A112A aims to:

• Explore​ examples of art and literature to develop an understanding of how people are inspired by ancient places, including thos​e who encountered them in the eighteenth and nineteenth centuries.

• Engage learners in exploring how writing involves a journey of discovery, as well as how contemporary writers have used their experiences of real-life journeys to evoke a sense of place and to write about home

• Introduce learners to some of the principle skills of creative writing, including how to read as a writer and the essentials of structure, character construction, language, and setting.

• Demonstrate how texts, which are deeply rooted within the cultural contexts in which they were written, can still have much impact on us today.

• Explore cultures with reference to the module's four subject areas: art history, classical studies, creative writing, and English literature.
• Help learners develop analytic skills in relation to placing ancient cultures through looking at evidence from different ancient places to underline what was important to the people of the ancient world, as well as why ancient places continued to have cultural relevance in later centuries.
• Guide learners to critique the techniques that artists have used to show how works of art have been used to represent power as well as to challenge it.

Explore texts which began as 'popular' works but which have come to be regarded as 

• 'classics' of English literature.

• Build critical skills that can help learners identify the characteristics that make a classic text​
  

The module aims to:

• Explore​ examples of art and literature to develop an understanding of how people are inspired by ancient places, including thos​e who encountered them in the eighteenth and nineteenth centuries.

• Engage learners in exploring how writing involves a journey of discovery, as well as how contemporary writers have used their experiences of real-life journeys to evoke a sense of place and to write about home

• Introduce learners to some of the principle skills of creative writing, including how to read as a writer and the essentials of structure, character construction, language, and setting.

• Demonstrate how texts, which are deeply rooted within the cultural contexts in which they were written, can still have much impact on us today.

• Explore cultures with reference to the module's four subject areas: art history, classical studies, creative writing, and English literature.
• Help learners develop analytic skills in relation to placing ancient cultures through looking at evidence from different ancient places to underline what was important to the people of the ancient world, as well as why ancient places continued to have cultural relevance in later centuries.
• Guide learners to critique the techniques that artists have used to show how works of art have been used to represent power as well as to challenge it.

Explore texts which began as 'popular' works but which have come to be regarded as 

• 'classics' of English literature.

• Build critical skills that can help learners identify the characteristics that make a classic text​
  

The module aims to:

• Engage learners in exploring how writing involves a journey of discovery, as well as how contemporary writers have used their experiences of real-life journeys to evoke a sense of place and to write about home

• Introduce learners to some of the main skills of creative writing, including how to read as a writer and the essentials of structure, character construction, language, and setting.

• Demonstrate how texts which are deeply rooted within the cultural contexts in which they were written, can still have much impact on us today.

• Explore cultures with reference to A112T's main subject areas: art history and  creative writing.
• Help learners develop analytic skills in relation to placing ancient cultures through looking at evidence from different ancient places to underline what was important to the people of the ancient world, as well as why ancient places continued to have cultural relevance in later centuries.
• Guide learners to analyse critically the techniques that artists have used.

• Build critical skills that can help learners identify the characteristics of different texts.​
  
  

​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 

At the end of the module, learners should be able to:   

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.​  

D Key transferable skills  

At the end of the module, learners should be able to:  

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:

• Develop the habit and skill of writing.

• Examine a range of strategies in developing creative writing
• Introduce the role of memory and experience in building a daily discipline for writing.

• Present the main aspects of narrative including story structure and genre
• Evaluate components of narrative including character, point of view, place and time.
• Discuss the role and function of poetry.
• Introduce the main formal strategies and poetic devices, including lines; line breaks; enjambment; rhyme and half-rhyme; varieties of metre; stanzas; and forms.
• Examine biography and autobiography and discuss some of the central issues raised by life writing, including the nature of memory and forgetting, the performance of the self, and the representation of others.
• Outline the requirement for professional presentation of manuscripts and an understanding of audience and market​​
  

A. Knowledge and understanding​

At the end of the module, learners should be able to:

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.

B. Cognitive skills

At the end of the module, learners should be able to:

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.

C. Practical and professional skills

At the end of the module, learners should be able to:

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.

D Key transferable skills 

At the end of the module, learners will be expected to:

D1: Discuss with confidence issues related to styles and genres of creative writing.

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:

• Develop the habit and skill of writing.

• Examine a range of strategies in developing creative writing
• Introduce the role of memory and experience in building a daily discipline for writing.

• Present the main aspects of narrative including story structure and genre
• Evaluate components of narrative including character, point of view, place and time.
• Discuss the role and function of poetry.
• Introduce the main formal strategies and poetic devices, including lines; line breaks; enjambment; rhyme and half-rhyme; varieties of metre; stanzas; and forms.
• Examine biography and autobiography and discuss some of the central issues raised by life writing, including the nature of memory and forgetting, the performance of the self, and the representation of others.
• Outline the requirement for professional presentation of manuscripts and an understanding of audience and market
  
  

​​

A. Knowledge and understanding

​

At the end of the module, learners should be able to:

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.

B. Cognitive skills

At the end of the module, learners should be able to:

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.

C. Practical and professional skills
At the end of the module, learners should be able to:

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.

D Key transferable skills 

At the end of the module, learners will be expected to:​

D1: Discuss with confidence issues related to styles and genres of creative writing.

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.​​

A230 aims to: 

• provide a clear and steady progression from Level 4 to Level 6 as the module builds on the knowledge and skills acquired on A112 and E121.
• develop students' specialized knowledge, conceptual frameworks, jargon and terminology.
• develop students' critical and analytical skills in relation to primary and secondary texts, including critical theory in literature.
• improve students' abilities to critically evaluate and synthesise ideas from a range of sources.
• enhance students' abilities to present clearly evidenced and constructed arguments in writing.

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. 

The primary objective of this course is to introduce ELLT students to the fundamental concepts, skills, and key figures of creative writing in the Arabic language. The course aims to develop students' understanding of creative writing principles, enhance their writing skills, and familiarize them with influential writers and their contributions to Arabic literature.​​​​​

A. Knowledge and Understanding

• Understand the basic concepts and principles of creative writing in the Arabic language.
• Gain knowledge of key figures in Arabic literature and their contributions to the field of creative writing.
• Learn about various genres and styles of creative writing in Arabic.
• Comprehend the cultural and historical contexts of significant works of Arabic creative writing.

B. Cognitive Skills

• Analyze and interpret creative texts in the Arabic language, identifying key themes, styles, and techniques.
• Develop critical thinking skills by evaluating the works of key figures in Arabic literature.
• Engage in creative thinking to produce original written works in Arabic.
• Apply theoretical knowledge of creative writing to analyze and critique literary texts.

