Online class day 1 (English Grammar and Composition)Dammar Singh Saud
ย
The document outlines an online class on English grammar and composition taught by Dammar Singh Saud. It discusses the topic of whether social networking sites are changing human communication. The contents section lists the topics to be covered: introduction, debate on the issue, advantages of social media, disadvantages, and conclusion. It ends by thanking the students for their participation.
Syllabus of English Grammar and Composition C.ENG.101, Bachelor of English Ed...Dammar Singh Saud
ย
Syllabus of English Grammar and Composition C.ENG.101, Bachelor of English Education Based on Semester System of Far Western University Darchula Multiple Campus
This document outlines the course objectives, content, and teaching methodology for an undergraduate Nepali language course. The course aims to develop students' proficiency in spoken and written Nepali, including skills like sentence structure, composition writing, literary analysis, and public speaking. It is divided into six units covering topics such as phonology, sentence transformation exercises, letter writing, and reviewing literary works. Emphasis is placed on hands-on practice and interactive class discussions. Students will be evaluated based on projects, problem-solving assignments, presentations, and mid-term exams to assess their command of the Nepali language.
This document outlines the course objectives, content, and evaluation scheme for a Nepalese Studies course required for B.Ed. students at Far-western University. The course aims to provide students with basic knowledge of Nepalese geography, history, culture, politics, and contemporary issues. It is divided into 5 units that cover the geographical characteristics of Nepal, its history, socio-cultural aspects, economy, and contemporary politics and foreign relations. Students will be evaluated through internal assessments such as class participation, presentations and exams, as well as an external final exam. The course methodology includes lectures, seminars, exercises, guided study, tutorials and independent study.
This document provides an overview of the English for Communication course offered at Far-western University for B.Ed. students. The course aims to develop students' communication skills, including listening, speaking, reading, writing, and vocabulary. It is divided into 6 units covering these skills as well as critical thinking. Students will be evaluated through internal assessments like attendance, presentations, projects and a midterm, and an external exam worth 60% of their grade. The course intends to equip students with the English proficiency needed for academic settings.
This document outlines the course syllabus for English Grammar and Composition, a compulsory course for students in the B.Ed. program at Far-western University Faculty of Education. The 3 credit, 45 hour course aims to improve students' English grammar, reading, writing, vocabulary and critical thinking skills. It is divided into 5 units covering grammar, reading, writing, vocabulary and critical thinking. Students will be evaluated based on both internal assessments like assignments, presentations and a midterm, and an external final exam, which makes up 60% of the total marks. The teaching methodology will include lectures, discussions, group work and self-study.
This document outlines an English communication course for B.Ed students. The course aims to develop students' functional English skills through 9 units covering various language functions. It will assess students with an 80-mark written exam and 20-mark practical exam testing their communicative skills. The written exam contains multiple choice, short answer, and long answer questions. Throughout the course, students will practice language functions through group activities, presentations and individual writing assignments like letters and reports.
This document provides information about the Business English course offered at the Bachelors level. It has the following key points:
1. The course emphasizes core skills in reading, writing, and communication to help students improve their general English abilities.
2. It is theme-based and covers important vocabulary, grammar, reading, writing, listening and speaking skills through interdisciplinary lessons and authentic materials.
3. The course has four main components: an interdisciplinary approach, functional texts, reading for writing, and style. It is assessed through a final examination covering all components.
Online class day 1 (English Grammar and Composition)Dammar Singh Saud
ย
The document outlines an online class on English grammar and composition taught by Dammar Singh Saud. It discusses the topic of whether social networking sites are changing human communication. The contents section lists the topics to be covered: introduction, debate on the issue, advantages of social media, disadvantages, and conclusion. It ends by thanking the students for their participation.
Syllabus of English Grammar and Composition C.ENG.101, Bachelor of English Ed...Dammar Singh Saud
ย
Syllabus of English Grammar and Composition C.ENG.101, Bachelor of English Education Based on Semester System of Far Western University Darchula Multiple Campus
This document outlines the course objectives, content, and teaching methodology for an undergraduate Nepali language course. The course aims to develop students' proficiency in spoken and written Nepali, including skills like sentence structure, composition writing, literary analysis, and public speaking. It is divided into six units covering topics such as phonology, sentence transformation exercises, letter writing, and reviewing literary works. Emphasis is placed on hands-on practice and interactive class discussions. Students will be evaluated based on projects, problem-solving assignments, presentations, and mid-term exams to assess their command of the Nepali language.
This document outlines the course objectives, content, and evaluation scheme for a Nepalese Studies course required for B.Ed. students at Far-western University. The course aims to provide students with basic knowledge of Nepalese geography, history, culture, politics, and contemporary issues. It is divided into 5 units that cover the geographical characteristics of Nepal, its history, socio-cultural aspects, economy, and contemporary politics and foreign relations. Students will be evaluated through internal assessments such as class participation, presentations and exams, as well as an external final exam. The course methodology includes lectures, seminars, exercises, guided study, tutorials and independent study.
