A112A aims to:
Explore texts which began as 'popular' works but which have come to be regarded as 'classics' of English literature.
A. Knowledge and understanding
At the end of the module, learners should be able to:
A1: Demonstrate understanding of how people are inspired by ancient places, including those who encountered them in the eighteenth and nineteenth centuries.
A2: Understand the role of cultures in text production
A3: Develop knowledge of the principle skills of creative writing, including how to read as a writer and the essentials of structure, character construction, language, and setting.
A4: Develop knowledge of the techniques that artists used to show how works of art have been used to represent power as well as to challenge it.
A5: Develop knowledge of cultures with reference to the module's four subject areas: art history, classical
B. Cognitive skills
At the end of the module learners should be able to:
B1: Develop awareness of the role of culture in studying art history, classical studies, creative writing and English literature
B2: Understand the requirements of looking at evidence from ancient cultures to appreciate how they continue to have relevance in later centuries.
B3: Discuss the requirements of a classic text
B4: Develop an understanding of the role of different types of texts.
B5: Develop different reflective strategies that critically and constructively explore how writing involves a journey of discovery.
C. Practical and professional skills
D Key transferable skills
D1: Discuss with confidence issues related to how are cultures produced and encountered.
D2: Demonstrate skills on working co-operatively with others.
D3: Develop an enhanced self-awareness of and confidence in own skills and how these skills might be disseminated
and used in new situations.
The module aims to:
A. Knowledge and understanding
C1: Demonstrate awareness of the role of culture in
impacting texts
C2: Adopt and apply suitable professional attitude in looking at art history, classical studies, creative writing and English literature
C3. Demonstrate a reflective approach through an integrated understanding of the role of cultural identities and how they emerge and are expressed.
D3: Develop an enhanced self-awareness of and confidence in own skills and how these skills might be disseminated and used in new situations.
The module aims to:
Explore cultures with reference to A112T's main subject areas: art history and creative
A2: Show understanding of the role of cultures in text production.
A3: Develop knowledge of the main skills of creative writing, including how to read as a writer and the essentials of structure, character construction, language, and setting.
A4: Develop knowledge of cultures with reference to A112T's main subject areas: art history and creative writing
At the end of the module learners should be able to:
B1: Develop awareness of the role of culture in studying art
history, and creative writing
B3: Discuss the requirements of different texts
C1: Demonstrate awareness of the role of culture in impacting texts
C2: Adopt and apply suitable professional attitude in looking at art history and creative writing
At the end of the module, learners will be expected to:
D2: Demonstrate skills on working co-operatively with others.
D3: Develop an enhanced self-awareness of and confidence in own skills and how these skills might be disseminated and used in new situations.
Introduce the main formal strategies and poetic devices, including lines; line breaks; enjambment; rhyme and half-rhyme; varieties of metre; stanzas; and forms.
A1: Develop an understanding of the strategies used in creative writing.
A2: Develop a critical appreciation of the most popular forms or writing; fiction, poetry and life writing.
A3: Develop knowledge of the key linguistic tools and terminologies for the analysis and evaluation of forms of narrative, fiction and autobiography, including collected examples.
A4: Develop a perspective on creative writing, including aspects of structure and genre, role and function, representation of self and other.
A5: Develop an understanding of requirement for professional presentation of manuscripts, audience and market.
B1: Develop awareness of the requirements of writing in a range of genres.
B2: Understand the role of memory and experience in advancing and building a daily discipline for writing.
B3: Discuss the characteristics and styles of popular forms or writing; fiction, poetry and life writing
B4: Develop different reflective strategies that critically and constructively explore aspects of structure and genre, role and function, representation of self and other, in different forms of creative writing.
C1: Demonstrate awareness of the range of strategies that are applied in creative writing.
C2: Adopt and examine examples of creative writing from a range of genres.
C3. Demonstrate a reflective approach through an integrated understanding of the significance of professional presentation of creative writing, audience and market.
D1: Discuss with confidence issues related to styles and genres of creative writing.
A. Knowledge and understanding
A230 aims to:
The module builds on the knowledge and skills acquired on A112 and E121. The module is designed to start with a gentle introduction to the discipline and to become gradually more challenging as it progresses, so that by the end of the module students will be prepared to move on to the study of English Literature at Level 6. In an effort to enhance the students' sense of their progression from Level 4 and Level 6, it takes care to identify the specific study-skills being taught at different stages of the module. The assessment will invite students to reflect on their own experience of learning as they progress through the module.
A230 adopts a chronological approach to the study of English Literature, introducing students to the six principal literary periods – the Renaissance, the Long Eighteenth Century, the Romantic period, the Victorian Age, and the early and late Twentieth Century. Each of these has a corresponding block of study lasting four weeks which focuses on a few representative literary texts of the period. This clear and logical structure will further contribute to students' sense of progression as well as providing them with a solid grounding in the study of English Literature. Each block of study will also introduce students to particular study skills and to a particular theoretical concept which will aid them in making the transition to the Department's Level 6 modules. A230 module aims at the following:
At the end of the module, learners will be expected to show knowledge and understanding of:
A1: the formal characteristics of the principal genres and sub-genres of literature (novel, short story, plays, romance and realist novel, novel of growth, tragedy, comedy, life-writing, travel-writing, letters, film, popular fiction, and writing for children).
A2: a range of writers coming from many cultural backgrounds, including English, Irish, Scottish, French, German, American, African, and Caribbean writers.
A3: how literary texts have been written and received within literary, cultural and socio-historical contexts from the Renaissance to the present.
A4: theoretical concepts such as 'literature', textuality, the nature of context and inter-text, the idea of the author, the history of reading and the book.
A5: the problematic nature of a literary history conceived in terms of period and nation, and the development of the concept of 'literatures'.
B1. work with a novel, play or a critical text that is the product of a culture other than that of the reader, and to appreciate the historical changes with reference to issues like gender, race, culture, nation.
B2. construct an argument, comparing and contrasting two or more literary texts (novels, plays, characters, themes).
B3. engage with literary criticism of the assigned texts.
B4. Use appropriate literary, critical, and linguistic terminology to describe and discuss specific theories, concepts and evidence.
B5: Synthesise information and ideas from different sources in order to reach their own conclusions.
C Practical and professional skills
C1. be able to keep to the focus of a question while answering
C2. write an essay in the correct format, with proper beginning, and in logical and coherent development;
C3. use correct language: syntax, grammar, spelling, punctuation and quotation marks;
C4. use word processing skills effectively, to present a typed answer in a format that aids understanding, using different fonts, highlighting devices, margins and indentations;
C5.use secondary sources ethically by avoiding plagiarism.
D1. be able to write in an appropriate academic register, using scholarly conventions, like acknowledging borrowings from other sources, like audio video, the internet, and relevant critics, with proper referencing.
D2. be able to read and synthesize from a large range of texts.
D3. develop listening strategies, especially in relation to audio video course material, and to gain an extended understanding of narrative and dramatic texts.
D4. make effective use of feedback from a tutor to improve performance continually.
A230 aims to:
At the end of the module, learners will be expected to show knowledge and understanding of :
At the end of the module learners will be expected to:
B1. work with a novel, play or a critical text that is the product of a culture other than that of the reader, and to appreciate the historical changes with reference to issues like gender, race, culture, nation.
The underlying principle of the module design has been to provide:
offering considerable scope for students to explore specific texts, contexts, literary processes and critical perspectives in depth.
offering considerable scope for students to explore specific texts, contexts, literary processes and critical perspectives in depth.
The aims of this module include the following:
To use ICT resources for postgraduate research.
This module aims to provide students with training and knowledge in:
The course aims to:
1. prepare students about the study of the arts and humanities at university level by providing them with rich content while equipping them with relevant study skills;
2. deliver a course which is intellectually stretching in terms of the conceptual demands it makes of students while also being realistically achievable as part-time study;
3. make students aware of the variety of approaches, methodologies and concerns covered by the different arts and humanities disciplines;
4. widen participation in the Arts curriculum by delivering a course which appeals to a diverse range of students;
5. stimulate students who want to continue their studies within the Faculty;
6. equip students with transferable skills which would be relevant to other areas of study;
7. prepare students for the study demands of higher level courses by making them self-conscious learners who will be able to organize their time most effectively.
A1. understand the differences between different artistic media and to be able to distinguish and describe the formal components of works of art. (Art History)
A2. become aware of the diversity of Ancient Greek and Roman materials and of the contexts in which such materials were produced and subsequently reinterpreted. (Classical Studies)
A3. develop an understanding of the principal issues raised by the study of a particular period or topic in history.
