instructional pack level 101 - kau.edu.sa level 101 - module 1 vc.pdf · instructional pack: level...

Instructional Pack Level 101

Module 1 2015/16

ELI Academic Development Unit

Introduction This pack contains the instructional guidance materials for Level 101. While great care has been taken to ensure the accuracy and validity of the items, there is always the possibility of unforeseen change. With that in mind, please note your Academic Coordinators will provide you with any updates or modifications. Please feel free to contact them directly with any concerns or questions you may have.

Instructional Pack: Level 101- Module 1 vC Academic Development Unit p. 1

Contents Module Calendar – 2015/16 ................................................................................................. 2

Course Syllabus ................................................................................................................... 3

Course Title ....................................................................................................................... 3

Course Code ..................................................................................................................... 3

Course Prerequisite .......................................................................................................... 3

Credits ............................................................................................................................... 3

Course Description............................................................................................................ 3

Course Goal ...................................................................................................................... 3

Learning Outcomes (LOs) ................................................................................................. 3

Speaking ....................................................................................................................... 4

Listening ........................................................................................................................ 4

Reading ......................................................................................................................... 4

Writing ........................................................................................................................... 4

Main Course Textbook and Materials................................................................................ 5

Instructor Generated Materials .......................................................................................... 5

Course Length and Pacing ................................................................................................ 5

Lesson Planning ............................................................................................................... 5

Assessment Overview ....................................................................................................... 6

Description of Assessment Components .......................................................................... 6

Computer-Based Mid-Module Examination ................................................................... 6

Computer-Based End-of-Module Examination .............................................................. 6

Speaking Examination ................................................................................................... 6

Writing Examination ....................................................................................................... 6

Writing ........................................................................................................................... 6

Grammar and Vocab Quiz ............................................................................................. 6

Pacing Guide ........................................................................................................................ 7

Introduction ....................................................................................................................... 7

Communicative learning outcomes ................................................................................... 7

Instructional Week 1.......................................................................................................... 8

Instructional Week 2.......................................................................................................... 9

Instructional Week 3.........................................................................................................11





Writing Portfolio Program .....................................................................................................16


Module Calendar – 2015/16

Week Gregorian Start

Date Exams/Notes

Faculty Orientation August 16

This is the orientation week for all faculty members.

Instructors should report to work on Sunday, August 16.

Instructional Week 1 August 23 First day of instruction is Sunday the 23rd of August.

Instructional Week 2 August 30

Instructional Week 3 September 6 Mid Module Exam for male & female sections will take place on Saturday, the 12th of September, 2015.

Instructional Week 4 September 13

Hajj Break September 17 to

September 28

Instructional Week 5 September 29

Instructional Week 6 October 4 Teaching hours will be reduced to half load due to KAU Exams that will take place this week.

Instructional Week 7 October 11

The Writing Exam will take place on Sunday, the 11th of October and it will take one hour. There will be instruction the remainder of that day.

The Speaking Exam will take place on Saturday, the 17th of October.

Final Exam and Grading October 18 Final Exam for male & female sections will take place on Sunday, the 18th of October.

Final Exam Make-up October 25

Final Make-up Exam, Speaking Make-up Exam & Writing Make-up Exam for male & female sections will take place on Sunday the 25th of October, 2015.

There will be no instruction this week.

Students’ Exams will be marked this week and Final Grades tabulated.

Please note specific dates are subject to change.


Course Syllabus Course Title English Language Level 101 Course Code ELI 101 Course Prerequisite Cambridge Placement Test (CPT) score corresponding to beginner proficiency level and below. Credits There are NO credits for this course. Successful completion of ELI 101 is the prerequisite for taking ELI 102. Successful completion of ELI 102, ELI 103, and ELI 104 gives students the necessary credits to meet the Foundation Year English requirement. Course Description ELI 101 is a beginner course intended to provide students with a foundation from which they can advance from A1 Breakthrough to A2 Way-stage on the Common European Framework of Reference for Languages (CEFR). It is a seven-week module course with 18 hours of instruction each week. Course Goal The course aims at helping learners to achieve an overall English language proficiency of beginner Basic User defined as A1 level on the Common European Framework of Reference for Languages (CEFR), developing “generative language use” to interact in a simple way and ask and answer simple questions. Learning Outcomes (LOs) Learning Outcomes (LOs) are descriptions of what students will know or be able to do with the language as a result of instruction. The CEF Tables found in the Teachers’ Pack CD-ROM accompanying the teacher book lists the learning outcomes for this course in great detail. For convenience they are briefly summarized below.


