COURSE PORTFOLIO
ENGLISH LANGUAGE INSTITUTE
COURSE NAME: Reading, Writing, Grammar
COURSE NUMBER: ELCS 101
SEMESTER/YEAR: Spring 2009
Maimouna Saeed Mohammad Ali Melibari
ACADEMIC ASSESSMENT UNIT
Maimouna Melibari
Contact No.: 0505686462
Office No.: Villa 2 Room 12
COURSE SYLLABUS
ACADEMIC ASSESSMENT UNIT
King AbdulAziz University
English Language Center
Course Description
General English (ELCS 101) Second Semester (Spring 2008)
Section: SA, Class Meetings: 8:00 a.m. – 11:00 a. m. Days: ST, 10 – 11 S. M. W.
Location of Class Meetings: C066 Build.7
Instructor’s Infromation:
Name: Mrs. Maimouna Melibari
Email: mmelibari@kaau.edu.sa
Office hours: by appointment
Office no: building 12 Villa 2, Rm. 12
Course Description (general aim of the course):
This course introduces the reading, writing and grammar skills in the upper
intermediate or tertiary level. The course aims to provide students with both
extensive and intensive practice in the effective and proper use of the broad
and specific reading and writing skills related to the content of the course
books. This course also focuses on the rules of grammar in a variety of
contexts.
Text Books Required:
1- Interaction 1 Reading. Middle East ed. (Gold Edition) Berkshire - United
Kingdom, McGraw Hill Companies, 2007 by Elaine Kirn and Pamela
Hartmann.
2- Interaction 1 Writing: sentence development & introduction to the
paragraph. Middle East ed. (Gold Edition) Berkshire - United Kingdom,
McGraw Hill Companies, 2007 by Cheryl Pavlik and Margaret Keenan
Segal.
3- Interaction 1 Grammar. Middle East ed. (4th Edition) New York – U. S. A.
McGraw Hill Contemporary, 2004 (reprinted in 2007) by Elaine Kirn,
Darcy Jack, and Jill K. O’Sullivan.
The above text books are available at Jareer Bookstore branches all over
Jeddah. Items 1 through 3 have the ELC logo on the cover except for the
Interaction 1 Grammar. Photocopying of any book is not recommended and
not allowed.
On- line Resource:
http//:mhhe.com/interactionsmosaic
Method of instruction:
ACADEMIC ASSESSMENT UNIT
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Teacher presentation
Pair work
Role play
Group work
Individual work
Course Objectives:
Upon completion of the course students are expected to demonstrate the
ability to do the skills in the following areas:
Reading Skills:
 Recognizing reading structure in a textbook
 Recognizing main ideas
 Recognizing supporting details
 Recognizing topics
 Getting meaning from context
 Identifying cause and effect
 Recognizing titles and paragraph topics
 Main – idea questions for paragraph topics
 Recognizing one- or two – sentence statements of the main idea
 Matching paragraph titles with topics
 Identifying paragraph and whole reading topics
 Identifying main ideas by asking questions
 Using punctuation to recognize supporting details
 Skimming for topics and main ideas
 Recognizing topics in reading about history
 Using a timeline to take notes on time and time order
 Skimming to find time and place in history
Writing Skills:
 Using a vocabulary chart
 Developing vocabulary in a semantic field: daily activities, words to
describe food, direction words, life events
 Using an illustration to generate vocabulary
 Generating vocabulary through discussion
 Generating new vocabulary through free writing
 Developing vocabulary in a semantic field according to the topic of each
chapter
Grammar Skills:
 The verb Be
 The simple present tense
 Personal pronouns and Possessive adjectives, and pronouns
 There is/There are
ACADEMIC ASSESSMENT UNIT
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Questions with whose and possessive nouns
The present continuous tense and non action verbs
Modal verbs: can, May, Might, and will
Nouns and expressions of quantity
Comparisons
Modal verbs: requests, offers, and permission
Future verb forms
Phrasal verbs
Prepositions of place and time
Articles
The simple past tense (regular verbs): used to
The simple past tense (irregular verbs): the past tense of the verb Be
Connecting words
Course Policies:
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Students are responsible for whatever mentioned in the class; missing classes
might affect your test performance and scores.
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Always attend lectures and be punctual, habitual tardiness will be penalized.
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All assignment to be handed on the assigned day.
