ELT General Goals & Objectives

Transcription

1 State of Kuwait Ministry of Education ELT General Supervision ELT General Goals & Objectives Intermediate Stage

2 ELT General Goals and Objectives Intermediate Stage Grade Six Benchmarks By the end of grade six, pupils should have achieved the following benchmarks: Speaking speak clearly, confidently, fluently and accurately on a variety of topics in a variety of situations for different audiences and purposes. use different voice level, phrasing and intonation when speaking in a variety of situations. use vocabulary, structures and grammar of spoken standard English and be able to use them fluently and accurately. share ideas and participate in group discussions to offer information, to clarify ideas and support a position. Listening listen attentively to gain, comprehend, interpret and communicate information listen and respond to instructions to finish a variety of tasks. apply skills and strategies of the process of listening to build up comprehension of listened -to texts. Reading read a range of fiction and non-fiction texts with fluency and accuracy, applying various reading skills and strategies when reading for information, comprehension, interpretation, analysis and evaluation. use phonological and phonemic awareness to read with fluency and accuracy. show ability to understand how grammatical features of the English language affect meaning. use word analysis and vocabulary skills to increase reading comprehension and fluency. use skills and strategies of the reading process to comprehend a variety of fiction and non-fiction gradelevel texts. Writing communicate in clear and appropriate written English for a variety of purposes and audiences, producing various written forms and genres. use a variety of spelling strategies in order to spell words individually and in context. complete writing tasks to demonstrate understanding and correct use of various language structures, punctuation and word usage. practise using basic interpretive, analytical, critical and problem-solving skills to finish a variety of writing modes: expressive, expository, functional, persuasive and research-based. use the writing process to produce well organized composition of different modes and functions.

3 Cognitive and affective goals Texts and dialogues within the course will also help the students show their pride in Islam but also expose them to lifestyles and information about the world around them. Students will be encouraged to compare and contrast these with their own country and to learn to appreciate differences. Grade Seven Benchmarks By the end of grade seven, pupils should have achieved the following benchmarks: Speaking speak clearly, confidently, fluently and accurately on a wide variety of topics in a variety of situations using the appropriate register for different audiences and purposes. use different voice levels, phrasing and intonation when speaking in a variety of situations. use the vocabulary, structures and grammar of spoken standard English and be able to use with some degree of fluency and accuracy. Listening listen attentively to gain, comprehend, interpret and communicate information. listen and respond to instructions to carry out a variety of tasks. apply skills and strategies of the process in listening to build up comprehension of listened -to texts. Reading read a range of fiction and non-fiction texts including a variety of texts types, such as newspaper, articles, e- mails, letters and dialogues,with some degree of fluency and accuracy, applying a broad array of reading skills and strategies when reading for information, comprehension, interpretation, analysis and evaluation. use phonological and phonemic awareness to read with fluency and accuracy. show ability to understand how grammatical features of the English language affect meaning. use word analysis and vocabulary skills to increase reading comprehension and fluency. use skills and strategies in the reading process to comprehend a variety of fiction and non-fiction gradelevel texts. Writing communicate in clear and appropriate written English for a variety of purposes and audiences and in the appropriate register producing various written forms and genres use a variety of spelling strategies in order to spell words individually and in context. complete writing tasks to demonstrate understanding and correct use of various language structures, punctuation and word usage. practise using interpretive, analytical, critical and problem-solving skills to finish a variety of writing modes: expressive, expository, functional, persuasive and research-based.

