2-Year Pre-Professional Program Batch # 2

Semester 3 (Second Year)

Advanced English Language Program

Block Title Pre-Professional Intensive English Language Program

Semester 3: (Second Year) Advanced Level

Block Code and Number

This semester consists of three courses:

• ENG 207 (Advanced Grammar and Writing) 2 credits (5 instructional hrs/wk)

• ENG 208 (Advanced Reading and Vocabulary) 2 credits (3 instructional hrs/wk)

• ENG 209 (Medical Terminology) 2 credits (2 instructional hrs/wk)

Credits 6 credits (10 instructional hrs/wk)

Intended Students Pre-Professional Students (Batch 2)

Block Duration 17 weeks

Block Dates From: 3 October, 2009

To: 10 February, 2010
 King Saud Bin Abdulaziz University for 2-Year Pre-Professional Program
Health Sciences INTENSIVE ENGLISH LANGUAGE PROGRAM

SEMESTER 1 (Fall) SEMESTER 2 (Spring) SEMESTER 3 (Fall)

(Lower Intermediate Level) (Upper Intermediate Level) (Advanced Level)

ENG 101: COMMUNICATION ENG 114:

SKILLS I COMM. SKILLS II
Oral Skills Lab
Oral Skills Lab
5 hrs/wk
2 hrs/wk

Supplementary Reading/Discussion
Writing II: Intermediate Composition
3 hrs/wk
2 hrs/wk
ENG 207: ADVANCED
GRAMMAR AND WRITING
Writing 1: Elementary Composition 4 hrs/wk 2 credits
Writing III: Introduction to Academic
2 hrs/wk Writing
2 hrs/wk
10 hrs/wk 5 credits

Advanced Grammar
ENG 102: LANGUAGE ENG 115: LANGUAGE
STRUCTURES AND DRILLS I STRUCTURES AND DRILLS II 3 hrs/wk

5 hrs/wk 2 credits
5 hrs/wk 4 credits 4 hrs/wk 2 credits

ENG 103: ACADEMIC READING ENG 116: ACADEMIC READING ENG 208: ADVANCED READING
AND VOCABULARY I AND VOCABULARY II AND VOCABULARY

5 hrs/wk 5 credits 4 hrs/wk 2 credits 3 hrs/wk 2 credits

ENG 209: MEDICAL

TERMINOLOGY
2 hrs/wk 2 credits

(20 classroom hrs/wk) (12 classroom hrs/wk) (10 classroom hrs/wk)

14 CREDITS 6 CREDITS 6 CREDITS
 ACADEMIC CALENDAR

Intensive English Program: Semester 3 (Advanced Level)

2-Year Pre-Professional Program Batch # 2: Fall 2009

Program Orientation October 3, 2009

Week 1 October 3 – 7
Week 2 October 10 – 14
Week 3 October 17 – 21
Week 4 October 24 – 28

Week 5 October 31 – November 4

Week 6 November 7 – 11
Week 7 November 14 – 18

HAJJ BREAK November 21 – December 2

Week 8 December 5 – 9
Week 9 December 12 – 16
Week 10 December 19 – 23
Week 11 December 26 – 30

Week 12 January 2 – 6, 2009

Week 13 January 9 – 13
Week 14 January 16 – 20
Week 15 (Review) January 23 – 27

Week 16 (Final Exams) January 30 – February 3

Week 17 (Final Exams) February 6 – 10
 KING SAUD BIN ABDULAZIZ UNIVERSITY
FOR HEALTH SCIENCES – RIYADH

Pre-Professional Program
English Language Curriculum – Advanced Level
Batch # 2: Semester 3/SecondYear

Program Description

This is the third semester of Intensive English for students in the Pre-Professional Program at
King Saud bin Abdulaziz University for Health Sciences. The goal of this semester is to provide
students with advanced practice in academic reading, vocabulary, oral communication,
grammatical structures and medical terminology. It also aims to help these students acquire the
language skills necessary for pursuing careers in the health sciences and undergoing practical
training in an environment where English will be the principal medium of instruction and
communication.

