English Language at Work 1

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Course Title: English Language at Work 1 Course Code: 101

Program: Diploma

Department: English Language Unit College: Applied College

Institution: Umm Al Qura University

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Table of Contents

A. Course Identification ... 3

6. Mode of Instruction (mark all that apply) ... 3

B. Course Objectives and Learning Outcomes ... 3

1. Course Description ... 3

2. Course Main Objective ... 4

3. Course Learning Outcomes ... 4

C. Course Content ... 5

D. Teaching and Assessment ... 5

1. Alignment of Course Learning Outcomes with Teaching Strategies and Assessment Methods... 5

2. Assessment Tasks for Students ... 7

E. Student Academic Counseling and Support ... 8

F. Learning Resources and Facilities ... 8

1.Learning Resources ... 8

2. Facilities Required ... 8

G. Course Quality Evaluation ... 8

H. Specification Approval Data ... 9

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A. Course Identification

1. Credit hours:

2. Course type

a. ^University ^College C ^Department ^Others

b. ^Required C ^Elective

3. Level/year at which this course is offered: First Year, Level 1 4. Pre-requisites for this course (if any):

None

5. Co-requisites for this course (if any): None

6. Mode of Instruction (mark all that apply)

No Mode of Instruction Contact Hours Percentage

1 Traditional classroom

120 100%

2 E-learning

3 Blended

4 Distance learning 5 Other

7. Contact Hours (based on academic semester)

No Activity Contact Hours

1 Lecture 120

2 Laboratory/Studio 3 Tutorial

4 Others (specify)

Total 120

B. Course Objectives and Learning Outcomes

1. Course Description

English Language at Work 1 is offered to learners at the first level of their various diploma programs in The Applied College. It is equivalent to CEFR entry-level A1 and helps beginner English learners to cover basic language skills in the context of a professional work

environment. The course comprises various materials (student book, teacher book, online practice, audio, and video), and the lessons are based on exciting tasks such as Talking Points, Viewpoints, Practically Speaking …etc. They all aim to build students' knowledge and ability of English language in all skills of reading, writing, listening, and speaking as well as in sub- skills including grammar, vocabulary, and pronunciation. The course is designed for learners to acquire the needed linguistic and work skills effectively and prepares them to advance their business English to the next level A2. Learners who pass this course can study English Language at Work 2 in the second level of their diploma programs.

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2. Course Main Objective

The main objective of this course is to enable learners to master basic language skills and utilize them in initial social and business situations. Upon the completion of the course, learners will be able to achieve the following:

- Communicate with other people and understand their own social and business roles and those of other participants.

- Talk about technologies and devices such as laptops, webcams …etc. to solve communication problems.

- Use general business vocabulary and structure appropriately.

- Discuss and respond to work issues in simple written and spoken texts.

- Use business skills (presentations, negotiating, telephoning, messaging, emailing, etc.) - Read and understand brief messages, letters, etc. and respond appropriately.

- Take notes and write brief paragraphs in forms of emails, messages, orders…etc.

3. Course Learning Outcomes

CLOs AlignedPLOs

1 Knowledge and understanding

1.1 Learners will be able to know and understand:

- Basic social and business vocabulary and structure used to introduce and express themselves, talk about jobs, companies, countries, office technology, food, transport, and travel.

- Use language skills to get the necessary information from primary spoken and written resources at workplace and respond to them.

Applying correct communicative competency in social,

interpersonal, professional, and academic contexts.

2 Skills:

2.1 Speaking:

Learners will be able to use appropriate words in coherent, phonetically-correct phrases and sentences for basic oral communication such as, meeting people, starting a telephone call, requests, telephoning, making orders, socializing, exchanging information such as times and numbers, and emailing.

Applying logical, critical, systematic, and innovative thinking in the context of language development by utilizing different learning sources in doing individual and collaborative tasks.

2.2 Listening:

Students will be able to understand simple spoken texts in English with the ability to answer questions about them.

2.3 Grammar and vocabulary:

Learners will be able to build their business vocabulary and demonstrate their understanding of English grammar and its usage in the following main areas:

Subject/verb agreement in long and short forms, wh-questions, present simple, modal auxiliary verbs (can/can't…), possessive adjectives, past simple was/were.

