BACHELOR OF EDUCATION – ENGLISH MAJOR       

REVISED DESCRJPTION OF SPECIALIST COURSES

(With effect from 1999- 2000 for students admitted in 1998-99 & 1999-2000)

PREAMBLE

The Skills Component

 The skills courses offered during the first four semesters (or two years) of the Bachelor's programme form a compulsory part of the language component of the total curriculum, with 3 credits and a weightage of 150 marks for each course in each semester. These courses are aimed at enabling the students to reach target competence in the use of English for communication --listening, speaking, reading, and writing -- through a learning-centered curriculum comprising aural/oral communication, reference or study skills, intensive and extensive reading, written communication, and formal instruction in grammar. Task-centered teaching-leaning materials will go a long way in achieving this overall aim.

 To meet the general and specific objectives of the various skills courses, the proposed syllabus envisages . the use of appropriate materials, classroom procedures, and testing pattern. the materials have to be carefully selected to suit learners of different ability levels and interests. They have to be exploited through challenging tasks and exercises in order to promote learners' involvement and their communicative use of the target language in the classroom. The conventional method of lecturing or, explication by the teacher (in L1 or in L2) bas to be replaced by a pedagogy in which students are actively engaged in the learning process, the teacher motivating them and providing feedback. As for testing, the skills acquired have to be tested rather than the students' knowledge of the content of the materials reproduced from memory.

The materials for developing the different skills in students should be accessible to them linguistically, conceptually, and culturally; they should be motivating by being interesting and relevant; they should be graded in terms of lexical and structural complexity, cultural and conceptual accessibility, and the demands that the tasks and exercises make on the students; they should include "authentic" or real - life materials as well as non-authentic materials designed for pedagogic purposes.

The tasks and exercises should be problem-posing in nature, not mechanical and routine, and sufficiently challenging, calling for a certain amount of mental and affective investment on the part of the students. They should also be related to different. purposes and hence integrate different skills, and should promote different types of classroom interaction. They should be structured as well, not randomly ordered. Moreover, in the light of classroom experience, the materials, including tasks and exercises may have to be revised and supplemented from time to time.

It is important that the conventional practices of explication or translation, and dictation of answers to questions and summaries should be replaced by student - centered  procedures -- that is, students should first be encouraged to make an effort to the tasks on their own. They should also be encouraged to interact with one another in pairs or in groups.  The teacher should assist the students when they find the tasks too difficult to cope-with, by simplifying or reformulating the tasks and by providing appropriate feedback at every stage.

Any programme of teaching a  language within a university curriculum will prove to be a success. only if, along with the course materials and methodology, the test format too is geared to meet the objectives of the programme. Thus, the tests should be designed to test the language abilities or skills' of the students in communicative contexts rather than their ability to memorize the content of the materials used in class. There should be  provision in the test format for including tasks that the students have not actually encountered in class but similar to ones done in class.

The traditional role of the teacher as an explicator of texts and giver of all knowledge must be replaced by his role as a facilitator of the learning process and a consultant. The

management of different types of classroom interaction also calls for a special kind of teacher orientation. Besides, the teacher bas to be resourceful and flexible in the classroom because he bas to be responsive to leaner differences and needs.

In ail the courses in writing, there should be a strong  emphasis on writing English for effective communication. Hence there should be a  shift away from mechanical drills of specific linguistic structures towards the  purposeful use of language in performing meaningful  tasks, thus building up both the need and the ability to communicate in English.

Besides this general thrust, two key principles must underlie the materials, methodology, and testing for these courses: first, that composition involves the ability to construct texts and not merely sets of grammatically correct sentences; second, that such an ability is best developed when

(a) learners have a clear idea of what is to be said, and

 (b) they know how to say it. In other words, composition work will be

meaningful and purposeful only when sufficient guidance is provided to learners on both content and organization. Some of the traditional methods of teaching composition are to tell the students about the forms and features of       a piece of writing (e.g., a letter) and then to get them to write one following a set of rules (do's and don'ts), or to give them 'model' pieces of text which the students are required to 'imitate'. But it will be more useful to emphasize the process of discovery by which the learners discover for themselves the features of a piece of writing and then go on to do the main writing task(s). Besides, the students should be encouraged to re-read, edit, revise, and redraft their own writing.