A4. have an appreciation of the dynamics of literary and dramatic language and form. (Literature)
A5. develop the skills of 'close listening' to music. (Music)
A6. understand how philosophers appeal to theoretical principles to answer specific philosophical questions. (Philosophy)
B1. develop a basic competence in the skills of visual analysis. (Art History)
B2. develop the ability to move analytically and imaginatively between the present and the past and to expand critical perspectives on cultures and the societies that produce them. (Classical Studies)
B3. understand how we come to construct an idea (or ideas) of the past. (History and HSTM)
B4. begin the process of reading and understanding literary texts critically. (Literature)
B5. develop a sense of the importance of issues of performance in music. (Music)
B6. extract a philosophical argument from a text, analyse it and, if appropriate criticise it. (Philosophy)
C1. develop skills of reading, listening and visual analysis.
C2. develop the ability to synthesize potentially conflicting ideas and information into their own words.
C3. reflect in detail on their work as learners through the course.
C4. learn how to organize their study time in ways which best suit their lifestyles.
C5. recognize the importance of presenting their work coherently and in appropriate forms.
C6. learn how to distinguish between different kinds of online resource.
D1. write an essay that shows the ability to analyse and to construct a plausible, well-substantiated argument.
D2. show the ability to reflect on his/her learning through the course, and to present a piece of written work which has been revised in the light of feedback from his/her tutor.
D3. take notes from written or spoken sources (taught but not assessed).
· تنمية مهارات التواصل اللغوي لدى الطالب، من خلال إكسابه بعض المعارف اللغوية المناسبة لمستوى الجامعة.
· الإلمام بفنون البلاغة العربية، والتدرب على نماذجها.
· التعرف على طبيعة الشعر، مفهوما، ومكانة، والوقوف على مفاتيح تذوقه، وضرورة قراءته.
· التدرب على كتابة بعض النشاطات الكتابية مع الاستعمال الصحيح لعلامات الترقيم واجتناب الاخطاء الاملائية.
· تبين عناصر الكتابة في كل فن من فنونها.
· التعرف على الفنون النثرية، وسماتها.
· الاطلاع على نماذج من النصوص، وصلاً للطالب بتراث امته وحضارته.
بعد دراسة هذا المقرر يتوقع من الطالب أن:
أ1- يدرك أهمية الحفاظ على اللغة والحرص على استخدامها بشكل صحيح، كتابة ونطقا، وذلك من عبر اكتساب جوانب متعددة من ثقافة اللغة.
أ2- يكتسب القدرة على الاتصال بأهل اللغة بصورة تتلاءم مع السياق الاجتماعي.
أ3- يكون قادرًا على فهم النصوص العربية المكتوبة والمنطوقة في أي سياق اجتماعي معين.
أ4- يكتسب المعرفة والإلمام بالكفاءة اللغوية والتواصلية والثقافية للغة العربية.
بعد دراسة هذا المقرر يتوقع من الطالب:
ب1- أن تنمو ملكة التفكير والتحليل الناقد لديه، حيال قراءة النصوص العربية أو الاستماع إليها.
ب2- أن يميز بين الفنون البلاغية، ويقف على مواطن الجمال فيها.
ب3- أن يمتلك القدرة على تحليل النصوص الادبية وتذوقها.
ب4- أن تنهض وتستقيم قدراته القرائية والكتابية.
ب5- تعزيز مكاسبهم الثقافية واللغوية والمعرفية بما يتماشى مع بقية المواد التي تمت دراستها في إطار برنامج البكالوريوس.
ج1. أن يكون قادراً على تحليل الجمل والفقرات استناداً إلى الأسس اللغوية والفنية التي تمت دراستها في هذا المقرر.
ج2. أن يتمكن من الناحية الوظيفية من بعض المهارات الكتابية التي يحتاجها في الحياة العامة وفي مكان العمل، مثل: القدرة على كتابة المقالة، القدرة على كتابة الخاطرة، القدرة على كتابة القصة القصيرة، القدرة على كتابة التقرير، القدرة على كتابة الرسالة، القدرة على كتابة كلمات المناسبات الاجتماعية باختلاف انواعها.
ج3. أن يكون قادرًا على التواصل بشكل مناسب، باللغة العربية، في أي سياق اجتماعي معين.
By the end of the module, students will be able to:
A1. Recognize and pronounce basic Chinese sounds and tones.
A2. Understand and use common greetings, numbers, days of the week, and everyday expressions.
A3. Demonstrate an awareness of key aspects of Chinese cultural practices and customs.
B1. Recognize patterns in Mandarin sentence structures.
B2. Differentiate between tones and their impact on meaning.
B3. Apply learned vocabulary in different conversational contexts.
C1. Engage in basic Chinese conversations about personal topics, such as family, hobbies, and daily routines.
C2. Write basic Chinese characters and understand their meanings.
D1. Cross-cultural communication skills.
D2. Confidence in language learning strategies.
D3. Basic digital literacy skills through interactive language-learning platforms.
This is an introductory course in English phonetics and linguistics that aims to:
1. Introduce students to both phonetics and linguistics in a simple and practical manner;
2. Give them ample practical training in the two disciplines;
3. Acquaint them with basic terminology used in phonetics and linguistics;
4. Prepare them for the more advanced language courses in the BA programme in English Language and Literature and the translation track.
A1. understand the definition of linguistics as a science and some related branches
A2. Learn the phonetic component which deals with English sounds
1. Identify and classify English sounds,
2. Listen to English sounds produced by native speakers of the language,
3. Look up the pronunciation of words in online dictionaries,
4. Use phonetic symbols to transcribe English words,
A3. understand the Linguistic component: the different aspects of language study
Pragmatics: Grice's maxims, The Cooperative Principle
B1. Identify and transcribe English sounds;
B2. Pronounce words correctly with the appropriate stress and intonation;
B3. Divide words into morphemes and distinguish between different types of morphemes; and understand different word formation systems;
B4. Understand sentence structure, sentence types and sentence constituents;
B5. Be familiar with lexical semantics: synonyms, antonyms, hyponyms, homonyms, metaphor, phrasal verbs, connotations and collocations.
B6. Understand Grice's maxims and the cooperative principle and know when they are flouted.
C1. Pronounce English appropriately
C2. Understand spoken English
C3. Analyse words, clauses, sentences and texts linguistically (phonetically, morphologically, syntactically, somatically and pragmatically).
D1. be able to define basic linguistic concepts that will be met later in more advanced courses mainly:
A1: Knowledge and understanding of different literary genres (short story, poetry, drama, and essay).
A2: Knowledge and understanding of literary elements (character, plot, setting, point of view, style, and theme).
A3: Knowledge and understanding of literary terms and concepts.
A4: Knowledge and understanding of author-, reader-, and text-oriented approaches.
A5: Knowledge and understanding of the historical and cultural backgrounds of literary texts.
A6: Knowledge and understanding of the multidimensionality of literary texts in terms of ethics and aesthetics.
B1: Recognize and analyse the distinctive features of each of the literary genres (short story, poetry, drama, and essay).
B2: Recognise the literary terms and concepts needed to discuss literary texts.
B3: Compare and contrast different literary approaches in analysing texts (author-, reader-, and text-oriented approaches).
B4: Develop appreciation of short stories through close reading and critical analysis.
B5: Develop appreciation of poetry through the appreciation of aesthetics and ethics.
C1: Apply various analytical and critical strategies to literary genres.
C2: Articulate arguments pertaining to explicit and implicit messages in a literary text.
C3: Evaluate the historical, cultural, and biographical context of various literary texts.
C4: Plan a proper research based on synthesis, analysis, and critique of different sources.
D1: Make use of the key literary concepts and terminology proper to different literary genres.
D2: Consider literary and other texts reflectively and critically
D3: Construct a coherent and relevant argument supported by evidence from primary and secondary sources.
“Language and Creativity" looks at creativity in the English language in the context of globalization: from everyday contexts to 'high culture' literary language and the impact of new media. It presents students with instances of creativity in social and artistic life, and examines how these are proliferated and intensified by technology and globalization. It explores the critical potential in creative practice, and investigates the relationships between language and other modes such as image, movement, music and dance.
Overall, the focus of E302 is on creativity in the English language: its manifestations, its uses, and the issues it raises. It will give students a firm grounding in stylistic, sociolinguistic and multimodal analysis. This clearly distinguishes it from the alternative Level 3 option, E304 “Exploring English Grammar," which has as its focus the understanding of English grammar, as theorized from both structural and functional perspectives and enhanced through the use of corpus linguistic tools. Both modules assume a basic knowledge of English Language Studies gained from studying U214.
