א ١١٣ · 2014-04-16 · •o Label computer elements in a graph. ... •o Listen for product...

التخصص القسم مجيع التخصصات الدراسات العامة ومركز اللغة اإلجنليزية

١

א ١١٣


٢

א אאא א א אא א ١١٣

אW

א א א א א אא א Jאא

א–אאאא א אF E Jאא

Jאאאא

א ٤ ٣ ٢ ١

אא ٤

אFLE

٤

אאאW אאאאאאאאאא

אאאW W

• אאא • אאאאאאאא • אאאאאאאא • אאא • אאאאא

אאFאאWE • אא • אאא • אאא • אא • אאאא


٣

אאא

א

א אאא

٦

אא • אאאא • א • אאא

אאא

٨ אאא • אא • אאא • אאF2x2(3x3

• אא2x2

אא א אאא

١٢ א • אאא • אאא • אאאא • אאא • אאא • אאאא

אאאאאאאא

٨ אא • אא • אאא • אא • אאא • אאאFאE

א אא א אא א א


٤

٨ אאאא • אאאא

• אא

• א

• אאא

• אאא

• אאא

אאאאא א א

א

References:

1. Mathematics for TechniciansA.Greer & G.Taylor, Stanley Thornes 1989

2. Basic Mathematics H. Kruglack & J.Moore, SCHAUM Outlines, Mc Graw-Hill

3. Technical Calculus with Analytic GeometryJ. Gersting, Dover Publications, Inc. 1992

4. CalculusP.Avbbott & M. Wardle, Teach yourself-books NTC Publishing Group, USA 1992

التخصص القسم مجيع التخصصات ركز اللغة اإلجنليزيةالدراسات العامة وم

١

א ١١٥


٢

א א א

FE אא א ١١٥

١١٣ אW אאאא

א Kא א אאאא

א Kאא א אא א א אא

؛אאא א א אאא

K

א ١٢٣٤

אא ٣

אFLE

٣

K

١

Wאאא אאאאK Wאאא אאW

א[1] [2]אאאאא [3]אאא [4]אאאא

WEאאFאא• א • אא אאא •• אא


٣

אאא א א אאא

٩

אא • א lאא • • אא • אא • אא

א

١٢

אא • AND • OR • NOT • XOR • NOR • אאא

אאאאא

١٢

אאא • א • אא • א • אאא

אאא

٩ אא

• אא • אא

אאא

א

אא

1. Discrete Mathematics and its Applications -- by Kenneth H. Rosen. 2. Essence of Discrete Mathematics -- by Neville Dean. 3. Handbook of Discrete and Combinatorial Mathematics -- by

Kenneth H. Rosen (Editor), et al.

Department General Studies /English Language Centers Major Computing Technology

Course Title ESP I Code ENG 135

Prerequisite ENG 103

Semester 1 2 3 4 5

Credit hr/w 4

Course Description: This basic course aims at introducing students of computer & information technology to the technical English language of their field of specializations Contact hr/w 6

General Goal: The general goal of this course is to enable the students to comprehend and speak basic simple written and spoken technical English in the field of computer science & information technology as well as preparing them for enrollment in more advanced courses of similar nature.

Objectives : By the end of the course, trainees will demonstrate their abilities to do the following :

• Grasp and use a reasonable amount of basic technical terms in their field of study

• Comprehend simple to intermediate technical texts of computing & IT

• Employ related grammatical structures used in the language of their major

• Understand acronyms as they relate to computing and IT

• Prepare and orally present technical material covered in class

• Write sequences, facts, descriptions, emails, comparisons, and give instructions

• Understand spoken language presented in class

L = Lecture Hours, W = Workshop/Laboratory Hours, T = Tutorial Hours, WB = Workbook, Ex = Exercise

Textbook: Santiago, R. E. (2007) Infotech: English for computer users. Cambridge: Cambridge University Press.

Additional Readings and

Teaching Aids.

1. Course Book Audio CD.

References: Oxford Word Power Dictionary

١

SYLLABUS Instructional Objectives

In each unit students will learn and practice the following language functions and skills:

Contents Hrs

• Match captions with pictures. • In pairs, discuss how computers are used in

various situations. • Read the text and identify parts of speech. • Guess the meaning from context. • Match words with their correct meanings. • Match the verbs with nouns to practice

collocations. • Complete sentences using collocations. • Listen and complete a table. • Read a text and fill the gaps with sentences. • Write a short presentation.

• Unit 1 Computer Applications (Page 2)

o The digital age o The magic of computers o Collocations o Computers at work

4

• Discuss the elements of computer systems. • Label computer elements in a graph. • Match the slogans with hardware. • Scan slogans for similar words. • Read the text and explain a figure. • Listen and label pictures & check

comprehension. • Use classifying expressions to describe a

diagram. • Write an email to explain the benefits of

computers.

