Education

                                

Course Guide

Course: Language Arts A (Speaking, Listening and Vocabulary)

Course code: EPR 2003

Credits: 3

Periods/Week: 4

Semester 1, 2017

SHCT Syllabi Special Needs Statement

SHCT will make reasonable accommodations for students with documented medical, physical, psychiatric or learning 
disabilities. Students should notify the college counselor if they have a disability or impairment that impacts their studies. SMC 
students are to contact Dr. Khaleel Hinkston at 02­206­6531 or in room BM 02.  SWC students are to contact Kholoud 
Abdelkhaliq in room BM 54 at 02 206­6189 or Manar Abdalla located in C Block at 02­206­6191. Students should also notify 
their teachers during the first week of classes of their need for accommodations.  Students’ personal information will remain 
confidential.
 

‫الخاصة‬ ‫الحاتياجات‬ ‫ذوي‬

‫إبلغا‬ ‫الطلبة‬ ‫على‬ ‫ ويجب‬.‫التعلم‬ ‫وصعوبات‬ ‫الخاصة‬ ‫الحاتياجات‬ ‫ذوي‬ ‫من‬ ‫للطلبة‬ ‫الملئامة‬ ‫الترتيبات‬ ‫وإعداد‬ ‫المناسبة‬ ‫الظروف‬ ‫تهيئة‬ ‫على‬ ‫بالشارقة‬ ‫العليا‬ ‫التقنية‬ ‫كليات‬ ‫تعمل‬
 ‫للطلبا‬ ‫ بالنسبة‬.‫الدراسي‬ ‫تحصيلهم‬ ‫على‬ ‫تؤثر‬ ‫قد‬ ‫والتي‬ ‫تعليمية‬ ‫أو‬ ‫نفسية‬ ‫أو‬ ‫جسدية‬ ‫أو‬ ‫طبية‬ ‫كانت‬ ‫سواءء‬ ‫الموثقة‬ ‫العاقة‬ ‫أو‬ ‫العجز‬ ‫حاالت‬ ‫من‬ ‫نوع‬ ‫أي‬ ‫لديهم‬ ‫كان‬ ‫إذا‬ ‫الكلية‬
‫الغرفة‬ ‫في‬ ‫زيارته‬ ‫ أو‬02 206 6531 ‫الرقم‬ ‫على‬ ‫هينكسون‬ ‫خليل‬ ‫الدكتور‬ ‫مع‬ ‫التواصل‬ ‫فيمكنهم‬BM02   ‫مع‬ ‫التواصل‬ ‫فيمكنهن‬ ‫الطالبات‬ ‫ أما‬.‫للطلبا‬ ‫الشارقة‬ ‫بكلية‬
‫الغرفة‬ ‫في‬ ‫زيارتها‬ ‫ أو‬02 206 6189 ‫الرقم‬ ‫على‬ ‫عبدالخالق‬ ‫خلود‬ ‫الستاذة‬ BM54 ‫مبنى‬ ‫في‬ ‫زيارتها‬ ‫ أو‬02 206 6191 ‫الرقم‬ ‫على‬ ‫عبدا‬ ‫منار‬ ‫الستاذة‬ ‫مع‬ ‫التواصل‬ ‫أو‬
C  ‫جميع‬ ‫مع‬ ‫التعامل‬ ‫سيتم‬ ‫أنه‬ ‫ علءما‬.‫دراستهم‬ ‫من‬ ‫الولا‬ ‫السبوع‬ ‫خللا‬ ‫الخاصة‬ ‫باحاتياجاتهم‬ ‫أساتذتهم‬ ‫إبلغا‬ ‫الملتحقين‬ ‫الطلبة‬ ‫على‬ ‫يتوجب‬ ‫ كما‬.‫للطالبات‬ ‫الشارقة‬ ‫بكلية‬
‫تامة‬ ‫بسرية‬ ‫للطلبة‬ ‫الشخصية‬ ‫والمعلومات‬ ‫البيانات‬.

SHARJAH WOMEN’S COLLEGE

 Course Guide

Welcome

Welcome to EPR 2003

To contact me you can:

 Send me an email: liz.taylor@hct.ac.ae
 Phone me on extension: 6317
 Visit me at my office in the F52 block.

About the Course

Explore and examine significant international models of learning and teaching. Additionally, examine and
evaluate approaches to the teaching of Speaking, Listening and Vocabulary to EFL learners. Develop and use
sophisticated and accurate target language when on teaching practice
Course Learning Outcomes and Course Content Outline
o CLO 1- Examine and describe approaches to the development of speaking and listening skills
in the primary classroom.
o CLO 2- Design and explain a range of teaching activities focusing on speaking and listening
skills.
o CLO 3- Examine and micro-teach a range of activities focusing on speaking and listening skills.
o CLO 4- Discuss and analyze the listening and speaking activities that have been planned,
developed and taught in the primary classroom.

