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Palestinian National Authority

Ministry of Education

General Administration of Curricula

English Language Curriculum

For Public Schools

Grades 1-12

New Edition

2015

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English Language National Team

Dr. Hazem Y. Najjar (Head) Bethlehem University

Dr. Salem Aweiss Birzeit University

Dr. Omar Abu Al-Hummos Al-Quds University

Dr. Odeh J. Odeh Al-Najah National University

Dr. Sameer M. Rammal Hebron University

Dr. Nazmi Al-Masri Gaza Islamic University

Mrs. I’tidal Abu Hamdiyah Ministry of Education

Miss Majedah Dajani Ministry of Education

Mr. Imad Jaber Hebron University

Mr. Suhail Murtaja Ministry of Education

Mr. Othman Amer (Rapporteur) Ministry of Education

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ContentsThe First English Language Curriculum For Palestinian Schools..........................................................................................................................................................5

1.1 Promising Futures......................................................................................................................................................................................................................................... 5

1.2 Rationale for Teaching English as Foreign Language in Palestine...........................................................................................................................................5

1.3 General Principles of Language Learning and Teaching...............................................................................................................................................................7

General Goals............................................................................................................................................................................................................................................................. 14

2.1 General Goals................................................................................................................................................................................................................................................ 14

2.2 Core Curriculum objectives.................................................................................................................................................................................................................... 16

2.2.1 Communicative competence.............................................................................................................................................................................................................. 17

2.2.2 Cultural Awareness................................................................................................................................................................................................................................ 21

2.2.3 Study and Thinking Skills.................................................................................................................................................................................................................... 22

Graded Objectives................................................................................................................................................................................................................................................... 26

3.1 The Lower Primary Stage (Grades 1-4)............................................................................................................................................................................................ 26

3.2 The Upper Primary Stage (Grades 5-10).......................................................................................................................................................................................... 35

3.3 The Secondary Stage (Grades 11–12)................................................................................................................................................................................................ 56

Content......................................................................................................................................................................................................................................................................... 72

4.1 Themes, Topics and Situations.................................................................................................................................................................................................................. 72

4.2 FUNTIONS AND NOTIONS....................................................................................................................................................................................................................... 85

4.3 LEXICAL CONTENT.................................................................................................................................................................................................................................. 113

― Lower Primary Level (Grades 1-4) lexis.............................................................................................................................................................................115

― Upper Primary Level (Grades 5-10) lexis.......................................................................................................................................................................... 115

― Secondary Level (Grades 11-12) lexis................................................................................................................................................................................. 115

4.4 STRUCTURAL CONTENT............................................................................................................................................................................................................................ 137

METHODOLOGY.................................................................................................................................................................................................................................................... 161

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5.1 Introduction................................................................................................................................................................................................................................................ 161

5.2 General Principles for Instructional Methodology.................................................................................................................................................................... 162

5.3 Methodological framework.................................................................................................................................................................................................................. 163

ASSESSMENT.......................................................................................................................................................................................................................................................... 182

6.1 Introduction................................................................................................................................................................................................................................................ 182

6.2 Purposes of Language Testing............................................................................................................................................................................................................ 183

6.3 Assessing students in cooperative learning contexts...............................................................................................................................................................184

6.4 Performance Assessment..................................................................................................................................................................................................................... 185

6.5 Testing Language Skills......................................................................................................................................................................................................................... 186

6.6 General Principles for Assessing Students.................................................................................................................................................................................... 189

TECHNOLOGY IN TEFL....................................................................................................................................................................................................................................... 193

7.1 Introduction................................................................................................................................................................................................................................................ 193

7.2 Instructional Technology...................................................................................................................................................................................................................... 193

7.3 Technology and Learning..................................................................................................................................................................................................................... 194

7.4 A Rationale for Instructional Technology...................................................................................................................................................................................... 195

APPENDIX A....................................................................................................................................................................................................................................................... 198

APPENDIX B....................................................................................................................................................................................................................................................... 202

APPENDIX C........................................................................................................................................................................................................................................................ 205

Benchmarking standards.................................................................................................................................................................................................................................. 208

Contents Analysis Table..................................................................................................................................................................................................................................... 221

Tables of Specifications...................................................................................................................................................................................................................................... 326

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ONE

The First English Language Curriculum For Palestinian Schools

1.1 Promising FuturesAll elementary and secondary school students currently in Palestine and the Middle East will be living in and contributing to an

increasingly interdependent community of nations in the 21st century. To realize their personal, social, and long-term career

goals, individuals will need to be able to communicate with others skilfully, appropriately, and effectively. The challenge of

contemporary education is to prepare all students for life in this new world.

Internationalism is the hallmark of modern education and of the education reform movement and linguistic and cultural diversity are the

hallmarks of internationalism. The Challenge of contemporary education is to contribute to students’ ability to live in increasingly diverse

local communities and an ever-shrinking world community. Effective education for the 21st century must provide first-hand

opportunities for students to learn about the cultural diversity around them and to learn world languages. Cross-cultural competence can

be fostered by meaningful and long-term interactions with others with different world views, life experiences, languages, and cultures.

1.2 Rationale for Teaching English as Foreign Language in PalestineEducational psychologists, linguists, and educators cite several compelling reasons for the study of a second/foreign language, namely

to improve employment opportunities, to learn to value other cultures, and to enhance mental capacity.

Future employment options will be increasingly governed by an international marketplace, and one’s ability to communicate with people

in other countries will prepare him/her to compete for jobs created by a global economy. Experts and specialists suggest that those with a

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“basic” level of understanding are those who possess skills that enable them to exchange information and ideas with people of different

cultures. While studying foreign languages has its place in academia, the most critical attribute for tomorrow’s workers is certainly the

ability to communicate.

As for cultural connections, one can argue that effective cross-cultural communications is possible only with a good understanding of the

other cultures. Acting on this belief, educators should establish goals that emphasize cultural awareness. It is argued that students who

don’t understand the cultural contexts in which languages are used will never truly master the languages they study. Furthermore,

studying other cultures has benefits beyond improved global communication and a mastery of languages. Learning about other cultures

helps develop citizens who embrace diversity. Examining other cultures also helps students better understand their own culture. We

find new appreciation for our own society and standards because we are forced to look at our culture through new and far more

objective eyes.

In addition to the social and economic benefits, experts indicate that those who study foreign cultures and the languages of those cultures

are more active thinkers. Cognitive flexibility comes when students are able to separate words from the objects they represent. A language

reflects societal agreements about which words will identify which objects, and when students understand this, it’s the first step they take

in becoming open to other’s ideas.

English is recognized worldwide as the major international language, with over 300 million native speakers and 1.5 billion second or

fluent foreign language speakers. It’s pre-eminence in the affairs of the global community, its role as the most common international

medium of communication (most importantly in higher education research), and its value in accessing the economic machinery of a large

number of regions and countries are also recognized. In particular, one can argue that a functional knowledge of English will help school

graduates take full advantage of economic and occupational opportunities in Palestine and many other regions of the world. Moreover,

by learning English, students will be empowered with the language skills and literacy necessary to become productive workers and will

allow Palestine to capitalize on the experience and linguistic diversity of its graduates in a growing, competitive global market and in the

world of global communications.

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English, therefore, serves an economic-reproductive function in addition to its ideological function. In its economic-reproductive function,

English qualifies people to operate the technology to which it provides access. On the other hand, English brings “modern” ideals

and serves as a channel for interpersonal, social, and cultural values (ideological function).

In conclusion, developing Palestinian students’ competence in English and equipping them with the ability to use it both accurately

and appropriately serves Palestinian national interests by increasing the language resources available as Palestine competes in the

global economy.

1.3 General Principles of Language Learning and TeachingThe development of the first English curriculum for Palestinian schools has been guided by current research and theory about the nature

of language, language learning, human development, and pedagogy. We have also drawn freely on the work of other national and

international curricular projects in the region, in Europe, and in the USA as well.

The following general principles underlie the curriculum outlined in this document.

Language is functional.

Language varies.

Language learning is culture learning.

Language acquisition is a long-term process.

Language acquisition occurs through meaningful use and interaction.

Language processes develop interdependently.

Native language proficiency contributes to second language acquisition.

Second/Foreign language learning is a developmental process.

Language learning is a developmental process.

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Language learning is a decision-making process.

Language learning is not just a matter of linguistic knowledge.

Language learning is an emotional experience.

Language learning is, to a large extent, incidental.

Language learning is not systematic.

The student is the language learner.

Language learning and teaching is shaped by students’ needs and objectives in particular circumstances.

Language learning and teaching is based on normal uses of language, with communication of meanings (in oral and written form)

basic to all strategies and techniques.

Every possible medium and modality should be used to aid learning.

Testing is an aid to learning.

The real world extends beyond the classroom wall; language learning takes place in and out of the classroom.

Language is functional.

Language, oral and written, is primarily a means of communication used by people in multiple and varied social contexts to express

themselves, interact with others, learn about the world, and meet their individual and collective needs. Successful language learning and

language teaching emphasize the goal of functional proficiency.

Language varies

Language, oral and written, is not monolithic; it comes in different varieties. Language varies according to person, topic, purpose, and

situation. Language also varies with respect to region, social class, setting, and ethnic group differences. As competent language users, EFL

students already use their own language varieties. They must also learn the oral and written language varieties used in the target

language community in large.

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Language learning is culture learning.

Patterns of language usage vary across cultures and reflect differences in values, norms, and beliefs about social roles and relationships

in each culture. To learn another language is to learn new norms, behaviours and beliefs that are appropriate in the new culture, and thus

to extend one’s sociocultural competence to new environments.

Language acquisition is a long-term process.

Language acquisition occurs over time with learners moving through developmental stages and gradually growing in proficiency. Rates of

acquisition are influences by multiple factors including an individual’s educational background, first language background, learning style,

cognitive style, motivation, and personality. This means that EFL learners must be given the time it takes to attain proficiency in English.

Language acquisition occurs through meaningful use and interaction.

Research in first and second language acquisition indicates that language is learned most effectively when it is used in significant and

meaningful situations as learners interact with others to accomplish their purposes. This means that FL learners must have multiple

opportunities to use English, to interact with others as they study meaningful and intellectually challenging content, and to receive

feedback on their language use.

Language processes develop interdependently.

Traditional distinctions among the processes of reading, listening, writing, and speaking are artificial. So is the conceptualization that

language acquisition is linear (with listening preceding speaking, and speaking preceding reading, and so forth). Authentic language often

entails the simultaneous use of different language modalities, and acquisition of functional language abilities occurs simultaneously and

interdependently, rather than sequentially. This means that FL learners need learning environments that provide demonstrations of the

interdependence of listening, speaking, reading, and writing. They also need to develop all of their language abilities through the use of

varied modes and technologies.

Native language proficiency contributes to second/foreign language acquisition.

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Because, by definition, ESOL students know and use at least one other language, they have acquired an intuitive understanding of the

general structural and functional characteristics of language. They bring this knowledge to the task of second language learning.

Second/Foreign language learning is a developmental process.

Learners’ existing knowledge is vital for the success or failure of learning as learners use their existing knowledge to make sense of

new information. Good teachers try to establish and exploit what learners already know.

Language learning is an active process.

It is not enough to have knowledge; students must use knowledge in real-life situations. Learning is active from a psychomotor

perspective as well as from a language-processing perspective.

Language learning is a decision-making process.

The process of developing and using a network of knowledge relies upon a sequence of learner decisions. What knowledge is new? How

does it relate to existing knowledge? What is the underlying pattern? Is there a rule of appropriacy here? Which items of information are

relevant? Which are unimportant, etc.?

Language learning is not just a matter of linguistic knowledge.

A problem in language learning is the mismatch between conceptual/cognitive level and capacities on the one hand, and the learner’s

linguistic level, on the other. Teachers must respect both levels.

