Course Information

Course Title          : Integrated Intensive English – Level 1

Course Code         : FOUND 101,102, 103

Prerequisite          : None

Credits                 :16 hours

Teaching Hours      : 16 Hours of Lecture per Week

Teaching Methods :  Interaction between instructor and students, pair work and

                             group work

Course Describtion

Integrated Intensive English - Level 1 : is a learner-centered syllabus designed to develop an overall English language proficiency at both the basic and the elementary levels in order to prepare  students for the challenges of the pre-intermediate studies in Level 2. It follows a step-by-step approach with a variety of manageable and stimulating communicative activities, giving the students a clear and steady sense of progression and helping them consolidate their knowledge of English language. It also helps the students build and develop a wide range of high-frequency vocabularies and their pronunciation. 

Department Goals Addressed in this Course:

This course addresses the following department goals:

  1. To help students acquire adequate proficiency in the English language and prepare them for their undergraduate studies, at the academic departments.
  2. To prepare students in their study skills and learning patterns through note-taking, searching for and collecting information from different sources, doing projects and writing assignments that help them in their academic studies.

Department Program Objectives

By the end of this course, the following program objectives will be achieved:

  1. Participate in a discussion on a topic relevant to their studies by asking questions, agreeing/disagreeing, asking for clarification, sharing information, expressing and asking for opinions.
  2. Paraphrase information (orally or in writing) from a written or spoken text or from graphically presented data.
  3. Prepare and deliver a talk of at least 2 minutes. Use library resources in preparing the talk, speak clearly and confidently, make eye contact, use body language to support the delivery of ideas and respond confidently to questions.
  4. Write texts of a minimum of 100 words, showing control of layout, organization, punctuation, spelling, sentence structure, grammar and vocabulary.
  5. Take notes and respond to questions about the topic, main ideas, details and opinions or arguments from an extended listening text (e.g. dialogue/conversation, lecture, news broadcast).
  6. Follow spoken instructions in order to carry out a task, with a number of stages.
  7. Listen to a conversation between two or more speakers and be able to answer questions in relation to context, relationship between speakers, register (e.g. formal or informal). 
  8. Read a text of about 300 words and identify the main idea(s) and extract specific information, in a given period of time.

Course Student Learning Outcomes:

Upon the successful completion of this course, students will be able to:

Grammar:

  1. Apply different tense forms appropriately and correctly, in a given context.
  2. Relate sentences using various forms of subject, object and possessive pronouns while writing texts, reports and projects and/or delivering talks or responding to questions.
  3. Make use of different forms of countable and uncountable nouns while writing texts  and/or delivering talks or responding to questions.
  4. Utilize different modals accurately in a given context to express ability, make requests,  offers etc., while speaking and writing.
  5. Use prepositions to join words and sentences in formal writing, like reports, formal letters, essays and assignments.
  6. Compare people, places, things and ideas using comparatives and superlatives of adjectives to ask/give clarification/information and/or express/ask opinion.

Vocabulary:

  1. Expand vocabulary through recognizing nouns, verbs, adjectives, adverbs, collocations and prepositions.
  2. Differentiate between words, phrases and expressions needed in social interaction like inviting people, using the phone, etc.
  3. Use the newly-learnt vocabulary items, in everyday situations.

Speaking:

  1. Paraphrase information from a spoken text.
  2. Participate in discussions on a topic relevant to their studies by following and formulating questions, instructions and requests. 
  3. Give reasons to explain and justify their personal opinions. 
  4. Produce a clear and confident talk of about 2 to 3 minutes with accurate pronunciation and appropriate fluency, making eye contact and using body language.
  5. Use intonation, tone, sequence words and conjunctions in conversations.
  6. Demonstrate knowledge of vocabulary and idioms used in everyday situations.

Listening:

  1. Identify the gist/main ideas of a spoken text.
  2. Show understanding of comprehension questions when listening to formal and informal conversations.
  3. Organize information using strategies such as note taking and classifying.
  4. Identify the use of intonation, tone, sequence words and conjunctions in conversations which help detect feelings, attitudes and useful information.
  5. Infer the meaning of unfamiliar words or phrases from the context of a familiar topic.
  6. Follow spoken instructions in order to carry out a task/tasks.

