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COURSE PORTFOLIO

READING/GRAMMAR LISTENING/SPEAKING

Fehmeda Anwar

FACULTY OF ARTS AND BUSINESS

DEPARTMENT – ENGLISH LANGUAGE

INSTITUE

COURSE NAME: ELCA (New Plan)COURSE NUMBER :102 Sections: V1,O1SEMESTER/YEAR: Second Semester 2009/1430

DATE :From 7/3 /2009 -20/6/2009

READINGCOURSE PORTFOLIO

CHECKLIST

TITLE PAGE

COURSE SYLLABUS

WEEKLY REPORT AND OUTLINE

EXAMPLES OF EXTENT OF STUDENT LEARNING

SEMESTER TERM END REPORT

INSTRUCTOR REFLECTION ON THE COURSE

PART II

COURSE SYLLABUS

King Abdulaziz UniversityEnglish Language InstituteELCA 102 Reading/Listening/Speaking/GrammarNew Plan Spring 2009

Instructor: Ms. Fehmeda Anwar

Mobile#: 0569372953

E-mail:[email protected]

Office Location: ELCA Building 12 Room # 1 Office #5

OFFICE HOURS

SUN & TUES

8 AM ----------------11.00 AM

Personal Profile

Fehmeda Anwar

Business Address Home AddressKing Abdul Aziz University Villa#A-7 Al Saggaf Compound P.O. Box:80200 Al RehabJeddah JeddahSaudi Arabia K.S.ATel: 02-6400000 Tel: 966 2 6717868 ext:461/463 Education: M.B.A. (USA) Age: 42 Nationality: AmericanLocal Contact Number: 02-6711619 / 0569372953

E-mail: [email protected] [email protected]

Sponsorship: King Abdul Aziz University Visa

OBJECTIVETo successfully obtain a challenging position in an educational environment that will allow me to utilize my management and leadership ability to impart knowledge quickly and efficiently in a progressive organization that offers opportunities for personal growth and performance-based promotion.

EDUCATIONCandidate for CPAWestern International University Phoenix, Arizona Nov 200927 Credit hours of graduate and undergraduate course work in accounting.

Masters of Business Administration Western International UniversityPhoenix, Arizona 1996-1998

Strategic Management Financial and Economic Analysis Of The Firm International Marketing Information Resource Management Strategic Concepts in Marketing

Applicable Graduate WorkResearch and Projects

Applied thesis research on Airline and travel industry includes in-depth analysis of South-West Airline; developed a strategic plan to en-capture monopolized markets.

mailto:[email protected]

Management project research on Beverage Industry, exploring the investment opportunities for Coca-Cola in the NAFTA countries.

Developed tools for the information resources management to help groups throughout the Banking System to capture organizational learning through best practices and methodology.

WORK EXPERIENCE2008-TILL DATEENGLISH INSTRUCTOR KING ABDUL AZIZ UNIVERSITY-JEDDAH

Objective

The course enabled the students to cover the major basic usage of English. Emphasis was on how to interrelate Speaking/Listening and Reading/Writing

skills together. Particular importance was given to refine the students’ usage of grammar.

2007-2008

INSTRUCTOR-ADVISER TO THE GRADUATING BUSINESS STUDENTS- BUSINESS DEPARTMENT

MILLINIUM INSTITUE OF TECHNOLOGY AND MANAGEMENT (MITM)

Currently teaching five major business courses in the business department. Marketing Research International Marketing Operations Management Human Resource Management Marketing Problems Adviser to the graduating students of Marketing major

2006-2007 ENGLISH INSTRUCTOR KING ABDUL AZIZ UNIVERSITY-JEDDAH

Objective

The course enabled the students to cover the major basic usage of English. Emphasis was on how to interrelate Speaking/Listening and Reading/Writing

skills together.

Particular importance was given to refine the students’ usage of grammar.

INSTRUCTOR SUMMER COURSE 2006 COLLEGE OF BUSINESS ADMINISTRATION

The course enabled the students to cover the major management functions. Emphasis was on how to plan, organize, staff and lead, communicate and control

as an operations manger. Explain the significant contribution operations management plays in an

organization.

2002 till 2006EDUCATIONISTPakistan International School Jeddah (English Section)

Homeroom Teacher For: Class 5 Class 6 O’ Levels (Business Studies and Economics)

SALES & MARKETING EXECUTIVE, MRC AL-GHURAIR GROUP OF COMPANIES, 2001

Responsible for strategic planning and positioning of ‘Dilmah Tea’ in the region. Complete overhauling of the sales and marketing budget. Penetrated market for new customers.

MARKETING MANAGER, ZULEIKHA HOSPITAL.ZULEIKHA GROUP OF COMPANIES, SHARJAH 2000-2001

Developed and implemented strategic plans for new and existing corporate clients.

Established new business ventures for the company by getting new market share.

Build business relationship with Key Accounts Customers through penetrating the market.

Developed business ventures by monitoring the current situation of the industry and our position in the market

Managed all advertising activities, advertising plans and business strategies for the Company.

Heavily involved in re-engineering and process improvements through the implementations of the new health care information system implemented in the hospital.

Research trends, analyze data, identify risks and opportunities, and prepare forecasts.

Liaison between Key Accounts and the Company.

MANAGER COMPASS RECEIVABLE MANAGEMENT CORP 1998 TO 1999 Phoenix, Arizona

Responsible for overseeing complete day-to-day functions of branch operations of a top portfolio of over 10,000 accounts.

Recruited and hired prospective employees for account receivable. Trained new employees in FDCPA requirements and collection techniques. Well versed with Smart-Dial software system. Promoted selected employees to management. Utilized strategic planning in

expanding market share by acquiring Key Accounts and increasing monthly net collections.

