قائمة الجامعة
تسجيل الدخول
الخدمات الإلكترونية
English
حجم الخط
ألوان خاصة
تسجيل الدخول
مخرجات التعلم

مخرجات المسار العام 102

 


 

NQF Learning Domains And Course Learning Outcomes

Course Teaching Strategies

Course Assessment Methods

 

 

1.0

Knowledge

 

 

1.1

Grammar and Lexis*

Can utilize both passive and active use of grammar and lexical items, listed in the course syllabus, to accomplish level appropriate communicative language tasks as defined by learning outcomes. (see attached course syllabus)

 

*It should be noted this is not taken to simply mean students know the rules or words, rather that they can use them effectively in meaningful communication.

Inpidual work

Pair work

Group work

Mingle activity

Group discussion

Whole class discussion

Role play

Games/puzzles

Informal quizzes

Review/progress/achievement tests

Problem solving activities

Student presentations

Brainstorm

Guided discovery

Teacher-fronted elicitation

Modeling & Drilling

Recycling

Use of videos

Jigsaw reading/listening

Warmers/fillers

Dictation

Explicit assessment of grammar and lexis is done through closed ended assessment found in formative progress tests.

Implicit assessment of passive and active items is done through open ended assessment of student performance in productive tasks in writing and speaking instruments (incorporated into the assessment rubric themselves) as well as comprehension tasks found in the variety of listening and reading assessment instruments used throughout the course.

 

2.0

Cognitive Skills

2.1

Listening Overall Comprehension

can understand the main points of clear standard

speech on familiar matters regularly encountered in

work, school, leisure etc., including short narratives.

can generally follow the main points of extended

discussion around him/her, provided speech is clearly

articulated in standard dialect.

can follow detailed directions.

can understand the main points of radio news bulletins

and simpler recorded material about familiar subjects

delivered relatively slowly and clearly.

 

Inpidual work

Pair work

Group work

Mingle activity

Group discussion

Whole class discussion

Role play

Games/puzzles

Informal quizzes

Review/progress/achievement tests

Problem solving activities

Student presentations

Brainstorm

Guided discovery

Teacher-fronted elicitation

Modeling & Drilling

Recycling

Use of videos

Jigsaw reading/listening

Warmers/fillers

Dictation

Mid-Term Listening Test

Final Listening Test

2.2

Reading Overall Comprehension

can read straightforward factual texts on subjects

related to his/her field and interest with a satisfactory

level of comprehension.

can understand the description of events, feelings and

wishes in personal letters well enough to correspond

regularly with a pen friend.

can find and understand relevant information in

everyday material, such as letters, brochures and short

official documents.

can understand clearly written, straightforward

instructions for a piece of equipment.

 

Mid-Term Test – Reading

Final Test - Reading


 

3.0

Interpersonal Skills & Responsibility

 

 

3.1

N/A

N/A

N/A

 

4.0

Communication, Information Technology, Numerical

4.1

Speaking Overall:

can express belief, opinion, agreement and

disagreement politely.

can participate in short conversations in routine

contexts on topics of interest.

can maintain a conversation or discussion but may

sometimes be difficult to follow when trying to say

exactly what he/she would like to.

can use simple descriptive language to make

brief statements about and compare objects and

possessions.

can give straightforward descriptions on a variety of

familiar subjects within his/her field of interest.

can describe dreams, hopes and ambitions.

can narrate a story.

 

Inpidual work

Pair work

Group work

Mingle activity

Group discussion

Whole class discussion

Role play

Games/puzzles

Informal quizzes

Review/progress/achievement tests

Problem solving activities

Student presentations

Brainstorm

Guided discovery

Teacher-fronted elicitation

Modeling & Drilling

Recycling

Use of videos

Jigsaw reading/listening

Warmers/fillers

Dictation

Self-learning project – Prepared Speech

Final Speaking Exam – Unprepared interpersonal oral communication

4.2

Writing Overall:

can write personal letters describing experiences,

feelings and events in some detail.

can write notes conveying simple information of

immediate relevance to friends, service people, teachers

and others who feature in his/her everyday life, getting

across comprehensibly the points he/she feels are

important.

