credit hours
: 3 per week, 15 contact hours.
3. Program(s) in which the course is offered.
BA (English)
(If general elective available in many programs indicate this rather than list programs
4. Name of faculty member responsible for the course : ……………………..
5. Level/year at which this course is offered
: Level – 5
6. Pre-requisites for this course (if any)
7. Co-requisites for this course (if any)
8. Location if not on main campus
B. Objectives
: Farasan
1. Summary of the main learning outcomes for students enrolled in the course.
After completing this course, students are expected to:





Deal with genre specific lexis.
Analyze and appraise structures in English.
Participate in discussion and expression in English.
Write coherent scientific passage with correct grammar.
Make presentation synthesizing information from class notes, text, etc.
2. Briefly describe any plans for developing and improving the course that are being
implemented. (e.g. increased use of IT or web based reference material, changes in content as
a result of new research in the field) Change in content because language used is very difficult
for students.
 Encourage students to use internet and web-based materials.
 Active participation of students in quizzes, group discussions and enacting in short
skits based on the story of novels.
C. Course Description (Note: General description in the form to be used for the Bulletin or Handbook should
be attached)
1. Coverage of Planned Program
Topic
No. of weeks
Contact hours
1. The whole world is your
classroom
1
3
2. Change and choice
1
3
3. This is who I am
1
3
4. Health: Getting most of your
life
1
3
5. Health: Getting most of your
life.
1
3
6. When cultures meet
1
3
7. What do you mean? Thought
and communication
1
3
8. What do you mean? Thought
and communication.
1
3
9. Tell me what I want:
Advertising and shopping
1
3
10. Tell me what I want:
Advertising and Shopping
1
3
11. What’s in the news?
1
3
12. Planethood
1
3
2. Course components (total contact hours per semester):
Lecture: 36
Tutorial: nil
Laboratory:
N.A.
Practical/Field
work/Internship:
.N.A.
Other:None
3. Additional private study/learning hours expected for students per week. (This should
be an average :for the semester not a specific requirement in each week) : 2 to 4.
4. Development of Learning Outcomes in Domains of Learning
For each of the domains of learning shown below indicate:

A brief summary of the knowledge or skill the course is intended to develop;

A description of the teaching strategies to be used in the course to develop that
knowledge or skill;
The methods of student assessment to be used in the course to evaluate learning
outcomes in the domain concerned.
c. Knowledge :




Enable student’s develop good spoken skills.
Familiarize students with various structures of English.
Develop critical thinking skills of analyze and spoken skills.
Develop student’s maturity in learning about themselves & others through the
real time situations.
(ii) Teaching strategies to be used to develop that knowledge




Class lectures with the help of white board and presentations.
Making models &charts to show language of signs.
Teaching by power point slides.
Class room quizzes & college activities.
(iii) Methods of assessment of knowledge acquired




Classroom Participation.
Midterms.
Quiz.
Final Exams.
d.
Cognitive Skills:
(iii)
Description of cognitive skills to be developed
 Ability to correlate technical terms, vocabulary and their meaning.
 Ability to understand the concepts.
(iv)
Teaching strategies to be used to develop these cognitive skill
 Focus on topic i.e. lecture should be point to point and clear.
 Delivered lectures including more pictures rather than theory.
 Repetition of grammar points.
 Teach students with the help of more examples also taken from real life.
(iii)
Methods of assessment of students cognitive skills





c.
Classroom participation.
Midterms
Assignments.
Quizzes.
Final Exams.
Interpersonal Skills and Responsibility:
(iii)
Description of the interpersonal skills and capacity to carry responsibility to be develop
 Students can participate in class discussion and think critically.
 Students can act responsibly and ethically in carrying out individual as well
as group task.
 Students have necessary skills to communicate, listen, negotiate and
evaluate their strengths and weaknesses as members of team.
(ii)
Teaching strategies to be used to develop these skills and abilities
 Counseling of the students regarding any difficulty.
 Assignments where much of the most effective learning comes from the student
explaining, discussing and defending his own ideas with his peers.
 Discussion with the students.
(iv)
Methods of assessment of students interpersonal skills and capacity to carry
responsibility.
 Active classroom participation reflects the student’s ability to keep up with
the class schedule.
 Assignments will attest to the student’s ability to complete task.
 Quiz during the lecture shows their attention.
d. Communication, Information Technology and Numerical Skills
(ii)
Description of the skills to be developed in this domain