• Unit 2 Computer essentials (Page 7) o Different types of computer o Advertising slogans. o What is a computer?

4

• Translate technical specifications into Arabic. • Distinguish between RAM and ROM. • Learn about how memory is measured • Use relative clauses. • Listen for specific information to fill a

diagram. • Review computer terms in groups.

• Unit 3 Inside the system (Page 11) o Technical specifications o What is inside a PC system? o How memory is measured?

6

• Discuss how to improve your digital life. • Listen for product descriptions. • Listen and complete a conversation. • Practice language useful to a sales assistant. • Practice language useful to a customer. • Role play (buying a computer). • Listen and take notes. • Use spider grams to build vocabulary mental

• Unit 4 Buying a computer (Page 16) o In a computer shop o Choosing the right computer o Computer adverts o Technical specifications o Greetings and offering help

Module 1 C

omputers today 1

4

٢

maps. • Write an email to recommend a computer to a

friend.

• Label input devices. • Listen for information. • Use the infinitive and gerunds to describe

input devices functions and features. • Label pictures with functions. • Fill in a reading text with missing verbs. • Listen for comprehension.

• Unit 5 Type, click and talk! (Page 22) o Describing input devices o Functions and features of

devices o The keyboard o Mouse actions o Interacting with your

computer o Speech recognition systems

4

• Discuss the ways of capturing an image on a computer.

• Read a text and answer questions. • Listen to a conversation and complete notes. • Distinguish between facts & opinion. • Complete sentences with the right superlative

form. • Use suitable suffixes to form adjectives or

nouns. • Describe a camera, webcam, or a video

camera.

• Unit 6 Capture your favorite image (Page 27)

o They eyes of your computer o Scanners o A digital camera o Superlatives o Suffixes

4

• Talk about your computer screen. • Match definitions with technical words. • Read and answer questions about the

computer screen display. • Listen and recommend display devices. • Discuss the health problems associated with

computer use. • Practice giving instructions and advice ( by

using should or shouldn't). • Write an email using guidelines.

• Unit 7 Display screens and ergonomics (Page 32)

o How screen displays work o Choosing the right display

device o Ergonomics o Should & Shouldn’t

Module 2 Input/O

utput devices 21 4

• Label the types of printer. • Read the text and discuss printer types. • Scan a text for words with similar meanings • Join ideas using suitable connectors. • Label connectors according to their function. • Complete sentences using the comparative

forms of the adjectives. • Read adverts and answer questions. Write an email to your friend comparing two printers.

• Unit 8 Choosing a printer (Page 37) o Printers o Multifunction printers o Comparatives

4

• Describe photos.

• Unit 9 Devices for the disabled (Page

4

٣

• Search for information in a text. • Complete a crossword from a text. • Form noun phrases. • Select the type of a modifier before a head

noun. • Listen to an interview and make notes. • Write an email summarizing the different

technologies available in the market for disabled.

42)

o Assistive technologies o Computers for disabled o Noun Phrases o Assistive technologies for

blind

• Scan a text for information. • Complete sentences with words. • Listen and answer questions. • Identify a sector and track in a figure. • Match words with definitions. • Match instructions with techno pictures. • Use the imperatives to give precaution and

warnings. • Identify parts of a speech. • Write a replay to an email.

• Unit 10 Magnetic storage (Page 48) o Types of magnetic drives o Buying a portable hard drive o Precautions o Word building

4

• Discuss the major DVD & CDs functions and features.

• Listen to a conversation for information. • Scan a text for information Make notes from

reading. • Match connectors with their functions. • Translate computer instructions into Arabic. • In pairs, choose and give reasons on selection

of storage devices. • Give an opinion about a topic from a forum.

• Unit 11 Optical storage 52 o DVD & CDs o Optical discs and drives o Choosing the right storage

device o Connectors

4

• Match flash memories descriptions with the pictures.

• Read the text about flash memories and answer the questions.

• Scan a text for words or phrases with similar meanings.

• Practice word buildings. • Convert nouns into verbs and verb into nouns. • Put two words or more together to form new

meaning. • Listen for comprehension. • Describe a flash based device. • Write a short reply to a text from a friend. • Complete a vocabulary puzzle.

• Unit 12 Flash memory 57 o Flash-based gadgets o Memory in a flash o What are flash drives?

Module 3 Storage devices 47

4

٤

• Discuss the functions of the operating systems.

• Complete a text with technical words. • Read the text and decide which adjectives to

use to describe the GUI. • Translate operating system terms and

expressions into Arabic. • Label the interface features. • Compare MAC and PC operating systems. • Decide if these nouns are countable,

uncountable or either. • Write a summary following steps.