Language learning is an emotional experience.

We need to develop positive emotions by cooperative learning to build on existing social relationships. This requires less emphasis on

Product and more o Process, fun, and interest.

Language learning is, to a large extent, incidental.

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It is not necessary to work with language in order to learn/acquire it; you can learn/acquire a language incidentally while doing or

thinking about something else.

Language learning is not systematic.

We learn by systematizing knowledge, but the process itself is not systematic. Pre-setting information in a systematic fashion will

not guarantee learning. Learners create internal systems. An external system may help only.

The student is the language learner.

Teachers can present clearly and provide opportunities for observing the language in use and for using the language, but only the

learnings themselves can assimilate the language and make it theirs.

Language learning and teaching is shaped by student needs and objectives in particular circumstances.

Language teachers must study the language learnings in their classes – their ages, their background, their aspirations, their interest, their

goals in language learning, their aptitude for language acquisition in a formal setting – and then design activities that meet the needs of

specific groups.

Language learning and teaching is based on normal uses of language, with communication of meanings (in oral and written

forms) basic to all strategies and techniques.

Language teachers need to prepare students to interact in normal ways be creating or simulating culturally authentic situations that

stimulate them to communicate real meaning, thus preparing them to choose confidently and rapidly from the many possibilities within

the language for expressing their intentions comprehensibly and acceptably in natural interaction.

Every possible medium and modality are used to aid learning.

The more numerous kinds of association that are made to an item, the better are learning and retention (Carroll, 1966).

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Testing is an aid to learning.

The test itself should be a learning experience that is part of the ongoing course. Opportunities should be provided for students to

relearn and then retake tests to inform themselves, as well as the teacher, about how well they now understand or can use the language.

In brief, the test stimulates further learning.

The real world extends beyond the classroom wall; language learning takes place in and out of the classroom.

“Language is a natural function of human association” (Dewey 1929). Consequently, the more opportunities for human association with

speakers of the language, presumably the more potential for growth in control of language for normal uses and spontaneous expression.

1.4 Features of the New Curriculum.

In planning the first English Curriculum for Palestinian Schools, the following considerations were taken into account. Generally

speaking, the accepted models for the writing of syllabi are based on the goals derived from several main points of view, namely, the

nature of knowledge, society’s needs and values, the learners and their needs and interests, and the teacher and his/her role(s). In

addition, the syllabus is constructed with an eye on fulfilling the principles of flexibility, variety, choice, and options. Flexibility will be

expressed in the composition of the content, the level, the degree of depth, and the division by age levels according to learners’ readiness.

Swayed by these considerations, the National Curriculum Development Team, and after an extensive investigation of curricular models

used in neighbouring countries and other developing countries, has devised a model it believed to be best suited to the Palestinian and

Arab contexts. The basic principles of the curricular framework are derived from a variety of models but are mainly consistent with the

principles of learner-centred approaches to learning, the thematic/topical model, the proficiency movement, and the communicative

approach to language teaching and learning. The concept of communicative competence is paramount in this framework with social

communication and interaction as an integrative element.

The present document represents the efforts of the National Team guided by the latest research in foreign language teaching and learning.

It will be refined as teachers and textbook writers add their interpretations of its principles and procedures.

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TWO

General Goals

In accordance with the guidelines set by the Palestinian Ministry of Education through the Palestinian Curriculum Development Centre,

and as expressed by the First Palestinian Curriculum Plan, which stress the integral role of foreign language education in developing the

Palestinian students in all domains – psychomotor, social, moral, cognitive, and affective – and taking into account the current trends of

multiculturalism and globalization, the English Curriculum National Team recommends the adoption of the following goals for teaching

English as a foreign language (TEFL) in Palestinian schools.

2.1 General Goals To contribute to the intellectual, personal, and vocational development of the individual.

To enable students to use English, orally and in writing, to communicate freely and effectively in different situations and settings with

native and non-native speakers alike, using appropriate and linguistically correct forms.

To develop students’ ability to use English for personal expression and enjoyment as well as for creative purposes.

To enable students to attain a reasonable language proficiency to function within certain academic and vocational settings.

To equip students with the requisite linguistic, basic academic, study and research skills for pursuing university education in their

fields of study.

To develop communicative skills in order to acquire, record, and use information from aural and written texts using traditional and

non-traditional (i.e. electronic) sources.

To develop students’ ability to present information in an organized manner in spoken or written English.

To develop and maintain the students’ sense of self-confidence and self-worth, and reinforce pride in their Palestinian,

Arab/Islamic cultural heritage, and in their family backgrounds.

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To foster understanding and develop sensitivity to the target language culture and other cultures, and thereby, strengthen the

learners’ appreciation and understanding of their own culture.

To develop students’ respect for others, especially those with social, cultural, and family backgrounds different from their own, by

encouraging them to reject gender, racial, and ethnic stereotypes.

To increase, through the use of a common language, the possibility of understanding and cooperating with people who speak English.

To enhance students’ ability to use learning strategies to extend their communicative competence (CC)

To enhance student’s ability to work cooperatively with others be developing social communication skills.

To develop students’ high-order thinking skills (HOTS) such as critical, creative, analytical, inferential, and relational thinking.

To develop the students’ ability to transfer knowledge from one context to other similar and relevant contexts.

To develop students’ environmental concern, i.e., their respect for the natural environment, locally and globally, and their

understanding of a man’s place in the web of life.

To develop in students the willingness to approach different sources of information, people, and events, with critical but open minds.

To develop students; sense of social responsibility, i.e. their ability to value genuinely democratic principles and processes, and their

commitment not only to defend their rights but also to accept and fulfil their responsibilities.

To develop students’ ability to use strategies for cooperation, consensus building, teamwork, while having an opportunity for

language development.

To develop students’ appreciation of literature that is written in the English language.

To develop the students’ awareness of the nature of language and the differences between English and other languages, and thereby

help students gain additional insight into the nature of their mother tongue.

To encourage students to look for common themes in the texts they read or listen to, and to draw conclusions about the needs and

feelings of humans in general.

To develop students’ social literacy skills, i.e. the ability to influence decision-making thoughtfully and constructively, both in their

personal lives and within their local community, and also at the national and global levels.

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2.2 Core Curriculum objectivesCommunicative ability is the goal of foreign language instruction today. Unlike previous approaches to language instruction, proficiency-

oriented instruction focuses on what the learner can do with language rather than what the learner knows about the language. In a

proficiency-based curriculum, language proficiency is therefore defined through the performance features of language function,

communicative context, and level of accuracy. Language functions refer to the purposes for which language is used, such as requesting,

persuading, complaining, arguing, or inquiring. Each language interaction takes place within a communicative context. Thus, one might

request a meal in a restaurant, a book in a library, a friend’s phone number, or assistance in changing a tyre. Context also includes social

register, thereby determining the level of politeness, familiarity, or formality appropriate to the communicative interaction.

Language users vary in their degree of linguistic accuracy. The foreign language curriculum needs to specify the degree of accuracy with

which students will be expected to produce language. In this model, accuracy is not simply defined by the number of mistakes made (or

not made) but by the degree to which students can accurately interpret incoming messages and encode their own intents. Thus, in the

receptive skills (listening and reading), accuracy refers to the degree to which the student can interpret with clarity, precision, and

flexibility messages received. In the production skills (speaking and writing), on the other hand, accuracy encompasses a measure of the

appropriateness of the message with regard to the sociocultural context, the acceptability of the message to the listener, and the prevision

and clarity with which the student can communicate his/her intent.

In the present curriculum, communicative competence (CC) is the coal. CC consists of the knowledge that users of a language have

internalized which enables them to understand and produce messages in the language. Various models of communicative competence

have been proposed; however, most of these models recognize that it entails both linguistic competence (i.e. knowledge of grammatical

rules) and pragmatic competence (i.e. knowledge of what constitutes appropriate linguistic behaviour in a particular situation). Thus, the

core objectives for teaching English in Palestine fall under these two categories with sociolinguistic, strategic, and discourse competence

included under the rubric “pragmatic competence.”

In the following section, we outline the various domains which the curriculum aims to develop:

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― Communicative competence

― Cultural Awareness

― Study and Thinking Skills

― Values

2.2.1 Communicative competenceLinguistic Competence

The following comprise the components of linguistic

competence. o Oral/Aural Communication

o Reading Skills

o Writing Skills

o Language Awareness

Oral/Aural Communication

The General goal of teaching listening and speaking skills is to enable students to interact successfully with native and non-native users

of English in a variety of social and academic settings. The level aimed at in speaking is not to produce a near-native pronunciation,

rather one that is comfortably intelligible to an educated speaker of English, i.e. pronunciation with a slight mother-tongue accent with

accurate realization of the major phonemic contrasts.

The student will communicate effectively and appropriately in a variety of situations in the target language for the following purposes:

To respond to presentations of stories, poems, and songs.

To recognize and express feelings, attitudes, and ideas evoked by oral presentations on a limited range of subjects and in a limited

variety of formats.

To initiate and sustain a rehearsed or unrehearsed conversation.

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To narrate events with different time contexts in areas of personal interest.

To give and understand verbal directions and instructions.

To understand questions, statements, and commands pertaining to routine classroom procedures.

To answer questions on, explain and discuss material presented in class (written, oral or visual).

To demonstrate proficiency in handling various communicative tasks.

To express emotions and feelings about self, current affairs, and contemporary social issues.

To demonstrate comprehension of relevant details and sequence of events.

To obtain new information from face-to-face communication, telephone conversations, telecasts and video, or recorded speech.

To initiate and sustain a conversation.

To infer the speaker’s or writer’s attitudes.

To demonstrate comprehension of familiar topics in authentic spoken discourse.

To engage in conversation or discussion on familiar topics and topics of general interest with peers and adults for a variety of

purposes.

To take notes from oral communications ranging from informal to slightly technical or specialized (a lecture, news report,

announcement, instructions, etc.).

To monitor and evaluate student’s own performance as a speaker according to the perceived needs and responses of the

audience/interlocutors.

Reading Skills

Reading comprehension is the most important skill to be taught in school and the ability to read accurately and fluently is the most

important need for the Palestinian student. The students will be trained for:

1. Information and Understanding: Collect data, facts, or ideas; discover relationships, concepts, or generalizations; and use knowledge

generated from text.

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2. Aesthetic Response: Enjoy and appreciate texts, relate texts to self, and respond sensitively to texts with diverse social, historical, and

cultural dimensions.

3. Critical Analysis and Evaluation: Use personal and/or objective criteria to form opinions or to make judgements about ideas and

information in written texts.

The students will read a variety of text types for the following purposes:

To comprehend basic facts in the text.

To obtain information from a text and to use this information for summary, study, and other purposes.

To discover relationships, concepts, or generalizations in written texts.

To use knowledge generated from text in relevant real-life situations.

To access background information necessary for proper text comprehension by using the appropriate strategies and skills.

To read critically, i.e. to form opinions and make judgements about text.

To identify the organizational pattern of text.

To recognize the rhetorical devices used in the text.

To enjoy and appreciate target language literature.

To recognize special linguistic features of texts.

To identify intention, attitude, and bias in texts.

To respond sensitively to texts with diverse social, historical and cultural dimensions.

To project the reader’s personal experiences and knowledge of the world onto the text.

Writing Skills

The goal of teaching writing skills is to enable students to present information and ideas in written English in an organized manner in a

variety of text types and on a variety of topics. The students will write appropriately in a variety of situations in English for the

following purposes:

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To provide information to others in written form using notes, personal letters, journals, personal ads and instructions, etc.

To describe people, places, processes, habits and conditions, objects and visuals using various discourse modes.

To take notes on aural or written text for a variety of purposes (.e.g. study or summarizing purposes).

To transform data from graphic to expository form.

To express own emotions, attitudes, opinions on a variety of topics.

