Table of Contents

Instructional Program 12. Core Projects 13. Program Calendar 2012-13 14. Benchmarks and Projects 15. Course Details, Zeta Level 16. Course Details, Eta Level 17. Course Details, Theta Level 18. Weekly Learning Objectives 19. Teachers Frequently Asked Questions References Appendix Appendix I. Grades Appendix II: Benchmarks Appendix III: Tests Appendix IV: Failing Grades Appendix V: Textbooks

Part Two: Instructional Program

This section contains details for teachers and includes Core Projects, Key Terms and Definitions, Calendars, Benchmarks and Projects, details for each of the levels of student proficiency, Weekly Learning Objectives, Frequently Asked Questions, and References.

12. Core Projects

Communication Skills (CS) Level 1 2 3 Team Project Going Shopping Travelogue Advertising Presentation Project My Story Peer Reports Media Messages Independent Listening Project Guided independent listening Guided independent listening Guided independent listening

Reading / Writing (RW) Level 1 2 3 Team Project Autobiography Biography Culture & Identity Presentation Project Journal or blog Journal or blog Journal or blog Independent Reading Project Guided independent reading Guided independent reading Guided independent reading

13. Program Calendar 2012-13

Item
All SDs arrival in Manama, Bahrain

From
Thursday 23/08/2012 Sunday 26/08/2012 Sunday 26/08/2012 Sunday 26/08/2012 Monday 27/08/2012 Thursday 30/08/2012 Saturday 01/09/2012 Saturday 01/09/2012 Thursday 06/09/2012 Saturday 08/09/2012 Sunday 09/09/2012 Monday 10/09/2012 Sunday 23/09/2012 Thursday 18/10/2012 Saturday 03/11/2012

To
Saturday 25/08/2012 Tuesday 28/08/2012 Thursday 30/08/2012 Monday 27/08/2012 Thursday 30/08/2012 Friday 31/08/2012 Wednesday 05/09/2012 Thursday 06//09/2012 Friday 07/09/2012

Visa processing for New SDs in Manama

Training for SDs in Manama

New Instructors arrival in Manama

Visa processing for new instructors in Manama

New instructors and returning instructors who didnt participate in last year training arrival in Riyadh Training in Riyadh for new instructors and returning instructors who didnt participate in last year training Returning instructors arrival in their locations

Instructors - who participate in Riyadh trainingarrival in their locations First Semester begins (1st Group)

Orientation Day for all students

Classes Start

National Day (Official Holiday)

Eid Al Adha Holiday (16 days)

Friday 02/11/2012

Classes Resume

First Semester Ends

Wednesday 13/02/2013 Thursday 14/02/2013 Saturday 23/02/2013 Sunday 24/02/2013 Monday 25/02/2013 Tuesday 26/02/2013 Wednesday 17/07/2013 Friday 22/02/2013

Mid-Year Break for Instructors (9 days)

Second Semester begins (2nd Group)

Placement Tests for all students

Orientation Day for all students

Classes Start

Second Semester Ends

14. Benchmarks and Projects

Benchmarks At the conclusion of the Theta course, successful students will have demonstrated reliable ability in each of these areas. Communication Skills
1. Listen and respond to basic, everyday

Reading / Writing 1. Read easy or simplified texts and short stories 2. Write basic sentences about common, everyday topics 3. Write multiple simple and compound sentences related to the same topic 4. Read simplified texts, simple prose, short stories, and simple authentic texts 5. Write multiple simple and compound sentences related to the same topic 6. Write paragraphs with clear topic sentence and supporting details 7. Write multiple-paragraph exploratory essays 8. Read simple authentic texts 9. Read authentic texts 10. Write well-structured five-paragraph argumentative essays 11. Write coherent and well-organized multi-paragraph critical essays

language 2. Listen to, discriminate, and produce level-appropriate language to tell stories and describe every topics, discuss current events 3. Listen to and discriminate longer listening materials and produce extended discussions on academic topics 4. Listen to, discriminate, and produce level-appropriate language to discuss current events 5. Listen to and discriminate longer listening materials and produce extended discussions on academic topics 6. Listen to and discriminate academic materials, lectures, and formal discussions and express complex ideas and supporting opinions 7. Listen to and discriminate business and academic materials and lectures, and demonstrate formal communication skills based on research

Projects and Benchmarks The following table shows the relationship between students projects and each levels benchmarks in Reading / Writing (RW) and Communication Skills (CS).

Level Team Project Zeta Going Shopping

Presentation Project My Story

CS Benchmarks Demonstrate ability to 1. Listen and respond to basic, everyday language

RW Benchmarks Demonstrate ability to 1. Read easy or simplified texts and short stories 2. Write basic sentences about common, everyday topics 3. Write multiple simple and compound sentences related to the same topic

Eta

Travelogue

Peer Reports

In addition to benchmark above, demonstrate ability to 2. Listen to, discriminate, and produce level-appropriate language to tell stories and describe every topics, discuss current events 3. Listen to and discriminate longer listening materials and produce extended discussions on academic topics

In addition to benchmark above, demonstrate ability to 4. Read simplified texts, simple prose, short stories, and simple authentic texts 5. Write multiple simple and compound sentences related to the same topic 6. Write paragraphs with clear topic sentence and supporting details 7. Write multiple paragraph exploratory essays

Theta Advertising

Media

In addition to benchmark

In addition to

Messages

above, demonstrate ability to

benchmark above, demonstrate ability to

4. Listen to, discriminate, and produce level-appropriate 8. Read simple language to discuss current authentic texts events 9. Read authentic 5. Listen to and discriminate texts longer listening materials and produce extended discussions 10. Write wellon academic topics structured fiveparagraph 6. Listen to and discriminate argumentative essays academic materials, lectures, and formal discussions and 11. Write coherent express complex ideas and and well-organized supporting opinions multi-paragraph critical essays 7. Listen to and discriminate business and academic materials and lectures, and demonstrate formal communication skills based on research

15. Course Details, Zeta Level

This level is outlined using sections describing the Focus of Classes, Core Projects, Individual Presentation, Portfolio, and Benchmarks. Focus of Classes The primary goal of this level is to develop students' basic communication skills so they can function adequately in an English language environment. Because students at this level typically have little confidence in their ability to deal with real-life situations, much of the emphasis in this class is on nurturing them. The teacher addresses the students linguistic and academic apprehensions by supplying opportunities for extensive input and providing tools for generating simple sentences. Although speech may be hesitant initially and pronunciation may affect comprehensibility, students develop skills for expressing themselves with their current knowledge, bolster their vocabulary significantly, and learn idioms and stock phrases to facilitate verbal interaction. Conversation management strategies to let interlocutors know when and what they are not understanding help students converse effectively. Students learn to respond to questions and classroom instructions (though repetition may initially be needed) in simple but coherent and increasingly accurate sentences instead of monosyllabic replies or strings of grammatically unconnected words, developing confidence in speaking briefly on familiar topics to their class. Communication Skills (CS) - A primary goal of this class is to develop students' basic communication skills and confidence. Emphasis is on nurturing students through their linguistic apprehensions, supplying opportunities for extensive input, and providing tools for generating simple sentences. Students practice responding to questions and classroom instructions in simple but coherent and increasingly accurate sentences instead of monosyllabic replies or strings of grammatically unconnected words. Reading / Writing (RW) - Students develop their ability to recognize common words and to understand simple sentences. Language Experience Approach (LEA) techniques are especially useful for having students generate short writing samples that are then used as class texts which can, in turn, be used for modeling and expansion. Simplified prose and use of texts accompanied by pictures (for example, comic books) can be very helpful for developing working reading skills. Core Projects This section includes projects that work with all four language skill areas. There are several types of core projects. Some are independent, such as listening and reading. Some are individual, such as presentations. And others are done in groups, such as Team Projects Team Project: Going Shopping This section identifies Project Summary, Activity Ideas, Language Use, Cultural Elements, and Academic Elements.