This document provides an overview of the English for Communication course offered at Far-western University for B.Ed. students. The course aims to develop students' communication skills, including listening, speaking, reading, writing, and vocabulary. It is divided into 6 units covering these skills as well as critical thinking. Students will be evaluated through internal assessments like attendance, presentations, projects and a midterm, and an external exam worth 60% of their grade. The course intends to equip students with the English proficiency needed for academic settings.
This document outlines the course syllabus for English Grammar and Composition, a compulsory course for students in the B.Ed. program at Far-western University Faculty of Education. The 3 credit, 45 hour course aims to improve students' English grammar, reading, writing, vocabulary and critical thinking skills. It is divided into 5 units covering grammar, reading, writing, vocabulary and critical thinking. Students will be evaluated based on both internal assessments like assignments, presentations and a midterm, and an external final exam, which makes up 60% of the total marks. The teaching methodology will include lectures, discussions, group work and self-study.
This document outlines an English communication course for B.Ed students. The course aims to develop students' functional English skills through 9 units covering various language functions. It will assess students with an 80-mark written exam and 20-mark practical exam testing their communicative skills. The written exam contains multiple choice, short answer, and long answer questions. Throughout the course, students will practice language functions through group activities, presentations and individual writing assignments like letters and reports.
This document provides information about the Business English course offered at the Bachelors level. It has the following key points:
1. The course emphasizes core skills in reading, writing, and communication to help students improve their general English abilities.
2. It is theme-based and covers important vocabulary, grammar, reading, writing, listening and speaking skills through interdisciplinary lessons and authentic materials.
3. The course has four main components: an interdisciplinary approach, functional texts, reading for writing, and style. It is assessed through a final examination covering all components.
This document provides details about a General English course for B.Ed students, including the course description, objectives, contents, instructional techniques, evaluation, and recommended materials. The theoretical course aims to develop students' English proficiency through grammar, vocabulary, reading, writing, and academic writing components. It will be assessed through an annual exam consisting of multiple choice, short answer, and long answer questions. Instructional techniques include lectures, discussions, group work, presentations, and observing English classes.
Eng. ed. 416 foundations of language and linguisticsDammar Singh Saud
ย
This document provides information about the course "Foundations of Language and Linguistics" for B.Ed students. The course is divided into 6 units covering topics such as preliminaries of language and linguistics, phonetics and phonology, morphology and syntax, semantics, pragmatics and discourse analysis, language history and change, and the pedagogical implications of linguistics. Evaluation includes both theoretical and practical exams. Instructional techniques include lectures, demonstrations, group work and project presentations. The course aims to provide foundational knowledge of linguistics and its application to language teaching.
This document provides an overview of an introductory course on language testing for an English Education program. The course aims to introduce students to basic concepts in language testing and involve them in designing tests. It is a 3-credit, 45-hour course assessed through internal exams, assignments, and an external exam. The course contains 7 units that cover topics such as approaches to language testing, classifying tests, testing language skills and aspects, test qualities, and scoring. Students will learn concepts and complete assignments designing test items and sections.
This course syllabus outlines a 2 credit English course aimed at developing students' writing, reading, speaking, and presentation skills. The 16 session course will cover topics such as grammar, tenses, sentence structures, and types of English phrases and sentences. Students will practice skills through activities, exercises and composition assignments. They will be evaluated through quizzes, assignments, a midterm exam and final exam. The goal is for students to improve their ability to comprehend English, construct grammatically correct sentences, and feel more confident communicating in English.
This document summarizes the changes made to the exam format and content for the Cambridge English: First (FCE) exam. The main changes are that the exam now contains 4 papers instead of 5, with a new combined Reading and Use of English paper. The Writing exam consists of one compulsory essay and a choice of 3 other tasks. The Listening exam no longer reads out instructions and contains 4 parts testing different question types. The Speaking exam consists of 4 parts involving paired and group conversations and discussions between candidates and examiners.
The document provides information about the First Certificate in English (FCE) exam, including what it tests, how it is structured, scoring details, dates and locations for taking the exam. Specifically, it notes that the FCE exam assesses English proficiency at level B2, consists of reading, writing, use of English and listening sections that are each worth 20% of the score, and a speaking section worth 20%. It also gives details on the types of questions in each section and how long each section takes.
The document provides an overview of the content and structure of the First Certificate exam, which consists of four parts: Reading, Writing, Use of English, and Listening.