2.4 Reading:

Learners will be able to comprehend the theme, main ideas, specific information and context clues of simple written texts, such as emails, messages, orders, instructions…etc., and respond to them.

2.5 Writing:

Learners will be able to write brief paragraphs in forms of letters, notes, emails … etc., using basic organizers and linkers and

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CLOs AlignedPLOs

applying correct writing conventions such as spelling, capitalization, punctuation marks … etc.

2.6 Self-learning responsibility:

Students will be able to establish life-long learning strategies so that they can take full responsibility of their English language skill development.

3 Values:

3.1 Demonstrating awareness of the cultural sensitivities of native speakers of English by using correct structures and expressions in social and business situations.

gaining

independent and life-long learning habits to develop knowledge and skills

3.2 Punctuality and taking responsibility for the completion of set tasks.

3.3 Avoidance of plagiarism and production of original work.

3.4 Collaborative work and learning.

C. Course Content

No List of Topics Contact Hours

1 introduction 10 hours weekly

2 Unit 1 10 hours weekly

6 speaking and writing task 1, midterm exam 10 hours weekly

11 speaking and writing task 2, revision 10 hours weekly

12 Final oral exam 10 hours weekly

13 Final written exam

Total 120 hours

D. Teaching and Assessment

1. Alignment of Course Learning Outcomes with Teaching Strategies and Assessment Methods

Code Course Learning Outcomes Teaching Strategies Assessment Methods 1.0 Knowledge and understanding

1.1

Learners will be able to know and understand:

- Basic social and business vocabulary and structure used to introduce and express themselves, talk about jobs, companies, countries, office

-Warm-up, comprehension questions or

multimedia prompters, pre-listening or reading activities such as guessing and matching games,

Through a combination of classroom

activities, textbook exercises,

formative (midterm and final exams), and continuous

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Code Course Learning Outcomes Teaching Strategies Assessment Methods technology, food, transport,

and travel.

- Use language skills to get the necessary information from primary spoken and written resources at workplace and respond to them.

-planned lectures going through course book activities and adapted them when necessary.

-Activity and case study exercises such as:

What's the answer to meeting people at a conference, the company game?

Voicemail messages, the question game, conversation in the restaurant, guess the technology, when can we meet?

assessments (tasks and projects) based on course-specific learning outcomes measuring mastery of the particular language and knowledge introduced.

2.0 Skills 2.1 Speaking:

Learners will be able to use appropriate words in coherent, phonetically-correct phrases and sentences for basic oral

communication such as, meeting people, starting a telephone call, requests, telephoning, making orders, socializing, exchanging information such as times and numbers, and emailing.

-Exposing students to oral and written texts by native speakers.

-Drilling exercises.

-Encouraging the use of a good dictionary in class.

- Encouraging learners to make their own words and phrases and to speak their minds in every situation during their learning process.

-Monitoring, correcting, and suggesting areas of improvement.

- giving feedback and highlighting

problematic language points.

-Highlighting

particular vocabulary and syntax.

-Encouraging students to take notes, keep word lists, and creates writing files and writing banks.

- Classroom discussions and end-of-unit assignments promote critical thinking and reasoning.

- Activities are typically in the form of task-based learning and project work.

-Interacting with online activities and graphic organizers in

assigned textbooks.

2.2 Listening:

Students will be able to understand simple spoken texts in English with the ability to answer questions about them.

2.3 Grammar and vocabulary:

Learners will be able to build their business vocabulary and demonstrate their understanding of English

grammar and its usage in the following main areas:

Subject/verb agreement in long and short forms, wh-questions, present simple, modal auxiliary verbs (can/can't…), possessive adjectives, past simple was/were.

2.4 Reading:

Learners will be able to comprehend the theme, main ideas, specific

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Code Course Learning Outcomes Teaching Strategies Assessment Methods information and context clues of

simple written texts, such as emails, messages, orders, instructions…etc., and respond to them.

- Applying differentiated instructions to

reinforce all students' interactions.