Travel and transportation serve as the central themes of this project that allows students learn to do research, work collaboratively, and make presentations about different geographical regions and cultures. This project is designed to enhance beginning students' communication skills, increase their confidence and competence in casual linguistic interactions, foster linguistic development, and accustom them to learning cooperatively, independently and experientially. Project Summary: This project is designed to enhance beginning students' survival kills, increase their confidence and competence in casual linguistic interactions, foster linguistic development, and accustom them to learning cooperatively, independently and experientially. Since students at this level can benefit greatly from opportunities to interact socially even though their communication skills are minimal, the somewhat passive experience of real or simulated shopping can be very helpful. This project allows students to work together, become more familiar and comfortable with different shopping venues and merchandise available at local stores and on the Internet. Students' actual experiences in purchasing items ranging from groceries to automobiles provide relevant subject matter for the class. Students can also use advertisements to plan real or simulated shopping expeditions and develop marketplace knowledge and savvy for making small and large purchases. Activity Ideas: Class and small-group discussions about shopping; comparison shopping, exploring information on product labels; examining newspaper advertisements, role plays involving shoppers, field trips to stores to learn about merchandise and prices; guest speaker(s) talking about such things as where and how often , by whom purchases are made; surveys created by students with results presented in graph or chart form; presentations about aspects of shopping are all activities that fit well into this project. Language Use: Reading (and scanning) advertisements, store signs and labels and taking notes and making shopping lists help improve reading and writing skills. There are many speaking and listening opportunities in and outside of class as students discuss their experiences with one another, ask questions of merchants and salespeople and casually listen to conversation snippets around them in stores they visit. Cultural Elements: Discussion of conventions of shopping as demonstrated in grocery stores, souqs, boutiques, fast-food restaurants, clothing shops, automobile showrooms (local, international) and other venues provide ample opportunities for comparing and discovering local and international ways of selling. Academic Elements: Even at this level, students are engaged in activities that develop academic skills. Shopping involves research to find out about products and prices.
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If students conduct interviews or surveys, they learn how to collect, organize and present information. Collaboration with teammates for planning shopping activities or presenting information about a store or product is good practice for later, more complex peer cooperation. Presentation Project: My Story Being able to present information to an audience is a basic academic and vocational skill. From the earliest level, it is important for students to begin to get used to addressing an audience and develop their presentation techniques. This project allows students to present information about which they are already experts themselves. Students can use pictures or objects to tell stories about themselves or their families, talk about what they like and dont like, and discuss their vocational aspirations and plans for the future. Project Summary: My Story affords the student an opportunity to practice their speaking, listening, and note-taking. Presentations can be made to the full class or in small groups and each student should present at least one time per week. The length of the presentations may start at just one or two minutes and increase from week to week. Students talk about themselves or explain objects, their origin, and give reasons for their importance. Students use the opportunity to express to their classmates something about their lives and their personalities. The presentation is informal and allows students as much freedom as possible. Little or no rehearsal is needed but students give some thought to the choice of topics or objects. Presentations may be videotaped and used for review and correction. Students in the audience learn appropriate audience behavior, listen carefully, and take notes. The notes may consist of nothing more than keywords but should help students answer quiz questions about the presentation. The teacher uses the presentations to monitor students' language use and progress. After each presentation, the audience may ask questions. Students learn not to interrupt the speaker with questions (except for repetition or clarification) during the presentation. Short quizzes on the presentations may stimulate the audience to listen carefully and keep notes. Quiz questions may be prepared by the presenter himself, the audience or the teacher. Discussion of any aspect of the presentations are encouraged. Independent Listening and Reading Students select listening and reading materials for daily English practice outside of class. Students can choose content that is of interest to them and should spend about 30 minutes each day on reading and 30 minutes on listening. If students have Internet access, it should be very easy for them to find materials that will meet the requirements of the Independent Listening and Reading Projects. If Internet is not available, choices will be more limited but
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the requirement can still be fulfilled through the use of books, magazines, newspapers, videos, audiobooks and tapes. Portfolio The Portfolio serves as a repository for student work, containing not only finished pieces but documentation of the process that produced each piece. As such, the Portfolio can be viewed as a learning journal and reference point for holistic evaluation of a students progress and linguistic proficiency. While the Portfolio is maintained by the student, its design and content are determined by the facilities and resources available as well as by concurrence of student and teacher on basic format and guidelines. Benchmarks Examples of student production that meets the benchmarks. Zeta Communication Skills (CS). Demonstrate ability to Listen to, discriminate, and produce level appropriate language to tell stories and describe everyday topics, discuss current events Open your books to page 36. Arrange your chairs in a circle. Take out your notebooks and write down the homework assignment. When I say go, begin. Raise your hand if you know the answer. ____________ What did you eat for breakfast? I eat bread with butter and coffee. I have apple. What did you do for fun? I see movie. I drive car. I meet friend. What job would you like to have? I want work with computer. I study program computer.

Zeta Reading / Writing (RW). Demonstrate ability to Read easy or simplified texts and short stories I see a man. The man is wearing a black suit. He is smoking a cigarette. The man is looking at his watch. The man is waiting for someone. My naim suliman I from Sadi Arabia. My famly very big I got five brother and for

Write basic sentences about common everyday topics

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16. Course Details, Eta Level

This level is outlined using sections describing the Focus of Classes, Core Projects, Individual Presentation, Portfolio, and Benchmarks. Focus of Classes The main goal of this class is for students to make the transition from stilted, formulaic, and fragmented language use and dependency on translating back and forth between their native language and English, to a smoother, more idiomatic use of English. Students become more adept at using good sentence structure to express themselves more competently and accurately, and develop greater sophistication and variety in their language use. Through interaction with other speakers and extensive exposure to spoken English, students become capable of understanding the gist of conversations even when details and specific points are not clear. Students begin formal listening and note-taking activities and devote considerable time to achieving proficiency in gathering and discussing information in classroom situations as well as everyday situations and encounters outside of class. Communication Skills (CS) -Students start to make the transition from stilted, formulaic, and fragmented language use and dependency on translating back and forth between Arabic and English to a smoother, more idiomatic use of English. They become more adept at using good sentence structure to express themselves more competently and accurately, and develop greater sophistication and variety in their language use. Students become more capable of understanding the gist of conversations even when details and specific points are not clear. Reading / Writing (RW) In reading, students learn how to read in larger chunks and form schemata to improve their comprehension. Skimming and scanning skills are also developed. Students learn how to combine sentences together into coherent paragraphs Paragraph development is the main focus of the writing component of this class with adequate introductory, supporting and concluding sentences and to write paragraphs based on a central idea and that contain no irrelevant details. Core Projects This section includes projects that work with all four language skill areas. There are several types of core projects. Some are independent, such as listening and reading. Some are individual, such as presentations. And others are done in groups, such as Team Projects. Team Project: Travelogue This section identifies Project Summary, Activity Ideas, Language Use, Cultural Elements, and Academic Elements. Project Summary: This project provides a good opportunity for students to practice informal communication, share information about their own trips inside and outside the country, expand their knowledge about other countries, learn basic research techniques, and improve their presentation skills. The basic goal is for students to gather and then present information about the countries or locales selected. Each team creates a travel itinerary of foreign and/or American venues (possibly one place for each team member), conducts research and collect materials about the chosen locations, and finally makes a class presentation about them. It might be better for

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students to select places that no team members have been to in order to maximize the need for research. There is no need for the itinerary to be geographically coherent that is, it could include Macao, Guatemala, the Grand Canyon, London and Iceland. Presentations may include information about such features as geography, climate, culture, language or dialect, historical highlights and sightseeing venues and should include such visual aids as maps, pictures, slides, and overhead transparencies. Activity Ideas: Group and individual research (library and Internet research and interviews with people who are from or have visited the areas chosen) about the places selected; guest speakers -- possibly someone connected to the travel industry such as a travel agent, airlines employee or hotel worker, but also someone with travel experience would be an appropriate guest speaker (culture shock would be an excellent lecture topic); field trips to a travel agency, airport or hotel would provide students with opportunities for improving listening skills and learning travel-related vocabulary; surveys and interviews; viewing travelogues and travel documentaries; creation of itineraries. Language Use: All four skill areas can easily be used in activities for this project. Students can read travel brochures and prospectuses, itineraries and timetables as well as information on the Internet and in encyclopedias and write descriptions of places in brochures they produce. Virtually all of the activity ideas described above have listening and speaking components. Cultural Elements: Travel is an ideal theme for working with cross-cultural awareness since our students encounter people from all over the world. Students can act out skits involving behaviors that are fine in one culture and unacceptable in another. Comparisons of cultural values, norms and institutions would be a natural outgrowth of the travel theme and students can also tell anecdotes about or act out personal experiences involving cultural misunderstanding during their travels abroad. Academic Elements: This project affords great latitude for independent research and use of reference materials from atlases to almanacs. In preparing travel materials about selected destinations, students should be encouraged to learn and use computer applications such as PowerPoint, MS Publisher as well as functions such as tables and graphs. Of course, preparing and delivering a presentation is itself great academic preparation. Presentation Project: Peer Reports Project Summary: This project strengthens students' abilities to elicit information from others, organize that information coherently and present it effectively to the class. The peers referred to are other students, either their classmate or students from other classes. Since each student should make 4-8 peer reports in the course of the term, a progression using all three categories is possible. In order to gather interesting information, students need to become good interviewers and therefore

