Learning Outcomes for Grades 1

The National Curriculum Framework for Eng

Ministry of Education

EGYPT, 2012

The National Curriculum Framework for English as a Foreign Language (EFL)

Grades 1

The National Curriculum Framework for English as a Foreign Language: Grades 1

1

2011-2012

EGYPT, 2012

he National Curriculum Framework for English as a Foreign Language (EFL)

Grades 1 – 12

Grades 1 – 12

he National Curriculum Framework for English as a Foreign Language (EFL)

The National Curriculum Framework for English as a Foreign Language: Grades 1 – 12

2

Team Members

Dr. Salah A. El-Araby Professor Emeritus,

The American University in Cairo

Dr. Zeinab Ali El-Naggar Professor Emeritus, Faculty of

Education, Ain Shams University

Dr. Asmaa Ghanem Gheith Professor Emeritus, Faculty of

Education, Ain Shams University

Dr. Mervat Abou Baker El-Dib Professor, Faculty of Education,

Benha University

Dr. Asmaa Abdel-Moneim Mostafa Professor, Faculty of Education,

Mansoura University

Dr. Maha Fathy El-Said Ass. Professor, Faculty of Arts,

Cairo University

Dr. Yasmine Ali Salah-Al-Din Lecturer, Faculty of Arts,

Cairo University

Dr. Abeer Hasan Mostafa Researcher, National Center for

Educational Research and

Development (NCERD)


3

Dr. Gamil El-Sayed Ahmed

Farghly

Researcher, National Center for


Development

Mr. Magdy Abdul-Ghany Abdullah EX.ELT Counsellor, Ministry of

Education

Ms. Nevine El Souefi

The American University in Cairo

Dr. Marwa Fouad Abdel Hamid

Hegazy

Researcher, National Center For


Development

Ms. Atteya Abdul Hady Abdul Aal Expert of curricula, MOE

Mr. Mohamed Hisham

El-Mehallawy

Senior inspector, Qualybia

Directorate

Mr. El Sayed Abd El-fattah Siam English inspector, Cairo

Directorate

Ms. Maha Abdul Azeez Bekhit Senior teacher, East Zagazig

Directorate


4

The Vision of Pre-university Education

The Ministry of Education is committed to reforming the pre-university education system in Egypt to serve as an innovative model in the region, through: (1) providing high quality education for all, as a basic human right; (2) preparing all children and youth for healthy and enlightened citizenship in a knowledge-based society, under a new social contract based on democracy, freedom, and social justice; and (3) adopting a decentralized educational system that enhances community participation, good governance, and effective management at the school level as well as all administrative levels. (MoE Strategic Plan, 2007/2008-2011/2012).

The National English Language Curriculum Framework Grades 1 – 12

Introduction The Ministry of Education is committed to a comprehensive education reform with a special focus on curriculum and instructional technology. The strategic plan calls for the enhancement of the quality of curriculum by integrating technology and comprehensive assessment at all levels to achieve a relevant and flexible curriculum

in light of the national standards that supports active learning and enhances critical thinking. Due to the belief of the importance of learning a foreign language, and the importance of English language in particular, it is being taught at all levels of the educational system (1-12). The learning of English opens up the world for our children and youth. It gives them the ability to become active participants in the knowledge making society and raises their awareness of the multilingual and multicultural world they live in. A curriculum that maximizes the learning of all students is one that recognizes and celebrates diversity and engages all students in

intellectually challenging learning experiences. It provides students with clear guidelines on what they are learning and how they will be assessed. It involves a range of teaching strategies to meet different learning needs and explicit teaching to scaffold students’ learning so that they develop and consolidate the required knowledge and skills to meet the anticipated future demands of work and citizenship.

The importance of English in the curriculum English is the principal international language of diplomacy, knowledge, business and tourism. Thus, it has a dominant position in international media, in science, and in modern technology. A high percentage of world publications in science, technology and commerce is published in English. That is why learning English as a foreign language is assuming an increasing importance worldwide as well as in Egypt both within and outside the school system. Through learning English, learners will develop the confidence to communicate effectively in speaking, listening, reading and writing English that will enable them to participate actively in a global society.


5

The overall aim of the English as a Foreign Language (EFL) curriculum is to equip learners linguistically and to enhance their ability to communicate successfully in a global society. The EFL curriculum is designed to equip learners with the necessary English language skills to pursue their higher studies or to enter the labour market. It is essential that those completing Grade 12 achieve the expected level of competence in the four language skills in English according to the standards developed by The National Authority of Quality Assurance and Accreditation of Education (NAQAAE).

Background The purpose of the1-12English as a Foreign Language (EFL)Curriculum Framework is to provide guidance for textbook writers, teachers and school leaders in implementing the EFL Curriculum Framework and its policy. The 1–12 EFL Curriculum Framework is a dynamic document which will undergo regular updating as further national policies and priorities are introduced. It is important to note that curriculum is much more than a syllabus which outlines what is to be taught. Curriculum is dynamic and encompasses:

• the learning environment;

• resources (including syllabuses);

• teaching approaches and strategies;

• assessment methods;

• the values of the society; and

• the relationships and behaviors among students and teachers. These elements are all interconnected and provide the experiences that contribute to student learning. Language learning is developmental; it takes considerable time to become a fluent user of a new language, especially that language learning happens gradually and in stages. A highly proficient user of a foreign language has acquired an entire complex communication system, composed of inter-relating linguistic ‘layers’, including:

• Text and discourse (communicating): the way sentences are structured, grouped and

sequenced for achieving a particular purpose in a context.

• Pragmatics (social usages): the factors governing language choices in social interaction.

• Semantics (meanings): the way meanings are represented and conveyed.

• Syntax (structures): the way words are arranged to show relationships of meaning

within phrases/groups and clauses.

• Lexis (vocabulary): the way content is mapped onto words.

• Morphology (word formation): the way words can be built up of meaningful parts.

• Phonology (sounds): the way sounds are organized in a language.

Fluent speakers of a language use the entire set of all such inter-related linguistic ‘layers’ almost automatically. Language learners, on the other hand, are acquiring knowledge about all these layers. Curriculum intended forlearnersof EFL needs to attend to all the language layers in spoken and written form, drawing on grammars such as functional grammar and traditional grammar, in order to give language learners maximal curriculum access.


6

The EFL Curriculum Frameworkemphasizes that the education reform will result in the development of: - the values of democracy, good citizenship, and tolerance; - basic life skills that enable learners to deal with an ever changing world; - research and lifelong learning skills; and - Learner’s communication skills.

The framework has been developed on the basis of NAQAAE standards. The required learning outcomes for each grade level in each of the five NAQAAE domains are specified. Progression of the same learning outcome is clear from grade 1-12 where each one builds on the other in the same domain and is also consistent with the learning outcomes in the other domains. For example when students in grade 7 are expected to listen and form an opinion about a topic in a listening text, they are also expected to do the same as they read a text or more than a text on the same topic. This approach to the development of the framework aims at facilitating the development of a curriculum where the four language skills are integrated. The vision is for learners to be engaged in tasks and activities that complement each other in thematic units where learners not only read texts on given topics but also listen to authentic listening texts on the same topics, engage in discussions and debates about them and culminates their learning experience with writing tasks that range from description texts, to argumentative essays. There is also a clear emphasis on developing learners’ visual literacy and media literacy by requiring them to examine illustrations and images to written/listening texts, and comparing media productions (movies, drama) with their written original texts and evaluating the differences between the two genres. Learning strategies and study skills are introduced early and are consistently emphasized from grades 3-12. Note taking and summarizing, commonly neglected skills, are underscored and given ample attention and importance as necessary prerequisites of success not only in higher education but also in the job market. Acknowledging the critical impact that technology has on every aspect of life in the 21st century, the 1-12 EFL Curriculum Framework places great emphasis on integrating technology into the EFL curriculum. Learners are expected to read, listen to, critique, and develop multimedia texts. They are also expected to use digital resources, and web applications to prepare reports, write letters, and write essays to a variety of audience.


7

The aims of the English curriculum Primary Stage (Grades 1 – 6) The introduction of English at this stage aims at raising the learners awareness of English as a foreign language and the cultures it represent, in order to prepare them for global citizenship. Learning another language generates curiosity about how languages work and how they are structured. Relying on student centered active learning and emphasizing phonemic and phonological awareness, helps learners acquire the new language and thus build their self-confidence as they gradually are able to use the language communicatively. The aims of the English curriculum at this stage are to enable learners to:

• Understand spoken English for general purposes with reasonable precision

• Use spoken English for general purposes with reasonable fluency and accuracy

• Interact, communicate and collaborate effectively with others orally in pairs, groups and whole class discussion

• Read a range of simple fiction and non-fiction texts, in a range of media, understanding the ideas and information they convey with a reasonable degree of precision

• Write short and understandable descriptive and narrative texts, in a range of different forms and media

• Understand and use English to learn about Egyptian and other cultures

Preparatory Stage (Grades 7 – 9) The intercultural benefits of learning English become more evident at this stage, as learners have the chance to read fiction and non-fiction texts about their own and other countries, to communicate in English with people from other cultures, and to compare and contrast Egyptian values, beliefs and customs with those of people from other countries. The linguistic benefits of studying English also begin to emerge at this stage, as learners are increasingly able to identify, understand and analyze patterns in English grammar, vocabulary and phonology. This gives them an awareness of how languages work and therefore helps learning further modern foreign languages. The aims of the English curriculum at this level are to enable learners to:

• Understand spoken English for general purposes with a good degree of precision

• Use spoken English for general purposes with a good degree of fluency and accuracy

• Interact, communicate and collaborate effectively with others orally in pairs, groups and whole class discussion

• Read a range of fiction and non-fiction texts, in a range of media, understanding the ideas and information they convey with a good degree of precision

• Write descriptive, narrative and imaginative texts, in a range of different forms and media with a fair degree of accuracy


8

• Develop personally and socially, and consolidate their understanding of themselves and others

• Understand and use English to learn about Egyptian and other cultures

Secondary Stage (Grades 10 – 12) At this stage, studying English consolidates learners’ understanding of foreign cultures and societies. This contributes to the development of mutual understanding which crosses national boundaries and enhances the sense of global citizenship. Moreover, through understanding other cultures, learners learn to understand and appreciate Arabic culture and language more deeply. Looking at the linguistic patterns, vocabulary morphology, syntactical structure of sentences and the conventions of textual organization in English gives learners the facility to use and manipulate English creatively, imaginatively and critically for pleasure and for economic benefit. Through this engagement with language and culture, learners develop increasing confidence in speaking, listening, reading and writing English and are equipped to be independent and fluent users of English. The aims of the English curriculum at this level are to enable learners to:

• Interact, communicate and collaborate orally with confidence in pairs, groups or whole class discussion

• Communicate complex ideas in spoken English, in both formal and informal contexts, and in a range of media

• Understand differences between spoken and written standard English

• Communicate confidently in spoken and written English in a variety of social contexts

• Understand how language reflects cultural values and practices

• Analyze the design and impact of spoken and written texts

• Read a range of fiction and non-fiction texts, in a range of media, understanding the ideas and information they convey

• Read critically, recognizing literary and rhetorical techniques used in texts

• Write confidently, with a good degree of accuracy in spelling, punctuation and grammar

• Write creatively, in a range of different forms and media, with imagination and commitment

• Understand how the influences of technology and the global economy have influenced the development of spoken and written language

• Develop personally and socially and understand themselves and others

• Develop English language proficiency required to be able to study in a university of their choice.


9

Pedagogic Approaches The 1-12 EFL Curriculum Framework presents a guide for content and instruction for all learners from grade 1-12. The document is based on recent research findings in world language education and NAQAAE Standards for Foreign Language Learning guided by the four key factors mentioned in the strategic plan:

1. Standards-based content 2. Integration of information technology 3. Integration of appropriate assessment 4. Adoption of a learner-centred active learning

pedagogy In view of the above key factors, this Curriculum Framework adopts a pedagogic model that is pragmatic and eclectic, based on the following:

• Learner-based active learning that focuses on individual educational needs;

• Continuous discovery of learners' interests, attitudes and abilities;

• Development of critical and creative thinking;

• Relating teaching and learning to the life of the learners

• Use of progressive learning and teaching strategies, such as problem solving learning, mind mapping, etc.

• Provide the opportunities for life-long learning

• Provide a diversity of learning experiences that promote integrated development with both national and international contexts.

• Development of a democratic climate and the values of dialogue inside classrooms and schools;

• Comprehensive authentic assessment;

• Integration of ICT in teaching, learning, and evaluation

1-12 EFL Curriculum Framework presents a multi-literacy-based curriculum that is

designed in accordance with standards to ensure that learners develop the skills they need to comprehend and communicate effectively. The English curriculum encourages learners to read, respond and appreciate literature, write in a variety of formats and read strategically and independently. The English curriculum promotes active, constructive inquiry, discussion and problem solving. The critical content of the English curriculum includes reading, writing, speaking, listening and viewing. Conventions of language, process writing, oral communications and relevant mixed media are taught in conjunction with literature. The corresponding skills that address the content, spiral and extend from one grade level to the next; core concepts and processes are taught with a progression of higher expectations.

This Curriculum Framework advocates the Balanced Literacy Approach for grades 1-6which is a curricular methodology that integrates various modalities of literacy instruction, integrating activities that requires learners to read, write, listen, and speak, and requires engagement in classroom activities and engage in activities that allow learners to

Literacy is the ability to identify,

understand, interpret, create,

communicate, compute and use

printed and written materials

associated with varying contexts.

Literacy involves a continuum of

learning in enabling individuals to

achieve their goals, to develop their

knowledge and potential, and to

participate fully in their community

and wider society." (UNESCO)


10

interactively learn to read. For the early grades, latest research recommends the five key literacy topics - phonemic awareness, phonics, fluency, vocabulary, and text comprehension – should all address immersing learners in reading, writing, talking, listening, and viewing activities. Starting from Grades 7-12, explicit phonics instruction ceases and the focus of teaching is to be on integrating all four skills via thematic units, that continuously engage learners in active learning, listening to authentic or especially prepared listening texts on the same topic, reading authentic texts, fiction and non-fiction, and empowering them to discuss ideas and opinions and to finally express their views and ideas in a variety of writing pieces.

Features of the Curriculum Grades 1 – 6 Learners at this stage are still developing cognitively, socially, emotionally and physically, and most of those in grades 1-2, and some of those in grade 3 will not have developed sufficient literacy skills to develop English through reading and writing. In addition, some learners will have no clear reason or motivation for learning English, though they are likely to bring considerable goodwill and enthusiasm to learning. The first main pedagogical implication of these typical learner characteristics is that the oral language will be a key factor in supporting learning. The second is that teaching English will involve more than teaching just the language itself. The third is the importance of starting from where the learner is. These three principles are important in Grades 1-6 but underpin the pedagogy of teaching English throughout all grades. The oral language is a key tool in helping learners in this stage to learn. The teacher will scaffold learning through using classroom talk to create interest in a task, to break complex tasks into smaller steps, to focus learners on the aim of a task, to model language, to demonstrate tasks, and to show learners who are unable to do a task alternative ways of approaching it. The curriculum will support language learning by providing language input at text level, through stories, songs, chants, role-plays, poems and descriptions, so that learners are exposed to whole language. This will give them the chance to see how different areas of language are related, and will help them to assimilate and accommodate new language and to produce language chunks. The curriculum will pay attention to learners’ social development by providing opportunities for learners to interact in pairs, groups, and plenary discussions. The teacher’s focus will be mainly on learners’ ability to communicate concepts and meanings, as this ability plays a part in their overall development. This approach will be aimed at helping learners to reach shared meanings and understandings through using questions to support and challenge learners’ thinking processes. The curriculum will support learners’ emotional development and develop their intercultural awareness through contact with tasks, materials and discussion in which they learn about life both in their own country and in others’. Learning topics will


11

therefore be selected so that they are relevant and interesting to learners, and tasks meaningful and purposeful.