The Linguistics Component

The linguistically-oriented courses will focus on Some or the recent developments in linguistics and its applied aspects and will be influenced, in the selection of content and methodology of teaching, by what is relevant to the immediate needs of the students and by the level of intellectual grasp of the students. The theoretical  input where unavoidable, is intended to increase the students' knowledge of the structure of English and their awareness of English in use, as well as the specific problems of teaching and learning English as a foreign/second language. The primary goal of these courses is to facilitate a practical application of linguistic principles and knowledge to languages of interest to the students of education.

The Literature Component

Basically, methodological changes have been proposed with regard to the literature courses in the curriculum. First, in the case of input, the accent is on intake through learner-initiative. Secondly,. with a view  to promoting learner autonomy, some texts in each course may be prescribed for self.-study, at the discretion of the teacher, thereby

affording greater challenge to students in mixed-ability groups such as the ones we have. Thirdly, in evaluation, questions are meant to test the learners' ability to come to grips with a literary text more specifically, with the language of the text, instead of merely testing their ability to reproduce the contents of a "handout". These changes ,will, as there are indications already,  prove to be a healthy check on absenteeism (in the classroom) and malpractice (in examination bail).

Changes are also proposed in the sequencing and composition of courses, not in their titles or the basic structure. As it is, the literature courses are sequenced strictly in chronological order. This kind of sequencing is, of course, neat and simple, but does not match the linguistic difficulties of Yemeni students, who are but foreign learners of English. Alternatively, therefore, Elizabethan Drama, for example, is now proposed to be taught at in the fourth year (Level -IV) instead of in the third (Level -11).

Moreover, the teacher should be flexible and judicious in the choice of texts, taking into account interests and difficulties of learners as well as the cultural milieu in which the texts have to be taught.

The authors,  titles, and forms proposed here are, but suggestive, neither restrictive not exhaustive. European and other classics in Standard English translation might also be used.

Some Guidelines for the selections of literary texts

The autonomy of the teachers who teach literature courses and their judgment about course materials should be respected. However, the following guidelines ought to be considered while selecting texts for literature courses:

1- The teacher needs to consider cultural appropriateness, price and availability of text.

2.The texts should not contain any negative reference to Muslims relating to their faith in God and belief in these attributes as well as in Prophets.

3.The texts should not present Islam in any derogatory manner.

4.The texts should not contain any plain references to sexuality, such as depiction of sexuality or intimate scenes in man-woman relationships.

5.If the teacher has no other alternative but to choose a certain text, then he/she had better gloss over those passages or sections which go against! do not comply with the guiltiness (1-4) above.

6.If some of the values contained in a text are different from those of the students and the teacher has no other alternative text to prescribe, then he/she should make it clear  to the students that the values that underlie the point of view to the author and the behavior of the characters in the text and not those of the students. The teacher should also make it clear that the students are not required to accept the values but merely to understand there and the text. He may encourage students to judge those values critically so that they may have a deeper appreciation of their own values.

 Aims and Objectives of Teaching Literature for Students of Education.

 Teachers need to consider that literature courses are to:

a) focus on developing learner's linguistic competence more than knowledge about history of English literature. Literary works are to help students achieve some kind of fluency and comfort with authentic language. Literature helps learners practice the target language by writing and speaking creatively, by developing the ability of expressing their feelings or conveying feelings of others. This is to be achieved by integrating ail language skills while dealing with literary texts. Literature thus should provide a better awareness of the nature of language (as ethical and rational augments) and how it works in literature by transferring their experience to new situation or contexts.

b) develop learner's critical and analytical ability to respond to unseen literary texts.

c) give knowledge or language about literature as human activity.

d) promote healthier attitudes to the world outside the range of the learner's contact and interaction.

e) provide a wide scope for experiences besides developing the learner's linguistic and cognitive skills.