Entry Level Requirements

Students entering the third semester (Advanced Level) must have successfully completed the
Intensive Intermediate English Language Program (Semesters 1 and 2).

Summary of Goals for the Advanced English Language Program (Semesters 3)

Goal 1.0 To provide students with a systematic review of grammatical structures

essential for oral and written communication tasks at an advanced level.

Goal 2.0 To provide students with a developmental, step-by-step approach to

paragraph writing in preparation for multi-paragraph report/essay writing
at the advanced level.

Goal 3.0 To help students improve their academic reading and critical thinking skills

Goal 4.0 To help students master the language of medicine, including word
construction, definitions and use of terms related to medical science, hospital
service and the allied health specialties

Goal 5.0 To provide students with a developmental, step-by-step approach to

paragraph writing in preparation for multi-paragraph report / essay writing
at the advanced level.
Program Goals and Performance Objectives

Goal 1.0 To provide students with a systematic review of grammatical structures

essential for oral and written communication tasks at an advanced level.

1.1 Students should be able to demonstrate mastery of the English tense

system (i.e. be able to comprehend and use all of the active verb tenses
and modal constructions outlined in Betty Azar’s Understanding and
Using English Grammar, 3rd Edition).

1.2 Students should be able to comprehend and produce sentences in the

passive voice and understand the importance of such structures in
scientific writing. (Although the passive forms were covered in ENG 115,
the students should be able to use them appropriately in the academic
writing tasks of ENG 207.)

1.3 Students should be able to recognize the basic clausal patterns of English
sentences and be able to expand a basic sentence skeleton by adding
optional modifying adjectives and adverbial phrases.

1.4 Students should be able to comprehend and construct sentences of two or

more clauses.
1.4.1 Students should be able to demonstrate mastery of the use of
coordinating conjunctions in forming compound sentences.

1.4.2 Students should be able to demonstrate mastery of the use of

subordinating conjunctions, and should be able to comprehend,
analyze and produce complex sentences containing the following
range of dependent clause structures:

1.4.2.1 Noun Clauses

1.4.2.2 Relative Clauses
1.4.2.3 Adverbial Clauses

1.4.3 Students should be able to comprehend and produce all three of the
conditional forms of English.

1.5 Students should be familiar with the basic conventions of standard written
English and be able to apply the appropriate rules of grammar,
mechanics and punctuation to their own academic writing.

Goal 2.0 To provide students with a developmental, step-by-step approach to

paragraph writing in preparation for multi-paragraph report/essay writing
at the advanced level.
 2.1 Students should be familiar with the three stages of the writing process:
prewriting, drafting and editing. They should be able to:

2.1.1 Demonstrate the use of the following techniques for generating

ideas at the prewriting stage: brainstorming, making lists, using
WH- questions, and clustering.
2.1.2 Understand the difference between revising and editing a text.

2.2 Students should be able to write a carefully constructed paragraph (10-15

sentences) in which they:

2.2.1 Formulate a topic sentence with a restricted topic and controlling

idea.
2.2.2 Develop the paragraph with main points and support details.
2.2.3 Revise the paragraph to improve the unity and coherence.

2.3 Students should be able to analyze (and apply to their own writing) the
methods of development that writers use in academic discourse in the
following modes:

2.3.1 Classification Analysis

2.3.2 Process Analysis
2.3.3 Comparison and Contrast

2.4 Students will be introduced to the structure of a standard multi-paragraph

essay containing an introduction with a strong thesis statement, a body of
developmental paragraphs, and a conclusion. They should be able to write
a formal essay (minimum 5 paragraphs) in which they:

2.4.1 Construct a standard outline illustrating the way in which the

central idea (thesis) is developed.
2.4.2 Write a well-constructed introductory paragraph using the
“funnel approach” , where the paragraph opens with a general
statement about the topic and then works towards a more specific
thesis statement at or near the end of the introduction.
2.4.3 Write a body of developmental paragraphs, each of which contains
an appropriate topic sentence and adequate support.
2.4.4 Write a conclusion which brings the paper to a logical end.