4 develop a personal writing style. use the writing process to produce well organized composition of different modes and functions. Cognitive and affective goals Texts and dialogues within the course will help students to show their pride in Islam and also expose them to lifestyles and information about the world around them. Students will be encouraged to compare and contrast these with the culture and social norms of their own country and to learn to appreciate cultural differences. Grade Eight Benchmarks By the end of grade eight, pupils should have achieved the following benchmarks: Speaking speak clearly, confidently, fluently and accurately on a wide variety of topics in a variety of situations using the appropriate register for different audiences and purposes. use different voice levels, phrasing and intonation when speaking in a variety of situations. use the vocabulary, structures and grammar of spoken standard English and be able to use them fluently and accurately. share ideas and participate in pair work and group discussions to offer information, to clarify ideas and support a position. Listening listen attentively to gain, comprehend, interpret and communicate information. listen and respond to instructions to finish a wide variety of tasks. apply skills and strategies of the process of listening to build up comprehension of listened -to texts. Reading read a range of fiction and non-fiction texts including a wide variety of text types, such as newspaper, articles, s, letters and dialogues,with fluency and accuracy, applying a broad array of reading skills and strategies when reading for information, comprehension, interpretation, analysis and evaluation. use phonological and phonemic awareness to read with fluency and accuracy. show ability to understand how grammatical features of the English language affect meaning. use word analysis and vocabulary skills to increase reading comprehension and fluency. use skills and strategies of the reading process to comprehend a wide variety of fiction and non-fiction grade-level text. Writing communicate in clear and appropriate written English for a wide variety of purposes and audiences and in the appropriate register producing various written forms and genres. use a variety of spelling strategies in order to spell words individually and in context.

5 complete writing tasks to demonstrate understanding and correct use of various language structures, punctuation and word usage. practise using interpretive, analytical, critical and problem-solving skills including higher order thinking skills to finish a variety of writing modes: expressive, expository, functional, persuasive and researchbased. develop a personal writing style of increasing fluency and elegance. use the writing process to produce well organized composition of different modes and functions. Cognitive and affective goals Texts and dialogues within the course will help the students to show their pride in Islam and also expose them to lifestyles and information about the world around them. Students will be encouraged to compare and contrast these with the culture and social norms of their own country and to learn to appreciate differences. Grade Nine Benchmarks By the end of grade nine, pupils should have achieved the following benchmarks: Speaking speak clearly, confidently, fluently and accurately on a wide variety of topics in a variety of situations using the appropriate register for different audiences and purposes. use different voice levels, phrasing and intonation when speaking in a variety of situations. use the vocabulary, structures and grammar of spoken standard English and be able to use them fluently and accurately and with increasing assurance. share ideas and participate in pair work and group discussions to offer information, to clarify ideas and support a position. Listening listen attentively to gain, comprehend, interpret and communicate information. listen and respond to instructions to finish a wide variety of tasks. apply skills and strategies of the process of listening to build up comprehension of listened -to texts. Reading read a range of fiction and non-fiction texts including a wide variety of text types, such as newspaper, articles, s, letters, stories and dialogues,with fluency and accuracy, applying a broad array of reading skills and strategies when reading for information, comprehension,interpretation, analysis and evaluation. use phonological and phonemic awareness to read with fluency and accuracy. show ability to understand how a broad range of grammatical features of the English language affect meaning. use word analysis and vocabulary skills to increase reading comprehension and fluency.

6 use skills and strategies of the reading process to comprehend a wide variety of fiction and non-fiction grade-level texts. Writing communicate in clear and appropriate written English for a wide variety of purposes and audiences and in the appropriate register producing various written forms and genres. use a variety of spelling strategies in order to spell words individually and in context. complete writing tasks to demonstrate understanding and correct use of various language structures, punctuation and word usage. practise using interpretive, analytical, critical and problem-solving skills including higher order thinking skills to inform a variety of writing modes: expressive, expository, functional, persuasive and researchbased. develop a personal writing style of increasing fluency and elegance. use the writing process to produce well organized composition of different modes and functions. Cognitive and affective goals Texts and dialogues within the course will help students to show their pride in Islam and also expose them to lifestyles and information about the world around them. Students will be encouraged to compare and contrast these with the culture and social norms of their own country and to learn to appreciate differences. Students will be required to perform increasingly complex and demanding cognitive tasks, involving solving problems, including procedural ones, and working collaboratively in pairs, small groups and teams. VII Competencies Grade 6 Competencies Listening Skill Competencies : Can develop pupil's confidence and ability to listen to spoken English. Can understand and respond to short aural texts. Can develop a core listening recognition vocabulary. Can listen to a variety of text types for specific information. Can listen to a text and get general meaning or main points from context. Can listen and form judgments. Can listen & understand explicitly stated information. Can exhibit understanding of the text by performing tasks well.