Language Awareness

The students will understand the relationship between the target language and Arabic and Demonstrate awareness of the way language

systems are organized. The students will be able to:

Identify cognates that exist in the target language and Arabic.

Recognize how the basic elements of the two languages are organized.

Distinguish between words that sound the same in both languages but have different meanings.

Recognize differences in the writing conventions of the target language and Arabic.

Recognize that

Identify the major grammatical differences between English and Arabic e.g. word order, gender, tense, etc.).

Recognize similarities and differences in aspects of non-verbal communication in English and their mother tongue.

Recognize multiple meanings of the same word in varying contexts.

Pragmatic Competence

Pragmatic competence as used in this document encompasses sociolinguistic, strategic and discourse competences. It consists of various

communication strategies which enable the student to attain fluency in the language. Some of these strategies that are actively fostered in

school are:

The use of the appropriate language variety, register, and genre according to audience, purpose, and setting.

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The use of nonverbal communications that is appropriate to audience, purpose, and setting.

The use of appropriate learning strategies (e.g., summarizing, note-taking, accessing information) and communication strategies (e.g.

circumlocution, word coinage, code-switching, approximation, etc.) to extend their sociolinguistic and sociocultural competence.

The ability to paraphrase, i.e. express what one means in other words or grammatical forms if the precise lexical items or

grammatical structures are unknown or forgotten.

2.2.2 Cultural AwarenessBasic to the principles of the First Palestinian Curriculum is the need to acquaint students with and enhance their understanding of the

history of the Palestinian people within the broader Arab-Islamic context. The curriculum also aims at raising students’ awareness of the

present and the outlook towards the future of mankind. As such, the following objectives form the basis for the domain of cultural

awareness of the Palestinian EFL curriculum:

To foster respect for self and others and build relationships.

To provide opportunities to develop knowledge and understanding of social and political conflict in a variety of contexts and how to

respond to them positively and creatively.

To develop a knowledge, appreciation and understanding of interdependence, continuity, and change in the social and cultural

process as it relates to individuals, families, local communities, and other wider world.

To provide opportunities to develop an informed awareness of the similarities and differences between the cultural traditions which

influence people who live in Palestine.

To strengthen the Palestinian identity of students together with the connection with the Arab and Islamic culture and heritage.

To strengthen students’ ties to the Palestinian community in which they live.

To help students recognize that they are valuable members of the local Palestinian community as well as of the world community.

To enhance students’ awareness of the many dimensions which make up Palestinian culture and ways of life, and how they are woven

together.

To encourage a sense of belonging in relation to one’s cultural background.

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To build understanding of, and sensitivity towards, own and other cultural traditions.

To develop an appreciation of shared and distinct characteristics of Palestinian and other cultures.

To assist students in developing an integrative and holistic personality – Palestinian, Arab, Islamic, and Global.

To encourage students to actively participate in and make recognizable and appreciable contributions in the quest to build, reinforce,

and refine human civilization.

The curriculum also aims to foster in students a positive attitude towards English and the importance of learning it. The student

will develop understanding of the target language culture by:

Learning songs, poems, proverbs, games and other cultural activities form the target culture.

Becoming aware of typical behaviours in common everyday situations in the target culture.

Becoming familiar with important holidays and celebrations of the target culture.

Identifying various foods from the target language cultures including regional specialities.

Recognizing countries where English is spoken as well as their capital cities and other geographic features.

Recognizing gestures used by people of the target culture.

Becoming acquainted with important historical figures and famous people and places associated with the target language culture.

Identifying some of the cultural groups living in the target language countries.

Becoming familiar with some traditions and customs of the target culture countries.

Becoming familiar with values that characterize the target culture.

Participating in events, and activities that promote the culture of the target language, at school and in the community.

Recognizing measurement systems used in the target language cultures such as inch, yard, pound, etc.

2.2.3 Study and Thinking SkillsThe present curriculum also aims to develop the proper study and higher order thinking skills that will help students to become better

independent letters. The student will utilize language and technological resources when appropriate for target language application by:

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Using ancillary materials (tapes, videos, computer programs, etc.).

Using reference works and self-access learning sources in the target language.

Using significant cultural materials related to the target language (magazines, newspapers, films, radio/TV programming).

Using telecommunication devices (e-mail) with countries where the language is spoken.

Using English to further academic learning and to accomplish academic tasks.

Accessing information within and outside the school setting (using library sources, computers, Internet, etc.).

The concept of learning promoted in this curriculum views the learners as an active individual who is able to monitor and control his/her

cognitive activities. He or she possesses new information through assimilation and integration with previous information. In addition, and

to meet the ever-changing needs of our times and to create the independent learner, the present curriculum promotes the new basic

academic and success skills needed for the 21st Century:

High-order thinking skills

― Analytic, problem-solving, inferencing, synthesizing and information integration skills.

Basic academic success skills

― Improve skills at paying attention, concentration, memory skills, active listening.

― Develop appropriate study skills, learning strategies and habits.

Work and career preparation

― Develop ability to work productively with others, cooperative teamwork, conversation management and leadership skills, and time

management skills.

Basic research skills

― Observation, generating hypothesis, date collection, data analysis, reaching conclusions, making generalizations.

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The English language curriculum aims to reinforce in students the concepts of love, peace, equality freedom, human rights, democracy,

tolerance, respect for oneself and others, as well as to maintain positive attitudes toward good and virtue. Such notions appear in the

English curriculum as “extended experiences” and are “disseminated” throughout the assigned subjects, complementing and supporting

them in what ultimately forms the character of the learner. In addition, the English language curriculum aims to help students to analyse,

clarify, judge and acquire values of civil society in the areas of: global concern, environmental concern, social responsibility, etc.

24

25

Three

Graded Objectives

3.1 The Lower Primary Stage (Grades 1-4)3.1.1 General Goals

Younger learners should enjoy their first experience of a foreign language. One of the best ways of doing this is by adopting a teaching approach and learning materials which take into account the special nature of this age group, and which allow them to experience success by doing things in English. This level should be based around songs, rhymes, stories and activities carefully matched to the interests of young pupils. It should provide an ideal introduction to learning English.

Provide young learners with a basic knowledge of English that enables them to become successful learners in the later stages of learning.

Develop comprehension of basic declarative/factual knowledge in both oral and written texts. Develop ability to comprehend and react to what is read and heard. Create feelings of enjoyment and appreciation of segmental aspects of spoken language. Develop phoneme-grapheme mapping skills. Develop limited ability to use linguistic clues to gain comprehension of a text. Develop basic ability to seek information in social interaction contexts. Develop copying and writing skills in controlled and semi-controlled tasks. Develop process and functional writing skills. Develop awareness of and limited competence in basic print conventions. Develop textbook awareness and left-to-right writing and reading orientation. Develop a positive attitude toward the target language culture. Develop confidence in using a foreign language. Make the learning experience enjoyable and interesting, through the use of songs, rhymes, stories, pictures and a variety

communicative activities. 3.1.2 Specific Objectives

For details of how the course covers language objectives for Grades 1-4 see the following four tables.

☐: tick these boxes as you complete each objective.

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Grade Listening Speaking Reading Writing Other skillsObjective Reference Objective Reference Objective Reference Objective Reference

1 Distinguish U1P1A1 Articulate sounds in U1P1A2 Identify U6P1A2 Develop left-to- U1P2A1 Working asEnglish segmental and single words ☐ sound-letter and right writing a team

Greetings phonemes in phonemic correspondences phonemic orientation ☐awareness awarenesssingle words ☐ ☐Names section in TB section in

TB

Numbers Associate letters U1P1A2 Recite songs U7P2A3 Read sight U11P4A1 Write lower case U6P2A2 Playing

Food with their sounds individually and vocabulary with letters legibly ☐ language☐ chorally ☐ correct games

Animals pronunciation ☐The body

Associate letters U8P1A1 Say the letters of the U8P1A1 Write cardinal U4P6A1 Listening towith their names and alphabet ☐ numbers 1-10☐ each other

The ☐ phonemicawareness

Classroom section in TB

FamilyListen to songs U1P4A3 Say cardinal numbers U4P1A3 Copy words in U13P6A1 Doing word

Drinks and sing them ☐ 1-10 ☐ core vocabulary squares

Toys lists ☐Identify cardinal U4P4A1 Name familiar U2P1A1 Complete words U11P6A2 Singing

Transport numbers 1-10 ☐ objects ☐ by supplying the songs

Colours missing letters ☐Respond to verbal U1P1A1 Respond verbally to U17P3A3 Maintain U16P6A2

Clothes and non-verbal direct questions, appropriate

My roominstructions ☐ instructions and spacing between

visual inputs ☐ letters in a wordMy and betweencountry words ☐My friends Identify core U6P3A3

vocabulary ☐

Respond to U10P1A1questions basedon aural texts ☐

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Grade Listening Speaking Reading Writing Other skillsObjective Referenc Objective Referenc Objective Referenc Objective Referenc

e e e e

2 Distinguish U3P3A3 Articulate sounds in U7P1A2 Identify U1P2A1 Develop left -to- U1P6A2 Working inEnglish segmental and single words ☐ sound-letter and right writing pairs and as a

My name phonemes in phonemic correspondences phonemic orientation ☐ teamawareness awarenesssingle words ☐ ☐My age section in TB section in

TB

FoodDistinguish U1P5A3 Articulate sounds in U7P2A2 Read established U4P4A1 Write small and U2P6A2 Playing

My garden English segmental and connected speech ☐ sets of sight capital letters languagephonemes in phonemic vocabulary ☐ legibly ☐ games

My body awarenessconnected speech section in TB

My home ☐My Town

Associate letters U1P2A1 Recite songs and U4P4A3 Read familiar U11P2A1 Write cardinal U4P2A1 Talking aboutwith their sounds and rhymes individually material with numbers 11-20 self

My ☐ phonemic and chorally ☐ correct ☐awarenesshobbies pronunciation ☐section in TB

Transport Associate letters Phonemic Recite letters of the U9P3 Answer factual U15P4A1 Copy words, U11P6A2 Saying chantswith their names awareness alphabet ☐ And questions ☐ phrases and

The ☐ sections in Language sentences withTB, e.g. U3P£ presentatioclassroom correct(page 26 TB) n section in

Shopping TB punctuation ☐Listen to songs U2P4A3 Produce cardinal U4P1A3 Maintain U2P4A1

My family and sing them ☐ numbers 11-20 ☐ appropriate and A2

Myspacing between Homewor

letters in a wordk using

country writingand between

Birthdaysframe in

words ☐ TB p124Identify cardinal U4P1A3 Name familiar U7P1A3 Spell frequently U2P4A1number 11-20 ☐ objects ☐ used words

correctly ☐Respond verbally U4P3A1 Describe familiar U13P6A2 Arrange U16P4A1and non-verbally objects ☐ scrambled lettersto spoken into words ☐instructions ☐Respond to factual U10P1A2 Respond verbally to U8P3A3 Complete words U1P2A1questions ☐ direct questions, by supplying the

instructions and missing letters ☐visual inputs ☐

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Respond to U10P1A1 Respond orally to U7P5A2 Complete a U7P4A1referential factual questions ☐ phrase orquestions based sentence byon aural texts ☐ supplying the

missing word ☐Identify core U2P1A2 Express likes and U2P1A2vocabulary ☐ dislikes ☐

Give directions and U6P2A3instructions ☐

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Grade Listening Speaking Reading Writing Other skillsObjective Referenc Objective Referenc Objective Referenc Objective Reference

e e e

3 Distinguish U8P5A1 Articulate sounds in U2P1A1 Read established U2P1A1 Develop left-to- U1P6A2 Working inEnglish segmental single words ☐ sets of sight right writing pairs and as

