Quality Assurance
January 24, 2022 2022-02-22 20:26Quality Assurance
Internship Program
1- Students should present at the workplace 2 days per week.
2- Students should attend at the institute 2 days per week (rest of the subjects)
3- Each week students should have 1 hour tutorial on their internship at the institute campus.
4- Students should not exceed 85% of the attendance during their intern otherwise they can’t pass the internship.
5- The period of the internship is in parallel with the semester (13 to 15 weeks).
The internship assessment will be done according to the following criteria:
| Assessment Criteria | Number | Weights (Points) |
| Reflective learning diary | 4 | 20% |
| Presentation | 1 | 10% |
| Class discussion | Weekly | 10% |
| Internship assessment (Supervisor + Employer) | 1 | 20% |
| Final draft project | 1 | 40% |
* Reflective Learning Diary: in the learning diary, students reflect on what they have learned and how it relates to them as individuals, as members of society and as professionals in their fields of study. The purpose of the learning diary is not to repeat what has been learned, but to reflect on its significance in the students’ own lives as well as to connect it to what has been learned before. The objective of the learning diary is to make students think themselves.
* Presentation: The student needs to prepare a presentation on what they have learned during the internship.
* Class Discussion: It’s a practice in which the facilitator and students exchange ideas on the experience received during the internship. It helps students to better understand and retain the internship.
* Intern Assessment: Students will be assessed by the supervisor and the employer during the internship. The assessment will be based on the student commitment, punctuality, and work ethics.
Final Project: Students are required to prepare individual project about their intern and the final project should be minimum 2000 words including introduction, tasks, daily activities, supervision, thoughts on the work environment, challenging experience, problems managed, and conclusion. The project should be ready for presentation by week 13th.
A COURSE MODULE DESCRIPTOR FORM
Academic Year 2021 – 2022
Module Information |
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| Course Module Title | Reading Skills | |||||||
| ناوى کۆرس مۆدیول | تواناکانی خوێندنەوە | |||||||
| عنوان الوحدة | مهارات القراءة
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| Course Module Type | Core | Module Code | ENG102 | |||||
| ECTS Credits | 6 | Module Level | 1 | |||||
| Semester of Delivery | 1st | Dept. Code | ENG | |||||
| Department | English Language | |||||||
| Module Website (CMW) | https://noble.edu.krd/lms/Main.php | |||||||
| Module Leader (ML) | Assist. Lect. Shivan Dizayee | |||||||
| E – mail | [email protected] | |||||||
| ML Acad. Title | Assist. Lect. | ML Qualification | MA | |||||
| ML ORCID | https://orcid.org/0000-0002-5703-8603 | |||||||
| ML Google Scholar Acc. | https://scholar.google.co.uk/citations?hl=ar&user=06O1gn4AAAAJ | |||||||
| Course Module Tutor | Assist. Lect. Shivan Dizayee | |||||||
| Module Tutor email | [email protected] | |||||||
| Date Approved | Date Approved | |||||||
Relation with Other Modules |
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| Pre-requisites | N/A |
Module Aims, Learning Outcomes and Indicative Contents |
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Module Introductory Description
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Reading skill refers to the ability to understand written text. It is advisable to develop this skill at early age of schooling. When students comprehend or understand written text, and combine their understanding with prior knowledge, they are able to perform the following three reading-comprehension skills. |
Module Aims |
· Reading to become a better reader. Reading is a skill in itself, and the advantage of working with adult language learners is that they are usually literate in their native language. This means that they are able to transfer advanced reading skills to the second language classroom. Reading in English can activate and develop these skills, making the students better readers in both languages. Reading skills include skimming, scanning, predicting, and reading for detailed comprehension.