The major aims of E302 are to develop an understanding of:
At the end of the module, learners will be expected to demonstrate knowledge and understanding of:
A1. The nature of creativity in English in a global context and the ways in which it is used to fulfil a range of social, cultural, artistic and political functions.
A2. The roles, interests and concerns of different participants in the construction and interpretation of creative texts and practice.
A3. Different theories and debates about the nature and functions of creative language practices in both everyday and literary uses of English.
A4. Different analytical approaches to the study of creativity in English, drawing on linguistics, stylistics and semiotics, and their relative strengths and limitations for the study of creative texts and practices.
B1. Use appropriate methodologies and related terminology to describe and analyse creative texts across different media
B2. Critically evaluate instances of creative texts and practices in relation to appropriate theoretical and analytical approaches
B3. Synthesise information and ideas from different sources, including personal research data, in order to reach your own conclusions.
C1. Demonstrate autonomy through planning and undertaking a small-scale independent language-focused investigation demonstrating an awareness of the ethical dimensions of research and appropriate rigour in analysis.
D1. Identify and ask questions appropriately to explore issues within the field of English language studies.
D2. Construct coherent academic arguments, clearly relevant to the task and supported by linguistic evidence.
D3. Communicate complex information, arguments and ideas effectively using appropriate style and academic conventions.
D4. Find, critically evaluate and accurately use information and linguistic data in complex contexts.
D5. Select and use appropriate ICT tools to analyse data and extend your learning.
D6. As an independent learner, plan, monitor and evaluate your own learning and seek ways to improve your performance.
The overall aim of this module is to show how a knowledge and understanding of English grammar can be applied in practical and useful ways.
In broad terms, upon completing this course, students will acquire:
Skills in applying grammatical/linguistic understanding in order to evaluate and, where appropriate, improve the quality of spoken and written texts.
If students successfully complete the course they will have knowledge and understanding of:
A1. Knowledge and understanding of the major characteristics of structural and functional theories of English grammar;
A2. Knowledge and understanding of a range of methods, analytical tools, concepts and metalanguage for describing and analysing English Grammar in use;
A3. Knowledge and understanding of insights into the grammar of English which can be applied to a range of real-life (including professional) contexts.
If students successfully complete the course, they will be able to:
B1. Describe major grammatical structures and patterns in English in use and relate these to meaning, purpose and context.
B2. Apply the analytical frameworks acquired through the module to the analysis, interpretation and evaluation of authentic spoken and written English texts in relation to their context.
B3. Acquire and synthesize information and ideas drawn from varied sources, and critically evaluate alternative explanations and arguments deriving from different theoretical paradigms and value positions.
B4. Argue a case in a grammatically principled way, using appropriate linguistic terminology, for a particular analysis/ interpretation/ evaluation of English language use in context.
B5. Engage with different interpretations of texts and relate abstract concepts and theories to specific texts.
C1. Assess the value of evidence critically (including simple statistical data);
C2. Make independent judgements;
C3. Construct coherent written arguments, supported by relevant evidence, appropriately referenced.
D. Key skills
D1. Identify and ask questions appropriately to explore issues within the field of English language studies;
D2: Construct coherent academic arguments, clearly relevant to the task and supported by linguistic evidence;
D3. Communicate complex information, arguments and ideas effectively using appropriate style and academic conventions;
D4. Find, critically evaluate and accurately use information and linguistic data in complex contexts;
D5. Select and use appropriate ICT tools to analyze data and extend your learning;
D6. As an independent learner, plan, monitor and evaluate your own learning and seek ways to improve your performance.
B5. Engage with different interpretations of texts and relate abstract concepts and theories to specific texts.
The module aims to:
Children's books and the critical material collected in the Readers are therefore a core academic resource for student' study of the field of children's literature and these are supplemented with a Study Guide, and some audio material (DVD), providing interviews with academics, authors and illustrators, publishers, librarians and children themselves, performances of children's literature and story-telling, film clips, facsimiles and images. Specific analytic skills are introduced via the 3 interactive tutorials on a DVD-Rom and students may develop their academic and personal response to specific texts through class discussions and assignments. The structured guidance and activities for each week in the Study Guide will enable students to coordinate their work on other elements as they progress through the module.
At the end of the module, learners will be expected to display:
A1: Knowledge and understanding of key critical and theoretical debates in the field of children's literature.
A2: Knowledge and understanding of the relationships between the historical development of children's literature and changing conceptions of childhood and of literature.
A3: Knowledge and understanding of the nature of children's literature as a site for ideological indoctrination and struggle.
A4: Knowledge and understanding of the importance of material conditions of production, circulation and consumption of children's literature.
A5: Knowledge and understanding of the changing construct of childhood reflected in children's literature.
B1: Analyse and critically evaluate arguments and evidence from a variety of sources, relating to particular theoretical and analytical approaches to the study of children's literature.
B2: Recognise the implicit and explicit assumptions within children's literature about different discourses on childhood.
B3: Demonstrate the ability to compare and contrast children's books from both thematic and critical perspectives.
B4: Use appropriate literary, critical, and linguistic terminology to describe and discuss specific theories, concepts and evidence.
B5: Synthesise information and ideas from different sources, including personal experience, in order to reach your own conclusions.
C1: Carry out literary, stylistic, and multimodal analysis of children's literature.
C2: Articulate arguments and develop a synthesis.
C3: Plan and undertake research, abstracting and synthesising information from a variety of sources
C4: Evaluate social, political, and ethical issues relevant to children's literature.
D1: Read academic and other texts critically, identifying and evaluating positions and arguments.
D2: Communicate complex ideas effectively in writing, using the appropriate academic genre and style.
D3: Construct a coherent argument, supported by evidence and clearly focused on the topic under discussion.
The module aims to :
Children's books and the critical material collected in the Readers are therefore a core academic resource for student' study of the field of children's literature and these are supplemented with a Study Guide, and some audio material (DVD), providing interviews with academics, authors and illustrators, publishers, librarians and children themselves, performances of children's literature and story- telling, film clips, facsimiles and images. Specific analytic skills are introduced via the 3 interactive tutorials on a DVD-Rom and students may develop their academic and personal response to specific texts through class discussions and assignments. The structured guidance and activities for each week in the Study Guide will enable students to coordinate their work on other elements as they progress through the module.
D3: Construct a coherent argument, supported by evidence and clearly focused on the topic under discussion.
A. Knowledge and understanding
A1: Develop their understanding of the main theories of foreign language learning.
A2: Develop their knowledge of the relevant research conducted in the areas of foreign language learning.
A3: Understand the role of the teacher as a facilitator of learning and knowledge.
B1: Develop awareness of the differences between the major theories of foreign language learning
B2: Develop an understanding of the teaching and learning strategies and methods associated with each theoretical framework.
B3: Learn where and when some aspects of the different theories /models of language learning may come together.
C1: Critically analyse the major characteristics of each foreign language learning model.
C2: Adopt and apply the best foreign language learning strategies in actual classroom cooperative and interactive learning settings.
C3. Develop an evaluative approach to their discourse analysis through an integrated understanding of language use in communicative contexts.
D. Key transferable skills
D1: Express themselves clearly when discussing issues related to theories of foreign language learning.
D2: Develop skills on working co-operatively with others.
D3: Develop enhanced self-awareness of and confidence in their own skills and how these skills might be disseminated and used in new situations.
A1. Engage in (plan, design, implement, and present) a small-scale research, thereby demonstrating an understanding of the research methods literature
A2. Develop awareness of the role of technology in enhancing research methods in EFL.
A3. Evaluate the appropriacy of particular approaches, methods, and techniques for data collection and data analysis in the chosen area of research, as channelled through the small scale research.
A4. Critically reflect on the process of carrying out research and on the development of their own researcher competence.
B1. Demonstrate understanding of research methods and ideas in their designated field.
B2. Critically evaluate the appropriacy of specific research methods and their compatibility with selected EFL topics
B3. Provide a rationale for the design of small-scale research.
C1. Use ICT to support relevant academic and researcher activities;
C2. Prepare a small-scale project on research methods.
C3. Write clear and coherent research reports
At the end of the module, learners should be able to:
D1. Organise and manage research effectively.
D2. Demonstrate enhanced academic and digital literacies including academic presentation, information processing (on- and off-line) and online networking.
D3. Show skills in critical evaluation and professional communication.
D4. Use autonomy and enhanced meta-cognitive strategies with regard to study skills and further professional development.
At the end of the module, students should be able to:
A1: Identify the historical development of methods and approaches in the teaching of English (receptive skills).