C. Practical and Professional Skills

• Develop and refine creative writing skills in the Arabic language, including storytelling, poetry, and narrative techniques.
• Practice writing in various genres and styles, demonstrating an understanding of creative writing principles.
• Create original pieces of creative writing in Arabic, showcasing the application of learned techniques.
• Edit and revise written works to improve clarity, coherence, and overall quality.

D. Key Transferable Skills

• Enhance communication skills through the effective expression of ideas in written Arabic.
• Cultivate a creative mindset that can be applied to various professional and academic contexts.
• Develop the ability to give and receive constructive feedback on creative writing.
• Improve time management and organizational skills through the planning and execution of writing projects.
• Foster an appreciation for Arabic literary heritage and its impact on contemporary creative writing.​
  

• 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. ​
  

​​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

​A. Knowledge and understanding

At the end of the module, learners will be expected to:

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

1. word structure/ morphology
2. prosody: intonation, word and sentence stress
3. Syntax/ sentence structure
4. Semantics: word meaning, synonymy, antonymy, hyponymy, idioms, collocations

5. Pragmatics: Grice's maxims, The Cooperative Principle
   

B. Cognitive skills

At the end of the module learners will be expected to:​

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. 

C.  Practical and professional skills

At the end of the module, learners will be expected to:

C1. Pronounce English appropriately

C2. Understand spoken English

 C3. Analyse words, clauses, sentences and texts linguistically (phonetically, morphologically, syntactically, somatically and pragmatically). 

D.     Key transferable skills

At the end of the module, learners will be expected to:​

D1. be able to define basic linguistic concepts that will be met later in more advanced courses mainly:

• Phonemes
• Morphemes
• Prosodic features
• Different types of sentences
• Different types of clauses
• Different types of phrases
• Different semantic relations

D2. Be able to transcribe words and write them phonetically   

D3. Divide words into syllables and identify stressed syllables ​

​​The module aims to:

• Allow students to distinguish between different literary genres and to recognize their major similarities and differences.
• Help them to explore various ways of reading literary works, using author, reader, and text-oriented approaches.
• Enhance students' research and communication skills through presentations and reading and writing skills through assignments and different forms of assessment.
• Develop students' reflective reading that enhances their analytical and critical skills. ​
  

At the end of the module, learners will be expected to display:​

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.

B. Cognitive skills

At the end of the module, learners will be expected to:

B1: Recognize and analy​se 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.

C.   Practical and professional skills

At the end of the module, learners will be expected to:

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.

D.   Key transferable skills

At the end of the module, learners will be expected to:

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.

​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:

• An understanding of the major characteristics of English grammar;
• Skills in language description and grammatical analysis and interpretation in order to gain an insight into how English 'works' in real-life contexts;

Skills in applying grammatical/linguistic understanding in order to evaluate and, where appropriate, improve the quality of spoken and written texts.

​A. Knowledge and understanding

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.​

B. Cognitive skills

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.​

C. Practical and professional skills

If students successfully complete the course, they will be able to:
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 Transferable skills

If students successfully complete the course, they will be able to:

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.​

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:

• An understanding of the major characteristics of English grammar;
• Skills in language description and grammatical analysis and interpretation in order to gain an insight into how English 'works' in real-life contexts;

Skills in applying grammatical/linguistic understanding in order to evaluate and, where appropriate, improve the quality of spoken and written texts.​

A. Knowledge and understanding

The module aims to :

• Provide students with a broad understanding of the field of children's literature, including its conceptualization and development and key issues and debates in the area.
• Equip students with skills for literary, stylistic and multimodal analysis and to support their in-depth study of a range of specified texts from different periods and genres of children's literature.
• Consolidate and develop the skills and knowledge acquired by students on level 4 & 5 modules in Literature, in particular through:

1. The development of students' specialist knowledge, conceptual frameworks and terminology
2. The introduction of a more meta-level focus on approaches and discourses, via key critical and theoretical debates in the field
3. The development of students' critical and analytical skills in relation to primary and secondary texts, including critical research literature
4. The further development of students' ability to critically evaluate and synthesise ideas from a range of sources.
5. Further development of students' ability to present clearly evidenced and constructed arguments in writing.
6. Further development of key skills from level 4 modules and enhance students' personal and career development through helping them to recognise and manage their skills and knowledge in support of their own goals.

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. 

A. Knowledge and understanding

• ​Familiarize students with the major theories of foreign language learning.
  
   
• Engage students with the activities that represent each of the main theories of language learning.
  
   
• Introduce students to the relevant teaching methods which are compatible with the basic tenets of each theory of language learning.
  
   
• Introduce students to the differences between the audio-lingual approach and the cognitive approach to  language learning.
  
   
• Introduce students to the two major schools of linguistic thought: structuralism and generativism and their role in the teaching-learning practice, together with other foreign learning models.
  ​​
  

A. Knowledge and understanding

B. Cognitive skills

 C. Practical and professional skills

 D. Key transferable skills

• ​​Prepare graduate students in research methods to be able to critically evaluate published research and design their own research projects.
  
• Introduce students to the main research methods that they can use to conduct small-scale research in the foreign language classroom, including case study method, quasi experimental method, qualitative experiment, meta-analysis,  descriptive research,  action research, error analysis, research and development (R&D), and survey method.
• Offer learners insight into the principles for undertaking research.
• Provide hands-on experience in research design.
• Provide instruments for data collection.
• Provide ways of evaluating published research.
• Provide techniques of report writing.
  

​The module aims to provide the learners with necessary skills through:

1. Promoting students' knowledge of the different methods of teaching receptive skills in English as a foreign language.

2. Examining the different approaches and views on the nature of the receptive skills and how these views are applied to reading and listening programs, materials and classroom tasks.

3. Guiding the students to adopt and effectively practice approaches of teaching new vocabulary items.

4. Promoting the students' knowledge of the uses of computers in language learning and teaching in light of Computer Assisted Language Learning (CALL).

5. Developing a lesson plan on the basis of the learnt methods of teaching receptive skills.

6. Using interactive programs to promote learner autonomy of learning how to teach receptive skills.​

​A. Knowledge and understanding

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

B. Cognitive skills

At the end of the module, students should be able to:

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

C. Practical and professional skills

At the end of the module, students should be able to:

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

D. Key transferable skills 

At the end of the module, students should be able to:
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

A. Knowledge and understanding

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 (productive skills).
A2: Integrate speaking and writing skills through conducting brainstorming sessions.

A3: Distinguish varied methods of organizing instruction (bottom-up and top-down).

A4: Recognize the current curriculum as a framework for professional development.

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.

B. Cognitive skills

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.

