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DescriptionFilter
  
This course focuses on sentence constructions and constituency including the principles, methods, and procedures of constructing and parsing phrase, clauses and sentences of Englis
Second Year
  
This course focuses on sentence constructions and constituency including the principles, methods, and procedures of constructing and parsing phrase, clauses and sentences of English
Third Year
  
Basic concepts of communicative approach to oral skills; specific features of spoken discourse; intonation and stress (segmental and suprasegmental features); paralinguistic features in oral communication; discourse markers and communication strategies; aspects of listening comprehension; specific methods related to the teaching of spoken skills (role-play and drama, discussions, debates) use of videos and multimedia; functions and notions in spoken English.
Master
  
This course aims to introduce students the reality of the learning process in the Jordanian Kindergarten; resources available for teachers; visiting kindergarten, and observing classes; discussion of classroom observations at the university.
Second Year
  
This course is concerned with the concept of action research; its importance; its developments; its applications;current orientations in action research; validity, reliability and generalizability in action research; ethics of action research; resources of data in action research; writing up the report of action research.
Third Year
  
This course aims to introduce students to: Strategies of academic writing and its basic skills; types and genres of academic writing; dealing with problems encountered by graduate students in academic and professional writing.
Master
  
Issues in the learning and teaching of grammar; functional orientation in the teaching of grammar; grammar as a communicative resource to serve meaning, not set of rules; language systems in English; the role of grammar in coherent texts; analyzing texts by means of systemic-functional frameworks (such as Theme-Rheme Analysis and Contextual Configuration Framework).
Master
  
Concept of curriculum and its different conceptions; explicit hidden and null curricula; Basic curriculum planning paradigms: the analytical (Tyier & Johnson models), the critical (Freire’s model); curriculum designing: formulating curriculum goals and objectives, selection of content and learning experiences, organization of content and learning experiences, methods of instruction and learning; curriculum evaluation; curriculum implementation and curriculum quality control.
Master
  
The aim of this course is to develop students’ abilities and skills pertaining to speaking, listening, reading and writing
Master
  
This course deals with the concept of literature its genres and the objectives and methods of teaching it. Also dividing literature into eras and according to environments. Steps of a literacy study are emphasized as ell methods in studying the literary psychological and social text. It will also deal with the literary aspect considering the political, social and cultural life. Inanition to the previous points, it deals with the literary taste concerning the concept, the skills and the role of the teacher in improving and training the students to use critical analysis in understanding and assessing literary text. Furthermore, it introduces the wold famous critical ideologies and their effect on Arabic criticism
Master
  
The nature of problems that teachers face in managing students’ behaviour and teaching / learning activities; factors that may cause classroom management problems (students’ characteristics, the physical environment and the school climate, and teachers’ characteristics); current approaches in classroom management; the whole-school approach for school discipline.
Second Year
  
A comprehensive analytic view of school curricula and methods of instruction!, with reference to basic school curricula in Jordan; concepts of the curriculum and its relationship to learning and teaching; aspects of the curriculum (cognitive, philosophical, social and psychological); curriculum components (goals, content, learning activities, teaching methods and evaluation).
Second Year