Grades 7 – 9 In Grades 7-9, the importance of the approach outlined for Grades 1-6 remains. Oral language will continue to support and challenge learners’ language and cognitive development. A holistic approach to learning, focusing on the development of the whole child will remain a key consideration. Relating learning to learners’ interests, experiences and abilities will continue to occupy a central place in the classroom. As most learners will experience significant cognitive and social development at this stage, the curriculum will continue to expose them to a rich variety of fiction and non-fiction text types and topics, and provide various opportunities for discussion, reflection and evaluation in pairs, and groups. Learners in this stage will be beginning to develop independence in the way they study, remember and store and use language. The pedagogic approach at this stage will therefore focus on supporting learners to use learning strategies which will help them to develop this independence. The curriculum will help learners to improve their paraphrasing and summarizing skills, the fluency and accuracy of their speech and writing, and their ability to monitor their own speech. The curriculum will support learners as they consolidate their ability to plan, organize, present and proofread written work and begin to develop an awareness of genre and register. The curriculum will help learners to develop inference skills, to use hard copy and electronic reference resources effectively, and to experiment with different linear and graphic approaches to note taking and vocabulary recording.

Grades 10 – 12 The pedagogic approach to English in grades 10-12builds on the socially-oriented pedagogic processes of the earlier stages. In this stage, learners are beginning to consolidate their independence in language work and pedagogical practices will reflect this. Curriculum will create opportunities for learners to learn together, to draw on their personal life and language experiences, and to develop their social and cultural understanding. Learning activities will foster a growing ability to be a self-directing, independent learner and will include peer and self-assessment and increased opportunities for making choices about topics for talk, reading and writing. Learning resources will be well-chosen to stimulate interest and to make connections between learners’ wider learning experiences; wherever possible, they will be authentic texts drawn from both print and digital media sources. Pair and group work will be important in fostering high levels of participation and language use, and most lessons will be structured around both full class work and opportunities for pair and group work. The curriculum will scaffold learners’ language learning through the careful design of follow-up tasks which create opportunities for learners to practice in authentic contexts.


12

The curriculum in grades 9-12 builds on the pedagogical practices of the earlier stages, but recognizes that learners at this stage have developed greater autonomy and independence. Accordingly, curriculum activities will encourage autonomy and self-direction, including understanding how to use self-help strategies when encountering problems. A greater emphasis will be placed upon pair and group work; including providing structured opportunities for learners to lead or direct group activities, and developing the skills of critical self-evaluation. Additionally, learners will be given opportunities for formal presentation in full class work, and full class activity will be characterized by questioning and interaction which develops critical engagement and higher-level thinking. The curriculum will provide high-quality language input, extending the range of learners’ vocabulary and syntactical structures, and supplying essential linguistic knowledge to enable perceptive analysis and critique. Such input will be accompanied by high expectations of independent follow-up work, including some opportunities for extended independent study, such as conducting a research project which involves language investigation and analysis. Learners will be encouraged to participate voluntarily in e-networks which foster development in English through interactions with native speakers, such as online discussion forums, social networking sites and blogging.

Assessment Assessment is an ongoing process of gathering evidence to determine what each student knows, understands and can do in order to inform teaching and support learning of the intended curriculum. Quality teaching and learning demand rigorous assessment processes that ensure that teachers assess the learning required of learners as indicated in the intended curriculum. Because of the time it takes to acquire a foreign language, EFL learners may not be able to express what they know, understand and can do in the different phases of schooling. The purpose of assessment is threefold:

1. Providing on-going feedback to learners and parents.

2. Informing learners, teachers, parents and school authorities about learners’

demonstrations of learning achievements and abilities

3. Guiding decisions about learners’ needs, learning and teaching processes, progress and

future programs.

The 1-12 EFL Curriculum Framework provides five principles to inform the development of quality assessment tasks. They are especially pertinent to EFL learners. Accordingly assessment should be: 1. Valid: Assessment tools should assess what they claim to assess. School assessment policy processes should ensure that in-school assessment tasks assess what EFL learners know, understand and perform in English as a foreign Language. Hence, the assessment should aim to assess all skills specified in this framework in all five domains Listening, Speaking,


13

Assessment that is valid, explicit, comprehensive and fair requires the use of a variety of tasks; tests; work samples; performance and diagnostic tasks, observation/ group work; oral presentations; checklists; anecdotal records and learner reflections, classroom portfolio assessments and samples, results and analysis of individual performance, E-assignments

Reading, Writing, vocabulary and structure with equal attention. 2. Explicit: Assessment criteria should be explicit so that the basis for judgments is clear and public. Learners should know what they are expected to learn and the criteria and standards that will be used to determine the quality of their achievement. Hence, the curriculum should provide teachers with a range of tools that clearly specifies the expected levels of performance and that these tools should be public and transparent to all stakeholders including parents and communities. 3. Comprehensive: Assessment should enable all learners to demonstrate their learning consistently, autonomously and in a range of contexts. For EFL learners, it is essential that a greater range of diagnostic formative assessment tasks are used to gather evidence of learning. Hence both formative and summative assessment should give the learners ample opportunities to demonstrate their abilities and skills in the five domains and in several texts (e.g. students in grade --- are expected to read and write argumentative, descriptive and cause and effect texts, therefore, assessment should give learners the opportunity to read and write this range of genre) 4. Fair: Assessment tasks should enable all learners to demonstrate their full learning including opportunities to demonstrate higher order thinking, depth of understanding and the ability to apply their knowledge and skills in a variety of contexts. The key to the success of this Curriculum Framework is ensuring that all the learning outcomes identified in each grade are targeted, developed, recycled, assessed, revisited, emphasized, reviewed and that consequently assessment be aligned with these learning outcomes. If these learning outcomes were not targeted clearly, then assessing them would be a clear violation of an important assessment principle; that of fairness. 5.Aligned with teaching The 1-12 EFL Curriculum Framework underscores the need to use innovative and cutting edge assessment practices and align assessment with teaching to informing planning, instruction as well as reporting. Models such as backward design, where the assessment task starts from where we wish the students to end with is recommended. In such a model learners are engaged in performing authentic projects where they use English to plan, research, prepare posters, communicate expectations via multimedia productions etc. This is all done in an encouraging, and flexible atmosphere where learners creativity and independence is not only encouraged but is considered a prerequisite for effective and true learning.


14

Conclusion

All schools have a responsibility to implement the curriculum in ways that acknowledge and respond to the language learning needs of EFL learners. Such responses require recognition and valuing of learner identity, as expressed through language and culture, and the provision of teachers and administrators who are able to support EFL learners to engage with meaningful and relevant learning. All EFL teachers have a responsibility to scaffold the learners in their classrooms and respond to their language learning needs in all three learning stages through EFL –informed pedagogy. All EFL learners have a right to engage with the curriculum and to be able to demonstrate their language and learning in equitable assessment practices.

The following section is an overview of the structure of the Egyptian EFL content standards. It tabulates the agreed upon domains, standards, and learning outcomes for each standard.


15

EFL STA�DARDS A�D LEA�I�G

OUTCOMES BY DOMAI�S


16

Domain 1: Listening

Standard 1: Learners identify and discriminate sounds, stress and intonation patterns.

Learning Outcomes for Grades 1 - 3 1 2 3

• Identify letters of the alphabet and their sounds

• Identify vowels in spoken words.

• Identify initial, middle and final vowels in spoken words.

• Identify consonant sounds. • Identify consonant blend.

• Identify number of syllables in two syllable words.

• Identify number of syllables in two syllable words.

• Identify number of syllables in three syllable words.

• Distinguish between similar sounds ( especially problematic ones for Arabic speakers such as p/b, f/v)



• Match spoken words with their pictures. • Match spoken words with their pictures.

• Match spoken words with their pictures.

• Listen to rhymes and songs to develop understanding of letter/sound relationship.




17

• Identify initial sounds in words.

• Identify initial and final sounds in words. • Identify initial, middle and final sounds in words.

• Listen to a spoken word to identify another word that rhymes with it.

• Listen to a spoken word to produce another word that rhymes with it.

• Listen to a spoken word to produce another word that rhymes with it.

• Listen to simple stories identifying feelings expressed from tone.

• Listen to simple stories identifying feelings expressed from tone.

• Listen to simple stories identifying feelings expressed from tone


• Identify initial and final clusters in words (two consonants).

• Identify initial and final clusters in words (two consonants).

• Identify initial, middle and final clusters in words (multiple consonants).

• Identify short and long vowels in oral words.

• Identify short and long vowels and diphthongs in oral words.

• Distinguish between short and long vowels and diphthongs in oral words.

• Recognize features of language use such as onomatopoeia and assonants in by listening to songs and short poems.

• Recognize features of language use such as assonants, alliteration and onomatopoeia by listening to songs and short poems.

• Recognize features of language use such as assonants, alliteration, onomatopoeia, and rhythm by listening to songs and short poems.

• Identify form of sentence from intonation (question, exclamation, etc).




18


• Identify contrastive sounds between Arabic and English.

• Identify similar sounds between Arabic and English.

• Compare similar and contrastive sounds between Arabic and English.

• Identify different positions of stress in words.

• Identify different positions of stress in words and junctures across words.

• Identify different positions of stress in words and junctures across words.

• Recognize different intonation patterns that convey different meanings.



• Understand the purpose by distinguishing tone (warnings, advice, question etc).




• Identify and discriminate confusing sounds between Arabic and English, e.g. in minimal pairs (think – sink ).

• Identify and discriminate confusing sounds between Arabic and English

• Identify and discriminate confusing sounds between Arabic and English

• Identify stressed positions of usually unstressed words for emphasis (e.g. he came (not she ).

• Identify different positions of stress in words that change word class.

• Identify different positions of stress in words that change word class.

• Identify different meanings from different intonation patterns -What do we have for dinner, mother ?(High intonation) No, fish, not mother

• Identify different meanings of different intonation patterns.

• Distinguish between the meanings of different intonation patterns and their appropriateness in different accents.


19

• Identify the differences between formal and informal English.

• Distinguish between formal and informal English.

• Identify the differences between formal and informal English.




• Interpret the meanings of contractions. • Interpret the meanings of different contractions and abbreviations.

• Interpret the meanings of different speech conventions.

• Identify rhyme scheme in poems. • Identify internal rhyme and rhyme scheme in a poem.

• Identify rhyme and rhythm in literary texts.

Standard 2: Learners listen and respond to spoken discourse from a variety of sources.


• Recognize classroom objects in oral utterances (clock, door, pencil sharpener).

• Recognize classroom objects in oral utterances (clock, door, pencil sharpener).

• Recognize familiar objects in oral utterances (clock, door, pencil sharpener).

• Respond to greetings, farewells and statements of feelings.



• Respond to information given in pictures, stories and rhymes, e.g. drawing, completion, singing and coloring tasks.



• Follow one to two step oral instructions. • Follow one to two step oral instructions. • Follow two- to- three- step oral instructions.


20

• Respond to close-ended questions, e.g. yes/no questions.

• Respond to close-ended questions, e.g. yes/no and alternative questions.

• Respond to close-ended questions, e.g. yes/no and alternative questions, and wh-questions requiring short answer.

• Mime actions in songs. • Mime actions in songs. • Mime actions in songs and stories.

• Identify main characters in stories. • Identify main characters and events in stories.

• Identify main characters and events in stories.

• Use information from an oral story to draw pictures.

• Use information from an oral story to identify objects in pictures.



• Complete simple listening comprehension tasks based on information given in pictures, short texts and stories.

• Complete various simple listening comprehension tasks based on information given in pictures, short texts and stories.

• Complete various simple listening comprehension tasks based on information given in pictures, short texts and stories.

• Follow two to three steps oral instructions. • Follow two to three steps oral instructions. • Follow three to four steps oral instructions.








21

• Take short notes from descriptions of people.

• Take short notes from descriptions of people and objects.

• Take short notes from descriptions of people, objects, and events.

• React to a listening text, giving opinion. • React to a listening text, giving opinion. • React to a listening text, giving opinion.


• Complete various types of listening comprehension tasks based on audio-visual information given in pictures, short stories and descriptions.



• Follow three to four steps oral instructions. • Follow multi-step oral instructions. • Follow multi-step oral instructions.

• Respond to close-ended questions, e.g. yes/no, alternative, short-answer and tag questions.

• Respond to tag questions and different wh-type questions requiring long and short answers.

• Respond to tag questions and different wh-type questions requiring long and short answers.

• Identify gist and main idea(s) in short listening texts.

• Identify gist and main idea(s) in short listening texts.

• Identify gist, main idea(s), and supporting details in various types of listening texts.

• Use information from an oral text to draw and/or identify items in pictures or charts.

• Use information from an oral text to draw and/or label pictures or charts.

• Use information from an oral text to complete a table, diagram, chart or graph.

• Take notes from short listening texts. • Take notes from short listening texts • Take notes from short listening texts

• React to a listening text, giving opinion. • React to a listening text, giving opinion. • React to a listening text, giving opinion.


22


• Complete various types of tasks based on information given in pictures/ descriptions (of people, objects and events).

• Complete various types of tasks based on information given in pictures/ descriptions.

• Complete various types of tasks based on information given in pictures/ descriptions/ dialogues.

• Follow multi-step oral instructions. • Follow five to six steps oral instructions. • Follow five to six steps oral instructions.

• Respond to open ended questions requiring contrasts and comparisons.

• Respond to different kinds of questions requiring synthesis and analysis of oral information.

• Respond to open ended reflective questions e.g. (Wh-type questions, opinions).




• Use information from an oral text to complete a table, diagram, chart or graph.

• Use information from an oral text to complete different types of graphic organizers.

• Use information from an oral text to draw and/or label pictures, diagrams or charts.

• Take notes from telephone conversations, songs and other types of listening texts.

• Take notes from various types of listening texts (interviews, talk shows, reports and news broadcasts)

• Take notes from various types of listening texts (mini-lectures, interviews, talk shows, reports and news broadcasts).


23

Standard 3: Learners use Information and Communication Technology (ICT) to help achieve

the learning outcomes in listening. Learning Outcomes for Grades 1 - 3

1 2 3 • Listen to stories and songs on television,

CDs. • Listen to stories and songs on television and

CDs. • Recall information after listening to stories,

songs on television and CD.

• Follow simple instructions to complete one to two step e-tasks.

• Follow simple instructions to complete two to three step e-tasks.

• Follow simple instructions to complete two to three step e-tasks.


• Identify the speaker's ideas in a variety of media.



• Follow instructions to complete two to three-step e-tasks.

• Follow instructions to complete three to four-step e-tasks.

• Follow instructions to complete three to four-step e-tasks.

• Identify the gist from a short e- listening text. • Identify the gist and main ideas from a short e-listening text.

• Identify the gist, main ideas and supporting details from a short e- listening text.

• Match pictures with information in an e- listening text.

• Match pictures with information in an e- listening text.

• Identify supporting details in an oral e-text.

• Use visual illustrations to interpret an e- listening text.




24





• Follow instructions to complete four to five step e-tasks.

• Follow instructions to complete four to five step e-tasks.

• Follow instructions to complete multi step e-tasks.

• listen to summarize grade-appropriate information based on an e-listening text.

• Listen to summarize information based on an e- listening text.

• Listen to summarize information based on an e- listening text.

• Listen to infer information based on an e - listening text.



• Listen to respond to simple reflective questions given based on e-listening texts.•

• Listen to respond to reflective questions given based on e-listening texts.

• Keep a short journal to reflect on e-listening texts.





• Follow instructions to complete multi steps of a listening text.

• Follow instructions to label pictures and complete information given in an e-listening text.

• Follow instructions at normal speed to complete multi types of e- listening tasks.

• Listen to different authentic materials from a variety of media sources and identify main ideas.

• Listen to different authentic material from a variety of media sources and identify main ideas and supporting details.

• Listen to different authentic material from a variety of media sources in different accents and identify main ideas, supporting details.


25

• Listen to paraphrase information based on an e- listening text.