7 Sub Competencies : Can identify the topic of what is being listened to. Can use prior knowledge of the subject to help understanding. Can listen and predict what people are going to talk about. Can identify the context of a conversation. Can listen to a dialogue and identify the main speakers, the aim of the dialogue, and opinions of speakers. Can identify pictures from spoken information. Can listen for answers from a spoken text or dialogue. Can listen for detail or specific information. Can listen & follow instructions either orally or on tape. Can listen to a short text or a dialogue & transfer information to paper either in a written form or a visual medium for example: completion of flow charts, tables etc. Can listen and be able to form judgments, for example whether true or false. Can listen to a story and talk about the main events or characters. Can identify a sequence of pictures as in picture composition from the spoken mode. Can listen to sound effects and identify a setting or activities taking place. Can listen to the tape and follow / read a story in a book for pleasure. Can listen and do a cloze type dictation. Speaking skill Competencies : Can use English to increase understanding, friendship & co-operation with other people who are not Arabs. Can develop fluency and accuracy within specified functional areas and with acceptable standards of pronunciation. Can apply prior knowledge to make prediction or make sense of what is being discussed. Can report specific information or restate information orally from either reading a variety of diagrams like bar graphs, Venn diagrams, spider graphs.etc. Can retell in their own words a story or information they have either heard or read. Can talk about, ask for & give explanations about a topic under discussion in class. Can talk about numbers in English with confidence. Sub Competencies : Can make predictions on what is going to be said.

8 Can match spoken words to written words or to pictures. Can identify pictures from spoken information. Can describe physical features of people orally. Can talk about daily routines as well as the future. Can talk about events in the past as well as ask and answer questions about them. Can ask for and give opinions. Can follow instructions from an oral input. Can ask and answer questions on variety of topics for example their free time, hobbies, sports, likes and dislikes. Can say single numbers, tens and hundreds. Can give positive and negative commands. Can ask and answer questions about time, dates and timetables. Can initiate questions in a dialogue. Can give a simple description of people and talk about their special attributes for example where they come from, their physical characteristics, their lives. etc. Can give personal details orally about themselves. Can participate in role plays, situations, and social events. Can give descriptions or tell stories from notes, pictures or diagrams. Reading skill Competencies : Students read with fluency & accuracy a range of texts, fiction and non-fiction, applying various reading skills and strategies when reading for information, comprehension, interpretation, analysis and evaluation. Students will use phonological and phonemic awareness to read with fluency & accuracy. Students show ability to understand how grammatical features of the English language affect meaning. Students use word analysis & vocabulary skills to increase reading comprehension &fluency. Students use skills & strategies of the reading process to comprehend a variety of fiction & non-fiction grade level texts. Students will read grade level fiction and non fiction text for a variety of purposes. Sub Competencies : Demonstrate ability to understand sound symbol relationships. Demonstrate ability to decode words while reading.

9 Use knowledge of phonics, word families and syllabication to decode new words and unfamiliar words while reading. Demonstrate ability to use word recognition & graphic knowledge to read words in context. Read aloud an independent-level text in which no more than 1in 30 words is unfamiliar to the student. Demonstrate ability to recognize elements of print within a text. Identify the distinguishing features of a sentence (capitalization, internal punctuation, quotation marks, word order). Identify distinguishing features of a paragraph (topic statement, supporting ideas, linking words). Identify distinguishing features of different forms of texts (expressive, expository, functional, persuasive ). Demonstrate ability to comprehend structures while reading. Identify word order in a sentence. Identify usage of different tenses forms. Identify prefixes (un-& dis-) and suffixes (-ly &-ing ). Identify compound sentence with (and, or.so). Identify adverbial clauses of time (when, before, after). Identify adverbial clauses of reason (because). Demonstrate ability to learn new words through reading. Identify literal meaning of words. Identify meanings of synonyms, antonyms and homophones. Demonstrate ability to use structural analysis and context clues to determine word meaning. Use context clues (pictures, meaning of the text around a word) to determine word meaning. Use situational context to determine word meaning. Use knowledge of structural elements to determine meaning of words (prefixes, suffixes, contractions, plurals, word order). Use a dictionary or a thesaurus or a glossary to determine meaning of words. Use resources materials in the text to determine meaning of words (topic title, pictures, headings,italics, bold print, illustrations ). Demonstrate understanding that print carries a message. Interpret information from graphic features (maps, charts, timelines, ads, schedules, illustrations ). Identify message in various text types by answering questions ( expressive, expository, functional, persuasive ) Identify topic statements in expository texts by finishing specific related tasks.

