ip level 102 - module 1 final (3)

8/11/2019 IP Level 102 - Module 1 Final (3)

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Instructional Pack: Level 102 Module 1 ELI Curriculum Unit p. 0

Instructional PackLevel 102

Module 12014/15

ELI Curriculum Unitwith the support of

Sharafiya campus: Academic Coordination Unit

IntroductionThis pack contains the instructional guidance materials for Level 102. While great care hasbeen taken to ensure the accuracy and validity of the items, there is always the possibilityof 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 withany concerns or questions you may have.


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ContentsModule One Calendar 2014 ............................................................................................... 3

Course Syllabus ................................................................................................................... 4

Course Title ....................................................................................................................... 4

Course Code ..................................................................................................................... 4

Course Prerequisite .......................................................................................................... 4

Credits ............................................................................................................................... 4

Course Description ........................................................................................................... 4

Course Goal ...................................................................................................................... 4

Course Objectives ............................................................................................................. 4

Student Learning Outcomes (SLOs) ................................................................................. 4

Main Course Textbook and Materials................................................................................ 6

Materials for the Supplementary Reading Program .......................................................... 6

Materials for the Supplementary Writing Program ............................................................ 6

Instructor Generated Materials .......................................................................................... 6

Course Length and Pacing ................................................................................................ 6

Description of Supplementary Programs ........................................................................... 7

Reading ......................................................................................................................... 7

Writing ........................................................................................................................... 7

Speaking ....................................................................................................................... 7

Grammar and Vocab Quiz ............................................................................................. 7

Assessment Overview ....................................................................................................... 8

Description of Summative Assessment Components ....................................................... 8

Speaking Examination ................................................................................................... 8

Writing Examination ....................................................................................................... 8

Computer-Based End-of-Module Examination .............................................................. 8

Pacing Guide ........................................................................................................................ 9

Introduction ....................................................................................................................... 9

Communicative learning outcomes ................................................................................... 9

Key language point(s) to be covered................................................................................. 9

Instructional Week 1.........................................................................................................10







Supplementary Reading Program .......................................................................................17


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General Outline of Supplementary Reading Program ......................................................17

Supplementary Writing Program ..........................................................................................18

Writing Tasks Basic Specifications ..................................................................................18

Writing Task Prompts .......................................................................................................18

Students Materials...........................................................................................................18

Pacing ..............................................................................................................................18

Grading ............................................................................................................................18

102 Writing Assessment Rating Scale .............................................................................19

Supplementary Speaking Program ......................................................................................20

Introduction ......................................................................................................................20

General Guidelines for Speaking Practice Sessions ........................................................20

General Guidelines for Speaking Quiz .............................................................................20

Scoring Rubric .................................................................................................................20

102 Speaking Assessment Rating Scale .........................................................................21

Learning Management System ............................................................................................22

Instructions for teachers ...................................................................................................22

Orientation: ......................................................................................................................22

Tracking student use and progress. .................................................................................22

Additional Content ............................................................................................................23

Vocabulary List ....................................................................................................................24


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Module One Calendar 2014

Week Hijri Start DateGregorian Start

Date Exams/Notes

Faculty Orientation Shawwal 28 August 24This is a week of Orientation for all Facultymembers.

Instructors should report to work onSunday, Aug 24.

Instructional Week1

Dhul-Qidah 5 August 31First day of instruction is Sunday the 31st ofAugust.

Instructional Week2

Dhul-Qidah 12 September 7 -

Instructional Week

3 Dhul-Qi

dah 19 September 14

Mid Module Exam will take place on

Saturday the 20thof September.

Instructional Week4

Dhul-Qidah 28 September 21

Saudi National Day will take place onTuesday the 23rd.

There is always the possibility that the Hajjbreak will be changed to begin on the 24th

of September, The Pacing Guide has beenplanned in case of this eventuality.

Hajj Break

Dhul-Hijjah 2

to

Dhul-Hijjah 17

September 26

to

Oct 11

-

Instructional Week5

Dhul-Hijjah 18 October 12 -

KAU Exams Dhul-Hijjah 25 October 19There will be no instruction.

KAU Exams will take place this week.

Instructional Week6

Muharram 2 October 26The Writing Exam will take place this weekand it will take one hour. There will beinstruction the remainder of that day.

Instructional Week7

Muharram 9 November 2The Speaking Exam will take place thisweek with no instruction on the day of theexam.

Final Exam Muharram 16 November 9 The Final Exam will take place this week.

Grading Muharram 23 November 16

There will be no instruction.