Reading:

  1. Identify the topic and main ideas of a given text of around 300 words.
  2. Read a given text of around 300 words, for specific details.
  3. Identify the meaning of new words from context.
  4. Infer ideas not stated directly in the text.
  5. Identify basic referents (subject & object pronouns, possessive adjectives and pronouns).

Writing:

  1. Recognize differences between fragments and complete sentences.
  2. Revise sentences and paragraphs including punctuation, spelling and grammar mistakes.
  3. Use conjunctions to connect sentences.
  4. Reorder jumbled words to make meaningful sentences.
  5. Identify the topic and controlling idea in given topic sentences.
  6. Write well-formed pieces of writing, of about 100 words.

Embedded Outcomes Related to General Study Skills

  • Managing Time and Accepting Responsibility 

  1.  Work in pairs or groups and participate accordingly.
  2. Follow university policies on attendance and punctuality.
  3. Show respect for teachers and others and their rights to have a difference of opinion.
  4. Use a variety of study techniques.
  5. Work to imposed deadlines.
  6. Organize and maintain a system of recording vocabulary (keep a vocabulary log)
  7. Organize and maintain a portfolio of one’s work.
  • Research Skills 

  1. Extract relevant information from a book or article using reading strategies.
  2. Use the library system for finding, borrowing and returning library material.
  3. Use an English-English dictionary for language learning.
  4. Use a contents page and an index to locate information in a book.
  5. Find specific information using internet search engines and electronic resources.
  6. Classify and sort new information.
  • Taking Notes 

  1. Recall and define main concepts.
  2. Adopt a note-taking strategy (e.g. mind mapping; Cornell system, etc.)
  3. Support key points with relevant additional details.
  4. Organize information to enable quick reference at a later date.
  5. Use notes to create a summary.
  6. Reproduce key information and supporting details from notes in one’s own words.
  • Giving Presentation 

  1. Organize and present information in a logical order, at a comprehensible speed.
  2. Make use of audio/visual aids when giving oral presentations.
  3. Maintain some eye contact with the audience and speak in a clearly audible and well-paced voice.
  4. Observe time restrictions in presentations.
  5. Address questions from the audience.
  6. Achieve the key aim of informing the audience.

Textbooks and Supplementary Materials 

Textbooks :

Liz and John Soars. New Headway Plus (Elementary) Course Book. Oxford: Oxford University Press, 2014, ISBN 978-0-19-477205-1.

Burgmeier, Arline. Inside Reading Intro. Oxford: Oxford University Press, 2010, ISBN 978-0-19-441626-9.

Savage, Alice and Masoud Shafiei. Effective Academic Writing Intro. Oxford: Oxford University Press, 2012, ISBN 978-0-19-432345-1

Supplementary Materials 

Handouts prepared by the course coordinator together with the UFP instructors who teach the course.

Recommended Websites and Links: 

www.oxfordlearn.com

www.oup.com/elt/student/insidereading

www.effectiveacademicwriting.com

Course Information

Course Title          : Basic Mathematics

Course Code         : MATH100

Prerequisite          : None

Credits                 : 3 hours

Teaching Hours      : 3 Hours of Lecture per Week

Teaching Methods :  Interaction between instructor and students, pair work and

                            group work

Course Description

This course is designed to develop mathematics competencies that are pre-requisites for the academic courses. This course covers knowledge of the real numbers, the algebraic expressions plus other topics of geometry and trigonometry. It also focuses on the ability to select and use appropriate approaches in solving problems that arise in everyday life. Throughout this course thinking logically and reasoning critically in decision-making will be emphasized.

Department Goals Addressed in this Course:

This course addresses the following department goals:

  1. To master basic mathematical concepts and logical analytical concepts and to apply their knowledge in both technical and business arenas.
  2. To prepare students in their study skills and learning patterns through note-taking, searching for and collecting information from different sources, doing projects and writing assignments that help them in their academic studies.

