Kingdom of Saudi Arabia
The National Commission for
Academic Accreditation & Assessment
(NCAAA)
Women campus of king Saud University (Olaishah)
COLLEGE OF LANGUAGES & TRANSLATION
COURSE SPECIFICATION
READING 4
252 NAJD
1st Semester
1429/1430
Fall 2008
Course Specification
College/Department COLLEGE OF LANGUAGES & TRANSLATION
DEPARTMENT OF EUROPEAN LANGUAGES & TRANSLATION
"ENGLISH"
A Course Identification and General Information
1. Course title and code: 252 NAJD2. Credit hours 2 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)
THE ENGLISH PROGRAM OF THE DEPARTMENT OF EUROPEAN LANGUAGES AND TRANSLATION, COLLEGE OF LANGUAGES AND TRANSLATION4. Name of faculty member responsible for the course
IMAN ALKHATEEB + ASMA AL-SHABANAH + REEM AL-SALEM
5. Level/year at which this course is offered LEVEL 4 – YEAR 2
6. Pre-requisites for this course (if any) READING 3
7. Co-requisites for this course (if any) NONE
8. Location if not on main campus NOT APPLICABLE
B Objectives
Comprehension of the main ideas and supporting details that are explicitly or implicitly stated in a printed text of about 2000 words long, at a high intermediate-low advanced level, in any subject area (medicine, computer science, politics, literary, agricultural, education, media..), any text type (narrative, expository, persuasive, informative, descriptive, biography, interview, newspaper article), of any organizational structure (enumeration, cause-effect, comparison-contrast, argumentative…). They should also be able to infer the meanings of new words from context without using a dictionary, break down words into prefixes, suffixes, and roots, and identify the parts of speech through inflectional endings, suffixes and word order, identify the organizational clues, and outline the topics and subtopics of the text. Be able to write out a summary.
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)
In order to make lessons effective ESL/EFL websites are used for preparing lessons, and handouts. Audio CDS of the texts are also sometimes used in class to enhance comprehension and encourage discussions. Different group activities are held in class. It also enhances correct reading comprehension with intonation and pronunciation. Sometimes the students are asked to discuss and express POVs using parts of the text to support their arguments. Students are also asked to collect information on the said topic by surfing the net before the lesson and discuss in groups. Cross-word puzzles are solved at the end of every chapter to enhance understanding of the new vocabulary of the chapter, and arouse the students' interest.
C. Course Description (Note: General description in the form to be used for the Bulletin or Handbook should be attached)
1 Topics to be CoveredTopic / No of
Weeks / Contacthours
Language and Learning/ Danger and Daring / 3 / 6
Gender and Relationships/ Beauty and Aesthetics / 3 / 6
Transitions/ The Mind / 2 / 4
Working/ Breakthroughs / 2 / 4
Art and Entertainment/ Conflict and Reconciliation / 2 / 4
2 Course components (total contact hours per semester):
Lecture: 26 / Tutorial: NA / Practical/Fieldwork/Internship: NA / Other: NA
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)
Students are expected to spend about 3-4 hrs. per week to complete their assignments and other activities related to reading (surfing the net to get information , listening to the CD, watching T.V. programmes in English, Reading a variety of things like newspapers, books, magazines, and working on their speed reading skills, where they are expected to keep a leading log and recording reading speed etc.)
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
- new vocabulary, learn the meaning of new words as they appear in the passage
- learn shades of meaning of new words so they understand that words can carry more than one meaning, then be able to use them in different contexts
(ii) Teaching strategies to be used to develop that knowledge
- infer meaning of words
- look up words in dictionary, at home, then compose their own personal dictionary with sentences, synonyms and antonyms.
- Students are encouraged to see the effects of replacing the words with others they know on the meaning/idea being discussed
- Students are encouraged to find meaning of new words from context, but at the end of class they are encouraged to search for the different shades of meaning and keep a card index for the words and their usage. And test themselves on daily, then monthly bases
(iii) Methods of assessment of knowledge acquired
- class exercises
- points in the in-terms and final are allocated to test vocabulary words discussed in the class reading.
b. Cognitive Skills
(i) Cognitive skills to be developed
critical thinking (fluency, originality, and elaboration of ideas and expressions), summarizing, skimming for main ideas, scanning for information, previewing, making inferences, distinguishing the general from the specific, finding support for main/general ideas, previewing for organization, identifying causes, scanning for narrative elements, identifying the theme, predicting, underlining, highlighting and glossing, recalling information, finding support for a hypothesis/ arguments, summarizing POV, identifying story elements, distinguishing between general and specific, reading for speed, understanding a chart, improving the chances on multiple-choice exams.
Critical thinking: there are four behaviours associated with creative thinking, fluency, flexibility, originality and elaboration. Fluency, the ability to formulate sentences to express their ideas. Flexibility, requires generating a wide range of ideas and arguments, the ability to listen to others' arguments and agreeing/disagreeing with them. Originality, refers to unique unusual responses. And elaboration requires adding ideas, providing details, and extending thinking.
