BBA International Hospitality Management

Syllabus

Course Title: Language Course -1

Course Code: ARB7103
Credits: 3CR
Delivery Mode: Lecture/Tutorial: 4 hours

Name of instructor: Ms. Sahar Issa

Phone ext: Email: [email protected]
Office
Office Location: Library offices by appointment
Hours:
Course Reviewer: Ms. Helen Morris
Students are advised to regularly check the published timetable posted on Moodle and on the
noticeboard in front of the Student Services Centre for any changes to class times or classroom
location.

Total number of
Total number of Total hours of Final Total workload
personal study
teaching hours assessment hours per semester
hours
45 88 2 135
Additional Notes:
The following policies should be reviewed in conjunction with this Course Syllabus
document:
 Academic Catalogue
 Student Handbook

Course Revisions
Based on previous course experience, the following change(s) have been made to
the course:
- Reviewed and adjusted the course content, meeting student’s current need.
- Update the course learning outcomes.

1. Course Rationale and Description

This course is designed to help students acquire and develop their Arabic language skills. It will cover
the basics of Arabic grammar, vocabulary, and pronunciation. This course aims to equip students
with their reading, writing and speaking skills in Arab in a variety of contexts at a beginner’s level.
Moreover, they will also learn about the Arabic culture. The topics that will be included are the
alphabet, numbers, greetings, asking and giving nationalities, descriptions of places, descriptions of
people, giving and asking the time, measurements and weights, asking and giving directions, naming
foods and writing up recipes, placing orders at a restaurant, booking tickets, and talking about their
daily plans. Students will learn though a variety of activities such as role playing, listening exercises,
grammar exercises, reading comprehension and online activities. By the end of the course, students
should be able to communicate effectively and hold a mini conversation.

2. Program Learning Outcomes

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PLO1 Apply knowledge and skills to design and deliver hospitality services and experiences.
Integrate the interdisciplinary theoretical and operational knowledge of hospitality for
PLO2
applied research and practice.

PLO3 Construct knowledge with stakeholders in an appropriate contextual framework

PLO4 Evaluate individual performance within the operational framework of hospitality

PLO5 Analyse and evaluate strategies for continued self-improvement.

PLO6 Evaluate a range of digital tools across multiple platforms.

PLO7 Perform effectively in culturally diverse environments.

PLO8 Apply skills to develop innovative and entrepreneurial solutions for hospitality .

PLO9 Apply sustainability best practices in the management of hospitality businesses.

3. Course Learning Outcomes

UG Programme
Course Learning Outcomes (CLOs) Learning
Upon successful completion of this course, students will be able to: Outcomes
(PLOs) linkage:
1. Apply correct grammar in greeting customers 1, 7
2. Use appropriate vocabulary in a hospitality context 1, 7
3. Demonstrate appropriate oral and writing skills in hospitality scenarios 1, 7

4. Scheme of work

Readings/Independent
Week Dates Topic/Activity Detail of content:
Learning Materials:
- Introduction to the
- Introduction pronunciation of the
to AS Arabic Alphabet
12/09 Allemni Al Arabia (P.9-10-15)
1 - Greetings - Greetings
14/09 Slides on Moodle
- Introducing - Introduce yourself
ourselves and getting to know
people
- Countries
- Nationalities
- Demographics - Pronouns Allemni Al Arabia (p.73-76-
19/09
2 - Grammar - Professions (Feminine 90)
21/09
- Alphabet and Masculine) Slides on Moodle
- V. To live in
- Arabic Alphabet (A.A.)
3 26/09 - Personal - Marital status Allemni Al Arabia (P. 55-56-57
28/09 Description - Numbers 0-100 & 76)
- Grammar - Age Slides on Moodle
- Alphabet - Possessive Pronouns