16 times absence (25% of attendance) forbids the students from attending finals
unless an acceptable medical report is presented according to university
regulations.
Absolutely no make up for any exam.
10 minutes at the beginning of lectures are for graded oral questions and answers
which mean that failing to show in class on time subjects you in losing
participation marks.
Class participation is a very important part of the course; your final grade will be
influenced by your level of participation.
Each student must have her own note book for weekly journal writing.
First quiz is on chapter 1, 2, the second quiz is on the chapters 3, 4, and the final
questions will be 50% on chapters 1, 2, 3, 4, and 50% will be on chapter 5.
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Home works:
Home assignments should be submitted in the following form:
 It should be written on an (A4) size paper and absolutely nothing else.
 All work should be computerized (done on a computer).
 It should be neat and presentable.
 The student's name, Computer No. and the section should be clearly written at the
top right side of the paper.
 The font shouldn't exceed 14.
 Only hard copy of the homework assignment is accepted.
 Homework must be submitted on - time.
Home assignments other than the mentioned above are absolutely not acceptable.
ACADEMIC ASSESSMENT UNIT
Grading:
Class participation & HW:
Quiz 1:
Quiz 2:
Final:
Total:
10 points
25 points
25 points
40 points
100 points
Extra Points (Bonus):
Extra points will be given for best performance in all homework assignments. Extra
points will be worth 2 extra points.
Academic Integrity:
Honesty in all academic work is expected from every student. All answers whether in
class work, homework, and examinations must be student’s own answer. Any written
work must be the student’s original work.
Best wishes for a successful year.
ACADEMIC ASSESSMENT UNIT
Grammar 101
(Sunday, Tuesday 8:00-9:30) Rm. C66
Week
#
Reading
Assignment
Date
Topic
Mar 8
Introduction to the course
Mar 10
Introduction to chapter 1 in
Grammar (Academic Life
Around the World)
Mar 15
Part 1 Grammar: verb to
be: Affirmative and
Negative Statements;
Contractions, Yes/No
Questionsgand Short
Answers
Chapter 1
Part 1
Mar 17
Part 2: The Simple Present
Tense: The Imperative
Form: Instructions, Orders,
and Suggestions,
Affirmative and Negative
Statements, Yes/No
Questions and Short
Answers, Information
Questions and Answers,
Frequency Adverbs
Chapter 1
Part 2
Homework assignment #1
Exercises 9,10,11 on page 8 in
the book
Mar 22
Part 3: Personal Pronouns,
Possessive Adjectives, and
Pronouns
Chapter 1
Part 3
Homework assignment #2
Exercises 17, 18, 19 on page 20
in the book
Mar 24
Chapter 2: Experiencing
Nature. Part 1: There is/
There are. Part 2:
Questions with Whose;
Possessive Nouns
Chapter 2
Parts 1, 2
Homework assignment #3
Exercises 5, 6 on page 24 in the
book
Mar 29
Part 3: The Present
Continuous Tense; Non
action Verbs
Chapter 2
Part 3
Homework assignment #4
Exercises 5, 6, 7 on page 31 in
the book
Mar 31
Part 4: Modal Verbs: can,
may, might, will; Forms
and Pattern, Meanings
Chapter 2
Part 4
Homework assignment #5
Exercises 6, 7 on page 44 in the
book
1
2
3
4
What is Due?
Buy Book 
Chapter 1
Parts 1 & 2
Read the situations on Pages 2, 9
for discussion next class
ACADEMIC ASSESSMENT UNIT
Week
#
Reading
Assignment
Date
Topic
Apr 5
Revision Chapters 1, 2 in
preparation for quiz 1
Apr 7
First Quiz on Chapters
1&2
Apr 12
Chapter 3: Living to Eat or
Eating to Live? Part : Nouns
and Expressions of Quantity,
Count and Non count Nouns,
Some and Any, A lot
of/Many/ Much, Common
Units of Measure Asking
Questions with How many
and How much, A Few/ A
little
Chapter 3
Part 1
Apr 14
Part 2: Comparisons,
Comparisons with As…as
and Less…than, Comparisons
with…-er than and
More…than, More
Comparisons: as much/ as
many…as and
more/less/fewer…than
Chapter 3
part 2
Homework assignment #7
Exercises 12, 13, 14 on page 61
in the book
Apr 19
Part 3: Modal Verbs:
Requests, Offers, and
Permission
Chapter 3
Part 3
Homework assignment #8
Exercises 7, 8 on page 69 in the
book
Apr 21
Chapter 4: In the
Community: Reading part
1
Chapter 4
Part 1
Homework assignment #9
Exercise 4 on page 73 in the
book
Apr 26
Mid – term Break
Apr 28
Mid – term Break
Homework assignment #6
Exercises 4, 5, 6 on page 49 in
the book
5
6
What is Due?