The Reading exam is 1 hour and contains 30 multiple choice and gapped text questions across 3 parts based on 2000 words of text. The Writing exam is 1 hour and 20 minutes long and contains a compulsory letter or email and a choice of other writing styles. The Use of English exam is 45 minutes and contains 42 multiple choice cloze and word formation questions. The Listening exam is 40 minutes and has 30 multiple choice and matching questions across 4 parts.
The Speaking exam lasts 14 minutes and contains 4 parts where candidates interact with examiners
Information about the CAE and some useful tips how to practice. The information is taken from the Cambridge English Advanced handbook for teachers (http://www.cambridgeenglish.org/images/cambridge-english-advanced-handbook-2015.pdf)
This document outlines the tasks and requirements for a short coursework assignment for an English Language Communication course. The assignment has three tasks: [1] presenting the main ideas of articles on features of spoken English, [2] preparing a 5-minute speech based on the articles, and [3] writing a 100-word reflection on the activity. The document provides learning outcomes, objectives, task descriptions, submission requirements, evaluation criteria, and signatures of the course coordinator and department head.
The document provides an overview of the IELTS exam, which tests English proficiency in listening, reading, writing and speaking. It describes the format, timing, scoring and general strategies for each section. The listening section contains four parts with 40 multiple choice questions. The reading section contains three passages and 40 questions. Writing consists of two tasks - a 150 word report and a 250 word essay. Speaking involves a 10-15 minute interview with an examiner consisting of introduction, individual talk, and discussion questions. Scores are reported on a band scale from 1 to 9.
The handbook provides an overview of the Cambridge English: First exam and guidance for teachers preparing students. It describes the exam's structure and content, including details on the five papers assessing reading, writing, use of English, listening, and speaking. Sample papers and answer keys are also included to help familiarize teachers and students with the exam format and expectations. The handbook aims to ensure teachers have the information needed to effectively prepare students for the B2-level exam.
This document is a sample syllabus for a Chinese 401 course taught at the University of Wisconsin-Milwaukee in Fall 2016. The syllabus outlines the course objectives, which are to develop students' proficiency in Mandarin Chinese across four skills (listening, speaking, reading, writing) to an Advanced-low level according to ACTFL guidelines. It details requirements including weekly homework, blogs, tests, presentations and language activities. The course will cover 6 lessons from the textbook over 15 weeks, with assessments including participation, homework, quizzes, tests, and oral/written projects.
The document summarizes the format and structure of the Cambridge English: First (FCE) exam. It is divided into four papers - Reading and Use of English, Writing, Listening, and Speaking.
The Reading and Use of English paper contains 7 parts testing a range of reading skills over 52 questions and takes 1 hour 15 minutes to complete.
The Writing paper contains 2 parts - a compulsory 140-190 word essay and a choice of 3 questions requiring a 120-150 or 120-180 word response. It is completed in 1 hour 20 minutes.
The Speaking test involves 4 parts including individual student responses, paired activities, and full group discussions. It lasts 14 minutes and involves conversation with
An English for Specific Purposes (ESP) lesson plan on business communications. The lesson focuses on making introductions and exchanging business greetings. Includes small group discussion and roleplay. Used for Grade 11-12 or equivalent students.
This document summarizes an educational program for Spanish N2. The program is 3 ECTS credits and takes place over 1 year of study. It includes 3 contact hours per week and 2.5 hours of self-study. The program aims to develop communication skills, including the ability to express oneself in Spanish at an intermediate level. Students will learn through interactive lectures, oral practice sessions, and exams. Assessment includes a written midterm exam, final exam, and oral exam testing speaking and listening skills. Students must attain a minimum 5.5 grade to pass.
Material Adoption of Lesson from 10th class English Textbook ELT
ย
This document summarizes the adaptation of an English lesson from a 10th grade textbook. The original lesson and exercises are analyzed. Paragraphs are deleted that are too difficult for 10th grade students. New paragraphs are added with simpler vocabulary. Exercises are modified to be more visual and focus on language skills rather than just answering questions. The overall evaluation is that the original textbook does not adequately teach English as a second language at the secondary level and requires adaptation to better engage students and improve their language skills through meaningful exercises and content.
This document contains a unit preparation plan for a module titled "Where I Live". The module contains 12 lessons covering topics such as describing houses and rooms, vocabulary related to places in a town/city, using pronouns and verbs like "can" and "must", understanding signs, and writing descriptions of houses. Each lesson lists behavioral objectives for students, the application activities, and an evaluation. The plan provides the framework and objectives for a multi-lesson English language unit on places and locations.
The document provides an overview of the format and content of the First Certificate in English (FCE) examination, which assesses English language proficiency at level B2 of the Common European Framework of Reference. It describes the 5 exam papers: Reading, Writing, Use of English, Listening, and Speaking. For each paper it outlines the number of parts, questions, timing, marks, task types, and content assessed. The Reading, Writing, and Use of English papers involve multiple choice, gap fill, and matching questions. The Listening paper tests understanding of short texts and conversations. The Speaking paper involves personal interviews and discussions between candidates.