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listening to tapes and viewing videos demonstrating interview techniques as well as presentation examples (and discussing them) would be expected activities for this project. This is a project which allows students to get to know each other, exchange cultural and personal information, and build community understanding and spirit. Independent Listening and Reading In all levels, students select listening and reading materials for daily English practice outside of class. Students can choose content that is of interest to them and should spend about 30 minutes each day on reading and 30 minutes on listening. If students have Internet access, it should be very easy for them to find materials that will meet the requirements of the Independent Listening and Reading Projects. If Internet is not available, choices will be more limited but the requirement can still be fulfilled through the use of books, magazines, newspapers, videos, audiobooks and tapes. Portfolio In each level the Portfolio serves as a repository for student work, containing not only finished pieces but documentation of the process that produced each piece. As such, the Portfolio can be viewed as a learning journal and reference point for holistic evaluation of a students progress and linguistic capability. While the Portfolio is maintained by the student, its design and content is determined by the facilities and resources available (i.e. computers, Internet), as well as by concurrence of student and teacher on basic format and guidelines. Benchmarks Eta Communication Skills: Demonstrate ability to Comprehend stories written in simple English One day the wind and the sun argued about who was stronger. The sun said that he was stronger than the wind. The wind said that he was stronger than the sun. They argued and argued. Then they saw a man walking down the street. The man was wearing a heavy coat. The wind said that he was so strong that he could take the coat off of the man. The sun said, "No you can't, but I can." The wind said, "Let's see who can take the coat off of the man. Whoever can do it is the stronger one. The sun agreed to the idea. First, the wind tried. It blew so hard that the man's coat flew open. It blew so hard that the buttons fell off. But the more the wind blew, the more the man held on to his coat. The wind could not remove the man's coat. Then the sun tried. The sun smiled on the man and started to shine very brightly. The man loosened his coat. Then the sun got hotter and hotter. The man started to sweat. Soon the man took his coat off and threw it over his shoulder. The sun was able to remove the man's coat. The sun won and the wind agreed that the sun was the stronger one. I think the most important to learn English to get a good jod thin you can do bissnes with another people. Every jod you work you most go to many defrant contry. If you learn English it will be easy to do it - learn a new language it is very hard but If you learn it. It will be fan to go to many pleas. It's very important because you

Write a paragraph using simple but comprehensible sentences

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learn how they life. If you learn a new language you will talk with a new people and you may be get a new friends from another countrys. If you learn more than 3 language you have a good shot to find a good job and will make your life more easyer. learning a new language has many good things. Sach as, good job, maybe you will mary with someone from another country. I wish I learn English and Spanish.

Eta Reading / Writing: Demonstrate ability to Understand simple dialogues Hello, can you help me? I will try. What do you need? I want to go to the Hilton Hotel. How can I get there? The Hilton Hotel is not too far. Do you have a car? No, I don't have a car. You can take a bus. There is a bus stop on the corner. Do you see it? Take the #26. The #26 bus will take me to the hotel? Yes, it stops right in front of the hotel. Thank you very much. You are welcome. Write simple sentences The man doing some work. He sit by desk. There many paper. He hold telephone by mouth. Maybe tell somebody do something. He look to be very busy. He wearing good suit and necktie. Maybe he boss or important person of company.

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17. Course Details, Theta Level

This level is outlined using sections describing the Focus of Classes, Core Projects, Individual Presentation, Portfolio, and Benchmarks. Focus of Class The main goal of this class is for students to use good sentence structure and express themselves with competence, accuracy, and confidence. Students become aware of different types of prose, humor, nuance. Students are able to express complex thought with increased sophistication and wider variety of settings. Using content-based materials, students are introduced to broad-ranging samples of authentic English. Independent projects increase facility for purposes of research, and other language use, such as analysis, observation, synthesis as well as formal academic presentations. Students continue to listen to and take notes on lectures, practice debate and discussion using academic discourse. Communication Skills (CS) Focus is on understanding formal discourse and developing academic and vocational skills such as research, note-taking and presentation techniques. Students listen to English spoken at normal speed on different topics and learn to distinguish main ideas from supporting details and examples. Exposure to more challenging and demanding language samples helps students recognize rhetorical clues and understand utterances with unfamiliar words or phrases. Knowledge of what is culturally appropriate in language, behavior and attitude is further developed and refined. Reading / Writing (RW) - In reading, students learn to negotiate their way through texts without getting bogged down in difficult passages or becoming frustrated with unfamiliar words. They also practice drawing conclusions, recognizing inferences and figuring out the meaning of new words from context and through word analysis. In writing, students learn how to use pre-writing strategies and structure formal compositions such as letters and essays with a good introduction, support and conclusion. Students learn to aim for clarity and persuasiveness in their writing. Core Projects This section includes projects that work with all four language skill areas. There are several types of core projects. Some are independent, such as listening and reading. Some are individual, such as presentations. And others are done in groups, such as Team Projects. Team Project: Advertising Campaign This section identifies Project Summary, Activity Ideas, Language Use, Cultural Elements, and Academic Elements. The theme of product development and promotion allows students to engage their creative and collaborative skills and to become familiar with communication as a tool for persuasion. Students can invent a product or use an existing product around which they produce an ad campaign using print ads, video commercials and

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other promotional gambits. Activities for ad teams include devising budgets, researching competition, sending memos and developing a complete campaign to sell their product. Project Summary: An ad campaign may at first seem too limited as a project, of interest only to business or communication students. In fact, this project is very flexible and can accommodate many different interests. Teams can choose products or services pertinent to their own fields of study (telecommunications, electronics, etc.) that can increase their knowledge. In doing this project, students are immersed in the world of media and the use of words and images to sell products and services. They explore advertisements of all kinds (TV commercials, print ads, jingles, mail and billboard promotions etc.) and think and talk about their efficacy, as well as cultural appropriateness, ethical implications, financial costs, psychological underpinnings, government regulation issues, technology and any other areas the teacher can stimulate them to investigate. Students use the information gathered in their research to create their own ad campaigns for existing or invented products. The campaign includes production of a TV commercial and print ad and a presentation to sell them to the company that produces the product or service. Activity Ideas: This project is likely to consist of dozens of separate in-class and outof-class activities including viewing TV commercials, guest speakers, reading books and magazines and reporting on them, viewing movies, field trips, research, interviewing people, group and class discussions, taping a commercial, role plays and simulations. Language Use: TV commercials, guest speakers, group and class discussions, interviews, videos, tapes provide ample listening practice while group and class discussions, interviews and conversations with team members provide speaking opportunities. Students read print ads and perhaps books and articles about advertising and write ad copy. Cultural Elements: This project also offers many opportunities to discuss and analyze cultural differences and similarities. Interesting questions to explore are: How different are the ads you see in Saudi Arabia from those in foreign publications, websites, and foreign TV? Which ads do you remember well? Why? Can you remember an ad that made you buy a product? What kinds of ads are most effective? What are some techniques of effective advertising? Are men or women more susceptible to advertising? Academic Elements: Gathering information, organizing ideas, cooperation, presentation, use of computers and AV equipment, note-taking, and research are all academic endeavors. In addition, students get used to working independently and managing their time efficiently to meet deadlines.