7
8
May 3
9
May 5
Part 1: Future Verb Forms:
Be going to
Part 1:B: The Simple
Future Tense, The Present
Continuous Tense and the
Simple Present to express
Future Time
Chapter 4
Part 1
Chapter 4
Part 1
ACADEMIC ASSESSMENT UNIT
Week
#
Date
Topic
Reading
Assignment
What is Due?
May 10
Part 2: Phrasal Verbs:
Forms, Meanings,
Chapter 4
Part 2
Homework assignment #10
Exercises 12, 13 on page 86 in
the book
May 12
Part 3: Prepositions of
Place and Time Part 4:
Articles
Chapter 4
Parts 3, 4
Homework assignment #11
Exercise 7 on page 93 in the
book
May 17
Revision Chapters 3 & 4 in
preparation for quiz 2
May 19
Quiz 2 On Chapters 3 & 4
May 24
Chapter 5: Home: Part 1:
The Simple Past Tense,
Statements with Past Tense
Verbs, Yes/No Questions
and Short Answers,
Information Questions,
Used to
Chapter 5
Part 1
Homework assignment #12
Exercises 4, 5 on page 103 in the
book
May 26
Part 2: Irregular Past Tense
Verbs, Past of Be,
Chapter 5
Part 2
Homework assignment #13
Exercises 10, 11 on page 113 in
the book
May 31
Part 3: Connecting Words:
Compound Sentences with
And, But, Or, and So.
Com0plex sentences with
Because, Before, After, As
soon as, and When
Chapter 5
Homework assignment #14
Exercises 4, 5 on page 120 in the
book
Jun 2
Revision for the finals
Jun 7
Final exam week
10
11
12
13
14
Jun 9
ACADEMIC ASSESSMENT UNIT
Writing ELCS 101
(Sunday, Tuesday 9:30-11:00) Rm. C66
Week
#
Date
Topic
Mar 8
Introduction to the course
1
Writing
Assignment
What is Due?
Buy Book 
Chapter 1
Mar 10
Breaking the Ice
Mar 15
Chapter 1 Academic Life
Around the World:
Interviewing a class mate,
reviewing and writing
interview questions, making
Vocabulary charts,
distinguishing fact and
opinion, using a graphic
organizer, writing a topic
sentence
Chapter 1
Part 1:
Creating a
Graphic
Organizer and
writing a topic
sentence
Mar 17
Part 2: Developing Cohesion
and Clarity; analyzing
connectors, using and as a
connector, using Also to add
information, using But and
So to connect sentences
Chapter 1
Part 2: writing
the first draft of
the paragraph
about a person
you interviewed
Homework assignment #1
The Graphic Organizer for
the person the student
interviewed
Part 3: Revising and Editing;
revising for content, editing
for form, using a rubric, peer
sharing
Chapter 1
Part 3: writing
the final draft of
the paragraph
about a person
you interviewed
Homework assignment #1
The first draft of the
paragraph about a person
the student interviewed
Part 4: Expansion Activity;
reading to improve the
writing, researching a famous
person on the internet
Chapter 1
Part 4: research a
famous person
on the internet
and write a
paragraph
answering the
questions on P.
18
Homework assignment #1
The final draft of the first
writing assignment and the
paragraph about the famous
person
2
Mar 22
3
Mar 24
ACADEMIC ASSESSMENT UNIT
Week
#
Date
Topic
Writing
Assignment
Mar 29
Chapter 2: Experiencing
Nature; Part 1: analyzing a
painting, using vocabulary
chart to enrich your writing,
writing with new vocab.