• Listen to paraphrase information based on an e- listening text.

• Paraphrase information based on an e- listening text.

• Listen to provide a title to an oral text and explain why it is suitable.

• Point out the main ideas and supporting details of a given e-text

• Listen to a variety of media sources and answer grade-appropriate questions.

Keep a journal to reflect on e-listening texts. • Keep a journal to reflect on e-listening texts.

• Keep a journal to reflect on e-listening texts.

• Listen to compare related information from a variety of media sources.

• Compare/contrast information from a variety of media sources.

• Compare related information from a variety of media sources by identifying difference and similarities and point of view between related information.

Standard 4: Learners gain knowledge and understanding of target cultures through

listening.

Learning Outcomes for Grades 1 – 3

1 2 3

• Demonstrate understanding of listening to short fairy and folk tales.

• Demonstrate understanding of listening to simple fairy and folk tales.

• Recall information after listening to fairy and folk tales.

• Demonstrate enjoyment of listening to fairy and folk tales from both English speaking cultures and their own culture.

• Demonstrate enjoyment of listening to simple fairy and folk tales from both local and target cultures.

• Demonstrate enjoyment of listening to short fairy and folk tales from both local and target cultures.


26


4 5 6

• Demonstrate understanding and enjoyment of listening to folk tales and short stories in English.

• Demonstrate understanding and enjoyment of listening to folk tales and short stories in English.

• Demonstrate understanding and enjoyment of listening to cultural aspects, fables and short stories in English.

• Identify verbal social conventions that characterize the English speaking cultures.

• Identify both verbal and non-verbal social conventions that characterize the English speaking cultures through a multi-media text.

• Identify both verbal and non-verbal social conventions that characterize the English speaking cultures.

• Show acceptance of the practices of both the national and target cultures expressed in a multi-media text.

• Identify the similarities between the practices and values of both the national and target cultures expressed in a multi-, media text.

• Compare the similarities and differences between the practices and values of both the national and target cultures expressed in a multi- media text.


7 8 9

• Demonstrate understanding of patterns of social interactions from various English speaking cultures through a multi-media text.




27

• Understand verbal and non-verbal social conventions that characterize the English speaking culture through a multi-media text.



• Show tolerance for the differences between practices and values of both the national and target cultures.

• Compare the similarities and differences between practices and values of both national and target cultures through a multi-media text.

• Compare and contrast the practices and values of both national and international cultures through a multi-media text.


10 11 12

• Identify nationality/background of speaker (s) of listening texts from various English speaking cultures

• Identify and compare listening texts from various international cultures in a multi-media text.

• Demonstrate understanding and appreciation of argumentative multi-media texts from various English speaking cultures.

• React to patterns of interactions from various cultures showing tolerance and acceptance in a multi-media text.



• Identify differences in non- verbal social conventions (body language) that characterize both the national and international cultures.

• Compare non-verbal social conventions that characterize both the national and international cultures.

• Understand non-verbal social conventions that characterize both the national and target cultures.


28

• Match verbal with corresponding non-verbal conventions that characterize some English speaking cultures.

• Appreciate the similarities and differences between the values, beliefs and practices of both the national and international cultures.

• Appreciate the similarities and differences between the values, beliefs and practices of both the national and international cultures through multi-media expository (factual) texts.

Standard 5: Learners practice higher level thinking skills while listening.


1 2 3

• Make predictions from pictures about personal topics.

• Make predictions of short simple listening texts about personal topics.

• Make predictions and generalizations of short simple listening texts about familiar topics.

• Predict the ending of a simple story.

• Predict the ending and sequence of events in a story (what happens next?)

• Predict the ending, sequence of events and results of actions in a short story about familiar topics.

• Draw inferences related to a short story about personal topics..

• Draw inferences related to simple listening texts about personal topics.

• Draw inferences related to short simple listening texts about familiar topics.

• Pass judgments based on listening to a short simple text about personal topics.

• Pass judgments based on listening to a short simple text about personal topics.

• Pass judgments based on listening to a short simple text about familiar topics. .


29


4 5 6

• Make predictions and generalizations of short listening texts about familiar topics.

• Make predictions and generalizations of short listening texts about familiar topics.

• Make predictions, generalizations, and reflections of simple texts.

• Draw conclusions from fiction texts about familiar topics.

• Draw conclusions from fiction –and non- fiction texts about familiar topics.

• Draw conclusions from fiction and non-fiction texts.

• Draw inferences related to short texts. • Draw inferences related to short texts. • Draw inferences related to short texts.

• Summarize the content of short texts about familiar topics.

• Paraphrase the content of short texts about familiar topics.

• Interpret the content of short texts.

• Express opinions about ideas in texts about familiar topics.

• Express opinions about ideas in texts about familiar topics.

• Justify opinions about ideas in texts.


7 8 9

• Make predictions, generalizations, and reflections based on various expository/narrative texts.

• Make predictions, generalizations, and reflections based on various text.

• Make predictions, generalizations, and reflections based on various texts.

• Draw inferences and conclusions related to various expository/narrative texts.

• Draw inferences and conclusions related to various texts.

• Draw inferences and conclusions related to various texts.


30

• Justify opinions about ideas in expository/narrative texts.

• Justify opinions about ideas in listening texts.

• Form and justify opinions about ideas in texts


• Based on stress and intonation patterns, make predictions of various listening tasks inferring intentions of the speakers.

• Make predictions and generalizations from various listening tasks distinguishing facts from fiction.

• Make predictions, inferences and generalizations of various texts.

• Draw conclusions related to the mood of the speaker and what he/she is persuading the listener to do or believe in.

• Listen critically to evaluate the effect of listening texts on the listener.

• Listen critically to interpret and evaluate the content of various texts.

• Listen to discussions to agree or disagree • Listen to discussions/debates to agree or disagree

• Critique oral presentations using agreed-upon criteria for evaluation, e.g., rubric.

• Determine the relative importance and reliability of the main ideas in texts.

• Analyze information to determine how far conclusions reflect the supporting details and underlying causes.

Explore and reflect on ideas, facts and

opinion while listening and focusing

attentively.

• Distinguish between facts and opinions and pass judgment.




31

Domain 2: Speaking

Standard 1: Learners use English to communicate effectively in oral interactions.

Learning Outcomes for Grades 1 - 3

1 2 3 • Express basic language functions e.g.

greeting, apologizing, and thanking considering correct pronunciation (b/p, f/v, etc).

• Express simple language functions e.g. greeting, apologizing, and thanking considering correct pronunciation (b/p, f/v, etc).

• Express grade-appropriate language functions e.g. apologizing, offering and requesting considering correct pronunciation (b/p, f/v, etc).

• Ask and respond to simple oral questions like introducing oneself.

• Ask and respond to simple oral questions like introducing oneself and others.

• Ask and respond to simple oral questions.

• Give one-to-two step oral instructions with guidance.

• Give one-to-two step oral instructions. • Give two-to-three step oral instructions.

• Use correct intonation to convey meaning.


4 5 6 • Express grade-appropriate language

functions e.g. apologizing, offering and requesting observing correct pronunciation (b/p, f/v, etc).

• Express grade-appropriate language functions e.g. offering, inviting, accepting and declining invitation observing correct pronunciation (b/p, f/v, etc).

• Express grade-appropriate language functions e.g. offering, inviting, suggesting, agreeing and disagreeing observing correct pronunciation (b/p, f/v, etc).


32

• Ask and respond to grade-appropriate types of oral questions.

• Ask and respond to grade-appropriate types of oral questions (e.g. tag questions).

• Ask and respond to different types of oral questions giving simple justification.

• Give two-to-three step oral instructions. • Give two-to-three step oral instructions. • Give multi-step instructions

• Communicate simple statements and questions using correct stress and intonation.

• Communicate age-appropriate statements and questions using correct stress and intonation.

• Communicate age-appropriate statements and questions using correct stress and intonation.


• Express grade-appropriate language functions e.g. advising, suggesting, inviting and declining invitation giving reasons observing correct pronunciation (b/p, f/v, etc).

• Express grade-appropriate language functions e.g. apologizing with giving reasons, advising, suggesting, agreeing/disagreeing and asking for clarification observing correct pronunciation (b/p, f/v, etc).

• Express grade-appropriate language functions e.g. advising, suggesting, inviting / declining invitation, agreeing/disagreeing giving justification, arguing, asking for clarification or verification of information from peers and others considering correct pronunciation (b/p, f/v, etc).

• Use a range of question forms to seek authentic information and promote interaction in the past, present and future.

• Pose a range of question forms to seek real information and promote interaction in the past, present and future.

• Utilize a range of question forms to seek information, promote interaction in the past, present and future and present opinion concerning simple authentic topic.

• Give multi-step instructions • Engage in dialogues to describe processes. • Engage in dialogues to analyze processes.

• Use age-appropriate verbal and non-verbal forms of communication in whole-class group and pair oral activities.




33


10 11 12 • Give a simple speech to reflect own ideas. • Give a speech concerning current issues. • Give a critique of current issues and clarify

own role.

• Participate in debates concerning current events/ issues.

• Participate in debates concerning current events/ issues giving sound justification.

• Participate in debates concerning current events/ issues giving sound justification.

• Engage in critical discussions of given topics/ current events.

• Engage in oral discussions to solve various age-appropriate problems.

• Engage in oral discussions to solve various age-appropriate problems.




Standard 2: Learners present information, ideas and express feelings clearly and

coherently.


1 2 3 • Give one-to-two step oral instructions with

guidance. • Give one-to-two step oral instructions. • Give two-to-three step oral instructions.

• Express basic limited personal preferences, e.g. likes and dislikes.

• Express a limited range of personal preferences e.g. likes and dislikes.

• Describe places and objects.


34

• Sing simple songs. • Sing songs with dramatization. • Use non-verbal language and retell stories.

• Talk about family, direct environment, times (morning, eveningKetc.) and days.

• Talk about personal information (oneself and others).

• Talk about simple actions and events.

• Name classroom objects. • Name classroom and school objects. • Name familiar objects.

• Repeat monosyllabic words. • Repeat monosyllabic words.


• Give two-to-three step oral instructions. • Give two-to-three step oral instructions. • Give three-to-four step oral instructions.

• Describe places, people and objects. • Describe and compare places, people, actions and objects.

• Describe and compare feelings, people, places, actions, objects and events.

• Participate in grade- appropriate dramatization and role play activities.



• Talk about actions, events and situations. • Talk about community and state facts. • Present simple ideas, suggestions and simple descriptive information to attract audience.

• Describe orally verbal texts in tables and charts.

• Describe orally verbal texts in tables and charts.

• Explain orally verbal texts in tables and charts.


35


7 8 9 • Give three-to-four step oral instructions. • Give multi - step oral instructions. • Give multi - step oral instructions.

• Describe and compare feelings, people, places, actions, objects and events establishing relationships.

• Describe and compare feelings, people, places, actions, objects and events establishing relationships.

• Express facts, points of view, hopes and aspirations.

• Participate in group projects (dramatization, etc..).



• Brainstorm to present simple ideas, suggestions, plans, simple descriptive information and stories in a coherent sequence.

• Brainstorm to present simple ideas, suggestions, plans, simple descriptive information and stories in a coherent sequence.

• Brainstorm to present ideas, suggestions, plans, descriptive and narrative information with justification and in a coherent sequence.

• Explain orally verbal and non verbal texts e.g. tables, simple charts, and graphs.

• Explain orally verbal and non verbal age-appropriate texts e.g. tables, different charts, graphs and maps.

• Explain orally verbal and non verbal age-appropriate texts e.g. tables, different charts, graphs and maps.


• Discuss to analyze hopes and aspirations of characters in a story.

• Discuss to analyze facts and opinions in a story.

• Discuss to analyze facts and opinions in a story.





36

• Present ideas, suggestions, plans, descriptive, narrative and argumentative information in a coherent sequence.

• Give oral presentation concerning cross-curricular topics

• Give oral presentation concerning cross-curricular ( political, social and educational) topics

• Use graphic organizers to describe sequence of events.

• Use graphic organizers to compare and contrast characters of a story.

• Use graphic organizers to compare and contrast characters of a story.

Standard 3: Learners use ICT to develop accurate and appropriate speech.


1 2 3 • Repeat pronunciation patterns via various

media sources. • Repeat pronunciation, stress and intonation

patterns via various media sources. • Repeat pronunciation, stress and intonation

patterns via various media sources.

• Use electronic sources to convey simple oral

messages.


4 5 6 • Exchange simple meaningful oral discourse

via media sources. • Discuss personal issues via media sources. • Discuss environmental issues via media

sources.

• Respond to the speaker's ideas in a variety of media.

• Discuss the speaker's ideas and attitudes in a variety of media.

• Discuss the speaker's main idea and supporting details in a variety of media.


37


7 8 9 • Explain and compare different cultural

issues with foreign partners using media sources.

• Engage in age-appropriate discussions of current issues via media sources.

• Engage in age-appropriate discussions of current issues via media sources.

• Summarize orally grade-appropriate information based on an e-listening text.

• Summarize orally information based on an e-listening text.

• Summarize orally information based on an e-listening text.

• Use media facilities (e.g. overhead projector, data show, video projectorK) to present simple information to the whole class.

• Use media facilities (e.g. overhead projector, data show, video projectorK) to present information to the whole class.

• Use multi-media facilities to present simple information to the whole class.

• Infer orally information based on an e-listening text.




10 11 12 • Engage in oral discussions via media

sources. • Give oral critique in an argumentative

context via media sources. • Give oral critique in an argumentative

context via media sources.

• Paraphrase orally information based on an e-listening text.



• Use multi-media facilities to present and explain age-appropriate topics.

• Use multi-media facilities to give oral critique in different age-appropriate topics.

• Use multi-media facilities to solve problems of age-appropriate topics.


38

• Provide a title to an oral text and explain why it is suitable.

• Discuss the main ideas and supporting details of a given e-text.

• Answer orally grade-appropriate questions through a variety of media sources.

Standard 4: Learners understand the practices and values of both national and target

cultures.

Learning Outcomes for Grades 1- 3 1 2 3

• Express enjoyment of local folk and English speaking tales.

• Express likes and dislikes of local folk and English speaking tales.

• Retell, with guidance, local folk and English speaking tales.

• Sing songs to express respect values, positive beliefs and practices of national cultures.

• Sing songs to express respect values, positive beliefs and practices of national cultures.

• Sing songs to express acceptance of values, positive beliefs and practices of national cultures.

• Talk about daily personal routines. • Talk about daily personal and family routines.

• Talk about cultural practices of the English speaking countries and their own (e.g. festivals and vacations).


39


4 5 6 • Talk about cultural practices in the target

countries and their own (e.g. food, traditions, sports, etc).

• Talk about cultural practices in the target countries and their own (e.g. costumes, landscape, etc).

• Compare and contrast cultural practices in the target countries and their own discussing the importance of cultural matters.

• Express acceptance values, positive beliefs and practices of national cultures.


•


• Express own opinions about practices of target culture and their own.

• Express own opinions about practices of target culture and their own.

• Express an awareness of age-appropriate cultural issues.


7 8 9 • Compare and contrast orally cultural

practices in the target countries and their own discussing the importance of cultural importance.

• Compare and contrast orally cultural practices in the target countries with their own.

• Compare and contrast orally cultural practices in the target countries with their own.

• Participate in cross-cultural activities. • Discuss age-appropriate cross-cultural topics.

• Discuss age-appropriate cross-cultural topics.

• Express tolerance and respect of age-appropriate cultural issues.

• Talk about social and democratic practices.

• Discuss social and democratic practices.

• Discuss widely known contributions from

national and international cultures.






40


10 11 12 • Compare and contrast orally cultural

practices in the target countries with their

own.

• Engage in age-appropriate argumentation of

cultural issues.

• Engage in age-appropriate argumentation of

cultural issues.

• Express tolerance and respect of age-

appropriate cultural issues.

• Express an awareness of positive/negative

cultural issues.