It enables the learners not only to keep up but enrich their English through contact with language skills.

f) motivate students for comprehension, interpretation, and enjoyment of literature.

g) stimulate reading habits (both extensively and intensively).

h) encourage students to feel free with the texts, to comment, speculate, criticize and, above all, to employ their own language .

i) give value to students' opinions, not received ones by offering them a number of open-ended questions that elicit personal response to sharpen the students' own response to the literary work.

j) encourage students to see a literary text as a stepping stone to fully acquire the target language, i.e. involvement, not loss of involvement; the ability to communicate not fail me.

k) contextualize literary texts by introducing, when necessary, some basic information about literary trends, movements, school of thoughts that are important in approaching literary texts.

Note:

a) In choosing texts, teachers need to take into account cultural appropriateness, availability of the texts and their prices. -It is suggested that students should be involved in selecting texts.

b) The authors, titles and forms are but suggestive, neither restrictive nor exhaustive.

c) European and Arabic classics in English translation (e.g. Tolstoy, Cervantes, Alexander Dumas, Moliere, Mahfoliz, Arabian Nights) might be used.

d) Some pieces may be prescribed for self-study at the discretion of the teacher.

 4)Outline of Courses

 FIRST YEAR – FIRST SEMESTER

Spoken English 1  (3 Credits)

                   This course is the first in - a series of four consecutive courses intended to develop the students' oral skills through authentic materials in the form of formal and informal conversations. Communicative acts are emphasized through dialogues that reflect different communicative events, such as greeting, parting, introducing, suggesting, asking and giving directions, inviting, accepting and refusing invitations, apologizing, am describing objects. Students' pronunciation will be developed and improved as they practise and initiate dialogues in real-life situations. Moreover, they will be introduced to the description and transcription of sounds of English following the International Phonetic Alphabet (IP A) System, drawing their attention to the difference in pronunciation between American English and British English.

Reading -1 (3 credits)

The general objectives of the reading courses will be:

(I) To introduce students to various study skills or reference skills such as dictionary reference, note-making and note-taking, channel conversion or information transfer (from tables, graphs, charts, etc. to descriptive accounts and vice versa), and the use of the library.

(II) To train students in various reading skills such as, skimming and scanning (see the list below), and to develop in them the habit of silent and fast reading.

(III) To train students in close, critical reading of discursive as well as imaginative texts (indeed, a variety of text-types) for comprehension, analysis, interpretation, and evaluation.

(IV) To stimulate students to read texts of a wide range on their own.

More specifically, 'Reading -I' is aimed at developing in the students the following reading abilities:

a) Identifying the topic or central idea of a passage or text.

b) Skimming a text to identify general ideas and information.

c) Skimmarising the main ideas of a text.

d) Scanning to locate specific information or details.

e) Understanding the underlying organization of a text.

 f) understanding the writer's purpose.

g) Understanding a text with the help of extratextual features such as visual dues (pictures, etc.) [NOTE: This list of "abilities has to be viewed and used only as a checklist for guiding the selection of materials and appropriate classroom activities and procedures, and as criteria for assessing the student's achievement at the end of the course(s).]

Writing-I (3 Credits)

The general objective of the courses in writing, which form an important component of the skills courses, is to develop in the students writing skills required to cope with the various communicative needs in their academic studies as well as later on m their careers. The specific objectives of the courses in writing is to develop m learners the following writing skills:

a) Writing short discourses in simple and correct English using suggested information and organization.

b) making and using notes and schematic plans.

c) presenting information briefly, precisely, and clearly through writing.

d) structuring and organizing ideas ensuring coherence and cohesion.

e) introducing students to different strategies for developing themes such as description and narration,

focusing on audience, purpose, and tone, collecting and organizing relevant information, and presenting.

              With a view to realizing both the general and the specific objectives of the course, the following topics will be dealt with in this first module:

1. Narration in chronological order.

2. description of persons and objects.

3. Writing informal letters of invitation, self-introduction, and inquiry

 5)Grammar 1 (3 Credits)

The overall aim of the four Courses in grammar is to develop in the students an awareness of the various aspects of the structure of modem English and to enable them to attain a reasonable level of competence in the language to be able to write grammatically correct English. The courses, particularly those offered in the second year of the programme, are also intended to strengthen the students' ability those offered in the second year of the programme, are also intended to strengthen the student to handle with confidence those aspects of modem English usage which are essential to express themselves with a high degree of stylistic appropriateness and acceptability.