Students Exams will be marked this weekand Final Grades tabulated.

Please note specific dates are subject to change.


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Course Syllabus

Course TitleEnglish Language Level 102

Course CodeELI 102

Course PrerequisiteSuccessful completion of ELI 101 or an Oxford Online Placement Test score correspondingto high beginner proficiency level.

CreditsThere are two credits for this course. Successful completion of ELI 102 is the prerequisitefor taking ELI 103. Successful completion of ELI 103 and ELI 104 gives students thenecessary credits to meet the Foundation Year English requirement.

Course DescriptionELI 102 is an elementary level course aiming to build and further develop languageproficiency at A2 Way-stage level on the Common European Framework of Reference forLanguages (CEFR), moving towards a higher level of proficiency at this stage. It is a seven-week module course with 18 hours of instruction each week.

Course GoalThe course aims at helping learners to achieve an overall English language proficiency ofhigh Basic User defined as A2 level on the Common European Framework of Reference forLanguages (CEFR), developing social language functions such as greeting people, asking

about work and free time, and making invitations.

Course ObjectivesThe course is intended to accomplish its goal in one full academic module of seven weeksthrough developing students language skills to: Read and understand simple texts* and a range of high frequency vocabulary** in

context. (READING) Follow short spoken texts on familiar topics in which speech is slowly and carefully

articulated. (LISTENING COMPREHENSION) Communicate in simple and routine tasks requiring a simple and direct exchange of

information on familiar matters. (SPEAKING) Write simple cohesive paragraphs on familiar topics using appropriate vocabulary**.

(WRITING) Demonstrate some control of everyday high frequency vocabulary** and essential

grammatical structures allowing for occasional inconsistencies. (USE OF ENGLISH)*A simple text is a text of 150 250 words in frequently used grammatical structures at thislevel.** vocabulary from the word lists for units 2-4 and 7-11

Student Learning Outcomes (SLOs)Student Learning Outcomes (SLOs) are descriptions of what students will know or be able

to do with the language as a result of instruction. A student learning outcome is written interms of observable and measurable language skills. The table below lists the SLOsaccording to their Macro skills.


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Speaking

Can provide and ask for information on personal details (e. g. family, educational background, job,possessions) and what people do at work and in free time.

Can ask for information and make simple transactions in restaurants, cafes and shops without undueeffort.

Can check and pass on times (using half past, quarter, five, ten, twenty, twenty five, to/past and about)and dates.

Can provide and ask for factual and personal information about past events / activities. Can check and correct specific information about the world and past events. Can tell a story or describe something in a simple list of points. Can check and pass on straightforward factual information on practical demands and handle quantities,

numbers and prices with sufficient ease.

Can make and respond to polite forms of invitations/offers and suggestions using a limited range ofcommon expressions.

Can make and respond to a range of requests in familiar situations. Can describe* and compare self and others, places and things in brief statements. ** (e. g. physical

appearance, clothes, feelings, present activity)

Can ask about and indicate possession of objects, using possessive adjectives, possessive pronouns,whose is this / whose are these.

Listening

Can infer relevant general and specific information from a very short conversation. Can record essential information from short oral passages dealing with predictable everyday matters

(e.g. personal details, preferences, travel, places, time and date, numbers and prices).

Can follow short monologues about familiar topics with visual support and identify which pictures arebeing referred to.

Reading

Can scan a short simple text to identify (and note down) specific relevant information pertaining topeople, routines, pastimes and places.

Can actively read to find out and exchange specific factual details from short articles describingpastimes, events and places.

Can preview short simple texts to identify topic, main idea and general organisation.

Writing

Can write short simple emails providing and asking for personal information (e. g. about family, people,possessions and local environment) incorporating correct spelling and punctuation.

Can write a series of simple sentences providing information about their own and others habits, routinesand preferences.

Can produce drafts and a revised final draft of a cohesive analytical paragraph describing the essentialfeatures of a job.

Can write sentences using so and because to show reason and result, with correct punctuation. Can use a/an, the or no article appropriately with familiar countable and uncountable nouns. Can begin the process of planning writing by generating ideas on a familiar topic through free-writing. Can revise writing by understanding and implementing peer and instructor feedback and by checking

own writing for simple mechanical and grammatical mistakes.

Vocabulary and Grammar

Can demonstrate control of a limited number* of prepositions and time expressions such as in themorning, on Sunday evening, in summer, at weekends, 3 hours ago.


