Severity: Notice
Message: Undefined index: some_name
Filename: controllers/CV.php
Line Number: 91
Backtrace:
File: /home/snosit/public_html/cv/application/controllers/CV.php
Line: 91
Function: _error_handler
File: /home/snosit/public_html/cv/index.php
Line: 292
Function: require_once
 |
A PHP Error was encounteredSeverity: Notice Message: Undefined variable: val Filename: views/indexMOKRAR2.php Line Number: 168 Backtrace:
File: /home/snosit/public_html/cv/application/views/indexMOKRAR2.php
File: /home/snosit/public_html/cv/application/controllers/CV.php
File: /home/snosit/public_html/cv/index.php |
 |
|---|
| اجبارية / اختيارية | نظري / عملي | مساندة/تخصصية | Course Code | Course Name | اسم المقرر |
|---|---|---|---|---|---|
| اجبارية | نظري | تخصصية | EN704 | Course Book Evaluation | تقييم المقرر الدراسي |
| وصف المقرر الدراسي |
|---|
| the modern methods that participate in enhancing coursebooks and how teachers can apply these methods in real teaching life |
| أهــداف الـمـقـرر* |
|---|
| This course is intended to give students insights into the textbook structure and organization. Objectives |
| To enable students learn the horizontal and vertical structures of the textbook. Content: |
| Creating Personal Teaching Aids |
| This course is intended to give students insights into the textbook structure and organization. Objectives: To enable students learn the horizontal and vertical structures of the textbook. |
| المعرفة والفهم | المهارات الدهنية | المصادر العلمية والمهنية | المهارات العامة والمنقولة |
|---|---|---|---|
| the student will be able to understand how to evaluate coursebooks | the ability of choosing the right material for the right group or level | the ability of using these methods in real life and especially for less experienced teachers | the ability of using these techniques in communicating with his/her studcents |
| The importance of choosing the right materials for specific age group | Get more experience about evaluate coursebooks | students will be able to use these methods to make their teaching style better | Overview of choosing the right materal |
| the student will be able to understand how to evaluate coursebooks | the ability of choosing the right material for the right group or level | the ability of using these methods on real life and especially for less experienced teachers | the ability of using these techniques in communicating with his/her students |
| the student will be able to understand how to evaluate coursebooks | the ability of choosing the right material for the right group or level | the ability of using these methods on real life and especially for less experienced teachers | the ability of using these techniques in communicating with his/her studcents |
| اساليب التعليم |
|---|
| using internet websites and searching on the specific materials that are intersted in evaluating coursebooks |
| Using laboratory and oral skill books is the most important method to develope my students target skill |
| مكان تواجدها | الناشر | النسخة | المؤلف | عنوان المراجع |
|---|---|---|---|---|
| The practice of english language teaching | ||||
| internet resource | Pearson Longman | 2nd Edition | Brown, H. Douglas | Teaching by Principles: An Interactive Approach to Language Pedagogy |
| internet resource | Oxford University Press | 2nd Edition | Larsen-Freeman, Dianne | Techniques and Principles in Language Teaching |
| internet resource | Cambridge University Press. | Dubin, F. & Olshtain, E. | Course Design: Developing programs and material for language learning. | |
| internet resource | Cambridge University press | Richards, Jack & Rodgers, Theodore | Approaches and Methods in Language Teaching | |
| internet resource | Cambridge University press | 2013 | Chris Redston& Gilie Cunningham | Face to Face |
| libraries& internet resource | Pearson Longman | 2nd Edition | Brown, H. Douglas | WWW.British Council .org. YouTube. Face to Face |
| libraries | Oxford University Press | 2001 | Larsen-Freeman, Dianne | Teaching by Principles: An Interactive Approach to Language Pedagogy |
| libraries | Cambridge University Press. | 2005 | Dubin, F. & Olshtain, E. | Course Design: Developing programs and material for language learning. |
| internet website | Macmillan | 2007 | Richards, Jack & Rodgers, Theodore | Techniques and Principles in Language Teaching |
| المعمل | المحاضرة | عدد الساعات | التمارين | الموضوع العلمي |
|---|---|---|---|---|
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 | ||||
| yes | 1 | 3 | 1. Theoretical Basis: a. linguistic b. psychological | |
| yes | 2 | 3 | Syllable Type: a. structural b. functional c. eclectic | |
| yes | 3 | 3 | Methodology: a. teacher-centered b. student-centered | |
| yes | 4 | 3 | . Language Skills a. separated b. integrated | |
| yes | 5 | 3 | 1st semi-final exam | |
| yes | 5 | 3 | Number of Units/Lessons | |
| yes | 6 | 3 | Number of Cyclical/Revision Units/Lessons | |
| yes | 7 | 3 | Structure/ Organization of Unit/Lesson a. order/presentation of skills b. prioritizing/precedence of skills: rationale | |
| yes | 8 | 3 | Work Type: a. drill-based b. task-based | |
| yes | 9 | 3 | 1st semi-final exam | |
| yes | 10 | 3 | Testing: a. discrete-point item b. communicative | |
| yes | 10 | 3 | Testing: a. discrete-point item b. communicative | |
| yes | 11 | 3 | 2nd semi-final exam | |
| yes | 12 | 3 | methods in evaluating course books | |
| yes | 13 | 3 | some stages of evaluation of socio-cultural aspects TELF materials | |
| 14 | 3 | rising awareness of politeness practices across culture | ||
| yes | 1 | 2 | yes | 1. Theoretical Basis: a. linguistic b. psychological |
| yes | 2 | 2 | yes | Syllable Type: a. structural b. functional c. eclectic |
| yes | 3 | 2 | yes | Methodology: a. teacher-centered b. student-centered |
| yes | 4 | 2 | YES | Language Skills a. separated b. integrated |
| yes | 5 | 2 | 1st semi-final exam | |
| yes | 6 | 2 | yes | Number of Units/Lessons |
| yes | 7 | 2 | yes | Number of Cyclical/Revision Units/Lessons |
| yes | 8 | 2 | yes | Structure/ Organization of Unit/Lesson a. order/presentation of skills |
| yes | 8 | 2 | yes | 2nd semi-final exam |
| yes | 9 | 2 | prioritizing/precedence of skills: rationale | |
| yes | 9 | 2 | Work Type: a. drill-based b. task-based | |
| yes | 10 | 2 | Testing: a. discrete-point item b. communicative |