National Commission for Academic Accreditation & Assessment Course Specification Institution: Majmaah University College/Department:College of Education – English Department A Course Identification and General Information 1. Course title and code:English Grammar 2 (ENG 122) 2. Credit hours: 3 3. Program(s) in which the course is offered. (If general elective available in many programs indicate this rather than list programs) B.A in English 4. Name of faculty member responsible for the course: 5. Level/year at which this course is offered:Level 2. 6. Pre-requisites for this course (if any): ENG 111 7. Co-requisites for this course (if any) 8. Location if not on main campus: 1 B Objectives 1. Summary of the main learning outcomes for students enrolled in the course. By the end of this course, students will be able to: 1. Learn basic knowledge of grammar. 2. Practice and use the fundamental grammatical rules and elements in written as well as in spoken English. 3. Uunderstand the usage of time and tenses, modals, prepositions, nouns and modifiers, possessives and comparisons. 4. Differentiate between different parts of speech. 5. Demonstrate an ability to speak and write using grammaticallycorrect sentence structures. 6. Appreciate the use of different grammatical structures to express themselves in writing or orally. 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) 1. Comparing the content of the book with the latest course books. 2. A general comparison with other books is conducted to ensure the compatibility of the course. C.Course Description (Note: General description in the form to be used for the Bulletin or Handbook should be attached) 1 Topics to be Covered List of Topics No of Weeks Contact hours 2 6 2 6 2 6 1 3 Orientation Revision- Present Simple and Present Progressive; frequency adverbs; time words used with Present Simple and Present Progressive tenses Past Simple and its different forms- statements, negatives and interrogatives; time words used with past tense. Present Progressive and its different forms- statements, negatives and interrogatives. Past Progressive with Past Simple; and adverbs used in the context. 2 1 3 “Present Progressive Future”and “Will/Shall Future”and their different 1 3 Future time words; “Going to Future “and its different forms- statements, negatives and interrogatives. forms- statements and interrogatives Modals 2 6 Nouns and Modifiers; Possessives 2 6 Comparisons 1 3 Revision 1 3 2 Course components (total contact hours per semester): 45 hours Lecture: Tutorial: Laboratory 45 hours Practical/Field work/Internship Other: None None 3. Additional private study/learning hours expected for students per week. (This should be an average for the semester not a specific requirement in each week) 3 hours per week 4. Development of Learning Outcomes in Domains of Learning For each of the domains of learning shown below indicate: A brief summary of theknowledge or skill the course is intended to develop A description of the teaching strategies to be used in the course to develop that knowledge or skill The methods of student assessment to be used in the course to evaluate learning outcomes in the domain concerned a. Knowledge (i) Description of the knowledge to be acquired The students are able to: 1.Know the concept of verb-tenses. 3 2. Know the rules of English Grammar covered through the content. 3. Recognize the mistakes /errors while communicating in English. 4. Demonstrate an ability to produce written and spoken English correctly. 5. Differentiate between different parts of speech. 6. Recognize the sentence structures that are grammatically correct. 7. Produce correct language. 8. Appreciate the use of different grammatical structures to express themselves in different situations. 9. Develop an ability to extract the grammatical rules from the paradigms and given examples. (ii) Teaching strategies to be used to develop that knowledge 1. Lectures 2. Class discussion 3. Communicative drills 4. Use predicting skills 5. Free practice / Control practice 6. Speech presentation of grammar rules (iii) Methods of assessment of knowledge acquired 1. Group Discussion 2. Quizzes and Midterm exams 3. Participation inside the class room. 4. Cooperation among the students 5. Homework 6. Projects/assignments 7. Final Exams b. Cognitive Skills (i) Description of cognitive skills to be developed 1. Ability to think, understand and solve out a problem 2. Ability to learn communicative English 3. Ability to differentiate between different rules through learning the basic knowledge of grammar. 4. Ability to learn Grammar in use by using different grammar rules in different situations. 5. Ability to produce grammatically correct sentence structures/language (ii) Teaching strategies to be used to develop these cognitive skills 1. Asking open ended and objective type of questions 2. Class discussions / teaching students to think independently and engage them in group discussions & practice 3. Asking students to figure out problems and identify solutions 4. Giving a particular situation to use grammar in different social areas (iii) Methods of assessment of students cognitive skills 1. Class participation 4 2. 3. 4. 5. 6. Presentations Home Assignments Midterms and exams Group assignments Quizzes c. Interpersonal Skills and Responsibility (i) Description of the interpersonal skills and capacity to carry responsibility to be developed 1. Students complete assignments in due time. 2. Students participate in class discussion and could think independently 3. Students act responsibly in carrying out individual as well as group assignments 4. Students have the important skills to communicate, listen, negotiate, and evaluate their strengths and weaknesses. 