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Main Course Textbook and MaterialsThe core textbook isSoars, John and Liz, (2011), New Headway Plus Elementary, SpecialEdition, Oxford University Press with the following support resources:

Workbook with DVD-ROM. Supplemental Elementary Speaking Materials. Supplemental Elementary Writing Pack for additional writing support.

Learning Management System (LMS): Refer to the Independent Practice Sectionbelow. : http://elt. oup. com/student/headway/?cc=sa&selLanguage=en

o IMPORTANT NOTE: This resource was written for the original version of NewHeadway, NOT the special edition. Therefore, if you do wish to use any ofthese resources with your students, you are urged to take the utmost care inensuring that the materials you plan to use do not contain any culturallyinappropriate material.

Teachers Book Progress Tests and Stop and Checks

Materials for the Supplementary Reading Program

There is a Reading Booklet for this course.o Instructors can download from the ELI website.o Students should purchase a copy from Al Shegery Bookstores or download

and print from the ELI website.

Materials for the Supplementary Writing ProgramThe core materials for the supplementary writing program are:

Writing Packo Instructors can download from the ELI website.o Students should purchase a copy from Al Shegery Bookstores or download


Writing Composition Bookleto Instructors can download from the ELI website.o Students should purchase a copy from Al Shegery Bookstores or download


Instructor Generated MaterialsFaculty are encouraged and expected to utilize appropriate instructor generated material tofacilitate achievement of the learning outcomes. Great care needs to be taken to ensure allmaterial is culturally appropriate.

Course Length and PacingPlease refer to the Pacing Guide below for details on content coverage and instructionaltime available.


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Description of Supplementary ProgramsThe Supplementary Programs are designed to enhance and further support studentachievement of SLOs by providing targeted and measured support in areas of focus notcovered by the main course book alone. A total of 20% of students grades are based ontheir performance in each supplementary program. The details of the numerical breakdowncan be found in the Assessment section below.

ReadingThe focus of the Reading Program is to encourage positive reading habits in students. Itconsists of a number of instructor led sessions in which students discuss a text from theReading Pack of the course, spend a portion of the time engaged in silent guided reading,read additional portions of the texts outside the class, and share their reactions to what theyhave read. Details for each instructional session can be found below in the SupplementaryReading Program section.

WritingThe focus of the Writing Program is to develop students composition skills through a

process approach. Students will be asked to work on producing one text, will be guidedthrough the stages in the writing process and will produce two initial drafts and a final draft.Materials in the Writing Pack will be used and full details of which exercises need to becompleted each week (and approximate estimates of instructional time that should beallocated to these) are given below in the Pacing Guide and in the Supplementary WritingProgram sections below.

SpeakingStudents will receive training and practice in performing similar speaking tasks to the tasksthey will be asked to perform in the final speaking exam. They will receive feedback andscores based on their performance. Further details are available in the Supplementary

Speaking Program section below.

Grammar and Vocab QuizFollowing in-class instruction and independent practice, they are given a quiz in Grammarand Vocabulary content twice in the module. The exact units to be covered in each quiz arementioned in the Pacing Guide below.


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Assessment OverviewStudent 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%

Supplementary Reading Program 5%

Supplementary Writing Program 5%

Supplementary Speaking Program 5%

Grammar and Vocab Quiz 5%

Description of Summative Assessment ComponentsComputer-Based Mid-Module Examination

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

Speaking Examination Content: Simple oral communication using high frequency vocabulary and basic

sentence structures for this level. Format:

o Interviewo Transactional role-play

Ordering food from a menu Buying an item from a shop

o Picture description Frequency: One per module.

Writing Examination Content: See Writing Supplementary Program Below Frequency: Once per module

Computer-Based End-of-Module Examination Content: Listening & Reading Comprehension, Grammar Usage, Vocabulary Format: Multiple Choice Questions (MCQs). Frequency: One at end of module.


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Pacing Guide

IntroductionThis guide is a tool for curriculum guidance, focusing on achievement of Student LearningOutcomes (SLOs). It is designed on a weekly basis, specifying available materials and

providing instructors with a degree of flexibility, allowing ample class time for languagepractice, and for the incorporation of relevant supplementary materials to facilitate SLOachievement. It also emphasizes regular Learner Training as an essential component of thelearning process.

Several SLOs are repeated multiple times throughout the course for practice, development,recycling and consolidation. While there are fewer individual SLOs for receptive skills, theseSLOs are repeated several times throughout the course, and it is important that instructorsgive their learners sustained instruction and practice of reading and listening skills. WhereSLOs are repeated, a reference is made to other parts of the course book & pacing guidewhere they appear.