A2: Integrate listening and reading skills into inspiring and meaningful activities.
A3: Distinguish varied methods of organizing instruction (bottom-up and top-down).
A4: Recognize the current curriculum as a framework for professional development.
A5: Identify the tones of the English sound system and varieties of English.
A6: Recognize the grammatical structure of English and how meaning and vocabulary can be developed
B1: Define the listening process, reading skill, and vocabulary knowledge.
B2: Demonstrate understanding of the bottom-up and top-down approaches to developing students' mastery of a wide variety of listening comprehension strategies and reading skills.
B3: Show understanding of the various ways of implementing the inductive and deductive approaches to draw upon life experience in their students' mastery of reading strategies and skills that include: previewing, scanning, using contextual clues to get the meaning, finding the main idea, summarizing and making inferences.
B4: Facilitate diverse and differentiated learning activities that promote the development of students’ receptive language skills, including the educational use of digital learning tools
C1: Plan, implement and evaluate teaching, taking into account the diversity of the student group.
C2: Critically evaluate their own practices in relation to the current curriculum in English for the different school levels.
C3: Work independently on issues in the subject
C4: Specify the uses of computer and the Internet in language learning and teaching
D1: Reflect on their own learning and practices in relation to ethical values, and the institution's responsibility for the development of learners' language proficiency.
D2: Work independently and with others in identifying, analysing and solving problems related to pupils' learning and development in English receptive skills.
D3: Demonstrate knowledge of current methods of teaching listening, reading, and relevant vocabulary.
D4: Apply some methods for teaching listening, reading and relevant vocabulary.
The module aims to provide the learners with necessary skills through:
1. Promoting students' knowledge of the different methods of teaching productive skills in English as a foreign language.
2. Examining the different approaches and views on the nature of the productive skills and how these views are applied to materials and classroom tasks.
3. Improving students' language proficiency and their ability to produce and convey meaning through organized utterances.
4. Guiding the students on how to detect and effectively practice approaches of generating ideas and expanding them.
5. Promoting the students' knowledge of the uses of computers in language learning and teaching in light of Computer Assisted Language Learning (CALL).
6. Developing a lesson plan on the basis of the learnt methods of teaching productive skills.
7. Using interactive programs to promote learner autonomy of learning how to teach productive skills
A1: Identify the historical development of methods and approaches in the teaching of English (productive skills).
A2: Integrate speaking and writing skills through conducting brainstorming sessions.
A5: Demonstrate awareness of various cultural contexts and different methods of communicating in English.
A6: Recognize the language's grammatical structure and how speaking and mechanics of writing can be developed.
At the end of the module, students should be able to:
B1: Define the speaking ability, writing ability, and vocabulary knowledge.
B2: Demonstrate understanding of the bottom-up and top-down approaches to develop students' mastery of a wide variety of speaking situations and writing skills.
B3: implement the inductive and deductive approaches to draw upon authentic life experience in their students' mastery of a wide variety of speaking contexts and writing genres.
B4: Facilitate diverse and differentiated learning activities that promote the development of students' productive language skills, including the educational use of digital learning tools.
C1: Use updated methods of teaching EFL productive skills.
C2: Plan, implement and evaluate teaching, taking into account the diversity of the student group.
C3: Critically evaluate the students' own practices in relation to the current curriculum in English for the different school levels.
C4: Work independently on issues of teaching EFL productive skills.
C5: Specify the uses of computer and the Internet in language learning and teaching.
D2: Work independently and with others in identifying, analysing and solving problems related to students' learning and development in English.
D3: Demonstrate knowledge of current methods of teaching speaking, writing, and related vocabulary.
D4: Apply some methods for teaching speaking,
writing, and related vocabulary.
A1: Develop an understanding of the major benefits and challenges of using technology in the classroom.
A2: Develop knowledge of the basic computer skills and web search engines.
A3: Develop understanding of means of effective integration of technology into classroom practices.
B1: Demonstrate understanding of the benefits and challenges of using innovative technological means in learning.
B2: Carry out advanced online searches and incorporate information in assignments, lesson plans and projects.
B3: Use several E-learning portals, e.g. wikis, blogs, podcasts, etc.
B4: Evaluate the effectiveness of different technology types in the classroom.
C1: Identify user needs and have the ability to incorporate this knowledge in selecting, creating and evaluating class material and technology.
C2: Use recent teaching methodology, technical knowledge and practices.
C3: Carry out advanced web searches, and use effectively classroom facilities, smart board, etc.
C4: Design, implement and identify relevant technology and material appropriate for students' needs and proficiency.
D1: Use up-to-date technology and computing skills in other courses.
D2: Select, design and evaluate new teaching methodologies and tools in the other courses
D3: Assist other tutors in the creation of a more innovative class environment and tools.
A. Knowledge and understanding
By the end of this module, students should be able to:
A1: Demonstrate understanding of the theories and techniques of classroom management.
A2: Show understanding of the major technical, linguistic, behavioural, and intellectual principles needed in classroom management.
A3: Identify different practices and approaches to classroom management in relation to physical setting, resources, time, learners, and content management.
B1: Analyse different practices for particular classroom requirements.
B2: Design and carry out a variety of creative tasks for content material.
B3: Observe, analyse and document student behaviour to match an appropriate intervention strategy to vary class activities (or setting) in the desired direction.
C1: Plan and organize classroom instructional resources (computers, books, writing materials, reference material, manipulatives, creative constructive materials, etc.) to ensure their optimum use.
C2: Design the physical aspects of a classroom (furniture, areas, etc.) for ease of transition, use, safety and traffic flow based on effective designs presented in the literature and to establish classroom procedures to promote a
positive, effective learning environment.
C3: Construct a time management plan that includes various content areas, instructional strategies, grouping strategies, levels of energy use, etc. within large blocks of time
C4: Enhance the ability of individual students to master various learning styles
C5 : Use affective domain-based theoretical models for (1) setting and managing the emotional tone of a classroom, (2) managing the psycho-social atmosphere of the classroom and individual students, and (3) managing motivation of students to succeed in learning academic content, social skills, self-responsibility skills, and inter-relationship skills with other class members.
C6: Role-play effective and ineffective teaching behaviours as related to classroom management
By the end of this module, students should be able to:
D1: Demonstrate classroom managing skills needed for the success of the learning/ teaching process
D2: Show ability to cope with different teaching environments.
Teach learners how to construct essay and multiple-choice questions.
Upon the completion of this module, students should be able to:
A1: Demonstrate knowledge of a wide range of current ideas and methods in language testing.
A2: Relate current methods of testing to recent theories of language learning.
A3: Show competence in writing classroom tests and evaluating such tests.
A4: Use tests as research tools, e.g. by evaluating test items and by considering ethics.
By the end of the module, learners should be able to:
B1: Show knowledge of accountability and fairness in language testing.
B2: Develop awareness of the concerns of professional language test writers.
B3: Demonstrate awareness of the difference between validity and reliability in language testing.
C1: Display ability to assess productive skills (writing and speaking).
C2: Exhibit ability to assess receptive skills (listening and reading).
C3: Demonstrate necessary skills of assessing essays on topics in TEFL and other related areas.
D1: Write multiple-choice questions.
D2: Write short-answer questions.
D3: Weigh various types of questions.
D4: Evaluate test items.
A1: Demonstrate understanding of the requirements of teaching practicum in a TEFL class
A2: Develop knowledge of designing and implementing various lesson plans
A3: Understand the role of teachers in a TEFL class
A4: Develop knowledge of the reflective teaching practices in EFL
A5: Develop knowledge of designing and conducting various types of assessments
B1: Develop awareness of the need to vary teaching strategies in
relation to learners' needs
B2: Explain the requirements for pre-session, in-session and post session tasks
B3: Discuss the requirements of various lesson plans to reflect listening, comprehension, pronunciation, classroom interaction and drills.
B4: Develop different reflective strategies that critically and constructively discuss attempts at new approaches, methodologies, suggestions and outcomes.
B5: Develop an understanding of the role of different types of assessments.
C1: Demonstrate professional conduct: authority, language, appearance and attitude.
C2: Adopt and apply suitable foreign language teaching strategies in actual classroom.
C3. Demonstrate a reflective approach through an integrated understanding of classroom context and learners needs.
D1: Discuss with confidence issues related to TEFL.
D3: Develop an enhanced self-awareness of and confidence in their own skills and how these skills might be disseminated and used in new situations.