2.5 Writing:

Learners will be able to write brief paragraphs in forms of letters, notes, emails … etc., using basic organizers and linkers and applying correct writing conventions such as spelling, capitalization, punctuation marks … etc.

2.6 Self-learning responsibility:

Students will be able to establish life-long learning strategies so that they can take full responsibility of their English language skill development.

3.0 Values

3.1 Learners will be able to demonstrate their awareness of the cultural sensitivities of native speakers of English by using correct structures and expressions in social and business situations.

-Involve students in interactive tasks that require collaboration to build teamwork,

research, and technical project skills.

-Pair and group activities such as reports and debates, and role-playing.

-acknowledging

students' successes and highlighting areas of difficulty.

-The homework assessment, including the e- learning component, encourages responsibility and cultivates time management skills.

-Greater credit is given to original work with mistakes.

3.2 Punctuality and taking responsibility for the completion of set tasks.

3.3 Production of original work and avoiding plagiarism.

3.4 Collaborative work and learning.

2. Assessment Tasks for Students

# Assessment task* Week Due Percentage of Total

Assessment Score 1

Continuous assessment: individual (report, presentation, research, project), group work (presentation, case study, discussion, research)

2, 3, 4, 5, 7,

8, 9, 10 30%

2 Speaking and writing tasks 1,2 6, 11 10%

3 Midterm exam 6 20%

4 Final exam (oral, written) 12, 13 40%

5 6 7 8

*Assessment task (i.e., written test, oral test, oral presentation, group project, essay, etc.)

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E. Student Academic Counseling and Support

Arrangements for the availability of faculty and teaching staff for individual student consultations and academic advice:

Teachers observe weekly office hours for student consultation and advice (2 hours minimum).

F. Learning Resources and Facilities

1. Learning Resources

Required Textbooks Business Result Starter Student's Book with Online Practice, 2ed edition by John Hughes and Penny McLarty.

Essential References Materials

https://elt.oup.com/catalogue/items/global/business_esp/business_res ult_second_edition/business_result_second_edition_starter/97801947 38590?cc=us&selLanguage=en

Electronic Materials Learning Management System- (Blackboard/WebEx) www.oxfordlearn.com

Oxford iTools Other Learning

Materials

2. Facilities Required

Item Resources

Accommodation

(Classrooms, laboratories, demonstration rooms/labs, etc.)

Classroom (of maximum 20 students) needs to be equipped with a desktop computer or a laptop, overhead projector with remote-control, internet access,

Technology Resources

(AV, data show, Smart Board, software, etc.)

Microsoft Office software installed on the classroom computer Other Resources

(Specify, e.g., if specific laboratory equipment is required, list requirements or

attach a list)

G. Course Quality Evaluation

Evaluation

Areas/Issues Evaluators Evaluation Methods

Strategies for Obtaining Student Feedback on Effectiveness of Teaching.

Students.

The unit issues end-of- semester questionnaires with collating students' feedback on the course or elements of the course.

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Evaluation

Areas/Issues Evaluators Evaluation Methods

Other Strategies for Evaluation of Teaching.

English language Instructors.

-Continuous professional development observation throughout the semester.

-Informal and peer observations can also be arranged as required.

Processes for Improvement of Teaching.

Regular in-service training sessions are organized.

Processes for Verifying Standards of Student Achievement (e.g., check- marking by an independent member of the teaching staff of a sample of student work, periodic exchange and remarking of tests or a sample of assignments with other members of the faculty)

English language Instructors.

Unified exams are double- checked for form and content validity, while speaking and writing scores are peer- reviewed.

Planning arrangements for periodically reviewing course's effectiveness and planning for improvement.

A curriculum sub-committee.

On-going research into the efficacy of the courses offered. This research is informed by, amongst other things, data collected by the curriculum administrators.

Evaluation areas (e.g., Effectiveness of teaching and assessment, Extent of achievement of course learning outcomes, quality of learning resources, etc.)

Evaluators (Students, Faculty, Program Leaders, Peer Reviewer, Others (specify) Assessment Methods (Direct, Indirect)

H. Specification Approval Data

Council / Committee Reference No.

Date