• Unit 13 The operating system (OS) (Page 63)

o The functions of operating systems

o GUI operating systems o Mac & PC operating systems o Windows Vista

4

• Discuss the major functions and features of MS-Word Processor.

• Translate features and functions of WP to own language.

• Read instructions and complete the puzzle. • Listen and identify steps in a task. • Give instructions on how to cut and paste text. • Correct mistakes in a dialogue. • Practice giving instruction using the

imperative. • Write how to copy and paste an image into

Word. • Write instructions on how to use find and

replace a text. • Scan descriptions to match with dialogue

boxes.

• Unit 14 Word processing (WP) (Page 68)

o Word Processing features o Word Sudoku o The Cut & Paste techniques

4

• Discuss what spreadsheets are and what they are used for?

• Label words with diagram. • Listen for comprehension. • Discuss the advantages and disadvantages of

showing data as a graph. • Complete an invoice and a letter. • Write fax to complain about having errors

installing a printer. • Make a list of applications. • Read a text about databases. • Form the plural of regular and irregular nouns.• Practice the plural endings.

Unit 15 Spreadsheets and databases (Page 73)

o Spreadsheet programs o Business letters o Databases o Software at home and at

work

Module 4 B

asic software 62

4

٥

Computing & Communications Technology Major General Studies / English Centers Department

Eng. 137 Code Communication Skills Course Title

None Prerequisite

4 Credit hr.

4 Lect.

0 Lab.

2 Pract.

Contact hr.

Course Description: This course is intended to provide Computing, IT and Communications

trainees with opportunities to develop their communication skills by providing a comprehensive approach to speaking and listening competence. The course covers the major areas of speech production and the listening skills necessary to specifically improve speech production and generally improve listening ability. The major elements of English speech production are taught. Students will learn to integrate the essential elements of accurate pronunciation and speech and to listen for different tones in pronunciation that provide clues to meaning.

General Goal: The general goal of this course is to develop students’ oral communication skills and confidence to use

English during study and express themselves in social contexts.

Objectives: Upon completion of this course, students should be able to demonstrate their ability to:

• Improve ability to speak English more clearly and accurately. • Attach correct sounds to difficult spelling patterns. • Hear the difference between similar consonants and vowels and speak them correctly. • Hear and speak accurate word endings using appropriate stress. • Identify and speak the correct number of syllables, rhythm, and intonation patterns. • Identify and accurately change intonation patterns to indicate different meanings, such as question,

statement, and contrast, etc. • Listen to a variety of short dialogues and respond appropriately.

Wilson, W. & Barnard, R. (2008). Fifty-Fifty, Intro. Pearson Longman. Textbook: Companion website: http://www.fifty-fifty-series.com The website contains self-study exercises and downloadable audio material

Additional Material:

English/English/Arabic Dictionary References:

١

SYLLABUS Instructional Objectives

In each unit students will learn and practice the following language functions and skills:

Contents Hrs

Listening activities o Answer basic questions in a classroom context o Listen to a very short dialogue o Listen and match answers with yes/no questions Speaking activities o Ask yes/no questions o Speak to a partner o Answer the partner's own questions o Get to know other students in the classroom

through asking questions

Getting Started • Listening Tasks • Speaking Tasks

4

Listening activities o Spell basic words, e.g. names and numbers o Match spoken words with the appropriate

pictures o Listen and fill in missing information

Speaking activities o Speak to other students, ask them about personal

information, write it down in a card o Use a set of multi-word units Play a language

game with 2-4 partners. This game involves turn taking and matching information

o Do a spelling homework, then ask partners to spell some of the words

Unit 1

• Listening Tasks • Speaking Tasks Self-study exercises p106

4

Listening activities

o Ask some wh-questions o Listen to a conversation then practice with a

partner o Fill in blank cards o Listen and check the correct information

Speaking activities o Ask a partner yes/no questions o Fill in blank boxes by talking to a partner o Carry out structured conversations with partners o Ask and answer wh-questions about countries,

Unit 2

• Listening Tasks

• Speaking Tasks

Self-study exercises p107

6

٢

nationalities, and languages


o Ask wh-questions o Listen to a conversation about prepositions of

place o Use vocabulary related to locations and objects o Listen and circle the matching pictures o Listen and circle 'true' or 'false'

Speaking activities

o Ask and answer questions about people and

locations in a picture and compare them with people and objects in a similar picture

o Write questions and answers on items in a

picture, then discuss them with a partner o Homework: use models provided to write

questions and answers

Unit 3 • Listening Tasks • Speaking Tasks


4

Listening activities o Answer questions about actions being done at

the present time o Listen and match names to people in a picture o Check comprehension of sentences through T/F