Director/Teacher, Preschool/Daycare 1991 Apr-1998 Sept Baltimore/ Phoenix, USA

Responsible for running a licensed Preschool/Day-Care for an age group of 3 to 12 years.

Followed a structured syllabus of ‘Journey’ course. Daily/Weekly lesson plan. Activities based on the theme of the month.

Teacher, Noble Grammar School, Karachi, Pakistan. 1987-1990 Homeroom teacher for class 3 Taught all subjects except religion and Urdu Teacher, St. Vincent, Karachi, Pakistan, 1984-1985 Taught Social Studies to Class 4 and 5 Made projects for Geography and History classes.

King Abdulaziz UniversityEnglish Language CenterCourse Syllabus ELCA 102 New Plan Spring 2009

Welcome Letter to the students:

Dear Students,

I would like to start this message with a quote from Henry Ford, “Coming Together is a beginning, Keeping Together is progress. Working Together is Success”

Welcome to the King Abdul Aziz University-Jeddah.

On behalf of the faculty and staff of ELC, it is my pleasure to welcome you to the King Abdul Aziz University-Jeddah for the second semester 2009/1430 academic year.

I will be teaching you either one of the three skills (Reading/Grammar/listening/speaking in your English Language Curriculum.

Working together and supporting each other can create success. I am hopeful, as you progress in your semester; you will understand how students and staff have all contributed to making KAU the great university that it is.

Once again, I extend to you a warm welcome to the ELC King Abdul Aziz University-Jeddah, to a ‘Partnership’ of working together to do what is best for our community.

Sincerely,Ms.Fehmeda AnwarELC-KAU

ELIA 102

Course Title : ELIACourse Number : 102Number of Credits : 3 HoursPrerequisite : ELIA 101Teaching Hours : 15 hoursDistribution of Teaching Hours: 3 hrs (Listening/Speaking) + 3 hrs

(Reading) + 3 hrs (Writing) + 3 hrs (Grammar) + 3 hrs

A. Catalog Description (i.e. general aim of the course):

Listening/ Speaking:

This course takes the students from the Low Intermediate to Intermediate levels of this series. The chapters of the book present conversations and focus on the rhythm and intonation of natural language through stress and reduction activities. The course aims to provide learners with both extensive and intensive practice in the effective listening & speaking practice. It helps the students with use of the actual classroom situation for the specific listening and speaking skills related to the content of the course books. Students explore real world issues, discuss social issues and study content-based materials.

Reading/Writing:

The reading course helps & develops Art students’ abilities to recognize reading structure in a textbook, main ideas, supporting details, meanings from the context, cause and effect, titles & paragraphs topics, questions for paragraph topics, identifying words with similar meanings, guessing words from context. The overall aim of the writing component in this course is to develop the students' understanding of the strategies required, firstly for writing in general and, secondly for writing in specifically scientific contexts. Students are guided to write controlled paragraphs in the beginning. Gradually they are introduced to free writing or composition writing.

Grammar:

The course aims to provide learners with both extensive and intensive practice in the effective and proper use of the grammatical structures

with focus on both form and meaning. Important components of grammar are included in this course.

B. Learning Outcomes:

Listening Skills:

Upon completion of the course students are expected to be able to:1. listen to main ideas2. listen for specific information3. identify stressed words and reductions; and4. get meaning from context5. drawing inferences

Speaking Skills:

Upon completion of the course students are expected to be able to:1. show interest2. accept and refuse invitations3. open and close conversations4. express frustration5. request and give directions & advice6. accept and reject advice7. apologize reconcile8. answer affirmative tag questions9. agree and disagree10. interrupt an action or speaker politely

Reading Skills:

Upon completion of the course students are expected to:1. Be able to guess meaning of words from context2. Identify main ideas.3. Make predictions.4. Follow text directions.5. Identify essay organization

Writing Skills:

Upon completion of the course students are expected to:1. appreciate the structure of the English sentence2. understand the importance of the topic sentence3. organize one’s ideas in an orderly manner

4. acquire the habit of correction by using drafts5. ensure that logical cohesion is maintained6. observe the special stylistic expressions in medical writing7. write an English essay8. write a summary

Grammatical Competency:

Upon completion of the course students are expected to use the following grammatical structures with focus on both form and meaning:

1. the simple present tense2. the present continuous tense3. the simple past and past continuous tenses4. count and non-count nouns5. how much versus how many6. non-count nouns versus count nouns7. non-count nouns with there + be8. the with locations and other special uses9. modal auxiliaries10. the perfect tenses11. phrasal verbs12. participles and adjectives followed by prepositions13. compound sentences & complex sentences14. clauses of time and condition in the present & future15. compound sentences and transitions16. connectors of contrast: concession17. connectors of reason, result, and purpose18. time clauses

C. Learning & Information Resources:

Textbook(s):Interactions 1 Listening and Speaking, 4/Gold Ed,2008Interactions 1 Reading and Writing , 4/Gold Ed. 2008Interactions 1 Grammar, 4/Gold Ed. 2008