• Express an awareness of positive/negative

cultural issues.

• Explain social and democratic practices. • Explain social and democratic practices. • Explain social and democratic practices.



• Reflect on age-appropriate democratic,

social, economic and political issues.

• Reflect on how change affects cultural

aspects in expository texts.

Standard 5: Learners practice higher level thinking skills while speaking.


1 2 3 • Respond to questions that connect simple

ideas to personal experiences.

• Respond to questions that connect new


• Ask/respond to questions that connect new


• Respond non-verbally to simple classroom

instructions.

• Engage in pair simple discussions related to

a personal problem.

• Engage in group discussions related to

authentic problems.


41

• Express a judgment about a character in a

simple story.

• Predict future events in a simple story. • Predict the sequence and ending of events in

a short story about familiar topics from

pictures.


4 5 6 • Discuss simple topics of social interest. • Discuss age-appropriate authentic topics. • Discuss age-appropriate authentic topics.

• Suggest solutions for personal authentic

problems.

• Suggest new solutions for

community/authentic problems.

• Discuss possible alternatives for solving a

problem.

• Ask and respond to high level thinking

grade-appropriate questions.

• Ask and respond to high level thinking

grade-appropriate questions.

• Ask and respond to high level thinking grade-

appropriate questions.

• Predict upcoming events/content from titles

or pictures.

• Talk about the sequence of events in a

simple story.

• Talk about the sequence of events in a

simple story.


7 8 9 • Ask and respond to questions that connect

new ideas to national issues through

expository / narrative texts.

• Discuss topics of national and international

interest.

• Participate in debates on topics of personal

general interest.

• Determine and suggest priorities for

possible alternatives.

• Justify and reflect own personal opinion in

expository/narrative texts.

• Critique others' opinions.


42

• Offer solutions to problems and

interpersonal misunderstanding in

expository/narrative texts.

• Discuss solutions to problems and

interpersonal misunderstanding.

• Negotiate solutions to problems and

interpersonal misunderstandings.

• Talk about the characters' relations/

performances in a story.

• Predict upcoming events/content of a story. • Discuss and evaluate the feelings, behavior

and intentions of characters from books or

films.


10 11 12


general interest.


general interest.


general interest.

• Suggest comprises for various

opinions/solutions.

• Agree/disagree accepting others' opinions.

• Show respect for others' opinions.

• Express the mood/intentions of a speaker. • Express how far the text affects him/her

positively/negatively.

• Express how far the text affects him/her

positively/negatively.

• Discuss and evaluate the feelings,

behavior and intentions of characters from

books or films.

• Discuss moral values embedded in a

narrative text.

• Give oral critique and present analytical

viewpoints in various texts.


43

Domain 3: Reading

Standard 1: Learners construct meaning from written text. Learning Outcomes for Grades 1 - 3

1 2 3 • Demonstrate understanding of print

concepts: (e.g. locate the title of a reading text).

• Demonstrate understanding print concepts (e.g. Locate the title, and name of author of a reading text, recognize that English words are from left to right, recognize that words are separated by spaces).

• Demonstrate understanding of print concepts: (e.g. Locate the title, table of contents, and name of author and illustrator of a reading text)

Demonstrate understanding of written

sounds (phonemes). • Demonstrate understanding of written

words, syllables, and sounds (phonemes) (e.g. produce rhyming words, blend and segment onsets and rimes of single-syllable words)

• Demonstrate understanding of written words, syllables, and sounds (phonemes) (e.g. produce rhyming words, blend and segment onsets and rimes of single-syllable words).

• Apply grade appropriate phonics and word analysis skills: (e.g. recognize sound letter –correspondence).

• Apply grade appropriate phonics and word analysis skills

• Apply grade appropriate phonics and word analysis skills

• Read aloud letters accurately. • Read aloud words and phrases fluently and accurately.

• Read aloud simple sentences fluently and accurately.

• Use picture cards and simple words to retell a story.

• Identify the main theme in fictional texts.


44

• Identify characters and settings in fictional texts.

• Show interest in reading. • Show interest in reading. • Read independently for pleasure.


4 5 6 • Demonstrate understanding of spoken

words, syllables, and sounds (phonemes) (e.g. produce rhyming words, blend and segment onsets and rimes of single-syllable words).

• Apply grade appropriate phonics and word analysis skills: (e.g. recognize sound letter –correspondence).

• Apply grade appropriate phonics and word analysis skills.

• Apply grade appropriate phonics and word analysis skills.

• Read aloud sentences fluently, accurately and with appropriate intonation.

• Read aloud sentences/grade appropriate poetry fluently, accurately and with appropriate intonation and expression.

• Read aloud sentences/grade appropriate poetry/drama fluently, accurately and with appropriate intonation and expression.

• Use illustrations in a story to describe setting and characters.

• Use illustrations in a story to demonstrate understanding of the setting and characters of a story.

• Use illustrations in a story to demonstrate understanding of the setting and characters of a story.

• Identify the main theme in a fictional text using details.

• Identify the central message, lesson/moral in a story/poem using details.

• Identify the central message, lesson/moral in a story/ poem/drama using details.


45

• Identify settings, characters, and events in fictional texts.

• Identify characters, settings and events in fictional texts.

• Identify characters, settings and events in fictional texts.

• Identify the main topic of a grade appropriate description.

• Identify the main topic of a grade appropriate description, comparison & cause effect texts.

• Identify the main topic of a grade appropriate description, comparison & cause effect texts.

• Describe the relationship between individuals, events, ideas in a description.

• Describe the relationship between individuals, events, ideas in a description, comparison and cause effect texts.

• Describe the relationship between individuals, events, ideas in a description, comparison, cause- effect and chronological texts.

• Identify the structure of grade appropriate texts (cause effect, argumentative and comparison texts).



• Interpret non-verbal reading texts (charts, and tables).


• Interpret non-verbal reading texts (charts, tables, maps and illustrations).

• Respond to simple comprehension questions on reading texts.

• Respond to comprehension questions on reading texts requiring short answers.

• Respond to open-ended comprehension questions on reading texts.

• Read independently for pleasure. • Read independently for pleasure. • Read independently for pleasure.


46


• Describe illustrations in a story and how they relate to the events of the story.

• Use illustrations/images/visual clues to identify the cultural setting of a story.

• Design/draw/find images and illustrations that expresses ideas/moods, characters in a story.

• Identify the central message, lesson or moral of the story drama or poem and explain how key ideas conveyed them in a text.

• Determine the theme of a story, drama, or poem from details in a text, summarize the text.

• Determine the theme of a story, drama, or poem including how characters react to events.

• Describe how characters in a story respond to challenges and events, settings, and important events.

• Describe how characters in a story respond to challenges and events, settings, and important events.

• Describe characters in a story (e.g. their traits, motivation or feelings) and explain how their actions contributed to the sequence of events.

• Identify the main idea and supporting details in a grade appropriate comparison, cause effect and argumentative/ persuasion texts and provide a summary.






• Use the organizational structures of texts (captions, illustrations, index, glossary, icons) to find information in the text.




47







• Respond to open-ended comprehension questions on a variety of grade-appropriate reading texts.

• Respond to open-ended comprehension questions on a variety of grade-appropriate non-literary reading texts.




• Explain how specific aspects of a given text's illustrations contribute to what is expressed by the words in a story (e.g. highlight features of a character, or a setting).



• Determine the theme/central idea of a text and analyze how it was developed throughout the text.

• Determine the theme/central idea of a text and analyze how it was developed, examining how characters developed and the role of the setting in this development.

• Determine the theme/central idea of a text and analyze how it was developed, examining how characters developed and the role of the setting in this development.

• Describe in depth a character, setting or event in a story or drama using specific details in the text.

• Compare and contrast two characters, settings, or events in a story or drama using details in the text.

• Compare and contrast two characters, settings, or events in a story or drama using details in the text.


48

• Determine the central idea between of grade appropriate comparisons, cause effect, argumentative, and persuasive texts and how it was conveyed through details, provide a summary.



• Explain events, procedures, concepts in a variety of texts (historical, scientific, technical) and the reasons for the events using details in the text.

• Explain the relationship between two or more events, procedures, concepts in a variety of texts (historical, scientific, technical) using information in the text.

• Analyze how a central event or an important procedure or a key concept is presented in the text the relationship between two or more events, procedures, concepts in a variety of texts (historical, scientific, technical) using information in the text.















49

Standard 2: Learners develop cognitive/ metacognitive strategies to facilitate reading.


• Use pictures and titles to make predictions about story content.

• Use pictures and context to make predictions about story content.

• Work with others (pair, group, whole class) to find information and give/receive feedback.


• Skim & scan grade appropriate written text. • Skim & scan grade appropriate written text. • Skim & scan grade appropriate written text.

• Make prediction about grade-appropriate reading text.



• Monitor understanding while reading grade appropriate texts

• Monitor understanding while reading grade appropriate texts

• Preview the text before reading and monitor understanding while reading grade appropriate texts

• Answer questions before, during and after reading grade appropriate texts.


• Answer questions before, during and after reading grade appropriate texts


50

• Use simple graphic organizers to show chronological order and relationships (timeline, Venn diagram).

• Use simple graphic organizers to show chronological order and relationships (timeline, Venn diagram).

• Use simple graphic organizers to show chronological order and relationships (Venn diagram, fishbone, time line).

• Apply note-taking skills while and after reading.



• Apply grade appropriate summarizing skills.





• Work with others (pair, group, whole class) to find/locate information and give/receive feedback.


• Skim & scan grade appropriate texts to get the main idea and the gist.

• Skim & scan grade appropriate written text. • Skim & scan grade appropriate written text.



• Make prediction and inferences about grade-appropriate reading text.

• Preview the text before reading and monitor understanding while reading grade appropriate texts.

• Preview the text before reading and monitor understanding while reading grade appropriate texts.

• Preview the text before reading, monitor understanding while reading and assess performance of the task after reading grade appropriate texts.



• Generate and answer questions before, during, and after reading grade appropriate texts.


51

• Use and make graphic organizers to facilitate understanding of grade appropriate reading texts (Venn, time line, semantic webs).






• Apply grade appropriate summarizing/paraphrasing skills.







• Skim & scan grade appropriate written text. • Skim & scan grade appropriate written text. • Skim & scan grade appropriate written text.




• Preview the text before reading and monitor understanding while reading and assess performance of the task after reading grade appropriate texts.




52










• Apply grade appropriate summarizing skills. • Apply grade appropriate summarizing skills. • Apply grade appropriate summarizing skills.




Standard 3: Learners use Information and Communication Technology (ICT) to help achieve the learning outcomes in reading.


• Recognize information found in icons on a screen in computer based activities.

• Recognize information found in icons on a screen in computer based activities.

• Use icons to perform computer based reading activities.

• Use technology sources (e.g., e -flashcards) to locate and identify the meaning of new words.




53


• Access grade-appropriate information from provided electronic sources (e.g., CDs, DVD, internet)

• Access grade-appropriate information from recommended electronic sources (e.g., CDs, DVD, internet)

• Access and select appropriate electronic sources relevant to tasks given.

• Locate and use specific information on the Internet using provided search engines.

• Locate and use specific information on the Internet using recommended search engines.

• Locate specific information on the Internet from selected search engines.


• Access and select age-appropriate information from various electronic sources relevant to tasks given (e.g., CDs, DVD, internet).



• Use information on the Internet to aid in reading assignments.




• Access and select appropriate information from various electronic sources relevant to tasks given (e.g. CDs, DVD, and internet).



• Cite sources of information (e.g. print or on line encyclopedia, internet sites, electronic journals and digital magazines.




54

• Use organizational features and electronic sources (e.g., headings and numberings, CD-ROM, Internet, pull- down menus, key word searches and icons) to access information.



• Identify inaccurate and misleading information in various media resources.



• Read different authentic materials from a variety of media sources and identify main ideas and characters.

• Read different authentic materials from a variety of media sources and identify main ideas, characters and supporting details.

• Read different authentic materials from a variety of media sources and identify main ideas, characters and supporting details.

• Read to paraphrase information based on an electronic reading text.



• Read to evaluate how multimedia elements contribute to the meaning, tone or beauty of a text.



Standard 4: Learners understand the practices and values of both national and target

cultures Learning Outcomes for Grades 1 - 3

1 2 3 • Respond to visual symbols of the national

culture.. • Identify daily routines of the target culture

vis a vis the national culture. • Read about daily routines of the target culture

vis a vis the national culture

• Read simple stories, folk tales, fairy tales and songs.


55

• Read about practices of the target culture and their own culture (e.g., festivals, vacations).


4 5 6

• Read about daily routines of the target culture vis a vis the national culture

• Find common features between target culture and their own culture in a reading text.

• Read to compare practices of the target culture with their own culture.



• Read to compare and contrast tales/stories from both target culture and their own culture.

• Read about practices of the target culture and their own culture (e.g., festivals, vacations, clothing, sports and food).




7 8 9

• Read about the values and practices of both national and target cultures.

• Read about the values and practices of both national and international cultures.

• Read about the values and practices of both national and international cultures.

• Read about widely known contributions from the national culture.

• Read about widely known contributions from both national and international cultures.

• Read about widely known contributions and products from both national and international cultures.


56


10 11 12

• Read to appreciate the values and practices of both national and international cultures.

• Read about positive/ negative cultural issues

• Read about positive/ negative cultural issues

• Read about social and democratic issues in both national and international cultures.

• Read about social, democratic, political and economic issues in both national and international cultures.

• Read about social, democratic, political and economic issues in both national and international cultures.

• Read expository texts about social and democratic issues in both national and international cultures.

• Read expository texts about social and democratic issues in both national and international cultures.

• Read expository texts on how change affects social, political, economic and cultural aspects in a given society.

Standard 5: Learners practice higher level thinking skills while reading.


1 2 3 • Use visual clues to facilitate reading single

words. • Use visual clues to facilitate reading

phrases. • Use visual and context clues to facilitate

reading comprehension of simple texts.

• Use pictures/illustrations or images to predict future events in a story.

• Make predictions about upcoming events in a story.

• Read expressively to show meaning (observing sentence ending, punctuation).


57


4 5 6 • Use visual and context clues to facilitate

reading comprehension of simple texts. • Use visual and context clues to facilitate

reading comprehension of simple texts.

• Make inferences from visual and textual clues.

• Distinguish between information provided by illustrations and information provided by words in a text.

• Compare and contrast the main points in two grade appropriate texts on the same topic.

• Compare and contrast two grade appropriate texts on the same topic in illustrations, organization of ideas, conclusions.

• Make predictions (with guidance) about how characters will behave/react to events in a story.

• Make predictions (with guidance) about how a story may end based on sequence of events.

• Compare and contrast two grade appropriate stories of the same theme in illustrations, characters and ending.


7 8 9 • Deduce meaning from grade appropriate

narrative/expository texts. • Deduce meaning from grade appropriate

narrative/expository texts. • Synthesize information from two texts on the

same topic to write/speak about a given topic.

• Compare and contrast the overall structure of events, and/or ideas in two or more grade appropriate texts.

• Analyze how a particular sentence or a paragraph in a text contributes to the development of the text.

• Analyze how the writer organizes his/her ideas and how each section of the text contributes to the development of the text.

• Make predictions about upcoming events in a story using illustrations/ images.

• Make predictions about upcoming events in a story.

• Make predictions about upcoming events in a story/upcoming information in an expository text.

• Differentiate between fact and opinion in grade appropriate narrative/expository texts.

• Differentiate between fact and opinion in grade appropriate narrative/expository texts.

• Compare and contrast two writers' opinions about the same topic (event, person, issue).


58

• Evaluate the strength of an argument and the credibility of evidence to support the argument.


10 11 12 • Synthesize information from three texts on

the same topic to write/ speak about a given topic.

• Synthesize information from several texts on the same topic to write/speak about a given topic.

• Synthesize information from several texts on the same topic to write/speak about a given topic.

• Evaluate the organization of two texts of the same type (cause effect, problem solution, argument) in how it made the ideas clear and the text engaging.