Students must make their ideas clear to others.
They must express themselves clearly and confidently
Using correct grammar and sentence structure
Using computer to make assignment etc.
(ii) Teaching strategies to be used to develop these skills
 Helping students to express themselves confidently.
 Organising debate.
 Telling grammar rules, sentence construction and correct spelling on the
board.
 Teach students with the help of white board by making more examples
other than books also.
(iii)
Methods of assessment of students numerical and communication skills
 Examinations and oral tests
 Asking them to speak on random topic.
 Short note writing.
e. Psychomotor Skills (if applicable)
(i) Description of the psychomotor skills to be developed and the level of performance
required
NA
(ii) Teaching strategies to be used to develop these skills :N.A.
(iii) Methods of assessment of students psychomotor skills :N.A.
5. Schedule of Assessment Tasks for Students During the Semester
Assess
ment
Assessment task (eg. essay, test, group project,
examination etc.)
Week due
Proportion
of Final
Assessment
10%
1
Participation (appearance in the class)
During
course
2
Midterm1
15%
3
Midterm2
15%
4
Final
60%
D. Student Support:
1. Arrangements for availability of teaching staff for individual student consultations and
academic advice. (include amount of time teaching staff are expected to be available each week)
Faculty is available for consultation during office hours.
E. Learning Resources:
2. Required Text(s):
Listening and Speaking-Tapestry (middle east edition)
2. Essential References :internet
3- Recommended Books and Reference Material (Journals, Reports, etc) (Attach List).
4-.Electronic Materials, Web Sites etc :None
5- Other learning material such as computer-based programs/CD, professional
standards/regulations
N.A.
F. Facilities Required
Indicate requirements for the course including size of classrooms and laboratories (ie number
of seats in classrooms and laboratories, extent of computer access etc.)
1. Accommodation (Lecture rooms, laboratories, etc.)
N.A.
2. Computing resources
Laptop
Printer
Internet
3. Other resources (specify --eg. If specific laboratory equipment is required, list requirements
or attach list)
NA
G. Course Evaluation and Improvement Processes
1. Strategies for Obtaining Student Feedback on Effectiveness of Teaching
 Midterm evaluation instructor’s awareness of the weak and strong points of the class.
 End of the college evaluation of course by students ( to be collected by the department)
 Discussion with the students about problems they faced during course.
2. Other Strategies for Evaluation of Teaching by the Instructor or by the Department:
3. Processes for Improvement of Teaching
 Training sessions.
 Workshops to facilitate the exchange of experiences amongst faculty members.
 Regular meeting where problems are discussed and solutions given.
 Discussion of challenges in the class room with colleagues and supervisors.
 Encouragement of faculty members to attend professional development conferences.
 Set goals for achieving excellence in teaching at the beginning of each new semester of
reviewing last semester’s teaching strategies and results.
4. Processes for Verifying Standards of Student Achievement (eg. 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)
 Check marking of a sample of examination paper either by a resident or visiting faculty
member.
 Arrange with another institution to have to common tests items included on an exam
and compare marks given.
 Students who believe they are under graded can have their papers checked by second
teacher.
5. Describe the planning arrangements for periodically reviewing course effectiveness and
planning for improvement.
 Meeting of faculty members to discuss improvement.
 Have curriculum review committee to review the curriculum periodically and suggest
improvements.
 Change will be made on the basis of meeting the course objectives and student needs.
The National Commission for Academic Accreditation &
Assessment
College of Arts and Science Farasan Girls College
JAZAN UNIVERSITY
COURSE SPECIFICATION
Second Language Acquisition ( 316 Eng)
Revised March 2013
Course Specification
For Guidance on the completion of this template, please refer to
of Handbook 2 Internal
Quality Assurance Arrangements
Institution
Jazan University
College/Department College For Science And Arts ( Farasan ) / English Department
A Course Identification and General Information
1. Course title and code: Second
Language Acquisition ( 316 Eng )
2. Credit hours 2 hours
3. Program(s) in which the course is offered.
(If general elective available in many programs indicate this rather than list programs)
4. Name of faculty member responsible for the course………………..
5. Level/year at which this course is offered
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
College of FARASAN
Level 5/ 3nd year
B Objectives
1. Summary of the main learning outcomes for students enrolled in the course.
Upon completion of the Second Language Acquisition course will be able to:
1- Basic theories of first and second language acquisition .
2- Key factors affecting second language acquisition .
3- Implication of these factors on classroom organization and instruction.
4- Knowledge of language acquisition and instruction.
5. Making informed , purposeful decision concerning existing and future trends in second
Language education .
6 – The historical develop in second language acquisition .
2. Briefly describe any plans for developing and improving the course that are being implemented. (eg
increased use of IT or web based reference material, changes in content as a result of new research in
the field)
1. Gradually increasing use of web-based material by offering students useful web
2- links on the subjects covered in the syllabus for extra practice
3- Communicating with students through teacher website by posting course related
information and receiving student feedback
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
Topic
No of
Weeks
Contact
hours
2
4
Chapter 1:
Chapter 2:
2
4
Chapter 3 :
2
4
Chapter 4 :
2
4
Chapter 5:
2
Chapter 6:
2
4
4
Chapter 7 :
2
4
2 Course components (total contact hours per semester):
Lecture:
Tutorial:
28 hs
none
Practical/Fieldwork/Inte
rnship:
Other:
None
3. Additional private study/learning hours expected for students per week. (This should be an average
:for the semester not a specific requirement in each week)
None
4. Development of Learning Outcomes in Domains of Learning
For each of the domains of learning shown below indicate:

A brief summary of the knowledge or skill the course is intended to develop;

A description of the teaching strategies to be used in the course to develop that knowledge or
skill;

The methods of student assessment to be used in the course to evaluate learning outcomes in

the domain concerned.
a. Knowledge
(i) Description of the knowledge to be acquired
# This is a skill – based course
(ii) Teaching strategies to be used to develop that knowledge
1. Lectures
2. Class discussion
3. Exercises and practices
4. Individual, pair and group work
5- I go through each lesson section by section reading and explaining and giving extra
examples
6- To help the students learn, retain, apply and relate word, the instructional approach
focused on
7-connecting the printed form of the word with its pronunciation .
8- antonym, English & Arabic meanings .
9- Quizzes require the students to make the above-mentioned connections.
(iii) Methods of assessment of knowledge acquired
1. Class participation
2. Assignments
3. Quizzes
4. Midterms
5. Final written exam
b. Cognitive Skills
(i) Cognitive skills to be developed
Students will be able to:
1. Learn key terminology and concepts of second language.
2. apple SLA to areas of own interest.
3. Produce a variety of sentence structures.
(ii) Teaching strategies to be used to develop these cognitive skills
1. Guided discovery
2. Class discussions .
3. Guided participation .
4. Direct explanation
5. Group work .
(iii) Methods of assessment of students cognitive skills
1. Class participation and assignment
2. Using standardized skills sheets.
3 Feedback
4- Using actual equipment .
5. Midterms and final exams .
c. Interpersonal Skills and Responsibility
(i) Description of the interpersonal skills and capacity to carry responsibility to be developed
1. Students will hand in assignments and exercises in due time
2. Students will participate in class as well as work individually and in groups .
3- Students can think critically .
(ii) Teaching strategies to be used to develop these skills and abilities
1. Regular class exercises .
2. Giving students course description and outline with dates of midterm exams to
help them organize their study time and prepare for exams from week one .
3. Discussions with students on their background knowledge needed to proceed
with this course .
4. Lectures .
5. In-class pair and group work where much of the most effective learning comes
from students explaining, discussing and defending their ideas .
(iii) Methods of assessment of students interpersonal skills and capacity to carry responsibility
. Active class participation reflects the student’s willingness to learn and positive
attitude towards the course .
2. Quizzes will show if students are keeping up with the course lecture by lecture .
3. Performance on midterms and final exams are evidence of the student’s ability
to recollect and synthesize information .
d. Communication, Information Technology and Numerical Skills
(i) Description of the skills to be developed in this domain.
Students will be able to use:
1. the internet to download information
2. available web links for practice
3. the internet to communicate with the teacher
(ii) Teaching strategies to be used to develop these skills
1. Students will be encouraged to make extensive use of material on the web .
2. Students will be encouraged to communicate through the course website
3. Using smart boards .
(iii) Methods of assessment of students numerical and communication skills
1. Class participation
2. Exercises
e. Psychomotor Skills (if applicable)
(i) Description of the psychomotor skills to be developed and the level of performance required
Not Applicable
(ii) Teaching strategies to be used to develop these skills
Not Applicable
(iii) Methods of assessment of students psychomotor skills
Not Applicable
5. Schedule of Assessment Tasks for Students During the Semester
Assess
ment
Assessment task (eg. essay, test, group project, examination
etc.)
Week due
Proportion
of Final
Assessment
1
First midterm
6
15 %
2
Participation
throughout
5%
Quizzes
throughout
5%
3
4
Second midterm
8
15%
Final exam
14
60%
5
D. Student Support
1. Arrangements for availability of faculty for individual student consultations and academic advice.
(include amount of time faculty are available each week)
E Learning Resources
1. Required Text(s)
Second Language Acquisition ( Rod Ellis )
2. Essential References
3- Recommended Books and Reference Material
1- (Journals, Reports, etc) (Attach List)
4-.Electronic Materials, Web Sites etc
5- Other learning material such as computer-based programs/CD, professional standards/regulations