Supplementary:Work sheets.Revision exercises

D. Assessment & Evaluation:

Quiz 1 25 %Quiz 2 25 %

Final Exam 40 %Writing/Speaking Assessment 10 %

E. Course Distribution:

Week/

Skill

Listening/Speaking

Reading WritingGramma

r

1Introductio

n to the course

Introductionto the course

Introduction to the course


2Chapter 1

)part 1 + 2(

Chapter 1)part 1 + 2(

Chapter 1)part 1 +

2(

Chapter 4)4.9–

4.12(

3Chapter 1

)part 3 + 4(


Chapter 1)part 2 +

3(

Chapter 4)4.13–

4.17(

4Chapter 2

)part 1 + 2(


Chapter 2)part 1 +

2(

Chapter 7)7.1–

7.3(

5Chapter 2

)part 3 + 4(


Chapter 2)part 2+

3(

Chapter 4)7.4–

7.7(

6 Quiz # 1

7Chapter 5

)part 1 + 2(


Chapter 5)part 1 +

2(

Chapter 8)8.1–

8.5(

8Chapter 5

)part 3 + 4(


Chapter 5)part 2 +

3(

Chapter 8)8.6–

8.11(9 Break

10 Chapter 6 Chapter 6 Chapter 6 Chapter 9

)part 1 + 2(

)part 1 + 2()part 1 +

2()9.1–

9.4(

11Chapter 6

)part 3 + 4(


Chapter 6)part 2 +

3(

Chapter 9)9.5–

9.9(12 Quiz # 2

13Chapter 8

)part 1 + 2(


Chapter 8)part 1 +

2(

Chapter 10

)10.1– 10.4(

14Chapter 8

)part 3 + 4(


Chapter 8)part 2 +

3(

Chapter 10

)10.5– 10.8(

15 Revision Revision Revision Revision16 Final

**For detailed information concerning the course curriculum, please refer to the following website:

http://www.kau.edu.sa/centers/elc/101.htm

Learning Resources:

English newspapers, magazines, articles and other reference books

On – line Resources:

On – line resources provide supplementary material for students available on the following website:

http://www.mhcontemporary.com/interactionsmosaichttp://www.esl.comhttp://www.english

Course Information:

ELIA 101 (New Plan)Reading and Writing New plan

12.20 11.00 S.T… 511 5 L/S 3 V1 102 ECLA

Newplan

2.20 1.00 S.T… 511 5 G 3 V1 102 ECLA

New plan

8.50 8.00 S.M.W.. 1211 12 L/S 3 O1 102 ECLA

New plan

9.50 9.00 S.M.W…

1211 12 G 3 O1 102 ECLA

New plan

10.50 10.00 S.M.W…

1211 12 R 3 O1 102 ECLA

**For detailed information concerning the course curriculum, please refer to the following website:

http://www.kau.edu.sa/centers/elc/101.htm

On – line resources provide supplementary material for students available on the following website:http://www.mhcontemporary.com/interactionsmosaic

PART III

http://www.esl.com/

http://www.mhcontemporary.com/interactionsmosaic

Weekly Report

COURSE RELATED MATERIAL

Contains all the topics covered in the course, includes:Aims/Objectives; Methodology/timings/informationInstructional aidsSummary

English 102 ELIA New Plan

Course Information Course name and number: English 102.Sections:V1 &O1 Course meeting, duration, places: Building 12 sat, mon &wed. 50 minutes thrice a week for section O1 and sec V1 twice a

week 1 hr n 20 mins. Course prerequisites and requirements: N/A

Description of the course:

Listening/ Speaking:

This course takes the students from the Low Intermediate to Intermediate levels of this series. The chapters of the book present conversations and focus on the rhythm and intonation of natural language through stress and reduction activities. The course aims to provide learners with both extensive and intensive practice in the effective listening & speaking practice. It helps the students with use of the actual classroom situation for the specific listening and speaking skills related to the content of the course books. Students explore real world issues, discuss social issues and study content-based materials.

Reading/Writing:

The reading course helps & develops Art students’ abilities to recognize reading structure in a textbook, main ideas, supporting details, meanings from the context, cause and effect, titles & paragraphs topics, questions for paragraph topics, identifying words with similar meanings, guessing words from context. The overall aim of the writing component in this course is to develop the students' understanding of the strategies required, firstly for writing in general and, secondly for writing in specifically scientific contexts. Students are guided to write controlled paragraphs in the beginning. Gradually they are introduced to free writing or composition writing.

Grammar:

The course aims to provide learners with both extensive and intensive practice in the effective and proper use of the grammatical structures with focus on both form and meaning. Important components of grammar are included in this course.

Aims of the Course:

Improving student’s reading skills and comprehension. Developing student’s overall proficiency in English by

focusing on essential basics of English sentences.

Building student’s vocabulary through reading passages.

Helping student to use the learned grammatical structures and vocabulary in writing at the sentence level.

Helping students to use the learned grammatical structures and vocabulary in communicative situations.

Course Objectives

Goal: Enabling students to acquire formal rules of English

language. Improving the student’s communicative competence. Developing the student’s proficiency in understanding

and using the language in spoken and written forms.

Objectives: Providing students with essential grammatical

structures of the English language, and using them in real life situations.

Activities: Communicative activities, practice listening, presentation,

writing paragraphs or sentences.

Measurement and Evaluation: Doing exercises from the class book as well as the work

and the activity book and hand it out. Extra outside materials. Reviewing all studied units before giving quizzes and

exams.

Material Presentation:

Every week we usually cover one unit ( sometimes it takes more than one week if the unit is a long one, and it also depend on the level of the students in the class, some weak students and classes need longer time than others).

Instructional aids to be used:

White Board Tapes C.D’s Computer Projector

Learning Resources

Required Books:

Textbook(s):Interactions 1 Listening and Speaking, 4/Gold Ed,2008Interactions 1 Reading and Writing , 4/Gold Ed. 2008Interactions 1 Grammar, 4/Gold Ed. 2008

Course Requirements and Grading

Grades:Quiz 1 25 %Quiz 2 25 %Final Exam 40 %Writing/Speaking Assessment 10 % ______________________________________

Total 100 %

Material Presentation:

Every week we usually cover one unit ( sometimes it takes more than one week if the unit is a long one, and it also depend on the level of the students in the class, some week students and classes need longer time than others).