Progress Writing Tests – Composition  and Writing Skills

Grammar and Vocabulary Progress Tests

Mid-Term Writing Composition Tests

Final Exam Writing Composition Tests

5.0

Psychomotor

5.1

N/A

N/A

N/A



مخرجات التعلم المسار الاكاديمي  2-102


 

Learning Domains And Course Learning Outcomes

Course Teaching Strategies

Course Assessment Methods

1.0

Knowledge

1.1

VOCABULARY RANGE

Have sufficient vocabulary to express themselves with some circumlocutions on most topics pertinent to their everyday life such as family, hobbies and interests, work, travel, and current events.

GRAMMATICAL ACCURACY

Use reasonably accurately a repertoire of frequently used "routines" and patterns associated with more predictable situations.

PHONOLOGICAL CONTROL

Pronunciation is clearly intelligible even if a foreign accent is sometimes evident and occasional mispronunciations occur.

 

SOCIOLINGUISTIC APPROPRIATENESS

Are aware of the salient politeness conventions and act appropriately

Inpidual work

Pair work

Group work

Mingle activity

Group discussion

Whole class discussion

Role play

Games/puzzles

Informal quizzes

Review/progress/achievement tests

Problem solving activities

Student presentations

Brainstorm

Guided discovery

Teacher-fronted elicitation

Modeling & Drilling

Recycling

Use of videos

Jigsaw reading/listening

Warmers/fillers

Dictation

Explicit assessment of grammar and lexis is done through closed ended assessment found in formative progresses tests

Implicit assessment of passive and active items is done through open ended assessment of student performance in productive tasks in writing and speaking instruments (incorporated into the assessment rubric themselves) as well as comprehension tasks found in the variety of listening and reading assessment instruments used throughout the course.

2.0

Cognitive Skills

2.1

OVERALL LISTENING COMPREHENSION IN AN ACADEMIC CONTEXT

Can identify both general messages and specific details.

Can follow short narratives.

UNDERSTANDING INTERACTION IN AN ACADEMIC CONTEXT

Can generally follow the main points of extended discussion around them.

LISTENING TO MEDIA & RECORDINGS IN AN ACADEMIC CONTEXT

Can understand the main points of TV and radio programmes, including news bulletins and interviews.

 

Inpidual work

Pair work

Group work

Mingle activity

Group discussion

Whole class discussion

Role play

Games/puzzles

Informal quizzes

Review/progress/achievement tests

Problem solving activities

Student presentations

Brainstorm

Guided discovery

Teacher-fronted elicitation

Modeling & Drilling

Recycling

Use of videos

Jigsaw reading/listening

Warmers/fillers

Dictation

Mid term Listening Test

Final Listening Test

2.2

READING FOR ORIENTATION IN AN ACADEMIC CONTEXT

Can scan longer texts to find specific or relevant information in everyday material, such as letters, brochures and short official documents.

READING FOR INFORMATION & ARGUMENT IN AN ACADEMIC CONTEXT

Can identify the main conclusions in clearly signalled argumentative texts.

Can recognise the line of argument in the treatment of the issue presented, though not necessarily in detail.

Can recognise significant points in straightforward newspaper articles on familiar subjects.

Progress Test – Reading and Use of English

Mid Term Test – Reading

Final Test - Reading

3.0

Interpersonal Skills & Responsibility

3.1

N/A

N/A

N/A

4.0

Communication, Information Technology, Numerical

4.1

CONVERSATION IN AN ACADEMIC CONTEXT

Can enter unprepared into conversations on familiar topics.

Can express and respond to feelings such as surprise, happiness, sadness, interest and indifference.

INFORMAL DISCUSSION (WITH FRIENDS) IN AN ACADEMIC CONTEXT

Can express thoughts on more abstract, cultural topics such as films, books, music etc.

Can give or seek personal opinions and give brief comments on the views of others.

Can express belief, opinion, agreement and disagreement politely.