Delivery Framework:
 1. Classify approaches to the development of speaking and listening skills in the primary
classroom.

Sub-outcome 01: Examine examples of the integration of the productive and receptive skills of speaking
and writing, reading and listening, and evaluate how an integrated language program can provide a
purposeful context for learning.

Sub-outcome 02: Identify what the skill of speaking entails and recognize the challenges associated with
speaking activities in the UAE context by evaluating a range of teaching strategies to help students
overcome these challenges at different age levels.

Sub-outcome 03: Identify the main purposes for listening tasks and assess a range of activities in terms
of their suitability for different age groups. Understand the three stages of listening pre-, while, and post.

Sub-outcomes 04: Identify the listening strategies of getting the general picture, predicting, and
extracting specific information, inferring opinion or attitude, discovering meaning from context, and
recognizing discourse patterns and markers.

2. Plan and develop a range of micro-teaching activities focusing on speaking and listening
skills.

Sub-outcome 01: Plan and or Develop several speaking micro-teaching activities focusing on both
accuracy and fluency.

Sub-outcome 02: Plan and or Develop several listening micro-teaching activities focusing on different
purposes for listening.

3. Teach and implement a range of micro-teaching activities focusing on speaking and/or

listening skills.

Sub-outcome 01: Teach several speaking activities focusing on both accuracy and fluency.

Sub-outcome 02: Teach several listening activities focusing on different purposes for listening.

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 Course Guide

4. Reflect on the listening and speaking activities that have been planned, developed and taught
in the primary classroom

Sub-outcome 01: Analyse the listening and speaking skills needed to acquire a second language.
Identify typical problems UAE students have in learning to listening and speaking, and evaluate a range
of teaching strategies to help students overcome these challenges at different age levels.

Teaching and Learning Strategies

As pre-service teachers where the medium of instruction is English, students should be competent and
confident users of the language. Hence, an integrated approach to the teaching and learning of
English, Mathematics and Science and an understanding of the language itself is recommended. This
is so students simultaneously enhance their development in the four skills areas while gain insights into
the linguistic components of English. It is important that teachers keep both these aims in mind at all
times and that they do not approach the course goals sequentially but rather inter-weaves the meta-
linguistic with the language improvement ones. Naturally, teaching methods and approaches should be
varied to take into account different learning styles and ensure maximum participation. The
development of independent learning skills should also be reinforced throughout this semester.

Assessment

Coursework - Practical Skills Assessment: 40%

Create a Speaking and listening pack. Design 2 Speaking and 2 Listening Activities
justified and prepared professionally.
(Outcomes: 1,2)
Coursework - Practical Skills Assessment: 30%
Plan, Develop and Teach a lesson which develops speaking and or listening skills in
the primary classroom (this can be done during the teaching practice).
(Outcomes: 1,2,3)
Final Assessment - Written Examination: 30% (CSA)
Final FWA assessment that checks the application of speaking and listening skills
acquired throughout the class in an IELTS listening exam type format.
(Outcomes: 1,2,3,4)
Total Weight: 100%

Assignment/exam dates may be modified due to college and HCT wide activities/holidays.
o Required Educational Resources
o Student
o Nation/ Newton (2008) Teaching ESL/EFL listening and speaking Taylor & Francis Ltd. ISBN:
9781135857301
 Additional Educational Resources:
o Grugeon/ et al (2005) Teaching speaking and listening in the primary school (3rd ed.) Taylor &
Francis Ltd. ISBN: 9781135396701

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 Course Guide

HCT Policy
Academic Honesty
Cheating is an attempt to gain grades dishonestly. It is important that you read page 10 of
the Students Handbook, paying attention to the Definition of Cheating as well as the
practical examples.

Plagiarism is copying and the presentation of someone’s work as your own.  This could be 
from other student’s assignment/projects, books or the Internet.  This can be either intentional
or unintentional (did not know it was necessary to reference material used in essays or written
assignment).  Plagiarism is also considered as a form of cheating and the penalty for cheating 
is outlined in student Handbook.   “Any student found guilty of cheating will be dismissed by
the Vice Chancellor on the recommendation of the College Director.   A record of this shall 
be entered in the student’s official record and transcript”.

You will be requested to read and sign the Academic Honesty policy document. When you
sign this you will be confirming that you understand the policy and the consequences of
breaching it.