Expectations for each assignment and project :

Students are expected to take full responsibility for their work& progress.

They are expected to attend classes on a regular basis since consistence attendance is an important factor in gaining an understanding of the material.

Every student is expected to pr-read the assigned unit before coming to class, answer the homework, participate in class study for exams, and cooperate in group work.

Students are expected to come to class on time. A late will be written in the attendance record of any student who comes to class more than 10 minutes late ( three times late will be considered one absence).

Students are expected to make up all missed up class work by completing the work the teacher has assigned.

If the student is absent 25% of the total number of the class meetings ( about five to seven times), she will get a (DN) grade.

Detailed Course Schedule The layout of the book Interactions 1

systematically directs teachers to focus on grammar, reading, listening and speaking.

To further improve the level of students in terms of vocabulary, writing and reading we suggest the following:

1- Highlighting new learned words for each unit by listing them on a specific place on the board. It is good to keep the same place for this purpose so that student’s attention is drawn to new vocabulary throughout the semester.

2- It is advisable to introduce new vocabulary before the reading passages.

3- Encouraging students to write at least one sentence for each unit using the grammatical structure learned in that unit.

4- The benefits of reading in learning a foreign language are immeasurable. For this reason extra reading material has been selected.

To reinforce all these efforts we should include the following in each quiz as well as grammar exercises. By the time students get to the Final Exam they will be familiar with these types of questions:

1- Vocabulary question (matching words to their meaning. Filling in the blanks , and multiple-choice question).

2- Writing questions,( rearranging scrambled sentences).3- Comprehension questions of the extra reading material

they have. (true & false or multiple-choice questions)

GRAMMAR SKILL ELCA 102

The assigned units and the weekly breakdown of the course work with the learning objectives are as following, followed by a short summary of the week’s work.

Grammar:

The course aims to provide learners with both extensive and intensive practice in the effective and proper use of the grammatical structures with focus on both form and meaning. Important components of grammar are included in this course.

Week # Date Topic

Reading Assignmen

tWhat is Due?

1

Mar-1 Introduction to the course.Introduction

to the course

Buy Book

Mar-3 Review tenses

2

Mar 8Part-2 Phrasal Verbs, Separable (4.9-4.10) Chapter 4

Describing phrasal verb form +a preposition or an adverb Pg109-110

Mar10 Inseparable Phrasal Verbs(4.11-4.12) =

Describing inseparable phrasal verb.eg; no word may separate the verb and its particle. Pg113-115

3 Mar 11 Part-3 (4.13-4.14)Prepositions of Places, time

= Describing the relationship b/w nouns n pronouns.Pg120-121

102 English Grammar (meeting two times a week)

Sec-V-1 (SUN-TUES)

Week # Date Topic

Reading Assignmen

tWhat is Due?

Mar 13Part-4(4.15-4.17) Articles, the definite articles, the with names. =

Describing the indefinite Articles, a/an, definite the, the with Names Pg 127-128

4Mar 15 Part-1(7.1-

7.2)Verb+Object+infinitive Chapter 7 Modal verbs,should,Had better,have to,n must. Pg 198-202

Mar 17 Part-2(7.3)Reflexive Pronouns = Describing myself,yourself,itself,

himself…Pg206-209

5

Mar29 Part 2(7.4)Taq Questions = Taq Questions,Affirmative n negative Statements Pg210-212

Mar 31Part 3 (7.5-7.7) Subject pronoun,reduction of …

relativvvx.mfasdfslRelative Cal

=DescribingWho/that/which/whatWith a be form,who(m),that,which Pg 215-220

6Apr 5 Revision Review Chapters : (4 & 7)Apr-7 First Quiz

7Apr-12

Part-1 (8.1-8.3) Statements. Yes/No & Information Questions. Chapter 8

Affirmative n negative statements with past continuous tense. Yes/No and Information Questions with the past Continuous Tense.Pg226-228

Apr14Part-1(8.4-8.5)The simple past Vs the past continuous

When and While=

Past tenses are for actions & events that don't exist anymore.Pg229-231

8

Apr19Part -2 (8.6-8.8) Infinitives After Verbs & Adjectives. Infinitives of Purpose

=

An infinitive is to+ the simple form of a verb. Some infinitives can follow directly after adjDescribing the affirmative or negative purpose of action.Pg236-242

Apr 21Part-3 (8.9-8.11) Summary of Modal Verbs, Subject, object & Indefinite pronouns.

=

Describing Modal verbs, Pronouns : Subject: I, you, he & she , Object me, you, him,& her & indefinite pronouns: some, no, any 246-250Pg

Week # Date Topic

Reading Assignmen

tWhat is Due?

9Apr 25 BREAKApr 29

10

May 3

Part1 (9.1-9.2) The present perfect tense. Questions with the Present Perfect tense Chapter 9

Describing the PP Tense consists of have/has before the past particle of a verb. In present perfect questions, has or have usually comes before the subject. Pg 259

May5 Part1 (9.3-9.4) Time expressions with the present Perfect. Time Clauses with since

=

Describing time expressions: for since all always. Sentences in the present perfect(or present perfect continuous)tense often have a time clause with since Pg260-264

11

May10

Part 2(9.5_9.7) The Present Prefect Continuous tense, Questions with the PP cont tense. PP cont VS PP tense

=

Describing PP Tense. Both PP tense and PP continuous tense

describes actions or situations that began in the past. Pg 269-276

May 12 Part 3 (9.8-9.9)So and SuchEnough and Too =

So and such make the meaning of an adjective and adverb stronger. Enough and too are adverbs used to give Extra meaning about the

quantity of something.Pg.279-284

12May17 Revision Review chapters: 8 & 9

May 19 Second Quiz 13 May 24 Part 1(part 10.1) Part -2-

10.2) Gerunds and Infinitives as subjects Gerunds as objects of prepositions.