C. Practical and professional skills

At the end of the module, students should be able to:

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.​

D. Key transferable skills 

At the end of the module, students should be able to:

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 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.​

• ​​Familiarize student teachers with research and other theoretical background knowledge of the benefits and challenges of using technology in the classroom.
  
• Acquaint students with modern classroom technologies, e.g. smart/interactive white boards, iPad, weblogs, wikis (collaborative webpages), and other online portals.
• Implement teaching methods and evaluation strategies that use technology to maximize student learning;
• Apply knowledge gained to create blogs, e-portfolios, etc. of their written assignments.
• Participate effectively as members of a team to design collaborative projects, e-portfolios, web-logs, wikis, and other online assignments.
• Summarize information acquired from the internet as an attempt to integrate Internet searches into the curriculum.​

A. Knowledge and understanding

At the end of the module, learners should be able to:

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. 

B. Cognitive skills

At the end of the module,  learners should be able to:​

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.

C. Practical and professional skills

At the end of the module, learners should be able to:

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. 

D Key transferable skills 

At the end of the module, learners will be expected to:

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.​

The module aims to help pre-service teachers:

​

A. Knowledge and Understanding

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.  

B. Cognitive Skills

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.

C. Practical and Professional Skills

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 

D. Key Transferable Skills

D1: Demonstrate classroom managing skills needed for the success of the learning/ teaching  process

D2: Show ability to cope with different teaching environments.​

​​

• Acquaint candidates with the important role that testing plays especially in foreign language learning classrooms.

• Provide adequate information showing the inseparable link between teaching and testing in EFL classes.
• Train candidates on the principles and mechanics of testing the communicative competence of students who are learning English as a foreign language.
• Make the candidates aware of the differences between Measurement, Assessment and Evaluation in testing the acquisition of language skills.
• Provide knowledge about the difficulties which hamper the achievement of the previous aims.
• Teach learners how to construct essay and multiple-choice questions.  ​

​

​

A. Knowledge and Understanding

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.

B. Cognitive Skills

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.

C. Practical and Professional Skills

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. 

D. Key Transferable Skills

D1: Write multiple-choice questions.

D2: Write short-answer questions.

D3: Weigh various types of questions.​

D4: Evaluate test items.

​​

• Help potential tutors develop the practical skills necessary for analysing and evaluating effective teaching in the EFL classroom.
• Guide potential tutors in designing and conducting needs assessments, placement measures and proficiency tests as necessary.
  
• Familiarize potential tutors with the means of planning effective lessons, facilitating and evaluating classroom instruction, especially through the use of modern computer technology.​
  

• Help potential tutors evaluate their own teaching in order to improve their skills as classroom instructors, based on feedback from mentor and self-evaluation.
  
• Engage potential tutors in instructional and reflective practices to develop effective teaching
  

​

A. Knowledge and Understanding

  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

B. Cognitive Skills

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.

C. Practical and Professional Skills

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.​

D. Key Transferable Skills

D1: Discuss with confidence issues related to TEFL.

D2: Demonstrate skills on working co-operatively with others.

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 module aims at:

• Introducing students to the major issues in sociolinguistics such as language variation, diglossia, code-switching, language change, language and gender, etc.
  
• Acquainting students with the role that language variation plays in social life. 
  

• Familiarizing students with the social factors that motivate the use of a particular language variety.
• Explaining how language choices are associated with social and or regional characteristics.

​

A. Knowledge and Understanding

A1: Demonstrate understanding of the major aspects of sociolinguistics 

A2: Explain the intricate relationship between language and society 

A3: Show understanding of the difference between the standard

form of the language and other language varieties. 

B. Cognitive Skills

B1: Demonstrate cognizance of the relationship between language and social context.

B2: Explain how language varies in social contexts and the elements that contribute to creating variation.

B3:  Explain concepts such as code-switching vs. code-mixing, diglossia vs. bilingualism, regional vs. social variation as well as concepts such as style, context and class.  

C. Practical and Professional Skills

C1: Identify major features that distinguish the standard and vernacular forms of English.

C2: Conduct sociolinguistic research projects on English or other languages the students know.

C3. Explain approaches used to study language variation  

​​D. Key Transferable Skills

D1: Analyze data culled from sociolinguistic settings.

D2: Communicate appropriately in various contexts, showing sociolinguistic competence

D3: Explain notions such as language and culture, linguistic change, gender as a source of language variation, register, context, politeness, etc.

 ​

​​

• Acquaint students with the ontological and epistemological premises which are embedded in language
• Orient the students with the different approaches to analysing discourse, and the different methods which are used for doing discourse analysis
• Introduces the students to the limitations of discourse analysis and how to apply reliability methods when analysing discourse
• Introduce the notion of Critical Discourse Analysis (CDA) which links discourse to power relations​

​

A. Knowledge and Understanding

A1: Develop an understanding of the significance of discourse analysis and its related concepts in the study of language.

A2: Develop an understanding of key concepts related to discourse analysis such as the complexity of defining 'discourse', ideology and power.

A3: Develop an awareness of the difficulties and limitations of discourse analysis.

B. Cognitive Skills

B1: Develop awareness of the different approaches used for data selection and collection

B2: Show understanding of the various possible methods used in analysing discourse.

B3: Develop an understanding of the different approaches used in ensuring reliability of the analysis, such as triangulating the analysis through a complementary method.

B4: Develop awareness on the link between discourse analysis and power relations as in media, political speech, societal order and classroom interaction. 

C. Practical and Professional Skills

C1: Provide interpretation for the textual analysis by linking the analysis results to the socio-political context in which the discourse was produced

C2: Apply practical methods to avoid analysis bias such as inter and intra-reliability methods, and triangulation of data analysis

C3: Use knowledge of discourse analysis in the process of teaching EFL. 

D. Key Transferable Skills

D1: Recognize the contextual and pragmatic factors associated with discourse production

D2: Display skills for identifying the possible approaches and methods for objective discourse analysis

D3: Recognize links in discourse and power relations in the society

D4: Relate the study of discourse to the EFL classroom interaction​

​​

Pedagogic Grammar aims to:

•  Teach form, meaning and use of Grammar in context, making sure that learners are able to use grammar accurately and appropriately.
  .
• Allow candidates to manipulate sentences for free production.
  
  
• Permit the categorisation of grammar (form, meaning, use) into units which will form a syllabus or teaching objectives.
  
  
• Allow consideration of how far a conscious focus on grammar rules assists in EFL acquisition.​​

​

A. Knowledge and Understanding

A1: Display awareness of different components of pedagogic grammar.

A2: Explain the benefits of using pedagogic grammar.