Greetings phonemes in vocabulary ☐ orientation ☐ a team

Jobsconnected speech☐

FoodListen to and join U2P3A3 Articulate sounds in U1P6A1 Read familiar U6P2A1 Write numbers U4P4A2 Playing

Animals in with songs and connected speech ☐ material with one to ten in language

Healthrhymes ☐ correct words ☐ games

pronunciation ☐My day

Respond verbally U1P1A1 Name familiar U3P1A2 Answer factual U2P2A2 Write legibly and U2P6A2and non-verbally objects ☐ questions ☐ neatly letters in

Weather to spoken script, cursive orinstructions ☐ semi-cursive

Time form ☐

Days ofRespond to factual U4P3A1 Describe familiar U4P5A1 Recognize simple U1P6A1 Copy words, U1P6A2questions ☐ objects ☐ pronoun phrases and

the week referents ☐ sentences

Clothesaccurately ☐

Respond to U3P3A1 Recite songs and U4P3A3 Ask and answer U13P3A3 Maintain U3P6A3Colours referential rhymes individually referential appropriate

questions based and chorally ☐ questions about spacing betweenCountrie on listening texts reading text ☐ letters in a words ☐ and between

Opinionswords ☐

Detect a simple U6P5A1 Talk about self, U7P5A4 Retell U6P2A2 Spell frequently U10P2A1

Sports story sequence ☐ family and routines information in used words☐ reading text ☐ correctly ☐

Identify U6P5A1 Respond verbally to U4P3A4 Identify sound- Help Arrange U15P2A1characters, actions direct questions, letter given scrambled lettersand feelings in a instructions and correspondences througho into words ☐story or in a visual inputs ☐ ☐ ut TBspoken discourse☐Identify core U2P1A1 Respond verbally to U1P1A3 Complete a word U11P4A1

factual questions ☐ by supplying the

30

vocabulary ☐ missing letters ☐

Express likes and U3P4A1 Write dictated U2P5A1dislikes ☐ single words ☐

Talk about time and U10P1A1 Write answers to U17P5A1days of the week ☐ U10P3A3 questions based

on readingmaterial ☐

Describe sequence of U10P5A1 Use capital U12P6A3events ☐ letters, full stops

and questionmarks correctly☐

Give advice and make U6P3A1 Complete a U12P6A1suggestions ☐ U11P3A3 crossword puzzle

☐Ask questions about U10P5A4 Complete a U7P4A3routine matters ☐ phrase or

sentence bysupplying themissing word ☐Arrange U2P4A2scrambled wordsinto sentences ☐

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e e e e

4 Distinguish U1P1A1 Articulate sounds in U1P4A1 Recognize U1P6A2 Write legibly and U1P6A2 Working inEnglish segmental isolate word forms ☐ English neatly letters in pairs and as a

My family phonemes in script/handwriti script, cursive or team

Jobs connected speech ng☐ semi-cursive☐ form ☐

HobbiesListen to and join U2P4A3 Articulate sounds in U1P1A3 Answer factual U14P3A4 Copy words, U2P6A1 Play language

My House in with songs and connected speech questions about phases, and games

Shoppingrhymes ☐ using correct reading material sentences

pronunciation ☐ ☐ accurately ☐Quantities

School Identify cardinal U4P5A1 Recite cardinal U4P5A3 Read and U2P1A1 Maintain U2P3A2numbers 30-100 numbers 30-100 ☐ understand new appropriatesubjects

Days of☐ and familiar spacing between

material ☐ letters in a wordthe week and betweenFood and words ☐drink Respond verbally U6P1A1 Name familiar U4P3A1 Recognize U3P6A1 Spell frequently U1P4A1

Seasons and non-verbally objects ☐ pronoun used wordsto spoken referents ☐ correctly ☐

Likes and instructions ☐dislikes Respond to factual U4P1A3 Describe familiar U1P6A3 Arrange U1P4A2Palestine or literal questions objects ☐ scrambled letters

The☐ into words ☐

kitchen

The time Detect a story U12P5A1 Recite songs and U2P4A3 Arrange U6P6A1Good sequence ☐ rhymes individually scrambled wordshabits and chorally ☐ into sentences ☐Activities Carry out a U11P3A3 Talk about self, U6P5A4 Complete words U7P2A1

sequence of family, or immediate by supplying theShops instructions☐ environment ☐ missing letters ☐The farm

Extract U2P3A1 Respond verbally to U2P5A3 Complete a U1P6A1information to direct questions, phrase oraccomplish a instructions, sentence by

32

physical task ☐ suggestions, offers, supplying theand visual inputs ☐ missing words ☐

Identify core U3P4A1 Express likes and U8P3A3 Write dictated U7P1A2vocabulary ☐ dislikes ☐ material (word,

phrases orsentences) ☐

Respond to U7P1A2 Give instructions ☐ U11P1A3 Write answers to U8P4A3referential questions basedquestions based on readingon aural texts ☐ material ☐

Ask questions about U7P5A3 Construct U10P2A3routine matters ☐ sentences

following a model☐

Retell a story based U11P3A2 Write simple U2P2A2on visual input ☐ sentences

describingpictures,drawings, oractivities, etc.,using words froma list ☐

Use capital letters U4P6A3and basicpunctuation (fullstop, questionmark, commas)correctly ☐

Write simple U1P6A1sentences aboutself, family andimmediateenvironment ☐

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Label objects and U18P3A4 visuals ☐

34

3.2 The Upper Primary Stage (Grades 5-10)

3.2.1 General Goals

Provide students with learning opportunities that enables them to comprehend, interpret and appreciate texts of different genres on a variety of topics.

Develop awareness and limited mastery of reading microskills (e.g. skimming, scanning, guessing meaning from context, etc.) Develop ability to comprehend information in interactional discourse (verbal exchanges) and relatively extended discourse. Enhance comprehension and interpretation skills. Develop skills in exchanging and conveying ideas (interactionally and transactionally). Develop social interaction and communication skills (negotiation of meaning and conversation management). Refine ability to use language in sociolinguistically appropriate ways. Develop ability to produce guided/controlled written texts. Develop awareness and appreciation of target language culture. Develop high order thinking skills. Develop basic academic skills and learning habits. Develop ability to transfer knowledge to other similar or relevant contexts. Develop information and library skills. Develop test-taking skills.

3.2.2 Specific Objectives

For details of how the course covers language objectives for Grades 5-10 see the following six tables.


35


e e e e

5 Identify core U1P1A1 Articulate sounds U1P1A1 Recognize English U2P7A5 Copy short texts U12P7A3 Working invocabulary ☐ in isolated word script ☐ accurately using pairs and as a

Greetings forms ☐ correct team

Hobbies punctuation ☐Palestine

Extract information U10P3A1 Articulate sounds U1P6A4 Read familiar U1P2A3 Use capital letters U1P7A3 Play languageandEngland to accomplish a in connected material with and basic games

Sportsphysical task ☐ speech ☐ correct intonation punctuation

and pronunciation (period, questionSize ☐

mark) correctly☐Holidays

and travel Identify the topic of U4P6A1 Produce basic U2P1A3 Deduce meaning of U10P1A2 Spell frequently U1P8A1 Make a

Monthsaural texts ☐ intonation unfamiliar words used word booklet or

patterns☐ from context ☐ correctly ☐ posterandseasons

Times of Identify the setting U1P1A2 Recite songs, U4P6A3 Identify the main U1P3A1 Arrange U1P5A2 Learnday of aural texts ☐ rhymes and idea of a text ☐ scrambled words everyday

Computerstongue twisters

into sentences ☐ Englishindividually and phrasesandchorally ☐phones

Space andIdentify the U1P1A2 Talk about self, U15P7A3 Make inferences U12P1A2 Complete a U1P5A1 Use mindparticipants and family or about reading text phrase or maps

the futuretheir roles ☐ immediate ☐ sentence by

environment ☐ supplying themissing word(s)☐

Respond to U4P6A1 Summarize the U11P5A2 Recognize pronoun U3P1A2 Write answers to U1P3A4 Make areferential main points of a referents ☐ questions about crosswordquestions based on text ☐ reading materialaural texts ☐ ☐

Detect a story U13P1A4 Describe a U11P7A3 Retell or U11P6A4 Construct U2P8A2 Integratedsequence ☐ sequence of events summarize sentences skills

36

☐ information in following a modelreading text ☐ ☐

Identify ordinal U3P2A1 Retell a story U11P4A4 Make predictions U13P1A2 Label objects and U15P2A1 Projectsnumbers first to based on visual about reading text visuals ☐twelfth ☐ input ☐ ☐Identify times, U4P1A2 Express likes and U1P1A2 Scan a text for U4P3A3 Write simple U11P8A2months, seasons and ☐ dislikes specific information sentencesweather ☐ ☐ describing

pictures,drawings oractivities ☐

Make comparisons U6P1A2 Respond verbally U16P6A1 Develop awareness U6P1A2 Write simple U1P7A4and use superlatives to direct of comparatives, sentences about☐ questions, superlatives and self, family and

instructions, antonyms ☐ immediatesuggestions, offers

environment ☐and visual inputs☐Answer questions U17P6A4 Generate U3P6A4 Use conjunctions, U4P7A3about everyday referential prepositions andthings ☐ questions about sequencing

reading text ☐ words ☐

Narrate a story U11P7A3 Recognise basic U11P4A4 Complete a U2P7A1based on visual discourse crossword orinput ☐ connectors ☐ wordsearch using

core vocabulary☐

Give directions U16P6A1 Develop awareness U1P8A2 Transcode U10P5A2and instructions of semantic fields information on☐ (word mapping) ☐ diagrammatic

display intowritten text ☐

Interpret U15P1A2information indiagrammatic

37

display ☐

38


e e e e

6 Identify core U1P1A1 Articulate sounds in U1P1A1 Read familiar U1P2A3 Copy words or U1P7A4 Working invocabulary ☐ isolated word forms material with short texts pairs and as a

Holidays ☐ correct accurately ☐ teamand intonation andadventure

pronunciation ☐s

GoodExtract U4P3A1 Articulate sounds in U1P1A3 Answer factual or U4P3A4 Use capital letters U1P5A2 Play languageinformation to connected speech ☐ inferential and punctuation games

friendsaccomplish a questions ☐ (full stop, comma,and

difficult physical task ☐ question mark,situations exclamation

Advicemark,apostrophe)aboutcorrectly ☐healthy

food Identify the topic U5P1A1 Produce basic U1P1A3 Deduce meaning U1P2A4 Spell frequently U1P3A3 Make a posterInvitations of a text ☐ intonation patterns of unfamiliar used words or storybook, ☐ words using correctly ☐permissio context ☐ns, offers Identify the main U5P1A1 Recite songs, rhymes U2P6A3 Generate U1P6A4 Arrange U1P5A2 Use everydayand

idea of a text ☐ and tongue twisters referential scrambled words Englishacceptance individually and questions about into a coherent phrases

Followingchorally ☐ reading text ☐ sentence ☐

Identify the setting U5P1A1 Talk about self, U1P5A3 Retell or U5P2A3 Complete a U1P4A1 Use and makeinstruct-ions of a text ☐ family, immediate summarize sentence by word maps

Illnessesenvironment or reading text ☐ supplying the and mindissues of interest ☐ missing words ☐ maps

Weather Identify the U5P1A1 Summarize the main U5P2A2 Make inferences U2P1A2 Write answers to U6P3A4 Integrated

Greatparticipants and points of a text ☐ about reading questions about skillstheir roles ☐ text ☐ reading material

explorers ☐Giving Respond to U5P1A3 Describe a sequence U2P5A3 Identify the main U1P3A4 Construct U4P5A2opinions, referential of events ☐ idea of a reading sentencesagreeing

questions based text ☐ following a modelandon aural texts ☐ ☐disagree-

ing Detect a story U1P1A2 Retell a story based U14P2A4 Recognize U1P2A2 Produce a text in U4P7A3