· Read to develop critical thinking skills. This is important to address because when teaching English for general purposes, it can be easy to dismiss reading as an activity more suited for an academic environment. In all situations, critical thinking skills aid communication. From having a phone conversation to writing a business plan, people need to prioritize, make conclusions, draw comparisons, make inferences, etc. Reading can provide opportunities to utilize and sharpen such skills. · Read for enjoyment. Students should ideally discover not only the usefulness but also the pleasure of being able to read in a second language. |
Module
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At the end of this module, student will be able to:
· Identify the characteristics of receptive skills · Translates the features of real life reading into teaching reading · Identifies appropriate strategies to teach active vocabulary · Critically analyzes, evaluates and modifies, if needed, reading lesson materials in course books · Describes the differences and similarities between real life and classroom listening. · Describes the differences and similarities between real life and classroom reading. · Identifies appropriate strategies to teach passive vocabulary |
Learning and Teaching Strategies |
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| Strategies | · The module will be delivered to the learners with course pack, modern technology, reading material, animated video classroom and reading tools. The student-centered approach – Bologna Process accordingly will be applied. The strategy will be implemented to set clear goals and define key variables. |
Module Delivery |
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| Structured workload (h/w) | 3 hours per week |
| Unstructured workload (h/w) | 4.3 |
| Total workload (h/w) | 6.4 hours per week |
Module Assessment |
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| Time/Number | Weight (Marks) | Week Due | Relevant Learning Outcome | |
| Quiz | 1 | 5 | 5th | Receptive and productive Vocab |
| Participation | Daily | 10 | Full term | Student Activities |
| Assignment 1 – first draft | 1 | 10 | 6th to 8th | Introduction / Mini project |
| Assignment 2- final draft | 1 | 10 | 8th to 10th | Final draft / Full project |
| Presentation | 1 | 10 | 9th to 12th | Each group |
| Midterm Exam | 1 | 15 | 10th | Reading skills – course pack |
| Final Exam | 1 | 40 | 15th | Cover to cover / Course booklet |
| Total | 100 | |||
Learning and Teaching Resources |
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| Text | Available in the Library? | |
| Required Texts |
New English File | Pre-Intermediate Test BookletHernández Matiz, K. T., Quintana León, J. A., & González Mesa, P. A. (2016). Use of neurolinguistics on EFL learning process through peisprogram with young learners (Doctoral dissertation, Corporación Universitaria Minuto de Dios).
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Available Online |
| Recommended Texts | 1- Rahman, M. H. (2007). An evaluation of the teaching of reading skills of English in Bangladesh. Master in English, Department of English, University of Rajshahi.
2- Montgomery, M., Durant, A., Fabb, N., Furniss, T., & Mills, S. (2007). Ways of reading: Advanced reading skills for students of English literature. Routledge. 3- Bojovic, M. (2010, September). Reading skills and reading comprehension in English for specific purposes. In The International Language Conference on The Importance of Learning Professional Foreign Languages for Communication between Cultures (pp. 23-24). 4- Amin, M. (2019). Developing reading skills through effective reading approaches. International Journal of Social Science and Humanities, 4(1), 35-40. 5- Oller, J. W., & Tullius, J. R. (1973). Reading skills of non-native speakers of English. International Review of Applied Linguistics, 11(1), 69-79. 6- Al-Awidi, H. M., & Ismail, S. A. (2014). Teachers’ perceptions of the use of computer assisted language learning to develop children’s reading skills in English as a second language in the United Arab Emirates. Early Childhood Education Journal, 42(1), 29-37. |
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| Websites | https://noble.edu.krd/ | |
| Delivery Plan (Syllabus) | |
| Week | Content |
| Week 1 | Chapter One: Grammar, Vocabulary, and Pronunciation |
| Week 2 | Grammar activities – Theoretical and Practical classes |
| Week 3 | Vocabulary activities – Theoretical and Practical classes |
| Week 4 | Pronunciation activities – Theoretical and Practical classes |
| Week 5 | Quiz – 10 minutes and then the revision of Chapter one – Theoretical and Practical classes |
| Week 6 | Chapter Two: Reading and writing skills |
| Week 7 | Reading activities – first draft assignment – all classes |
| Week 8 | Midterm session – Writing activities – all classes |
| Week 9 | Listening and speaking activities – Final draft assignment – all classes |
| Week 10 | Chapter Three – The best shopping cities |
| Week 11 | Reading skills – receptive and productive |
| Week 12 | Scan and scam meaning – Theoretical and practical |
| Week 13 | The English School – Brighton / vocabulary |
| Week 14 | Do you have a phobia? Reading and pronunciation skills |
| Week 15 | Final Exam Session |
Course Keywords |
| Scan, Skim, receptive, productive, meaning, synonymy, vocabulary, terms and concepts. |
| NOBLE PRIVATE INSTITUTE | ||||
| GRADING SCHEME | ||||
| Group | ECTS Grade | % of Students/Marks | Definition | GPA |
| Success Group
(50 – 100) |
A – Excellent | Best 10% | Outstanding Performance | 5 |
| B – Very Good | Next 25% | Above average with some errors | 4 | |
| C – Good | Next 30% | Sound work with notable errors | 3 | |
| D – Satisfactory | Next 25% | Fair but with major shortcomings | 2 | |
| E – Sufficient | Next 10% | Work meets minimum criteria | 1 | |
| Fail Group
(0 – 49) |
FX – Fail | (45-49) | More work required but credit awarded | |
| F – Fail | (0-44) | Considerable amount of work required | ||
| Note: | ||||
| A midterm exam, is an exam given near the middle of an academic grading term according to Bologna process, or near the middle of any given quarter or semester. Midterm exams may also be used for summative assessment to contribute to final grades. All the exams require prior exam preparation to clear the paper. The tests that are conducted during the semester.
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