10 Locate specific information by using organizational features of a text (headings, captions, italics, bold print, key words, topic statement). Demonstrate ability to use pre-reading skills and strategies. Demonstrate ability to use while-reading skills and strategies to comprehend a text. Underline specific information (key words, key description, key statements, topic statements). Self-monitor comprehension (e.g. answering wh-questions). Re-read for clarification, confirmation, correction when answering comprehension questions. Make inferences by answering questions. Draw conclusions based on information presented. Demonstrate ability to finish post-reading tasks to ensure comprehension. Follow a multi-step directions to complete a variety of post-reading tasks that integrate the four skills. Answer literal comprehension questions by locating information explicitly stated in various modes of writing Answer questions to deduce missing information if not stated directly in the text. Retell or sequence information following progression of events or ideas in various modes of writing (integrating reading, speaking and writing). State evidence to support main ideas (integrates reading, speaking and writing). Construct a topic outline using graphic organizations (e.g. timeline). Demonstrate ability to comprehend a broad range of reading material. Read and interpret various modes of writing (expressive, expository, functional persuasive) on topics that are personal, cross-cultural, cross-curricular. Read and interpret a variety of expressive texts (personal recounts and stories that include dialogues). Read and interpret a variety of expository texts (non-fiction texts that explain, inform, describe, recount, define, state reasons ). Read and interpret a variety of functional texts that provide specific information or directions related to real -world facts (maps, signs, letters, directions and instructions, schedules). Read and interpret a variety of persuasive texts (ads and text that attempt to influence the reader to take a certain action). Read texts that enhance student's pride in Islam & Kuwaiti culture. Read texts that describe historical and / or cultural aspects found in cross -cultural topics. Demonstrate ability to identify purpose for reading a variety of texts. Locate information in various types of texts. Interpret information. Make inferences and conclusions.

11 Identify language and text features. Identify meaning of new words. Answer comprehension questions. Self-monitor comprehension. Demonstrate ability to read a variety of graded-level texts with fluency and clarity. Read grade-level texts of various forms and length (sentences, words). Read aloud (in class, out-of-class) grade-level familiar text with fluency and appropriate pacing, intonation and expression relevant to the text. Read various texts at appropriate grade-level speed. Writing skill Competencies: Students communicate in clear & appropriate written English for a variety of purposes and audiences, producing various written forms & genres. Students practice developing a legible style of writing including writing in cursive. Students learn to use variety of spelling strategies in order to spell words individually and in context. Students complete writing tasks to demonstrate understanding and correct use of various language structures, punctuation &word usage. Students practice using basic interpretive, analytical, critical and problem-solving skills to finish a variety of writing modes: expressive, expository and functional. Students use the writing process to produce well organized composition of different modes and functions. Sub Competencies : Demonstrate ability to coordinate motor skills. Demonstrate ability to control hands in writing. Demonstrate ability to use legible handwriting in cursive. Use handwriting /penmanship to practice copying in cursive sentences and short texts using correct formation & spacing of letters in words & words in text. Write in cursive when finishing individual writing task. Demonstrate an understanding of sound-symbol relationships. Apply phonic knowledge when writing or revising a composed text (word families, consonant digraphs, r- controlled & diphthong). Spell phonetically regular monosyllabic & multi-syllabic words. Demonstrate ability to use phonic & other spelling rules & strategies to achieve accuracy in writing. Apply knowledge of spelling rules and strategies to revise a composed text.