• Make predictions about upcoming events in a story and development of characters/ upcoming information in an expository text.

• Compare own predictions with the events in the story/information in an expository text and explain why they were the same or different.

• Compare own predictions with the events in the story/information in an expository text and explain why they were the same or different.




• Compare and contrast conflicting arguments forming own opinion and supporting it with evidence.

• Compare and contrast conflicting arguments forming own opinion supporting it with evidence.

• Compare and contrast conflicting arguments forming own opinion supporting it with evidence.

• Evaluate development of characters/feelings/intentions/ behaviors.




59

Domain 4: Writing

Standard 1: Learners write for variety of audiences, purposes and in various forms to

communicate meaning, ideas and emotions.


• Trace and copy letters and mono-syllabic words.

• Copy words to form simple sentences following direct instruction and using support materials.

• Use given words and phrases to form simple sentences.

• Copy words about familiar experiences. • Copy and rearrange a short sentence of three words.

• Organize short sentences in a logical sequence to form a story/paragraph.

• Write one syllable words. • Complete simple sentences about familiar experiences with direct instruction and support.

• Complete simple sentences about stories, people, objects, and events with direct instruction and support.


4 5 6

• Use given words to complete a short paragraph.

• Organize short sentences in a logical sequence to form a story/paragraph.

• Compose short paragraph about themselves and their family

• Write short answers to given questions to form a meaningful text about personal description using short comparative sentences.

• Write simple meaningful sentences about immediate environment.

• Write logs to express their opinions and attitudes in meaningful sentences.


60

• Fill in different forms and write captions for pictures

• Write lists and short notes based on listening and reading activities.

• Write in different forms e.g. lists, short notes, post cards and invitation cards.


7 8 9 • Compose meaningful simple paragraph to

express facts, ideas, interests, likes and dislikes.

• Compose meaningful paragraph to express facts, ideas, interests, likes and dislikes, opinions, and attitudes.

• Compose meaningful paragraph to express facts, ideas, interests, likes and dislikes, opinions, attitudes, applying knowledge of grammar usage.

• Use a diary/short note to express feelings and to reflect on their personal experiences.

• Write logs to express their opinions and attitudes in meaningful sentences.

• Use a blog/journal to express and share feelings and to reflect on their personal experience in meaningful sentences.

• Write in different forms e.g. lists, short notes, post cards, invitation cards, label diagrams.

• Write simple texts for specific tasks, e.g. memo, letters, caption for a diagram or photograph, leaflet, poster.

• Write simple texts for specific tasks, e.g. memo, letters, caption for a diagram or photograph, leaflet, poster.


10 11 12 • Compose essays/short stories with topic

sentences, some evidence of logical progression (e.g., some use of transition words) and supporting evidence (e.g., scenarios, viewpoints, assumption, definitions)

• Compose essays/short poems with information according to an identifiable structure, such as compare/contrast or general to specific and develop the main ideas within the body of the paragraphs through some supporting details.

• Compose well-developed essays in different genres (e.g., expository and persuasive writing), using basic punctuation and basic and complex grammar structures.


61

• Use a blog/journal to express and share feelings and to reflect on their personal experiences in meaningful sentences.



• Write in different forms e.g. messages, menus, cooking recipes, letters and invitation cards, a book review, a letter to an editor, brochure.

• Write appropriate materials for a particular writing task, e.g. chart, diary, letter, questionnaire, interview, invitation, card, pamphlet.

• Write for different purposes such as business (resume, letter of interest, etc), social (messages, instructions, invitations), and entertainment (posters, jokes, songs, etc).

Standard 2: Learners develop writing process to enhance their written products.


• Write mono-syllabic words as dictated. • Apply spelling accuracy in phonic word families and high frequency sight words.

• Use the mechanics of writing accurately with assistance, such as directions.

• Use the mechanics of writing accurately with assistance, such as directions, handwriting, and spelling.

• Use the mechanics of writing accurately with assistance, such as directions, handwriting, spelling, simple punctuation and spacing.

• Fill in missing letters in high frequency words.

• Revise and check legibility and spelling.

• Copy words following principles of good handwriting.

• Write words, phrases following principles of good handwriting.

• Compose simple sentences with correct subject / verb agreement with given clues.


62

Learning Outcomes for Grades 4 – 6 4 5 6

• Label classroom objects. • Compose simple sentences with correct subject / verb agreement.

• Compose simple and compound sentences with correct subject / verb agreement.

• Generate ideas for writing through, audio/ visuals e.g. illustrations, pictures.

• Generate ideas for writing through audio/ visuals e.g. video clips, logs and diagrams.

• Generate ideas for writing through audio/ visuals e.g. video clips, logs and diagrams.

• Apply grade-appropriate rules of spelling conventions. Practice self-editing to improve writing e.g. spelling and grammar.



• Use the mechanics of writing accurately such as spacing and punctuation.

• Use the mechanics of writing accurately such as spacing, and punctuation.

• Use the mechanics of writing accurately such as spacing, and punctuation.




• Compose simple and compound sentences with correct subject/ verb agreement.

• Use different strategies to generate ideas for writing e.g. brainstorming and mind mapping.

• Use different strategies to generate ideas for writing.

• Use different strategies to generate ideas for writing e.g., brainstorming and mind mapping, notes from various sources e.g.: authentic material, trips and class activities.


63

• Develop a short simple paragraph using appropriate cohesive devices and transitions.

• Develop a short simple paragraph using appropriate cohesive devices and transitions.

• Develop a simple paragraph using appropriate cohesive devices and transitions.

• Revise and check structure, spelling and punctuation.



• Practice peer, group and self editing to improve writing convention.




• Compose simple three paragraph essay with Introduction, body and conclusion with guidance.

• Compose three paragraph essays with Introduction, body and conclusion.

• Compose essays with Introduction, body and conclusion.

• Use strategies in the writing process to write for a limited range of purposes and conduct inquiries e.g. surveys with assistance.

• Use a range of skills and strategies in the writing process to write for a variety of purposes and Initiate own inquiries about curricular topics.

• Use the appropriate writing process for self-initiated and assigned writing.

• Develop essays using conventions of standard written English (e.g., spelling, punctuation, usage) appropriate for grade level and purpose.

• Develop a complete text using the appropriate writing conventions (e.g. word choice, spelling, tenses, grammar, structures, and punctuation).

• Develop a complete text using the appropriate writing conventions (e.g. word choice, spelling, perfect tenses, passive voice, simple and compound sentence structures, punctuation).


64




• Practice self, peer and group editing to improve writing e.g. word choice, spelling, punctuation, and capitalization, as well as sentence and paragraph structures, organization.

• Practice self, peer and group editing to improve writing e.g. grammatical constructions, tenses, spelling, punctuation, coherence of the organization, the precision of word choice, and the tone by taking into consideration the audience and purpose.

• Practice self, peer and group editing to improve writing e.g. word choice, spelling, present tense, progressive tense, simple past tense, periods and question marks.

Standard 3: Learners use Information and Communication Technology (ICT) to help achieve

the learning outcomes in writing. Learning Outcomes for Grades 1 - 3

1 2 3 • Identify letters on key board. • Identify capital and small letters to write

name, and mono syllabic words. • Use word processing to select given words

and phrases to form simple sentences.

• Play letter games on computer. • Play word games on computer. • Use power point to insert pictures and sounds.

• Fill in simple forms and write captions for pictures.


• Communicate using very short e-mail messages to teachers and peers about familiar topics.

• Communicate using short e-mail messages to teachers and peers about familiar topics.

• Communicate using short e-mail messages to teachers and peers about familiar topics.


65

• Develop a short power point presentation (slides) about familiar topics.

• Develop a short power point presentation (2-3 slides) about familiar topics.

• Develop a short power point presentation (2-3 slides) about familiar topics.

• Use technology-based tools in writing and editing (e.g., spell and grammar checks).




• Communicate using e-mail messages to teachers and peers about curricular topics.

• Communicate using e-mail messages to teachers and peers about topics of common interest.

• Communicate using e-mail messages.

• Participate in electronic discussion groups about curricular topics..

• Participate in electronic discussion groups about common interest topics.

• Participate in electronic discussion groups about current affairs.

• Develop power point presentation of appropriate length.

• Develop power point presentation of appropriate length about common interest topics.

• Develop power point presentation of appropriate length about current affairs.

• Use technology-based tools in writing and editing (e.g., electronic dictionaries, spell and grammar checks).



• Develop simple tables to communicate data accurately and appropriately.

• Develop/interpret simple tables to communicate data accurately and appropriately.

• Develop/interpret simple graphs and charts, to communicate data accurately and appropriately.


66


• Compose and send e-mail messages with attachment.

• Use a variety of electronic forms for social communication with peers and adults.

• Use a variety of electronic forms for social communication with peers and adults.

• Generate and continue a written discussion on social media and e-learning platforms.

• Use current and emerging technologies and information sources to communicate in writing.

• Demonstrate awareness of the ethical use of ICT including citing sources and respecting copyrights.

• Develop power point presentations of appropriate length about certain topics.

• Develop power point presentations of appropriate length and complexity.

• Develop power point presentations of appropriate length and complexity.

• Use technology –based tools in writing and editing (e.g. translators, electronic dictionaries, etc)

• Use technology –based tools in writing and editing (e.g. translators, electronic dictionaries, spelling and grammar checks.)

• Use technology –based tools in writing and editing (e.g. translators, electronic dictionaries, spelling and grammar checks.)

• Design and use graphs, charts, and other visual presentations to communicate data accurately and appropriately.



Standard 4: Learners demonstrate awareness of the practices and values of both national and target cultures while writing.


1 2 3

• Write short simple sentences about cultural practices in their own culture and the target culture.


67

• Use drawing to express sense of belonging. • Use drawings and words to express sense of belonging to immediate and national community

• Express sense of belonging to immediate, local, and national community.


4 5 6

• Write short simple sentences about cultural practices in their own culture and cultures of the target language.

• Write about common practices in their own culture and cultures of the target language.

• Write to compare practices of the target culture and their own.

• Write simple sentences about an important cultural value/event, traditions, and festivals.

• Write a short narrative about an important common cultural value (shared in both cultures).

• Write a short narrative about an important common cultural value (shared in both cultures).


7 8 9

• Write about the main beliefs, values and practices of the national and target culture.

• Write about widely known contributions from the national and international culture.

• Write about the democratic practices in national and target cultures.

• Write to compare and contrast practices of target culture and their own.

• Write about cultural products from national culture (e.g. short stories, various literary genres.

• Write about human contributions from national and international culture.


68

• Write short notes of an important cultural value.

• Write short notes of an important cultural value.

• Write a short description of an important cultural value.

• Use prior knowledge to stimulate ideas about beliefs of the national culture.

• Use prior knowledge to stimulate ideas about attitudes of the national culture.

• Write reflectively on common beliefs and attitudes of the national culture.


10 11 12

• Write about similar/different traditions and celebrations in both national and target cultures.

• Write about the positive / negative differences of both national and target cultures.

• Write about similarities and differences between the values, beliefs and practices of both national and international culture.

• Write about famous figures of the national and international (e.g. Ahmed Zewail, William Shakespeare , Helen Keller, Samira Mosa , Cleopatra , Nefertiti).

• Write about democratic, political, social and economic issues from national and target cultures.

• Write about democratic, political, social and economic issues from national and target cultures.

• Develop the main ideas within the body of the essay through supporting evidence (e.g., scenarios, facts, commonly held beliefs, definitions).

• Develop ideas by clarifying and defending positions with precise and relevant evidence, including facts, quotations, and expressions of commonly accepted beliefs and logical reasoning.

• Develop argumentative texts on how change affects social, political, economic and cultural aspects in a given society.

• Write reflectively on public opinion, beliefs, attitudes and taboos of national culture

• Write reflectively on common beliefs and attitudes of both national and target cultures.

• Write reflectively on common beliefs and attitudes of both national and target cultures.


69

Standard 5: Learners practice higher thinking skills while writing.


1 2 3

• Trace the route in a maze following instructions.

• Write a word from jumbled letters. • Design a variety of grade- appropriate visuals such as cards and graphic story.

• Write simple sentences about personal experiences.

• Use grade-appropriate tools to evaluate their own writing.


• Design a variety of grade-appropriate visuals such as different types of cards. • Design a variety of grade-appropriate

visuals such as posters.

• Design a variety of grade-appropriate visuals such as posters and advertisements.

• Write simple sentences about topics of social interest.

• Write an end to a given story. • Write a short story with guidance.


70

• Write simple sentences to describe characters in a story. • Write about similarities between two grade

appropriate texts on the same topic.

• Write about similarities and differences between two grade appropriate texts on the same topic.

• Use grade-appropriate tools to evaluate their own writing.

• Use grade-appropriate tools to evaluate peers’ writing.

• Use grade-appropriate tools to evaluate their own peers’ writing.


7 8 9

• Design a variety of grade-appropriate visuals such as posters, slogans and advertisements.



• Use grade-appropriate tools to evaluate their own, peers and group writing.



• Create with guidance a variety of writing texts such as short stories, factual texts K..etc.

• Create with guidance a variety of writing texts such as short stories, short dialogues, descriptive textsK.etc.

• Create with guidance a variety of writing texts such as short stories, short poems, argumentative textsK.etc.


71


10 11 12

• Write an outline of argumentative and comparative paragraphs.

• Write persuasively on a given topic.

• Write argumentative and comparative essays.

• Use other's feed effectively in correcting /editing self writing.



• Write about given topic summarizing information from more than one resource.

• Use a variety of strategies to generate writing individually and in groups (author's workshop).

• Use a variety of strategies to generate writing individually and in groups (author's workshop).

Standard 6: Learners translate from English into Arabic and vice versa.


10 11 12

• Learners translate simple sentences using the right word order of target language.

• Learners translate compound and complex sentences from English into Arabic and vice versa.

• Learners translate a short text from Arabic into English and vice versa.

• Learners identify idioms and expressions in the two languages.

• Learners translate idioms in the two languages.

• Learners translate a short text from English into Arabic using correct grammar and usage.


72

• Learners translate using culturally appropriate language.



Domain 5: Vocabulary and Structures

Standard 1: Learners develop vocabulary through a variety of ways.


1 2 3

• Identify sight words matching them with pictures.

• Identify familiar words and phrases in sentences.

• Identify and sort words in basic categories (e.g., shapes, foods, colors, clothing) to gain a sense of the concepts the categories represent.

• Use grade-appropriate picture dictionaries. • Use grade-appropriate picture dictionaries. • Use grade-appropriate picture dictionaries.

• Use visuals to identify meaning of new words.



• Develop with guidance a simple personal picture dictionary.

• Develop with guidance a simple personal picture dictionary.

• Develop with guidance a personal picture dictionary.


73

• Use sentence-level context as a clue to the meaning of a word.


4 5 6

• Use picture dictionaries for checking vocabulary meaning.



• Develop with guidance a personal picture dictionary.

• Develop with guidance a personal vocabulary dictionary.

• Develop a simple personal vocabulary dictionary.

• Use pictures to identify meaning of new words.

• Use pictures and context clues to identify meaning of new words.

• Use pictures and context clues to identify meaning of new words.

• Guess the meaning of new words from context.




74


7 8 9

• Use glossaries or bilingual dictionaries for checking vocabulary meaning.

• Use glossaries or bilingual dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

• Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words, phrases, and basic parts of speech.

• Develop a personal vocabulary dictionary. • Develop a personal vocabulary

dictionary.

• Develop a personal vocabulary dictionary.

• Guess meaning of new words from

context.

• Guess meaning of new words from

context.

• Guess meaning of new words from context.

• Use and explain synonyms and antonyms

of active vocabulary.

• Use and explain antonyms and

synonyms of active vocabulary.

• Use and explain antonyms and synonyms

of active abstract words.