The Course Aims to:
A1. Identify previous relevant research to discover gaps in the scholarly literature;
A2. Identify the principles of academic ethics;
A3. Understand the key elements of a good quality research proposal;
A4: Understand how to develop and organise learners' thinking about key concepts and issues in the courses they learned;
A5: Identify the theoretical framework supporting the proposed topic;
B1: Propose a potential area for research in TEFL that fills the gap in the literature;
B2. Plan the design of the selected TEFL research topic;
B3. Develop the research statements with objectives and sub-questions;
B4. Match methodological choices to research questions;
B5: Develop relevant inclusive and well-structured literature review;
C1. Write a clear and coherent full MA proposal that demonstrates originality and innovation in the area chosen;
C2. Communicate effectively to present and defend their choice;
C3. Select research methods to address their research problem;
D1. Transform a broad topic/idea into a proper, feasible research proposal;
D2. Plan independent research proposal that follows the acknowledged standards of academic writing;
D3. Carry out systematic library search in scientific and other databases;
D4. Select and critique relevant research;
D5. Manage time and meet deadlines;
D6. Gain independent learning ability required for continuing professional development;
This module aims to provide students with training and knowledge in:
At the end of the module, learners will be expected to have knowledge and understanding of:
A1: a range of research tools and methods appropriate to postgraduate study in TEFL;
A2: the importance of textual and bibliographical study in postgraduate work in TEFL;
A3: how contemporary developments in EFL theory bear upon the practice of TEFL research at postgraduate level;
By the end of the module, students should be able to:
B1: engage critically with a range of TEFL/applied linguistics topics and complex critical, theoretical and pedagogic material;
B2: contribute in an informed way to current debates on the domain of teaching English as a
B3: enhance students' logic and reasoning capacity.
B4: Use feedback and actively engage with their studies.
B6: make their own glossary of terms or timeline of dates.
C1: construct and present sophisticated, coherent and persuasive written and oral arguments;
C2: collect, sift and organise substantial bodies of material, and evaluate their significance;
C3: plan and write a substantial piece of work, presented with appropriate scholarly apparatus and acknowledgement of the work of others;
C4: use a research library and a range of electronic information resources.
C5: develop their reading and note-taking skills.
C6: keep their academic and professional skills up to date.
D1: design a programme of independent research and writing;
D2: use feedback from their tutor and fellow students and other resources effectively to improve their performance;
D3: use ICT resources for postgraduate research;
The module aims to help students:
Develop effective language communication skills applicable to various situations.
Understand and differentiate between diverse writing styles and contexts.
Enhance critical thinking and comprehension abilities for analyzing and interpreting texts.
Build the capacity to construct well-organized and context-appropriate written texts.
Evaluate texts and arguments with clarity and precision.
Produce focused, coherent, and professional written outputs.
Cultivate logical reasoning and problem-solving skills transferable to academic and professional environments.
A1: Demonstrate effective language communication skills in various situations.
A2: Distinguish between different writing styles in diverse contexts.
B1: Apply essential skills to comprehend texts effectively.
B2: Develop writing texts in accordance with specific requirements.
C1: Analyze texts and evaluate various arguments.
C2: Produce clear and focused written texts.
D1: Cultivate logical thinking and problem-solving skills.
At the end of the module, learners will be able to:
A1: Demonstrate proficient language communication skills both in productive and receptive skills.
A2: Understand reading and writing genres to appreciate context and style.
B1: Apply subskills to decode lengthy reading texts.
B2: Produce writing according to prescribed mechanics and templates
C1: Analyse texts and rhetoric to understand meaning and context.
C2: Use a variety of vocabulary and language structures in productive and receptive skills.
D1: Demonstrate advanced reading and writing abilities
The module aims to provide the learners with necessary information on:1. Identifying different rhetorical modes/essay types, essay structure and paragraph structures presented through authentic readings and graded series of activities.2. Integrating reading and writing by transferring and utilizing the content, vocabulary and organization of an authentic reading passage into their own writing.3. Writing a well-organized essay guided by sample essays and exercises that gradually acquaint the students with the steps of writing an academic essay.4. Producing an accurate polished piece of writing, that is almost free from errors related to sentence structure, use of suitable connectors, pronoun use and other errors related to the mechanics of writing.5. Editing their own and their peer's writing making use of peer-review activities, editing exercises and editing checklists.6. Writing an in-class essay within a limited period of time being trained on in the timed essay writing activity at the end of every chapter.
A. Knowledge and understanding At the end of the module, learners will be expected to:
A1. what writing an essay involves.
A2. the structure of paragraphs and essays.
A3. techniques of generating ideas and peer consultation.
A4. the basic sentence structure and mechanics of writing an academic essay.A5. different errors related to sentence structure, pronoun use, verb tense consistency and other errors related to the mechanics of writing.A6. means of editing and correcting their own writing.
A7. how to provide feedback on their peer's writing in relation to content, organization, and language issues.
B1. acquire information on how to produce well developed, organized and coherent essays.
B2. develop their ability to write essays using appropriate grammar and varied vocabulary items relevant to the topic.
B3. improve their analytical and critical thinking skills through the continuing process of preparing for the essay that starts with stimulating ideas through class discussions, reading and researching.
B4. be able to observe how language works in the sample essays, editing exercises and feedback.
C1. be fully aware of the different stages of writing an academic essay.
C2. acquire the skills of writing a well-structured, organized, coherent essay.C3. write a text in appropriate grammar and vocabulary relevant to the written assignment.C4. edit their own and their peer's essays making use of the editing checklists and exercises presented in the course.C5. Use communication tools, such as recordings, telephone-conferencing and ICT-based tools.
On completion of the module, you will be expected to:
D1. develop better writing skills through observing the different processes of writing an essay.D2. identify relevant material from a variety of sources, including multimedia material
D3. utilize knowledge and skills of writing structured, relevant, coherent essays and transfer them into more advanced written assignment of the core courses.
D3. improve written language and expand vocabulary through the different readings, researching, language activities and editing exercises introduced in the course.D4. make use of feedback from tutors to improve their writing skills.D5. develop confidence in writing an assignment within a limited time gained from the in-class timed writing tasks.D6. Present sustained and persuasive arguments cogently and coherently.
C7. Use information technology skills to access, store, manage and present data effectively.
The module aims to provide the learners with necessary skills trough:
1. Providing the students with opportunities to draw upon life experience in their mastery of a wide variety of reading strategies and skills that include previewing, scanning, using contextual clues to get the meaning, finding the main idea, summarizing and making inferences.
2. Improving the students' language proficiency and the students' ability to decode and process meaning.
3. Helping the students become independent learners by taking the responsibility of building their own vocabulary repertoire
4. Guiding the students to notice and effectively practice new vocabulary items as they encounter them.
5. Enhancing students' academic proficiency by highlighting the reciprocal relationship between reading comprehension and reflection writing.
A1. demonstrate understanding of any given reading passages by responding correctly to its tasks and activities individually or in groups.
A2. show knowledge and understanding of the learned reading strategies.
A3. show recognition of the various “meanings" of words to reach a better understanding of the context and the written word.
A4. reveal awareness of appropriate language structures and vocabulary items suitable for different contexts and situations.
B. Cognitive skillsAt the end of the module, learners will be expected to:B1. search for and collect specific data related to the topics under discussion.
B2. draw conclusions for the discussed topics based on the collected data and analyzed information.
B3. incorporate in writing the words learned in real life scenarios.
B4. improve the analytical and critical thinking skills through the identification of possible “meanings".
B5. analyze language functions used and identify useful language expressions.
C. Practical and professional skillsAt the end of the module, learners will be expected to:
C1. communicate in English orally and in writing on diverse occasions.
C2. identify problems in the given topics and provide creative solutions.
C3. give oral presentations using power points, flipcharts, pictures, role plays, etc. to discuss what has been read orally.
C4. assess the work done using self/peer-assessment.
D1. enrich vocabulary repertoire through exploring new assigned topics and writing on those topics
D2. develop communicative confidence (as reader and writer)
D3. discuss all posed topics, problems, provided solutions and drawn conclusions.
D4. develop effective presentation skills that would enhance self-confidence.
The course provides the learner with information on:
A.1) know appropriate structures for different social contexts and situations.
A.2) recognize the various non-verbal techniques to support verbal communication.
A.3) understand questions which require short or extended answers.
A.4) understand how language is used strategically for different purposes.
B. Intellectual/ Cognitive/ Analytical Skills
B.1) produce unified speeches with clear ideas/clear language.
B.2) develop the ability to reproduce orally the substance of a text/ passage of English after having heard it or read it.
B.3) improve their analytical and critical thinking skills through the development of well thought-out arguments in discussions and presentations.
B.4) be able to observe how language works to portray roles and speaker identities.