Distinguishing General and
specific info. Writing general
statements, writing about
details, ordering ideas in a
paragraph
Chapter 2
Part 1; writing
detailed sentence
about the
painting “Watson
and the Shark”
Mar 31
Part 2: using adjective to
write about details, using
prepositional phrases of
location to write about
details, using pronouns and
changing nouns to pronouns,
using the present continuous
tense, using definite and
indefinite articles
Chapter 2
Part 2: writing
the first draft of
descriptive
paragraph about
the painting
“Watson and the
Shark”
4
Apr 5
Part 3: Revising and Editing;
revising for content, editing
for form, peer sharing, using
rubrics
5
Chapter 2
Part 3: writing
the final draft of
the painting
“Watson and the
Shark”
Chapter 2
Part 4: writing a
descriptive
paragraph about
any painting in
part 2, 3 ,4
Apr 7
Part 4: Expansion Activity;
choosing a painting and
writing about it.
Apr 12
First quiz on Chapters 1 & 2
Apr 14
Chapter 3: Living to Eat and
Eating to Live? Part 1:
describing holiday foods, free
Chapter 3
writing and discussing it,
Part 1: creating a
writing about holiday,
graphic organizer
comparing holiday food with
and writing the
regular food, adding words to
topic sentence
the vocab. Chart through
for the writing
discussion, ordering info. and
paragraph
ideas in a paragraph, creating
a graphic organizer
6
What is Due?
Homework assignment #2
The first draft of the
paragraph on the painting
“Watson and the Shark”
Homework assignment #2
The final draft of the
paragraph on “Watson and
the Shark” + a descriptive
paragraph about another
painting from the book
ACADEMIC ASSESSMENT UNIT
Week
#
Date
Topic
Apr 19
Part 2: developing writing
skills, count and non count
nouns, categorizing foods,
giving examples with such
as, using appositives, writing
sentences with appositives
Apr 21
Part 3: Revising for content,
Editing for form, using
commas in lists, forming
plural nouns, spelling thirdperson singular verbs
Apr 26
Mid – term Break
Apr 28
Mid – term Break
May 3
Chapter 3: Part 4: reading a
recipe, and then writing a
recipe
7
8
9
May 5
May 10
Chapter 4: In the Community
Part 1: describing places to
see and things to do,
brainstorming vocab.,
creating a map, organizing
paragraphs in a letter,
creating a graphic organizer
Part 2: developing writing
skills: choosing the correct
verb tense, using prepositions
and identifying them, using
There, using It and They and
analyzing them.
Writing
Assignment
Chapter 3
Part 2: Writing
the first draft of a
descriptive
paragraph about
Eid AlAdha food
and holiday.
Chapter 3
Part 3: writing
the final draft of
a descriptive
paragraph about
Eid AlAdha food
and holiday
Chapter 3
Part 4: writing a
local dish recipe
in English
What is Due?
Homework assignment #3
The graphic organizer and
the topic sentence
Homework assignment #3
The first draft of a
paragraph about Eid
AlAdha food and holiday
Homework assignment #3
The final draft of a
paragraph about Eid
AlAdha, and a local dish
recipe
Chapter 4:
Part 1: writing a
paragraph about
giving direction
to an address
Chapter 4:
Part 2: writing
the first draft
describing and
giving direction
to an address
10
May 12
Part 3: Revising for content,
Editing for form; using
correct form in an informal
letter, addressing an
Envelope
Chapter 4:
Part 3: writing
the final draft of
the descriptive
paragraph
Homework assignment #4
The first draft of the
paragraph describing and
giving directions to a place
in the map on page 66
ACADEMIC ASSESSMENT UNIT
Week
#
Date
Topic
Writing
Assignment
What is Due?