Chapter 10 Gerunds and infinitives can appear as subjects of sentences. Their meaning is identical.Gerunds can be the object of prepositions and can also have objects themselves Pg 292-299

Week # Date Topic

Reading Assignmen

tWhat is Due?

May 26 Part 2(part 10.3-10.4)Gerunds after Adjectives with prepositions

=

A gerund can follow an adjective=preposition combination. Gerunds that follow phrasal verbs or verb-preposition combinations. Pg 300-303

14

May 31Part 3(part 10.5-10.6) Verbs followed by Gerunds. Verbs followed by either gerund or infinitive

=Certain Verbs must be followed by

a gerund. Certain verbs are followed by either a gerund or

infinitive. Pg308-309

June2 Part 3(part 10.7-10.8) Verbs before Objects and Gerunds. Verbs before Objects and Simple Forms of Verbs.

=Certain verbs that take objects can come before gerunds. The verbs have, let, and make can all appear as the 1st verb.Pg309-312

15 7 Jun Revision

9 Jun Revision16 14 Jun Final Exam all sections

Week # Date Topic

Reading Assignmen

tWhat is Due?

1

Feb-28 Introduction to the course.


Buy Book

Mar-2 Introduction to the course.

Mar-4 Review tenses

2

Mar 7Part-2 Phrasal Verbs, Separable (4.9-4.10) Chapter 4

Describing phrasal verb form +a preposition or an adverb Pg109-110

Mar 9 Inseparable Phrasal Verbs(4.11) =

Describing inseparable phrasal verb.eg; no word may separate the verb and its particle. Pg113

Mar 11 Inseparable Phrasal Verbs(4.12) =

Describing inseparable phrasal verb.eg; no word may separate the verb and its particle. Pg115

102 English Grammar (meeting thrice a week)Sec-O-1 (SAT-MON-WED)

Week # Date Topic

Reading Assignmen

tWhat is Due?

3

Mar 14Part-3 (4.13-)Prepositions of Places =

Describing the relationship b/w nouns n pronouns.Pg120

Mar 16Part-3 (4.14)Prepositions of time =

Describing the relationship b/w nouns n pronouns.P121

Mar 18Part-4(4.15-4.17) Articles, the definite articles, the with names. =

Describing the indefinite Articles, a/an, definite the, the with Names Pg 127-128

4 Mar 21 Part-1(7.1-)Verb+ Object+ infinitive Chapter 7 Modal verbs,should,Had

better,have to,n must. Pg 198-199

Mar 23 Part-1( 7.2)Verb +Object+ infinitive Chapter 7 Modal verbs,should,Had

better,have to,n must. Pg 200-202

Mar 25 Part-2(7.3)Reflexive Pronouns = Describing myself,yourself,itself,

himself…Pg206-209

5

Mar28 Part 2(7.4)Tag Questions = Taq Questions,Affirmative n negative Statements Pg210-212

Mar 30Part 3 (7.5) Subject pronoun,


Apr1Part 3 (7.5-7.7) Subject pronoun, reduction of …

Relative Clause


6Apr 4 Revision Review Chapters : (4 & 7)Apr 6 Revision Review Chapters : (4 & 7)Apr-8 First Quiz

Week # Date Topic

Reading Assignmen

tWhat is Due?

7

Apr-11Part-1 (8.1) Statements. Yes/No Questions. Chapter 8

Affirmative n negative statements with past continuous tense. Pg226-227

Apr-13Part-1 (8.1-8.3) Statements. Yes/No & Information Questions. Chapter 8

Affirmative n negative statements with past continuous tense. Yes/No and Information Questions with the past Continuous Tense.Pg227-228

Apr15Part-1(8.4-8.5)The simple past Vs the past continuous

When and While=

Past tenses are for actions & events that don't exist anymore.Pg229-231

8

Apr18Part -2 (8.6-8.7) Infinitives After Verbs & Adjectives. Infinitives of Purpose

=

An infinitive is to+ the simple form of a verb. Some infinitives can follow directly after adjDescribing the affirmative or negative purpose of action.Pg236-242

Apr 20Part-3 (8.9-8.10) Summary of Modal Verbs, Subject, object

=Describing Modal verbs, Pronouns : Subject: I, you, he & she , Object me, you, him,& her Pg 246-248

Apr 22Part-3 (8.9-8.11) Summary of Modal Verbs, Subject, object & Indefinite pronouns.

=

Describing Modal verbs, Pronouns : Subject: I, you, he & she , Object me, you, him,& her & indefinite pronouns: some, no, any 246-250Pg

9Apr 25Apr 27 BREAKApr 29

10 May 2 Part1 (9.1-9.2) The present perfect tense. Questions with the Present Perfect tense

Chapter 9 Describing the PP Tense consists of have/has before the past particle of a verb. In present perfect questions, has or have usually comes before the subject. Pg 259

Week # Date Topic

Reading Assignmen

tWhat is Due?