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Materials: Some examples of materials for this project are movies with advertising themes, books and textbooks about advertising, and industry publications. While teachers may look, it would be better to have students themselves do research to find such materials. Teachers are cautioned to research culturally appropriate movies, including documentaries, in local bookstores, libraries or on the Internet. Presentation: Media Messages Using news-gathering and presentation as a focal point, students learn how to collect and dispense information in the form of newsletters, panel discussions, pseudo-talk shows and blogs and also learn how to analyze information that is presented to them. Students may research existing TV talk shows and create their own version to deliver real or fake news stories and features to an audience in an entertaining fashion. The production(s) should be multi-media and use audio and video clips. Independent Listening and Reading In all levels, students select listening and reading materials for daily English practice outside of class. Students can choose content that is of interest to them and should spend about 30 minutes each day on reading and 30 minutes on listening. If students have Internet access, it should be very easy for them to find materials that will meet the requirements of the Independent Listening and Reading Projects. If Internet is not available, choices will be more limited but the requirement can still be fulfilled through the use of books, magazines, newspapers, videos, audiobooks and tapes. Portfolio In each level the Portfolio serves as a repository for student work, containing not only finished pieces but documentation of the process that produced each piece. As such, the Portfolio can be viewed as a learning journal and reference point for holistic evaluation of a students progress and linguistic capability. While the Portfolio is maintained by the student, its design and content is determined by the facilities and resources available (i.e. computers, Internet), as well as by concurrence of student and teacher on basic format and guidelines Benchmarks Theta Communication Skills: Demonstrate ability to Understand everyday conversations Hi, my friend. Do you want to go someplace for lunch? Sorry, I cant right now. I dont have any time. Why? Where are you going? Oh, Im on my way to the dentist. Sorry to hear that. Do you have a toothache?

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No, fortunately not. Im just going for a check-up. Really? I never go to the dentist unless Im in a lot of pain. I go for a check-up twice a year. Id rather make sure that a small problem doesnt become a big one. You know, a cleaning is better than a root canal. Tell stories and relay information to others I am mechanic. I can fix cars if there problem. I know about car engine. I use different tool to do work like wrench, screwdriver and air compressor. I even use computer for analyze engine problem. Every day I change oil and fix flat tire. My work its hard and dirty but I like it. I like to fixing things when they broken.

Theta Reading / Writing: Demonstrate ability to Comprehend The Bedouins of this desert land lived and died with their horses. Horses simple, gave a tribe prestige, worth and honor. On the Arabian Peninsula, the unmodified prose horse was more than a beast of burden. Since the earliest times, Arabians were valued for their beauty, endurance, speed and agility. While the Bedouin always understood the importance of the Arabian horse, it was not until the 18th century that the horses of the Arab world began to be known in the West. The Arabian provided the speed in the breed that is now called the English thoroughbred. In fact, of the hundred or so breeds of horse today, most have been enhanced through an infusion of Arabian blood. Write a multiparagraph letter essay My most memorable day is the day of my son's birth. When my doctor told me scesule of my baby's birth day, I was delightly excepting my first baby. In addition, He said "Your baby is a boy." However it was good for me whether my baby is a boy or a girl. I was begging that my baby would be in good shape. The day of my son's birth, eairly morning, I took my wife to a hospital because she had felt our baby to get out of her body. After we got to a hospital, she was imediatley carried to operating room. While she was in that room, I was waiting for our baby in a waiting room next to that room. Two hours later, I heard our baby cry chearfully. I thought what a wonderful voice our baby had! Farthermore, my doctor told me that both my wife and baby were good condition. After I had heard that, my feeling was changed to delight. I don't forget when I fold my baby in my arms. Now my baby became a outgoing boy in a elementary school. I think times fly. It seems yesterday that my son was born. I want to drink coffee with my son while we chat about the day of my son's birth someday.

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18. Weekly Learning Objectives

This section contains learning objectives for each week and each class. Zeta - RW BENCHMARKS To move to the next level, students must demonstrate the ability to: Read easy or simplified texts and short stories Write basic sentences about common everyday topics Write multiple simple and compound sentences related to the same topic Week Objective 1 Produce written or spoken simple sentences about oneself, ones family, ones environment; ones interest; future expectations; daily routines and events; and topics related to personal life. Activity Sample Assessment Indicator

Write five sentences about Writes / produces simple a common topic. sentences about one main topic related to daily / personal life. Prepare a short 1-2 minute presentation about Identifies relevant / irrelevant yourself, your city, your information / sentences in basic family, your vacation, etc. written and spoken discourse. Tech: (for making a personal profile) http://prezi.com (ePortfolio): http://portfolios.tvtcinterli nk.com/ Responds accurately to spoken discourse about daily / personal life. Makes use of basic vocabulary and simple sentence structure in writing and speaking about daily / personal life topics. Spells words and names correctly. Writes correctly spelled words from memory. Corrects basic misspelled words and names. Writes words and sentences from dictation exercises.

Identify and produce the English alphabet verbally and in writing

Complete the following short dictation task. Complete the short phonics exercises by putting words with similar sounds together.

Write complete simple sentences with minimal linguistics

Write four sentences about Writes complete simple the picture. sentences with correct structure, punctuation and

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support

Write five sentences about content appropriate vocabulary. ______. (Title is the only prompt.) Identifies and makes use of level appropriate grammatical structures (e.g. differences in person, words, tenses, subject verb agreement, etc.) verbally or in writing with some / minimal grammatical errors that do not interfere with meaning. Put this handout into your binder, please. Write your name on this paper. Answer the following questions. Write three sentences about ____. Identifies and responds in writing, orally or by doing, to short (one sentence) spoken and written classroom instructions. Responds appropriately to TPR prompts. Follows one-sentence instructions to find something or perform a one-step task. Formulates short basic Yes / No and Wh- questions about a picture, a short letter or oneparagraph text. Formulates and responds in writing or orally to short basic yes/no and wh- questions in classroom interaction. Responds orally or in writing to simple wh- or yes/no questions about a personal/daily life topic. Produces basic yes/ no and whquestions and simple answers with correct sentence structure, pronunciation and level and content appropriate vocabulary.

Use and respond to basic oral and written classroom language and instructions.

Formulate and respond to oral and written simple Yes / No and Wh- questions to obtain basic information about time, place, people, things, or ideas in a reading text.

Ask questions to complete a form about your classmate (name, age, address, job, etc.) Match the questions to the answers.

Recognize and identify information from basic / short (e.g.

Look at this short ad/flyer and answer these questions about it (who, what, when, where, why).

Chooses the correct title for a text or matches a sentence to a picture.

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one paragraph) texts and identify main idea Listen to/read the and specific details of following dialogue and texts. decide where it takes place. Tech (for EFL articles): http:// paper.li/f-1321796289 7 Recognize, utilize, and increase vocabulary frequently used in reading and writing in levelappropriate spoken and written texts related to personal life. Match the sentences to the words they describe. It is big and has three bedrooms and a garage. a. house b. car c. father Select the best word to describe your mother. (big, kind, happy, friendly) Tech (ePortfolio): http:// portfolios.tvtcinterlink.co m/

Identifies factual details (numbers, letters, key words, expressions) in a text using very basic scanning techniques. Answers basic surface reading/comprehension questions correctly. Uses and recognizes level appropriate correct spelling, pronunciation, definition and usage of words in contexts based on the core projects. Uses a variety of level appropriate vocabulary building skills (e.g. listing, clustering, word families, using words in contexts, derivation, affixation, etc.). Develop and expand vocabulary through maintaining a section in the portfolio.

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Eta - RW BENCHMARKS To move to the next level, students must demonstrate all of the above abilities plus the ability to:

Read simplified texts, simple prose, short stories and simple authentic texts Write multiple simple and compound sentences related to the same topic Write competent paragraphs with clear topic sentence and supporting details Write multi-paragraph exploratory essays

Week

Objective Write multiple simple and compound sentences about people and about things including details such as their country, their culture, and their accomplishments.