This document provides specifications for an Intensive English course offered at King Khalid University. The 6-credit, beginner-level course aims to develop students' English communication skills, including listening, speaking, reading, writing, and grammar. It covers 12 units over one semester for a total of 180 classroom hours. Assessment methods include homework, quizzes, tests and a final exam. The course aims to improve students' knowledge of basic English and develop their cognitive skills such as comprehension and analysis.
This document outlines the course objectives, content, methodology, and evaluation scheme for an English Grammar and Composition course required for a B.Ed. in English Education. The course aims to help students improve their grammar, reading, writing, vocabulary, and critical thinking skills through five units covering these areas. Students will be evaluated through internal assessments like quizzes, assignments, and a midterm, as well as an external final exam weighting 60% of their grade. The course is intended to equip students with strong English language skills for undergraduate academic settings.
This document provides details about a General English course for B.Ed students, including the course description, objectives, contents, instructional techniques, evaluation, and recommended materials. The theoretical course aims to develop students' English proficiency through grammar, vocabulary, reading, writing, and academic writing components. It will be assessed through an annual exam consisting of multiple choice, short answer, and long answer questions. Instructional techniques include lectures, discussions, group work, presentations, and observing English classes.
Eng. ed. 416 foundations of language and linguisticsDammar Singh Saud
ย
This document provides information about the course "Foundations of Language and Linguistics" for B.Ed students. The course is divided into 6 units covering topics such as preliminaries of language and linguistics, phonetics and phonology, morphology and syntax, semantics, pragmatics and discourse analysis, language history and change, and the pedagogical implications of linguistics. Evaluation includes both theoretical and practical exams. Instructional techniques include lectures, demonstrations, group work and project presentations. The course aims to provide foundational knowledge of linguistics and its application to language teaching.
This document provides an overview of an introductory course on language testing for an English Education program. The course aims to introduce students to basic concepts in language testing and involve them in designing tests. It is a 3-credit, 45-hour course assessed through internal exams, assignments, and an external exam. The course contains 7 units that cover topics such as approaches to language testing, classifying tests, testing language skills and aspects, test qualities, and scoring. Students will learn concepts and complete assignments designing test items and sections.
This course syllabus outlines a 2 credit English course aimed at developing students' writing, reading, speaking, and presentation skills. The 16 session course will cover topics such as grammar, tenses, sentence structures, and types of English phrases and sentences. Students will practice skills through activities, exercises and composition assignments. They will be evaluated through quizzes, assignments, a midterm exam and final exam. The goal is for students to improve their ability to comprehend English, construct grammatically correct sentences, and feel more confident communicating in English.
This document summarizes the changes made to the exam format and content for the Cambridge English: First (FCE) exam. The main changes are that the exam now contains 4 papers instead of 5, with a new combined Reading and Use of English paper. The Writing exam consists of one compulsory essay and a choice of 3 other tasks. The Listening exam no longer reads out instructions and contains 4 parts testing different question types. The Speaking exam consists of 4 parts involving paired and group conversations and discussions between candidates and examiners.
The document provides information about the First Certificate in English (FCE) exam, including what it tests, how it is structured, scoring details, dates and locations for taking the exam. Specifically, it notes that the FCE exam assesses English proficiency at level B2, consists of reading, writing, use of English and listening sections that are each worth 20% of the score, and a speaking section worth 20%. It also gives details on the types of questions in each section and how long each section takes.
The document provides an overview of the content and structure of the First Certificate exam, which consists of four parts: Reading, Writing, Use of English, and Listening.
The Reading exam is 1 hour and contains 30 multiple choice and gapped text questions across 3 parts based on 2000 words of text. The Writing exam is 1 hour and 20 minutes long and contains a compulsory letter or email and a choice of other writing styles. The Use of English exam is 45 minutes and contains 42 multiple choice cloze and word formation questions. The Listening exam is 40 minutes and has 30 multiple choice and matching questions across 4 parts.
The Speaking exam lasts 14 minutes and contains 4 parts where candidates interact with examiners
Information about the CAE and some useful tips how to practice. The information is taken from the Cambridge English Advanced handbook for teachers (http://www.cambridgeenglish.org/images/cambridge-english-advanced-handbook-2015.pdf)
This document outlines the tasks and requirements for a short coursework assignment for an English Language Communication course. The assignment has three tasks: [1] presenting the main ideas of articles on features of spoken English, [2] preparing a 5-minute speech based on the articles, and [3] writing a 100-word reflection on the activity. The document provides learning outcomes, objectives, task descriptions, submission requirements, evaluation criteria, and signatures of the course coordinator and department head.