A3: Understand the differences between pedagogic grammar and other grammars

B. Cognitive Skills

B1: Develop understanding of grammatical form and meaning.

B2:  Recognize and interpret spoken and written English texts.

B3:  Sustain concentration and consider various interpretations

B4: Develop understanding of visual and spatial processing.

C. Practical and Professional Skills

C1: Display knowledge of phenomena of English grammar

C2: Demonstrate awareness of different approaches to grammatical description

C3: Exhibit awareness of different approaches to the pedagogy of grammar

C4: Demonstrate knowledge of grammatical metalanguage

D. Key Transferable Skills

D1: Perform an analysis of a previously unknown grammatical phenomenon.

D2: Show familiarity with the dynamic context in which grammar writing and teaching takes place.

D3: Develop strategies for approaching grammar in the classroom. ​

​​​

• Familiarize students with how to approach English pronunciation descriptively.

• Guide students to develop and master the basic notions and terms of phonological and phonetic description.
• Enable students to apply their knowledge of English phonetics and phonology to improve their own pronunciation in further studies of languages and linguistics and in teaching.
• Assist students in explaining the basic functions of English intonation.​

​

A. Knowledge and Understanding

A1: Know how speech sounds are produced through studying the organs of speech.

A2: Realize how English accents vary and change.

A3:  Understand how speech sounds are used to create meaning .

A4: Understand the basic features of English phonological 

B. Cognitive Skills

B1: Recognize manner and place of articulation of English consonants.

B2: Recognize how vocalic sounds are pronounced and classified.

B3: Identify processes that take place in continuous/connected English speech.

B4. Distinguish between the RP and GA accents and describe the main differences between them.

C. Practical and Professional Skills

C1: Explain how English sounds are produced.

C2: Read and produce phonetic and phonemic transcriptions.

C3: Explain why certain aspects of English pronunciation may cause problems to foreign language learners.

D. Key Transferable Skills

D1: Express themselves in appropriate academic English.

D2: Apply stress in words and sentences.

D3: Show how to use appropriate techniques in teaching pronunciation to EFL students.​

​​

This module aims at:

• Introducing students to theories of meaning and theories of language use
• Providing students with a sound foundation in semantics and pragmatics
• Discussing various aspects necessary to comprehend the denotative and connotative meaning of a lexical item, a collocation, an idiom, a multi-word expression, etc.
• Familiarizing students with cases where cultural norms are observed and where they are flouted.
• Showing students how communication strategies can differ from one culture to another.​

​

A. Knowledge and Understanding

A1: Comprehend the basic tenets of semantics and pragmatics.

A2: Realize the major concepts in the two fields, such as conversational norms, and how they differ from one culture to another.

 A3: Distinguish different methods of coining words and analysing meaning at the word level and beyond.

A4: Explain cross-cultural norms and the operation of Gricean Maxims 

B. Cognitive Skills

B1: Demonstrate knowledge of the relationship between semantics and pragmatics. 

B2: Show understanding of the use of semantics and pragmatics in the EFL domain.

B3: Analyze linguistic texts showing how semantic and pragmatic features contribute to meaning creation.  

C. Practical and Professional Skills

C1: Explain major aspects of semantics and pragmatics

C2: Demonstrate a skill of explaining how semantic and pragmatic features affect meaning.

C3: Demonstrate ability to judge appropriate use of language in light of the semantic and pragmatic norms. 

D. Key Transferable Skills

D1: Use semantic and pragmatic knowledge in daily oral and written discourse.

D2: Explain the role played by semantics and pragmatics in teaching and learning a foreign language.

D3: Conduct text-analysis research that illustrates the impact of semantics and pragmatics in manipulating meaning.​

​​​

• Introduce students to theories of Contrastive Linguistics (CL) and Error Analysis (EA).
• Familiarize students with the general theories of Contrastive Analysis (CA), patterns of contrast (phonology, morphology, syntax and semantics) and application of the results of CA to teaching a foreign language.
• Acquaint students with the theories related to Error Analysis (EA) at the levels of phonology, morphology, syntax and semantics, and their practical application in teaching a foreign language.
• Guide students on the symmetries and asymmetries between English and Arabic.​

​

​

A. Knowledge and Understanding

A1: Develop understanding of the major principles of contrastive linguistics and error analysis.

A2: Realize the role Contrastive Linguistics plays in the field of EFL.

A3: Develop understanding of how error analysis contributes to the field of EFL

B. Cognitive Skills

B1: Show understanding of the major theories of both Contrastive Linguistics and Error Analysis.

B2: Demonstrate skills in conducting research in Contrastive.  Linguistics and Error Analysis

B3: Develop awareness of the different approaches to contrastive linguistics and Error analysis and how they can be applied in EFL teaching. 

C. Practical and Professional Skills

C1: Conduct contrastive analysis of texts in Arabic and English.

C2: Use error analysis approaches in detecting EFL learners' language problems.

C3: Carry out research in the EFL field using contrastive linguistics and error analysis knowledge.   

D. Key Transferable Skills

D1: Carry out contrastive studies in any field of linguistics: morphology, syntax, semantics and discourse analysis in Arabic and English.

D2: Use error analysis skills in conducting research pertinent to the major problems EFL learners encounter.

D3: Employ skills of contrastive analysis principles in analysing language used in various social contexts and for different social purposes.​

​​

The Course Aims to:​

• Provide MA in TEFL students with foundation in the skills and knowledge required to effectively create MA proposals.
  
• Support MA in TEFL students in developing the research design, writing and sectionalizing the content of their MA proposal
  
•  Emphasize best practices in management, presentation, research skills and ethics necessary to manage proposal efforts. 
  

​

A. Knowledge and Understanding

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;

B. Cognitive Skills

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;​

C. Practical and Professional Skills

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; 

D. Key Transferable Skills​

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:​

• working independently on a research project;
• learning the techniques of postgraduate studies in the humanities;
• acquiring a range of research tools and methods appropriate to postgraduate studies in the humanities;
• using physical and online research libraries, their archives and their contents efficiently;
• using specialist online databases and other online facilities for postgraduate studies.
• exploring and consolidating what was learnt in the courses. 

It also aims to teach students to:

• evaluate critically current research in TEFL;
• evaluate and critique some of the methods used in humanities research;
• evaluate bodies of evidence and draw conclusions from them;
• form arguments at postgraduate level and express those arguments in substantial pieces of writing using proper academic conventions;
• use feedback from tutors and fellow students effectively to modify this programme of work.
• be resourceful, clear, concise, efficient, organised and analytical.
  

​

A. Knowledge and Understanding

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;

B. Cognitive Skills

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;

C. Practical and Professional Skills

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.