Some cells in the pacing guide feature two or more SLOs listed together. This is becausethe listed pages of the course book in those cells feature activities addressing different skillsand areas of knowledge. This reflects the integrated nature of language inherent in thecourse book materials. If we take a reading passage as an example, typically, learners willusually be asked to read the passage more than once and with each reading, students willread for a different purpose and do a different kind of task which requires a different type ofreading skill (for example, reading for gist the first time, then scanning to find specificinformation, then reading and deducing the meaning of new vocabulary from the context).In all cases course book page reference numbers are given and sometimes the specificexercises that pertain to a particular SLO are given.

Communicative learning outcomesThe SLOs 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 ofmodule exams, in which they will be assessed on grammar and vocabulary knowledge (aswell as reading and listening comprehension). Therefore, it is important that the studentshave been taught the grammatical structures covered in the course book pages listed in thepacing guide, as these will appear in the exams. The vocabulary they will be tested on willbe taken from the Word Lists for each level (available at the end of this document).

Key language point(s) to be coveredThe main language point focused on in speaking and writing SLOs is listed (please referalso to the course book page reference given).


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Instructional Week 1

Unit SLOsStudentsBook

IndependentPractice:Workbook

2

SLO

- Can provide and ask for information on personal details (e. g. family, educationalbackground, job, possessions) and what people do at work and in free time. (courseobjectives supported: 3 & 5)

Key language points to be covered:verb to be, subject pronouns+possessive adjectives, wh- questions and yes/no with to be biographical info

p. 12-15 p. 10-11

2

SLO- Can scan a short simple text to identify specific relevant information pertaining to people,routines, pastimes and places. (course objectives supported: 1)

- Can write short simple emails providing and asking for personal information (e. g. aboutfamily, people, possessions and local environment) incorporating correct spelling andpunctuation. (exercise 5 p. 16) (course objectives supported: 4 & 5)

Key language points to be covered:Opening salutation and close, simple sentences: I study + subject + at + place, I live + in +place, Place + is + simple adjectives of opinion, and/but

p. 16-17

2

SLO- Can ask for information and make simple transactions in restaurants, cafes and shopswithout undue effort. (course objectives supported: 3 & 5)

- Can check and pass on straightforward factual information on practical demands andhandle quantities, numbers and prices with sufficient ease. (course objectives supported; 3& 5)

Key language points to be covered:Requests/ordering: Can I have a . . . ? Here you are. Anything else? saying prices, Howmuch is . . . ; How much is that?

p. 18-19 p. 14 (prices)

3

SLO- Can provide and ask for information on personal details (e. g. family, educationalbackground, job, possessions) and what people do at work and in free time. (repeated fromweek 1 unit 2, p. 12-13) (course objectives supported: 3 & 5)

- Can write a series of simple sentences providing information about their own and othershabits, routines and preferences. (course objectives supported: 4 & 5)

Key language points to be covered:present simple he/she/it, questions and negatives, pronoun + is + a + job,subject+possessive pronouns; biographical info questions: wh questions and yes/noquestions with to be, wh questions and yes/no questions with auxiliary do/does + verb

p. 20-23,26

p. 15-18

Supplementary Program Instructional Items

Speaking Practice Session One See Supplementary Speaking Program Guide below.

Notes for Instructors

Instruction is to begin immediately from the start of the module. Instructors are asked tofollow the pacing guides regardless of the number of students that attend. Students shouldbe informed of this expectation when they arrive to the class. Students that are absentshould be encouraged to make arrangements to receive support during their instructors

normal office hours to enable them to catch up on any missed classwork.


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3

SLO

- Can scan a short simple text to identify (and note down) specific relevant informationpertaining to people, routines, pastimes and places. (repeated from week 1 unit 2, p. 16-17)(course objectives supported: 1)

p. 24-25

3SLO- Can infer relevant general and specific information from a very short conversation. (courseobjectives supported: 2)

p. 25

3

SLO- Can check and pass on times (using half past, quarter, five, ten, twenty, twenty five,to/past and about) and dates. (course objectives supported: 3 & 5)

Key language points to be covered:Excuse me, Can you tell me the time, please? Its + time, Im sorry. I dont know.

p. 27 p. 19

4

SLO- Can scan a short simple text to identify (and note down) specific relevant informationpertaining to people, routines, pastimes and places. (repeated from unit 3)(course objectivessupported: 1)

p. 28- 29,32 - 33

p. 21

4SLO- Can infer relevant general and specific information from a very short conversation.(repeated from unit 3) (course objectives supported: 2)

p. 33 (ex. 6)

4

SLO- Can provide and ask for information on personal details (e. g. family, educationalbackground, job, possessions) and what people do at work and in free time. (repeated from

unit 3) (course objectives supported: 3 & 5

Key language points to be covered:Present simple questions with Where What Why Who / yes/no questions about dailyroutines (both with verb to be and auxiliary verb do/does + verb), subject verb agreement inpresent simple, adverbs of frequency (word order), like + verb+-ing, vocabulary for routineand leisure activities. Why? Because. . .

p. 29-31,34

p. 22-24


LMS Orientation Session Your Academic Coordinator will provide you with further details.