Speaking

can make an introduction and use basic greeting and leave-taking expressions

can ask how people are and react to news

can ask people for things, and give people things

can handle numbers, quantities, cost and time

can ask and answer simple questions, initiate and respond to simple statements in areas of immediate need or on very familiar topics

can ask and answer questions about themselves and other people, where they live, people they know, things they have

can indicate time by such phrases as next week, last Friday, in November, three o’clock (Information exchange)

Listening

can follow speech which is very slow and carefully articulated, with long pauses for him/her to assimilate meaning

can understand instructions addressed carefully and slowly to him/her and follow short, simple directions

Reading

can understand very short, simple texts a single phrase at a time, picking up familiar names, words and basic phrases and rereading as required

can understand short, simple messages on postcards

can recognise familiar names, words and very basic phrases on simple notices in the most common everyday situations

can get an idea of the content of simpler informational material and short simple descriptions, especially if there is visual support

can follow short, simple written directions (e.g. to go from X to Y) Writing

can write simple phrases and sentences about themselves and imaginary people, where they live and what they do

can write a short simple postcard

can write numbers and dates, own name, nationality, address, age, date of birth or arrival in the country, etc. such as on a hotel registration form


Main Course Textbook and Materials The core textbook is Adrian Adolf, (2014), A1 Starter Coursebook English Unlimited, Special Edition, Cambridge University Press with the following support resources:

• A1 Starter Self-study Pack with DVD. • Supplemental Writing Essential Worksheets. • Teacher’s Pack– with CD-ROM • Presentation Plus IBW software

Instructor Generated Materials Faculty are encouraged and expected to utilize appropriate instructor generated material to facilitate achievement of the learning outcomes. Great care needs to be taken to ensure all material is culturally appropriate. Course Length and Pacing Please refer to the Pacing Guide section below for details on content coverage and instructional time available. Lesson Planning The Teacher’s Pack provides instructors with a detailed introduction to the course and all instructors are advised to read the introduction section carefully in order to familiarize themselves with the course. In addition to this, all instructors are required, at a minimum, to follow the lesson plans and activity guides as written in the Teacher’s Pack for each activity in every unit for classroom instruction. They are also encouraged to extend and enhance these plans as well. Instructors who would like to prepare their own activities should maintain documented evidence of lesson preparation in order to maintain and ensure quality standards are met. Instructors may also be asked to provide this documentation for external review at any time.


Assessment Overview Student achievement is measured from a variety of assessment perspectives, including:

Assessment Component Percent of Total Grade

Computer-Based Mid-Module Examination 20%

Computer-Based Final Examination 40%

One Speaking Examination 10%

One Writing Examination 10%

Writing Portfolio Program 10%

Grammar and Vocabulary Quizzes 10%

Description of Assessment Components Computer-Based Mid-Module Examination

• Content: Listening & Reading Comprehension, Grammar Usage, Vocabulary • Format: Multiple Choice Questions (MCQs). • Frequency: One mid-module exam.

Computer-Based End-of-Module Examination

• Content: Listening & Reading Comprehension, Grammar Usage, Vocabulary • Format: Multiple Choice Questions (MCQs). • Frequency: One at end of module.

Speaking Examination

Content: Oral communication on a topic selected from the book, length and lexical variety appropriate to the course's CFR level.

Format: Short Interview followed by a role play task.

Frequency: One per module. Writing Examination

Content: Descriptive/Narrative text on a topic selected from the book, length and lexical variety appropriate to the course's CFR level.