C.1) be fully aware of the different levels of formality in given situations/ contexts.
C.2) anticipate the responses of others in the chosen options.
C.3) be able to deliver a well-prepared presentation.
C.4) be able to acquire group skills and accordingly appreciate team work.
D.1) develop better oral skills through class discussions and situation-based activities.
D.2) develop a sense of participation and group work.
D.3) expand their vocabulary through exploring new assigned topics and class discussions of students' own presentations.
D.4) develop communicative confidence, negotiation ability and the expression of intensions.
4. Prepare them for the more advanced language courses in the BA programme in English Language and Literature
A2. learn the phonetic component which deals with English sounds
B5. Be familiar with lexical semantics: synonyms, antonyms, hyponyms, homonyms, metaphor, phrasal verbs, connotations and collocations;
The EL121 course allows the students to distinguish between different literary genres and to recognize their major similarities and differences. It helps them to explore various ways of reading literary works, using author-, reader-, and text-oriented approaches. It aims to enhance students' research and communication skills through presentations, and reading and writing skills through assignments and assessment. The EL121 course mostly aims at developing students' reflective reading that hones their analytical and critical skills.
Literature and Ourselves is the core textbook for the EL121 module. Its introduction aims to acquaint students with various genres and their literary elements and concepts, as well as different reading approaches. The textbook offers a rich selection of texts belonging to all genres and ends with exhaustive appendices on critical approaches to literature, on writing a research paper, and a glossary of literary terms and concepts.
At the end of the course, learners will be expected to:
A1. Read and discuss an array of primary and secondary sources.
A2. Build an understanding of ideas and concepts of selected topics.
A3. Develop, support and explain main ideas.
A4. Combine information from sources to create a first draft.
B. Cognitive & Critical skills
At the end of the course learners will be expected to:
B1. Narrow down and focus on selected research topic.
B2. Develop a reflective awareness of research-related sources they read by writing questions and comments in the margins in pursuit of their research enquiry.
B3: Develop an evaluative approach to their writing as well as texts written by others.
B4. Develop a thorough understanding of the different subjective responses to a text that come in the form of: an opinion, perception or an insight about an idea or ideas in the read text(s).
B5. Develop a contextual awareness of the use of quotations, paraphrases and summaries.
B. Practical and professional skillsAt the end of the course, learners will be expected to:
C1. Write a research thesis statement.
C2. Develop a research paper outline.
C3. Practice techniques of citing evidences; such as quoting, paraphrasing and summarizing.
C4. Develop a Works Cited Page using Harvard Documentation Style.
C5. Develop their ability to draft, edit and polish a research paper.
A1: Develop their understanding of different types of discourse.
A2: Develop their understanding of the discourse tools and strategies
A3: Develop their understanding of discourse analysis as process and product.
B1: Develop students' awareness of the difference between written and spoken discourse.
B2: Develop their awareness of different important discourse perspectives.
B3: Develop their skills of analysing features of spoken and written discourse.
B4: Develop understanding of how language is planned and produced with appropriate tools (such as intonation, layout, structure and linguistic strategies of cohesion/coherence).
C1: Be able to practise text analysis as a basic step in the process of discourse analysis.
C2: Develop skills in working co-operatively with others which provides a valuable experience in its own right.
D1: Communicate ideas clearly and appropriately in relation to various levels of discourse analysis.
D3: Learners will have developed an enhanced self awareness of and confidence in their own skills and this can be reflected on how these skills might be used in new situations.
EL230 will give students an idea of how American Literature developed over the centuries from simple chronicles, diaries and lyric poems to complex literary forms and styles. This survey course will show that American Literature, as any national Literature, not only reflects, but also takes part in the historical and cultural making of the American nation. EL230 will further students' understanding of the central role of language and genre in the creation of meaning; develop students' skills of analysis and interpretation of both literary texts and critical literature. EL230 will develop the skills and knowledge acquired by students in humanities and literature; particularly through:
a. The development of students' specialist knowledge, conceptual frameworks and terminology.
b. The development of students' critical and analytic skills in relation to primary texts.
d. The further development of students' ability to critically evaluate and synthesise ideas from a range of sources.
e. Further development of students' ability to present clearly evidenced and constructed arguments in writing.
A Knowledge and understanding
At the end of the module, learners will be expected to have:
A1. A broad overview of American Literature and the different stages of its development
A2. An understanding that both History and Literature are themselves interpretations and evaluations of America's past and present.
A3. An appreciation of American cultural evolution within the larger context of Western Civilization.
At the end of the module learners will be expected to be able to:
B1. Trace the influence of historical events on writings
B2. Distinguish between mainstream and ethnic writings
B3. Relate literary concepts to works
B4. Apply characteristics of movements and schools to works
B5. Analyse literary and non-literary texts.
At the end of the module, learners will be expected to be able to:
C1. Browse material and on-line sources
C2. Develop research skills
C3. Relate the course to other courses
C4. Meet deadlines and work in a team
D1. Engage in reflective reading and critical debates of literary and non-literary texts.
D2. Make use of the proper key concepts and literary terminology
D3. Produce a well-sustained argument supported by textual and critical evidence that keeps the work focused and coherent.
EL240 module aims to develop the students' attributes of communication skills by expressing themselves in performance and in writing, their presentation skills, by performing selected scenes and giving class presentations, their team-working skills, by participating with class mates in group research presentations and performances, their reading skills, by using a range of approaches to tackle different dramatic subgenres, their analytical abilities, by interpreting and theorizing about the meanings of texts and performances and their writing abilities, by preparing assignments using the essay structure and the elements, genres, styles and conventions of drama.
The Longman Anthology of Modern and Contemporary Drama: A Global perspective is the core textbook for the EL240 module. Its headnotes introduce each playwright and the historical and stylistic context of the play. Its commentaries and showcases provide brief history lessons on theater companies; sum up historically important plays that influenced the development of modern drama and cultural phenomena of particular plays to reveal the very impulses that contributed to the development of theater. The appendix offers a glossary that defines principal terms and key concepts. Supplements come in the form of e-resources and websites and in shrink-wrapped hard copies that intend to guide students to write play reviews.
A1: Knowledge and understanding of the cultural and historical background of the modern and postmodern drama.
A2: Knowledge and understanding of several influential styles of representative plays.
A3: Knowledge and understanding of the relationships between the different movements (isms) the plays exemplify.
A4: Knowledge and understanding of dramatic texts and performance practices as insights into human experiences in the context of social history.
A5: Knowledge and understanding of the rituals and folk customs that enhance our understanding of the human need to create theatre and specific plays.
A6: Knowledge and understanding of the elements, genres, styles and conventions of drama.
B1: Analyse and critically evaluate the effect of the major three eras on the development of new movements in drama.
B2: Recognise the professional approach to theatre production, rehearsal and performance.
B3: Demonstrate the ability to compare and contrast dramatic works whether chronologically, thematically or stylistically.
B4: Use key concepts and appropriate literary jargon for the discussion of plays and subgenres.
B5: Synthesise and cultivate research and independent study to develop personal and creative skills.
C1: apply various analytical and critical strategies to modern plays as texts and performances
C2: reflect on political, racial and ethical issues in the construction and performance of modern dramatic literature
C3: research and evaluate the key concepts across a variety of modern dramatic literature within a global perspective.
C4: identify and explain variances in dramatic presentation and performance from the precursors of modern drama to the postmodern drama.
D1: Engage in reflective reading and critical debates within theatre practice
D2: Make use of the proper key concepts and literary terminology akin to the dramatic genre.
D3: Produce a well-sustained argument supported by textual and critical evidence that keeps the work focused and coherent.
1. identifying different traditional and modern methods of teaching English as a foreign language
2. integrating Contextualized Instruction into classroom practices
3. integrating Thematic Instructions into classroom practices
4. adopting content-based and task-based instruction models
5. incorporating all the learned approaches and instructional models to design a lesson plan for teaching the flour language skills
6. designing an assessment plan for assessing English language learning and teaching
7. designing a classroom management plan
On completion of the module, you will have knowledge and understanding to:
A1. demonstrate knowledge of different traditional and modern methods of teaching English as a foreign language.
A2. show knowledge and understanding of the stages of designing a contextualized thematic lesson plan with a variety of activities.
A3. reveal awareness of the importance of developing 21st century language skills that suit current contexts and situations.
A4. show recognition of the importance of providing feedback and assessment on the students' performance in any activity.
A5. demonstrate recognition of the classroom management plan.
B1. search for and collect specific data related to the methods of TEFL.
B2. draw conclusions for TEFL discussed methods and models based on the collected data and analysed information.