Speaking Quiz One See Supplementary Speaking Program Guide below.

Grammar and Vocab Quiz Covers Units 1 to 4. It is to be given at the same time as the Speaking Quiz.

Reading Session One See Supplementary Reading Program Guide below.


Kindly note the Speaking Quiz and the Grammar and Vocab Quiz are both given on the finalsessions on the last day of the week. While taking the Grammar and Vocab Quiz, students are to becalled up one by one to take the Speaking Quiz with the teacher. Please feel free to contact yourAcademic Coordinator with any questions or concerns you might have.


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7

SLO

- Can provide and ask for factual and personal information about past events / activities.(course objectives supported: 3 & 5)

Key language points to be covered:Past simple regular and irregular verbs, questions about the past with did/was/were,pronunciation of ed endings - /t/, /d/, /id/, time expressions with last and yesterday

p. 52-55 p. 37-39

7SLOCan actively read to find out and exchange specific factual details from short articlesdescribing pastimes, events and places. (course objectives supported: 1)

p. 56-57

8

SLO- Can check and correct specific information about the world and past events. (courseobjectives supported: 3 & 5)

Key language points to be covered:past simple negatives

p. 60-62 p. 42-43


Writing Section One See Supplementary Writing Program Guide below.

Reading Session Two See Supplementary Reading Program Guide below.

Speaking Practice Session Two See Supplementary Speaking Program Guide below


Mid Module Exam will take place on Saturday the 20thof September. The exam will cover materials instructedup to and including week three.

Please feel free to contact your Academic Coordinator with any questions or concerns you might have.


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8

SLO

- Can tell a story or describe something in a simple list of points. (exercise 7)(course objectives supported: 3 & 5)

- Can provide and ask for factual and personal information about past events / activities.(exercise 6) (SLO repeated from unit 7)(course objectives supported: 3 & 5)

- Can demonstrate control of a limited number* of prepositions and time expressions suchas in the morning, on Sunday evening, in summer, at weekends, 3 hours ago. (courseobjectives supported: 5)

Key language points to be covered:

When did you + verb? Time expressions with in/on/at; time period + ago

p. 63 p. 43

8

SLO- Can record essential information from short oral passages dealing with predictableeveryday matters (e. g. personal details, preferences, travel, places, time and date,numbers and prices). (course objectives supported: 2)

p. 64

8

SLO- Can check and pass on times (using half past, quarter, five, ten, twenty, twenty five,to/past and about) and dates. (repeated from week 2 unit 3 p. 27) (course objectivessupported: 3 & 5)

Key language points to be covered:ordinal numbers: first-thirty first, months, dates, years

p. 65 p. 46


Writing Section 2 See Supplementary Writing Program Guide below.


The Saudi National Day will take place on Tuesday the 23rd. There is always the possibilitythat the Hajj break will be changed to begin on the 24th of September, this is what thePacing Guide is planned for. If it does not, feel free to work ahead on Week 5s SLOs.

Please feel free to contact your Academic Coordinator with any questions or concerns you

might have.


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9

SLO

- Can check and pass on straightforward factual information on practical demands andhandle quantities, numbers and prices with sufficient ease. (SLO repeated from week 1, unit2) (course objectives supported; 3 & 5)- Can tell a story or describe something in a simple list of points. (RECIPE) p.69 EX. 4 (SLOrepeated from week 3, unit 8) (course objectives supported: 3 & 5)Key language points to be covered:countable /uncountable nouns, much/many/a/an/ some/any/a lot of; imperatives (to giveinstructions), food preparation verbs: chop, fry, boil, mix, add etc.

p. 66-69 p. 50-52

9

SLOCan make and respond to polite forms of invitations/offers and suggestions using a limitedrange of common expressions. (course objectives supported: 3 & 5)Key language points to be covered:I like/Id like; Would you like...? What would you like? a /some + noun

p. 67-68

9

SLO- Can preview short simple texts to identify topic, main idea and general organisation. (Ex. 2& 3) (course objectives supported: 1)- Can scan a short simple text to identify (and note down) specific relevant informationpertaining to people, routines, pastimes and places. (SLO repeated from week 2 unit 4,p.28-29, 32-33) (course objectives supported: 1)

p.70-71


Writing Section Three See Supplementary Writing Program Guide below.