Frequency: One per module. Writing Detailed information is below in the Writing Portfolio Program section below. Grammar and Vocab Quiz Following in-class instruction and independent practice, students are given a quiz in Grammar and Vocabulary content twice in the module. The exact units to be covered in each quiz are mentioned in the Pacing Guide below.


Pacing Guide Introduction This guide is a tool for curriculum guidance, focusing on achievement of Learning Outcomes (LOs). It is designed on a weekly basis, specifying available materials and providing instructors with a degree of flexibility, allowing ample class time for language practice, and for the incorporation of relevant supplementary materials to facilitate LO achievement. It also emphasizes regular Learner Training as an essential component of the learning process. Several LOs are repeated multiple times throughout the course for practice, development, recycling and consolidation. While there are fewer individual LOs for receptive skills, these LOs are repeated several times throughout the course, and it is important that instructors give their learners sustained instruction and practice of reading and listening skills. Where LOs are repeated, a reference is made to other parts of the course book & pacing guide where they appear. For further guidance, the teachers can refer to the CEF Tables in the Teacher’s DVD-ROM. Some cells in the pacing guide feature two or more LOs listed together. This is because the listed pages of the course book in those cells feature activities addressing different skills and areas of knowledge. This reflects the integrated nature of language inherent in the course book materials. If we take a reading passage as an example, typically, learners will usually be asked to read the passage more than once and with each reading, students will read for a different purpose and do a different kind of task which requires a different type of reading skill (for example, reading for gist the first time, then scanning to find specific information, then reading and deducing the meaning of new vocabulary from the context). In all cases, course book page reference numbers are given. Communicative learning outcomes The LOs for the productive skills have been developed so that they (in most cases) express a communicative outcome as opposed to a purely linguistic outcome. However, please bear in mind that 60% of students’ grades will come from the mid-module and end of module exams, in which they will be assessed on grammar and vocabulary knowledge (as well as reading and listening comprehension). Therefore, it is important that the students be taught the grammatical structures covered in the course book pages listed in the pacing guide, as these will appear in the exams. The vocabulary they will be tested on will be taken from the Word Lists for each level available on the Instructor’s Resource section of the ELI website.


Instructional Week 1

Unit Learning Outcomes Coursebook

Optional Teacher Pack Printable Worksheets

Practice for Students Outside of Class

Self-study Pack

Writing Essentials

1.1

• talk to someone for the first time

• introduce yourself

• say where you are from

• ask people where they are from

• Listening: can follow speech which is very slow and carefully articulated, with long pauses for him/her to assimilate meaning (1 of 2)

p. 6—7 1A – Who

am I? p. 4 1

1.2


• ask and say where places are

• say where you live

Writing: Where you live

Listening: can follow speech which is very slow and carefully articulated, with long pauses for him/her to assimilate meaning (1 of 2)

Reading: can understand very short, simple texts a single phrase at a time, picking up familiar names, words and basic phrases and rereading as required (1 of 5)

p. 8—9

1B—Conversat

ion Dominoes

p. 5 2

1.T


• ask and say if you are married

• say if you have children


p. 10-11 p. 6 3

1.S say hello and goodbye p.12 p. 7 4

2.1

• talk about people you know

• ask and say how old people are

• talk about families

p. 14—15 2A—

Homestay families

9 5

2.2

• talk about people you know

• ask and say where you work

• say where other people work

p. 16—17 10 6

2.T • talk about people you know

• say where people live and work p. 18-19

2B—Three in a

line 11 7

Notes for Instructors Instruction is to begin immediately from the start of the module. Instructors are asked to follow the pacing guides regardless of the number of students that attend. Students should be informed of this expectation when they arrive to the class. Students that are absent should be encouraged to make arrangements to receive support during their instructor’s normal office hours to enable them to catch up on any missed classwork.