Giving sequence ☐ on visual input ☐ coordinating imitation of aconjunctions ☐ model ☐

39

reasons

Good manners

Express likes and U6P7A1 Scan text for U1P2A4 Write a story (on U1P8A2dislikes, opinions, specific a poster) ☐reasons ☐ information ☐

Respond verbally to U6P5A3 Skim for the gist U1P1A4 Combine U2P7A2direct questions, or general sentences usinginstructions, impression of text connectives ☐suggestions, offers or graphics ☐and visual inputs ☐Ask and answer U2P8A2 Distinguish fact U10P1A2 Transcode U13P4A1questions about from opinion ☐ information ineveryday matters ☐ diagrammatic

display intowritten text ☐

Give instructions, U6P5A2 Interpret U13P4A1 Revise, edit and U1P7A3advice and information in rewrite ownpermission, make diagrammatic work ☐requests ☐ display ☐Describe a process ☐ U13P1A2 Recognise U3P3A3

pronounreferents ☐

Narrate a story based U4P8A2 Make predictions U12P1A2on visual input ☐ about reading

text ☐

Narrate a story based U3P5A3 Develop U3P8A2on personal awareness ofexperience ☐ semantic fields

(word mapping)☐

Make a rehearsed U4P8A2oral presentationabout a familiar topic☐

40


e e e e

7 Identify core U1P1A1 Articulate sounds U1P1A1 Answer factual, U1P1A2 Use capital letters U1P7A3 Working invocabulary ☐ in isolated word inferential, and A4 and punctuation pairs and as a

Greetings forms ☐ judgement or (period, comma, teamand evaluation question mark,personal

questions ☐communic quotation mark,ations

colon,World apostrophe, andLanguages

exclamationAnimals mark) correctlyCommunic ☐ating bydifferent

methods Extract information U7P6A2 Articulate sounds U1P4A5 Read familiar U1P32A6 Arrange U4P5A3 Play languageSport to accomplish a in connected material with 3 scrambled games

physical task ☐ speech ☐ correct intonation sentences into aCrafts and pronunciation coherent☐Hiking paragraph ☐instructions and

Identify the topic of U5P1A2 Articulate stress U2P1A1 Make predictions U3P3A2 Complete a U1P23A3 Make aadvice

Technologa text ☐ patterns within about reading text phrase or 4 booklet or

words ☐ ☐ sentence by posterysupplying the

Cities andmissing words ☐towns

Arts and Identify the main U8P1A3 Produce basic U2P1A5 Make inferences U3P1A2 Write dictated U2P8A2 Learncrafts in

idea of a text ☐ intonation about reading text material using everydayPalestinepatterns ☐ ☐ correct English

Food andpunctuation ☐ phrases

tablemanners

Palestinian Distinguish the main U3P6A3 Summarize the U9P1A2 Distinguish main U13P2A5 Write answers to U2P2A5 Use mindembroider idea from main points of a idea from questions about mapsy supporting details text ☐ supporting details reading material

☐ ☐

41

World communic ations

Having a picnic

☐

Identify the setting U7P1A2 Describe a U7P8A1 Recognize U11 P1 Combine U3P7A2 Usingof a text ☐ sequence of events rhetorical markers A3 sentences using computers

based on visual and their functions connectives ☐ for researchinput ☐ ☐

Identify the U1P6A1 Deduce meaning of UIP1A4 Produce a short U2P8A5participants and unfamiliar words text in imitationtheir roles ☐ from context ☐ of a model. ☐

Narrate a story U7P7A5 Infer mood and U1P1A4 Write about U2P7A4based on personal attitude from a text personal feelings,experience ☐ ☐ experiences and

opinions ☐

Respond to U7P6A3 Narrate a story U2P6A1 Identify U7P7A3 Make notes about U2P8A5referential based on visual components and a text. ☐questions based on input ☐ format of personala text ☐ letters ☐

Make a rehearsed U1P8A6 Skim for gist or U6P3A3 Write post cards, U7P7A4or unrehearsed general impression personal letters,presentation of text or graphics and notes ☐about a familiar ☐topic (self, family,immediateenvironment orcurrent issues). ☐Express likes or U3P7A4 Revise, edit and U1P7A5dislikes, interests, rewrite owndreams, apology, work ☐gratitude,surprise, pleasureand displeasure ☐Respond to direct U3P6A5questions,instructions,suggestions, offers,visual input, etc.

42

☐Respond orally to U2P3A2referential andinferentialquestions. ☐Give directions U8P6A5and instructions☐Ask questions U1P6A6about routinematters ☐Transcode ☐ U12P5A1information indiagrammaticdisplay intospeech

43


e e e e

8 Identify core U1P1A1 Articulate sounds U1P10A3 Answer factual, U3P2A3 Use capital letters U1P11A1 Working invocabulary ☐ in connected inferential, and punctuation pairs and as a

Communic speech ☐ judgement or (period, comma, teamation evaluation question mark,Palestinian questions ☐ quotation marks,Culture

colon,Visiting a apostrophe,national

parenthesis, andpark

Healthexclamationmark) correctly

Games ☐Solving

Extract information U3P10A1 Articulate stress U1P4A1 Read familiar U1P5A3 Arrange U6P12A1 Play languageproblems

Clothes

to accomplish a patterns within material with scrambled gamesphysical task ☐ words ☐ correct intonation sentences into a

and pronunciationFood coherent☐

paragraph ☐Talkingaboutfriends and Identify the topic of U2P1A3 Manipulate U1P2A2 Generate questions U1P6A1 Write a text U1P11A2 Make afamily aural texts ☐ variation in stress about reading text dictated at a booklet or

A wedding in connected ☐ reasonable speed posterspeech ☐

Checking using correctpunctuation ☐informatio

n

Islam in Identify the setting U1P1A3 Produce basic U1P2A2 Make predictions U5P5A1 Write answers to U4P2A3 LearnSpain of aural texts ☐ intonation about a reading text questions based everyday

patterns ☐ ☐ on reading English

material ☐ phrases

Identify the U1P10A1 Describe a U6P1A2 Make inferences U6P6A1 Write about a ☐ U3P12A4 Use mindparticipants and sequence of events about a reading text familiar topic mapstheir roles ☐ based on visual ☐ (self, family,

inputs ☐immediate

44

environment,topics ofinterest).

Identify the main U1P10A1 Narrate a story U7P6A3 Develop awareness U1P7A1 Produce a written U1P12A4idea of an aural text based on personal of synonyms and text in imitation☐ experience ☐ antonyms ☐ of a model ☐

Respond to U5P10A1 Narrate a story U5P12A3 Develop awareness U2P7A1 Extract and U2P12A2referential based on visual of semantic fields synthesizequestions based on input ☐ ☐ information fromaural texts ☐ different sources

into written textusing appropriatediscoursemarkers andtransitions☐

Distinguish between U3P4A5 Make a rehearsed U8P3A5 Identify the main U2P10A2 Outline a text ☐ U2P12A2relevant and or unrehearsed idea of reading textirrelevant ideas ☐ presentation ☐

about a familiartopic (self, family,immediateenvironment ofcurrent issues). ☐Express likes, U1P6A4 Identify supporting U3P6A3 Make notes about U2P12A2dislikes, interests, details ☐ a text ☐dreams, apology,gratitude, regret,surprise, pleasure,displeasure,agreement anddisagreement ☐Respond to direct U2P9 Deduce meaning of U2P10A3 Summarize a text U2P12A2questions, unfamiliar words by expandinginstructions, from their context notes ☐suggestions, offers, ☐

45

visual input, etc.☐

Skim for gist or U13P10A Write a short U12P12Ageneral impression 1 formal letter, 1of text or graphics using proper☐ format, to request

specificinformation,complain, ororder something☐

Respond to U2P6A4 Distinguish fact U5P6A1 Transcode U7P3A1referential and from opinion ☐ information ininferential diagrammaticquestions ☐ display into

writing ☐Respond to U6P8A3 Infer mood and U13P10A Revise, edit, and U2P12A2conditional or author’s attitude or 1 rewrite ownhypothetical tone ☐ work ☐questions ☐Ask questions U1P3A3 Understand U12P11Aabout routine different types of 2matters ☐ letters ☐

Interpret U7P3A1informationpresented indiagrammaticdisplay ☐Relate text to U2P10A4personalexperience,opinion, orevaluation ☐Analyze U9P10A1components of textsuch as setting,

46

theme, character, etc. ☐

47


e e e e

9 Identify core U1P1A1 Articulate sounds U1P10A5 Answer factual, U1P2A3 Use capital letters U1P11A1 Working invocabulary ☐ in isolated form inferential, and punctuation pairs and as a

Future and connected judgement or (period, comma, teamarrangeme speech ☐ evaluation question mark,nts and

questions ☐travel quotation marks,Settling colon,into a new apostrophe,place

parentheses, andKeeping fit exclamation

Famous mark) correctlypeople ☐Size

Extract information U1P7A3 Articulate stress U4P1A1 Read familiar U1P2A4 Arrange U5P11A2 Play languageTravel and to accomplish a patterns within material with scrambled gamessight- physical task ☐ words ☐ correct intonation sentences into aseeing and pronunciation coherentTalking ☐

paragraph ☐aboutPalestinian

success Identify the topic of U4P4A4 Produce basic U1P10A4 Generate questions U6P6A2 Write a text U2P11A1 Make a

Rulesaural texts ☐ intonation about reading text. dictated at booklet or

patterns☐ ☐ reasonable speed posterMaking using correctfriends

punctuation ☐Animals indanger

Identify the setting U2P4A4 Manipulate U4P10A4 Summarize reading U2P6A1 Write answers to U6P2A3 LearnMaking of aural texts ☐ variation in stress text ☐ questions based everydayplans in connected on reading English

speech ☐ phrasesExpressing material ☐feelings

Talking Identify the main U5P4A4 Summarize the U10P10A Make inferences U4P6A4 Write about a U5P12A2 Use mindabout idea ☐ main points of a 32 about reading text topic of general mapsillness

text ☐ ☐ interest or

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currency ☐

Identify the U6P10A1 Describe a U4P10A1 Make predictions U5P1A2 Write an U2P12A3participants and sequence of events about reading text. imitation of atheir roles ☐ based on visual ☐ model ☐

input ☐Distinguish main U2P10A2 Narrate a story U3P9A4 Develop awareness U9P7A1 Outline a text ☐ U11P12Aidea from based on personal of semantic fields 2supporting details experience ☐ ☐☐Respond to U1A9A3 Narrate a story U4P10A1 Develop awareness U5P7A2 Make notes about U4P6A1referential based on a strip- of synonyms and a text ☐questions based on story ☐ antonyms ☐aural texts ☐Respond to U2P10A4 Make a rehearsed U1P12A2 Identify the main U9P5A3 Summarize a text U2P6A1inferential questions or unrehearsed idea of reading text by expandingbased on aural texts presentation ☐ notes ☐☐ about a familiar

topic ☐Distinguish between U2P4A4 Express personal U8P8A3 Identify supporting U9P6A1 Write a short U13P11Arelevant and feeling, emotions, details ☐ formal letter, 31irrelevant ideas ☐ etc. ☐ using proper

format, to requestspecificinformation,complain, ororder something.☐

Distinguish fact U10P11A Respond to direct U3P9A1 Distinguish main U9P6A2 Extract and U6P11A4from opinion ☐ 2 questions, idea from synthesize

instructions, supporting details information fromsuggestions, offers, ☐ different sourcesvisual input, etc.

and present it in a☐

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coherent textusing appropriatediscoursemarkers andtransitions ☐

Respond to U4P6A4 Recognize U11P1A4 Transcode U3P11A2factual, referential rhetorical markers information inand inferential and their functions diagrammaticquestions ☐ ☐ display into

writing ☐Respond to U8P6A2 Deduce meaning of U2P10A3 Revise, edit, and U4P12A3conditional or unfamiliar words rewrite ownhypothetical from context ☐ work ☐questions ☐Give directions U5P9A1 Skim for gist or U5P5A1and instructions general impression☐ of text or graphics

☐Ask about routine U4P3A3 Distinguish fact U10P6A2matters ☐ from opinion. ☐Talk about U9P11A3 Infer mood and U10P5A1inferred attitudes, author’s attitude orfeelings based on tone ☐aural text or visualstimulus ☐Make predictions U3P5A1 Scan for specific U6P6A1about a piece of information fromdiscourse ☐ text and realia (ads,

menus, schedule,calendar, travelinformation andtickets). ☐Interpret U1P9A2informationpresented indiagrammaticdisplay ☐

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Relate text to U6P6A4personalexperience,opinion, orevaluation ☐Analyze U11P6A1components of textsuch as setting,theme, characters,etc. ☐Extract and U10P6A4synthesizeinformation fromdifferent sources.☐

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e e e e

10 Identify core U1P1A1 Articulate sounds U1P9A3 Answer factual, U3P4A4 Use capital letters U2P3A2 Working invocabulary ☐ in isolated forms inferential, and punctuation pairs and as a

Talking and in connected judgement or (period, comma, teamabout speech ☐ evaluation question mark,plans and

questions ☐ quotation marks,schedulescolon,

Journeys apostrophe,

Free-timeparentheses, andexclamationactivitiesmark) correctly.