75


10 11 12

• Use grade-appropriate reference materials

(e.g., dictionaries, glossaries,

thesauruses), both print and digital, for a

variety of purposes (to find the

pronunciation of a word or determine or

clarify its precise meaning or its part of

speech).

• Use grade-appropriate reference

materials (e.g., dictionaries, glossaries,

thesauruses), both print and digital, for a

variety of purposes (to find the

pronunciation of a word or determine or

clarify its precise meaning or its part of

speech).

• Use grade-appropriate reference materials

(e.g., dictionaries, glossaries, thesauruses),

both print and digital, for a variety of

purposes (to find the pronunciation of a

word or determine or clarify its precise

meaning or its part of speech).

• Use the relationship between particular

words (e.g., synonym/ antonym,

cause/effect, part/whole, item/category) to

better understand each of the words.

• Use the relationship between

particular words (e.g., synonym/

antonym, cause/effect, part/whole,

item/category) to better understand

each of the words.

• Use the relationship between particular

words (e.g., synonym/antonym,

cause/effect, part/whole, item/category)

to better understand each of the words.

• Develop personal vocabulary dictionary. • Develop personal vocabulary dictionary. • Develop a personal English- English

vocabulary dictionary

• Guess the meaning of words from

context.


context.


context.


76

Standard 2: Learners use morphology and lexicon accurately and appropriately.


1 2 3

• Identify synonyms of simple words to

express feelings.

• Identify antonyms and synonyms of

simple words to express feelings.

• Use antonyms and synonyms of simple

words to express feelings/communicate

meaning

• Match simple vocabulary words with

objects.

• Match vocabulary words with objects. • Use appropriate vocabulary to label

objects.


4 5 6

• Use antonyms and synonyms of words to

communicate meaning.


synonyms of words to communicate

meaning.


synonyms of words to communicate

meaning.

• Use appropriate vocabulary to label

objects and to describe places.


objects and to describe places and

people.


objects and to describe places, people

and events.


77


7 8 9

• Use basic prefixes to infer word

meaning.

• Use basic suffixes to infer word

meanings.

• Use prefixes and suffixes to infer word

meanings.

• Use a known root word as a clue to

the meaning of an unknown word with

the same root (e.g., company,

companion).

• Identify and explain meaning of phrasal verbs.

• Identify and correctly use phrasal verbs. • Identify and correctly use high

frequency idioms.

• Use appropriate vocabulary to

describe places, people and events.

• Use appropriate vocabulary to describe

places, characters, events and

processes.


describe places, characters, events,

and processes.


78


10 11 12


describe places, people and events.

• Use appropriate vocabulary to describe

places, people, events and

experiments.


describe places, people, events,

experiments and to talk about

processes.

• Use learned roots, prefixes, and

suffixes to create new words.


suffixes to create and use new words.


suffixes to create and use new

words.

• Identify, explain and correctly use common idioms, and proverbs.

• Identify and use idioms, proverbs and figures of speech.

• Identify and correctly use idioms, proverbs and figures of speech.

• Identify and correctly use common collocations.




79

Standard 3: Learners use syntax to communicate meaning accurately and appropriately.


1 2 3

• Identify nouns and pronouns and their

reference.

• Use nouns and pronouns to indicate

persons and possessions.

• Use nouns, pronouns or noun

phrases to indicate time, days,

dates, people, possession and

objects.

• Identify correct sentence order. • Use correct sentence word order.

• Use simple sentences to communicate

meaning.

• Use simple grammatical structures

to communicate meaning.


4 5 6

• Use affirmative and negative simple

sentence patterns.

• Use affirmative and negative sentence

patterns.

• Use basic sentence patterns

(affirmative, negative, interrogative).

• Use comparative and superlative

structures.

• Use comparative and superlative

structures.

• Use correct sentence word order. • Use correct sentence word order. • Use correct sentence word order.


80

• Use simple sentences to communicate

meaning.

• Use simple and compound

grammatical structures to

communicate meaning

• Use simple and compound


communicate meaning


7 8 9

• Identify and use compound sentence patterns (affirmative).

• Identify and use compound sentence patterns (affirmative, negative).

• Use affirmative and negative simple

and compound sentence patterns to

produce complete simple

declarative, interrogative,

imperative, and exclamatory

sentences in response to prompts.

• Use simple and complex grammatical

structures to communicate meaning.

• Use simple and complex grammatical

structures to communicate meaning.

• Use simple and complex


communicate meaning.

• Use functional words appropriately

determiners (e.g., articles,

demonstratives), prepositions and

reflexive pronouns.




reflexive pronouns.

• Use functional words

appropriately determiners (e.g.,

articles, demonstratives),

prepositions and reflexive

pronouns.

• Use correct sentence word order. • Use correct sentence word order. • Use correct sentence word order.


81


10 11 12

• Produce and expand complete simple

and compound declarative,

interrogative, imperative, and

exclamatory sentences in response to

prompts.

• Produce simple, compound, and

complex declarative, interrogative,


sentences.

• Produce simple, compound, and

complex declarative, interrogative,


sentences.




reflexive pronouns.




reflexive pronouns.




reflexive pronouns.

• Explain the function of verbals

(gerunds and infinitives) in sentences.


(gerunds, participles, infinitives) in

sentences.


(gerunds, participles, infinitives) in

sentences.

• Form and use verbs in the indicative,

imperative, and interrogative mood.


imperative, and interrogative mood.


imperative, interrogative, conditional,

and subjunctive, mood and active and

passive voice.

• Explain the function of phrases and

clauses in general and their function in

specific sentences.

• Use various types of phrases (noun,

verb, adjectival, adverbial, participial,

and prepositional,) and clauses

(independent, dependent; noun,

relative, adverbial) to convey specific

meanings and add variety and interest

• Use various types of phrases (noun,

verb, adjectival, adverbial, participial,

and prepositional) and clauses

(independent, dependent; noun,

relative, adverbial) to convey specific

meanings and add variety and interest


82

to writing or presentations. to writing or presentations.

• Use correct sentence word order. • Use correct sentence word order

• Use correct sentence word order

Standard 4: Learners use ICT to achieve the learning outcomes in vocabulary and structure.


1 2 3

• Use e-flashcards to locate and identify

the meaning of new words.

• Use technology resources (e-

flashcards) to locate and identify the

meaning of new words.

• Use technology resources (e-

flashcards) to locate and identify the


• Use interactive crossword puzzles

(e.g. stories in multi-media texts).

• Use interactive crossword, puzzles

(e.g. stories in multi-media texts).


4 5 6

• Use technology resources with guidance

(electronic visual dictionaries) to locate

and identify the meaning of new words.

• Use technology resources with

guidance (electronic visual

dictionaries) to locate and identify the

• Use technology resources

(electronic visual dictionaries) to

locate and identify the meaning of


83

meaning of new words. new words.

• Use technology resources (internet) with

guidance to practice language structures.

• Use technology resources (internet)

with guidance to practice language

structures.


(internet) to practice language

structures.


7 8 9

• Use technology resources (internet and

electronic dictionaries) with guidance to

locate and identify the meaning of new

words.

• Use technology resources (internet

and electronic dictionaries) with

guidance to locate and identify the


• Use technology resources (internet,

electronic dictionaries, and

thesauri) to locate and identify the



electronic dictionaries) with guidance to

check the pronunciation of words.


and electronic dictionaries) with

guidance to check the pronunciation of

words.



thesauri) to check the

pronunciation of words.


electronic dictionaries) to practice

language structure.


and electronic dictionaries) to practice

language structure.



thesauri) to practice language

structure.


84


10 11 12


(internet, electronic dictionaries,

and thesauri) to locate and identify

the meaning of new words.


electronic dictionaries, and thesauri) to

locate and identify the meaning of new

words.


electronic dictionaries, and thesauri)

to locate and identify the meaning of

new words.



and thesaurus) to check the

pronunciation of words.


electronic dictionaries, and thesaurus)

to check the pronunciation of words.



to check the pronunciation of words.



and thesaurus) to practice

language structures.



to practice language structures.



to practice language structures.


85

Appendix 1 A Vocabulary List for Grades 1–12

A

able adj admire v alarm n

abolish v admission n (enter) alcohol n

about adv admit v (accept truth) alike adj

above prep adolescent n alive adj

abroad adv adopt v allow v

absent adj adult n almost adv

absolutely adv advance v, n alone adj

absorb v advantage/dis n along prep, adv

abstract adj adventure n already adv

accent n advertisement n also adv

accept v advert n alter v

access n advice n alternative adj

accident n advise v although conj

accomplish v affair n always adv

according (to) prep affect v amateur n

account n afford v amaze v

account v (take ~ of) afraid adj ambition n

account (for) v afternoon n ambulance n

accumulate v afterwards adv American n

accurate adj again adv amount n

accuse v against prep amuse v

ache n age n analyze v

achieve v agency n ancient adj


86

acid n agent n and conj

acquire v aggressive adj angle n

across prep, adv ago adv angry adj

act v agree/dis v animal n

action n agriculture n announce v

active adj ahead adv annoy v

actual(ly) adj, adv aid n, v annual adj

adapt v aim n, v (objective) answer v, n

add v air n ant n

address n air force n anticipate v

adequate adj airline n anxious adj

adjust v airport n apart prep

apartment n as though conj available adj

apparatus n as usual adv average n (statistical)

appeal (to) v, n as well adv avoid v

appear/dis v ashamed adj awake adj

apple n aside adv aware (of) adj

application n ask v away adv

apply v (use/put) asleep adj awful adj

apply (for, to) v (request) aspect n awkward adj

appoint v assess v available adj

appointment n assignment n average n (statistical)

(meeting) assist v avoid v

appreciate v associate v awake adj

approach v, n association n (club) aware (of) adj


87

appropriate adj assume v away adv

approve/dis v astonish v awful adj

approximate adj at prep awkward adj

April n at last adv B

Arabic n at least adv baby n

area n at once adv back n, adv

argue v atmosphere n back out v

argument n attach v background n

arise v attack v, n backwards adv

arm n attempt v, n bad adj

army n attend v bag n

arrange v attention n balance v, n

arrest v, n attitude n ball n

arrive v attract v balloon n

art n attractive adj banana n

article n (magazine) audience n band n (e.g. rubber)

artificial adj August n bang n, v

artistic adj aunt n bank n (river)

as adv author n bank n

as conj (while) authority n (power) bar n (e.g. metal)

as if conj automatic adj bare adj

as long as conj autumn n bargain n, v

bark v, n before prep, conj blow v

base n begin v blow up v

base on v beginning n blue adj


88

basic adj behave v board n

basket n behind prep, adv boat n

bat n believe (in) v body n

bath n bell n bomb n

bathroom n belong (to) v bone n

battle n bend v book n

bay n benefit (from) v, n book v

be (am, are, is) v besides adv booking n

be in/out v bet v, n border n

beach n between prep, adv bored adj

beak n big adj boredom n

beat v bike n boring adj

beautiful adj bill n born adj

become v biology n borrow v

bark v, n bird n boss n

base n birth n bottle n

base on v birthday n bottom n

basic adj biscuit n (US cookie) boundary n

basket n bit n box n

bat n bite v boy n

bath n bitter adj brain n

bathroom n black adj branch n

battle n blade n brand (new) adj

bay n blame v brave adj

be (am, are, is) v blank adj bread n

be in/out v blanket n break n (pause)


89

beach n bleed v break v

beak n blind adj break down v

beat v block n (city) break into v

beautiful adj block v, n (obstruct) breakfast n

become v blood n breathe v

bed n blouse n brick n

bedroom n blow n (strike)

bride n cake n cause v

bridge n calculate v caution n

brief adj calendar n cease v

bright adj call v celebrate v

bring v call off v centigrade/Celsius n

bring about v calm adj centimeter n

bring up v camel n centre n

Britain n camera n century n

British n campaign n, v cereal n

broad adj can n ceremony n

broadcast v, n canal n certain adj

broken down adj cancel v chain n

brother n candidate n chair n

brown adj candle n chalk n

brush n, v capable (of) adj challenge n, v

bucket n capacity n chance n

budget n, v capital n change v

build v capture v chapter n


90

building n car n character n

built up adj card n charge adj (in ~ of)

burger n care n (take ~ of) charge n, v

burn v care (about) v charming adj

burnt out adj career n chase v, n

burst v, n careful adj cheap adj

bury v carrot n cheat v, n

bus n carry v check v

bush n carry on v cheer v (shout)

business n cartoon n cheerful adj

busy adj case n (container) cheese n

but conj case n (situation) chemical n, adj

button n cash n, v chemistry n

buy v casual adj chicken n

buy v cat n chief adj (main)

by prep catch v child/children n

C catch up (with) v childhood n

café n catch up with v China n

cage n

Chinese n coin n composed of adj

chips n coincide v composition n (written)

chocolate n cold adj comprise v

choice n collapse v, n compromise v, n

choose v colleague n compulsory adj


91

cinema n collect v computer n

circle n college n conceal v

circular adj colour n concentrate (on) v

circumstance(s) n column n concept n

citizen n comb n, v concern v

city n combine v concerned (with) adj

civilization n come (in) v concert n

claim v, n (to state; a come across v conclusion n

reward) come back v concrete n (cement)

clap v come into v condition n

class n (society) come out v conduct n, v

class (room) n come up v (behavior)

classify v come up with v conference n

claw n comfortable/un adj confess v

clean adj comic n confident adj

clear adj command n, v confirm v

clear up v comment v, n conflict n, v

clever adj commercial adj confuse v

climate n committee n congratulate v

climax n common/un adj connection n

climb v communicate v conquer v

clock n community n conscience n

close v company n conscious (of, that) adj

cloth n compare v consequence n

clothes n comparison n consequently adv

cloud n competition n conservative adj


92

cloudy adj complain v conserve v

club n complete v, n consider v

clue n completely adv considerable adj

coast n complex adj considerate adj

coat n complicate v consist (of) v

coat n compose v constant adj

construct v crack n date n

consult v crash n, v daughter n

consumer n crawl v day n

contact v, n crazy adj dead adj

contain v create v deal with v

contemporary adj crime n death n

continent n crisis n debt n

continue v criticise v decay v, n

contrast v, n crop n deceive v

contribute v cross v December n

control v, n crowd n decide v

convenient adj crucial adj decimal n, adj

conversation n cruel adj declare v

convert v cry v decrease v

convey v cultivate v deep adj

convince v culture n defeat v, n

cook v cup n defect n

cool adj cupboard n defend v

co-operate v curious adj define v


93

cope (with) v current adj definite adj

copy v current n definitely adv

corn n curve n degree n (college)

corner n custom n degree n

correct adj customer n deliberate adj

correspond (to) v cut v delicate adj

cost v cut down v delicious adj

cotton n cut off v delighted adj

count v cylinder n deliver v

country n D demand n (vs. supply)

couple n dam n demand v, n (insist)

courage n damage n, v democracy n

course n damp adj democratic adj

cousin n dance v demonstrate v (show)

cover n danger n dense adj

cover v dangerous adj deny v

cover v dark adj department n

cow n data n departure n


94

depend (on) v difficulty n doctor n

depressed ad j(emotion) dig v dog n

derive (from) v dilemma n dolphin n

derive from v] dimension n domestic adj

descend v dining room n dominate v

describe v dinner n door n

desert n dinosaur n dot n

deserve v dip v, n doubt v, n

design v direct adj down prep, adv

designer n direct v dozen n

desire n, v direction n drain v, n

desk n direction n draw v

despite adv dirt n dream v

destroy v dirty adj dress n

destruction n disappointed adj drink v, n

detail n disaster n drive v

detect v discipline n drop v

deteriorate v discover v drown v

determine v discuss v drug v, n

(establish) disease n drum(s) n

determined (to) adj disgusting adj dry adj

develop v dish n due adj

development n (an dismiss v due to prep

event) display v, n dull adj

development n (e.g. national) dispute n, v dust n

device n dissolve v duty n


95

devise v distance n duty free adj

diagram n distinct adj

dial n, v distinguish v E

diary n distribute v eager adj

dictionary n district n eagle n

die v disturb v ear n

diet n, v dive v early adj

difference n divide v earn v

different adj do v earth n

difficult adj do away with v earthquake n

do without v east n

easy adj end v, n exaggerate v eye n

easy going adj ending n examination/exam n F

eat v enemy n examine v face n

edge n energy n example n face v

education n energy n excellent adj facilities n

effect n engine n except prep fact n

effective adj engineer n exception n factor n

efficient adj English n excess adj factory n

effort n enjoy v exchange v, n fade v

egg n enormous adj excited adj fail v

eight num enough adj exciting adj faint adj

eighteen num ensure v excuse n fair adj

eighty num enter v exhaust v (make tired) fairly adv (moderately)