Department Program Objectives

By the end of this course, the following program objectives will be achieved:

  1. Recall and apply the fundamentals of mathematics
  2. Operate and analyze algebra of polynomials
  3. Identify and determine trigonometry of right angle triangle

Course Student Learning Outcomes:

Upon the successful completion of this course, students will be able to:

  1. Describe the set of real numbers, all its subsets and their relationship.
  2. Identify and use the arithmetic properties of subsets of integers, rational, irrational, and real numbers, including closure properties for the four basic arithmetic operations where applicable.
  3. Understand ratio, decimals, percentages, measurements and conversion from one unit to another.
  4. Solve linear equations, equations involving radicals, fractional expression and inequalities.
  5. Use the quadratic formulato find roots of a second-degree polynomial.
  6. Translate worded problems into mathematical expression and model simple real life problems with equations and inequalities.
  7. Perform operations on polynomials and manipulate numerical and polynomial expressions and solve first degree equations.
  8. Demonstrate an understanding of the exponent laws, and apply them to simplify expression.
  9. Simplify rational expressions and rationalize numerators or denominators.
  10. Use coordinate plane to solve algebraic and geometric problem, and understand geometric concepts such as equation of a circle, perpendicular, parallel, and tangent lines.
  11. Use the three types of symmetry of an equation to sketch its graph.
  12. Apply the relationship between degree and radian measure of an angle and find the length of a circular arc and the area of a sector.
  13. Use trigonometric and circular function identities in various problems.
  14. Solve a right angle triangles using angle of elevation and depression.
  15. Apply knowledge of basic algebra and trigonometry in real life problems.

 Embedded Outcomes Related to General Study Skills

  • Managing Time and Accepting Responsibility

  1. Follow college policies on attendance and punctuality.
  2. Work to imposed deadlines.
  3. Use a variety of study techniques.
  4. Complete homework on time.
  5. Work in pairs or groups and participate accordingly.
  6. Show respect to for teachers and others and their rights to have a difference of opinion.
  7. Bring required materials (pens, pencils, folder, etc) to class.
  8. Organize and keep a portfolio of one’s work.
  • Reaserch Skills

  1. Use the library system for finding, borrowing and returning library material.
  2. Use English-English dictionary for language learning.
  3. Find specific information using internet search engines and electronic Resources.
  •  Taking Notes  

  1. Utilize abbreviations and symbols.
  2. Use English rather than Arabic for notes.
  3. Support key points with relevant additional details.
  4. Organize information to enable quick reference at a later date.
  5. Reproduce key information and supporting details from notes in one’s own words.
  • Giving Presentation 

  1. Speak in a clearly audible and well paced voice.
  2. Organize and present information in a logical order at a comprehensible speed.
  3. Achieve the key aim of informing the audience.
  4. Make use of audio/visual aids when giving oral presentations.
  5. Maintain some eye contact with the audience.
  6. Address questions from the audience.
  7. Observe time restriction in presentations.
  • Course Materials Taken from:

  1. College Algebra 8th Edition by Michael Sullivan ISBN-13: 978-0132402866  ISBN-10: 0132402866
  2. College Algebra (5th Edition) by: Robert F. Blitzer ISBN: 9780321559838 / 0321559835
  3. Contemporary Precalculus by Thomas W. Hungerford 4th edition ISBN 0-534-40338-7/9780534403386
  4. Precalculus Fifth edition by Jam Stewart, Lother Radin and Saleem Watson ISBN 0534-49277-0
  5. Stoll, Robert R.; Set Theory and Logic, Mineola, N.Y.: Dover Publications (1979) ISBN 0-486-63829-4. "The Algebra of Sets", pp 16—23
  6. Courant, Richard, Herbert Robbins, Ian Stewart, What is mathematics?  An Elementary Approach to Ideas and Methods, Oxford University Press US, 1996. ISBN 978-0-19-510519-3. "SUPPLEMENT TO CHAPTER II THE ALGEBRA OF SETS"
  7. D'Angelo, John P.; West, Douglas B. (2000), Mathematical Thinking/Problem-Solving and Proofs (2nd ed.), Prentice-Hall, ISBN 978-0-13-014412-6
  8. Keith Devlin, The Joy of Sets. Springer Verlag, 2nd ed., 1993, ISBN 0-387-94094-4, pp. 7–8
  9. Abraham Adolf Fraenkel, Yehoshua Bar-Hillel, Azriel Lévy, Foundations of set theory, Elsevier Studies in Logic Vol. 67, Edition 2, revised, 1973, ISBN 0-7204-2270-1, p. 33
  10. Gaisi Takeuti, W. M. Zaring, Introduction to Axiomatic Set Theory, Springer GTM 1, 1971, ISBN 978-0-387-90024-7, p. 14
  11. George J. Tourlakis, Lecture Notes in Logic and Set Theory. Volume 2: Set theory, Cambridge University Press, 2003, ISBN 978-0-521-75374-6, pp. 182–193