The first module in grammar will deal with these topics:

I) Parts of Speech:

(a) Nouns (Countable, Uncountable, Special Singular)

(b) Verbs: (Stative, Dynamic. Intensive. Mono Di. & Complex Transitive)

(c) Adjectives: (Attributive and Predicative; Adjectives of Colour, Size, Shape, etc.; Order of these adjectives)

(d) Sentential (.Disjunctive), Predicate Phrase adjuncts; Adverbs of Place, Tune & -Manner

(c) Articles: Article features, Generic, Specific, N on- Specific, and Definite)

Introduction to Literary Forms -1 (3 Credits)

This course aims at introducing students to the forms of literary prose, such as fiction (including short fiction) and essay, as well as types of drama, and their salient features, such as theme, plot, character, fiction) and essay, as well as types of drama, and their salient features, such as meme, plot, character point of view, and tone. Emphasis will be on reading and comprehension of such texts and the identification of structural and sense devices employed in them. Besides gaining language in this course, students need to acquire general techniques to be transferred to other literature courses. This Course, prepares students for fiction and drama courses that are to be studied later. The assigned texts may vary but a book from the department has been issued to meet the purpose .

FIRST YEAR – SECOND SEMESTER

Spoken English -2 (3 Credits)

The course is an extension to Spoken English -1  that is intended to improve students' oral / aural skills through authentic materials in the form of formal and informal conversations. More emphasis will be on social contexts of the dialogues to enhance the students' experience in spoken English in different situations. Communicative events that are practised in this course include: asking for permission, expressing ideas, feelings and opinions, correcting misunderstanding, ordering food, hiding feelings, offering, complementing, confirming information, and comph1ining. Students will also be introduced to the English vowel System and diphthongs in both American and British English. Techniques, such as dictation and spelling games, might be used.

Reading -2 (3 credits)

In addition to reinforcing the skil1s developed In 'READING-F, special focus will be given to the following reading abilities:

a) Understanding the logical relationships between parts of a text and within sentences such as, cause- effect, general ·specific, equivalence in meaning., through cohesive devices employed in the text.

b) Understanding whether a statement supports, modifies, or contradicts another statement.

c) Inferring from information in a text causes, reasons, results,  conclusions, opinions, etc. not explicitly stated .

d) Distinguishing general statements from specific instances or examples.

 6)Writing -2 ( 3 Credits)

The following topics will be dealt with in this second module:

1- Narrating events using flashback technique and from different points of view.

2- Describing places/ scenes and events.

3- Writing short paragraphs (identifying topic sentences, developing topic sentences through specific details, ensuring coherence).

4- Writing notices, announcements, brief messages.

5- Note-making (principles of listing and numbering of points, making notes on short informative texts).

Grammar - II ( 3 Credits)

         The following topics wil1 be dealt with in this module:

(a) Conjunctions:

(1) Co-ordination Conjunctions (native, Alternative, Alternative and Additive).

(n) Subordinating Conjunctions

(b) The Sentence: Definitions and examples of Simple, Compound, & Complex

(c) Elements of Sentence Structure: Subject Verb (V), Object (O), Complement(C),

and Adjunct (A)( obligatory and optional)

(d) Basic Sentence Patterns

(e) Sentence Processes: Active-Passive, Affirmative-Negative, Exclamatory- Assertive, Interrogative (Yes-No, Wh-, & Disjunctive, Question Tags); Subject-Verb Concord Notional / grammatical)

f) Time & Tense

(g) Impersonal Pronouns: Introductory IT, THERE & Concord

Introduction to Forms - II (3 Credits)

This course aims at introducing students to forms of poetry (such as lyric, sonnet, ode, and elegy), rhyme, rhythm, figures of speech such as simile, metaphor, hyperbole, ,connotation. Emphasis will be on reading, comprehension, and response to poetry, and Identification of figurative devices In these emotive texts. Besides gaining language  in this course, students need to acquire general techniques to be transferred to other literature courses, especial1y poetry. This course prepares students for poetic terms and poetic techniques that are present in poetry courses that are to be studied later. The assigned texts' may vary but a book from the department is under preparation to meet this purpose.