Goal 3.0 To help students improve their academic reading and critical thinking skills

By the end of this course students should be able to read and comprehend general
and academic texts written for university students at a high intermediate to low
advanced level, applying both referencing and inferencing skills. Students should
be able to:
 3.1 Use sub-headings, graphics, bold, underlined or italic text, point
form notes and topic sentences to correctly predict what a passage
is about.

3.2 Skim a general or academic text of 800 – 1000 words within five
minutes for the purpose of finding and recording/reporting the
main ideas, i.e., determining the gist of the passage.

3.3 Scan a general or academic text of 800 – 1000 words for the
purpose of finding and recording/reporting specific information.

3.4 Apply reading and critical thinking strategies to move beyond the
literary meaning of a passage to interpret meaning, purpose, style
and tone.

3.5 Interpret diagrams, charts and illustrations in order to understand

information presented in non-prose format.

3.6 Take notes and organize information that has been read by
completing outlines, tables or flowcharts.

3.7 Expand active and passive vocabulary by applying learning

strategies for assimilating new words.

Goal 4.0 To help students master the language of medicine, including word
construction, definitions and use of terms related to medical science, hospital
service and the allied health specialties

By the end of the course, the students should be able to:

4.1 Divide medical terms into their component parts (i.e. roots, prefixes,
suffixes and combining vowels).

4.2 Analyze, pronounce and spell medical terms using combining forms.

4.3 Identify and locate body cavities and specific organs within them and the
anatomical and clinical divisions of the abdomen and the back.

4.4 Identify and define useful diagnostic and procedural suffixes.

4.5 Name the organs of the digestive system, urinary system, cardiovascular
system and respiratory system and describe their locations and functions.

4.6 Identify various pathological conditions that affect these systems.

 4.7 Identify laboratory tests, clinical procedures and abbreviations common to
these systems.

4.8 Apply this new knowledge to understanding medical terms in their proper
context, such as in medical reports and records.

Statement of Policies

1.0 Attendance records will be maintained for each session of each course
throughout the program. If a student’s attendance falls below 75% during any
course (i.e., by the end of Week 15), the student will then be disqualified from
taking the final examination of that course (as per policy of King Saud bin
Abdulaziz University for Health Sciences).

2.0 In addition to passing the final examination in each course, a student must also
fulfill the following minimum requirements throughout the term:

2.1 Participate actively, positively and critically in all class activities

2.2 Complete all homework assignments on time throughout the course
2.3 Take all of the quizzes and Midterm Exams as scheduled

3.0 A student must achieve a minimum average of (60% grade D) in the English
Language Program in order to receive a passing grade for that particular course.
ENG 209 (Medical Terminology) 2 Credits

Course Description

Students learn to decipher the meaning of medical terms by breaking them down into their
components, i.e., roots, prefixes, suffixes and combining vowels. Emphasis is placed on mastery
of these components and their usage in order to develop a strong foundation on which students
can build as they pursue their medical studies. Since medical terminology is closely related to the
structure (anatomy) and systems (physiology) of the human body, this course also provides the
students with an opportunity to explore these systems and study anatomy, physiology, pathology,
clinical procedures, lab tests and abbreviations pertaining to them. Practical applications present
terms as they appear in medical reports and records.

Goals and Performance Objectives

By the end of the course, the students should be able to:

1. Divide medical terms into component parts.

2. Analyze, pronounce and spell medical terms using combining forms, suffixes and
prefixes.

3. Identify and locate body cavities and specific organs within them and the
anatomical and clinical division of the abdomen.

4. Identify and define useful diagnostic and procedural suffixes.

5. Name the organs of the digestive system, urinary system, cardiovascular system
and respiratory system and describe their locations and functions.

6. Identify various pathological conditions that affect these systems.

7. Identify laboratory tests, clinical procedures and abbreviations common to these

systems.

