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This course is organised in such a way as to make it simple for students being introduced to the technical application of English in business context. There will be lessons on accessing relevant resources, assessment items and key events during the course which will be uploaded on the online university blackboard. The classrooms will hold between 10 and 20 students.
This part seeks to guide the organisation of the syllabus as indicated by White (1988). The course seeks to consolidate previously gained English knowledge by the students and raise it to levels applicable in business context. It aims at improving skills in English listening, speaking and writing so as to enhance business communication. Consequently, the students will be expected to:
iii. Further confidence when using English to execute business functions such as placing orders, speaking on the telephone, making reservations and handling irate customers, employee complaints and unreliable suppliers.
This course employs context defined by Graves (2000) as the nature of the course, time, teaching resources, classroom set-up and the people. The lessons will be conducted on Saturdays and Tuesdays from 10.00 am, since in Saudi Arabia, the week begins on Saturday, each session taking two hours for 12 weeks summing up to 48 hours of teaching. The venue will be Najran College of Technology, Saudi Arabia being a country where English is not the first language, fitting within the example of Target Language – Removed Context cited by Graves (2008). The setting will adopt the European schooling approach described by Ahmad (2009) and Nunan (1999) as involving a teacher-fronted set-up with students seated in rows facing the teacher. Each classroom will have between 10 and 20 students having previous exposure to English since the instruction will presume Intermediate learning level.
A triangulation approach will be applied for needs analysis supported by
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A good curriculum must be developed for this kind of education to be realized. A good curriculum must ensure to show an understanding and acknowledgement of the current changing nature of knowledge acquisition1. It must contain the challenges and demands of the students to ensure to shape their future professions.
h. MODULE Content Typically projects will be carried out at follows: Phase 1 – Planning. After the first 4 weeks of the course, during which time students will be focussing on the acquisition of knowledge, the project will be introduced and students will be given a further two month to develop ideas for a project title.
There are many tools in the curriculum mapping arsenal that are helpful to educators and can be used in social studies programs in middle school. The University of Connecticut (2011) offers a number of arguments for curriculum mapping. First: Curriculum mapping is done top-down whereas the teaching of the curriculum itself is done bottom-up.
Countries usually structure their National Curriculum around values and aims, subject skills and content. However, the UK National Curriculum is prescriptive. Moreover, the responsibility of the strategic management rests with the department and support and development lies with the Qualification and Curriculum Authority (QCA) (National Curriculum Council (Great Britain) 1992).
Without education, people will live a primitive life that is bereft of reason, justice and truth. Conversely, with education, life has become more meaningful and simple. With education, we can now combat some deadly diseases, we can sleep in the comforts of our home, enjoy watching television or simply heat up dinner with a microwave oven.
Accordingly, it can enable learners to obtain tangible benefits and contribute to the sustainability of the entire community. Stating precisely, an effective curriculum aims to develop cognitive, emotional, humanistic and judgmental skills of the pupils. This enables them to pursue a promising career in their adulthood and also become a responsible citizen.
In other countries like Scotland, Kenya, and others, the model has been adopted as art and craft. However some common wealth countries like Brunei, Botswana, and others have adopted the curriculum as it is.
Students studying in elementary and secondary sections are benefited by these schemes. The funds sanctioning by EETT can be made available to concerned schools through grants, commissions and formulas. The schemes also assure
According to Baker, early 1960’s brought with it “new curricula, instructional models, and approaches to individualization” (1978, p.3) of instruction, but the drawback with these instructional schemes was their poor management. Teachers have already