SECOND YEAR – FIRST SEMESTER

Spoken English - 3 (3 Credits)

The aim of improving students' oral /aural skills continues in this course. More advanced practice of sounds is emphasized, where students practise sound patterns such as contracting, elision, syllable stress, word and phrase stress, word reduction and blending through authentic material. More complex language functions are also practised through communicative events such as: identifying, requesting, phrasing, preferring, planning future events, predicting, drawing attention, warning, promising, supporting and clarifying ideas.

Reading - 3 (3 credits)

Besides reinforcing the skills developed in 'READING-I & II', focus will be on the following reading abilities:    

a) Distinguishing statements of fact from beliefs, hypotheses, and expressions of probability, uncertainty, etc.

b) Using one's own prior knowledge, beliefs, and imagination to provide information related to that given in the text (i.e., agreeing with the opinions expressed in the text or refuting them, giving reasons)

c) Guessing the meanings of words and phrases in context, and understanding idiomatic and figurative language

d) Selecting relevant information from a text (or texts) for particular purposes (e.g., participating in a discussion or a debate, writing a report)

e) Interpreting charts, graphs, tables and other diagrammatic or pictorial representations of information and drawing conc1usions and generalizations

Writing-3 (3 Credits)

The following topics will be dealt with in this third module:

1. writing paragraphs (focus on cohesive devices)

2, writing short essays (expository, comparison-·contrast)

3. writing formal letters (of inquiry, request and complaint, placing orders)

Grammar - 3 (Grammar & Usage - D (3 Credits)

The following topics will be dealt with in this third module:

(a) Use of Prepositions

(b) Phrasal Verbs Vs Prepositional Verbs

(c) Word Confused (e.g., empty/vacant; refuse/reject)

(d) Subordination: (Change from Direct to Indirect plus others)

(e) Anomalous Finite Verbs

(f) Modals

(g) Short responses: Ellipsis, Pro-Forms, and Minor Sentences.

Introduction to Language -1 (3 Credits)

The following topics will be dealt with in this course:

a) Language as Structure, Skills, and Communication -- The distinctions between the various aspects of language mentioned above should be shown through simple explanations, and examples from English (and, if possible, also Arabic).

b) Language functions (Social, Communicative, and Aesthetic Functions)-- phatic communion, topics,. settings, interpersonal role relations, communicative intent, etc. in a communicative situation, the use of language in literature, poetic license, and so on.

e) Language Varieties (Dialectal and Registral varieties, their kinds and modes of identification)

d) Speech versus writing (Contrastive stress, Punctuation, Pro-forms, Minor sentences.

Short responses, Cleft-structures, Ellipsis, and so on)

e) Language Errors, and the notion of Error Tolerance (Errors of competence and errors of performance)

e) Psychology of Language Learning (only a very brief and simple account)

Nineteenth Century Novel  (3 Credits)

Study of one novel each by Charles Dickens, Jane Austen, George Eliot, and Thomas Hardy. (Any three texts). Suggested texts arc Dickens's Great Expectations, Austen's Pride mid Prejudice, Hardy's The Return of the Native. The course aims at literary appreciation, stimulating reading habits and enrichment of vocabulary. It builds on the literary concepts that are intruded m An Introduction to Literary Forms I.

Teaching method needs to focus on students' personal response and personal involvement.

 SECOND YEAR – SECOND SEMESTER

Spoken English. - IV (3 Credits)

This is the final course in the series (Spoken English) that aims at improving students' oral/aural skills. Students continue to practise communicative functions, such as talking about events, reporting:, congratulating, offering help, hesitating , accepting /refusing, expressing surprise: showing sympathy, regretting, listing,'-- recommending, and closing  a conversation) Intol1ation rhyme, rhythm, and sentence stress constitute an  essential component of this course.

READING 4 (3 Credits)

Besides focusing on the abilities listed below, this course module should consolidate ail the other skills emphasized in the three earlier modules.

a)     Evaluating the ideas/ arguments developed or presented in atext and evaluating the organization as well.

b)    Analyzing and evaluating plot, character, etc. in fictional texts.

c)     Judging the tone of a text or the writer's attitude towards his readers and the subject matter dealt with.

d)    Evaluating comparatively texts on similar themes in terms of ideas, point of view, tone, purpose and rhetorical effectiveness.