The document provides an overview of the IELTS exam, which tests English proficiency in listening, reading, writing and speaking. It describes the format, timing, scoring and general strategies for each section. The listening section contains four parts with 40 multiple choice questions. The reading section contains three passages and 40 questions. Writing consists of two tasks - a 150 word report and a 250 word essay. Speaking involves a 10-15 minute interview with an examiner consisting of introduction, individual talk, and discussion questions. Scores are reported on a band scale from 1 to 9.
The handbook provides an overview of the Cambridge English: First exam and guidance for teachers preparing students. It describes the exam's structure and content, including details on the five papers assessing reading, writing, use of English, listening, and speaking. Sample papers and answer keys are also included to help familiarize teachers and students with the exam format and expectations. The handbook aims to ensure teachers have the information needed to effectively prepare students for the B2-level exam.
This document is a sample syllabus for a Chinese 401 course taught at the University of Wisconsin-Milwaukee in Fall 2016. The syllabus outlines the course objectives, which are to develop students' proficiency in Mandarin Chinese across four skills (listening, speaking, reading, writing) to an Advanced-low level according to ACTFL guidelines. It details requirements including weekly homework, blogs, tests, presentations and language activities. The course will cover 6 lessons from the textbook over 15 weeks, with assessments including participation, homework, quizzes, tests, and oral/written projects.
The document summarizes the format and structure of the Cambridge English: First (FCE) exam. It is divided into four papers - Reading and Use of English, Writing, Listening, and Speaking.
The Reading and Use of English paper contains 7 parts testing a range of reading skills over 52 questions and takes 1 hour 15 minutes to complete.
The Writing paper contains 2 parts - a compulsory 140-190 word essay and a choice of 3 questions requiring a 120-150 or 120-180 word response. It is completed in 1 hour 20 minutes.
The Speaking test involves 4 parts including individual student responses, paired activities, and full group discussions. It lasts 14 minutes and involves conversation with
An English for Specific Purposes (ESP) lesson plan on business communications. The lesson focuses on making introductions and exchanging business greetings. Includes small group discussion and roleplay. Used for Grade 11-12 or equivalent students.
This document summarizes an educational program for Spanish N2. The program is 3 ECTS credits and takes place over 1 year of study. It includes 3 contact hours per week and 2.5 hours of self-study. The program aims to develop communication skills, including the ability to express oneself in Spanish at an intermediate level. Students will learn through interactive lectures, oral practice sessions, and exams. Assessment includes a written midterm exam, final exam, and oral exam testing speaking and listening skills. Students must attain a minimum 5.5 grade to pass.
Material Adoption of Lesson from 10th class English Textbook ELT
ย
This document summarizes the adaptation of an English lesson from a 10th grade textbook. The original lesson and exercises are analyzed. Paragraphs are deleted that are too difficult for 10th grade students. New paragraphs are added with simpler vocabulary. Exercises are modified to be more visual and focus on language skills rather than just answering questions. The overall evaluation is that the original textbook does not adequately teach English as a second language at the secondary level and requires adaptation to better engage students and improve their language skills through meaningful exercises and content.
This document contains a unit preparation plan for a module titled "Where I Live". The module contains 12 lessons covering topics such as describing houses and rooms, vocabulary related to places in a town/city, using pronouns and verbs like "can" and "must", understanding signs, and writing descriptions of houses. Each lesson lists behavioral objectives for students, the application activities, and an evaluation. The plan provides the framework and objectives for a multi-lesson English language unit on places and locations.
The document provides an overview of the format and content of the First Certificate in English (FCE) examination, which assesses English language proficiency at level B2 of the Common European Framework of Reference. It describes the 5 exam papers: Reading, Writing, Use of English, Listening, and Speaking. For each paper it outlines the number of parts, questions, timing, marks, task types, and content assessed. The Reading, Writing, and Use of English papers involve multiple choice, gap fill, and matching questions. The Listening paper tests understanding of short texts and conversations. The Speaking paper involves personal interviews and discussions between candidates.
This document provides specifications for an Intensive English course offered at King Khalid University. The 6-credit, beginner-level course aims to develop students' English communication skills, including listening, speaking, reading, writing, and grammar. It covers 12 units over one semester for a total of 180 classroom hours. Assessment methods include homework, quizzes, tests and a final exam. The course aims to improve students' knowledge of basic English and develop their cognitive skills such as comprehension and analysis.
This document outlines the course objectives, content, methodology, and evaluation scheme for an English Grammar and Composition course required for a B.Ed. in English Education. The course aims to help students improve their grammar, reading, writing, vocabulary, and critical thinking skills through five units covering these areas. Students will be evaluated through internal assessments like quizzes, assignments, and a midterm, as well as an external final exam weighting 60% of their grade. The course is intended to equip students with strong English language skills for undergraduate academic settings.