F. Facilities Required
Indicate requirements for the course including size of classrooms and laboratories (ie number of seats in
classrooms and laboratories, extent of computer access etc.)
1. Accommodation (Lecture rooms, laboratories, etc.)
1- Classroom
2- Use of an LCD projector
3- Use of an Overhead projector & transparencies
2. Computing resource
3. Other resources (specify --eg. If specific laboratory equipment is required, list requirements or attach
list)
G Course Evaluation and Improvement Processes
1 Strategies for Obtaining Student Feedback on Effectiveness of Teaching
1- Analysis of students’ performance on in term tests and final.
2-Comparison of students’ scores on in term I, in term II and Final exam.
3- Asking students about their difficulties every now and then during the semester.
4- Students’ comments during office hours.
5- Watch for students weaknesses while doing exercises in class.
2 Other Strategies for Evaluation of Teaching by the Instructor or by the Department
3 Processes for Improvement of Teaching
4. Processes for Verifying Standards of Student Achievement (eg. check marking by an independent
faculty member of a sample of student work, periodic exchange and remarking of a sample of
assignments with a faculty member in another institution)
5 Describe the planning arrangements for periodically reviewing course effectiveness and planning for
improvement.
The National Commission for Academic Accreditation &
Assessment
MOHAMMAD EKRAMUL HASSAN
(Farasan Girls College of Arts and Science )
JAZAN UNIVERSITY
COURSE SPECIFICATION
Eng. 337
Poetry
Revised March 2007
Course Specification
For Guidance on the completion of this template, please refer to
of Handbook 2 Internal
Quality Assurance Arrangements
Institution : JAZAN UNIVERSITY
College/Department : FARASAN GIRLS COLLEGE OF SCEINCE AND ARTS\ ENGLISH DEPTT.
A Course Identification and General Information
1. Course title and code:
Poetry \337
2. Credit hours : 3
3. Program(s) in which the course is offered.
(If general elective available in many programs indicate this rather than list programs)
B. A. in English
4. Name of faculty member responsible for the course………….
5. Level/year at which this course is offered :
5th level \3rd year
6. Pre-requisites for this course (if any)235
7. Co-requisites for this course (if any)NOT APPLICABLE
8. Location if not on main campus: FARASAN GIRLS COLLEGE OF SCEINCE AND ARTS
B Objectives
1. Summary of the main learning outcomes for students enrolled in the course.
Students should be able to:
1. Define poetry as a specific literary genre and distinguish it from other literary
genres.
2. Paraphrase and Summarize a poem in order to understand its meaning.
3. Analyze imagery and figurative language as elements of poetry.
4. Identify speaker, tone, situation, and setting as elements of poetry and connect these
elements to the meaning of the text.
5. Analyze sound and rhythm as elements of poetry and understand their role in making
meaning in the text.
6. Write an analysis of a poem in standard English.
2. Briefly describe any plans for developing and improving the course that are being implemented. (eg
increased use of IT or web based reference material, changes in content as a result of new research in
the field)
1- Increased use of audio visual presentations for poetry recitals.
2- Increased use of IT or web-based reference material
3- Increased use of power-point and projector in class
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
Topic
No of
Weeks
1
Contact
hours
3
What is poetry
Imagery: William Wordsworth: The solitary Reaper
1
3
1
3
1
3
Fear No More: W. Shakespeare
Nothing Gold canStay: Robert Frost
General exercises for analysis
Denotation and Connotation:
Emily Dickenson : There is no frigate like a book.
1
3
1
3
John Donne: Death, be not proud
1
1
Imagery and denotation and connotation: Robert Hayden:Those
Winter Sunday
1
3
Figures of Speech:
Robert Frost :Fire and Ice
1
3
1
3
Symbols: Robert frost: The Road not Taken
1
3
Langston Hughes: Cross
1
3
\REVISIONS
FINAL EXAM
2
6
George Herbert: Virtue
Figures of speech,
First midterm , writing skills
Poetic Devices
William Blake: The Chimney Sweeper
Sara Teasdale: Barter
2 Course components (total contact hours per semester):
Lecture
Tutorial: NA
Practical/Fieldwork/Inte
rnship:
Other: NA
32:
10
3. Additional private study/learning hours expected for students per week. (This should be an average
:for the semester not a specific requirement in each week)
3 hours per week
4. Development of Learning Outcomes in Domains of Learning
For each of the domains of learning shown below indicate:

A brief summary of the knowledge or skill the course is intended to develop;

A description of the teaching strategies to be used in the course to develop that knowledge or
skill;

The methods of student assessment to be used in the course to evaluate learning outcomes in
the domain concerned.
a. Knowledge
(i) Description of the knowledge to be acquired
1. Poetry as a specific literary genre and what distinguishes it from other literary
genres.
2. Imagery and figurative language as elements of poetry.
3. The concepts of speaker, tone, situation, and setting as elements of poetry and how
to connect these elements to the meaning of the text.
4. The sound and rhythm as elements of poetry and their role in making meaning in the
Text.
(ii) Teaching strategies to be used to develop that knowledge
1. Lectures
2. Class discussion
3. Close reading and text analysis.
(iii) Methods of assessment of knowledge acquired
1. Class participation
2. Interm exam
3- Research papers and presentations given in class
4- Final written exam
b. Cognitive Skills
(i) Cognitive skills to be developed
1. Ability to think critically and analytically
2. Ability to do research and to make use of information from primary and secondary
sources in support of a valid thesis and argument
(ii) Teaching strategies to be used to develop these cognitive skills:
1. Lectures/teaching students how to read attentively and critically
2. Class discussions/teaching students to think independently and engage in group
discussions
3. Encouragement of students to be creative in their presentation.
4- Teaching students to process data logically in their research papers.
5- Teaching students textual analysis
(iii) Methods of assessment of students cognitive skills
1. Class participation
2- Research papers and oral presentations
3. Midterm and final exams
c. Interpersonal Skills and Responsibility
(i) Description of the interpersonal skills and capacity to carry responsibility to be developed :
1. Students can complete both reading and writing assignments in due time
2- Students can participate in class discussion and think critically
3- Students can act responsibly and ethically in carrying out individual as well as group
projects
(ii) Teaching strategies to be used to develop these skills and abilities
1. Lectures in which students are made aware of the significance of time management
2. Discussions with students on ethical behaviour in conducting research
3. Individual counselling on research projects and writing difficulties
(iii) Methods of assessment of students interpersonal skills and capacity to carry responsibility:
1. Active class participation reflects the students’ ability to keep up with the reading
schedule
2. Research papers will attest to the student’s ability to fulfil assignments and respect
dead lines
3. Performance on midterms and final exams are evidence of the student’s ability to
recollect and synthesize information
4. Instructor’s assessment of student’s performance and seriousness during individual
supervision hours
d. Communication, Information Technology and Numerical Skills
(i) Description of the skills to be developed in this domain.:
1. Ability to use literary and academic English.
2. Search for material on the web.
2. Use of PowerPoint and laptop – projector systems
(ii) Teaching strategies to be used to develop these skills:
1. Encourage students to make use of material on the web
2. Encourage students to consult the specialist in the computer lab for help on webbased
material
3. Require the use of PowerPoint when giving presentations
(iii) Methods of assessment of students numerical and communication skills
e. Psychomotor Skills (if applicable)
(i) Description of the psychomotor skills to be developed and the level of performance required
Not applicable
(ii) Teaching strategies to be used to develop these skills
Not applicable
(iii) Methods of assessment of students psychomotor skills
Not applicable
5. Schedule of Assessment Tasks for Students During the Semester
Assess
ment
1
Assessment task (eg. essay, test, group project, examination
etc.)
Week due
1st midterm exam
7weeks
Proportion of Final
Assessment
15%
2
Participation
All along
10%
3
2nd mid term
10weeks
15%
4
Final
End of
semester
60%
D. Student Support
1. Arrangements for availability of faculty for individual student consultations and academic advice.
(include amount of time faculty are available each week)
12hrs
E Learning Resources
1. Required Text(s): Sound and Sense (latest ed.) by Perrine
2. Essential References : A Dictionary of Literary Terms
3- Recommended Books and Reference Material (Journals, Reports, etc) (Attach List)
- A Research Guide for Undergraduates in English & American Literature. MLA, 206
- MLA Handbook (as reference guide on how to write a research paper
4-.Electronic Materials, Web Sites etc