Activity Sample Write five to seven sentences about ____________. Change these sentences about yourself and make them about someone you admire. Tech: (for making a personal profile) http://prezi.com

Assessment Indicator Writes multiple sentences about a given topic Uses simple and compound sentence structure, content appropriate vocabulary and punctuation conventions in writing. Identifies and makes use of level appropriate grammatical structures (e.g. differences in person, words, tenses, subject-verb agreement, etc.) verbally or in writing with some/minimal grammatical errors that do not interfere with meaning. Addresses the purpose of the task. Expresses main idea and supports it with details. Identifies and produces adequate details (e.g. descriptions, explanations or series of events) in reading

Write multiple paragraphs with a clear topic sentence and supporting details to relate/narrate a sequence of events or tell a story; to describe a person, object, scene, picture, procedure or routine;

Write a paragraph describing an event/incident, or telling a story from your experience. Write a paragraph for the university newsletter to describe the ___________.

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to compare and contrast; or to explain reasons.

and writing. Provides a topic sentence, supporting details and a conclusion, and an adequate paragraph structure in the text. Demonstrates good control of simple grammatical structures, appropriate logical connectors / conjunctions, adequate vocabulary for the topic and accurate spelling and punctuation.

Read, take notes, summarize and paraphrase level appropriate descriptive and narrative texts (e.g. news reports and stories) on general everyday topics.

Read this short newspaper article/story. Write a good title and answer the questions that follow. Take clear notes from a short news bulletin or a written story. Re-write the story into one paragraph.

Identifies factual details and simple inferred meanings / ideas in texts. Identifies and uses key words and ideas to reconstruct short narrative or descriptive texts. Identifies organization of text and connection words between sentences and / or paragraphs. Predicts what will happen next in a story or process by selecting a title, sentence or a longer text.

Identify and use a simple idea relationship, such as comparison and contrast, or simple cause-effect

In the reading, find two things in common between A and B. Find out and write a paragraph to explain why

Identifies basic connections between sentences and ideas. Identifies and uses basic conjunctions and their correct / incorrect use in

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relationship, in sentences and short texts.

your classmates chose their area of study.

short texts and sentences. Formulates and responds to basic questions about simple idea relationship in a short text.

Organize ideas and details into coherent paragraphs and use simple connection words / phrases between sentences and paragraphs.

Look at the paragraph below and find the topic sentence and the conclusion. Put the paragraphs in the correct order and select the correct transition word to connect them.

Writes grammatically and stylistically accurate paragraphs with a topic sentence, details, and a conclusion. Forms simple and compound sentences by joining two simple ideas / sentences and using basic one-word connectors (e.g. so, because, but, and, or, while, similarly, etc.) and sequence markers. Puts sentences into the correct order in a paragraph, and orders paragraphs logically. Finds relevant and irrelevant sentences in a paragraph.

Recognize, use, and increase vocabulary frequently found in reading and writing in level - appropriate narrative texts.

Fill in the blanks with the correct word(s) Match the following words with their meanings: - Make the laundry - Do a mistake - Practice Islam Tech (ePortfolio): http://portfolios.tvtcinterl ink.com/

Uses and recognizes level appropriate correct spelling, pronunciation, definition and usage of words in contexts based on the core projects. Uses a variety of level appropriate vocabulary building skills (e.g. listing, clustering, word families, using words in contexts, derivation, affixation, etc.). Develop and expand

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vocabulary through maintaining a section in the portfolio. 7 Use process writing techniques such as basic editing and proofreading to correct own spelling and check simple punctuation and basic sentence word order. Find and correct all the mistakes in your partners paragraphs. Look at your writing and check the following: Organization Punctuation Spelling Capital letters Full stops (periods) and commas Word order Verb tense Subject-verb agreement Tech (ePortfolio): http://portfolios.tvtcinterl ink.com/ Self-edits written work, identifies and corrects errors in language mechanics, spelling, organization, sentence structure, transitions and punctuation. Uses a self / peer / teacher developed editing checklist to reduce errors as the course progresses. Writes in multiple drafts and demonstrates improvement from draft to draft. Keeps and dates written drafts and regular (e.g. weekly) reflections in the portfolios

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Theta - RW BENCHMARK By the end of the semester, students in this level must demonstrate all of the above abilities plus the ability to:

Read simple authentic texts Write well - structured five - paragraph argumentative essays Write coherent and well - organized multi - paragraph critical essays Objective Activity Sample Assessment Indicator

Wee k 1

Write multiparagraph argumentative essays using authentic sources as the starting point.

Read the following article and identify the thesis statement. Support your choice by providing supporting details from the text. Create an outline for a good argumentative essay listing the thesis statement and reasons for your argument.

Addresses the purpose of the task. Expresses a solid thesis statement with main ideas in each paragraph and supporting details to argue a point. Provides an introduction, development and conclusion, and proper paragraph structure in the text. Writes using simple, compound and complex grammatical structures and level appropriate vocabulary.

Demonstrate a basic understanding and use of text purpose, audience, source and register.

Read the following article/s and state who the intended audience might be. Then rewrite it for a different audience [specify audience] Read the following statement and list whether you agree or disagree with the statement. Give reasons

Recognizes different registers and genres [formal or informal; jargon; business] which aim texts at a specific audience Identifies purpose of text, reader-writer relationship, attitude and intent of author, context, etc.

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to support your position. 3 Read and identify main ideas and supporting details in authentic texts using various reading strategies including skimming, scanning, and drawing simple inferences. Read the following articles and identify the main idea in each paragraph by circling the topic sentence. Identify at least three supporting details and give examples from the text. Identifies specific factual details and inferred meanings in the texts as required (main idea, supporting details, reasons, arguments and/or examples). Identifies main idea and key details, organization of text and linking techniques between paragraphs. Compares and contrasts facts, predicts and guesses meaning of words and expressions from textual clues. 4 Paraphrase and summarize authentic level appropriate texts. Read the article/ textbook excerpt and recount in your own words what you understood from it. Read the article and summarize it and demonstrate which notetaking technique you used to make the summary [spider-gram; bullet points; index cards; etc.] 5 Recognize, use, and increase vocabulary frequently found in reading and writing in level appropriate authentic texts. Find the ______________ [ parts / figures of speech] for the words and phrases underlined in the text. Using the words provided from the text, write a paragraph of your own. Tech (ePortfolio): http://portfolios.tvtcinterlin k.com/ Recounts authentic texts in their own words and makes summaries. Uses a form of summary tool, e.g. spider gram, linear tool, index cards, etc. Recounts information from standard maps, basic diagrams, basic pie or bar graphs into short summaries. Uses and recognizes correct spelling and meaning of words and phrases in an authentic text. Develops and expands vocabulary through maintaining a section in the portfolio. Uses the correct form of the word often and correctly

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identifies basic parts of speech. Uses a paper English - to English dictionary to learn about new words and their usage and meanings. 6 Apply self - and peer - corrections to written work and use process writing techniques from outlining to final draft. Use the checklist provided and mark errors on your partners essay. Look at your writing and check the following: Organization of Ideas Language Mechanics Spelling Grammatical Structures Transitions and Punctuation Tech (ePortfolio): http://portfolios.tvtcinterlin k.com/ Self-edits written work and identifies errors in language mechanics, spelling, organization, sentence structure, transitions and punctuation. Uses a self / peer / teacher developed editing checklist to reduce errors as the course progresses. Writes in multiple drafts and demonstrates improvement from draft to draft. Keeps and dates written work and corrections and regular reflections in the portfolios. 7 Write multiparagraph, coherent and well - organized critical essays using authentic texts / sources as the starting point. Read the following opinion pieces and state whether you agree or disagree with the authors opinion. Read the following article and critique the authors viewpoint giving support to your critique from at least three authentic texts that you have read. Addresses the purpose of the task. Identifies and evaluates various perspectives on a single topic and expresses findings in writing. Uses compound and complex grammatical structures and wider vocabulary for the specified topic. Expresses a solid thesis statement with topic

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sentences and supporting details in each paragraph. Provides an introduction, development and conclusion, and proper paragraph structure with linking techniques in the text.

Zeta - CS BENCHMARK To move to the next level, students must demonstrate the ability to:

Listen and respond to basic, everyday language.

Week 1

Objective Recognize, discriminate and produce simple words about commonly encountered themes and contexts.