WRITING 4 (3 Credits)

1)     The following topics will be dealt with in this final module:

2)     Writing essays (cause and effect, argumentative, and so on)

3)     Writing letters of application, resumes.

4)     Writing reports (informal, official, newspaper reports, reports of interviews and press conferences, technical or research reports)

Grammar 4  (Grammar & Usage 2)  (3 Credits)

This final module in grammar will deal with the topics:

a)     Clause Analysis (Complementation, Adverbial Clauses)

b)    Form & Function of Clauses

c)      Finite (Nommai (S, V, 0, C), adjectival (restrictive or non-restrictive), adverbial (as many kinds as possible), and comment clauses),Non-finite (Participial, gerundial, & infinitive clauses), & Verbless clauses

d)    Theme & Focus (End focus and Contrastive focus)

e)     Cleft sentences (Pseudo-Cleft & Regular Cleft) passive re-visited.

f)      The Principle of End-weight

Introduction. to Language II (3 Credits)

Besides what should have been presented in "Introduction to Language-I", This course will deal with the following topics:

a)      Branches of Linguistics (Socio-linguistics, Psycholinguistics, and Applied Linguistics)

b) Schools of Linguistics (Traditional, Structural, and Transformational)        .

Three) Levels of Linguistic analysis (Phonetics, Phonology, Morphophonemic, Morphology, Syntax (IC Analysis), Pragmatics) - simple definitions, a brief account of the subject matter, the optimum unit of analysis involved, and examples of units, and how each level is integrated into the one that immediately follows it.

Nineteenth Century Poetry (3 Credits)

Nineteenth Century Poetry course inc1udes Romantic poets (e.g. Blake, Wordsworth, Byron, Coleridge (e.g .. The Rime of the Ancient Marineer; Section-I), Shelley, Keats) and Victorian poets (e.g. Browning, Tennyson, and Arnold).

The course may include poems of Blake (e.g.'London', Tyger') Wordsworth (e.g. 'The Solitary Reaper', "The world is Too Much With Us', There was a Boy'), Coleridge (e.g. 'The Rime of the Ancient Mariner', section I, Kubla Khan') Shelley (e.g. 'Ozymadias,' 'Ode to the West Wind'), Keats (e.g. 'La Belle Dame Sans Merci', 'Ode on a Grecian Urn', 'To Autumn'), Tenysson (e.g. 'Ulysses', 'Crossing the Bar', 'The Eagle', Meeting at Night', Parting at Morning'), Arnold (e.g.'Dover Beach') Some of these poems can be given for self­ study.

THLRD YEAR - FIRST SEMIESTER

Advanced Writing Skills (3 Credits)

The Course aims at (1) enabling the students to write informative, argumentative, and analytical prose; (H) strengthening their ability to write on topics of professional interest; (IH) developing in them appropriate organizational and stylistic techniques for writing effectively.

Note: In this course, stylistic acceptability will be given greater attention than grammatical correctness, as the learners are assumed to have acquired the ability to write paragraphs with grammatically correct sentences.

The course will deal with the following topics:

1) Issues in Effective Writing (Writer-Audience relationships; Purpose of writing; Tone or writer's attitude;   Effective style; Message)

2. Process of writing (Invention, gathering, and planning ; Organizing and outlining"; writing a first draft; Revising,  editing, and proofreading)   

3-  Principles of Developing Themes (Narrating; Describing; Comparing and contrasting classifying; Analyzing causes and effects; Defining; Arguing; Generalization and particulars)

4. Organizing Papers (Types of order; Strategies for ordering; Beginnings and endings;

Aids to organizing {e.g.,Out1ining)

5- Building  Paragraphs (Unity, Coherence and Development;  Cohesion).

6-     Style (Point of view Tone; Elements of effective style; Mechanics of Writing 

7. Academic 'Writing (Analysis and evaluation; Finding and evaluation; Note making; Organizing materials; Supporting and documenting)

English Discourse Skills (3 Credits)

The course aims at (1) improving the job-specific professional competence of students, who are primarily being trained for a career in education, and 2- giving practice to students m certain advanced  language skills required of professional teachers and junior level executives through varied, creative, and challenging activities and topic-based discussions.