Further information on HCT policies and procedures can be found in your HCT catalogue or
on the web catalogue at: http://www.hct.ac.ae/catalog/

Late/Missed Assessments

Dates for all in-class and system wide assessments are set on the portal and confirmed in
class a week before the assessment. Other than illness or unforeseen emergency, there should
be no reason for a student to miss an in class assessment or turn up late. It is your
responsibility as a student to ensure you arrive in good time for an assessment on the
correct day.

Policy
It is the policy that a student who misses an in-class timed assessment (test) will
receive a mark of zero. In exceptional circumstances, approval to take a missed
assessment at another time may be given by the Chair.

When an assignment is submitted after the due date the following will apply:

­ work submitted 1 working day late will be deducted 10%, 
­ work submitted 2 working days late will be deducted 20%, 
­ work submitted 3 working days late will be deducted 30% 
­ any work submitted more than 3 days late will get a zero mark. 

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 Course Guide

Evidence must be given to Academic Services and the online late/missed assessment
section on the portal must be completed by the student.

Assessment Criteria
Students enrolled in courses in HCT programs will be reported in terms of the following
grades. The grade point average (GPA) is tabulated at the end of every semester based on the
grading system.

Descriptor Grade Grade Points Range

Achievement that is outstanding relative to the A 4 90 – 100
course and GPA requirements.
A- 3.7 87 – 89

Achievement that is significantly above the B+ 3.3 84 – 86

course and GPA requirements. B 3 80 – 83
B- 2.7 77 – 79

Achievement that satisfactorily meets the course C+ 2.3 74 – 76

and GPA requirements.
C 2 70 – 73

Achievement that minimally meets the course C- 1.7 67 - 69

requirements but may not meet the GPA D+ 1.3 64 - 66
requirements.
D 1 60– 63

Achievement that does not meet requirements. F 0 0 – 59

College Attendance Policy and Procedure

Students are expected to attend and participate fully in all learning activities arriving
punctually and prepared for class.

There are more specific rules concerning attendance which students should be aware of:
 Attendance will be recorded for all scheduled classes.

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 Course Guide

 If you arrive after the class has started you will be marked late.
 For every 3 “lates” that are accumulated this will be converted to 1 absence.
 When a student is absent for more than 10% of the time allotted to a course the
student will receive a warning through the portal.
 When a student is absent for more than 15% of the time allotted for a course the
student will meet with the Program Chair and receive a final written warning.
 The student will sign acknowledging receiving the 15% warning letter and take the
responsibility of informing the guardian. The college may send an SMS notification to
the guardian.
 The student will receive a popup message on the portal confirming that any further
absence will result in loss of access to the portal.
 A student who is absent after receiving a final warning will be denied access to the
portal and all electronic learning resources prior to withdrawal from the course.
 If the student wants to make a case to remain registered on the course he/she must
immediately see the Program Chair.
 The student will be given an opportunity to explain the absences and to present
relevant documentation. Unless, in the opinion of the College Director and Executive
Dean, there are extenuating circumstances, a failing grade will be recorded for the
course and the student will not be allowed to continue in the course. The student will
be informed of these actions in writing.

Absences Documentation

Students must submit documentation of absence to Academic Services within 48 hours of

their return to classes. Documentation that is provided DOES NOT excuse any absence but
may provide evidence which could allow the student to remain registered on the course.

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 Course Guide

Course Schedule EPR 2003
Week Learning Outcomes Learning Activities Comments
1. LO 1 Classify approaches to the development of speaking and Intro PPT + course guide LISTENING
listening skills in the primary classroom.
Teaching listening PPT
Sub-outcome 03: Identify the main purposes for listening tasks and assess
a range of activities in terms of their suitability for different age groups.
Understand the three stages of listening pre-, while, and post.

Sub-outcomes 04: Identify the listening strategies of getting the general

picture, predicting, and extracting specific information, inferring opinion or
attitude, discovering meaning from context, and recognizing discourse
patterns and markers.