Talking ☐about

Extract information U1P1A4 Articulate stress U2P9A5 Read familiar U2P9A4 Arrange U2P10A2 Play languageworkto accomplish a patterns within material with scrambled games

Weather physical task ☐ words ☐ correct sentences into apronunciation and

Major coherentintonation ☐events paragraph ☐

Months Identify the topic of U3P9A1 Manipulate U1P9A4 Generate questions U2P8A2 Write answers to U4P11- Make aand aural texts ☐ variation in stress about reading text questions based 12A2 booklet orseasons in connected ☐ on reading poster

speech ☐Palestine material ☐Modernmedicine

Identify the setting U3P9A2 Produce U2P9A5 Summarize reading U3P4A5 Produce a short U3P10A5 LearnChoosing a of aural texts ☐ intonation text ☐ piece of writing everydaycareer patterns to consisting of English

express attitudinal phrasesHealth simple sentences

meaning ☐about self, family

Strangeor immediateevents

The futureenvironment ☐

Identify the U2P9A2 Produce basic U2P9A5 Make predictions U1P4A2 Produce a short U7P10A3 Use mindparticipants and intonation about reading text piece of writing in maps

their roles ☐ patterns ☐ ☐ imitation of amodel. ☐

Respond to U5P1A3/4 Summarize the U2P4A5 Make inferences U5P4A2 Outline a text ☐ U4P10A2

52

referential main points of a about reading text 3questions based on text ☐ ☐aural texts ☐Identify the main U2P9A2 Develop awareness U2P6A1 Summarize a text U8P5A5idea. ☐ of semantic fields by expanding

(word mapping). ☐ notes. ☐

Distinguish main U8P1A4 Narrate a story U4P10A2 Identify the main U1P4A4 Write a short U12P10Aidea from based on personal idea of reading text formal letter, 2supporting details experience ☐ ☐ using proper☐ format, to request

specificinformation,complain,complain ororder something.☐

Respond to U2P1A4 Make a rehearsed U5P10A2 Identify supporting U8P2A3 Extract and U11P6A3inferential questions or unrehearsed details. ☐ synthesizebased on an aural oral presentation information fromtext ☐ about a familiar different sources

topic ☐and present it in acoherent textusing appropriatetext organizationand discoursemarkers ☐

Distinguish between U11P1A4 Express personal U2P5A5 Distinguish main U3P4A5 Revise, edit, and U4P10A3implicit and explicit emotions and idea from rewrite student’sinformation in an feelings ☐ supporting details own writtenaural text ☐ ☐ work ☐Distinguish between U7P9A1 Respond to direct U2P2A4/5 Deduce meaning of U1P4A1relevant and questions, unfamiliar wordsirrelevant text ☐ instructions, from context ☐

suggestions, offers,visual inputs, etc.

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☐Distinguish fact U11P1A3 Paraphrase in own U8P11- Skim to obtain gist U1P4A3from opinion ☐ words an aural or 12A3 or general

a written text ☐ impression of a textor graphics ☐

Extract key U5P4A5 Respond to U4P5A4 Scan for specific U1P11- .information of note factual, referential information from 12A1taking and and inferential texts and realiasummarizing questions ☐ (ads, menus,purposes ☐ schedule, calendar,

flight informationand tickets, etc.). ☐

Respond to U4P2A4complex,conditional,hypotheticalquestions ☐Give directions U7P9A2 Interpret U4P9A1and instructions information☐ presented in

diagrammaticdisplay ☐

Ask questions U3P10A4 Relate text to U3P2A4about routine personalmatters ☐ experience,

opinion, orevaluation ☐

Talk about U2P7A2/3 Analyze U4P4A3inferred attitudes, components of textfeeling based on such as setting,an aural text or a theme, characters,visual stimulus ☐ etc ☐Make predictions U3P4A2 Extract and U10P4A5about a piece of synthesizediscourse ☐ information from

different sources ☐Engage in U2P5A4conversationseffectively using

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suitable conversation management skills and appropriate communication strategies ☐Transcode U2P7A2 information indiagrammatic display into speech ☐

55

3.3 The Secondary Stage (Grades 11–12)

3.3.1 General Goals

Expose students to learning experiences and opportunities enabling them to comprehend, interpret and appreciate written text of different genres on a variety of topics.

Refine use of reading microskills.

Develop ability to comprehend information in extended and interactional and transactional discourse.

Develop awareness of stylistic techniques and variations in written and oral texts.

Develop ability to critically evaluate texts, ideas and arguments.

Develop skills in exchanging and conveying ideas (transactionally and interactionally).

Develop social interaction and communication skills.

Refine ability to use language appropriately.

Develop ability to produce creative academic and functional writing.

Develop ability to read texts of different modes.

Develop understanding and appreciation of cultural attitudes and values, and ability to analyze cultural bases for judgement and evaluation.

Develop high order thinking skills and cognitive and metacognitive strategies (creative critical thinking, problem-solving, logical reasoning, decision-making, summarizing, note-taking, comprehension monitoring, etc.).

Sharpen academic skills and learning habits.

Enhance the ability to transfer knowledge to other, similar and relevant contexts.

Develop test-taking skills.

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Develop information searching, library and basic research skills.

3.3.2 Specific Objectives

For details of how the course covers language objectives for Grades 11–12 see the following two tables.


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e e e e

11 Identify the main U3P5A1 Articulate sounds U3P4A5 Answer factual, U5P2A2/ Use capital letters U2P6A3 Working inidea. ☐ in isolated form inferential, 3 and punctuation pairs and as a

Learning and in connected judgement or (period, comma, teamstyles speech. ☐ evaluation question mark,Education questions. ☐ quotation marks,

colon, semi-colon,Accidents apostrophe,

Tourismparentheses, andexclamation

Walking mark) correctly.

Food☐

Distinguish main U5P5A1 Articulate stress U5P4A1 Read familiar U5P4A2 Write answers to U3P2A2 DiscussionsAnimals idea from patterns within material with questions based

Fairy talessupporting details. words. ☐ correct on reading☐ pronunciation and material. ☐

Politics intonation. ☐

The news

Identify the topic of U10P5A3 Manipulate U5P4A2 Recognize pronoun U9P2A2 Write about a U8P6A4 Givingaural texts. ☐ variation in stress referents. ☐ topic of interest opinions

in connected or generalspeech. ☐ currency. ☐

Identify the setting U9P5A2 Produce U4P3A4 Summarize reading U9P6A2 Write in imitation U5P6A4of aural texts. ☐ intonation text. ☐ of a model. ☐

patterns toexpress attitudinalmeaning. ☐

Identify the U7P5A1 Produce basic U3P4A5 Make predictions U5P1A1 Extract and U10P6A3participants and intonation about reading text. synthesizetheir roles. ☐ patterns. ☐ ☐ information from

several sourcesand present it in acoherent textusing theappropriateorganization,discoursemarkers andtransitions. ☐

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Respond to U11P5A3 Summarize the U4P2A3 Make inferences U9P2A2 Outline a text. ☐ U10P6A1referential main points of a about reading text.questions based on text ☐ ☐aural texts. ☐Respond to U11P5A4 Describe a U9P1A1 Develop awareness U7P1A4 Make notes about U4P2A2inferential questions sequence of events of semantic fields a text. ☐based on aural texts. based on visual (word mapping). ☐☐ inputs. ☐Distinguish between U9P5A2 Narrate a story U5P5A3 Identify the main U3P1A1 Summarize a text U10P6A3relevant and based on personal idea of reading text. by expandingirrelevant ideas. ☐ experience. ☐ ☐ notes. ☐Distinguish fact U11P5A3 Respond to direct U7P1A1 Identify supporting U9P6A2 Write a short U5P5A2from opinion. ☐ questions, details. ☐ formal letter,

instructions, using propersuggestions, offers, format, to requestvisual inputs, etc. specific☐ information,

complain, ororder something☐

Draw inferences U8P5A2 Paraphrase in own U7P2A2/3 Distinguish main U9P6A2 Transcode U3P6A3about speaker’s words an aural or idea from information inattitude, feelings written text. ☐ supporting details. diagrammaticand emotional state. ☐ display into☐ written text. ☐Extract key U4P5A4 Respond to U10P5A4 Deduce meaning of U3P2A2 Revise, edit, and U6P5A3information for note factual, referential unfamiliar words rewrite owntaking and and inferential from context. ☐ work. ☐summarizing question ☐purposes. ☐Recognize discourse U8P5A1 Respond to U2P3A3 Skim for gist or U7P1A2markers, false conditional or general impressionstarts, etc. ☐ hypothetical of text or graphics.

questions. ☐ ☐Identify core U9P5A2 Give directions U7P5A2 Distinguish fact U8P1A2vocabulary. ☐ and instructions. from opinion. ☐

☐Predict following U11P5A1 Make predictions U9P1A1 Infer mood and U2P2A4discourse. ☐ about a piece of author’s attitude or

59

discourse. ☐ tone. ☐

Engage in U7P2A1.3 Scan for specific U3P1A1conversations information fromeffectively using texts and realiasuitable (ads, menus,conversation schedules, calendar,management skills flight informationand appropriate and tickets, etc.). ☐communicationstrategies. ☐Transcode U10P2A1 Interpret U10P2A2information in informationdiagrammatic presented indisplay into diagrammaticspeech. ☐ display. ☐

Relate text to U10P2A3personalexperience,opinion, orevaluation. ☐Analyze text for U9P6A2setting, theme,characters, etc. ☐Extract and U7P1A1synthesizeinformation fromseveral sources ☐Evaluate text for U7P2A2accuracy ofinformation,soundness ofargument, etc. ☐Interpret U10P2A1information indiagrammatic form.☐

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e e e e

12 Extract information U1P5A3 Articulate sounds U2P1A5 Answer factual, U1P1A2 Use capitalization U2P6A4 Working into accomplish a in isolated form inferential, and punctuation pairs and as a

Going tophysical task. ☐ and in connected judgement or (period, comma, team

speech. ☐ evaluation question mark,university

questions. ☐ quotation marks,Worries colon,and apostrophe,concerns parentheses,Funny semi-colon,story exclamation

Communicmark) correctly.☐

ationIdentify main idea. U1P5A2 Articulate stress U1P1A4 Recognize pronoun U1P2A3 Write answers to U1P1A3 Discussions