elect v entertain v exhaust v (use up) fall v


96

electric adj enthusiasm n exhibition n false adj

electricity n entire adj exist v false adj

electronic adj entrance n exit n fame n

element n envelope n expand v familiar adj

elementary adj environment n expect v family n

elephant n equal adj expense n famous adj

elevator n (UK lift) equivalent adj expensive adj fantastic adj

eleven num eraser n experience v, n far adj

eliminate v error n experiment n farm n

else adj escape v, n expert n farmer n

email n, v especially adv explain v farther adv

embarrass v essential adj explode v fascinate v

embassy n establish v explore v fast adj, adv

emergency n estimate v, n export n fasten v

emigrate v evaporate v expose v fat adj

emotion n evening n express v father n

emphasise v event n expression n fault n

employ v ever adv extend v favour n

empty adj every adj external adj favourable adj

enable v evidence n extra adj favourite adj

enclose v evil adj, n extract v fear n, v

encounter v, n evolve v extraordinary adj feature n

encourage v exact adj extreme adj February n

fed up with adj fix v formal adj fundamental adj

feed v flag n former adj funny adj


97

feel v flame n fortunately adv fur n

feeling n flat adj forty num furniture n

female adj, n flat n (US forwards adv further adv (distance)

fence n apartment) fountain n

fertile adj flavour n four num further(more) conj

festival n flexible adj fourteen num future n

fetch v flight n fourth num G

fiction n float v frame n gain v, n

field n flood v, n France n game n

fifteen num floor n free adj gap n

fifty num flour n freedom n garage n

fight v flow v, n freeze v garden n

figure n flower n French n gas n

fill v fluid n frequent adj gate n

fill in v fly n fresh adj gather v

film n fly v Friday n gazelle n

fin n focus (on) n, v friend n general adj

finally adv fold v, n friendly adj generate v

finance n follow v friendship n generous adj

find v fond of adj frighten v gentle adj

find out v food n frightened adj genuine adj

fine adj fool n frightening adj geography n

fine v, n (money) foot/feet n frog n gesture n, v

finger n football n from prep get v

finish v for prep front n get (+ adj)v

fire n for instance adv frontier n get away v


98

firm adj forbid v fruit n get away with v

firm n (company) force n, v frustrate v get back v

first adv foreign adj fuel n get dressed v

first class adj forest n fulfil v get off v

fish n forget v full adj get on v

fish v forgive v full time adj get on with v

fit adj (healthy) fork n fun adj get over v

fit v form n fun n get rid of v

five num form v function n, v get through v

get up v

ghost n guess v hesitate v

gift n guest n hide v

girl n guide n, v high adj

give v guilty adj hill n

give up v guitar n hire v

glass n gun n history n

glasses n H hit v

go v habit n hold v

go away v hair n hold v

go for v half n hole n

go on v hand n holiday n

goal n hand v home n


99

God n hand in/out v homework n

gold n handle n honest/dis adj

good adj handle v honour n

goods n handsome adj hope v

gossip v, n hang v hopeful adj

government n hang on to v horizon n

gradual adj happen v horrible adj

graduate v, n (college) happy adj horse n

grain n (cereal) harbour n hospital n

gram n hard adj hostile adj

grandfather n hard up adj hot adj

grandmother n hardly adv hotel n

graph n harm n, v hour n

grasp v hat n house n

grass n hate v however adv

grateful adj have v huge adj

great adj head n human n

green adj headache n humour n

greet v health n hundred num

grey adj healthy adj hunger n

ground n hear v hungry adj

group n heavy adj hunt (for) v, n

grow v height n hurry v, n

guarantee v, n help v hurt v

guard n, v hero/ine n husband n


100

hut n including adv intelligent adj

hypothesis n income n intend (to) v

increase n, v intense adj

I incredible adj interest n (money)

ice n independent adj interest v, n

idea n index n interested (in) adj

ideal adj indicate v interesting adj

identical adj individual n, adj interfere (with) v

identify v industrial adj interior adj, n

ill adj industry n internal adj

illustrate v infect v international adj

image n inferior adj internet n

imaginary adj influence v, n interpret v

imagination n inform v interrupt v

imagine v information n interval n

imitate v inhabit v intervene v

immediately adv initial adj interview v, n

immigration n injure v into prep

imply v ink n introduce v

import v, n inner adj invade v

important adj innocent adj invent v

impose (on) v inquire (about) v invent v

impress v insect n invest (in) v

improve v inside prep, adv investigate v

in prep insist (on, that) v investment n

in addition adv inspect v invitation n


101

in case conj inspite (of) adv invite v

in charge (of) adj instance n involve v

in fact adv instant adj iron n

in front (of) prep, adv instead adv irrigate v

in order to adv instead of prep island n

in other words adv instinct n isolate v

in spite of prep instruction n issue n

in the end adv instrument n issue v (produce)

in time adv insult n, v item n

incentive n insurance n

incident n integrate v

J legal adj

jacket n knife n leisure n

January n knock v lend v

jealous adj know v length n

jewel n knowledge n less adj

job n L lesson n

join v labour n, adj let v

joke n ladder n let down v

journey n lady n letter n

judge n, v lake n level adj, n

juice n lamb n liable (to) adj

July n lamp n liberal adj, n

jump v land n library n

jumper n land v licence n


102

June n language n lid n

just adv large adj lie v, n

justice n last adj, adv lie down v

justify v last v (continue) life n

late adj lift n (US elevator)

K lately adv light adj, n

keen (on) adj later adv light n

keep v laugh v like adj

keep v law n like/dis v

keep v (+ing) layer n likely adj

keep on v (+ing) lazy adj likewise adv

key adj (crucial) lead v limit v, n

key n leader n line n

keyboard n leaf n link v, n

kick v lean on v lion n

kid n learn v lip n

kill v leather n liquid n

kilogram n leave v list n

kilometre n leave v listen v

kind/un adj leave out v literature n

king n lecture n, v little adj

kiss n, v left n, adv live v

kitchen n leg n living room n

lizard n major adj medical adj

load n, v majority n medicine n


103

loaf n make v medium adj

loan n make up v meet v

local adj male adj, n meeting n

locate v man n melt v

lock v manage v (succeed) member n

log on/off v manage v memory n

lonely adj manager n mend v

long adj mango n mental adj

look (at) v manner n (way) mention v

look after v manual n mess n

look for v manufacture v mess n

look forward to v map n message n

look like v March n metal n

look up v march v, n method n

loose adj margin n middle n

lose v mark n, v midnight n

loss n market n milk n

loud adj marriage n mind n

love v marry v mine n, v (e.g. coal)

lovely n mass n minimum n, adj

low adj match n, v minute n

loyal adj material n mirror n

luck n maths n miserable adj

lucky adj matter n (issue) miss v

lunch n matter v missing adj

luxury n maximum n, adj mistake n


104

May n mix v

M maybe adv mix up v

machine n meal n mixture n

magazine n mean v model n, v

magic n means n (way) moderate adj

magic n, adj measure v modern adj

magnificent adj measurement n modify v

main adj meat n moment n

maintain v (car etc.) mechanical adj Monday n

� Negotiate v Noise adj

Naïve adj New adj Norm n

Narrate v Newly adv North n

Narration n News n Northern adj

Narrative adj Newspaper n Nowhere adv

Nation n Newsagent n Nothing n, adv

National adj Never adv Notice v, n

Nationwide adj Nevertheless adv Notable adj

Native adj Net n Note n, v

Nature n Nervous adj November n

Natural adj Nephew n Novel n

Naturally adv Next adv Noon n

Naughty adj Niece n Normally adv

Name n Nice adj Notion n


105

Navigate v Nest n Nude adj

Navigation n Neither adj/conjunction Number n

Near adj Network n, v Nurse n

Nearly adv Night n Nut n

Necessary adj Nineteenth n Numerous adj

Negro adj Ninth n Nail n

Neck n No n Neighbour n

Needle n Nobody n, pron Neighborhood n

Need v None pron Nodded v

Neglect v Nose n Noodle n

Negative adj Noble adj nutrition n

O

o’clock adj operate v (work)

obey v opinion n

object (to) v opportunity n

objective n oppose v

obliged (to) adj option n

observe v optional adj

obstacle n orange n, adj

obstruct v orchestra n

obtain v order v, n

obvious adj ordinary adj

occasion n organism n


106

occasionally adv organization n

occupation n (job) organize v

occupy v origin n

ocean n original adj

October n other adj

of prep otherwise conj

of course adv out adv

offend v out of prep

offer v out of date adj

office n outcome n

officer n outer adj

official adj, n outline n, v

often adv outside n

oil n outside prep, adv

old adj over adj

on prep over prep, adv

once adv overcome v

once conj overlap v

one num overseas adj, adv

only adj overtake v

onto prep owe v

open v, adj owing to prep

own v


107

P peculiar adj pizza n

pen n place n

pack v pencil n plain adj

package n packet n plain n

packet n penetrate v plan v, n

page n people n plane n

pain n perceive v planet n

painful adj perfect adj, v planet n

paint n, v perform v (do, activity) plant n

pair (of) n performance n plant v, n

pale adj (artistic) plastic n

pan n perhaps adv plate n

paper n period n play n

parallel (to) adj permanent adj play v

parcel n permit v pleasant/un adj

parent n persist v please v

park n person n pleasure n

part n personal adj plenty (of) n

part time adj personality n plough v, n

partial adj persuade v pocket n

participate v phase n poem n

particular adj phenomenon n point (at) v

partly adv philosophy n poison n, v

partner n photo(graph) n police n


108

party n physics n policeman/woman n

pass v piano n policy n

pass (exam) v pick up v polite adj

passenger n pick up v political adj

past adv picnic n politics n

past n (the ~) picture n pollute v

path n piece n pollution n

patient n, adj pig n pool (swimming) n

pattern n pile n poor adj

pause v, n pillow n pop n

paw n pilot n popular adj

pay v pin n population n

peace n (quiet) pipe n (tube) port n

peace n pity v, n portion n

position n price n protest v, n

positive adj pride n proud adj

possess v priest n prove v

possible/im adj primary adj provide v

post v, n prince n psychology n

postcard n princess n public n, adj

postpone v principal adj publish v

pot n principle n pull v

potato n print v pull over v

potential adj, n prior to prep pump n, v


109

pour v priority n punish v

poverty n prison n punishment n

powder n private adj pure adj

power n privilege n purpose n

practical adj prize n purse n

practice n probably adv push v

practise v problem n push on v

pray v procedure n (method) put v

prayer n proceed v put across v

precede v process n put away v

precious adj produce v put forward v

predict v profession n put off v

prefer (to) v professional adj put on v

prejudice n profit n, v (from) put out v

preliminary adj programme n put up with v

prepare n progress n, v puzzle n, v

present n project n

present n, adj, v prominent adj

preserve v promise v

president n promote v

press v, n (news) prompt adj

pressure n proof n

prestige n proper adj

pretend n property n

pretty n proportion n

prevent v propose v


110

previous adj protect v

Q R recreation n

qualify v (get diploma race v, n rectangle n

etc.) radical adj, n red adj

quality n radio n reduce v

quantity n railway n refer (to) v

quarrel n rain v, n reference n(information)

quarter n rainy adj reflect v (indicate)

queen n raise v, n reflect v (light)

question n random adj reform v, n

quick adj range n (variety) refund n, v

quiet(ly) adj, adv rank n (level) refuse v

quite adv rapid adj regard (as) v(consider)

quiz n rare adj region n

quotation n rarely adv regret v

quit v rat n regular adj

queue n rate n regulate v

rather adv regulation n (rule)

ratio n reject v

rational adj relate (to) v (connect)

raw adj relation n

reach v relationship n (human)

react v relative adj

read v relative n (family)


111

ready adj relax v

real adj release v, n

reality n reliable adj

realise v relief n

really adv religion n

reason n religious adj

receipt n rely on v

receive v remain v

recent(ly) adj, adv remark n

reckon v remarkable adj

recognise v remedy n, v

recommend v remember v

record n (information)

record v (note down)

recover v (improve)

remind v rhythm n ruin v

remove v rice n rule n

rent n, v rich adj rule v (govern)

repair v ride v ruler n

repeat v ridiculous adj run v (operate)

replace v right adj run v

reply v right n (a claim) run in to v

report v, n right n, adv run out of v (finish)

represent v (act as right/left (handed) adj rush v, n

spokesperson) ring n rust n


112

represent v (indicate) ring v ruin v

reproduce v ripe adj rule n

reputation n rise v rule v (govern)

request v risk n, v ruler n

require v (need) river n

rescue v road n

research n, v rob v

reservation n (doubt) rock n

reservation n rock v

reserve v rod n

resident n role n

resist v roll n, v

resource n romantic adj

respect v, n roof n

respond (to) v room n

response n root n

responsible (for) adj rope n

(duties) rotate v

rest v, n rough adj

restaurant n (approximate)

result n rough adj

retire v round adj, prep, adv

return v route n

reveal v royal adj

reverse v rub v

review v, n rhythm n


113

revise v rubber n

reward n, v

rubbish n

science n separate adj

scientific adj September n

scientist n sequence n

scissors n series n

score v serious adj (sincere)

screen n serious adj

sea n servant n

search (for) v, n serve v (attend to)

season n service n

seat n set n (collection)