2. LO 1 Sub-outcome 01: Examine examples of the integration of the

productive and receptive skills of speaking and writing, reading and PPT Purposes, stages and strategies for listening
listening, and evaluate how an integrated language program can provide a
purposeful context for learning.
Using the information you have gathered on the various models of T & L as
LO 2Sub-outcome 02: Plan and or Develop several listening micro-teaching well as the various skills involved listening in pairs plan 2 listening activities
activities focusing on different purposes for listening
aimed at children between 6-8 yrs (you specify) and present to the class.
LO 4 Reflect on the listening and speaking activities that have been
planned, developed and taught in the primary classroom

Sub-outcome 01: Analyse the listening and speaking skills needed to

acquire a second language. Identify typical problems UAE students have in
learning to listening and speaking, and evaluate a range of teaching
strategies to help students overcome these challenges at different age
levels.
3. Develop at least one listening activity focusing on both accuracy and Work towards Assessment 1- listening activities
fluency (will demonstrate to the class once covered speaking and
can choose which activity to micro-teach to the class)

4. EID

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 Course Guide

5. SPEAKING Teaching Speaking PPT

LO 1 Sub-outcome 02: Identify what the skill of speaking entails and Integrated language approach or a linear approach (4 language skills) look
recognize the challenges associated with speaking activities in the UAE at the different approaches (link TBL)
context by evaluating a range of teaching strategies to help students
overcome these challenges at different age levels

LO 2 Sub-outcome 01: Plan and or Develop several speaking micro-

teaching activities focusing on both accuracy and fluency.
Identify the various skills involved in speaking and the challenges in this
context as well as how we might support these.
6. As above Continue Teaching speaking Coursework - Practical
Skills Assessment:
40%
Create a Speaking and
listening pack. Design 2
Speaking and 2
Listening Activities
justified and prepared
professionally.
(Outcomes: 1,2)

7. Teaching Vocabulary Vocabulary- PPT how do you teach vocabulary?

. Plan at least one speaking activity. Look at egs of speaking activities PDF
Week 3 (EPR 2003)
8. TP

9. TP

10. TP

11. TP

12. LO 1 Reflect on TP Successes –how/why Coursework - Practical

Skills Assessment:
30%
Plan, Develop and

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 Course Guide

Teach a lesson which

develops speaking and
Difficulties- share and brainstorm possible resolutions
or listening skills in the
primary classroom (this
Using one of the Speaking and/or listening activities from the pack prepare can be done during the
for the micro-teaching assessment teaching practice
(Outcomes: 1,2,3)
13. LO 3. Teach and implement a range of micro-teaching activities . Micro-teach one of the speaking and/or listening activities to the class
focusing on speaking and/or listening skills. (pairs)

Sub-outcome 01: Teach several speaking activities focusing on both

accuracy and fluency.

Sub-outcome 02: Teach several listening activities focusing on different

purposes for listening.

14. .

15. . Using collected integrated lesson plans from TP discuss the S&L skills
included- how successful were they- improvements to make. for final
assessment.
16. As above Final Assessment - Case Analysis: 30% (CSA)
Case Analysis Critically analyse and describe the lesson taught during teaching
practice in an essay. The analysis should include detailed discussion about the
speaking and or listening skills emphasized during the lesson.
(Outcomes: 1,2,3,4).

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 Course Guide

HCT Policy
Attendance
1. Everyday you are required to come to college before the start of your first class and
remain in college until after the end of your last class.

2. If you arrive after the class has started you will be marked late. If you arrive more than 5
minutes late you will be marked absent.

3. Every three lates will count as one absence.

4. When you are absent for 5% of the time allotted for this course you will receive a
warning through the SWC portal.

5. When you are absent for 10% of the time allotted for this course you will receive a final
written warning.

6. If you are absent after receiving a final written warning, unless there are extenuating
circumstances, you will be withdrawn from the course and a failing grade will be
recorded for the course.

7. Field trips are counted as class time. If you cannot participate in a field trip you must
attend college instead, otherwise you will be marked absent.

Your attention is drawn to the Student Handbook. In particular, Instructions for Students
and Attendance Procedures.

Academic Honesty
Cheating is an attempt to gain grades dishonestly. It is important that you read page 10 of
the Students Handbook, paying attention to the Definition of Cheating as well as the
practical examples.

Plagiarism is copying and the presentation of someone’s work as your own.  This could be 
from other student’s assignment/projects, books or the Internet.  This can be either intentional
or unintentional (did not know it was necessary to reference material used in essays or written
assignment).  Plagiarism is also considered as a form of cheating and the penalty for cheating 
is outlined in student Handbook.   “Any student found guilty of cheating will be dismissed by
the Vice Chancellor on the recommendation of the College Director.   A record of this shall 
be entered in the student’s official record and transcript”.

You will be requested to read and sign the Academic Honesty policy document.  When you 
sign this you will be confirming that you understand the policy and the consequences of 
breaching it.

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 Course Guide

Further information on HCT policies and procedures can be found in your HCT catalogue or 
on the web catalogue at : http://lrs.hct.ac.ae/cat/catalogue02­03/view.asp

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