​​D. Key Transferable Skills​

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​

​

​A. Knowledge and understanding

At the end of the module, learners will be expected to:

A1: Develop good understanding of the four language skills.
A2: communicate with ease and confidence on a variety of daily topics as well as on topics related to university education, using appropriate structures and vocabulary.

A3: recognize the various meanings of words in context to use them effectively in speaking and writing.

A4: demonstrate understanding of level-appropriate reading passages by responding correctly to its tasks and activities.

B. Cognitive skills

At the end of the module, learners will be expected to:

B1: Use novel words in real life scenarios

B2: demonstrate critical thinking skills in reading and writing 

C. Practical and professional skills

At the end of the module, learners will be expected to:

C1: Write diverse types of paragraphs

C2: Read short 1-page texts and demonstrate reasonable comprehension

D Key transferable skills 

D1: communicate with ease and confidence on a variety of daily topics as well as on topics related to university education, using appropriate structures and vocabulary.​

D2: Write a 100-word paragraph with cohesion, coherence 

• Acquaint students with the four basic language skills of listening, speaking, reading and writing.
• Have students practice all four skills through drilling, in-class work, home assignments, and online practice.
• Placing extra emphasis on the two language skills of reading and writing.
• Involve students in oral practice and allow them to take part in class activities to develop the skill of speaking.
• Enable students to write reports, and well organized 3-paragraph essays.

1. listen to and comprehend varieties of English discourse spoken at normal speed
2. speak correctly and fluently with reasonable pronunciation
3. communicate with ease and confidence on a variety  of daily topics as well as on topics related to university education, using appropriate structures and vocabulary.
4. read and understand a variety of English texts of varying length, complexity, and genres.
5. write different types of paragraphs (descriptive, narrative, argumentative, persuasive, cause and effect, comparison and contrast, definition, process) and different letter types (personal letters, letters of inquiry, letters of application, etc.) using appropriate punctuation marks, mechanics of writing, as well as cohesive devices. Eventually, students should be able to write a three-paragraph essay.
6. summarize different types of texts correctly and efficiently.
   

​

​A. Knowledge and understanding

• This course complements and builds upon English 111. 
• It particularly seeks to develop the reading, writing, listening, and study skills that students need in order to meet the demands of Blended Learning university education.
  

​

​

By the end of the course (i.e. EL112) the student should be able to:​

• ​Demonstrate understanding of any given reading passage by responding correctly to its tasks and activities individually or in groups and show knowledge and understanding of the learned reading strategies.
  

• Recognition of the various “meanings" of words to reach a better understanding of the context and the written word and reveal awareness of appropriate language structures and vocabulary items suitable for different contexts and situations.
  

• Search for and collect specific data related to the topics under discussion and draw conclusions for the discussed topics based on the collected data and analyzed information.
  

• Improve analytical and critical thinking skills through the identification of possible “meanings".
  

• Communicate in English orally and in writing on diverse occasions and give oral presentations using power points, flipcharts, pictures, role plays, etc. to discuss what has been read orally.

• The ability to work in a group and individually to identify problems in specific topics and provide creative solutions.​​​​

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. ​

B. Cognitive skills

At the end of the module, learners will be expected to:

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.

B5.     Engage with different interpretations of texts and relate abstract concepts and theories to specific texts.

C.   Practical and professional skills

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.​​

D.    Key transferable skills

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.

D7.   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.

A.   Knowledge and understanding

At the end of the module, learners will be expected to:

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 skills
At 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 skills

At 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.

D.    Key transferable skills
At the end of the module, learners will be expected to:       

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:

1. Identifying different contexts of language use and engaging in discussions, question and answer dialogues, debates, interviews and using appropriate structures.
2. Eliciting and providing information in common, academic and social situations.
3. Using features of spoken English, i.e. stress, pitch, rhythm, intonation, in a natural and fluent manner.
4. Preparing and conducting a clear presentation that reflects good structure and organization; signaling beginning, gaining audience attention, introducing subject, identifying objectives and outlining presentation strategy.
5. Applying successful paralinguistic features of intonation, word play, fronting and tripling strategies, and non verbal techniques of facial and body postures, in oral communication and presentation encounters.
   

A.      Knowledge and understanding

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.      Practical and professional skills

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.      Key transferable skills

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.

A.   Knowledge and understanding

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 skills

At 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.

 Key transferable skills

At the end of the course, learners will be expected to

D1: Present and defend their research thesis supported with related selected evidence from both primary and secondary sources.

D2: Learners will have practiced reflective writing and developed a sound awareness of pursuing a research thesis; this can be reflected on how these skills might be used in new situations.

​A. Knowledge and understanding

At the end of the module, learners will be expected to:

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.  

B. Cognitive skills

At the end of the module learners will be expected to:

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).

C. Practical and professional skills

At the end of the module, learners will be expected to:

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.

C3. Develop an evaluative approach to their discourse analysis through an integrated understanding of language use in communicative contexts.

D Key transferable skills

At the end of the module, learners will be expected to:

D1: Communicate ideas clearly and appropriately in relation to various levels of discourse analysis.

D2: Develop skills on working co-operatively with others.

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.​

B. Cognitive skills

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.

C Practical and professional skills

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

D Key transferable skills

At the end of the module, learners will be expected to be able to:

 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. 

​A. Knowledge and understanding

At the end of the module, learners will be expected to display:​

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.

B. Cognitive skills

At the end of the module, learners will be expected to:

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.

C. Practical and professional skills

At the end of the module, learners will be expected to:

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.

D Key transferable skills

At the end of the module, learners will be expected to:

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.

A. Knowledge and understanding

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

B. Cognitive skills

At the end of the module, learners will be expected to:

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

 C. Practical and professional skills

At the end of the module, learners will be expected to:

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.

D Key transferable skills

At the end of the module, learners will be expected to:

D1: Use the computer to enhance learning skills.

D2:  Communicate effectively in English.

D3: Write essays following academic conventions.

​

​

​

يهدف المقرر إلى تأهيل الطلاب بفهم شامل لتحديات وفرص التنمية في الوطن العربي وتعزيز قدراتهم على المشاركة البنائة في هذا السياق

-         فهم وتحليل الوضع الراهن لعمليات التنمية في الوطن العربي من خلال منظور اجتماعي، ثقافي، وسياسي.

-         التعرف على القضايا الاستراتيجية المتعلقة بعمليات التنمية في الوطن العربي وفهم تأثيرها على التقدم الاقتصادي والاجتماعي.

-         استكشاف الفرص المتاحة لعمليات التنمية في الوطن العربي وتحدياتها، بما في ذلك تأثيرات التغيرات الثقافية والسياسية.