8. Apply this new knowledge to understanding medical terms in their proper context
such as medical reports and records.
Course Content

The following chapters will be selected from the core textbook The Language of Medicine, 8th
Edition (LM), Davi-Ellen Chabner:

• (LM) Chapter 1 (Basic Word Structure)

• (LM) Chapter 2 (Terms Pertaining to the Body as a whole)
• (LM) Chapter 3 (Suffixes)
• (LM) Chapter 4 (Prefixes)
• (LM) Chapter 5 (Digestive System)
• (LM) Chapter 6 (Additional Suffixes and Digestive System Terminology)
• (LM) Chapter 7 (Urinary System)
• (LM) Chapter 11 (Cardiovascular System)

Course Assessment

Continuous Assessment (60%)

Mid Term Exam #1 (18 Nov, 2009) 20%

Mid Term Exam #2 (16 Dec, 2009) 20%

Mid Term Exam #3 (9 Jan, 2010) 20%

_____________________________________________________
60%

Final Assessment (40%)

Final Exam (Comprehensive) 40%

_____________________________________________________
40%

TOTAL 100%
 ENG 209 SYLLABUS

MEDICAL TERMINOLOGY

ORIENTATION Program Introduction and Overview

Chapter 1 (Basic Word Structure)

• Objectives of the Course

WEEK 1 • Word Analysis
3 Oct 2009 Combining Forms
Suffixes
Prefixes
• Practical Applications and Exercises

Chapter 2 (Terms Pertaining to the Body as a Whole)

• Structural Organization of the Body

• Body Systems and Body Cavities
WEEK 2
• Abdomniopelvic Regions and Quadrants
10 Oct 2009
• Divisions of the Back
• Positional and Directional Terms
• Planes of the Body
• Combining Forms, Prefixes and Suffixes

Chapter 2 (Terms Pertaining to the Body as a Whole)

WEEK 3 • Practical Applications

17 Oct 2009 • Exercises
• Pronunciation and Meaning of Medical Terms
• Review Sheet

Chapter 3 (Suffixes)

WEEK 4 • Body Cavities

24 Oct 2009 • Appendices
• Practical Applications
 Chapter 3 (Suffixes)
WEEK 5
• Exercises
31 Oct 2009
• Pronunciation and Meaning of Medical Terms
• Review Sheet

Chapter 4 (Prefixes)
WEEK 6
• Combining Forms and Suffixes
7 Nov 2009
• Prefixes and Terminology
• Appendices

Chapter 4 (Prefixes)

• Practical Applications
WEEK 7 • Exercises
14 Nov 2009 • Pronunciation of Terms

Midterm Exam #1 (Chapters 1-2)

18 November, 2009

HAJJ BREAK November 21 – December 2, 2009 (Holiday)

Chapter 4 (Prefixes)

Week 8 • Practical Applications

5 Dec 2009 • Exercises
• Pronunciation of Terms
• Review

Chapter 5 (Digestive System)

• Vocabulary
WEEK 9
• Combining Forms, Suffixes and Terminology
12 Dec 2009
Midterm Exam #2 (Chapters 3-4)
16 December, 2009
 Chapter 5 (Digestive System)
WEEK 10
19 Dec 2009 • Exercises
• Pronunciation of Terms

Chapter 6 (Additional Suffixes and Digestive System Terminology

Suffixes)
WEEK 11
26 Dec 2009
• Practical Applications and Exercises
• Pronunciation of Terms

Chapter 7 (Urinary System)

WEEK 12
2 Jan 2010 • Vocabulary and Terminology
• Exercises

Chapter 11 (Cardio Vascular System)

• Vocabulary
WEEK 13 • Combining Forms and Terminology
9 Jan 2010 • Exercises

Midterm Exam #3 (Chapter 5-6)

9 January, 2010

Chapter 11 (Cardio Vascular System)

WEEK 14
• Exercises
16 Jan 2010
• Pronunciation of Terms
• Review Sheet

WEEK 15
Review Week
23 Jan 2010

WEEK 16
FINAL EXAM PERIOD
30 Jan 2010

WEEK 17
FINAL EXAM PERIOD
6 Feb 2010