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- Personality & Physical

Description (F. & M.)
- A.A.
- Personal - Verbs Conjugation in
Description present tense: to like,
03/10 - Grammar to dislike, to drink, to
4 Slides on Moodle
05/10 - Alphabet take, to speak.
- Asessment 1 – - Hobbies
Individual Quiz - A.A.
- Dual form.
- Demonstrative
- Personal Adjectives
10/10 Allemni Al Arabia (P.70-83-86)
5 Description - Family &
12/10 Slides on Moodle
- Alphabet relationships
- V. to have
- A.A.
- Common verbs in
present tense: To go,
- Geographics
17/10 to visit, to eat, to Allemni Al Arabia (P.60-62)
6 - Grammar
19/10 sleep… Slides on Moodle
- Alphabet
- Grammar Revision
- A.A.
- Practicalities
- Grammar
- The Time Allemni Al Arabia (P.40-41 &
24/10 - Alphabet
7 - Colors 59)
26/10 - Assessment 2 –
- A.A. Slides on Moodle
Individual Quiz
and Dialogue
- Food & Drinks
- Verbs Conjugation in
- Hospitality present tense: to eat,
31/10 Allemni Al Arabia (P.44-53)
8 - Grammar to drink, to order, to
02/11 Slides on Moodle
- Alphabet wait, to bring, to
want.
- A.A.
- In the Restaurant
- Hospitality
07/11 (Welcoming-Placing –
9 - Grammar Slides on Moodle
09/11 taking order)
- Alphabet
- A.A.
- In the Restaurant
- Hospitality
14/11 (Guest satisfaction,
10 - Grammar Slides on Moodle
16/11 asking for the bill)
- Alphabet
- A.A.
- In the Restaurant
- Hospitality (Questions and
21/11 Brain Storming
11 - Grammar answers).
23/11 Slides on Moodle
- Alphabet - Restaurant visit
- A.A.
12 TBC Final Exam / Assessment Week

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5. Assessment for Student Learning

Dates of assignment submission, presentations and examinations are reported in the Scheme of
Work above. The detailed instructions and guidelines for assessment and the assessment rubrics are
presented at the beginning of the semester on the digital platform Moodle.

Assessment Due Team / CLO’s

Weight ( % ) Modes
Type Date: Individual: assessed

1. Online Quiz 20 Week 4 IND Online via Moodle 2, 3

2nd session

Week 7 Dialogue in class, face

2. Dialogue 20 TEAM(2) 1, 2, 3
2nd session to face

3 Online Quiz 20 Week 7 IND Online via Moodle 2, 3

2nd session

Role play in the

20 Week 12 TEAM(2) 1, 2, 3
hospitality context
4. Final exam
Quiz Online via
20 Week 12 IND 2, 3
Moodle
Total 100%

Assessment No. 1: On-line Quiz

Due Date/Time: Week 4, 2nd session , during class timings

Delivery format: Quiz, 60 min
Delivery method: Via Moodle - Quiz

Outline:
At the end of the second session as per the course schedule, students will have a 60 minutes quiz
with multiple choice questions, matching, True / False and short answer questions;
 20 Multiple choice
 5 Matching
 10 True/False
 5 Short answer

Marking Criteria:
Completing each quiz, students will be able to see instantly their results and obtain feedback via
Moodle.

Assessment No. 2: Dialogue

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Due Date/Time: Week 7, 2nd session, during class timings

Delivery format: Dialogue, face to face, in class, length: 10 min
Delivery method: Face to face, in class

Outline:
Dialogue between 2 students; each student should introduce him/herself, ask his/her colleague
about other details like: name, age, nationality, place of residence, languages, phone number,
family, what he/ she likes or dislikes. Teams of 2 maximum. All students attend.

Marking Criteria:
Refer to the marking rubric in appendix.

Assessment No. 3: On-line Quiz

Due Date/Time: Week 7, 2nd session , during class timings

Delivery format: Quiz, 30 min
Delivery method: Via Moodle - Quiz

Outline:
At the end of the second session as per the course schedule, students will have a 30 minutes quiz
with multiple choice questions, matching, True / False and short answer questions;
 20 Multiple choice
 5 Matching
 10 True/False

Marking Criteria:
Completing each quiz, students will be able to see instantly their results and obtain feedback via
Moodle.