B.ed. 3rd sem study skills in english for academic purposesDammar Singh Saud
ย
This document outlines a course on study skills and academic English at Far-western University. The course aims to help students develop skills such as reading academic texts efficiently, taking notes, conducting basic research, writing academic papers, and managing time. It covers topics like academic culture, critical thinking, plagiarism, and study skills. The course will be taught through lectures, seminars, exercises, guided study, tutorials, and independent work. Students will be evaluated through internal assessments like quizzes, presentations, and assignments, as well as an external mid-term exam and final project. Recommended textbooks include titles on academic English and study skills.
This document outlines a course on study skills and academic English at Far-western University's Faculty of Education. The course aims to develop students' academic reading, writing, listening, and speaking skills. It covers topics like reading academic texts efficiently, taking notes, conducting basic research, writing academic papers, and managing time. The course consists of six units covering skills like critical thinking, avoiding plagiarism, reading techniques, academic writing structure, grammar, and managing study habits. Students will be evaluated through internal assessments like quizzes, presentations, and assignments, as well as an external mid-term and final exam.
This course introduces students to methods and techniques for teaching English as a foreign language. The course aims to prepare prospective secondary English teachers by familiarizing them with concepts of language learning and teaching, presenting an overview of ELT methods, and enabling students to design language tasks, plan lessons, and create assessments. The course covers topics like language learners and teachers, ELT methods, teaching language skills and systems, lesson planning, and language testing across 5 units. Students will learn through lectures, seminars, exercises, projects and independent study, and their performance will be evaluated through participation, presentations, assignments, exams and a project.
The document outlines the course structure and content for several English language certificate programs. The certificate course is 4 months long with 2 classes per week that are each 1.5 hours for a total of 3 hours per week. It covers topics like English fundamentals, public speaking, and offers 3 credits. The advanced certificate is 8 months long with the same class structure and covers additional topics like business English. The diploma program is 1 year long and covers areas such as IELTS preparation, listening, speaking, and advanced writing.
This document provides a course description for ENG-101: Introduction to Grammar being offered in the Fall 2022 semester at the University of Gujrat. The 3 credit hour course will be taught by Mirza Noman Shamas and cover topics including parts of speech, sentence structure, tenses, active/passive voice, punctuation, and correcting errors. It will include 32 sessions of instruction, assignments like presentations and tests, and have requirements for 70% attendance and grading based on midterm, sessional work, and final exam. Recommended textbooks are also listed.
This document provides an outline for an English communication skills course for first year B.Sc. (Agriculture) students. The course aims to develop students' comprehension and communication abilities in English. It includes both theory and practical components. The theory portion covers topics like comprehension, grammar, vocabulary, business correspondence, and report writing. The practical portion focuses on developing listening, speaking, reading, and presentation skills through activities like seminars, oral presentations, interviews, and group discussions. References for further reading are also provided at the end.
This document outlines features of spoken English and principles for teaching spoken English. It discusses prosodic features, shortened forms, and organizational features of spoken language. It emphasizes using pair and group work to reduce student stress. Teachers should present models, conduct practice, and facilitate production. Correction should be done privately and encouragement emphasized. The document recommends using tasks with information gaps, games, role plays and drama. It addresses teaching large and mixed-ability classes through carefully designed group tasks and varied assignments. Motivation involves student task design, varied activities, and awareness of speaking skills benefits.
This document outlines features of spoken English and principles for teaching spoken English. It discusses prosodic features, shortened forms, and organizational features of spoken language. It emphasizes using pair and group work to reduce student stress. Basic principles include stressing rhythm, using songs, and correcting mistakes privately. The document recommends designing tasks with clear purposes and information gaps. It introduces the book "A Speaking Course" and addresses teaching large and mixed-ability classes through varied activities, designs, and student involvement.
This document outlines the syllabus for an English 1 course worth 2 credit points. The 16-session course is designed to develop students' writing, reading, and speaking skills in academic English, with a focus on grammar structures, tenses, and sentence construction. Key topics include the present perfect and present perfect continuous tenses, future tenses, positive and negative agreement, and email and letter writing. Students will be assessed through quizzes, assignments, a midterm exam, and a final exam.
This document contains summaries of three English lessons for Class 11S on the topic of speech writing. The lessons cover objectives like understanding tone, register and audience for speech writing. Learning activities include watching speech videos, group work on speech types, and writing practice of speeches based on given scenarios. Formative assessments like 3-2-1, muddiest moment and peer feedback are used. Homework includes vocabulary lists and mind maps related to speech writing. Differentiation and assistance is provided to lower performing students.
This document contains summaries of three English lessons for Class 11S on the topic of speech writing. The lessons cover objectives like understanding tone, register and audience for speech writing. Learning activities include watching speech videos, group work on speech types, and writing practice of speeches based on given scenarios. Formative assessments like 3-2-1, muddiest moment and peer feedback are used. Homework includes vocabulary lists and mind maps related to speech writing. Differentiation and scaffolding is provided for lower performing students.