-The most comprehensive Poetry website www.poetry.com
5- Other learning material such as computer-based programs/CD, professional standards/regulations
Signed Student Code of honor explained during student orientation to university to protect against
plagiarism
F. Facilities Required
Indicate requirements for the course including size of classrooms and laboratories (ie number of seats in
classrooms and laboratories, extent of computer access etc.)
1. Accommodation (Lecture rooms, laboratories, etc.) :7
2. Computing resources : Laptop computer - projector system
3. Other resources (specify --eg. If specific laboratory equipment is required, list requirements or attach
list)
G Course Evaluation and Improvement Processes
1 Strategies for Obtaining Student Feedback on Effectiveness of Teaching :
1. End of term college evaluation of course by students ( to be collected by the
department)
2 Other Strategies for Evaluation of Teaching by the Instructor or by the Department:
Peer observation to benefit from colleagues’ objective feedback and suggestions for
improvement.
3 Processes for Improvement of Teaching:
1. Training sessions
2. Workshops to facilitate the exchange of experiences amongst faculty members
3. Regular meetings where problems are discussed and solutions given
4. Discussion of challenges in the classroom with colleagues and supervisors
5. Encouragement of faculty members to attend professional development conferences
6. Keep up to date with pedagogical theory and practice
7. Set goals for achieving excellence in teaching at the beginning of each new
semester after reviewing last semester’s teaching strategies and results.
4. Processes for Verifying Standards of Student Achievement (eg. check marking by an independent
faculty member of a sample of student work, periodic exchange and remarking of a sample of
assignments with a faculty member in another institution):
Check marking of a sample of examination papers either by a resident or visiting
faculty member
5 Describe the planning arrangements for periodically reviewing course effectiveness and planning for
improvement.:
1. Compare syllabi and course description with other universities (including those on
the net)
2. Biannual meetings of faculty members to discuss improvement
3. Have a curriculum review committee to review the curriculum periodically and
suggest improvements
Kingdom of Saudi Arabia
The National Commission for Academic Accreditation &
Assessment
COURSE SPECIFICATION
Nuzha Adlan
Phonetics
LEVEL 5 COURSE 351
Course Specification
Institution
JAZAN UNIVERSITY
College/Department Faculty of Arts and Science FARASAN
A Course Identification and General Information
1. Course title and code: Phonetics COURSE 351
2. Credit hours
3
3. Program(s) in which the course is offered.
(If general elective available in many programs indicate this rather than list programs)
4. Name of faculty member responsible for the course
5. Level/year at which this course is offered
6. Pre-requisites for this course (if any) 7. Co-requisites for this course (if any)
8. Location if not on main campus
Level 5
FARASAN
:……………..
B Objectives
1.
Summary of the main learning outcomes for students enrolled in the course.
a. Develop students listening and speaking capability .
b. Familiarize students with the organs of speech and airstream mechanisms.
c. To provide students with theoretical background concerning the sound systems of
the English language.
d.To provide background & skills for conducting investigations that explore : English
in its social context.
e. To study some of the differences between English & Arabic sound system.
f. To develop students' analytical & problem solving skills.
g.To improve student's oral production of the supra segments.
h. To improve student's pronunciation of English vowels.
2. Briefly describe any plans for developing and improving the course that are being implemented. (eg
increased use of IT or web based reference material, changes in content as a result of new research in
the field)
The course prescribed was taught with the help of the text book
English Phonetics & Phonology by Peter Roach.
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 Contac
Weeks thours
Chapter 1-Introduction.
Chapter 2- The Production of Speech Sounds.
Chapter 3- Long vowels,dipthongs,& tripthongs.
2
6
2
6
Chapter 4-Voicing & consonants.
2
6
Chapter 5- The Phonemes.
2
6
Chapter 6-Fricatives &affricates.
2
6
Chapter 7-Nasal & other consonants.
2
6
2 Course components (total contact hours per semester):
Lecture:
Tutorial:
Laboratory
36
Practical/Field
work/Internshi
p
Other:
3. Additional private study/learning hours expected for students per week. (This should
be an average :for the semester not a specific requirement in each week)
4. Development of Learning Outcomes in Domains of Learning
For each of the domains of learning shown below indicate:

A brief summary of the knowledge or skill the course is intended to develop;

A description of the teaching strategies to be used in the course to develop that
knowledge or skill;

The methods of student assessment to be used in the course to evaluate learning
outcomes in the domain concerned.
a. Knowledge
(i) Description of the knowledge to be acquired
a. Listening for main ideas and details
b. Making inferences, recognizing sequence of ideas.
c. taking notes on similarities, understanding statements with rising intonation
d.Recognizing the meaning of affirmative tag questions
e. opening and closing phone conversation, talking about abilities
f. Talking about jobs and careers, talking about changes in American families
g. Generalising things. Discussing the meaning of friendship
h. Using expressions to offer, accept or decline help.
(ii) Teaching strategies to be used to develop that knowledge
,Questioning, demonstrating, asking students to speak about daily life situations,give
practice to students in listening factual information and conversations, make classroom
activities , student based learning activities.
(iii) Methods of assessment of knowledge acquired
Oral and written quiz, classroom activites, mid term tests and final exams
b. Cognitive Skills
(i)
Description of cognitive skills to be developed
Increase the concentration by listening to texts and infer the meaning in different
contexts.To think critically, to increase vocabulary, to understand the parts of speech
.
(ii) Teaching strategies to be used to develop these cognitive skills
Encouraging students to speak in English, group discussion, pair work, group work,
practice listening texts, learn pronunciation by listening carefully, speak about random
topics.
(iii) Methods of assessment of students cognitive skills
Quiz, tests, class room activites
c. Interpersonal Skills and Responsibility
(i) Description of the interpersonal skills and capacity to carry responsibility to be
developed
Communicating with confidence, maintenance of discipline, time management
(ii) Teaching strategies to be used to develop these skills and abilities
Encouraging students to s;peak with confidence, Encourage students to listen to texts
and conversations and understand the meaning. Rules of Grammar made clear to the
pupils
(iii) Methods of assessment of students interpersonal skills and capacity to carry
responsibility
Quiz, tests, classroom participation, mid term tests and final exams
d. Communication, Information Technology and Numerical Skills
(i) Description of the skills to be developed in this domain.
Students express themselves clearly and confidently
They use correct grammar. Students listen to texts and understand the meaning
.
(ii) Teaching strategies to be used to develop these skills
Asking students to speak on random topics, listening to texts and understand the
meaning
(iii) Methods of assessment of students numerical and communication skills
Oral and written quiz, short tests, conversation on random topics
e. Psychomotor Skills (if applicable)
(i) Description of the psychomotor skills to be developed and the level of performance
required
NA
(ii) Teaching strategies to be used to develop these skills
N.A
(iii) Methods of assessment of students psychomotor skills
5. Schedule of Assessment Tasks for Students During the Semester
Assess
ment
Assessment task (eg. essay, test, group project,
examination etc.)
Week due
1
Class room participation
Proportion
of Final
Assessme
nt
10 %
2
Mid term tests 1 & 2
40 %
3
Final Exam
60 %
D. Student Support
1. Arrangements for availability of teaching staff for individual student consultations and
academic advice. (include amount of time teaching staff are expected to be available each
week)
The teacher is available to the students twice a week on the campus to clear their doubts
E Learning Resources
1. Required Text :English Phonetics & Phonology.by Peter Roach.
3- Recommended
Books and Reference Material (Journals, Reports, etc) (Attach List)
1.
Essential References :Teaching Listening Underwood Mary
2.
The American Accent: Lujan beverly.
4-.Electronic Materials, Web Sites etc. http:
www.qbmc.org?voice/anatomphysiology.cfm
www.tesol.org
5- Other learning material such as computer-based programs/CD, professional
standards/regulations
F. Facilities Required
Indicate requirements for the course including size of classrooms and laboratories (ie
number of seats in classrooms and laboratories, extent of computer access etc.)
1. Accommodation (Lecture rooms, laboratories, etc.)
2. Computing resources
3. Other resources (specify --eg. If specific laboratory equipment is required, list
requirements or attach list)
G Course Evaluation and Improvement Processes
1 Strategies for Obtaining Student Feedback on Effectiveness of Teaching
Asking students from time to time if the lectures are understood. Talk to the students
and ask them to express themselves freely.
2 Other Strategies for Evaluation of Teaching by the Instructor or by the Department
3 Processes for Improvement of Teaching
Finding the weakness of the students and improve them.
4. Processes for Verifying Standards of Student Achievement (eg. 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)
The answer sheets of the final exam are rechecked by the colleagues in the department
5 Describe the planning arrangements for periodically reviewing course effectiveness and planning for
improvement.
Conduct tests to assess if students understand whatever they learn.
Find the weak points of the students and work upon them to make them speak, read and
write correct English.
Institution
JAZAN UNIVERSITY
College/Department Faculty of Arts and Science, FARASAN
A Course Identification and General Information
1. Course title and code
Introduction to Linguistics(352)
2. Credit hours
3 hours
3. Program(s) in which the course is offered.
(If general elective available in many programs indicate this rather than list programs)
Bachelors Program
4. Name of faculty member responsible for the course………………
5. Level/year at which this course is offered
6. Pre-requisites for this course (if any) 7. Co-requisites for this course (if any) N/A
8. Location if not on main campus
Fifth Level
FARASAN
B Objectives
1. Summary of the main learning outcomes for students enrolled in the course.
 Students will have a strong foundation for advanced level courses on
Linguistics
2. Briefly describe any plans for developing and improving the course that are being
implemented. (eg increased use of IT or web based reference material, changes in
content as a result of new research in the field)
 Sitting arrangement of the classroom should be suitable to group and pair work.
 The library should have a rich collection of books on Introduction to
Linguistics.
 Maximum three courses should be allotted to each teacher so that he/ she can
focus more attention and time on the his/her courses.
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 Contac
Weeks thours
The origins of language
1
3
Animals and human language
1
3
The development of writing
1
3
The sounds of language and sound patterns of language
1
3
Words and word-formation processes and Morphology
1
3
Phrases and sentences: grammar and Syntax
1
3
Semantics and Pragmatics
1
3
First and second language acquisition
1
3
Gestures and sign languages
1
3
1
3
Regional and social variation of language
2 Course components (total contact hours per semester):
Lecture: 32
Tutorial:
Laboratory
Practical/Field
work/Internshi
p
Other:
3. Additional private study/learning hours expected for students per week. (This should
be an average :for the semester not a specific requirement in each week)
Four hours
4. Development of Learning Outcomes in Domains of Learning
For each of the domains of learning shown below indicate:

A brief summary of the knowledge or skill the course is intended to develop;

A description of the teaching strategies to be used in the course to develop that
knowledge or skill;

The methods of student assessment to be used in the course to evaluate learning
outcomes in the domain concerned.
a. Knowledge
(i)