May 17
Part 4: Expansion Activity,
inviting a class mate to your
house in an informal letter
Chapter 4:
Part 4: Writing
an informal letter
to a class mate
Homework assignment #4
The final draft of the
descriptive paragraph of
giving directions + the
informal letter
May 19
Quiz 2 on Chapters 3 & 4
May 24
Chapter 5: Home: Part 1:
creating a life line, generating
vocab. through discussion,
defining topic sentence,
brainstorming for ideas
May 26
Chapter 5
Part 2: developing writing
Part 2: writing
skills, combining sentences the first draft of a
with time words and Because, paragraph about
punctuating sentences with
an important
dependent clauses
time in the
student’s life
May 31
Part 3: Revising for content,
Editing for form
Chapter 5
Part 3: writing
the final draft of
a paragraph
about an
important time in
your life
Homework assignment
#5The first draft of the
paragraph about an
important time in the
student’s life
Jun 2
Part 4: Expansion Activity,
researching the internet for a
famous person in history
Chapter 5
Part 4: interview
a student about
an important
time in her life
and write about it
Homework assignment #5
The final draft about the
important time in the
student’s life + a class mate
important time in her life
Jun 7
Revision for the finals
Jun 9
Finals
11
12
13
14
Chapter 5:
Part 1: writing
the topic
sentence and
choosing a title
Homework assignment #5
The topic sentence and the
best title
ACADEMIC ASSESSMENT UNIT
Reading ELCS 101
(Sat, Mon, Wed 10:00-11:00) Rm. C66
Week
#
Date
Topic
Mar 7
Introduction to the course
Mar 9
Breaking the Ice
Mar 11
Chapter 1: Academic Life
Around the World Part 1:
previewing the topic
1
Mar 14
Mar 16
2
Mar 18
Mar 21
3
Part 1: predicting, previewing
vocabulary, reading the
article, recognizing reading
structure in this book
Part 1: recognizing main idea,
recognizing supporting
details, discussing the reading
Part 2: University Life
Around the World,
previewing vocabulary,
recognizing the topics and
main idea of paragraphs,
summarizing paragraphs
Part 3: getting meaning from
context: definitions and
italics, recognizing words
with the same or similar
meaning, high frequency
words, using the internet
Reading
Assignment
What is Due?
Buy Book 
Chapter 1
Reading the
articles in
part 1 and 2
Reading the Articles in Chapter 1
Chapter 1
Chapter 1
Chapter 1
Chapter 1
Mar 23
Chapter 2: Experiencing
Nature: Part 1: explaining the
quotation, previewing the
topic, predicting,
Chapter 2
Reading the
articles in
part 1 and 2
Mar 25
Part 1: revision of previewing
vocabulary on nature, reading
the article, using a diagram to
show cause and effect to
identify them
Chapter 2

Homework assignment #1
Task 5 page 18
ACADEMIC ASSESSMENT UNIT
Week
#
Date
Topic
Reading
Assignment
Mar 28
Part 2: Global Climate
Changes: previewing
vocabulary, getting the topic
from titles and headings,
Chapter 2
Apr 1
Part 3: Getting meaning from
contexts: parentheses, and
from words with similar
meanings, matching
vocabulary items with
examples, making
connections
Revision in for quiz 1
Apr 4
Quiz 1 on chapters 1 and 2
Apr 6
Chapter 3: Living to Eat or
Eating to Live? Part 1: Global
Diet Choices: previewing the
topic, predicting
4
Mar 30
5
Apr 8
Apr 11
6
Apr 13
Apr 15
Part 1: revision of previewing
vocabulary, reading the
article, recognizing one or
two sentences of the main
idea
Part 2: Facts About Food:
previewing vocabulary of
food, matching paragraph
titles with topics, more about
summarizing
Part 3: Getting meaning from
context: italics and
punctuation clues,
recognizing vocabulary
categories, practicing with
categories
Checking Homework of
chapters 1 and 2 and 3
Chapter 2
What is Due?
Homework assignment #2
Task 5 page 36
Chapter 3
Reading the
articles in
Part 1 and 2
Chapter 3
Chapter 3
Chapter 3
Homework assignment #3
Task 5 page 57
ACADEMIC ASSESSMENT UNIT
Week
#
Date
Topic
Reading
Assignment
Apr 18
Chapter 4: In the Community:
Part 1: How Can I Get to the
Post Office?: previewing the
topic, predicting, previewing
the vocabulary, reading the
article
Chapter 4
Apr 20
Part 1: reading the article,
discussing the reading,
previewing the vocabulary
Chapter 4
Apr 22
Part 1: discussing the reading
and doing the tasks in the
book
Chapter 4
Apr 25
Mid-term Break
Apr 27
Mid-term Break
Apr 29
Mid-term Break
May 2
Part 1: revising what we did
before the mid-term break,
identifying the main idea by
asking questions
Chapter 4
May 4
Part 1: changing false
statement to true statements,
using punctuation to
recognize supporting details
Chapter 4
May 6
Part 2: The Laws of
Communities: previewing
vocabulary, skimming for
topics and main idea, learning
to paraphrase, practicing
summarizing
Chapter 4
7
8
9
What is Due?
