Princess Nourah bint Abdulrahman University Preparatory Year

2nd

Semester 1434/1435 Page 1

Kingdom of Saudi Arabia

National Commission for

Academic Accreditation & Assessment

المملكــة العربيــة السعىديــة

مالهيئــــة الىطنيــــة للتقـىيــ

واالعـــتــمـــبد األكــبديــمــــي

ATTACHMENT 2 (e)


The National Commission for Academic Accreditation & Assessment

Princess Nourah bint Abdulrahman University Preparatory Year Deanship

Course Specifications (CS)

Course title --- PyP English – Level 3 Course code --- ENG001.3

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Course Specifications

Institution Princess Nourah bint Abdulrahman University Date of Report 16/03/2014-

College/Department: Preparatory Year Program – Department of --- Preparatory Year Deanship

A. Course Identification and General Information

1. Course title and code: PYP English Level 3 - ENG001.3

2. Credit hours: 8

3. Program(s) in which the course is offered. (If general elective available in many programs indicate this rather than list programs): PYP

4. Name of faculty member responsible for the course: Liz Biggs, Marilyn Dahl

5. Level/year at which this course is offered: PYP

6. Pre-requisites for this course (if any): The Oxford Placement Test (OPT) CEFR A2 7. Co-requisites for this course (if any): None

8. Location if not on main campus: PNU main campus

9. Mode of Instruction (mark all that apply) a. Traditional classroom What percentage?

b. Blended (traditional and online) What percentage?

c. e-learning What percentage?

d. Correspondence What percentage?

f. Other What percentage?

yes

yes

Nil

Nil

Nil Nil

Nil

Nil

10

90

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Comments: Course delivery includes materials and processes that develop global awareness, self-understanding, critical thinking and professional attitudes and practices.

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B Objectives

1. What is the main purpose for this course? To prepare students with the necessary English language academic skills to cope in their chosen field of study. This is a Pre-Intermediate level integrated English course intended to increase academic and general competence in listening, speaking, reading and writing. The course balances accuracy and fluency while systematically developing academic related language skills. A skills-based and integrated approach is encouraged. Methodological techniques should be varied to take into account individual learning styles. The development of independent learning strategies and continued reinforcement of analytical language processes are expected.

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) The program is revised on a yearly basis to ensure that the latest English language teaching methodology is applied. The course books and materials are changed based on improvements made in the available publications which in turn better support the successful progress of the students.

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C. Course Description (Note: General description in the form to be used for the Bulletin or handbook should be attached)

Topics to be Covered: There are three books used in this course:

1- Headway Academic Skills Reading and Writing- First Level (HAS-RW) 2- Headway Academic Skills Listening and Speaking-First Level (HAS-LS) 3- Bridge to IELTS pre-intermediate-intermediate (BTI)

List of Topics No. of Weeks

Contact Hours

Week 0 In-house Supplementary Materials

1 20

Week 1 (BTI) Units 1: Home - Page 6 (BTI) Units 2: Festivals - Page 14 (BTI) Units 3: Teamwork - Page 24

1 20

Week 2 (HAS-RW) Unit 1 : Student Life – Page 4 (HAS-LS) Unit 1 : Starting Out – Page 4 (BTI) Unit 4: Education – Page 32

1 20

Week 3 (HAS-RW) Unit 2 : Daily Routines – Page 10 (HAS-LS) Unit 2: Academic Life – Page 10 (BTI) Unit 6: Work - Page 50

1 20

Week 4 (HAS-RW) Unit 3: People and the Environment – Page 16 (HAS-LS) Unit 3 : Caring for the Environment – Page 16 (BTI) Unit 8: The Natural World – Page 68

1 20

Week 5 (HAS-RW) Unit 4: Architecture – Page 22 (HAS-LS) Unit 4: Modern Architecture – Page 22 (BTI) Unit 7: Urban Sports – Page 60

1 20

Week 6 (HAS-RW) Unit 5 : Education – Page 28 (HAS-LS) Unit 5: How We Learn – Page 28

1 20

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Week 7 Revision of materials covered

1 20

Week 8 Non-teaching week Break

Week 9 (HAS-RW) Unit 6 : Technology – Page 34 (HAS-LS) Unit 6: Living with Technology – Page 34 (BTI) Unit 11: Design – Page 94

1 20

Week 10 (HAS-RW) Unit 7 : Food, Drink, and Culture – Page 40 (HAS-LS) Unit 7 : Language and Culture – Page 40 (BTI) Unit 9 : Family – Page 76

1 20

Week 11 (HAS-RW) Unit 8 : Cities of the World – Page 46 (HAS-LS) Unit 8 : Living in the City – Page 46 (BTI) Unit 5 : Buildings and Cities – Page 42