12 Use spelling rules to assist in spelling words individually and in context. Spell regular & irregular words using visualization methods. Demonstrate ability to use punctuation marks correctly when writing. Use rules of capitalization correctly. Use sentence terminal punctuation: full stop, question marks & exclamation. Use quotation marks to punctuate a dialogue. Use commas to punctuate items in a series, dates, dialogues, compound sentences & letter conventions. Use apostrophe in contractions & possessives. Observe left and right hand margins. Indent correctly at the beginning of a paragraph. Demonstrate ability to use a variety of sentence types of various length with appropriate choice of words to achieve writing purpose. Write correctly the 4 types of sentences with final punctuation (declarative, interrogative, exclamatory & imperative). Use simple and compound sentences with (and, or, so). Use appropriate action verbs. Use appropriate adjectives. Produce coherent paragraphs (1-2) of various models of writing with direct instructions and support materials (frames). Demonstrate ability to use standard English grammar when writing and revising composed texts. Use nouns, verbs, pronouns, adjectives and adverbs and conjunctions in writing. Finish a variety of tasks to enforce acquired structures. Demonstrate ability to write in different forms and genres, fiction and non-fiction compositions. Finish guided, grade-level expressive forms of composition. Write a narrative based on personal experiences, observations or memories that include the elements of a narrative text. Finish a guided, grade-level expository composition. Record information related to the lesson topic from maps, lists, charts, pictures, observation ( integrates note-taking skills, reading skills, writing skills and research writing skills ). Identify main and supporting ideas by finishing activities ( integrates reading skills, comprehension sub skills, writing skills, analytical and interpretive skills ). Differentiate between main ideas and supporting ideas. Write a guided paragraph that includes: a topic sentence, supporting details and relevant information.

13 Finish a guided, grade level functional composition. Finish a guided, grade-level persuasive composition by answering questions. Finishing a project or any guided production done by the student. Paraphrase the main idea (integrates all skills). Answer questions to list supporting ideas or evidence (integrates all skills). Organize notes in a meaningful sequence (less important to more important (integrates with listening, note taking). Write guided, one paragraph information report on findings (integrates with speaking, oral presentation). Demonstrate ability to start writing by gathering & organizing information & ideas (pre-writing). Generate ideas for writing with peers & by using a variety of prewriting activities like brainstorming, clustering ideas, illustrating, discussing, printed material. Organize ideas through using graphic organizers. Select a focus & an organizational structure to draft message. Demonstrate ability to compose a written draft, individually & in groups (composing a draft). Draft ideas on paper in a frame provided utilizing words, figures & different types of sentences learned. Write down ideas as they come to mind. Demonstrate ability to revise written draft (revising a draft). Revise using an established rubric to improve coherence and logical progression of ideas. Revise with teacher assistance to add details by clarifying main idea using correct tense or word usage or recording content. Enhance by using sentence connectors. Revise considering suggestion from others. Demonstrate ability to edit written draft (proofreading /editing ). Produce a grade-level writing production individually or in group within a set of time period. Listening Skill Competencies: Grade 7 Competencies Can develop pupil's confidence and ability to listen to spoken English. Can understand and respond to short aural texts. Can develop a core listening recognition vocabulary. Can listen to a variety of text types for specific information.

14 Can listen to a text and get general meaning or main points from context. Can listen and form judgments. Can listen & understand explicitly stated information. Can exhibit understanding of the text by performing tasks well. Sub Competencies: Can identify the topic of what is being listened to. Can use prior knowledge of the subject to help understanding. Can listen and predict what people are going to talk about. Can identify the context of a conversation. Can listen to a dialogue and identify the main speakers, the aim of the dialogue, and opinions of speakers. Can listen for answers from a spoken text or dialogue. Can listen for detail or specific information. Can identify pictures from spoken information. Can listen & follow instructions either orally or on tape. Can listen to a short text or a dialogue & transfer information to paper either in a written form or a visual medium for example: completion of flow charts, tables...etc. Can listen and be able to form judgments, for example whether true or false. Can listen to a story and talk about the main events or characters. Can identify a sequence of pictures as in picture composition from the spoken mode. Can listen to sound effects and identify a setting or activities taking place. Can listen to the tape and follow / read a story in a book for pleasure. Can listen to rhymes for pleasure. Can listen and do a cloze type dictation. Speaking skill Competencies: Can use English to increase understanding, friendship & co-operation with other people who are not Arabs. Can develop fluency and accuracy within specified functional areas and with acceptable standards of pronunciation. Can apply prior knowledge to make prediction or make sense of what is being discussed. Can report specific information or restate information orally from either reading a variety of diagrams like bar graphs, Venn diagrams, spider graphs..etc.