May4 Part1 (9.3) Time expressions with the present Perfect. =

Describing time expressions: for since all always. Sentences in the present perfect(or present perfect continuous)tense often have a time clause with since Pg260-264

May6 Part1 (9.3-9.4) Time expressions with the present Perfect. Time Clauses with since

=Sentences in the present perfect(or present perfect continuous)tense often have a time clause with since Pg260-264

11

May9


=

Describing PP Tense. Both PP tense and PP continuous tense

describes actions or situations that began in the past. Pg 269-272

May11


=

Both PP tense and PP continuous tense describes actions or

situations that began in the past. Pg 269-276

May 13 Part 3 (9.8-9.9)So and SuchEnough and Too =

So and such make the meaning of an adjective and adverb stronger. Enough and too are adverbs used to give Extra meaning about the

quantity of something.Pg.279-284

12

May16 Revision Review chapters: 8 & 9

May18 Revision Review chapters: 8 & 9

May 20 Second Quiz

Week # Date Topic

Reading Assignmen

tWhat is Due?

13

May 23 Part 1(part 10.1) Part -2-10.2) Gerunds and Infinitives as subjects Gerunds as objects of prepositions.

Chapter 10

Gerunds and infinitives can appear as subjects of sentences. Their meaning is identical.Gerunds can be the object of prepositions and can also have objects themselves Pg 292-299

May 25 Part -2-10.2) Gerunds and Infinitives as subjects Gerunds as objects of prepositions.

Chapter 10

Gerunds and infinitives can appear as subjects of sentences. Their meaning is identical.Gerunds can be the object of prepositions and can also have objects themselves Pg 292-299

May 27 Part 2(part 10.3-10.4)Gerunds after Adjectives with prepositions

=

A gerund can follow an adjective=preposition combination. Gerunds that follow phrasal verbs or verb-preposition combinations. Pg 300-303

14

May 30Part 3(part 10.5-10.6) Verbs followed by Gerunds. Verbs followed by either gerund or infinitive

=Certain Verbs must be followed by

a gerund. Certain verbs are followed by either a gerund or

infinitive. Pg308-309

June 1Part 3(part 10.7-) Verbs before Objects and Gerunds. =

Certain verbs that take objects can come before gerunds. The verbs have, let, and make can all appear as the 1st verb.Pg309-310

June 3 Part 3(part 10.8) Verbs before Objects and Gerunds. Verbs before Objects and Simple Forms of Verbs.

=Certain verbs that take objects can come before gerunds. The verbs have, let, and make can all appear as the 1st verb.Pg309-312

15 Jun 6 Revision Jun 8 Revision Jun 10 Revision

16 13-17 Jun Final Exam all sections

Week # Date Topic Reading Assignment What is Due?

1

Feb 28 Introduction to the course Buy Book

March 2 Introduction to the course


2

March 7Chapter 1(part 1)Academic Life Around the World International

Students Homework assignment #1

March 9 An article/Discussing Reading

Reviewing Vocabulary

March 11 Activity 5-9

3

March 14

Chapter 1 (part 2)Academic Life Around the World

University Life around the World

March 16 Chapter 1 (part3) Vocabulary/Language

SkillsBlack line Masters pgsT1,2,3

March 18 Activity,1,2,3,4,5.

4 March 21

Chapter 2 (part 1)Experiencing Nature

The powerful Influence of Weather

Reading Schedule Model(meeting three times a week)


March 23 Identifying Cause /Effect Predicting/Previewing

VocabularyMarch 25

Chapter 2 (part2)Global Climate Changes Titles and Headings

5

March 28 Part 2 (continued) Summarizing a

Paragraph

March 30

Chapter 2 (part3)Vocabulary/Language Skills

Meaning from Context

Black line Masters pgs T4,5,6,7

April 1 General Changes in the Nature of Weather

Exercises 4-6

6April 4 Quiz # 1

April 6 Quiz # 1

April 8 Quiz # 1

7

April 11

Chapter 5 (part 1)Home,A short History of Families

History of the Changing Family

April 13 Recognizing Topics Activity 5-6-7

April 15 Chapter 5 (part 2)Time With the Family

8

April 18 Part 2 (continued) Time Past and Present

April 20Chapter 5 (part 3)Vocabulary/Language Skills

Meaning from Context (Acti 1,2,3,4)

Black line Masters pgs T16,17,18

April 22 Reading and Vocabulary Strategies

9

April 25 Spring Break



10

May 2 Chapter 6 (part 1)Cultures of the World

Cross-Cultural Conversation

Predicting/Previewing Vocabulary

May 4 Understanding Reading Structure


Clues to World Cultures

11 May 9 Chapter 6 (part 3)


May 11 Cultures of the World Vocabulary/Language Learning Skills


May 13 Activity 1---4 Homework, Exercise,5/6

12

May 16 Quiz # 2

May 18 Quiz # 2

May 20 Quiz # 2

13

May 23 Chapter 8 (part 1)Entertainment and the Media

How the Visual Media Affect People

May 25 Completing an Outline Activity 5/6 pgs 164/165

May 27 Chapter 8(part 2) Entertainment and the Media

Media Stories Previewing Vocabulary

14

May 30 (part 2) Entertainment and the Media(cont) Events in Order Reading practice of News

paper.

Jun 1Chapter 8 (part 3)Vocabulary/Language-Learning Skills

Exercises # 1----3 Black line Masters pgs T27,28,29,30

Jun 3 Vocabulary for choosing from Word Families

Suffixes exercises Reading Stories pgs,181,182

15Jun 6 Revision,Chapter,1,2,5 New Vocabulary and

its use Revision Worksheets

Jun 8&10 Revision, Chapter 6,8

Main ideas/Supporting details

Activity Sheets

16 Final Exam

Listening/Speaking Schedule (meeting two times a week)

Listening/SpeakingWeek

# Date Topic Reading Assignment What is Due?

1March 1 Introduction to the

courseBuy Book


2

March 8Chapter 1,Academic

Life Around The World (Part 1)

Meeting with New Friends pages;4-11

Activities 1- 12(CD 1)Tracks 1-10

March 10

Chapter 1,Academic Life Around The World (Part 2)

School Orientation,pgs 12- 14

Exercises 1-6,CD tracks 11 -13

3

March 15


Strategies for better Listening and Speaking,

pages 15-17

CD,Track 14.Use context clue to complete

activity sheet.