Speaking Quiz Two See Supplementary Speaking Program Guide below.

Grammar and Vocab Quiz Covers Units 7 to 9. It is to be given at the same time as the Speaking Quiz.

Reading Session Three See Supplementary Reading Program Guide below.


Kindly note the Speaking Quiz and the Grammar and Vocab Quiz are both given on thefinal sessions on the last day of the week. While taking the Grammar and Vocab Quiz,students are to be called up one by one to take the Speaking Quiz with the teacher.

Please feel free to contact your Academic Coordinator with any questions or concerns you

might have.


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9

SLO

- Can follow short monologues about familiar topics with visual support and identify whichpictures are being referred to.

- Can record essential information from short oral passages dealing with predictableeveryday matters (e. g. personal details, preferences, travel, places, time and date,numbers and prices). (SLO repeated from week 3 unit 8, p. 64)(course objectivessupported: 2)

p. 72

9

SLO- Can make and respond to a range of requests in familiar situations. (course objectivessupported: 3 & 5)

Key language points to be covered:Requesting: Could you / Can you + verb please? Can I / Could I have. . . please?Responding: Do you want X or Y? Yes, of course. Here you are. Thats $2. 50

p. 73 p. 52

10

SLOCan describe and compare self and others, places and things in brief statements.* (courseobjectives supported: 3 & 5)Key language points to be covered:Comparative + superlative adjectives + have/have got. Vocabulary: Simple adjectivesdescribing: 1.life in the city/countryside, 2. Hotels, 3. People (personality & physicalappearance)

p.74-77 p. 54-56

10

SLOCan preview short simple texts to identify topic, main idea and general organisation. (Ex. 2)(SLO repeated from week 4 unit 9, p.70-71)

Can scan a short simple text to identify (and note down) specific relevant informationpertaining to people, routines, pastimes and places. (Ex. 3) (SLO repeated from week 4 unit9, p.70-71)Can actively read to find out and exchange specific factual details from short articlesdescribing pastimes, events and places. (Ex. 4) (SLO repeated from week 3 unit 7, p.56-57)(course objectives supported: 1)

p. 78-79 p.58

11

SLOCan describe* and compare self and others, places and things in brief statements.** (SLOrepeated from unit 10) (course objectives supported: 3 & 5)Key language points to be covered:simple adjectives describing physical appearance, items of clothing, verbs for everydayactions, present continuous positive/negative & interrogative sentences; In my picture +subject + verb

p. 82-84p. 59-61,63


Writing Section Four See Supplementary Writing Program Guide below.

Notes for InstructorsKindly complete the Writing Pack by Monday of this week and ensure students receivefeedback on their performance by Wednesday.

The Writing Exam will take place on the last day of this week and it will take one hour.There will be instruction the remainder of that day.

Enjoy your teaching. Please feel free to contact your Academic Coordinator with anyquestions or concerns you might have.


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11

SLO

Can ask about and indicate possession of objects, using possessive adjectives, andpossessive pronouns, whose, and this / these. (course objectives supported: 3 & 5)Key language points to be covered:Whose is the/ this + noun, Whose are the/these + noun? Possessive adjectives (my, your)Possessive pronouns (mine, yours)

p. 84-85 p. 62-63

11

SLOCan ask for information and make simple transactions in restaurants, cafes and shopswithout undue effort. (SLO repeated from week 1 unit 2, p.18-19) (course objectivessupported: 3 & 5)Key language points to be covered:Requests; Items of clothes; changing rooms, Can I help you? Im looking for a + adjective +noun, What colour are you looking for? Can I try it on? A bit too big, Have you got a smallersize? What about this one? Do you like this? How much is it? Ill take it.

p. 89


Reading Session Four See Supplementary Reading Program Guide below.

End of Module Review


The Final Exam will take place the week of November 9 th. The exact date along with moredetailed information will be provided by your coordinator. The exam will cover materials

instructed up to and including week six.

The Speaking Exam will take place this week with no instruction on the day of the exam.Further information regarding it will be provided by your coordinator. Please feel free tocontact your Academic Coordinator with any questions or concerns you might have.