-         تحليل الموارد المتاحة للتنمية في الوطن العربي، سواء كانت موارد اقتصادية أو اجتماعية أو بيئية.

-         تعزيز الفهم لكيف يتفاعل البُعد الثقافي مع عمليات التنمية وكيف يمكن تكامل التراث الثقافي في سياق استراتيجيات التنمية.

-         التركيز على الجوانب الاجتماعية للتنمية، مع التحقق من كيف يؤثر التنمية على العدالة الاجتماعية والمساواة.

-         تعزيز التفكير الاستراتيجي بين الطلاب لفهم السياقات السياسية والاقتصادية التي تشكل تحديات وفرصًا للتنمية.

-         تشجيع المشاركة النقدية والنقاش حول الحلول الممكنة للمشكلات التنموية في الوطن العربي.​​

​

A. المعرفة والفهم (Knowledge and Understanding)

• فهم وتحليل الوضع الراهن لعمليات التنمية في الوطن العربي من خلال منظور اجتماعي، ثقافي، وسياسي.
• التعرف على القضايا الاستراتيجية المتعلقة بعمليات التنمية في الوطن العربي وفهم تأثيرها على التقدم الاقتصادي والاجتماعي.
• استكشاف الفرص المتاحة لعمليات التنمية في الوطن العربي وتحدياتها، بما في ذلك تأثيرات التغيرات الثقافية والسياسية.
• تحليل الموارد المتاحة للتنمية في الوطن العربي، سواء كانت موارد اقتصادية أو اجتماعية أو بيئية.
• تعزيز الفهم لكيفية تفاعل البُعد الثقافي مع عمليات التنمية وكيف يمكن تكامل التراث الثقافي في سياق استراتيجيات التنمية.

B. المهارات المعرفية (Cognitive Skills)

• تحليل الوضع الحالي للتنمية في الوطن العربي من خلال استخدام النظريات والمفاهيم الاجتماعية والثقافية والسياسية.
• تقييم القضايا الاستراتيجية والفرص والتحديات المتعلقة بعمليات التنمية في الوطن العربي.
• التفكير النقدي في كيفية تأثير العوامل الثقافية والسياسية على عمليات التنمية.
• تقديم تفسيرات وتحليلات تستند إلى البيانات والأدلة حول الموارد المتاحة للتنمية في الوطن العربي.

C. المهارات العملية والمهنية (Practical and Professional Skills)

• تطبيق المعرفة والنظريات المتعلقة بالتنمية على حالات واقعية في الوطن العربي.
• استخدام الأدوات والمنهجيات المناسبة لتحليل القضايا التنموية المعقدة.
• تطوير استراتيجيات تنموية متكاملة تأخذ في الاعتبار العوامل الثقافية والاجتماعية والسياسية والاقتصادية.
  
• تقديم حلول مبتكرة وقابلة للتطبيق للتحديات التنموية في الوطن العربي.

D. المهارات القابلة للنقل (Key Transferable Skills)

• تعزيز التفكير الاستراتيجي لفهم السياقات السياسية والاقتصادية التي تشكل تحديات وفرصًا للتنمية.
• تشجيع المشاركة النقدية والنقاش حول الحلول الممكنة للمشكلات التنموية في الوطن العربي.
• تطوير القدرة على التواصل بفعالية مع الأقران والمختصين في مجال التنمية.
• تعزيز الوعي الاجتماعي والعدالة والمساواة من خلال فهم تأثيرات التنمية على هذه الجوانب.
• تحسين مهارات البحث والتحليل والتفكير النقدي ل​لتعامل مع القضايا التنموية بشكل فعال.​
  

​​

يهدف المقرر إلى تمكين الطلاب من التفاعل بفعالية مع قضايا العالم الحديث وفهم تأثيرها على مختلف الأنظمة والمستويات.

-         تعريف الطلاب بمجموعة متنوعة من القضايا والمشكلات العالمية التي تشكل جوهر اهتمام العالم في الوقت الحالي.

-         تحليل أبعاد وعوامل هذه القضايا لفهم جذورها وتأثيراتها، سواء كانت اقتصادية، اجتماعية، بيئية، أو سياسية.

-         تعزيز فهم شمولي للتأثيرات المترتبة على هذه القضايا على مستوى النظام العالمي، والنظم الإقليمية، والدول القومية.

-         توسيع أفق المعرفة لدى الطلاب حول قضايا متعددة تشمل الصراعات الدولية، وتغير المناخ، واللاجئين، والتنمية المستدامة، والعولمة.

-         فهم التفاعلات بين القضايا العالمية والأبعاد الاقتصادية والسياسية لهذه التحديات.

-         تحليل السياق الإقليمي للقضايا العالمية وكيفية تأثيرها على التوازنات والعلاقات الإقليمية.

تشجيع على التفاعل بين مفاهيم العلوم الاجتماعية وتطبيقها في فهم وحل المشكلات العالمية المعاصرة

​​​

A. المعرفة والفهم (Knowledge and Understanding)

• تعريف الطلاب بمجموعة متنوعة من القضايا والمشكلات العالمية التي تشكل جوهر اهتمام العالم في الوقت الحالي.
• تحليل أبعاد وعوامل هذه القضايا لفهم جذورها وتأثيراتها، سواء كانت اقتصادية، اجتماعية، بيئية، أو سياسية.
• تعزيز فهم شمولي للتأثيرات المترتبة على هذه القضايا على مستوى النظام العالمي، والنظم الإقليمية، والدول القومية.
• توسيع أفق المعرفة لدى الطلاب حول قضايا متعددة تشمل الصراعات الدولية، وتغير المناخ، واللاجئين، والتنمية المستدامة، والعولمة.

B. المهارات المعرفية (Cognitive Skills)

• فهم التفاعلات بين القضايا العالمية والأبعاد الاقتصادية والسياسية لهذه التحديات.
• تحليل السياق الإقليمي للقضايا العالمية وكيفية تأثيرها على التوازنات والعلاقات الإقليمية.
• تطبيق مفاهيم العلوم الاجتماعية لفهم وحل المشكلات العالمية المعاصرة.

C. المهارات العملية والمهنية (Practical and Professional Skills)

• تطوير القدرة على تحليل وفهم التحديات العالمية وتقديم حلول مبتكرة لها.
• استخدام أدوات البحث والتحليل لدراسة القضايا العالمية وتقييم تأثيرها.
• إعداد تقارير ومقالات تحليلية حول القضايا العالمية وتقديمها بوضوح وفعالية.