March 17


Telephone Masseges,pages 18-21

CD 1,Track 15-22.www.English.Lab

4 March22 Chapter 2, Experiencing Nature

(Part 1)

Vacation Plans,pages#24-29

CD & Activities 1-9.Tracks 1-29


March 24

Chapter 2, Experiencing Nature

(Part 2)

Story of Camping,pages,30-33

CD1,Tracks # 30-32Excises 1-4

5

March 29


(Part 3)

Strategies for better Listening and

Speaking(getting meaning from the context

Track 33,writing Exercise #1 and 2

March 31


(Part 4)

Real World Tasks(Weather) pages,36-

39

CD1 Track 34-36www.online Learning

Center.

6April 5 Quiz 1

April 7 Quiz 1

7

April 12 Chapter 5,Home (Part 1)

Finding the Right Apartment, pages84-90. CD2 Track #13-19


Touring an Apartment, pages 91-93

Vocabulary and Definations,1-7

8



Speaking(getting meaning from the context

CD2 Tracks #20-23


Real world tasks(caring for someone’s house) CD2 Track #24/25

9April 26 Spring Break Spring Break Spring Break

April 21 Spring Break Spring Break Spring Break

http://www.online/


10

May 3 Chapter 6,Cultures of the World(Part 1)

Learning New Customs pages,102-106

CD+Activities #1-9www.English Town.com


Coming-of-Age Cerremonies,pages 107-

110CD2 Track #31-33

11



Speaking(getting meaning from the context pages,111-114

CD2 Track 34.


Real world tasks(Dining Customs)pages,115-120 CD2 Track 35-39.

12May 17 Quiz 2 Quiz 2 Quiz 2

May 19 Quiz 2 Quiz 2 Quiz 2

13

May 24Chapter

8,Entertainment and Media (Part 1)

Watching TV, Pages #144-149

Exercises #1-9+CD3 Track,14-18

May 26Chapter


An Airport Crash,pages#150-153 Track 19 on CD

14 May 31 Chapter 8,Entertainment and

Media (Part 1)


Speaking(getting meaning from the context pages,154/155

Track 22 ,Testing

http://www.English/


June 2Chapter


Real world tasks(Television)pages156-

159

CD3,Tracks on activities#1-3

15June 7 Revision Chapter1,2&5 Review

June 9 Revision Chapter 6 & 8 Revision

16 June 14/16

Final Exam all sections


1

Feb 28 Introduction to the course Buy Book



2

March 7Chapter 1(part 1)Academic Life Around the World International

Students Homework assignment #1

March 9 An article/Discussing Reading

Reviewing Vocabulary

March 11

Activity 5-9

3

March 14

Chapter 1 (part 2)Academic Life Around the World

University Life around the World

March 16 Chapter 1 (part3) Vocabulary/Language

SkillsBlack line Masters pgsT1,2,3

March 18

Activity,1,2,3,4,5.

4

March 21

Chapter 2 (part 1)Experiencing Nature

The powerful Influence of Weather

March 23 Identifying Cause /Effect Predicting/Previewing

VocabularyMarch 25

Chapter 2 (part2)Global Climate Changes Titles and Headings

5

March 28 Part 2 (continued) Summarizing a

Paragraph

March 30

Chapter 2 (part3)Vocabulary/Language Skills

Meaning from Context


April 1 General Changes in the Nature of Weather

Exercises 4-6

6April 4 Quiz # 1

April 6 Quiz # 1

April 8 Quiz # 1

Listening/Speaking Schedule (meeting three times a week)


7

April 11

Chapter 5 (part 1)Home,A short History of Families

History of the Changing Family

April 13 Recognizing Topics Activity 5-6-7

April 15 Chapter 5 (part 2)Time With the Family

8

April 18 Part 2 (continued) Time Past and Present

April 20Chapter 5 (part 3)Vocabulary/Language Skills

Meaning from Context (Acti 1,2,3,4)

Black line Masters pgs T16,17,18

April 22 Reading and Vocabulary Strategies

9




10


Cross-Cultural Conversation

Predicting/Previewing Vocabulary

May 4 Understanding Reading Structure


Clues to World Cultures

11

May 9 Chapter 6 (part 3)

May 11 Cultures of the World Vocabulary/Language Learning Skills


May 13 Activity 1---4 Homework, Exercise,5/6

12

May 16 Quiz # 2

May 18 Quiz # 2

May 20 Quiz # 2

13

May 23 Chapter 8 (part 1)Entertainment and the Media

How the Visual Media Affect People

May 25 Completing an Outline Activity 5/6 pgs 164/165


May 27 Chapter 8(part 2) Entertainment and the Media

Media Stories Previewing Vocabulary

14

May 30 (part 2) Entertainment and the Media(cont) Events in Order Reading practice of News

paper.