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Supplementary Reading Program

General Outline of Supplementary Reading ProgramIn the Supplementary Reading Program students read two texts. The texts are chosen bythe students and the teachers from the selection available texts in the Reading Booklet.

Each text is given two sessions. In the first session, students read the text and do the (Pre)and (While) Reading Activities. In the second session, they complete the remained of theactivities as well as take a comprehension quiz. The quiz is to be given at the start of thelesson. Students receive a grade only for the quiz.

The Reading Booklet is all available to both teachers and students on the ELI website. Inaddition, printed versions are available for purchase at Al Shurgary Bookstore.

The Quizzes will be provided to teachers by their Coordinators.


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Supplementary Writing Program

Writing Tasks Basic SpecificationsLevel Text Type Basic

SpecificationsAreas of focus Functions /

Genre TypeWriting TaskPrompts

102 Paragraph 40or more words

Topic sentenceand supportingdetails (body);concludingsentence.At least onecompound andone complexsentence.

Paragraphstructure, cohesionof ideas

Describing ajob &expressingpreferences

*See Below

Writing Task PromptsWrite a paragraph about:

A job you want to have in the futureA job you would not like in the future

(These will also be the questions asked in the Summative Writing Exam, although thechoice will not be left open to students rather, they will be given a question with two jobslisted and asked to choose one to write about).

Students MaterialsStudents are expected to purchase the Writing Pack and Composition Booklet from theUniversity bookstore (Al Shegery). Alternatively they can download the materials directlyfrom the ELI website and print it themselves.

The pack and booklet are also available for teachers on the ELI website.

PacingThe Pacing Guide above details the pacing for covering the four sections in the WritingPack.

Please note, only the final draft needs to be completed in the class under teachersupervision. The other drafts may be completed by students outside the class.

GradingStudents are to complete the entire pack with their teacher. All the Drafts are to becompleted in the Writing Composition Booklet. After completing each draft, teachers shouldprovide feedback in the form provided in the Writing Composition Booklet. Please note,ONLY THE ERROR CODESshould be used when marking on student work directly. Anyother information can be included in the Teachers Notes portion of the form.

Only the Final Draft receives a mark. The rubric below is to be used when assessingstudent work.


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Supplementary Speaking Program

IntroductionThe Speaking Program is divide into two general parts. The first is the Speaking PracticeSession. In this session the students are given practice with task types similar to what is

found on the Speaking Exam. In the second part, they sit one-by-one with the instructor fora Speaking Quiz that covers the exact same task(s) prepared for in the Speaking PracticeSession. This performance receives a grade using the same rubric from the Exam itself.

General Guidelines for Speaking Practice SessionsAt the start of the lesson explain to the class that in this speaking session they will receivepractice in answering the sorts of questions they may be asked in the final speaking exam.In addition, inform them that the following Speaking Quiz will cover the exact same material.

Detailed lesion plans and supporting materials are available for each Speaking PracticeSession in the Teachers Resources section of the KAU website

(http://eli.kau.edu.sa/Pages-ins-resources-level-1-ar.aspx).

General Guidelines for Speaking QuizThe Speaking Quiz is to be given at the same time as the Grammar and Vocab Quiz.Students desks should be arranged in wide rows with ample space between each. Nophones are allowed to be present. All books should be stored under the desk.

Scoring RubricThe rubrics for scoring the Speaking Quiz are included in the quiz form itself. Below you

can find the rubric for the entire Speaking Exam.


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102 Speaking Assessment Rating Scale


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Learning Management System

Instructions for teachersThe Learning Management System (LMS) provides students the opportunity toconsolidate and practice language learning outside of class. It is being rolled out in

phases. During Module 3, we will offer the LMS for all students to use. In this currentmodule, students use of LMS and their performance is optional and will not be for agrade.

Orientation:Instructors should carry out one orientation session with students during week 2, inwhich students attention should be drawn to the following points:

1. LMS practice activities are available for students as additional practice tocomplement their in-class work.

2. Completing the LMS activities will provide useful practice for the mid-module andfinal computer-based exams that can lead to higher scores, especially in:

Reading, Listening, Grammar, Vocabulary and Spelling.3. LMS will also provide students with support for taking the computer based exams,

giving them practice with computer based multiple-choice questions, listeningpassages, etc.

4. If there is internet access in your classroom, you might want to log-on and showsome of the activities / exercises to the students so that they get a clearer ideaabout what is available.