15 Can retell in their own words a story or information they have either heard or read. Can talk about, ask for & give explanations about a topic under discussion in class. Can talk about numbers in English with confidence. Sub Competencies: Can make predictions on what is going to be said. Can match spoken words to written words or to pictures. Can identify pictures from spoken information. Can describe physical features of people orally. Can talk about daily routines as well as the future. Can talk about events in the past as well as ask and answer questions about them. Can ask for and give opinions. Can follow instructions for an oral input. Can ask and answer questions on variety of topics for example their free time, hobbies, sports, likes and dislikes. Can say single numbers, tens and hundreds. Can give positive and negative commands. Can transfer information from an oral mode to a written mode. Can ask and answer questions about time, dates and timetables. Can initiate questions in a dialogue. Can give a simple description of people and talk about their special attributes for example where they come from, their physical characteristics, their lives..etc. Can give personal details orally about themselves. Can participate in role plays, situations, and social events. Can give descriptions or tell stories from notes, pictures or diagrams. Can take part in games and activities requiring manipulation / repetition of target items. Reading skill Competencies : Can use one's own knowledge of the world to make predictions. Can read and make sense of a variety of written text types.(pictures, stories, s, letters, poem.. etc.) Can develop comprehension skills. Can read & deduce meaning of unfamiliar words from context.

16 Can read & understand explicitly stated information. Can scan (quickly going through a text to find a particular piece of information ) Can skim to get the gist. Can exhibit understanding of the text by performing tasks well. Sub Competencies : Can make predictions through pictures, titles, headings and blurbs. Can read whole sentences or small chunks of language for example a paragraph. Can guess words from context. Can recall details from a story. Can recall a story in own words. Can read information presented graphically for example in a Venn diagram, a pie graph or a spider gram and be able to show comprehension by transferring the information to another mode. Can read information presented in text and show comprehension by transferring it to graphics. Can read and understand numbers for example dates of birth, national holidays, lists, calendars, timetables as well as measures like weights, lengths,. etc. Can read and enjoy rhymes. Can read an extended text for general understanding. Can read and match paragraphs to pictures. Can read a text or a story and be able to talk about it. Can read and sort words under categories or classifications. Can independently read a story book for pure pleasure. Can read and match titles with paragraphs. Writing skill Competencies : Can continue to improve on their motor skills and be able to develop neatness, clarity &speed. Can write legibly. Can keep a written record of what is learned in class. Can compose simple original written texts. Can organize information extracted from graphics like spider grams, charts, Venn diagrams etc. and to write it coherently. Can create short written texts from cues provided.

17 Can learn to correct one's own work. Can punctuate short texts. Can copy accurately. Can correct spelling errors & punctuation errors with support. Sub Competencies: Can use the conventions of punctuation. Can recognize and use conventions for spelling rules. Can write words to complete sentences. Can formulate and write questions using a variety of question words. Can write sentences from picture cues or verb cues. Can write short texts following a model. Can write simple letters, postcards, complete forms.etc. Can use visual clues to help in writing. Can develop methods or strategies for learning spelling. Can plan, organize and execute writing projects for example classifying words into categories and storing them under correct headings. Can transfer information from one mode to another for example using information in a chart to write a paragraph. Can read information in a text and transfer it to graphics like charts. Can understand the following conventions associated with books for example: title, author's name, genre ( fiction or non-fiction ). Grade 8 Competencies Listening skill Competencies: Can listen and form judgments. Can listen and deduce meaning of unfamiliar words from context. Can listen and understand explicitly stated information. Can listen and understand relations within a sentence. Can listen and distinguish the main idea from supporting detail. Can listen and extract salient points to summarize.

18 Can listen and make use of basic reference skills. Can understand different intonation patterns and uses of stress which gives clues to meanings. Sub Competencies: Can identify the purpose of a conversation. Can identify the outcome of the conversation. Can listen and follow directions. Can listen and place in correct order. Can listen and compare with another text. Can listen and summarize in writing. Can listen to longer texts for general understanding. Can listen and guess unknown or unfamiliar words using clues from content. Can retain relevant points in the form of note taking or summary. Can listen and understand the cohesive devices for example ''such as '' '' which'' ''pronouns'' etc. Or sequencers which indicate the stages of narration, for example, first, second, then, afterwards and finally. Can identify a sequence of pictures as in picture compositions from the spoken mode. Can listen to a story or aural information and retell it. Can select and process information in order to carry out a task. Can listen to rhymes and recognize the rhythm, stress and intonation patterns. Can listen and do a simple dictation of a few lines. Speaking skill Competencies: Can use English to increase understanding, friendship and co-operation with other people who are not Arabs. Can develop knowledge and use of pronunciation, intonation, and stress patterns of English. Can take part in dialogues, discussions and role plays confidently. Can speak English with reasonably good intonation, rhythm and stress. Can speak fluently using gestures and Para linguistic features. Can use English as a medium to communicate inside as well as outside the classroom. Can talk about, ask for and give explanations about a topic under discussion in class. Can develop independent learning skills, through planning projects orally by working in groups.

