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اجبارية / اختيارية | نظري / عملي | مساندة/تخصصية | Course Code | Course Name | اسم المقرر |
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اجبارية | عملي | تخصصية | EN403 | Listening & Speaking IV | الأستماع والتحدث 4 |
وصف المقرر الدراسي |
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(General topics of listening and speaking (grade 4 |
أهــداف الـمـقـرر* |
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Consolidating whatever has been done in the previous three semesters |
Enable students to express their ideas with correct emotive tone in the given context |
Reinforce certain areas and structures which could be identified as difficult areas for set of students |
المعرفة والفهم | المهارات الدهنية | المصادر العلمية والمهنية | المهارات العامة والمنقولة |
---|---|---|---|
Consolidating whatever has been done in the previous three semesters. | Students will be able to express their ideas with correct emotive tone in the given context | Students will be able to express their ideas with correct emotive tone in the given context | The tutor will have the opportunity to reinforce certain areas and structures which could be identified as difficult areas for set of students. |
اساليب التعليم |
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مكان تواجدها | الناشر | النسخة | المؤلف | عنوان المراجع |
---|---|---|---|---|
BBC English Conversation Practice | ||||
Cambridge University Press | Second impression | Doff, Adrian and Christopher Jones | . Language in Use | |
Oxford University Press | Fifth impression | Soars, Liz, and John Soars | Headway English Course Student's Book: Real Listening & Speaking 1. | |
Tata McGraw-Hill Education | Seventh imperession | Mn, Taylor, and Grant Taylor | English conversation practice. | |
McGraw-Hill | Second impression | Tanka, Judith and Baker, Lida R | Interactions 2: listening-speaking |
المعمل | المحاضرة | عدد الساعات | التمارين | الموضوع العلمي |
---|---|---|---|---|
1 | 1 | 3 | 1 | New items on mass media which could be commented upon and disscussed |
1 | 1 | 3 | 1 | Talks contains ironic comments |
1 | 1 | 3 | 1 | Giving advice and making strong recommendations |
0 | 1 | 3 | 2 | Explaining the consequences of particular actions. |
0 | 0 | 3 | 0 | First Mid-term exam |
0 | 1 | 3 | 2 | Role-play activities with cue cards |
0 | 1 | 3 | 2 | Understanding and talking about roles and responsibilities |
1 | 1 | 3 | 1 | Interrupting politely and asking for help. |
0 | ||||
0 | 1 | 3 | 2 | Discussing good and bad manners in speech. |
0 | 0 | 3 | 0 | Second Mid-term exam |
0 | 1 | 3 | 2 | Phone-related problems |
0 | 1 | 3 | 2 | Asking detailed questions for further information |
0 | 1 | 3 | 2 | Describing themselves and their strengths |
1 | 1 | 3 | 1 | The development of a discussion |
0 | ||||
0 | ||||
0 | ||||
0 | ||||
0 |