The course will deal with the following areas:

1-     Fundamentals of communication    (Elements, dimensions, and levels of communication; Principles of effective communication)

2. Interpersonal communication (Self-concept and self-awareness; the JOHARI WINDOW; Self- disc1osure) .

3. Interpersonal communication (Development of trust, understanding and  supportiveness; Importance of active   listening skills and clarity of expression)

4. Small, group communication (Principles and aims; .Purposes and benefits of group communication; Attitudes and skills required of participants; Leadership and decision­ making; Problems in small groups, committees, organizational meetings, etc.)

5. Public communication (Preparation and delivery of information; Patterns of organization and methods of presentation; Special emphasis on speeches for and within organizations; Developing effective speech habits (articulation, voice quality, and fluency); Focus on organization, clarity, and language)

6. Facing interviews (Desirable attributes: intellectual abilities, expressive skills, personal traits, hobbies and interests; Questions in interviews: education and training, self-assessment, activities and interests, goals and expectations, background)

7. Classroom discourse (Different roles of the teacher in the c1assroorn; Lesson routines and use of appropriate language: maintaining discipline, beginning a lesson, ending a lesson, changes of activity, setting up tasks, forming pairs or groups, asking questions, etc..

Phonology and Phonetics (3 Credits)

              The course will have Three major components: phonetics, segmental phonology, and supra-segmental phonology, all of them approached from the angle of structural linguistics. The course is intended to be both content- and practice-·oriented.

a) Phonetics (Kinds: Articulatory; Auditory; and Acoustic) -- A detailed description of Articulatory phonetics in terms of respiratory, phonatory, and Articulatory sub-systems; Description of English consonants in terms of the kind of the source of air stream involved,  the position of the vocal cords, the position of the velum, place of articulation and manner of articulation: Practice in the production and recognition of English consonants, sound-symbol association, and differentiating English and Arabic sounds where confusion results; Practice in the production and recognition of Eng1ish vowels. (Technical descriptions of vowels should be avoided at this stage).

b) Segmental Phonology (Phonetics and Phonology; Phone, phoneme and allophone:

definitions, examples, and appropriate use of linguistic conventions in representing them such as, [ ] , and / / , Some important allophonic variation rules involving, for example, the voiceless plosives and the lateral phoneme   /1 / in English; The principles; of phonemic analysis and in applying them to data from English (and also from

Arabic if possible).

c) Supra-segmental phonology (Word stress: some guidelines for recognizing word stress. Stress shift; Tone and intonation and how they change meaning).

Twentieth Century Poetry (3 Credits)

Selected poems of Hopkins, Yeats, Eliot, Frost, Auden, Larkin, Dylan Thomas, Ted Hughes, Wallace Stevens, Cummings, and Slyvia Plath. Suggested texts are Hopkin's Pied Beauty, God's Grander'.

Yeats's 'Sailing to Byzantium', 'An Irish Airman Foresees His Death', 'Eliot's "The Love Song of J. Alfred Prufrock', Frost's" The Road not taken', Plath's Mirror', Ted Hugbes' 'Hawk Roosting', Dylan Thomas's 'Do Not Go Gentle Into That Good Night', Houseman my Team Ploughing' 'Hardy's 'The man He Killed", Dickinson's 'Because I Could Not Stop For Death ', Stevens' 'Peter Quince at Clavier, Auden's 'The Unknown Citizen'.

This course should be linked to the previous poetry courses (19* century poetry and An Introduction to Literary Forms 2). In addition to ideas and structure of

Poems, the course needs to touch on 20th century literary scene and trends to contextualize the set poems. Some poems may be given for home activity.

Twentieth Century Drama (3 Credits)

Selected plays of Shaw, Eliot, Galsworthy, Arthur Miller, Tennessee Williams, and One- Act plays (e.g., The Refund, the last War, The Pie end the Tart, Bishops Candlesticks). (Any three plays).

Suggested plays are Shaw's arms and the man, Miller's death of a salesman, Williams' a Streetcar named Desire.

Teaching method builds on An Introduction To Literary Forms 1 where students were introduced to elements and types of drama. The teacher needs to touch on relevant literary schools (e.g. expressionism, realism, naturalism, etc.) to place the set text in meaningful context.

THIRD YEAR- SECOND SEMEMSTER

Curriculum (3 credits)