Self-study Pack

Writing Essentials

2W Spell words aloud p. 20

3.1

• arrange to meet people

• describe a street

• say where you are in a town

Writing: Describing a street outside



--can get an idea of the content of simpler informational material and short simple descriptions, especially if there is visual support (4 of 5)

p. 22—23 3A—Street scenes

3.2


• ask and say the time

• say what time of day you do things



p. 24—25 p. 15 8

3.T


• say if you are free

• say where and when to meet


--can understand instructions addressed carefully and slowly to him/her and follow short, simple directions (2 of 2)

p. 26-27 p. 16 9

3.S • respond to questions

• say you’re not sure p. 28

3B—Short-answer snap p.17 10

4.1

• say how you spend your time

• talk about things you often do

• say what you like and don’t like

Writing: What you like and don’t like

p. 30—31 p. 19 11


4.2


• say what you eat and drink

• ask for a drink in a café

• describe a restaurant or café

Writing: Describing a restaurant or café



p. 32—33 p. 20

Instructional Items

Grammar and Vocabulary Quiz 1 The Quiz will cover up to Unit 3

Writing Task 1 See Writing Portfolio Program Section below

Notes for Instructors Kindly note the Grammar and Vocab Quiz and the Writing Task are to be completed on the last day of the week. Please feel free to contact your Academic Coordinator with any questions or concerns you might have.






Self-study Pack

Writing Essentials

4.T


• ask how people spend their time

• ask what people like


p. 34-35 4A—Free

time p. 21

4.W • write a description

• join ideas using and / but p. 36

4B—Odd one out

12

5.1

• choose and buy things

• identify common objects

• ask about things in shops

• ask and say how much things are


p. 38—39 p. 24

5.2


• say what clothes you wear

• say what colours you like

• ask about prices


p. 40—41 p. 25

5.T


• look at things in shops

• ask about price and size

p. 42-43 5A—At

the market

p. 26 13

5.S use sorry and excuse me in conversations p. 44 5B--Bingo p. 27

Instructional Items


Notes for Instructors Kindly note the Writing Task is to be completed on the last day of the week.






Self-study Pack

Writing Essentials

6.1

• talk about things you do every day

• talk about your daily routine

• say where and when you have meals


p. 46—47 p. 29

6.2


• describe transport in towns

• ask and say how to get to places

• say how you go to work or school


p. 48—49 6A—About town

p. 30

6.T


• ask about daily routines

• ask about weekends and holidays

p. 50-51 6B—My

day p. 31 14

6.W give reasons and explanations

join ideas using so / because p. 52 p. 32

7.1

• talk about things you did or saw

• say what you often do at the weekend

• say what you did last weekend

Writing: Your weekend



p. 54—55

7A—Past simple board game

7.2


• say where you were

• ask and say where people were

Writing: An email


--can understand short, simple messages on postcards (2 of 5)

p. 56—57 7B—A good

week?

Instructional Items

Grammar and Vocab Quiz The Quiz will cover up to Unit 6.

Notes for Instructors Kindly note the Grammar and Vocab Quiz is given on the last day of the week. Please feel free to contact your Academic Coordinator with any questions or concerns you might have.






Self-study Pack

Writing Essentials

7.T


• talk about a film or a book

• talk about a place you know

Writing: Films, books, restaurants


p. 58—59

7.S • make requests

• reply to requests p. 60 p. 37 15

8.1

• talk about a place you visited

• say what you saw and did

• say what you didn’t see or do

Writing: A travel blog


Reading: can get an idea of the content of simpler informational material and short simple descriptions, especially if there is visual support (4 of 5)

p. 62—63 16

8.2

• talk about holiday activities

• ask people what they did


p. 64—65

8.T

• talk about a place you visited

• talk about months and weather

• say when to visit a place

• ask about a holiday or business trip

Writing: The weather in your country


p. 66—67 8A—What’s the weather

like? p. 41

8.W Writing: Write about a sequence of events p. 68 8B—Where did you go?

Instructional Items


Notes for Instructors Kindly note the Writing Task is to be completed on the last day of the week. Please feel free to contact your Academic Coordinator with any questions or concerns you might have.