Assessment No. 4-1: Final exam – Role Play

Due Date/Time: Week 12, please observe the exam schedule

Delivery format: Role play in the hospitality context, 12 min
Delivery method: Face to face, in class

Outline:
In pairs you will simulate a food and beverage outlet scene. One plays the role of a guests, the other
the role of the waiter. The role play starts when you (guest) are entering a shop and engage with a
waiter. The role play ends once the bill has been paid. Students decide which role they take .Areas
that should be included are:
1.Welcoming
2.Placing
3.Menu and beverage list provision
4.Menu order (food + beverage)
5.Food and beverage service 6.Guest satisfaction
7. Asking for the bill.
The menu it self will be provided in week 11, students can only make use from the provided menu,
(and hospitality context) during their assessment.

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Marking Criteria:
Refer to the marking rubric in appendix.

Assessment No. 4-2: Final exam - On-line Quiz

Due Date/Time: Week 12, timings TBC

Delivery format: Quiz, 60 min
Delivery method: Via Moodle - Quiz

Outline:
At the end of the second session as per the course schedule, students will have a 60 minutes quiz
with multiple choice questions, matching, and True / False questions;
 20 Multiple choice
 5 Matching
 8 True/False

Marking Criteria:
Completing each quiz, students will be able to see instantly their results and obtain feedback via
Moodle.

6. Course Attendance and Behaviour

Attendance in this course is mandatory and students are required to abide by the behavioral norms
set out in the Course Attendance Policy, (06ST14).
The following policies should be reviewed in conjunction with this Course Syllabus document:
 Academic Catalogue
 Student Handbook
 Course Attendance and Behaviour Policy 06ST14
 Academic Integrity Policy 06ST23

Student Peer Evaluation

Peer evaluation or peer review provides a structured learning process for students to critique and
provide feedback to each other on their work. For all team-based assessments, the academy will
invite you to reflect on each other’s and your own performance under the supervision of the course
lecturer. Please rate yourself and your team members on the relative contribution made to
preparing and presenting the case. Refer to the peer evaluation form in the appendix.

7. Transferable and Employment Skills

Graduate Capabilities
Taught/
In addition to this couse’s specific learning outcomes, students are also Assessed
practiced
expected to demonstrate / develop the following skills.
1. Discipline Specialists
Master professional knowledge/discipline, Openness to new knowledge, x x
Practice professional ethics
2. Research inspired Skills
Collecting, analysing, organising and applying information with minimal
supervision
3. Information Management & Life-Long Learning Skills
On-going interest in research, Information management abilities

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4. Intrapersonal skills
x
Organising self, including motivation, exploration and creativity
5. Communication & Collaboration
Effectively communicating to audience, presentation skills, engagement with x x
new ideas, networking and working in team
6. Critical Self Awareness & Problem Solving Skills
Continuous self-improvement, use of feedback, goal oriented, solution x
oriented, critical reflections
1. Entrepreneurship & Leadership Skills
Creativity and Innovations, Management of new Challenges, Participating in x x
societal life

8. Mode of delivery and learning strategies (tick off where applicable, multiple entries may apply)

☐ Problem-Based Learning
Problem-Based Learning (PBL) engages the learner in a problem-solving activity. In this process,
instruction begins with a problem to be solved rather than content to be mastered. Students are
introduced to a real-world problem and are encouraged to dive into it, construct their own
understanding of the situation, and eventually find a solution.
☐ Experiential learning
Experiential Learning refers to the ideas that learners should be presented with problems that are
realistic situations and found in everyday or professional applications of knowledge. There should be an
opportunity to distinguish between relevant and irrelevant information. Finding and defining problems
as well as solving them should be a generative process
☐ Collaborative Learning
Collaborative Learning, also called cooperative learning, is heavily emphasized in most constructivist
approaches (Roblyer et al, 1996). Students working in groups to solve problems demonstrate the notion
of distributive intelligence, which states that accomplishment is not a function of one person, but rather
a group in which each contributes to the achievement of desired goals. Cooperative learning is an ideal
way for students to learn the skills that extend beyond that extend beyond the classroom of sharing
responsibility and working together toward common goals.
☐ Goal –Based Scenarios
Goal based Scenarios (GBS) offer learners the opportunity to role-play from a certain point of view.
Their goal is for the learner to accomplish a mission or task associated with their role in scenario. In
order to achieve this goal, the learner needs to acquire particular skills and knowledge
☐ Reciprocal Teaching
Reciprocal teaching refers to an instructional activity that takes places in the form of a dialogue
between teachers and students regarding segments of text. The dialogue is structured by the use of
four strategies: summarizing, question generating, clarifying and predicting. The teacher and students
take turns assuming the role of teacher in leading this dialogue.
☐ Blended Learning / e-learning
Blended learning is addressing the use of information and communication technologies to enhance
learning and teaching activities. This includes:
 Adopting strategic and systematic implementation of technology in teaching and learning.
 Combining the best features of face-to-face (F2F) interaction integrating different modes of
delivery, models of teaching and styles of learning.
In this module, students will experience the following e-learning methods:
· Online discussion and consultation using Moodle, Zoom, MS Teams or any other platform.
· Online assessment using Moodle or any relevant platform.
· Use of electronic materials for learning purposes such as webinar, podcast, multimedia videos,
YouTube instructional videos, websites, electronic journals, and any other related media.
· Use of educational applications (apps) from various operating systems on mobile devices such
as tablets and smart phones.
☐ Student Self and Independent Study