Supplementary Materials

Handouts prepared by the course coordinator together with the UFP instructors who teach the course.

Recommended Websites and Links:

  1. https://www.amazon.com/College-Algebra-Michael-Sullivan/dp/0132402866
  2. https://www.bookrenter.com/college-algebra-5th-edition-blitzer-0321559835-9780321559838
  3. https://books.google.com.om/books
  4. http://www.apronus.com/provenmath/btheorems.htm
  5. http://www.solving-math-problems.com/exponents.html

Course Policies

Attendance Policy 

Regular class attendance is expected from all students. Attendance falling below 80% (more than 10 one-hour classes or 7 one-hour-and-a half classes) will result in such students becoming ineligible to sit for the final examination. Absence from lectures should be informed to the Registrar. Emergency cases of absence due to hospitalization or due to death of an immediate family member should be supported with approved documented evidence, so that such cases can be considered favorably. In such cases, absentees will be awarded “Drop” rather than “Fail”.

Expectations and Appropriate Behavior of College Students 

  • Students are expected to come to the class on time and to participate in the classroom activities and discussions.
  • Students are expected to turn off cell phones, tablets, and other such electronic devices during class. All electronic devices must be kept in bags/pockets while students are seated in the classroom.  Exceptions are permitted only after the teacher’s prior consent.
  • Students are expected to stay in class until the class is dismissed. If a student requires an early dismissal (for a personal reason), this should be arranged with the teacher before the class begins.
  • Students are expected to be attentive and to avoid talking with their peers while the teacher or other students are speaking.

Redemptive Exams and Appeals of Results policy: 

Only students who do not attend the exams or have a medical emergency can apply and sit for a redemptive exam. Students should apply for a redemptive mid-term exam, in writing, with a reasonable excuse. Excuses must be approved by the head of department and the course teacher before a student is allowed to sit for a deferred mid-term exam. Students must abide by the date of deferred exam set by the course teacher. Otherwise, he/she is given (zero) in the exam. If the deferred examination application is rejected, the student fails the exam and is given (zero) by the teacher.

Applications for an incomplete final exam should be submitted to the Department of Admission and Registration within two weeks from the end of final examinations. All approved incomplete exams shall take place within four weeks from the beginning of the following semester. All students must abide by the incomplete exams’ dates announced by the academic department. If a student does not abide by the announced date, he/she is given (zero) in the exam.

Students can appeal their results after the announcement of final exams results. All grade review applications must be submitted to the Department of Admission and Registration within two weeks from the final announcement of results. The Department of Admission and Registration is responsible for the formal announcement of grade review results to students after being reviewed by the concerned academic department.

 Academic Integrity and Plagiarism

Al-Buraimi University College is committed to creating a “plagiarism-aware” culture, permitting the college to ensure an effective means to identify and control student plagiarism and document the sanctions to be enforced in the event of  any proven act of plagiarism.  Any academic work presented by students is assessed on the assumption that the work submitted by him/her is his or her own, unless designated otherwise.  Plagiarism is considered as an act of academic dishonesty. Students who submit written work which is not their own or which is not properly documented shall undergo appropriate disciplinary measures. Disciplinary measures will be decided by the BUC Disciplinary Committee for Students and may take the form of an academic sanction based on the nature of plagiarism and amount of academic dishonesty act. Any cases of recurring plagiarism will bring about more severe penalties.