Vocabulary development: using context and structure clues, identifying exact verbs, identifying expressive synonyms, scanning for synonyms and specific terms, recognizing dialectic differences, selecting appropriate adjectives, inferring meaning.
(ii) Teaching strategies to be used to develop these cognitive skills:
Students are also encouraged to search for controversial issues, and be able to express their POV
Students are encouraged to agree/disagree with the ideas of the passage by using specific details for their arguments… they are also encouraged to debate a point. Students are encouraged to go to the internet for further readings to help them formulate their ideas, and help them with the vocabulary they need to express themselves.
Students learn that reading is for a purpose… that it helps them with information, vocabulary, and ideas…
In order that they think creatively and critically a lot of activities take place in the classroom, like analysing the causes, predicting story events, paraphrasing, differentiating between facts and opinions, making predictions, making inferences about characters.
For vocabulary development: using context and structure clues, identifying exact verbs, identifying expressive synonyms, scanning for synonyms and specific terms, recognizing dialectic differences, selecting appropriate adjectives, inferring meaning.
(iii) Methods of assessment of students cognitive skills
Some questions in the in-terms and in the final test their ability to read between the lines and express their POV
c. Interpersonal Skills and Responsibility
(i) Description of the interpersonal skills and capacity to carry responsibility to be developed
The ability to search the net for the required information
The ability to select the right link for the required information
(ii) Teaching strategies to be used to develop these skills and abilities
When students cant find enough information on the net they are encouraged to learn from their class mates how/where they went for the info
(iii) Methods of assessment of students interpersonal skills and capacity to carry responsibility
Class discussion, and occasional written assignments
d. Communication, Information Technology and Numerical Skills
(i) Description of the skills to be developed in this domain.
Using the internet and the different search engines
(ii) Teaching strategies to be used to develop these skills
Constant referral to the internet for looking up related topics, specific point, readings, and extra information.
Students are asked to hand in a research project about a topic of their choice then hand in a two page summary/essay of their findings. They are asked to write an outline for the essay and let their voice be heard in the essay. Students are encouraged to read an average of 75 related pages for this project.
(iii) Methods of assessment of students numerical and communication skills
5 points are allocated for the project
e. Psychomotor Skills (if applicable)
(i) Description of the psychomotor skills to be developed and the level of performance required
Students are taught that there is no right or wrong in many issues. That it is how you express yourself and portray your ideas that counts. Likewise, they should accept controversial POV
(ii) Teaching strategies to be used to develop these skills
Class discussions and debates
(iii) Methods of assessment of students psychomotor skills
==
5. Schedule of Assessment Tasks for Students During the Semester
Assessment / Assessment task (eg. essay, test, group project, examination etc.) / Week due / Proportion of Final Assessment
1 / 1st in-term / 6 / 25%
2 / 2nd in-term / 11 / 25%
3 / Final exam / 15 / 50%
4
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)5 office hours/week are open door policy. If students require a meeting at a different time it can be arranged upon request.
E Learning Resources
1. Required Text(s) Mosaic 2 Reading (Brenda Wegmann/ Miki Knezevic)2. Essential References None
3- Recommended Books and Reference Material (Journals, Reports, etc) (Attach List)
For reading quizzes, exercises- www.englishlearner.com/ esl.about.com/ English-Zone.com/ Esl.Go.com/ www.mhcontemporary.com/interactionsmosaic
And other search engines to look up related topics
4-.Electronic Materials, Web Sites etc None
5- Other learning material such as computer-based programs/CD, professional standards/regulations
None
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.)
A lecture room big enough to accommodate 40 students, seats, a white board, and a CD player for the audio parts of the course
2. Computing resources
A computer lab with internet access under teacher’s supervision is suggested to be made available to the students to do their research work outside of the class period/ during their free time.
3. Other resources (specify --eg. If specific laboratory equipment is required, list requirements or attach list)
A well-equipped library is a must on campus to encourage students to do their research work and to utilise their free time constructively, and to encourage reading
G Course Evaluation and Improvement Processes
1 Strategies for Obtaining Student Feedback on Effectiveness of TeachingA questionnaire can be developed by the administration and can be given to the students to present their opinion and the details should be kept confidential. Although students ratings can be calculated and this can be used for assessing the performance of an individual teacher while giving promotions/increments.
2 Other Strategies for Evaluation of Teaching by the Instructor or by the Department
Teachers also meet with the translation instructors to discuss students shortcomings and suggest ways to help them overcome the problems face in the upcoming groups
Even training programmes can be arranged or even teaches can be sent in groups to attend seminars to gather information on various teaching aspects.
3 Processes for Improvement of Teaching
Constant discussions and meetings with other colleagues and teachers sharing the course.
Meetings are also held to discuss what is being taught in the preceding and following skill level.
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)
Unified in-term and final exams, with an agreed upon answer key and mark distribution
5 Describe the planning arrangements for periodically reviewing course effectiveness and planning for improvement.
Periodical meetings are held with the course coordinator where the effectiveness of the course in relation to the need of the translation students.
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