19 Sub Competencies : Can make comparisons about different people, habits, countries or situations orally. Can recognise the rhythm, stress and intonation patterns of English. Can compare and contrast. Can say single numbers, tens, hundreds, thousands and millions. Can retell a story from visual, written or aural information. Can make rejoinders in an open-ended conversations. Can summarize orally what has been listened to or read. Can produce /reproduce or describe a spoken account of an experience personal or otherwise. Can comment on an activity or a past experience. Can give advice in a variety of situations for example: on road safety, first aid, healthy lifestyle,.. etc. Can participate in group discussions leading to group compositions or projects. Can develop independent learning skills through planning and discussing projects orally by working in groups and allocating areas of responsibilities. Reading skill Competencies: Can recognize the purpose of different types of texts (informational, personal, narrative,..etc). Can read a variety of text types for specific information. Can read and understand relations within a sentence. Can read and extract salient points to summarize. Can read and make use of basic reference skills. Can scan quickly. Can skim. Can exhibit understanding of the text by performing tasks well. Sub Competencies : Can recognize word order. Can recall a story in own words. Can read and follow instructions, examples of warning for example directions, notices, rules, applications, posters, signs, menus, and tickets. Can read and show comprehension by responding to short letters, articles, advertisements, stories, s, membership forms, recipes, travel brochures, puzzles and magazines.

20 Can read information presented graphically for example in a Venn diagram, a pie graph or spider gram and be able to show comprehension by transferring the information to another mode. Can understand relations within a sentence and the text. Can extract from a text specific information for summary or note taking. Can read and sort words under categories or classifications. Can read a story for the purpose of completing tasks to show comprehension. Can read and be able to use a dictionary, a table of contents, and a glossary. Can read and be able to take notes as well as summarizing either orally or in the written form. Can read and deduce the meaning and use of unknown words, ignoring unknown words and phrases that are redundant and which contribute nothing to interpretation. Can read and follow direction in a map. Writing skill Competencies: Can be aware of different demands of written English, (contrasted with spoken language). Can organize information logically and clearly with a specific type of reader in mind. Can select appropriate vocabulary to convey attitude and implied meaning. Can independently employ a variety of strategies appropriate at the different stages in the writing process. Can use higher order organizational skills in writing. Can develop independent learning skills through planning projects with classmates and be able to execute them to the final writing stages. Can locate information outside the course materials in order to complete written assignments. Can give and request information by means of written messages, instructions to friends. etc. Can create short written texts from cues provided. Can check written texts for mechanics, spelling and grammar. Can understand basic paragraph structure. Sub Competencies: Can write simple descriptions, narrations, process or instructions. Can take part in surveys, interviews, getting specific information and writing short reports on it. Can understand a sequence of narration. Can brainstorm individually or in groups plan, write, edit, integrate visuals and produce finished products like mini projects or assignments. Can make use of charts, graphs, and other graphics to write a coherent paragraph.

21 Can start to keep journal and to write personal anecdotes. Can produce extended paragraphs which provide evidence of lexical variety. Can practise free writing. Can write gap passages with deleted function words. Can complete application forms. Can unscramble sentences to reconstruct a paragraph. Can correct spelling errors /punctuation errors / grammar errors / and can use strategies to help in revision. Grade 9 Competencies Listening Skill Competencies: Can distinguish /identify statements which are facts or opinions or intentions. Can listen and identify the various registers of spoken language. Can listen and form judgments. Can understand inferred information, speakers attitude or intentions. Can listen and understand relations within a sentence. Can listen and understand relations between the parts of a text through cohesive devices. Can listen and distinguish the main idea from supporting detail. Can listen and extract salient points to summarize. Can listen and make use of basic reference skills. Sub Competencies: Can listen and take notes. Can listen and discuss for or against. Can listen and summarise in writing. Can listen to a dialogue and be able to continue it. Can listen to longer texts for general understanding. Can listen and identify relevant points rejecting irrelevant information. Can retain relevant points in the form of note taking or summary. Can listen and infer opinions as well as preferences. Can listen and reason deductively.