D. المهارات القابلة للنقل (Key Transferable Skills)

• تعزيز القدرة على التفكير النقدي والتحليلي في التعامل مع القضايا المعقدة.
• تطوير مهارات التواصل الفعّال مع الآخرين حول القضايا العالمية.
• تعزيز العمل الجماعي والتعاون في مناقشة وحل المشكلات العالمية.
• تحسين القدرة على تطبيق المعرفة النظرية في مواقف عملية وحقيقية.
• تشجيع على التفاعل بين مفاهيم العلوم الاجتماعية وتطبيقها في فهم وحل المشكلات العالمية المعاصرة.
  

​

​

Upon successful completion of GR118, students will be able to:

1. Understand and Develop Key Skills

   • Define the concept of skill and explain methods for acquiring and developing essential life skills.

2. Enhance Self-Awareness

   • Apply techniques to develop self-awareness and understand personal strengths and weaknesses.

3. Manage Psychological Stress

   • Utilize strategies for managing psychological stress effectively in various life situations.

4. Communicate Effectively

   • Demonstrate effective communication skills, including active listening and clear expression of ideas.

5. Solve Problems and Resolve Conflicts

   • Employ problem-solving and conflict resolution techniques to address and manage disputes and challenges.

6. Develop Leadership Abilities

   • Exhibit leadership skills by leading and motivating others in different settings.

7. Build and Manage Work Teams

   • Form and manage effective work teams, fostering collaboration and teamwork.​
     
     

​

​​

A. المعرفة والفهم (Knowledge an​d Understanding)

• فهم تطور لبنان التاريخي.
• تحليل التطور السياسي لدولة لبنان.
• دراسة التجربة الديمقراطية وتطور المجالس البرلمانية.
• استكشاف الأسس الاقتصادية والاجتماعية في لبنان.
• فهم نظام المجتمع اللبناني ودينامياته الاجتماعية والثقافية.
• تسليط الضوء على التحديات التاريخية وتأثيرها على المؤسسات والمجتمع.

B. المهارات المعرفية (Cognitive Skills)

• تحليل العلاقات الدولية ومشاركة لبنان فيها.
• تعزيز مهارات البحث والتحليل في فهم تاريخ وحضارة لبنان.
• استخدام النظريات والنهج البحثية في دراسة تطور لبنان التاريخي.

C. المهارات العملية والمهنية (Practical and Professional Skills)

• تطبيق الأساليب والأدوات البحثية لفهم تاريخ وحضارة لبنان.
• إعداد تقارير ومقالات تحليلية حول التحديات التاريخية في لبنان.
• تطوير القدرة على تقديم النتائج والتوصيات بشكل منطقي ومستند إلى الأدلة.

D. المهارات القابلة للنق​ل (Key Transferable Skills)

• تعزيز الوعي بالهوية الوطنية للبنان وفهم تأثيرها على التنمية الوطنية.
• تعزيز القدرة على التفكير النقدي والتحليلي في السياقات التاريخية والثقافية المتعددة.
• تطوير مهارات البحث والتحليل التي يمكن نقلها إلى مجالات دراسية ومهنية متعددة.
  

​

​

​​​​​​​

The module aims to:

​​

A. Knowledge and understanding

The module aims to:

• Explore the position and role of the English language in the contemporary twenty-first-century world.
• Assess how English became the pre-eminent international language of the modern period.
• Trace how English changed as it spread to other countries through colonialism, and evaluate the impact that it has had on societies, cultures and other languages around the world.
• Explore how the English language continues to be shaped by a growing number of users in a range of everyday settings from home to education and work, and its impact on political and educational issues.
• Observe and account for how language varies between individuals and also in different institutional, cultural and national settings.
• Examine examples of speech and writing from a variety of global contexts and genres, including literature, poetry, song, film, political speeches and advertising.
• Develop learners' skills as effective communicators in personal and professional life.​​
  

A. Knowledge and understanding

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.

B. Cognitive skills

At the end of the module, learners should be able to:

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

C. Practical and professional skills

At the end of the module, learners should be able to:

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.

D Key transferable skills 

At the end of the module, learners will be expected to:

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.

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:

• Explore the position and role of the English language in the contemporary twenty-first-century world.
• Assess how English became the pre-eminent international language of the modern period.
• Trace how English changed as it spread to other countries through colonialism, and evaluate the impact that it has had on societies, cultures and other languages around the world.
• Explore how the English language continues to be shaped by a growing number of users in a range of everyday settings from home to education and work, and its impact on political and educational issues.
• Observe and account for how language varies between individuals and also in different institutional, cultural and national settings.
• Examine examples of speech and writing from a variety of global contexts and genres, including literature, poetry, song, film, political speeches and advertising.
• Develop learners' skills as effective communicators in personal and professional life.​
  

A. Knowledge and understanding

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.

B. Cognitive skills

At the end of the module, learners should be able to:

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

C. Practical and professional skills

At the end of the module, learners should be able to:

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.

D Key transferable skills 

At the end of the module, learners will be expected to:

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.

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.​​

• ​​Acquaint students with the important role translation has played and still does in facilitating human interaction and overcoming linguistic and cultural barriers.
  
• Acquaint students with the main definitions and types of translation.
• Orient students to the essential relation between translation and different levels of meaning.
• Introduce students to the important relation between translation and culture.
• Introduce students to the main difficulties involved in the process of translating and the relevant problem-solving strategies.
  

​A.  Knowledge and understanding

At the end of the module, learners will be expected to:

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.

B. Cognitive skills

At the end of the module,  learners will be expected to:

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.

C. Practical and professional skills

At the end of the module, learners will be expected to:

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.

  D. Key transferable skills

At the end of the module, learners will be expected to:

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:

• Engage students and alert them to the important role that grammatical structures play in constructing meaningful utterances.
• Acquaint students with the comparative and contrastive (similarities and differences) aspects of the main grammatical categories in English and Arabic.
• Help students carry out well-formed and coherent translation between English and Arabic grammatical categories and structures in relation to such grammatical categories and structures as:
  
  - Pronouns, Articles and Demonstratives
  
  - Modification
  
  - Clauses and word-order
  
  - Coordination and subordination
  
  - Conditional Clauses
  
  - Tenses
• Train students on describing the negotiation process that takes place between themselves as translators and the text. 
  
  

​

​

A. Knowledge and understanding:

At the end of the module, learners will be expected to:

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

At the end of the module, learners will be expected to:

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.

C. Practical and professional skills

At the end of the module, learners will be expected to:

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. 