S second num set v

sacred adj secondary adj set off v

sacrifice n, v (go secondhand adj set up v (organise)

without) secret n, adj settle v (agree)

sad adj section n seven num

safe adj secure adj seventeen num

sail v see v seventy num

salary n see about v severe adj

sale n (in a shop) see off v sew v

salt n see through v sex n

sample n, v seed n shade n

sand n seem v shadow n


114

satisfy v seize v shake v, n

Saturday n seldom adv shape n

save v select v share v

savings n selfish adj sharp adj

say v sell v sheet n

scale n (instrument) send v shelf n

scale n (range, size) send in v shell n

scale n senior adj shelter n, v (from)

scarce adj sensation n (feeling) shift v, n

scare v sensational adj shine v

scatter v sense n (five senses) ship n

scene n sense n (meaning) ship v

scenery n sensible adj shirt n

schedule n sensitive adj shock v, n

scheme n sentence n shoe n

school n

science n

shoot v

shop n sit down v solid adj, n

shopping n site n solve v

shore n situation n sometimes adv

short adj six num son n

shortage n sixteen num song n

shorts n sixty num soon adv

shoulder n size n sorry adj

shout v, n ski v, n sort of adj

show n skill n sound n, v


115

show v skin n soup n

show off v skirt n sour adj

shower n, v sky n source n

shrink v sleep v south n

shut v, adj sleepy adj sow v

shy adj sleepy adj space n

sick adj slide v spade n

side n slight adj spare adj

sight n slim adj speak v

sign n slip v, n special adj

signal n, v slope n specific adj

significant adj slow adj speculate v (think)

silence n small adj speech n

silent adj smart adj (neat) speed n

silk n smell v spell v

silly adj smile v spend v

silver n smoke n spice n

similar adj smooth adj spider n

similarly adv snake n spill v

simple adj so adv spin v

simply adv so that adv spirit n

simultaneous adj soak v split v, n

since prep, conj soap n spoil v

sincere adj social adj spontaneous adj

sing v society n spoon n

singer n sock n sport n


116

single adj soft adj spot n

sink v, n soil n spread v, n

sister n

soldier n

spring n

square n stone n suggest v

stable adj stop v suit n

staff n (workers) store n, v suitable/un adj

stage n (period) storm n suitcase n

stage n (platform) story n summer n

stairs n stove n sun n

stamp n, v straight adj Sunday n

stand for v strain n, v sunny adj

stand up v strange adj sunrise n

standard n, adj stranger n sunset n

star n strategy n sunshine n

start v stream n superior adj

starve v street n supper n

state n (condition) strength n supply v, n

state n, adj stretch v support n

(government) strict adj suppose v

statement n strike v (hit) sure adj

station n strike v, n surf v

statistic(s) n string n surface n

status n strong adj surplus n, adj

stay v structure n surprise n, v


117

stay v struggle v, n surprised adj

stay up v student n surrender v, n

steady adj study v surround v

steal v stuff n survey n, v

steam n stupid adj survive v

steel n style n suspect v, n

steep adj subject n sweater n

steer v substance n sweet adj, n

stick n substantial adj swim v

sticky adj substitute n, v swing v, n

stiff adj suburb n switch n

still adj (not moving) succeed v switch on/off v

still adv successful adj symbol n

stimulus n suddenly adv sympathy n

stir v suffer v system n

stomach n sufficient adj spread v, n

stomach-ache n

sugar n

spring n

tactic n

suit n tail n terrible adj

suitable/un adj take v (steal) terrific adj

suitcase n take v terror n

summer n take (time) to v test v, n

sun n take account of v texture n

Sunday n take advantage of v thank v

sunny adj take for granted v thank you v


118

sunrise n take off v theatre n

sunset n take over v theft n

sunshine n take part in v theme n

superior adj take place v (happen) then adv

supper n talent n theory n

supply v, n talk v therefore adv

support n tall adj thick adj

suppose v tape v, n thief n

sure adj task n thin adj

surf v taste v think v

surface n tax v, n think of v

surplus n, adj taxi n third num

surprise n, v tea n thirsty adj

surprised adj teach v thirteen num

surrender v, n teacher n thirty num

surround v team n thorough adj

survey n, v tear v thought n

survive v technical adj thoughtful adj

suspect v, n technology n thousand num

sweater n (tele)phone n thread n

sweet adj, n television (TV) n threat n

swim v tell v three num

swing v, n temperature n through prep

switch n temporary adv throw v

switch on/off v tempt v throw away v

symbol n ten num thumb n


119

sympathy n tend to v thunder n

system n tennis n Thursday n

T tense adj

ticket n

table n term n (word)

tidy/un adj turn on/off v use n voice n

tie n turn up v use v, n volleyball n

tiger n twelve num use up v volume n (quantity)

time n twentieth num useful adj volume n (space)

tired adj twenty num usual/un adj volume n

title n twice adv usually adv volunteer n, v

to prep twist v utilise v vote v

today n two num V voyage n

today n type v, n vacant adj voyage n

toe n U vacation n vulnerable adj

together adv ugly adj vague adj

toilet n umbrella n valley n W

tolerate v uncle n valuable adj wage(s) n

tomato n under prep, adv value v, n wait v

tomorrow n under control adj variety n (type, range) waiter/waitress n

tongue n undergo v various adj wake up v

tonight n underline v vary v walk v, n

too adv underneath prep, adv vast adj wall n

tool n understand v vegetable n want v

tooth/teeth n undertake v vegetation n war n


120

toothache n undo v vehicle n warm adj

top n uniform adj version n warm hearted adj

topic n union n vertical adj warmth n

total n, adj unique adj very adv warn v

touch v, n unit n vibrate v warning n

tough adj (difficult;

not unite v victim n wash v

soft) universe n victory n waste n (eg factory)

tour n university n view n (opinion) waste n, v

tourism n unless conj view n watch n, v

tourist n until adv vigorous adj water n

towards prep up prep, adv village n wave n, v

towel n upper adj violent adj way n

town n upset v, adj violin n way n

toy n, v up-to-date adj virtual adj weak adj

track n urban adj visible adj weakness n

trade v, n urge v visit v wealth n

tradition n urgent adj visitor n weapon n

turn into v USA n vital adj wear v

weather n win v X

wedding n wind n xylophone n

Wednesday n wind n x-ray

week n wind v Y

weekday n window n year n

weekend n windy adj yellow adj


121

weep v wing n yesterday n

weigh v winter n yet adv

weight n wipe v, n young adj

welcome n, v wire n youth n

well adj, adv wisdom n

well n wise adj Z

well known adj with prep Zeal n

well made adj withdraw v Zebra n

well off adj within prep Zero num

well/badly behaved adj without prep Zip n

well-made adj witness n, v Zone n

west n woman n zoo n

wet adj wonder v (if, why etc.) zoom

whale n wonderful adj zigzag

whatever conj wood n zodiac

wheat n wooden adj zillion

wheel n word n zip code

whenever conj work v zealous

whereas adv work out v (solve) zoology

wherever conj workshop n zookeeper

whether conj world n zilch

while conj (contrast) worn out adj zap

whisper v, n worried adj zesty

white adj worry v zipper

whole adj worship v, n

wide adj worth adj (+ing)


122

widely adv worthwhile adj

width n wound n, v

wife n wrap v

wild adj write v

willing (to) adj wrong adj

List of Structures

123

Appendix 2

AList of English Language Structures for Grades 1–12

124

The list in this section summarizes the grammatical structures that are embedded in the standards. The lists

follow a progression from word to sentence to discourse level. They are listed separately here for ease of

reference, so that textbook writers and teachers can check to ensure that all the necessary elements are covered in

the course books.

In addition to the structures separate standards, the majority of these language structures are embedded

primarily in the listening, speaking, reading and writing standards.

• Present perfect, present perfect continuous

• Simple past, past continuous, past perfect

• Simple present, present continuous

• Will, going to future, future continuous

• A range of verbs of speech and thought for reported speech

• A wide range of verbs of speech and thought including with gerund and infinitive for reported speech

• Active and passive in the following tenses:

• Adverbs of frequency

• Adverbs of intensity: quite, rather, slightly, not much …

• Adverbs of manner

• Adverbs of possibility: maybe, perhaps

• Ago

• Apologizing

• Be + adjectives

• Be + names

• Can for ability

• Can’t / mustn’t for prohibition

• Collocations

• Collocations with make and do

• Collocations with make, do, get, give …

125

• Comparatives and superlatives: -er / the -est; more / the most, irregular adjectives

• Comparison of adjectives: -er / more … than; irregular adjectives

• Comparison of adverbs

• Comparisons, superlatives – adjectives and adverbs

• Comparisons: as … as / not as … as, the same as …, not so … as

• Compound adjectives

• Compound nouns

• Compound sentences with and, but, because, so

• Conditional clauses with if, when, unless, provided that

• Conditional clauses with if, when, unless, provided that, otherwise, suppose, supposing

• Connectives for time, order, reason, result, contrast, addition, condition, concession

• Connectives, speech versus writing: but, or, because / however, although, therefore

• Connectives: even though, since …

• Connectives: in addition, apart from, as a result …

• Could … please? / I’d like … for polite requests

• Could … please? for polite requests

• Could for past ability

• Could, was able to, managed to for past ability

• Indefinite articles a, some, any

• Countable and uncountable nouns

• Defining and non-defining relative clauses

• Defining relative clauses: who, which, that, whose

• Definite and indefinite articles: the, a / an

• Definite, indefinite, zero article

• Do you want …? for offers

• Expressing likes and dislikes, I’d rather / I’d prefer to for preferences

126

• First and second conditionals

• First conditional with if and when

• First conditional with if, when, unless

• First conditional with if, whether, when, unless, provided that, as long as

• First conditional with may, might could result clauses

• First conditional with may, might, could result clauses

• First conditional with modals for requests, advice, obligation

• First, second and third conditionals

• Future in the past

• Future in the past: was going to

• Future modals: will be able to, will have to

• Future passives

• Futures: present continuous, going to, will

• Giving opinions, agreeing and disagreeing

• Giving strong recommendations, advice, warnings

• Going to future for plans

• Had to for past obligation

• Had to, used to, would for past modals for obligation, habit

• Have to, must / mustn’t for obligation

• Have to, must for obligation

• Have to, must, can’t / mustn’t for obligation and prohibition

• How long ago questions

• How much, how many questions

• I’d rather / I’d prefer to for preferences

• If I were you … for advice

• If only / I wish + past perfect for regrets

127

• If only / I wish + would (do) for present hopes, wishful thinking for the future

• Imperatives for classroom instructions

• Imperatives for instructions

• Imperatives for instructions and giving directions

• Imperatives for instructions, giving directions

• Indefinite pronouns: everyone, someone …

• Indirect questions: Can you tell me …? / Do you know …?

• Intensifiers: so / such a; too / not enough

• Intensifiers: very, really, so, too

• Interrupted past continuous: was doing when did

• Interrupted past continuous: was doing when did

• It as an unspecified pronoun: It takes … It’s cold …

• Let’s for invitations

• Let’s, Why don’t we, How about –ing? for invitations

• Likes, dislikes and stating preferences

• Making suggestions

• May / Can / Could I …? for permission

• May I …? for permission

• • May, might for possibility

• May, might, could for possibility

• Must be / can’t be and must be doing / can’t be doing for assumptions and deductions

• Must be, could be, can’t be for assumptions and deductions

• Mustn’t for prohibition

• Needn’t / don’t have to for absence of obligation

• Needs (do)ing, time to (do) …, (be) supposed to … for advice

• Noun phrases: all of us, some of us …

128

• Numerals

• Order of adjectives; pre-modifying words and phrases

• Ought to for obligation

• Passives: past, present, future

• Past condition, present / future result with If + past perfect + would (do) and If + past perfect + would be (doing)

• Past continuous

• Past continuous, active and passive

• Past modals could / should / may / might have done

• Past modals: should / could / might have done

• Past perfect with simple past

• Past tenses: simple past, past continuous, past perfect, present perfect for general past

• Phrasal verbs which can and can’t be split

• Polite requests with could, would and would like

• Possessive ‘s’

• Pre / post modification

• Prefixes and suffixes

• Prefixes and suffixes – nouns to adjectives, verbs to nouns

• Prefixes for opposites

• Prefixes, suffixes, root words

• Prepositions and adverbs of place

• Prepositions of time and place

• Present continuous for near future

• Present continuous tense for ‘now’

• Present perfect and present perfect continuous with for / since for unfinished events

• Present perfect continuous with for / since, How long for unfinished events

• Present perfect for unspecified past with yet / already, ever, never, before, just, recently

129

• Present perfect passives

• Present perfect versus simple past

• Present perfect with for / since, How long for unfinished events

• Pronouns, possessive pronouns and adjectives: I, me, my, mine …

• Proper nouns with definite / zero articles

• Question tags

• Questions: yes / no, either / or, wh-type, How long ago

• Reference: demonstrative pronouns and adjectives for writing: this / that … it / them

• Reflexive verbs: hurt himself …

• Reported speech: commands, statements and questions

• Reported speech: reported commands, reported statements, reported questions

• Reported yes / no questions with whether

• Result clauses with will / won’t, can, could, may, might, be able to

• Second conditional

• Second conditional for hypothetical future

• Sequence of tenses where appropriate for reported speech

• Sequence of tenses, changes in time phrases and demonstrative adjectives where appropriate for reported speech

• Sequence words first, then, next, after that, finally …

• Sequence words first, then, next, finally …

• Sequencers, time phrases

• Should / shouldn’t for advice

• Should / shouldn’t for advice

• Should / shouldn’t, ought to, ‘d better for advice

• Simple past

• Simple past and simple past irregular verbs

• Simple past irregular verbs

130

• Simple past, active and passive; irregular verbs

• Simple past, regular and irregular verbs

• Simple past, regular and irregular verbs

• Simple present and simple past passives

• Simple present for facts / permanent truths

• Simple present for habitual actions, routines

• • Simple present for timetabled future

• Simple present tense stative verbs: be, have, like, need, want

• Simple present versus present continuous (now versus habit; stative versus dynamic)

• Simple present with sensory verbs: taste, smell, feel …

• Simple present, passives, zero article for written generalizations

• Simple present, passives, zero article, connectives of logical sequence for written generalizations

• Simple versus continuous future: will / will be doing

• Simple, compound and complex sentences; main and subordinate clauses

• Singular and plural nouns

• Stating degrees of certainty

• Stating preferences

• Telling the time

• There is / there are

• There was / there were

• This / that / these / those

• Time phrases

• Two-word verbs

• Used to / would for habits in the past

• Verbs and adjectives which take prepositions

• Verbs which take the gerund or the infinitive

131

• Verbs which take the gerund or the infinitive for likes and dislikes: like to, hate –ing …

• Verbs which take the gerund or the infinitive or both

• Verbs with direct and indirect objects: give (something) to (someone) …

• Very polite requests with would you mind (doing) / I wonder if you’d mind (doing) …?

• Want to / need to + infinitive

• Wanted to / needed to

• What’s (she) like?

• Who / what subject questions (What happened? Who came?)

• Will / won’t future for promises, decisions …

• Will be doing future continuous

• Will future

• Will future and will be doing future continuous

• Will have been doing future perfect continuous

• Will have done future perfect

• Will, may might, could for possibility

• Wish + past perfect for regrets

• Would you like? / I’d like … for polite offers and requests

• Would you like? / Shall I …? for polite offers

• Written cohesive devices for reference, enumeration and ellipsis

• Written connectives for sameness, contrast, confirmation, cause and effect, reason, consequence, other logical

connections

• Written connectives for sameness, contrast, confirmation, cause and effect, reason, consequence, concession,

exemplification, opposition, other logical connection, Language of persuasion in written texts

• Yes / no, wh-type and How many questions

• Zero articles

• Zero article for generalizations, definite article for specific information

132

• Zero conditional for facts and permanent truths.

133

Appendix 3

Recommended Text Types

134

• Rhymes and songs, short monologues, short descriptions

• Teacher’s questions, requests and instructions

• Dialogues of 4 – 8 exchanges

• Simple descriptions of people, places, and events

• Some recordings without visual context

• Short extracts of authentic listening material from broadcasts, TV, and natural telephone conversations.

• Presentations on general and abstract topics

• Formal announcements, reports and reminders

• The live voice of the teacher or clear recordings delivered at natural speed but with pauses, clear stress and

intonation

• Cultural gestures of greeting and proper ways to greet different people within a variety of cultural contexts.

• How to form a question or a request.

• Appropriate vocabulary and expressions.

• Cultural similarities and differences.

• Commands and vocabulary for classroom activities.

• Familiar topics, such as numbers, time of day, weather, people, animals, objects, places, common activities,

personal preferences, family, school, celebrations, means of transportation/travel.

• Level appropriate children’s songs, videos, comic strips or stories.

• The English alphabet

• Words

• phrases

• Individual sentences

• Short text (50 -100 words approximately)

• Long text (300 -500 words approximately)

• E mail

• Blogs

135

• Newspaper and magazine articles

• Article reviews

• Book reviews

Texts dealing with the following issues:

Environmental issues:

• Protection of water & River Nile.

• Pollution of food.

• Cleanliness of man & environment.

• Health & correct health behavior.

• Utilizing new technology in learners’ life.

• Protection and maintenance of the environment.

• Protecting nature for future generations.

Social /cultural issues:

• Friendship among human beings.

• Citizenship (sense of belonging, rights & duties).

• Self-responsibility when carrying out an activity.

• The importance of love and care among people and other creatures.

• Appreciation of the value of group work.

• Freedom in taking decision & giving opinions.

• Awareness of one’s own culture and positive habits.

• Computers and its negative effect on children’s behavior (e.g. violence, bad behavior, laziness…etc).

Economic issues:

• Planning of spare time.

• Investment and saving of money.

• Recycling of materials

• Economic use of technology (computers, mobiles & TV).

136

• Economical consumption of food.

Documents

Learning Outcomes for Grades 1