Speaking activities

o Use the present continuous tense o Say as many sentences as possible using pictures o Find 3 people in a picture and write 3 sentences

about each



6

Listening activities o Look at pictures and answer relevant questions o Guess the questions of the answers given by a

classmate o Listen and identify the right picture, and write

keywords for each

Speaking activities

o Give directions to locate objects in a picture o Act actions, and other students guess the actions o Play a language game that involves asking and

answering questions


4

٣


o Ask more wh-questions o Use adverbs of frequency o Identify occupations through descriptions and

pictures

Speaking activities

o Use the simple present tense o Ask yes/no questions about occupations o Role play an occupation, talk to classmates about

it, and answer their questions o Take turns with a partner to fill in a chart o Write 6-10 sentences about people in pictures

(occupations)



4

Listening activities o Listen to wh-questions and answers o Match numbers with activities o Listen and write notes and answers of where,

how often, when, and who about each activity o Use vocabulary related to free time activities

Speaking activities

o Read wh-questions and possible answers o Ask wh-questions with classmates o Use the present tense to express habitual

activities o In groups, ask wh-questions and guess answers

Unit 7

• Listening Tasks • Speaking Tasks


6


o Listen and match items with those in the listening task

o Listen for specific vocabulary

Speaking activities

o Use vocabulary related to what people have o Work with a partner to match two identical

pictures with missing information o Walk around and practice yes/no questions o Listen to things, and then talk about them to

classmates



6

٤


o Listen to conversations about buying and selling things

o Use vocabulary related to things in different stores

Speaking activities

o Role play shoppers and salespeople o Ask and answer questions about items and prices

with a partner o Re-arrange lines of a conversation, and label

each line with 'customer' or 'salesperson'



6


o Practice asking and answering questions with the class

o Listen to conversations, choose the matching pictures, and write keywords for each picture

Speaking activities

o Choose a picture and make up a statement or a

sentence, and other students discover what is in that picture

o Act out an action; other students guess what that action is

o Play a game of choosing 2 numbers and try to match a question with an its answer


6


o Answer questions using the past tense o Use new vocabulary related to places o Listen to conversations about where people

were, and place appropriate numbers next to each picture

o Ask and answer questions 'Where were/was…'

Speaking activities

o Use vocabulary related to daily activities o Write sentences about activities he/she did in

their vacation o Write days and dates of his/her classmates

activities in the past o Write 7 sentences about where he/she was and

what he/she did, then show their answers to classmates



6

٥


o Listen to a dialogue (did, why did, etc.) o Listen and number things on a shopping list

Speaking activities

o First student chooses a picture and talks about

what he/she did, second student repeats the same sentence, chooses another sentence, and adds another sentence, and so on

o Ask and answer questions about what people did in pictures

o Find a picture of his/her own and describe what people did in the past

o Practice yes/no questions in the past



6


o Listen to a dialogue and practice with a partner (present continuous)

o Listen and choose the matching activity o Use vocabulary related to actions and activities

Speaking activities

o Fill in boxes with suitable activities, and ask and

answer related questions with a partner o Fill in a personal diary for future events, and

discuss with partners o Write sentences about certain activities, and ask

and answer yes/no questions (present continuous)



6


o Listen to a dialogue (modals) o Listen and match the right number for each

picture o Listen again to structured/controlled

conversations and fill in missing words

Speaking activities

o Role play a phone call conversation and ask and answer questions about people

o Write different replies to phone calls with partners and take turns



6

٦


o Look at pictures and answer questions, read out the answers, and other students guess the questions (different tenses as a revision)

o Listen to conversations (book closed), and then attach numbers and key words to pictures (book open)

Speaking activities o Choose one verb and use it in different tenses

(i.e. yesterday, now, tomorrow, and everyday), then next student repeats the same sentences and adds more sentences about a different verb, and so on

o Act out an action until other partners identify it o Ask and answer yes/no questions (different

tenses) o Match answers with questions asked by a partner


6

Recommendations for Instructors:

• Teachers are advised to use additional supplementary materials (as needed) based on the communication needs of their students.

• It is also recommended to make use of the students' knowledge of the subject mater in their major in order to boost their self confidence and use their technical knowledge to develop communication in class.

• The use of PowerPoint and other teaching aides is highly recommended.

Authentic Communicative activities in this book are very important tools to develop the students' communicative competence. Based on the student’s field of training, using more relevant authentic communicative activities will prove useful.

٧

א ١١٣ · 2014-04-16 · •o Label computer elements in a graph. ... •o Listen for product...

Documents

Transcript of א ١١٣ · 2014-04-16 · •o Label computer elements in a graph. ... •o Listen for product...