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Lecturers are not the sole provider of knowledge and information as these are unlimited. Students are
expected to practice self and independent studies. Students are responsible for the completion of all
reading assignments prior to class. Prior preparation is important for meaningful classroom discussions.
Students are encouraged to use a blended learning approach; i.e. using traditional text and also e-
learning methods to complement their face-to-face learning.

9. Academic Integrity
Each student in this course is expected to abide by EAHM’s Academic Integrity Policy 06ST23.
Plagiarism, in any form is not permitted, and correct referencing policy should be followed at all
times (Harvard). The similarity level, provided through a TurnitIn submission, is capped at 20%.
Higher similarity levels lead to a further investigation. It is the aim of the faculty of The Emirates
Academy of Hospitality Management to foster a spirit of complete honesty and a high standard of
integrity. The attempt of students to present as their own any work not honestly performed is
regarded by the faculty and administration as a most serious offense and renders the offenders liable
to serious consequences, possibly suspension or expulsion. “Scholastic dishonesty” includes, but not
limited to, cheating, plagiarism, collusion, contract buying of assessments, falsifying academic
records, misrepresenting facts, and any act designed to give unfair academic advantage to the
student (such as, but not limited to, submission of essentially the same written assignment for two
courses without the prior permission of the instructor) or the attempt to commit such an act. The
EAHM policies on academic integrity, including cheating and plagiarism, will be strictly upheld in this
class.

10. Teaching and Learning Philosophy

The course will be delivered using lectures/tutorials and field trips to promote the use of critical
thinking, team process and self-directed learning. Practicing these skills helps students attain the goal
of becoming lifelong learners. The lecturer is responsible for the facilitation of learning. Student
learning is facilitated through the provision of tutorials, guidance and avoiding overtly giving students
information or indications of believing they are right or wrong in their thinking. Although the lecturer
may be initially more directive, students will learn to take responsibility for their own learning. Each
student is responsible for full involvement in team work to identify, learn about, and plan for the
respective field trips and lecture/tutorials. In team work activities every member of the team is
responsible for maintenance of the team as a whole, encouraging one another and/or dealing with
any dysfunction of the team. Students build their own knowledge via self-directed learning and
critical thinking.

11. Learning Resources

Prescribed Text:
 Allemni Al Arabia (‫)علمني العربية‬.
Suggested Reading:

 Please see the resources posted on Moodle.

Electronic Resources:

 https://www.youtube.com/channel/UCfQE8YOdFTK6Pvu_Wil1q6w
 www.madinaharabic.com
 http://www.goethe-verlag.com/book2/FR/FRAR/FRAR002.HTM
 www.yamli.com
 http://www.arabicpod101.com/2008/05/08/beginner-lesson-1-whats-his-name/
 http://www.bbc.co.uk/languages/other/arabic/guide/alphabet.shtml

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 https://www.laits.utexas.edu/aswaat/video_s.php#/0/mayy_family_and_friends/

Additional References:
Additional resources, including any journal articles, will be advised during the course and will be
dependent on the research questions presented by students.