1 20

Week 12 (HAS-RW) Unit 9: Brain Power – Page 52 (HAS-LS) Unit 9: Improving Your Memory – Page 52 (BTI) Unit 10 : Conversation – Page 86

1 20

Week 13 (HAS-RW) Unit 10: Staying Alive – Page 58 (HAS-LS) Unit 10: Staying Healthy – Page 58 (BTI) Unit 12 : Plans and Predictions – Page 102

1 20

Week 14 (HAS-RW) Unit 10: Staying Alive – Page 58 (HAS-LS) Unit 10: Staying Healthy – Page 58 (BTI) Unit 12: Plans and Predictions – Page 102

1 20

Week 15 General Revision (In-house Materials)

1 20

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2. Course components (total contact hours and credits per semester): 300

Lecture Tutorial Laboratory Practical Other: Total

Contact Hours

20 None None None None 300

Credit 8 None None None None 120

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5. Schedule of Assessment Tasks for Students During the Semester

Assessment task (e.g. essay, test, group project, examination,

speech, oral presentation, etc.)

Week Due Proportion of

Total

Assessment

1

Vocabulary Tests Sunday of

each week

10%

2 Weekly Tests(Use of English/Reading/Speaking)

3,5,9,11,17 10%

3 Timed Writing 2,4,10

4

Writing Portfolios 3,5,6,9,11,

12

10%

5 Reading Portfolios 4,7,10,13 10%

6 Mid-Semester Exam 7 24%

7

Speaking Exam 14

36%

8 End of Semester Exam 16

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D. Student Academic Counseling and Support

1. Arrangements for availability of faculty and teaching staff for individual student consultations and academic advice. (include amount of time teaching staff are expected to be available each week) Faculty members’ arrangements for providing student with consultations and academic guidance. (include amount of time that faculty members are expected to be available in each week for this reason)

E. Learning Resources

1- List Required Textbooks

1- Headway Academic Skills Reading and Writing- First Level (HAS-RW) 2- Headway Academic Skills Listening and Speaking-First Level (HAS-LS) 3- Bridge to IELTS pre-intermediate-intermediate (BTI)

2. List Essential References Materials (Journals, Reports, etc.)

Bridge to IELTS workbook

IELTS training materials available online and through the teacher.

3. List Recommended Textbooks and Reference Material (Journals, Reports, etc) dictionary

4. List Electronic Materials (eg. Web Sites, Social Media, Blackboard, etc.) - www.ielts .org - http://learnenglish.britishcouncil.org/ - www.edmodo.com

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5. Other learning material such as computer-based programs/CD, professional standards or regulations and software. Legal pad to take notes Folder for worksheets Laptop

F. Facilities Required

Indicate requirements for the course including size of classrooms and laboratories (i.e. number of seats in classrooms and laboratories, extent of computer access etc.)

1. Accommodation (Classrooms, laboratories, demonstration rooms/labs, etc.) A classroom that can accommodate 45 students.

2. Computing resources (AV, data show, Smart Board, software, etc.)

- E-podiums

- Projectors

- Smartboards

- Laptops

- Speakers

3. Other resources (specify, e.g. if specific laboratory equipment is required, list requirements or attach list) White board

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G Course Evaluation and Improvement Processes

1 Strategies for Obtaining Student Feedback on Effectiveness of Teaching

- Random surveys of students are conducted on a regular basis in which students give

their opinion on the teaching and learning and make suggestions for future

improvements.

2 Other Strategies for Evaluation of Teaching by the Program/Department Instructor Regular formal and informal classroom observations are conducted for all teachers in the program.

3 Processes for Improvement of Teaching

- Ongoing professional development is conducted covering topics of relevance to

improving the teaching in classrooms.

- Workshops and presentations are organized with guest speakers who are specialists in

the field

- Teachers conduct workshops and do presentations on topics of interest for their peers.

4. Processes for Verifying Standards of Student Achievement (e.g. 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)

- Summative assessments are marked by teachers other than class teachers.

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- Random double marking is carried out on at least 25% of all exam papers.

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5 Describe the planning arrangements for periodically reviewing course effectiveness and planning for improvement.

- Courses are being reviewed and improved on an ongoing basis. This is reflected in the

changing of course books to better cater to students’ needs and abilities. Ongoing

improvements are made to the assessments. New learning and teaching methods are

introduced on an ongoing basis for example using Edmodo to increase student-teacher

face time by introducing extra materials for students to work with to improve specific

skills.

Faculty or Teaching Staff: _____________________________________________________________ Signature: __________________________ Date Report Completed: ____________________ Received by: _____________________________ Dean/Department Head Signature: _______________________________ Date: _______________

Documents

Princess Nourah bint Abdulrahman University Preparatory Year