B3. acquire information on how to integrate the different approaches and strategies into classroom practices.
B4. improve the analytical and critical thinking skills through the process of preparing a lesson plan that starts with stimulating ideas through class discussions as a warm-up, then presenting, practicing and producing the intended learning outcomes in the target language.
B5. acquire information on how to analyse and assess methods and language functions used in the lesson plan.
B6. recognize how to develop a classroom management plan.
C1. communicate in English orally and in writing to integrate different approaches and strategies into developing classroom practices.
C2. analyse and practice implementing the sub-skills involved in listening and speaking.
C3. analyse and practice implementing the sub-skills involved in reading and writing.
C4. give oral presentations using power points, flipcharts, pictures, role plays, etc. to give a demo class presentation of the designed lesson plans.
C5. assess the work done using different assessment principles.
C6. use communication tools, such as recordings, telephone-conferencing and ICT-based tools.
C7. develop a classroom management plan
Literary theory is an integral part of studying literature. This module introduces English language and literature students to basic literary concepts and theoretical schools covering both the formal and the non- formal approaches to analysing literary texts. The course allows students of ELL program to identify and differentiate between current prominent literary schools and concepts. The course presents briefly major critical approaches to literary works including New Criticism, Structuralism, Marxism, psychoanalytical-criticism, feminism and postcolonial criticism among others. It illuminates complex critical concepts by briefly highlighting their principles, seminal works and main critics. The course also offers discussions of how specific critical theories allow different readings and interpretations of literary works.
At the end of the module, learners will be expected to show:
A1. Knowledge of the complexity and intricacies of literary theories.
A2. Understanding of the characteristics of each of the literary schools discussed.
A3. Understanding of the possible interpretations of literary texts offered by different schools
A4: knowledge of the basic tenets of critical schools
B1: Evaluate theoretical and analytical approaches.
B2: Compare and contrast the different interpretations of literary texts based on specific theoretical approaches.
B3: Use appropriate critical and literary terminology to discuss specific theories and concepts.
B4: Synthesize information from different sources
C1: Analyze texts from the perspective of literary theories.
C2: Draw conclusion based on solid evidence.
C3: Present an argument supported by evidence from sources.
C4: Use appropriate vocabulary in analysis of texts set in English literature.
D1: Use the computer to enhance learning skills.
D2: Communicate effectively in English.
D3: Write essays following academic conventions.
The module aims to:
1. Develop efficient language acquisition skills through action-based learning.
2. Enable students to act and interact in French-speaking environments.
3. Provide structured learning through real-world business scenarios, cultural references, and authentic videos.
4. Strengthen linguistic autonomy through a progression of exercises and activities.
5. Raise communicative competence in both written and oral French.
B4: Develop problem-solving skills through the interpretation of different linguistic expressions in context.
B5: Analyse key language functions and structures used in daily and professional interactions.
• D1: Expand their vocabulary repertoire by exploring new topics and practicing writing.
• D2: Develop confidence in French communication (both oral and written).
• D3: Engage in discussions about personal and professional topics in French.
• D4: Enhance presentation skills through structured oral activities.
• D5: Use online learning platforms, dictionaries, and multimedia to improve comprehension and fluency.
• D6: Identify and use relevant resources for independent learning.
Enhance communicative competence in both written and spoken French
This course aims to provide students with knowledge of the achievements of Islamic civilization and its impact on Western civilization during the Middle Ages through a series of objectives associated with each unit.
This course aims to provide students with knowledge of key development issues in the Arab world through a series of unit-specific objectives.
A1: Develop an understanding of the history and development of English, and its contemporary role alongside other languages in a globalised world.
A2: Develop a critical appreciation of the contemporary uses of English in conjunction with other modes of communication in a range of social, cultural, political and educational contexts.
A3: Develop knowledge of the key linguistic tools and terminologies for the analysis and evaluation of spoken, written and digital texts, including collected examples.
A4: Develop a perspective on English language experiences, including aspects of communication skills.
B1: Develop awareness of the stages of the processes associated with the spread of English, highlighting its links with colonialism and the role that people, cultures and technologies have played in this spread.
B2: Understand how language varies between individuals and also in different institutional, cultural and national settings.
B3: Discuss the benefits of diversity and its implication in discrimination.
B4: Develop an understanding of the use of varieties of English in social, educational and work-based contexts around the world.
B5: Develop different reflective strategies that critically and constructively explore global political issues associated with the spread of English; such as migration, political protest, and attempts to 'decolonise' the curriculum
C1: Demonstrate awareness of the diversity of factors, practices and interpretations associated with the spread of English in the world.
C2: Adopt and examine examples of speech and writing from a variety of global contexts and genres, including literature, poetry, song, film, political speeches and advertising.
C3. Demonstrate a reflective approach through an integrated understanding of the significance and power of English in social, cultural, and economic life.
C4. Demonstrate awareness of the social and economic opportunities opened up by English, and the implications for those people who don't have access to the language.
D1: Discuss with confidence issues related to the position of English in the world, factors contributing to its spread, and negative and positive views on the matter.
A1: Develop their understanding of the importance of translation to overcome linguistic barriers.
A2: Develop their understanding of some basic translation notions such as equivalence, transference of meaning, etc.
A3: Develop their understanding of some basic translation types and translation difficulties.
B1: Develop awareness features about types of meanings.
B2: Develop awareness of the difference between written translation and oral interpretation.
B3: Demonstrate understanding of important translation terms and notions.
B4: Develop awareness about some linguistic and cultural difficulties in translation.
C1: Interpret text meanings as a basic step in the process of translation.
C2: Carry out the necessary transformations when translating sentences, idioms, and relatively short texts between English and Arabic.
D1: Have acquired some basic skills in the analysis of meaning.
D2: Have acquired some basic translation skills.
D3: Enhance self- awareness and confidence in their own translation skills, and the skill of interactive and cooperative learning.
The module aims to:
A. Knowledge and understanding:
A1. Understand the resemblances and differences between English and Arabic grammatical categories.
A2. Understand the nature of both grammatical systems (English and Arabic) as to similarities and differences.
A3. Understand the contribution of structure to meaning, and its importance in translation.B. Cognitive skills
B1. Develop awareness of grammatical notions and categories in English and Arabic.
B2. Develop awareness of comparative and contrastive features in English and Arabic.
B3. Develop analytical skills of grammatical analysis in English and Arabic.
C1. Use grammatical rules correctly in Arabic and English.
C2. Analyse grammatical structures in Arabic and English.
C3. Develop awareness on how to benefit from their acquired grammar skills in the process of translation.
D1. Demonstrate ability to understand comparative and contrastive aspects of grammatical structures in both English and Arabic as to word order, passive voice, nominal and verbal structures, condition, etc.
D2. Show ability to recognize structural ambiguities and how to resolve them.
D3. Show ability to apply their acquired skills to translating.
This module aims to:
Equip students with the necessary analytical skills to examine the artistic and stylistic structure of a text in order to restructure it.
A1. Recall the knowledge acquired on writing and its educational and cultural data.
A2. Define the act of writing and its function in the light of communication theory.
A3. Develop some knowledge of the stylistic features of texts of different genres.
A4. Be involved in the understanding of the content of texts of different genres.
B1. Be cognizant of the fundamentals of writing skills.
B2. Develop an awareness of the genre features of various text types.
B3. Develop critical thinking and analytical skills.
B4. Develop reading and writing abilities to go beyond the revision of the original text to discover relations between languages and cultures in order to reconstruct the translated text.
C1. Have the basic knowledge of various creative genres and their stylistic features.
C2. Analyse written text to identify their different genres.
C3. Produce linguistically correct written texts that are characterized by academic quality.
D1. Be able to apply their acquired skills and knowledge to achieve success in a multicultural community.
D2: Acquire some basic knowledge of how to evaluate written texts and translations.
D3. Be functionally capable of using their writing skills in letter writing and scientific research.
A. Knowledge and understanding:
A1. Show understanding of the possible uses of translation technology, and its limitations.
A2. Understand the mechanism of CAT through a relevant software product.
A3. Demonstrate awareness of the role of CAT in creating electronic translation memories that can help translators and save much time.B. Cognitive skills:
B1. Develop awareness of the practical benefits of CAT to translators, and learn how to benefit from some basic tools such as Translation Memories.
B2. Demonstrate reflective awareness of the role of CAT in interactive translation and teamwork.
B3. Acquire the skill of applying CAT software under the guidance of the tutor.
C. Practical and professional skills:
C1. Use some simple CAT translation functions.