22 Can listen and understand the cohesive devises for example "such as" "which" "pronoun "etc, or sequencers which indicate the stages of narration, for example, first, second, then, afterwards and finally. Can recognize discourse markers such as "well", "oh"," another thing".etc. Can listen and distinguish between formal and informal language. Can listen and do a longer and extended dictation. Can listen to a text and participate in a discussion on the text. Can listen and select a title from a range of alternatives. Can listen and interpret from tone of voice whether the speaker is aggressive,shy, confident, irritated,.etc Speaking skill Competencies : Can use English to increase understanding, friendship and co-operation with other people who are not Arabs. Can develop knowledge and use of pronunciation, intonation, and stress patterns of English. Can take part in dialogues, discussions and role plays confidently. Can speak English with reasonably good intonation, rhythm and stress. Can use English orally and be fairly accurate in using correct grammatically usage. Can use the different registers of English language. Can use English as a medium to communicate inside as well as outside the classroom. Can develop interactional and transactional uses of language. Can make use of language functions appropriately for example apologizing, agreeing, disagreeing,requesting, complaining,inviting,offering,suggesting, giving advice, expressing pleasure or displeasure etc. Can develop communicative skills to enable students in the future to participate more actively and effectively in the international arena. Can distinguish fact, opinions, or intentions from a speech or a dialogue. Sub Competencies : Can recognise the rhythm, stress and intonation patterns of English. Can say single numbers, tens, hundreds, thousands and millions. Can describe a process from pictures with confidence. Can give a variety of instructions. Can interpret the register of the language used and answer in the same manner. Can give mini speeches on topics of interest.

23 Can understand the speakers opinion. Can invent a conversation for characters in a picture or from a text they have read and to dramatise it. Can talk, discuss, analyse and formulate rules on grammar. Reading skill Competencies: Can read and understand relations within sentences. Can read and understand the meaning and implications of grammatical structures. Can read and understand relations between the parts of a text through cohesive devices. Can read and recognize discourse markers such as: therefore, in conclusion.etc. Can recognize the function of a sentence even when not introduced by discourse markers as in warnings, definitions, or examples. Can read and distinguish the main idea from supporting detail. Can read and extract salient point to summarize. Can read and differentiate facts from opinions. Can read and make use of basic reference skills. Can exhibit understanding of the text by performing tasks well. Can read for pleasure, magazines, holiday brochures, letters, newspapers, storybooks, etc. Sub Competencies: Can understand relations within a sentence and the text (words that refer back to a thing or a person mentioned earlier in a sentence or text). Can understand implied information and attitudes. Can extract from a text specific information for summary or note taking. Can read the cohesive devices, for example sequencers and understand that they indicate the stages of narration. Can read part of a story and be able to write the end part or conclusions. Can read an extended text and take part in a discussion by forming opinions, preferences and to be able to make out the writers intention. Can read and follow instructions like recipes, assembly kits, board games..etc Can read puzzles, riddles, mystery stories and be able to add conclusion.

24 Writing skill Competencies: Can check written texts for mechanics, spelling and grammar. Can organize information logically and clearly with a specific type of reader in mind. Can select appropriate vocabulary to convey attitude and implied meaning. Can independently employ a variety of strategies appropriate at different stages in the writing process i.e: brainstorming, drafting, revising, editing, publishing or writing out the final product. Can use higher order organizational skills in writing. Can develop independent learning skills through planning projects with classmates and be able to execute them to the final writing stages. Can locate information outside the course materials in order to complete written assignments. Can give & request information by means of written messages, questionnaires, instructions to friends etc. Sub Competencies: Can develop free creative writing. Can use devices to show relations within a sentence and the text for example words that refer back to the text. Can use cohesive devices in a text to make text more coherent. Can make use of discourse markers. Can write opinions on appropriate topics. Can use note taking strategies to develop a text / paragraph / an essay / a summary..etc. Can write letters of complaint \ recommendations or to compare products. Can write notices / adverts etc. Can re-draft texts with minimal assistance.