Activity Sample Look at the pictures / listen to the people speak. Tell the class in one word or short sentence how you think each person is feeling. Listen to/read short sentences and discuss the contents with the class. Interview one classmate and tell the rest of the class about their personal information.

Assessment Indicator Responds accurately to requests to discuss topics. Produces multiple words about various given topics. Uses simple content appropriate vocabulary, pronunciation and punctuation conventions. Addresses the purpose of the task.

Formulate, restate, and respond to simple yes / no and WH- questions in various contexts.

Interview your friend about his or her day, and then tell the class about it. Listen to the audio source and take notes using one of the note-taking

Formulates and responds to appropriate yes / no and Wh- questions to elicit required details and/or information. Formulates Wh- questions

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techniques (KWHLAQ http://langwitches.org/blo g/2011/07/21/upgradeyour-kwl-chart-to-the21st-century/, pictogram, etc.)

about details in a narrative, description or series of instructions. Answers questions in fairly accurate sentences, using simple and compound sentence structures. Produces longer stretches of discourse with content appropriate vocabulary around a central narrative / series of actions.

Listen and respond to simple narratives, descriptions and instructions in order to answer basic questions orally.

Listen to the following folktale and then answer the questions in your notebook. Listen to the pre-recorded narratives/webcasts on ________ and answer the following questions in full sentences. Tech (Using Google Docs): http://www.youtube.com/ watch?v=eRqUE6IHTEA Listen to the beginning of the following folk tale and work with a friend to complete the story.

Follows short parts of narrative / description / instruction by different speakers. Formulates and responds to a series of Total Physical Response (TPR) prompts. Accurately answers basic oral questions from the text either verbally and/or in writing. Uses simple sentence structures and correct subject and object pronouns. Uses correct spelling of vocabulary related to the narrative.

Relate a simple narrative or a simple event, describe an

Arrange the pictures in the correct order and tell the story that they form.

Uses simple sentences with content - appropriate vocabulary around a

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object or person. Use as many adjectives as you can to describe this object. Choose two expressions that you have learned in class this week and have a conversation with your partner about what you do to remember new expressions.

central narrative / series of actions. Makes use of simple tenses and basic conjunctions (e.g. and, but, then, etc.). Describes size, color, shape and number. Uses basic expressions of location, direction and movement. Participates in basic interaction/conversation about everyday topics. Self - edits produced language, identifies and corrects errors in pronunciation, mechanics, spelling, organization, sentence structure, transitions and punctuation. Uses a self / peer / teacher - developed editing checklist to reduce errors as the course progresses. Writes in multiple drafts and demonstrates improvement from draft to draft. Keeps and dates written drafts and regular (e.g. weekly) reflections in the portfolios.

Listen to and respond to simple, level appropriate language used by peers and apply basic self- and peer- corrections in oral work.

Listen to a classmates narrative and write down the verbs that dont agree with their subjects. Look at your partners answers and check if: all answers start with a capital letter; all answers are complete sentences; all answers are free of spelling mistakes. Tech (ePortfolio): http://portfolios.tvtcinterli nk.com/ Listen to your partners presentation and find a mistake. Look at your own/partners writing and check the following : Organization Punctuation Spelling Capital letters

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Periods (full stops) and commas Word order Verb tense Subject-verb agreement 6 Recognize, use, and increase vocabulary in listening to and speaking about various topics. Find 5 words in the listening that you can use to describe a _________ Write the opposites of these words _____, _____, ______: Tech (ePortfolio): http://portfolios.tvtcinterli nk.com/ Write down five new words you learned today and use them in sentences. Match the following words to their definitions. Uses and recognizes level appropriate spelling, pronunciation and definitions of words in contexts related the core projects. Develops and expands vocabulary through maintaining a section in the portfolio. Uses a variety of levelappropriate vocabularybuilding skills (e.g. listing, clustering, word families, using words in contexts, derivation, affixation, compound words, idiomatic and figurative language, consulting a dictionary / thesaurus, etc).

Recognize, discriminate and produce simple words and sentences about commonly encountered themes and contexts, such as: daily routines, health and body, family and home, shopping, and travel.

Look at the map. Listen and mark the countries _______ and his/her family visited. Tell the class if you like to travel or not. Look at the pictures/listen to the people speak. Tell the class in five sentences how you think each person is feeling.

Responds to requests to discuss topics. Produces multiple sentences about various given topics. Uses simple and compound sentence structures, contentappropriate vocabulary, pronunciation and punctuation conventions.

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Identifies and makes use of level-appropriate grammatical structures (e.g. differences in person, words, tenses, subject/verb agreement, etc.) verbally or in writing.

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Eta - CS BENCHMARKS To move to the next level, students must demonstrate all of the above abilities plus the ability to:

Listen to, discriminate, and produce level-appropriate language to tell stories and describe everyday topics, discuss current events Listen to and discriminate longer listening materials and produce extended discussions on academic topics

Week 1

Objective Listen to, discriminate and recount a narrative, or a series of events or instructions.

Activity Sample Listen to the beginning of the following story and work with a friend to complete the story. Listen to the audio source and take notes using one of the note-taking techniques (KWHLAQ http://langwitches.org/blo g/2011/07/21/upgradeyour-kwl-chart-to-the21st-century/, pictogram, etc.)

Assessment Indicator Produces longer stretches of discourse with contentappropriate vocabulary around a central narrative/series of actions. Uses correct sentence structure, simple tenses, conjunctions and logical connectors (next, then, but, also) to recount a narrative / successive series of actions while retaining the meaning of the original text. Provides accurate descriptions, explanations or account of events in the report / story sequence.

Work collaboratively and independently to prepare, lead and participate in all three core projects and orally express ideas.

Read a simple text to the class (or play a simple audio text) and lead a discussion and Q&A session about the text. In a group, prepare a presentation on various

Works collaboratively to plan projects and gather the information needed. Demonstrates adequate vocabulary and good control of simple grammatical structures.

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places to visit in ________ (discuss and compare). Share your presentation with the class. Tech: (for making a personal profile) http://prezi.com

Verbally expresses main idea and supports it with details, reasons, arguments and/or examples. Uses accurate spelling, punctuation, structure (introduction and conclusion, and an adequate grouping of ideas) in the written preparation of the presentation. Uses familiar expressions and vocabulary and attempts to incorporate newly acquired expressions. Applies the basic principles of conversation (e.g. turn taking). Uses correct phrases to clarify communication problems.

Use basic phrases and formulaic expressions to greet, introduce one - self and others, ask for permission, ask, offer, and accept assistance, ask for an explanation and indicate problems in communication within the context of a conversation.

Role-play the following situations with your partner and write down the dialogue. Choose five expressions that you have learned in class this week and have a conversation with your partner about what you do to remember new expressions.

Apply self- and peercorrections to oral work.

Listen to your partners presentation and find two mistakes. Look at your own/partners writing and check the following : Organization Punctuation Spelling Capital letters

Self-edits produced language, identifies and corrects errors in pronunciation, vocabulary choice, mechanics, spelling, organization, sentence structure, transitions and punctuation. Uses a self / peer / teacher

36

 Full stops and commas Word order Verb tense Subject-verb agreement Tech (ePortfolio): http://portfolios.tvtcinterli nk.com/

- developed editing checklist to reduce errors as the course progresses. Writes and produces language in multiple drafts and demonstrates improvement from draft to draft. Keeps and dates written drafts and regular (e.g. weekly) reflections in the portfolios.

Recognize, use, and increase vocabulary in listening to and speaking about various topics.

Write down five new words you learned today and use them in sentences. Match the following words to their definitions. Tech (ePortfolio): http://portfolios.tvtcinterli nk.com/

Uses and recognizes level appropriate spelling, pronunciation and definitions of words in contexts related the core projects. Develops and expands vocabulary through maintaining a section in the portfolio. Uses a variety of levelappropriate vocabularybuilding skills (e.g. listing, clustering, word families, using words in contexts, derivation, affixation, compound words, idiomatic and figurative language, consulting a dictionary/thesaurus, etc).

Listen to, discriminate and discuss basic, authentic audio texts about general topics and current events

Bring a short listening clip to class and prepare five questions for the class to answer about the clip.