ACADEMIC ASSESSMENT UNIT
Week
#
Reading
Assignment
Date
Topic
May 9
Part 3: Getting meaning from
context: finding illustration of
words, identifying similar
meanings and meaning
categories
May 11
Part 3: recognizing nouns and
verbs, finding definitions of
vocabulary items, Part 4:
answering negative fact
questions on tests
May 13
Revision for quiz 1
May 16
Quiz 1 on Chapters 3 and 4
May 18
Chapter 5: Home: discussing
the quotation and thinking
about the topic, predicting
and previewing vocabulary
Chapter 5
May 20
Part 1: previewing the
vocabulary, reading the
article, discussing the article,
comprehension questions
Chapter 5
May 23
Part 1: recognizing topics in a
reading about history,
recognizing the main idea,
answer the questions about
the main idea of the reading
Chapter 5
10
11
12
May 25
May 27
Part 1: using timeline to take
notes on time and time order,
identifying time and time
order details
Part 2: Time with the FamilyPast and Present: skimming
to find time and place in
history, previewing
vocabulary
Chapter 4
Chapter 4
Chapter 5
Chapter 5
What is Due?
Homework assignment #4
Task 6 page 80
ACADEMIC ASSESSMENT UNIT
Week
#
13
14
Date
Topic
Reading
Assignment
May 30
Part 2: skimming for the main
idea, paraphrasing history
texts, writing a summary,
discussing the reading
Chapter 5
Jun 1
Part 3: getting meaning from
context: punctuation and
phrase clues, recognizing
similar and opposite
meanings
Chapter 5
Jun 3
Part 3: identifying nouns and
adjectives, making
connections, finding
definitions and explanations
Chapter 5
Jun 6
Revision for the finals
Jun 8
Final Exam
Jun 10
What is Due?
Homework assignment #5
Task 5 page 103
ACADEMIC ASSESSMENT UNIT
My Reflection on the Course
By Maimouna Saeed Melibari
This course ELCS 101 (old plan) is taught from five different books
and it needs to be well prepared before the beginning of the semester.
However, if we can examine students on each skill as a separate curriculum
and syllable, students will benefit a lot from the course; assigning three or 4
credit hours to each book, and evaluating each books’ performance out of a
hundred marks, would substantiate the course’s objectives.
I found my students in this course very enthusiastic to learn more
about grammar and some writing skills, although most of them have
difficulty reading and comprehending the ideas whilst reading. In my point
of view, students will have an excellent opportunity to master the language
moderately if we can integrate all the skills in one chapter, instead of having
all the skills in five different books and chapters.
In this class for those particular students, I focused on the instructional
goals because this was the most important problem that I needed to solve.
Those students were having a difficulty in understanding most of the L2
instructional words through which they needed to work comprehensively.
Sometimes, I go for the peer learning, this method allows the students to
work in a group. In this method, students should know clearly, what their
task is, and I always use this method for in-class assignments. What make
things a little difficult are the seating in the classrooms, which does not
allow me to move easily, so I ask each group to come to me in front of the
class to help them put their work on the right track.
The only problem I faced and I worked hard in order to solve it, is that
when the students come unprepared. Although from the beginning of my
course, I gave my instructions to read before coming to class and to be
prepared for the five minutes graded questions at the beginning of each
session, it seems that students are still weak in establishing a routine for
keeping up with their assignments. However, in my future classes I am
thinking of a new method to overcome the problem of students who come to
class unprepared.
Since my website is still under construction, I could not let my
students work on some of the good sites in order to learn certain
grammatical structure, reading techniques, writing exercises. I hope by the
next year, it will be ready for my students. For the time being, I made copies
of some difficult things that they needed if they have to have some further
elaboration on them. I have attached those helpful points (which I got from
useful sites that provide teachers with resources) in my portfolio.
ACADEMIC ASSESSMENT UNIT
Regarding office hours, my students always come to the office I use
temporarily during the week in building 7. Nevertheless, when I am in my
office in building 12 Villa 2, they refrain from coming there. One reason is
that they do not have enough time between classes to come all the way from
building seven. Another reason is that they find it easier to consult me
during or after the class instead of walking all the way to my office in villa
2. This causes a waste of time for the teacher and the student as well.
Therefore, this problem is out of our hands if it has to be solved.
To conclude with, I definitely had a very productive semester in
which I made my student learn new things and at least they are more
confident in using some aspects of the language in some way or another. At
the same time, I learned some new ways of fulfilling my teaching goals and
improving my practice.
May God bless us all.
Senior Language Teacher
Maimouna Saeed Melibari