Friends ☐ patterns within referents. ☐ questions based

Workwords. ☐ on reading

material. ☐Business

Distinguish main U1P5A2 Manipulate U2P1A5 Summarize reading U4P6A5 Outline a text. ☐ U3P6A3 GivingSport idea from variation in stress text. ☐ opinions

Brandssupporting details. in connected☐ speech. ☐

Palestinian Identify the topic of U1P5A2 Produce U2P1A5 Make predictions U1P2A1 Take notes from U10P5A2culture aural texts. ☐ intonation about reading text. aural or read text.

patterns to ☐ ☐express attitudinalmeaning. ☐

Identify the setting U3P5A2 Produce basic U3P1A6 Make inferences U4P1A2 Make notes about U10P6A1of aural texts. ☐ intonation about reading text. a text ☐

patterns. ☐ ☐Identify the U1P5A2 Summarize the U1P5A3 Develop awareness U7P3A5 Expand notes. ☐ U5P5A4participants and main points of a of semantic fieldstheir roles. ☐ text ☐ (word mapping). ☐Respond to U1P5A2 Describe a U3P5A1 Develop awareness U2P1A3 Write personal U6P6A5referential sequence of events of synonyms and and formal letters

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questions based on based on visual antonyms. ☐ (inquiry,aural texts ☐ inputs. ☐ complaint, order),

using the properformat. ☐

Respond to U3P2A1 Narrate a story U11P5A4 Identify the main U2P1A2 Write a report on U5P5A4inferential questions based on personal idea of reading text. a researchedbased on aural texts experience. ☐ ☐ topic. ☐☐Distinguish fact U3P6A4 Express personal U1P2A4 Distinguish main U2P1A2 Write a short U3P6A3from opinion. ☐ feelings and idea from essay

emotions (anger, supporting details. (composition) ofregret, sorrow, ☐ no less than 150happiness, words. ☐success, orfailure). ☐

Extract key U2P5A2 Respond to direct U8P1A2 Recognize U7P4A3 Organize written U3P6A3information for note questions, rhetorical markers information usingtaking and instructions, and their functions. differentsummarizing suggestions, offers, ☐ rhetoricalpurposes. ☐ visual inputs, etc. functions

☐ (classification,comparison,contrast, etc.). ☐

Draw inferences U3P5A2 Paraphrase in own U4P1A6 Deduce meaning of UIP1A3 Write a personal U2P5A4about speaker’s words an aural or unfamiliar words reactionattitude, feelings a written text. ☐ from context. ☐ (evaluation) to aand emotional stage. reading selection.☐ ☐Recognize cohesive U3P5A2 Respond to U6P2A2 Skim to obtain gist U2P2A2 Match audience U1P6A2devices. ☐ factual, referential or general and purpose in

and inferential impression of text writing. ☐questions. ☐ or graphics. ☐

Identify core U1P1A4 Respond to U6P2A3 Infer mood and U4P2A1 Revise, edit and U1P6A2vocabulary. ☐ complex, author’s attitude or rewrite student’s

conditional, or tone. ☐ own writtenhypothetical work. ☐questions. ☐

Predict following U3P5A1 Ask questions U5P1A5 Scan for U10P1A2discourse. ☐ about routine information from

matters. ☐ texts ☐

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Make predictions U1P1A2 Interpret U2P2A2about a piece of informationdiscourse. ☐ presented in

diagrammaticdisplay. ☐

Engage in U1PIA5 Relate text to U3P2A1conversation personaleffectively using experience, opinionsuitable or evaluation. ☐conversationmanagement skillsand appropriatecommunicationstrategies. ☐Transcode U2P2A4 Evaluate text for U6P1A3information in accuracy ofdiagrammatic information,display into soundness ofspeech. ☐ argument, etc. ☐

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Reading Plus

Reading Plus Grade Reading Writing Other skillsObjective Reference Objective Reference

11 Interpret information U1P2A4 Use the correct stages U1P6A5,P7A1/2/4 Presentingin diagrammatic form. to write a short story:

Learning☐ planning (characters,

setting, plotRisk taking (beginning, middle and

end) and meaning),Tourism drafting,

Web of liferevising/checking,writing the final draft.

Literature Demonstrate a clear

Leadershipsequencing of events.☐

Analyze text for U1P4A3 Use capital letters and U1P7A2 Working in pairs andsetting, characters, punctuation (period, as a teamplot, meaning, etc. ☐ comma, question

mark, quotationmarks, colon, semi-colon, apostrophe,parentheses, andexclamation mark)correctly. ☐

Deduce meaning from U1P5A1 Write an accident U2P6A4 Discussingcontext. ☐ report giving ‘facts

only’ details. ☐Appreciate the U2P3A1 Plan and write a for- U2P7A1/2/3 Debatingquestion and answer and-against essay,structure of dividing the essay into‘explanation’ texts an introduction, part 1(expository). ☐ (for), part 2 (against)

and a conclusion. ☐Answer factual, U2P8A1 Write and present U3P6A3inferential, judgement, argumentative texts,critical thinking and using persuasiveevaluation questions. language. ☐☐

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Relate text to personal U3P1A2 Write a balanced U3P7A3experience, opinion, or argumentative essay,evaluation. ☐ giving advantages and

disadvantages, andusing linking wordssuch as on the otherhand, although,however, but, eventhough, some peoplesay. ☐

Extract and synthesize U3P1A4 Revise, edit and U3P7A4information from rewrite student’s ownseveral sources ☐ written work. ☐Deduce meaning of U3P2A3 Write paragraphs U4P6A2new words by where there is a clearconsidering word topic sentence in eachfamilies. ☐ paragraph followed by

supporting sentences.☐

Deduce general U3P3A3 Write simple scientific- U4P5A5meaning of unfamiliar based texts such aswords from context. ☐ case studies. ☐Infer mood and U3P3A5 Write an opinion- U4P7A1author’s attitude or based compositiontone. ☐ with introduction,

paragraphscomprising a topicsentence (opinion) andsupporting sentences(information, reasons,examples, etc), andconclusion. ☐

Understand the use of U3P5A1 Make notes about a U5P6A1pronouns and other text. ☐words to refer back toother words in a text.☐Scan for specific U4P1A4 Summarize texts U5P6A2/3information from texts organizing information

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and realia. ☐ clearly following aseries of steps;understand thedifferent reasons forwriting summaries. ☐

Understand poems as U4P1A6/7/8 Write a comparative U5P7A3a way of expressing essay about presentideas and conveying time and the future,messages. Appreciate using the structure willthe stylistic effect of (not) + verb to makeliterary devices such predictions, phrases toas simile, rhyme, link ideas from therepetition and present and futureassonance. ☐ (e.g. instead of, in place

of, no longer), and thecorrect form ofcomparativeadjectives. ☐

Identify purpose of U4P2A5 Develop and write a U6P6A3text and intended business plan. ☐audience. ☐Identify the topic U4P5A1/2sentence (main idea)of a paragraph, anddistinguish thesupportinginformation. ☐Predict events in texts. U4P8A4☐Appreciate the U5P1A1/2/3differences betweenfiction and non-fiction.Distinguish thedifferent genres offiction. ☐Skim for gist or U5P2A1general impression oftext or graphics. ☐Make inferences about U5P3A2reading texts. ☐

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Match words with U6P4A4meanings. ☐Understand idioms U6P5A1and other difficultphrases. ☐Summarize plot order. U6P8A1☐

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Reading Plus Grade Reading Writing Other skillsObjective Reference Objective Reference

12 Use a variety of U1P1A2 Use capitalization and U1P5A2 Presentingtechniques to gain punctuation (period,

Customsmeaning, e.g. context, comma, questionpart of speech, word mark, quotation

Fitting in families, morphology, marks, colon,etc. ☐ apostrophe,

Global village parentheses, semi-

Moneycolon, exclamationmark) correctly. ☐

Winning and losing Relate text to personal U3P5A5 Join information in U1P6A2 Working in pairs and

Historyexperience, opinion, or sentences using a as a teamevaluation. ☐ variety of structures,

e.g. a main clause witha relative clause, twoclauses joined with aconjunction, a clauseplus an –ing phrase, aclause plus aninfinitive phrase. ☐

Identify and classify U1P8A3 Write advice letters. ☐ U1P7A3 Discussingcharacters in a playscript. ☐Use techniques to U2P4A1/3/4 Use sentence linking U2P5A3 Debatingunderstand idioms and phrases inproverbs. ☐ compositions, e.g. in

contrast, after all, infact, as a result, inother words, etc. ☐

Scan for specific U2P5A4 Write notices showing U2P6A5 Collaborationinformation from texts an appreciation of theand realia. ☐ stylistic features, e.g.

appealing title, shorttext (doesn’t have tobe in sentences),include contact details,etc. ☐

Evaluate text for U2P6A4 Plan and write a U2P7A1/2accuracy of community welcome

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information, page. ☐soundness ofargument, etc. ☐Answer factual, U2P8A1 Use idioms and U2P4A2inferential, judgement, proverbs in writing. ☐critical thinking andevaluation questions.☐Predict events in texts. U2P8A2 Combine opposite U3P5A8☐ ideas in sentences and

paragraphs usinglanguage such ashowever and on theother hand. ☐

Analyze text for U2P8A1 Group ideas into U3P6A2setting, theme, paragraphs wherecharacters, etc. ☐ there is a clear topic

sentence in eachparagraph followed bysupporting sentences.☐

Appreciate and U2P8A5 Identify and use U4P6A1/2/3understand the formal and informalstylistic use of literary language in letters. ☐devices in poetry,plays and prose suchas exaggeration,imagery, rhyme, etc. ☐Extract and synthesize U5P2A1 Write an opinion essay U5P7A3information from using persuasionseveral sources. ☐ techniques such as the

use of rhetoricalquestions. ☐

Identify the topic U3P6A1 Write short U6P7A2sentence (main idea) biographies (firstof a paragraph, and person and thirddistinguish the person). ☐supportinginformation. ☐Understand positive U3P5A4 Write informational U6P6A1/2

69

and negative texts from notes. ☐connotations in texts.☐Infer mood and U4P3A2 Use figurative U6P5A5author’s attitude or language in writing. ☐tone. ☐Understand the use of U5P4A5 Match audience and U4P7A3pronouns and other purpose in writing. ☐words to refer back toother words in a text.☐Understand the U5P6A1/2purpose of rhetoricalquestions and otherpersuasion techniques.☐Distinguish non-literal U6P5A1/2/4and figurativelanguage. ☐Give critical views on U6P8A4opinions in texts. ☐Develop an awareness U4P3A2of the differencesbetween modernEnglish and olderstyles of English usedin literature. ☐Identify main U6P1A2differences betweentwo or more texts. ☐Compare and contrast U5P2A1texts. ☐Understand U6P4A2historical/biographicaltexts, identifying keyevents/dates. ☐Make predictions U3P3A5about reading textsfrom a variety of

70

‘inputs’, such as titles, headlines, graphics,book covers, etc. ☐Make inferences about U2P8A1 reading texts. ☐

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FOUR

Content

The actual content of the English Syllabus should reflect and fulfil the general goals and objectives as set out in this curriculum. This

section outlines the basic contents of the syllabus, namely: themes, topics and situations, functions and notions, as well as structures

which are recommended for inclusion in the proposed syllabus.

4.1 Themes, Topics and SituationsIn deciding on possible theses, topics and situations (i.e. Thematic content) for the English syllabus, we have attempted to adhere to the

following guidelines.

The thematic content should cover aspects of the national, target and global cultural heritage.

It should be about the immediate environment of the student (home and school) as well as the global environment.

The themes should include current affairs (domestic and international) and issues of general interest.

The themes should not only be informative and interesting but should also motivate the students to seek further information from

sources accessible to them.

The situations should reflect real-life contexts and should be relevant to the students’ lives.