Identifies main ideas, factual details and simple inferred meanings in the listening text as required.

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using common English expressions.

Listen to the beginning of a story and predict what will happen next, selecting one of the outcomes.

Produces longer stretches of conversation with content-appropriate vocabulary and simple and compound sentence structures. Understands and uses tenses for basic functions. Compares and contrasts facts, predicts, guesses meaning of words and expressions from various level appropriate sources.

Paraphrase authentic, level appropriate audio, audio-visual and text sources and present findings using basic English structures and vocabulary.

Listen to the clip and prepare a short speech discussing the five main ideas. Listen to this dialogue and recount in your own words what the conversation is about.

Identifies important ideas/key words in a short, authentic text and recounts them in his/her own words while retaining the meaning of the original text. Uses basic paraphrasing techniques (e.g. synonyms, antonyms, changing the word form) to recount information. Uses correct sentence structure, tenses, conjunctions and logical connectors (next, then, but, also) to recount a narrative /successive series of actions.

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Theta - CS BENCHMARK By the end of the semester, students in this level must demonstrate all of the above abilities plus the ability to: Listen to, discriminate, and produce level appropriate language to discuss current events Listen to and discriminate longer listening materials and produce extended discussions on academic topics Listen to and discriminate academic materials, lectures and formal discussions and express complex ideas and supporting opinions Listen to and discriminate business and academic materials and lectures, and demonstrate formal communication skills based on research

Objective Week 1 Display learning strategies and basic research strategies to work collaboratively and independently to gather information and present it in a coherent and logical manner in all three core projects.

Activity Sample

Assessment Indicator

Listen to the following three speakers and using a Venn diagram write down what they agree / disagree on. Search and find information on a topic from at least four different sources and use the information to explain the subject to the class. Keep jot notes in your portfolio. Tech: (for making a mind map) http://prezi.com

Uses various techniques to gather relevant information and logically organizes main ideas and supporting details. Uses brainstorming strategies (e.g., mind mapping, outlining, etc.).

Paraphrase and summarize authentic level appropriate written and audio texts.

Discuss the following topic with your class and sum up the consensus, decision and solution reached (or not reached) by the group. Listen to excerpts from

Uses own words to recount main ideas from authentic sources and makes accurate summaries using content appropriate vocabulary.

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three different sources on a topic and report the various opinions they express.

Uses at least one form of summary tool, e.g. spider gram, linear tool, index cards, etc. Recount information from authentic texts in their own words while retaining the meaning of the original text with limited grammatical errors.

Apply self- and peercorrections to oral work; Recognize, use, and increase vocabulary in listening to and speaking about various topics.

Listen to your partners presentation and check whether it conforms to the criteria of a good presentation with regard to both content and public speaking skills. Use the checklist to assess your partners presentation and check for the following: Logical organization of Ideas Language Mechanics Spelling Grammatical Structures Transitions and Punctuation Find 5 phrases in the text that refer to the following word family. Listen to the clip and provide at least suitable synonyms / antonyms / homonyms, etc. for each of the underlined words.

Self-edits written work identifies and corrects errors in pronunciation, vocabulary choice, language mechanics, spelling, organization, sentence structure, transitions and punctuation. Uses a self / peer / teacher - developed editing checklist to reduce errors as the course progresses. Writes and produces language in multiple drafts to demonstrate improvement. Keeps and dates written drafts and regular (e.g. weekly) reflections in the portfolio. Uses and recognizes level appropriate spelling, pronunciation and definitions of words in contexts related the core

40

projects. Develops and expands vocabulary through maintaining a section in the portfolio. Uses a variety of level-appropriate vocabulary - building skills (e.g. listing, clustering, word families, using words in contexts, derivation, affixation, compound words, using idiomatic and figurative language, consulting a dictionary/thesaurus, etc). 4 Listen to, and use formal and informal English to lead, present and discuss a variety of general and specialized level appropriate topics. Listen to the audio source material and request / give / exchange information on the consumer issues (e.g., buying a computer, car, house, etc.). Listen to the interview and list five reasons for the success of the company. Addresses the purpose of the task. Identifies and expresses main ideas supported by factual details and inferred meanings in listening texts as required. Logically expresses main ideas and viewpoints and grouping of supporting information in the written preparation of the presentation. Uses higher level verbal communication strategies (e.g., negotiating meaning, hedging, conceding). 5 Evaluate opinions and discuss complex ideas Read a company brochure and give a demonstration or Explores several aspects of the given topic.

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formally and informally, express different perspectives of issues and substantiate a viewpoint.

a briefing about any one of their products or services. Listen to excerpts from two different sources on a topic and discuss how and why the speakers perspectives are different. Create a 5minute presentation to express your findings. Tech: (for making a presentation) http://prezi.com

Obtains, organizes, states, supports, sequences and connects information and ideas. Shows awareness of audience, purpose and context. Responds to comments and questions. Demonstrates linguistic control; adjusts language for accuracy. Rewrites authentic texts of various genres in their own words and makes summaries while retaining the meaning of the original text. Identifies key elements from various authentic texts to categorize, make comparisons, tabulate, evaluate, draw conclusions and report findings. Identifies and integrates key ideas from various texts (e.g. time, place, characters, relationships, reasons, etc.). Expresses a variety of critical viewpoints/ perspectives based on a variety of authentic texts.

Paraphrase, summarize and synthesize ideas and information from a limited number of sources using excerpts from audio sources, textbooks, authentic and online sources and verbally present findings / outcomes.

Read an excerpt from a textbook, while following the audio clip and summarize it, demonstrating which notetaking technique you used to make the summary [spider-gram; bullet points; index cards; etc.]. Listen to two clips on the same topic and compare the different opinions of the two speakers on the topic in your own words.

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Display learning strategies and basic research strategies to work collaboratively and independently to prepare and actively participate in all three core projects.

Discuss the main criteria for becoming a chartered accountant and investigate the entrance requirements for accounting studies at various universities. As a group, prepare a collaborative 5 minute presentation about the various industries found in the Middle East. Tech: (for making a presentation) http://prezi.com

Locates several specific pieces of information in extensive and authentic texts, classifies / categorizes / defines concepts and merges them. Produces and appropriately responds to student, peer- and teacher - initiated communication activities (e.g. discussions, presentations, debates, interactions, etc.). Uses a variety of organizing strategies (e.g. outlining, clear beginning, middle and end, and grouping of ideas). Uses a variety of level appropriate language (vocabulary and complex structures) and visual aids in verbal presentation of research findings.

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19. Teachers Frequently Asked Questions

What are the objectives of the Instructional Plan? The Instructional Plan is a guide intended to: 1. Assure that classes accurately reflect the INTERLINK mission 2. Foster the best learning conditions for students and the most stimulating work environment for teachers 3. Promote consistency from teacher to teacher, from term to term, and from center to center 4. Distinguish each class with its own unique objectives, requirements, and activities 5. Maintain standards by insuring basic levels of proficiency before students move on to the next class 6. Orient teachers to the principles and mechanisms of the curriculum 7. Present student-centered classes with a cross-cultural emphasis as a desirable and attainable end Can I use a textbook in my class? Certainly. Textbooks and any other useful adjunct materials may be used as long as they do not interfere with the established framework of the class or distort the pedagogical principles delineated in this guide. Learning should not be conflated with what books or materials are employed. As Earl Stevick has written, Success depends less on the materials, techniques and linguistic analyses, and more on what goes on inside and between the people in the classroom." In a student-centered class, do the students choose activities, materials and teaching style? Not at all. Being student-centered does not mean ceding decision-making to students but rather being aware of and concerned about how students are progressing and developing their skills. A teacher- or materials-centered class focuses on what information is dispensed, but a student-centered class focuses on what is being absorbed by the learners. Can I teach grammar in class? Many studies indicate that proficiency and accuracy are more the result of increased usage and input than memorization of rules and drill work, and for this reason we focus on acquisition as opposed to conscious learning. Nevertheless, knowledge of formal grammatical terms is useful and teaching grammatical elements is not forbidden. However, the teacher should always keep in mind that learning grammar is not the same as acquiring proficiency and that conventional grammar practice is not a particularly good use of class time. Remember the axiom: where there are grammar rules, grammar rules.