C2. Learn about using Translation Memories. C3.Become familiar with a number of selected CAT software productsD Key transferable skills :
D1. Show some ability in using relevant software products.
D2. Demonstrate interest in working with technology.
D3. Develop some basic technology skills related to CAT.
A. Knowledge and understanding:
A1. Understand the basic principles and techniques for translating different types of texts.
A2. Understand the strategies and procedures of translating business texts from source language to target language.
A3. Understand the impact of text type and function on translation.
B. Cognitive skills:
B1. Develop their skills in translating different business texts.
B2. Develop reflective awareness on the issues surrounding text types and function in translation.
B3. Apply appropriate strategies and procedures in translating business texts.
C. Practical and professional skills:
C1. Analyze text types and functions.
C2. Reproduce business texts in Arabic and English.
C3. Develop awareness and ability to select appropriate translation strategies and procedures.
D Key transferable skills :
D1. Reproduce business texts in the source and target language.
D2. Show confidence in using different strategies and processes in translation.
D3. Develop appropriate resources and approaches in translating business texts.
On successful completion of this course, students will be able to:
A1. Translate official and legal texts, contracts, treaties, leases, etc, from English into Arabic and vice versa.
A2. Use and understand the correct meanings of relative terms and concepts.
A3. Identify the basic features of Legal language used in translation.
A4. Demonstrate ability to use both SL and TL in Legal discussions. B. Cognitive skills:
B1. Develop their skills of analysing official and legal texts to be translated.
B2. Reflect an awareness of issues surrounding the acts of writing and translating.
B3. Develop an evaluative approach to their writing as well as original official and legal texts written by others.
B4. Demonstrate ability to draft, edit and polish original official and legal texts.
C. Practical and professional skills:
C1. Interact with the interactive process of re–reading and re-writing as they will be encouraged to see the relationship between the different types of official and legal texts.
C2. Work on analytical tasks within a restricted time –scale.
C3. Engage with analysing different official and legal texts.
C4. Develop skills in working cooperatively with others which provides a valuable experience in its own right.
D1: Communicate ideas clearly and appropriately to their subject, purpose and audience.
D2: Work cooperatively with others while translating official and legal texts.
D3: Develop an enhanced self-awareness and confidence in their own transferable skills.
A1. Understand the meanings of high-frequency terms and expressions used in mass media publications and forums.
A2.Recognise the stylistic and linguistic features of written media text format.
A3. Understand the semiotics or multimodality of Radio and TV reports.
4. Train students on subtitling film scripts.
A5. Understand the nature of difficulties involved in translating media texts in cross-cultural encounters.B. Cognitive skills:
B1. Develop reflective awareness of the different media genres.
B2. Develop awareness of the skills needed for analysing media texts and subtitling film scripts.
B3. Develop interest in collaborative skills and teamwork needed for working with media genres.
B4. Understand the importance of socio-cultural context in media texts' interpretation and reproduction in translation.
B5. Develop collaborative skills and strategies.
C1. Develop strategies needed for translating media texts and subtitling film scripts.
C2. Develop ability to deal with the flow of information from electronic and conventional sources.
C3. Develop awareness of the appropriate translation strategies
usually used in translating media texts.
C4. Develop ability to apply appropriate translation strategies.
C5 .Train students to create a subtitling file in all its phases.
This includes, spotting, synchronization, captioning and translation.
D1. Develop ability in translating some written media texts and subtitling film script.
D2. Develop ability in translating some radio and TV reports.
D3. Use the problem-solving strategies involved in media translation.
D4. Develop ability to evaluate translated media texts.
A1. Understand the processes involved in consecutive and simultaneous interpreting and the differences between them.
A2. Understand the various linguistic and cultural knowledge and translation skills needed for consecutive and simultaneous interpreting.
A3. Understand the main principles and strategies of translating and interpreting.
A4. Expand students' repertoire of specialized terminology on specialized topics and themes.
B1. Develop relatively better concentration and faster memory retrieval processing.
B2. Improve ability to summarize meanings and texts.
B3. Develop knowledge of various interpretation techniques.
B4. Identify common errors and pitfalls committed by interpreters to avoid them.
C1. Perform consecutive interpreting for short texts from a number of genres.
C2. Concentrate under some degree of pressure such as noise.
D1. Develop some confidence in interpreting short and simple Arabic and English texts.
D2. Reinforce key interpreting skills and strategies.
D3.Overcome the challenges associated with interpreting.
Engage students in the translation of some simple political and diplomatic texts and documents.
A1: Develop some knowledge of the genre of political and diplomatic texts.
A2: Develop some knowledge of the basic terminology used in translating political and diplomatic texts.
A3: Develop some knowledge of the strategies used in translating political and diplomatic texts.
A4: Be involved in the translation of political and diplomatic documents.
B. Cognitive skills:At the end of the module, learners will be expected to:
B1. Be cognizant of some basic terminology used in the translation of different types of political and diplomatic documents.
B2. Develop an awareness of the genre features of political and diplomatic language such as connotations and artistic language play.
B3. Develop an awareness of how political and diplomatic texts relate to socio-cultural contexts.
B4. Develop an awareness of indirect or hidden ideologies in political and diplomatic texts.
C1. Have the basic knowledge of the political and diplomatic genres and specific features.
C2. Translate simple political and diplomatic texts.
D1. Be able to apply their acquired skills and knowledge in the translation of political texts.
D2: Acquire some basic knowledge of how to evaluate the translation of a political text.
A1. Understand in-depth a certain translation domain.
A2. Develop deeper understanding of the similarities and differences between the source language (SL) and the target language (TL) in relation to the relevant translation domain under study.
A3. Acquire deeper insight in relation to the translation of such domains.
A4. Discuss the differences between copyediting and proofreading, and revision for English and Arabic texts.B. Cognitive skills:
B1. Comprehend a richer jargon in translation.
B2. Develop better skills in analyzing ST meanings and producing quality equivalent translations.
B3. Apply newly-learnt theoretical knowledge in the process of translation that will positively reflect on the output.
C1. Demonstrate better ability in translating specialized texts.
C2. Reflect more professional knowledge and experience in translating relevant texts between Arabic and English.
C3. Show confidence in their capabilities to translate.
C4. Apply copyediting and proofreading, and revision to monolingual and bilingual texts.D Key transferable skills :
D1. Communicate and translate effectively as bilingual and bicultural professionals in Arabic and English, both in the spoken and written forms.
D2. Develop better understanding of the SL and TL.
D3. Develop the necessary interpersonal skills and professional ethics for a career in translation and / or interpretation.
A major aim of the course will be to enable students understand and apply the tools necessary to observe and account for the diversity of the English language both at the level of the individual speaker and in larger institutional, cultural and national contexts. Spoken, written and multimodal texts from a variety of contexts and genres, including literature, songs, politics and advertising, will be examined. The significance and power of language in social and economic life will be explored in countries where English is the majority language such as England and the USA, and in countries where it exists alongside one or more other languages such as India or South Africa. An important teaching point will be the question of ownership of English and the ideologies that accompany that notion.
At the end of the module, learners will be expected to display understanding of:
A1. The history of English, its development as a global language and debates surrounding its contemporary role in a range of international social and cultural contexts;
A2. How people learn and use English in a range of contexts;
A3. How the English language works and how it may be described;
A4. The nature of linguistic evidence and ways in which it may be collected and analysed.
B1. Develop and practice skills of analysing spoken, written, and multimedia texts;
B2. Identify and evaluate competing arguments and theories
B3. Interpret and critically evaluate linguistic evidence in the light of alternative explanations, arguments and theories.
C1. Find, synthesise and organise information from a variety of sources (including electronic resources), and critically evaluate its significance;
C2. Communicate information, arguments and ideas effectively using appropriate styles and language for your audience: for example, writing academic essays for your tutor, or communicating with other students via electronic means;
C3. Plan, monitor, and review your progress as an independent learner, including making use of feedback from your tutor;
C4. Understand and interpret basic data in the form of maps, graphs and tables.
D1. Reflect critically on your own linguistic experience and relationship to the English language;
D2. Recognise and select appropriate genres of written text and registers of spoken language for personal and professional purposes
A major aim of the course will be to enable students understand and apply the tools necessary to observe and account for the diversity of the English language both at the level of the individual speaker and in larger institutional, cultural and national contexts. Spoken, written and multimodal texts from a variety of contexts and genres, including literature, songs, politics and advertising, will be examined. The significance and power of language in social and economic life will be explored in countries where English is the majority language such as England and the USA, and in countries where it exists alongside one or more other languages such as India or South Africa. An important teaching point will be the question of ownership of English and the ideologies that accompany that notion.