(ii)
Description of the knowledge to be acquired
Students must develop a strong basic knowledge on Linguistics
Teaching strategies to be used to develop that knowledge


Lecture
Discussion
(iii) Methods of assessment of knowledge acquired
1. Quiz
2. Homework
b. Cognitive Skills
3. Oral presentation 4. Written exam
(i)
Description of cognitive skills to be developed


Students were able to comprehend main ideas of different lessons.
Students were able to discuss and synthesize ideas in the classroom
(iii)Teaching strategies to be used to develop that knowledge


Lecture
Discussion
(iii) Methods of assessment of students cognitive skills
1. Quiz
2. Homework
3. Oral presentation 4. Written exam
c. Interpersonal Skills and Responsibility
(i)
Description of the interpersonal skills and capacity to carry responsibility to
be developed



(ii)

Students’ interpersonal skills must be developed through different
classroom activities.
Students’ must be aware about the importance of punctuality and
discipline.
The whole teaching and learning process must help students to build
up their confidence.
Teaching strategies to be used to develop these skills and abilities
 Lecture
Discussion
(iii) Methods of assessment of students interpersonal skills and capacity to carry
responsibility
1. Quiz
2. Homework
3. Oral presentation 4. Written exam
d. Communication, Information Technology and Numerical Skills
(i) Description of the skills to be developed in this domain.


Students must be able to understand main and supporting ideas of different
lessons
Students must be able to make their ideas clear to others.
(iii)
Teaching strategies to be used to develop these skills
 Lecture
 Discussion
(iv)
Methods of assessment of students numerical and communication skills



Class presentation (demonstrating their capacity to explain different
ideas presented in the text)
Quiz and Pop Test
Written exam
e. Psychomotor Skills (if applicable) N/A
(i)
Description of the psychomotor skills to be developed and the level of
performance required
N/A
(ii) Teaching strategies to be used to develop these skills
N.A
(iii) Methods of assessment of students psychomotor skills
N/A
5. Schedule of Assessment Tasks for Students During the Semester
Assess
ment
Assessment task (eg. essay, test, group project,
examination etc.)
Week due
1
Participation
During
course
2
Midterms
Proportion
of Final
Assessme
nt
10%
30%
3
Final term
60%
D. Student Support
1. Arrangements for availability of teaching staff for individual student consultations and
academic advice. (include amount of time teaching staff are expected to be available each
week)
During the office hours
E Learning Resources
1. Required Text(s) The Study of Language
By: George Yule
2. Essential References
3- Recommended Books and Reference Material (Journals, Reports, etc) (Attach List)
4-.Electronic Materials, Web Sites etc
5- Other learning material such as computer-based programs/CD, professional
standards/regulations
F. Facilities Required
Indicate requirements for the course including size of classrooms and laboratories (ie
number of seats in classrooms and laboratories, extent of computer access etc.)

1. Accommodation (Lecture rooms, laboratories, etc.)
Each lecture room must have sitting arrangement suitable for group and pair work.
2. Computing resources
Sufficient projector and Laptop with internet access are required.
3. Other resources (specify --eg. If specific laboratory equipment is required, list
requirements or attach list)
G Course Evaluation and Improvement Processes
1 Strategies for Obtaining Student Feedback on Effectiveness of Teaching
 End of term college evaluation of course by students (to be collected by the
department).
 Discussion with the students about problems they faced during the course
2 Other Strategies for Evaluation of Teaching by the Instructor or by the Department
 Teachers will visit each- other’s class and learn from eachother’s strengths and weaknesses.
 Teachers will give feedback to each other about their teaching
techniques and strategies in a friendly and cooperative manner.
 Internal workshops can be organised where teachers can express
their observation, experience and learning regarding teaching.
The above mentioned three processes can be used to evaluate a teacher’s teaching
capacity.
3 Processes for Improvement of Teaching

Training sessions

Workshops to facilitate the exchange of experiences among faculty members

Regular meetings where problems are discussed and solutions given

Discussion of challenges in the classroom with colleagues and supervisors

Encouragement of faculty members to attend professional development
conferences

Set goals for achieving excellence in teaching at the beginning of each new
semester after reviewing last semester’s teaching strategies and results

Providing a well equipped resource centre.

Providing sufficient opportunities for researches and scholarly activities.
4. Processes for Verifying Standards of Student Achievement (eg. 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)
 Each exam paper must be checked by two examiners and reviewed by one
external examiner.
 Students who believe they are under graded can have their papers re- checked
by a second teacher.
5 Describe the planning arrangements for periodically reviewing course effectiveness
and planning for improvement.
 Meetings of faculty members to discuss improvement
 Have a curriculum review committee to review the curriculum periodically and
suggest improvements.
 Changes will be made on the basis of meeting the course objectives and
students needs.