Jun 1Chapter 8 (part 3)Vocabulary/Language-Learning Skills

Exercises # 1----3 Black line Masters pgs T27,28,29,30

Jun 3 Vocabulary for choosing from Word Families

Suffixes exercises Reading Stories pgs,181,182

15Jun 6 Revision,Chapter,1,2,5 New Vocabulary and

its use Revision Worksheets

Jun 8&10 Revision, Chapter 6,8

Main ideas/Supporting details

Activity Sheets

16 Final Exam

PART IV

SEMESTER TERM END REPORT

End of Term ReportTerm 2nd Year Spring 2009

Course: (ELI A 102)Instructor's Name: Ms.Fehmeda Anwar Week No: 16Actual meeting hours: 15Scheduled contact hours: 15Coordinator: Dr.Badia Hakim

Presently the English language Center has evolved into English language Institute under the guidance and supervision of its head Dr.Layla AL Sharif. With her tremendous leadership qualities and vision we have been able to run several English language programs simultaneously.

I was involved in teaching the ELCA 101 (New Plan) Reading and Writing skills to six different sections. My goals, objectives, activities, measurement and evaluation: measurement and evaluation are the following:

At the completion of English 102, students were able to achieve the following goals:

1. Goal: Understand the connection of inquiry and audience Practice writing as an ongoing process that allows writers to invent

and rethink as they revise their work Integrate primary research as appropriate to the rhetorical

situation Develop the ability to work well with others on composing tasks Develop confidence in writing through inquiry and exploration Understand the connections among inquiry, argument, and

audience

2. Objectives: Develop the ability to work well with others on composing

tasks Develop confidence in writing through inquiry and exploration Practice writing as an ongoing process that allows writers to

invent and rethink as they revise their work Integrate primary research as appropriate to the rhetorical

situation Develop the ability to work well with others on composing

tasks Understand that inquiry is the beginning of all writing and

reading Understand the nature of inquiry as a visual and verbal

process.

Activities:

With the regular class work and home work assignments. We did extra worksheets. And a lot of verbal reviews of the last class exercise in order to emphasis on the work done in the previous class.

3. Measurement and evaluation: This was simply achieved by giving them assignments, and making a point that the students are properly turning in their work, whether it is of low quality, medium high.

At the end of the term, I feel happy with the achievement level my students attained in this semester. And I am confident they will prove themselves eligible for the next level of challenge.

With the completion of English 101 with all six sections, I think my students reflect at various points the readiness to go to the next level of English 102.

Ms. Fehmeda Anwar

PART V

INSTRUCTORS

REFLECTION

ON THE COURSE

PROJECT TASKS:

Four objectives have been targeted to help English 101 reach their goals primarily.This semester, we have spent much of our time building an understanding of the problem of how to implement basic language development skills in the students. From previewing vocabulary words to identifying new words .In the writing part we primarily focused on developing a strategy of finding the main idea in a paragraph, with the topic. And adding up the supporting sentences till the end where they learnt how to write a conclusion of any paragraph using any four of the concluding strategies of (PRSS) predict, restate, summarize and suggest..

Instructor's Reflections

Course Name and Number: ECLA 102Instructor's Name Ms.Fehmeda AnwarSemester Taught: 2ND semester Spring-09Date: 10-May-09

1. Overall, what improvement would you suggest to make this a better course?

This semester, we have spent much of our time building an understanding of the problem of how to implement basic language development skills in the students. From previewing vocabulary words to identifying new words .In the writing part we primarily focused on developing a strategy of finding the main idea in a paragraph, with the topic. And adding up the supporting sentences till the end where they learnt how to write a conclusion of any paragraph using any four of the concluding strategies of (PRSS) predict, restate, summarize and suggest. Doing all this I would suggest we should have the same students for the next level with same teachers so they can continue with the same rapport they developed with their respective teachers in the beginning of the year.

2. Were your students motivated to learn? How can you tell?

Yes, this I can tell as a fact, as my students were more than happy to attend all the classes regularly. They were very attentive and interactive during the semester. Which is a positive sign for any teacher to know for sure that her/his students are motivated enough to attend their classes.

3. Which type of assignment motivated students to learn in this class? Why?

I started with giving students assignments which were very self-explanatory. Encouraging them to read and understand what was required. In some cases I use to give them a starting for like writing a paragraph so they can get a clue where and how to begin. In other cases I would give them multiple choices and fill in the blank. Basically I would go with mixed bag to keep them a float.

4. How effective were the teaching methods you used? What are they?

I used worksheets, PowerPoint, verbal communication skills to engage the students.

4. List any people or websites that helped you.My colleagues were a big moral support throughout my teaching tenure.I always welcomes any suggestions or feedback from them. I took help from various English language programs websites especially ESL.com

5. Did you find any additional texts or references useful? Yes, where ever I found any useful material related to ESL, I used it. Whether it was from the net, magazine or newspaper I took full advantage from it.,

7. How well was your office hours attended? Yes, whenever the students needed any help, they came and saw me in my office hour. It was good in the sense they felt comfortable asking questions one on one. As some students do have questions and they are shy to converse in front of their class. So especially for students who had this difficulty in the beginning utilized the 0ffice hour to their best advantage.

English 102 Course Content & Format:

Discuss and analyze the role of inquiry in reading and writing texts across a variety of genres

Discuss and analyze visual and verbal texts, examining each kind of text for its rhetorical situation

Compose texts using writing as a tool of discovery and shape that writing to a rhetorical context, involving a process of prewriting drafting, and revising

Compose texts using multiple drafts, revising based on peer feedback, self-reflection, instructor written comments, and teacher-student conferences

Organize and compose ideas and supporting evidence in a controlled writing environment

Complete a variety of four writing assignments employing various media and primary research for various audiences and contexts to be included in the student portfolio or e-portfolio

Reflect at various points on the composing processes used to construct the multiple texts of the student portfolio.

Ms. Fehmeda Anwar

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