Revision and Approval

Course Revisions
Based on previous course experience, the following change(s) have been made to the course:
 To enhance the students' ability to reach the desired language level without being overly influenced by
their starting level, we have incorporated additional assessments, providing them with increased
opportunities to demonstrate their language proficiency.

Proposed by: Verified by:

Sahar Issa Roel Brinkman

Course Leader/Lecturer Programme Manager
Date : Date:

Appendices

I Grading Rubrics

Failing grades PC grades C grades B grades A grades

Mark out of 100
0-49 50-59 60-69 70-84 85+

Many aspects Some aspects of Most aspects of All aspects of Report is

of the report the report are the report are the report are complete and
are missing or missing or provided but brief provided but clear. Please
incorrect. incorrect. or incomplete. are a little refer to the
Please refer to Please refer to the Please refer to unclear or checklist in the
the checklist in checklist in the checklist in incomplete. syllabus.
Content*: the syllabus. the syllabus. the syllabus. Please refer
to the
checklist in
the
syllabus.
Course
learning
outcomes
alignment
Unstructured Structured Good structure Well-structured Well-structured
presentation/ presentation, but and presentation, and organised and organised
lacks coherence. could be clearer. however minor with clearly with clearly
Improper or Improper or problems exist defined line of defined line of
Delivery insufficient insufficient Citations are reasoning. reasoning.
Style referencing. referencing. Delivery occasionally Citations are Citations are

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Delivery style is style is lacking - missing and/or not present for all key present for all
lacking monotone, too quiet, in correct Harvard points and in key points and
- monotone, mumbles, positioning style. Delivery style correct Harvard in correct
too quiet, is poor. However, the has some issues, style. Delivery Harvard style.
mumbles, general message is making style is mostly Delivery style is
positioning is conveyed. Slight time concentration and clear and clear and
poor. Time management issues. understanding professional, with professional.
management Answers are not difficult. Overly some errors or Audience are
issues. offered to focussed on notes. lack of clarity. engaged. Tools
Answers are questions. Minor time Audience are are clear and
not offered to management mostly engaged. not distracting.
questions. issues. Answers to Tools are clear No time
questions are and not management
addressed but are distracting. No issues.
unclear or time management Questions are
contradictory. issues. Questions handled well.
are handled well.

Course
learning
outcomes
alignment

Presentation is Presentation is Presentation Presentation Presentation is

unstructured and reasonably-well is slightly is appropriate,
the visual structured. Visuals distracting, appropriate, clear, and
mediums are are distracting cluttered, clear, and supportive of
cluttered and creating some and not supportive of presentation,
confusing. confusion. Citations, conducive to presentation, not dominating.
No citations where needed, are communicati not Structure is
are provided, insufficient and/or on. Some dominating, clear and
Structure where has many errors. small with some professional.
and necessary. spelling minor Citations are
organization errors. structure/desi provided where
Citations are gn issues. needed with no
provided Citations are or few errors.
where provided with
needed with needed with
errors. some small
errors.

Course
learning
outcomes
alignment

*Content checklist

Grading scale for Team (2) – Dialogue (20%)

Student’s name:
Total
Category Scoring Criteria Score
Points
Information is presented in a logical sequence. 2
Presentation (4 points)
Speaker uses a clear, audible voice. 2
Content (6 points) Presentation is complete with all required information. 3
Presentation contains accurate information. 3
The used vocabulary is adequate. 5
Language Skills The pronunciation is clear and understandable. 5
(40 points) The grammatical structure is clear and correct. 10
Correct use of personal pronouns. 10
Correct use of numbers. 10

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Grading scale for Role Play (2) – Final Assessment (20%)

Student’s name:
Category Scoring Criteria Total Points Score
Mastery of the role (spoken not read) 3
Presentation (9 points) Appropriate speaking volume and body language. 3
Presentation is complete with all required information. 3
The used vocabulary is adequate. 5
The prononciation is clear and understandable. 6
Language Skills The grammatical structure is clear and correct. 8
(31 points) Correct use of welcoming and ordering terminology 6
Correct use of food and beverage terminology. 6
Correct use of numbers (paying the bill) 5
1 unsual situation (plate broke, etc) 5

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