Can make their opinions understood when discussing problems or practical questions of where to go, what to do, who or which to choose, how to organise an event (e.g. an outing) etc.

FORMAL DISCUSSION (MEETINGS) IN AN ACADEMIC CONTEXT

Can put over a point of view clearly in formal disucssion but has difficulty engaging in debate.

Can discuss solutions to practical problems.

GOAL-ORIENTED COOPERATION IN AN ACADEMIC CONTEXT

Can explain why something is a problem, discuss what to do next and compare and contrast alternatives, giving brief reasons and explanations.

INFORMATION EXCHANGE IN AN ACADEMIC CONTEXT

Can exchange, check and confirm information

Can describe how to do something, giving detailed instructions.

Can summarise a short story, article, talk, discussion interview, or documentary and answer further questions of detail.

Can ask for and follow detailed directions

INTERVIEWING AND BEING INTERVIEWED IN AN ACADEMIC CONTEXT

Can provide concrete information required in an interview/consultation (e.g. describe symptoms to a doctor) but with limited precision.

Can use a prepared questionnaire to carry out a structured interview, with some spontaneous follow up questions.

INTERVIEWING AND BEING INTERVIEWED IN AN ACADEMIC CONTEXT

Can answer simple questions and respond to simple statements in an interview.

SUSTAINED MONOLOGUE IN AN ACADEMIC CONTEXT: Describing Experience

Can give detailed accounts/descriptions of

•           experiences, describing feelings and reactions.

•           unpredictable occurrences, e.g., an accident.

•           events (real or imagined), dreams, hopes and ambitions.

Can relate the plot of a book or film and describe their reactions.

Can narrate a story.

SUSTAINED MONOLOGUE IN AN ACADEMIC CONTEXT: Putting a Case (e.g. in a Debate)

Can develop an argument well enough to be followed without difficulty most of the time.

Can briefly give reasons and explanations for opinions, plans and actions.

Inpidual work

Pair work

Group work

Mingle activity

Group discussion

Whole class discussion

Role play

Games/puzzles

Informal quizzes

Review/progress/achievement tests

Problem solving activities

Student presentations

Brainstorm

Guided discovery

Teacher-fronted elicitation

Modeling & Drilling

Recycling

Use of videos

Jigsaw reading/listening

Warmers/fillers

Dictation

Self learning project – Prepared Speech

Final Speaking Exam – Unprepared interpersonal oral communication

4.2

OVERALL WRITTEN PRODUCTION and INTERACTION

Can write straightforward connected texts on a range of familiar subjects within their field of interest, by linking a series of shorter discrete elements into a linear sequence.

CREATIVE WRITING IN AN ACADEMIC CONTEXT

Can write a description of an event, a recent trip (real or imagined).

Can write accounts of experiences, describing feelings and reactions in some detail

Can narrate a story.

COHERENCE IN AN ACADEMIC CONTEXT

Can link a series of shorter, discrete simple elements into a connected, linear sequence of points.

REPORTS AND ESSAYS

Can write short, simple essays on topics of interest. 

Can summarise, report and give their opinion about accumulated factual information

Can write very brief reports to a standard conventionalised format, which pass on routine factual information and state reasons for actions.

Progress Writing Tests – Compos​ition  and Writing Skills

Grammar and Vocabulary Progress Tests

Mid Term Writing Composition Tests

Final Exam Writing Composition Tests

 

Communication strategies

IDENTIFYING CUES & INFERRING

Can identify unfamiliar words from the context and deduce sentence meaning provided the topic is familiar.

TAKING THE FLOOR (TURNTAKING), COOPERATING, ASKING FOR CLARIFICATION, COMPENSATING, MONITORING & REPAIR, IDENTIFYING CUES & INFERRING

Can intervene in a discussion on a familiar topic, using a suitable phrase to get the floor.

Can repeat back part of what someone has said to confirm mutual understanding

Can ask someone to clarify or elaborate what they have just said.

Can define the features of something concrete for which he/she can't remember the word.

Can ask for confirmation that a form used is correct.

Can start again using a different tactic when communication breaks down.

Progress, Mid and Final Test