5. Students find out the solution for a problem or a situation with the help of selfguidance and their classmates. (ii) Teaching strategies to be used to develop these skills and abilities 1. Making students aware of the significance of time management in teaching learning process 2. Asking students questions what they know as well as what they think 3. Discussing with students about different grammatical rules and its usages 4. Group work and pair work that encourage the student to explain, discuss and defend his own ideas with his peers 5. Use good sense of humour to make teaching interesting and raise their learning motives (iii) Methods of assessment of students interpersonal skills and capacity to carry responsibility 1. Direct observation by giving small exercises or tasks to assess the student attitude and behaviour in learning 2. Class room participation and attitude to work in groups 3. Student-student and student-teacher discussion. 4. Classroom Discussion 5. The habit of doing home work will certify the student’s ability to fulfil assignments and respect deadlines 6. Performance on midterms and final exams are evidence of the student’s ability to recollect and synthesize information d. Communication, Information Technology and Numerical Skills (i) Description of the skills to be developed in this domain. 1. Ability to surf the net for required information 2. Use of PowerPoint and projector systems 3. Doing/ accomplishing tasks using computers and internet 4. Visit grammar related web sites provided by the department (ii) Teaching strategies to be used to develop these skills 1-Use of Power Point presentations. 5 2. Use of computer and internet. 3. Encourage students to make extensive use of material on the web. (iii) Methods of assessment of students numerical and communication skills 1. Tasks and Assignments based on internet. 2. Ask questions that need them to search and surf the net in order to get the required information. e. Psychomotor Skills (if applicable) (i) Description of the psychomotor skills to be developed and the level of performance required Not Applicable (ii) Teaching strategies to be used to develop these skills Not Applicable (iii) Methods of assessment of students psychomotor skills Not Applicable 5. Schedule of Assessment Tasks for Students During the Semester (e.g. essay, test, group project, Week due Proportion of Final Assessment Assess ment Assessment task examination etc.) 1 1st Midterm 15 % 2 Participation 2% 3 Quizzes 5% 4 Home Assignments 3% 5 2nd Midterm 15 % 6 Final 60 % Total 100 % D.Student Support 1. Arrangements for availability of teaching staff for individual student consultations and academic advice. (include amount of time teaching staff are expected to be available each week) During office hours. 6 E Learning Resources 1. Required Text(s) Azar, B.S. and Hagen, S.A.Basic English Grammar (International Edition). Pearson Longman - NY -Third Edition -2006. 2. Essential References None 3- Recommended Books and Reference Material (Journals, Reports, etc) (Attach List) Interactions 1Grammar, 4th Edition. London. Fundamentals of English Grammar (3rd Edition) 4-.Electronic Materials, Web Sites etc http:// www.longman.com/grammarexchange http://owl.english.purdue.edu/handouts/gammar/ http://esl.about.com/od/englishgrammar/English_Grammar_Help_Rules_ Worksheets_Games_Quizzes_Exercises.htm 5- Other learning standards/regulations material such as computer-based programs/CD, professional None F. Facilities Required Indicate requirements for the course including size of classrooms and laboratories (ie number of seats in classrooms and laboratories, extent of computer access etc.) 1. Accommodation (Lecture rooms, laboratories, etc.) Lecture rooms well equipped with teaching aids Language labs Library 2. Computing resources Laptops/computers Multimedia projector system Computer lab 7 3. Other resources (specify --eg. If specific laboratory equipment is required, list requirements or attach list) Data show to facilitate going over students’ papers in class G Course Evaluation and Improvement Processes 1 Strategies for Obtaining Student Feedback on Effectiveness of Teaching 1. Homework 2. Participation in class 3. Portfolio record 4. Quizzes 5. Midterm and Final Exam 6. Students’ assessment of the course form 2 Other Strategies for Evaluation of Teaching by the Instructor or by the Department 1. Weekly report about teaching and the course matters(what went well and what could have done better) 3 Processes for Improvement of Teaching 1. Training sessions 2. Workshops to facilitate the exchange of experiences amongst faculty members 3. Regular meetings where problems are discussed and solutions are given 4. Discussion of challenges in the classroom with colleagues and supervisors 5. Encouragement of faculty members to attend professional development conferences 6. Keep up to date with pedagogical theory and practice 7. Set goals for achieving excellence in teaching at the beginning of each new semester after reviewing last semester’s teaching strategies and results 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) 1. Check marking of a sample of examination papers either by a resident or a visiting faculty member. 2. Language skills are assessed and examined by another relevant teacher. 5. Describe the planning arrangements for periodically reviewing course effectiveness and planning for improvement. 1. Compare syllabi and course descriptions with other universities 2. Annual meetings of faculty members to discuss improvement 3. Have a curriculum review committee to review the curriculum periodically and suggest improvements 8