Self-study Pack

Writing Essentials

9.S reply to questions p. 76 p. 47 17

9.1

• invite someone to go out

• talk on the phone

• say what you’re doing just now

• ask what people are doing


p. 70—71 9A—

Around the world

p. 44

9.2


• talk about arrangements

• invite someone and reply

Writing: Future arrangements


p. 72—73 p. 45

9.T


• decide what to do and where to go

• make suggestions


Reading: can recognise familiar names, words and very basic phrases on simple notices in the most common everyday situations (3 of 5)

Reading: can get an idea of the content of simpler informational material and short simple descriptions, especially if there is visual support (4 of 5)

p. 74—75

9B—Three phone calls

Instructional Items


Notes for Instructors Kindly note the Writing Task is to be completed on the last day of the week. Please feel free to contact your Academic Coordinator with any questions or concerns you might have.






Self-study Pack

Writing Essentials

10.1

• talk about your life

• say when people were born and died

• say what people did in their life

Writing: Famous people


p. 78—79 10A—History

Hear/Say p. 49

10.2


• talk about important events in your life

• tell someone’s life story

• say when things happened


Reading: Are you from London?

--can understand very short, simple texts a single phrase at a time, picking up familiar names, words and basic phrases and rereading as required (1 of 5)


p. 80—81 10B—All about me

p. 50

10.T


• talk about your past

• ask about someone’s past

Writing: Talk about your life


p. 82—83 p. 51

10.W

write when things happened p. 84 18

Supplementary Program Instructional Items

End of Module Review

Notes for Instructors The Writing Exam will take place on Sunday, the 11th of October and it will take one hour. There will be instruction the remainder of that day. The Speaking Exam will take place on Saturday, the 17th of October. Final Exam for male & female sections will take place on Sunday, the 18th of October. Further information regarding it will be provided by your coordinator. Please feel free to

contact your Academic Coordinator with any questions or concerns you might have.


Writing Portfolio Program Introduction The Writing Portfolio Program (WPP) is designed to develop students' composition skills. Students are be to purchase the Writing Booklet from the bookshop or download it from the Students Resources at the Eli website and print it. As a part of the general course work, instructors are required to complete all the writing activities in the coursebook and are encouraged to do as many of the Writing Essentials tasks as they can in classroom. In addition, they are also asked to encourage the students to do all the writing activities in the Self-study Packs on their own. The writing activities in the Coursebooks, Self-study Packs and the Writing Essentials will prepare the students for the graded tasks they are required to complete for their Writing Portfolio. Specific writing tasks/prompts have been selected for students to write in class for a grade. These prompts come directly from the coursebook material. Students will have had the opportunity to write first drafts for these prompts and received teacher feedback. When correcting students’ first drafts, teachers should only mark/correct the texts using the notations found in the Writing Composition Booklet. No other marks should be made to the text itself. Please note, again, students will already have done these tasks in class and have received feedback from their teachers. They will be required to reproduce these tasks in class after working on their own to improve their writing based on the feedback provided by their teachers. On the last day of the assigned week, teachers will ask students to complete the Writing Task in the Writing Composition Booklet. They must complete the task under exam conditions. This means that students will not be allowed to use any aids when completing the task. The students will NOT be allowed to use their initial drafts, their course book, dictionaries or any other material. In addition, students are NOT allowed to complete these tasks outside of their classroom under any circumstances. If a student was absent, and this absence was approved by the administration, he/she can complete the task in the presence of the teacher during their office hours only. The students work is to be assessed against the Writing Rubric found in the Writing Composition Booklet. For Level 101, students will be required to complete 4 tasks during the module. These tasks will be given during weeks 2, 3, 5 and 6. The prompts for each week are detailed in the table below.


Task Number

Prompt Week Unit Page Genre

1 Write six to seven sentences about your bedtime routine

2 3 25 Descriptive

2 Describe a restaurant or a café in six to seven sentences

3 4 33 Descriptive

3 Write about a town you recently visited 5 8 63 Narrative

4 Write about a famous person you know 6 10 79 Descriptive

instructional pack level 101 - kau.edu.sa level 101 - module 1 vc.pdf · instructional pack: level...

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