D Key transferable skills 

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:

• Help students to examine the content of a text and to produce a written text free of common linguistic and cognitive errors.
• Identify the characteristics of creative writing and its distinctive features through applications to drama, diaries, and debates.
• Provide students with the opportunity to recognize the contemporary cultural views and approaches.
• Help students to tackle translated texts as an artistic work where language is a means not a target in its own.
• Equip students with the necessary analytical skills to examine the artistic and stylistic structure of a text in order to restructure it.​
  

A. Knowledge and understanding

At the end of the module, learners will be expected to:​

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.

B. Cognitive skills

At the end of the module, learners will be expected to:

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.

C. Practical and professional skills

At the end of the module, learners will be expected to:

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. 

D Key transferable skills 

At the end of the module, learners will be expected to:

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.​

​​The module aims to:

• Introduce students to computer-assisted translation (CAT).
• Introduce students to the ways in which computer assisted translation (CAT) can support human translation (HT.)
• Help students develop their skills in using CAT tools.
• Encourage students to collaborate in CAT activities
  
  

​

A. Knowledge and understanding:

At the end of the module, learners will be expected to:

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:

At the end of the module learners will be expected to:

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​:

At the end of the module, learners will be expected to:

C1. Use some simple CAT translation functions.

C2. Learn about using Translation Memories. 
C3.Become familiar with a number of selected CAT software products

D Key transferable skills :

​

At the end of the module, learners will be expected to:​

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.​

​

The module aims to:

• Introduce students to ways of analysing and assessing business texts in the source language.
• Orient students to the fundamental terms and concepts in the business field.
• Introduce students to the basic principles and techniques for translating different types of business texts.
• Help students to critically analyse and produce various types of business texts in Arabic and English.
• Develop a list of lexical terms.
• Enable students to effectively translate a range of business documents from source to target language.
• Explore and justify translation solutions.
• Assist students to apply practical translation skills to the standards required of a newly qualified translator.
  
  

​

​

A. Knowledge and understanding:

At the end of the module, learners will be expected to:

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:

At the end of the module learners will be expected to:

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:

At the end of the module, learners will be expected to:

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 :

At the end of the module, learners will be expected to:​

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.

​

The module aims to:

• Acquaint students with types of official and legal texts, language and terminology.
• Introduce students to the relationship between different aspects of legal language.
• Identify the way language is used in different official and legal settings.
• Introduce students to the ways in which official and legal texts of different levels may be handled. 
• Introduce students to the fundamental distinction between the various types of legal and official texts.
• Develop students' textual analysis skills through analysing official and legal texts, which is a main step towards translating these types of texts. 
• Help students to read official and legal texts from different resources to enhance their background in the field. 
  
  

​

​

A. Knowledge and understanding:

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:

At the end of the module, learners will be expected to:

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:

At the end of the module, learners will be expected to:

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.

D Key transferable skills :

At the end of the module, learners will be expected to:

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.

​

The module aims to:

• Familiarize students with media style, features and format in some media genres.
• Enhance students' linguistic skills in Arabic and English in relation to media terminology and idioms.
• Develop students' awareness about the relation between media translation and socio-cultural contexts.
• Equip students with the necessary basic skills and strategies required for media translation.
• Train students on subtitling of film scripts.
  
  

​

​

A. Knowledge and understanding:

At the end of the module, learners will be expected to:

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.

A4. Train students on subtitling film scripts.

A5. Understand the nature of difficulties involved in translating media texts in cross-cultural encounters.

B. Cognitive skills:

At the end of the module, learners will be expected to:

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.

C. Practical and professional skills

At the end of the module, learners will be expected to:

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.​

D Key transferable skills :

At the end of the module, learners will be expected to:​

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.

​

​

​

A. Knowledge and Understanding

• Understand the fundamental principles and techniques of consecutive and simultaneous interpreting.
• Gain knowledge of the skills required for effective interpreting, including active listening, retentive memory, note-taking, logical analysis, shadowing, and synchronizing.
• Familiarize with the sequential modes of interpreting to progress from consecutive to simultaneous interpreting.
• Learn specialized terminology relevant to bilingual (English/Arabic) conference settings.
• Understand the context and challenges of interpreting within bilingual conference environments.

B. Cognitive Skills

• Develop the ability to actively listen and retain information accurately for interpreting purposes.
• Enhance logical analysis skills to understand and convey the meaning of spoken texts.
• Apply effective note-taking strategies to support consecutive interpreting.
• Improve shadowing and synchronizing skills for simultaneous interpreting.
• Analyze and interpret short, simple oral texts on different themes in both consecutive and simultaneous modes.

C. Practical and Professional Skills

• Perform consecutive interpretation of short, simple oral texts (1 minute) accurately and fluently.
• Execute simultaneous interpretation of short, simple oral texts (1 minute) with clarity and precision.
• Utilize specialized terminology effectively in interpreting tasks within bilingual conference settings.
• Practice and refine interpreting techniques through simulated conference scenarios.
• Develop professional interpreting skills applicable to real-world bilingual conference settings.

D. Key Transferable Skills

• Enhance bilingual communication skills through interpreting practice.
• Cultivate strong active listening and memory retention abilities.
• Improve note-taking and information organization skills.
• Develop quick thinking and adaptability in interpreting various themes and contexts.
• Strengthen confidence and competence in public speaking and presentation within bilingual settings.
• Foster a professional mindset and work ethic essential for interpreting roles in diverse environments.
  
  

​
The module aims to:

• Acquaint students with the characteristics of the political and diplomatic genres in English and Arabic.
• Introduce students to techniques and strategies used in the translation of political and diplomatic texts. 
• Help students build a database of some basic terminology in the field of politics and diplomacy.
• Engage students in the translation of some simple political and diplomatic texts and documents.

​

​

A. Knowledge and understanding:

At the end of the module, learners will be expected to:

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.

C. Practical and professional skills:

At the end of the module, learners will be expected to:

C1. Have the basic knowledge of the political and diplomatic genres and specific features.

C2. Translate simple political and diplomatic texts.

D Key transferable skills :

At the end of the module, learners will be expected to:

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.

• Engage students in in-depth investigation and discussion of selected themes, theorists views and various  theoretical issues in the field.
  
• Enable students to apply their acquired theoretical and practical knowledge to selected translation works and assess their quality.​
  
• Encourage students to communicate and translate effectively as bilinguals and bicultural professionals in Arabic and English and in spoken and written forms.
  
• Develop the necessary interpersonal and professional skills for a career in translation and / or interpretation, as well as in language and communication fields.

​

​

A. Knowledge and understanding:

At the end of the module, learners will be expected to:

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:

At the end of the module, learners will be expected to:

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.

C. Practical and professional skills:

At the end of the module, learners will be expected to:

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 :

At the end of the module, learners will be expected to:​

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.​