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Is our program academically oriented? Perusal of the Core Projects and their rationale and associated activities will assure everyone that academic preparation is one of our highest priorities. Our classes are geared to advance academic skills but are not "academic" in terms of adhering to a traditional lecture format of teaching. What if students don't do their Independent Project assignments? The Independent Listening and Reading Projects are done outside of class and are meant to extend the students' English use beyond the classroom, but an effective teacher will develop strategies to monitor and assure that students are doing what they are expected to do. These strategies include having students discuss the material in small groups, requiring students to write summaries of the material etc. In other words, the teacher uses his ingenuity not only to make the assignments as interesting and enjoyable as possible to motivate students to do them, but also to put in place mechanisms that make it hard for students not to do them. How should teachers provide error correction? Error correction can be done in a variety of ways. As the writing feedback module demonstrates, however, error correction should not discourage students or make them feel that they are not successful language learners. The real question is not what kind of error correction to give, but how to give it in a way that does not do more harm than good. Efficacy is another issue. The empirical evidence is that students persist in making the same mistakes over and over again even after the error is pointed out. So the teacher needs to be more concerned with engendering lasting improvement than with just pointing out errors. Conventional error correction focuses on learning rather than acquisition with the result that students may do well on tests but their language use may not reflect what they have "learned." The curriculum does not provide instructions on how to give error correction but emphasizes these 2 principles: 1. Error correction should not have adverse affective consequences (or it will do more harm than good); 2. Error correction should target how students use language and not what they know about language.

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References
Brown, D. H. (2004). Language assessment: principles and classroom practices. White Plains, NY.: Pearson Education. Chomsky, N. (1988). Language and problems of knowledge: the managua lectures. Cambridge, MA.: M.I.T. Press. Gattegno, C. (2010). The silent way: teaching foreign languages in schools. New York, NY.: Educational Solutions Worldwide, Inc. McCort, F. (2005). Teacher man. New York, NY.: Simon & Schuster. Stevick, E. W. (1980). Teaching languages: a way and ways. New York, NY.: Newbury House

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Appendices

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21. Appendix I - Grades

Grades Our grading system reflects the extent to which students are able to use what they know, plus their effort to overcome linguistic challenges they have faced using English. In contrast, most grading systems report a students ability to provide the right answer. Our system of grading is based on continuous evaluation of what the student is learning. Multiple types of assessments of learning demonstrate to students the importance of evaluating their own progress in using English in a variety of settings. The essence of our work -- indeed of any work -- is collaboration, inclusion, and the challenge of working with differences toward a common goal. Our system is a key to helping students to see how this work can be done. What is the system? Seventy-five percent (75%) of the final grade is based on the students proficiency in English as demonstrated by the portfolio, tests, quizzes, discussions, pair work and team work, daily work, out-of-class work, and general progress). Twenty-five percent (25%) of the grade is based on the effort they make during the course (preparation for class, participation in class, attendance). The goal of the class is to increase the students ability to use English, rather than what the student knows about English. The portfolio is the central repository of student work and, as such, forms the largest and most important part of evaluating both proficiency and progress. The teacher's role is to compare student production of language as collected in the portfolio with the benchmark for that level and that class, usually together with the student. The teacher helps the student to ask, Are these benchmarks present in this body of work? (yes or no) and What can I do to move myself in that direction? (action plan based on analysis). By conducting this comparison multiple times during the semester openly and collaboratively, both teacher and student can address next steps for learning. Assessment is continuous when configured in this manner and increases student responsibility for learning. That is, the student critically analyzes his abilities, identifies an action plan based on goals, and takes the steps he himself identifies as necessary. Portfolio items, which comprise 60% of the final grade, account for proficiency and what the student can actually do with English. In addition to the portfolio, which documents what the student can write and say any given week, another measure of progress is learning that the student makes over time. Periodic tests, or checkpoints, account for 15% of the final grade and track

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progress made. Configuration of the tests assures both student and teacher that progress is occurring, when results are compared with previous tests. Together with the portfolio, the tests comprise 75% of the students final grade. The remaining 25% is composed of the teachers analysis of the students preparation for class (10%), the students participation during class (10%), and what the attendance was like (5%). Together, these items measure the students effort in learning. Eighty percent (80%) of the students grade are objective measures of success (portfolio, test results, attendance). Twenty percent (20%) are subjective measures, as assessed by agreement of the students multiple teachers. For instance, a students teachers confer on how well prepared he was for their classes and assign him a single preparation score that satisfies each of them. This score represents 10% of the students final grade. This same conferring results in a participation score as well. In other words, 80% of the students grade is based on objective measures of achievement and there is usually little or no disagreement between student and teacher. The other 20% of the final grade is subjective and is arrived at by agreement among all of the students teachers. This system of grading is collaborative, as it relies on communication and agreement between student and teacher and between teachers. It is inclusive, as the main contributors to a students learning -- including the student -- listen to one another. And, it incorporates the resolution of differing perspectives, an essential component of any workplace. We believe our system of grading meets a common standard for fairness and equity and is not subject to abuse.

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22. Appendix II - Benchmarks

Benchmarks Each class has a set of benchmarks. They are observable standards toward which a student strives over the course of the term. Communication Skills (CS) has seven benchmarks and Reading and Writing (RW) has eleven. They signal whether or not a student has increased in proficiency. They do not signal to what degree proficiency has increased. That is, benchmarks indicate that the student has progressed. Attainment of a benchmark is a yes or no question. Has the student reached this level of proficiency? It is not unlike a highway. Progress is made toward the destination. A driver arrives or has not arrived. If he is a kilometer away from the destination, he is not there yet and cannot progress to the next destination. Empirical evidence shows that with this yes or no measure, students seize responsibility for their own learning and begin to take initiative. As this occurs, they develop ambition, seriousness, and control. These habits of mind enable the student to gain personal and professional momentum lasts well after the class is completed.

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23. Appendix III -- Tests

Tests A placement test is administered at the outset of the year. During the school year, tests are administered once at the end of each term and are composed of four parts, Reading, Writing, Speaking, and Listening. Results of the first test are worth 3.0% of the students final grade, the second 4.5%, the third 7.5%. Taken together, test results are valued at 15% of the students final grade. Such tests are perhaps best considered checkpoints along the students way toward proficiency. Results give students and teachers a robust series of comparisons that chart progress in a meaningful way.

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24. Appendix IV Failing Grades

Failing Grades Students are supported in many ways with the intention and expectation that they will succeed. In some cases and for different reasons, a student may not demonstrate sufficient proficiency or progress. In such cases, students may repeat a class one time only. If he does not pass his RW class, for instance, he can move to the next level in CS while concurrently repeating the RW class.

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25. Appendix V Textbooks

Textbooks The curriculum uses multiple sources of written material, including textbooks. However, textbooks are not the central element of the students class experience. Other sources stimulate student learning more thoroughly. Textbooks are tools. They are not the core of a class and should never be allowed to dominate the conduct of a class. The goal is to get students to gain as much as possible from each reading and not to just complete the task as it is planned. Each selection an instructor makes should be thoroughly exploited. Textbooks should be used as resources and references to support and scaffold learning and as complementary materials to draw on while developing the Core Projects. Class Materials For all classes, source books by level, were created specifically for TVTC by INTERLINK. These exist online and are accessible by both teachers and students. Other texts and sources are also used. 1. For RW, graded readers are employed, as are websites that employ simple English. 2. For CS, the best source of learning to speak and listen comes from the students themselves. In addition, teacher- and student- sourced authentic material can be considered. These include blogs, videos, news aggregators, content-curated websites, and other digital and analog sources. Extensive Reading Extensive reading, for the most part, is done outside of class, although discussions and questions stemming from the reading enrich the daily class routine. Extensive reading assignments are meant to establish a routine of out-of-class English use. The readings should, therefore, be as interesting and stimulating as possible. Students should read for enjoyment, as well as for meaning and content. The instructors main concern is ensuring that students do their daily reading (perhaps through writing in-class summaries or having small group discussions). It is up to the instructor to decide if students read the same or different books - there are advantages and disadvantages to each. The most important criterion in book selection is the materials ability to engage students and keep them reading.

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