This document outlines the methodology course for training foreign language teachers. It discusses the aims, objectives, expectations, content, and evaluation of the course. The objectives are for students to understand classroom activities and assessments, important terminology, and how to design lessons and apply teaching methods. The content will explore classroom assessment types and administration. Evaluation includes formative and summative assessments like quizzes, projects, and exams. The document also summarizes the evolution of language teaching methods from grammar-translation to communicative approaches.
Communicative english language skills i (fl en 1011) final versionAsnake Dechasa
ย
The reading discusses the importance of reading for university study as it is the primary way to gather information about one's discipline and develop an understanding of the academic field. It emphasizes that a large volume of reading is required to pass courses, so students must develop effective reading strategies like scanning, skimming, and assimilating ideas to get through all the required material. The goal of reading for study is to gather and integrate information into one's own perspective to be able to express views in assessments and seminars.
1. The document is an introduction to an English language module for first-year university students in Ethiopia. It outlines the objectives and contents of the module.
2. The module focuses on developing students' English proficiency through listening, reading, speaking and writing activities. It aims to help students communicate in English for academic and social purposes.
3. The five units cover topics like study skills, health, culture, wildlife and population. Each unit includes listening, grammar, vocabulary and other activities to improve English skills and meet the objectives of expressing oneself in English and using it fluently.
Designing a-syllabus-group-7 (for memory)Dieu Hien
ย
This document provides a syllabus for an IELTS preparation course that is 3 months long with classes held twice a week. The course aims to help intermediate English learners improve their skills and achieve an IELTS band score of 6.5 or higher. It will cover key IELTS exam components like reading, writing, listening, and speaking through various units and teaching methods. Students will be assessed through practice exams and graded using IELTS band score criteria.
The document discusses the TOEFL iBT speaking section. It has 6 tasks that take 20 minutes total - 2 independent tasks asking for personal responses and 4 integrated tasks relating a reading and listening passage. Independent tasks are either free or paired choice questions. Integrated tasks relate reading and listening passages or summarize a listening passage. Test takers have 15-30 seconds to prepare and 45-60 seconds to answer. Scoring considers delivery, language use, and topic development. Note-taking of key ideas is important for answering questions within time limits.
This syllabus outlines a Business English course aimed at developing students' language skills including grammar, vocabulary, writing, reading, speaking, and communication. The 16-session course covers topics like English expressions, storytelling, letter writing, resumes, company structures, and practice meetings. Students will be evaluated based on quizzes, assignments, mid-term and final exams. The course materials will draw from various English language teaching references.
The document discusses strategies for preparing students for the new GCSE MFL exams based on comparisons to the KS3 curriculum and assessment objectives. It provides an overview of the new GCSE format and requirements, compares KS3 skills and objectives to GCSE assessment criteria, and gives examples of speaking and writing tasks and how to develop them. Suggestions are made for developing students' language skills, vocabulary, pronunciation and fluency to meet the demands of the new GCSE exams.
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(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง ๐)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐๐๐ ๐๐ฎ๐ซ๐ซ๐ข๐๐ฎ๐ฅ๐ฎ๐ฆ ๐ข๐ง ๐ญ๐ก๐ ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐๐ฌ:
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๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ญ๐ฎ๐ซ๐ ๐๐ง๐ ๐๐๐จ๐ฉ๐ ๐จ๐ ๐๐ง ๐๐ง๐ญ๐ซ๐๐ฉ๐ซ๐๐ง๐๐ฎ๐ซ:
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Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Syllabus of English Grammar and Composition MGMT. 101, BBS First Semester of Far Western University Darchula Multiple Campus
1. FARWESTERN UNIVERSITY
Darchula Multiple Campus
Bachelor of Business Studies
Faculty of Management
Syllabus of English Grammar and Composition
MGMT. 311 First Year
Khalanga, Darchula
2. Presenter: Dammar Singh Saud
Assistant Professor and Chairperson
English Subject Teaching Committee
3. Introduction
๏ต Course Title: English Grammar and Composition
๏ต Total Marks: 100
๏ต Course Code: MGMT. 311
๏ต Pass Marks: 45
๏ต Nature of Course: Theory
๏ต Time per period: 1 hour
๏ต Year: First
๏ต Total periods: 120
๏ต Level: BBS
4. Course Introduction
This course is designed to develop communicative
competency of the students who are in the BBS program.
The course consists of five units. The first unit deals with
the reading skills in which the students will be exposed to
the variety of reading texts. The second unit introduces
the students to the process writing skills. The third unit is
aimed at developing their grammatical competence by
engaging them in contextual grammatical exercises. Unit
four offers them the repertoire of academic vocabulary
and finally the last unit prepares them for business
communication both in speech and writing.