5. The Student LMS User Guide, on the ELI website in Students Resources,provides the following:

the web address for students to access the LMS instructions for how to log in to the LMS

details about the content on the LMS information about which lab(s) are open for students to use and time of

operation6. There is also a YouTube video in Students Resources, which explains the

procedure for logging in and gaining access to the course and doing the exercises.7. The Student LMS User Guide and the Student LMS How To Video can be found at:

http://eli.kau.edu.sa/Pages-std-resources-level-2-ar.aspx8. Tell students that if they have problems getting onto the LMS or if they dont have

internet access or a computer, they can do LMS practice in the ELI computer labs ifthey like with Instructor support. Campus specific information regarding the labs is

available in the Student LMS User Guide.9. Tell students that unfortunately, the LMS doesnt work on mobile devices such asphones or tablets.

Tracking student use and progress.While the LMS is not being implemented for a grade ,instructors may wish to track theirstudents participation and progress/performance in LMS practice. To this end, thegradebook will automatically calculate the percentage of activities completed by thestudent on the system, as well as giving the percentage of the correct answers they got.


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Additional ContentOUP have included some additional supplementary resources which some instructorsmay wish to use with their students. These are PDFs in the Teachers Resources folderIf any of these supplementary exercises are done, they will not show up in thegradebook as they are PDFs. They include:

Reading

Writing Vocabulary Learning Library Spelling Video Worksheets

There are also 4 videos at each level that instructors may choose to show in class, withaccompanying worksheets (in the Teachers Resources folder). These videos cannotcurrently be seen by the students. Instructors can give students access to the videos athome by clicking visible in the drop down menu. Instructors wishing to use the PDFsin the Teachers Resources folder should print out the PDFs as hard copies for their

students.

There is also a Training Manual for instructors, which provides guidance on using theLMS.


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Vocabulary List

Unit 2[Family]

husband (n)wife (n)son (n)daughter (n)mother (n)father (n)sister (n)brother (n)aunt (n)uncle (n)niece (n)

nephew (n)grandmother (n)grandfather (n)

[Opposite adjectives]old youngbig smallnew oldlovely horribleeasy difficulthot cold

expensive cheapfast slow

age (n)address (n)apartment (n)correct (adj)identity card (n)practice (n)price (n)friendly (adj)understand (v)subway (n)

Unit 3collect (v)deliver (v)design (v)drive (v)fly (v)help (v)

look after (v)make (v)sell (v)serve (v)

translate (v)write for (v)

[Jobs]accountant (n)architect (n)chef (n)interpreter (n)journalist (n)nurse (n)pilot (n)postman (n)scientist (n)

ambulance (n)island (n)plane (n)tourist (n)

Unit 4[Leisure activities]cookingeating in restaurantsgoing on picnics

going shoppinggoing to the gymice-skatingjogginglistening to the radiomotor racingplaying computer gamesplaying footballreadingsailingswimmingtaking photographswatching TV

[Seasons]spring (n)summer (n)autumn (n)winter (n)

busy (adj)

chat (v)dive (v)favourite (adj)get up (v)

go out (v)hobby (n)

keep fit (v)relax (v)traffic (n)visit (v)

Unit 7astronaut (n)become (v)century (n)complete (v)fly (v)

happen (v)problem (n)remember (v)space (n)

Unit 8company (n)invent (v)invention (n)produce (v)

Unit 9[Food]bananas (n)beef (n)biscuits (n)broccoli (n)carrots (n)cheese (n)chilli (n)chips (n)chocolate (n)crisps (n)dessert (n)fizzy water (n)fruit (n)mineral water (n)mushrooms (n)noodles (n)onions (n)pasta (n)peas (n)

potatoes (n)rice (n)salad (n)spaghetti (n)


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sparkling water (n)still water (n)strawberries (n)tomatoes (n)vegetables (n)yoghurt (n)

delicous (adj)foreign (adj)national (adj)order (v)typical (adj)

chop (v)fry (v)boil (v)mix (v)

add (v)

Unit 10modern oldexciting boring

dirty cleannoisy quietdangerous safeunfriendly friendly

funny (adj)intelligent (adj)

climate (n)transport (n)money (n)business (n)poverty (n)culture (n)destination (n)

Unit 11shirt (n)dress (n)skirt (n)jacket (n)boots (n)shoes (n)suit (n)T-shirt (n)trousers (n)

shorts (n)trainers (n)coat (n)hat (n)

jeans (n)sweater (n)umbrella (n)

pretty (adj)handsome (adj)

good-looking (adj)long/short/fair/dark hairblue/brown eyes

changing rooms (n)pay (with cash/ by creditcard)size (n)try (something) on (v)

ip level 102 - module 1 final (3)

Documents