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. Individual 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.
Individual 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.
Individual 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 Individual 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.
Individual 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. Individual 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 – Composition 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
General English Outcomes ENG-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.
Individual 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.
Individual 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.
Dictation
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.
Individual 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.
Dictation
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
Academic English Outcomes ENG-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.
Individual 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.
Individual 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.
Dictation
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 organize an event (e.g. an outing) etc.
FORMAL DISCUSSION (MEETINGS) IN AN ACADEMIC CONTEXT
Can put over a point of view clearly in formal discussion 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 summarize 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. Individual 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 summarize, report and give their opinion about accumulated factual information
Can write very brief reports to a standard conventionalized format, which pass on routine factual information and state reasons for actions.
Dictation
Progress Writing Tests – Composition 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
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.
Individual 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.
Individual 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.
Dictation
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.
Individual 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.
Dictation
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
Academic English Outcomes ENG-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
Individual 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.
Individual 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 signaled 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.
Dictation
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 organize an event (e.g. an outing) etc.
FORMAL DISCUSSION (MEETINGS) IN AN ACADEMIC CONTEXT
Can put over a point of view clearly in formal discussion 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 summarize 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.
Individual 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 summarize, report and give their opinion about accumulated factual information
Can write very brief reports to a standard conventionalized format, which pass on routine factual information and state reasons for actions.
Dictation
Progress Writing Tests – Composition 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 cannot remember the word.
Can ask for confirmation that a form used is correct.
Can start again using a different tactic when communication breaks down.
Dictation
Progress, Mid and Final Test