5. General Objectives
The general objectives of this course are as follows:
a) To develop general English language proficiency among
the students.
b) To acquaint the students with the basic grammar
which they require in their academic writing.
c) To make the students familiar with the academic
vocabulary.
d) To expose the students to the array of business
communication skills so that they can communicate
effectively in business setting.
6. Contents in Detail with Specific Objectives
Specific Objectives Contents in Detail
Preview text using a variety of
strategies
Read for main ideas
Read for details
Scan text to find specific information
Make prediction about texts
Unit One. Reading (30 LH)
1.1. Prediction in reading
1.2. Skimming skills
1.3. Scanning skills
1.4. Detail reading skills
7. Contents in Detail with Specific Objectives
Specific Objectives Contents in Detail
Write paragraphs of different genres
Plan, write, revise, edit and rewrite
Make outline for writing
Write a summary
Write personal response to the texts
Write letter to the editor
Write essays
Unit Two. Writing (30 LH)
2.1. Paragraph writing
2.2. Process writing
2.3. Summary writing
2.4. Writing letters
2.5. Essay writing
8. Contents in Detail with Specific Objectives
Specific Objectives Contents in Detail
Construct English sentences using
appropriate tenses.
Supply modal verbs in proper
situations.
Use contextually appropriate
pronouns, noun phrases, prepositions,
adjectives and adverbs.
Use verb structures correctly.
Form words.
Use conditionals, clauses, questions
and indirect speech appropriately in the
contexts.
Speak and write grammatically correct
and appropriate sentences.
Unit Three. Grammar (30 LH)
3.1. Tenses
3.2. Modals
3.3. Determiners pronouns and
noun phrases
3.4. Prepositions, adjectives and
adverbs
3.5. Verb structures
3.6. Word formation
3.7. Conditionals, clauses,
questions,
indirect speech
3.8. Sentences and varieties of
English
9. Contents in Detail with Specific Objectives
Specific Objectives Contents in Detail
Use the academic vocabulary in a
given discourse.
Apply appropriate strategies to enrich
their academic vocabulary.
Unit Four: Academic Vocabulary
(30 H)
4.1. Academic vocabulary
4.2. Word combinations
4.3. Vocabulary used in academic
institutions
4.4. Vocabulary in the academic
discussions
4.5. Vocabulary of academic
functions
4.6. Reading and vocabulary
4.7. Reference vocabulary
10. Contents in Detail with Specific Objectives
Specific Objectives Contents in Detail
Exchanging contact details
Engage in conversation and end
conversations politely
Thank and respond to thanks in
business setting
Reassure, sympathize and apologize
Respond to invitations and talk about
social plans
Be diplomatic in business
conversation
Deal business on the phone
Talk about news, films, TV and books
Entertain people in business settings
and talk about the time off
Unit Five. Language of Business (30 LH)
5.1. Exchanging contact details
5.2. Exiting a conversation
5.3. Catching up with colleagues
5.4. Thanking and responding
5.5. Reassuring and sympathizing
5.6. Responding to spontaneous invitation
5.7. Talking about social plans
5.8. Apologizing and responding
5.9. Making and responding quick requests
5.10. Avoiding saying โnoโ
5.11. Dealing with situations on the phone
5.12. Being negative diplomatically
5.13. Talking about news at work
5.14. Talking about films, TV and books
5.15. Making people feel relaxed
5.16 Talking about taking time off
11. Methodology and Techniques
๏ต Class presentation
๏ต Discussion
๏ต Group work/pair work
๏ต Project work
๏ต Self-study
13. Format of the Question Paper for End-Term Exam
Types of questions Total questions
to be asked
Number of questions
to be answered and
marks allotted
Total marks
Group A: Multiple
choice items
20 20 x 1 mark 20
Group B: Short
subjective questions
8 6 x 8 marks 48
Group C: Long
subjective questions
3 2x 16 marks 32
Total Objective: 20
Subjective: 11
Objective: 20
Subjective: 8
100
14. References
a) Gramer, M.F. and Ward, C. S. (2011). Q: Skills for
Success (Reading and Writing) โ 3. New York.
Oxford University Press (Unit I and II).
b) Lloyd, M. and Day, J. (2011). Active Grammar,
Level 3. Cambridge. Cambridge University Press
(Unit III).
c) McCarthy, M. & OโDell, F. (2009). Academic
vocabulary in use. Delhi: Cambridge University
Press. (Units IV)
d) Baade, K., Duckworth, M., Grant, D., Holloway,
C., Hudson, J. Hughes, J., and Turner, R. (2008).
Business Result (Upper-intermediate Studentโs
Book). Oxford: Oxford University Press (Unit V