72

The grading of the content themes should be guided by the principles of the psychological, cognitive, moral, and social development of the

students. Themes should be appealing to the two sexes and should be appropriate to the age, needs, and experience of the age group

concerned. The progression should be from those topics appealing to children to those more appropriate for teenagers.

4.1.1 Themes and Topics

The following are some recommended topic areas and situations for oral tasks, listening and reading comprehension, as well as writing

tasks

Cultural Heritage: national, and human heritage, customs, holidays, historical

Palestinian, Islamic/ Arab, landmarks, figures and heroes, songs, rhymes, proverbs,

Target, and Global music, literature, and art forms, national foods, national events, celebrations, ceremonies, etc.

Palestine geography, flora and fauna, history, economy, natural resources, social classes, culture, population,

demography lifestyles, refugees, Diaspora, aspirations, statehood, future

Science & Technology computers, e-mails, internet, satellites, robots, telecommunications, multi-media, scientific research and

exploration, space exploration, genetic engineering, great scientists, explorers and inventors

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Environment & Ecology pollution (air, water, seas, oceans, noise), recycling, water treatment, deforestation, reforestation, land

reclamation, desalination, ozone layer, greenhouse effect, drug abuse, natural disasters, endangered

species, nature reserves, national parks

Health & Welfare personal hygiene, diseases and ailments, epidemics, medical care, insurance, emergency services, first aid

Food & Nutrition health foods, diet, good and bad eating habits, etc.

Food eating customs and manners, using recipes, preparing and planning meals, serving meals, eating out,

special meals, traditional foods, kitchen utensils and appliances, weights and measures

Work work place, relations with colleagues, safety regulations, job mobility and stability, loyalty, unemployment

labour unions, workers’ rights.

Family family type, family ties, gender issues, intra-family marriages

Recreation clubs, sports, summer camps, hobbies, interests, leisure time activities, theatre, the arts, boy and girl

scouts

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Games & Sports playing games, watching games, rules, competition, the Olympic Games, competing: winning and losing

The Human Body body systems, organs, parts, how to take care of your body

Immediate Environment home, school, class, city, village, camp, mosque or church

Population population explosion, over-crowding, food distribution, starvation, food resources, poverty, crime, socio-

economic status

Civil Society equality, justice, civil rights and duties, human rights, children’s rights, peace education, gender equality,

democracy, freedom, tolerance, political systems, parties, elections, pluralism, government types,

branches of government

Society & Societal Problems drug-abuse, addiction, smoking, drinking, chemical dependency, injustice, poverty, crime, family planning,

migration, early marriage, kin-marriage, social mobility

Personal name, address, age, sex, telephone number, family, friends, occupation, character, daily routine, social

environment, likes, dislikes, preferences, inter-personal relations

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Travel means of transportation, traffic signs and regulations, road safety, travel documents, entering and leaving

a country, hotel, camping site, luggage, tourist attractions and sites, accommodation, holidays

Education educational system, institutions of higher education, school regulations, value of education

Economy agriculture, industry, natural resources, handicrafts, services, employment, unemployment, inflation,

gross national product, income per capita, taxes, occupations

Weather and Seasons climate, weather conditions, cycle of nature, seasonal weather, natural disasters (hurricanes, tornadoes)

Feelings and Emotions fear, anger, success, failure, loss, how to deal with certain feelings and emotional states

The Arts & Entertainment music, theatre, literature, painting, cinema, acting, museums, performing arts, playing musical

instruments, circus

Shopping shopping facilities, foodstuffs, clothing, household articles, prices, weights and measurements

Services post, telephone, bank, police, garage, gas-station, hospital, repairs

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Signs traffic signs, warning, danger signs, etc.

4.1.2 SITUATIONS

Family, friends, acquaintances, home, work-place, school, classroom, playground, garden, hospital, doctor’s surgery, club, shopping centre, shops, town/city, university, restaurant, farm, airport, plane, countryside, summer camp, interview, tourist sights, sports field, library, sea, etc.

4.1.3 GRADED THEMES, TOPICS AND SITUATIONS

In this section, we present a grading of the themes, topics, and situations over the three stages of school education. Some recycling of the

themes is desirable.

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Lower Primary Stage (Grade 1-4)

Cultural Heritage holidays, ceremonies, feasts, historical landmarks and figures, national foods

Palestine: geography,

Science & Technology: computers, media

Environment & Ecology: insects, animals

Health & Welfare: illness, visiting the doctor

Food: traditional local, target culture cuisine, cooking

Basic Daily Needs: clothing, housing arrangements

Family: family members, descriptions

Recreation: hobbies, interests, leisure time activities

Games & Sports: games, watching games

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Immediate Environment: home, school, class, city, village, places of worship, playground

Personal: likes, dislikes, name, family, friends, daily routine, greetings, time, jobs

Human Body: parts of the body

Travel: means of transportation

Education: school subjects

Weather & Seasons: cycle of nature, climate, weather conditions, seasons

Economy: natural resources, home economics

The Arts/Entertainment: cinema, museum, circus, musical instruments

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Services: post office, gas-station, bank, hospital, restaurant

Shopping: foodstuffs, prices, clothes

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Upper Primary Stage (Grade 5-10)

Cultural Heritage: historical landmarks and figures, national events, customs, national and human heritage, handicrafts

Palestine: history, economy, natural resources, lifestyles,

Science & Technology: media, computers, e-mail, satellites, telecommunication, scientific and research exploration, great

scientists and inventors, space, rain cycle

Environment & Ecology: endangered species, natural phenomena

Health & Welfare: medical care,

Food: eating out, using recipes, preparing and planning meals, serving meals, restaurants

Food & Nutrition: diet and health foods

Recreation: summer camps, leisure time activities, clubs

Sports & Games: competing, winning and losing, playing sport, hobbies

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Personal: daily routine, friends, social environment, inter-personal relations, address, preferences, manners

Human Body: how to take care of your body

Travel: touristic attractions, historical and archaeological sites, air, sea, and land travel

Education: educational system, school regulations, value of education, world language

Weather & Seasons: seasonal weather and natural disasters (earthquakes, tornadoes)

Economy: industry, agriculture, handicrafts, services

Feelings and Emotions: dealing with feelings and emotional states

The Arts/Entertainment: performing arts, theatre, playing musical instruments, acting, dramatization, literature, film

Services: hospital, fire-department

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Shopping: facilities, clothing and household articles, foodstuffs

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Secondary Stage (Grade 11-12)

Cultural Heritage: national and human heritage

Palestine: Diaspora, culture, sociology, future, aspirations

Science & Technology: internet genetic engineering, communication GM food

Basic Daily Needs: job mobility and stability, safety regulations,

Society & Social Problems: multi-culturalism,

Travel: obtaining travel documents, entering and leaving foreign countries, tourism

Civil Society: politics, law making

Education: institutions of higher education, value of education, styles of learning

Feelings and Emotions: dealing with feelings and emotional states, psychological needs

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The Arts/Entertainment: literature, sport

Environment & Ecology: Endangered animals

Media: Newspapers

4.2 FUNTIONS AND NOTIONSThe functional-notional approach to language teaching considers language as a vehicle for performing language functions and notions. A

language function is the purpose for which a unit of language is used, whereas a notion is a meaning element which may be expressed by

nouns, adjectives, verbs, prepositions, etc. Language functions are described as categories of behaviour (e.g. requests, apologies). The

functional uses of language cannot be determined simply by the grammatical structure of sentences. Often, a single structure can perform

a variety of functions; for example, the imperative form may indicate an order, a request, an invitation, an instruction or a suggestion. In

communicative language teaching, the student’s competence is measured by his/her ability to perform language functions appropriately.

In selecting language exponents to express a certain function, several principles must be taken into account. Materials writers must

consider the formality of the situation where the function is set. Students need to be exposed for formal as well as informal register.

Among the many possible choices available for expressing functions, materials writers should begin with those expressions that which

are highly frequent in native speech and only gradually expand to include the less frequent ones. Finally, colloquialisms and regionalisms

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should be avoided as much as possible in preference to those expressions that are common to the two main “standard” dialects, namely,

American and British.

Language functions should be graded according to the perceived needs, interests and experience of the targeted age group. Members of a

certain age group are more likely to find themselves in situations which require certain language functions than another age group.

The lists below give those language functions and notions which are recommended for the English syllabus of Grades 1-12. Neither list

claims to be either comprehensive or restrictive. Writers can include additional language functions or notions they believe to be

appropriate for any age group.

4.2.1 FUNCTIONS

Imparting and Seeking Factual Information

1. Identifying objects, persons, processes

2. Stating factual information

3. Asking about or seeking factual information

4. Stating generalizations

5. Reporting

6. Asking/receiving information

7. Explaining how something works

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Expressing and Determining Intellectual Attitudes

1. Expressing agreement/disagreement

2. Inquiring about agreement/disagreement

3. Extending invitation/offer

4. Accepting/Declining invitation/offer

5. Offering to do something

6. Stating intentions

7. Inquiring about intentions

8. Stating warning

9. Expressing possibility/impossibility

10. Inquiring about possibility/impossibility

11. Expressing capability/incapability

12. Inquiring about possibility/impossibility

13. Expressing need

14. Inquiring about need

15. Expressing certainty/uncertainty

16. Inquiring about certainty/uncertainty

17. Expressing obligation/non-obligation

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18. Inquiring about obligation/non-obligation

19. Granting/withholding permission

20. Requesting permission

21. Expressing confirmation

22. Confirming a known fact

23. Expressing belief/opinion

24. Inquiring about belief/opinion

25. Comparing (quality)

26. Evaluating

27. Predicting

28. Describing/Narrating

29. Giving examples/Citing

30. Indicating knowing/ignorance

Expressing and Inquiring about Emotional Attitudes

1. Pleasure/liking/displeasure/disliking

2. Fear/worry/surprise

3. Preference

4. Hope

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5. Gratitude

6. Sympathy

7. Want/desire

8. Interest

9. Admiration/respect

10. Blame

11. Complaint

12. Love/hate

Expressing and Determining Moral Attitudes

1. Apology

2. Approval/disapproval

3. Indifference

4. Embarrassment

5. Appreciation

6. Regret

7. Moral/religious beliefs

Expressing and Inquiring about Getting Things Done (Suasion)

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1. Suggestions

2. Requesting

3. Advising

4. Inviting

5. Giving advice

6. Offering invitation

7. Giving directions/instructions/commands

8. Making threats

9. Persuading someone to do something

Engaging in Social Activities (Socializing)

1. Greeting or addressing others (formally/informally)

2. Taking leave

3. Getting to know each other

4. Extending wishes

5. Introducing oneself, others

6. Responding to introduction

7. Being hospitable

8. Asking/offering help

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9. Expressing thanks

10. Expressing compliments/congratulations

11. Expressing about health/welfare

12. Expressing compassion

13. Recounting personal experience

Managing Communication

1. Interrupting/acknowledging interruptions

2. Requesting repetition/clarification/explanation

3. Offering to repeat/clarify/explain

4. Initiating a conversation

5. Ending a conversation

6. Using openers/fillers

Telephone Behaviour

1. Answering a telephone call

2. Making a telephone call

3. Responding to questions

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4. Responding to a telephone call

5. Requesting to speak to someone

6. Responding to request to speak to someone

7. Ending a telephone call

8. Returning a telephone call

9. Stating reason for call

4.2.2 NOTIONS

Location and position

Distance and direction

Dimensions and measurements

Time: point, duration, frequency, time relations (past, present, future)

Quantity and quantitative relations

Attributes: colour, taste, smell, texture, shape, size, age, physical condition

Quality

Value, money and price

Possession

Cause, effect, condition, purpose

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Definiteness, indefiniteness

Method, means, instrument

Relations:

― qualitative (comparisons)

― temporal, spatial and referential (time: now-then, place: here-there, reference to persons and things: pronouns

― order and dates

― quantitative relations

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4.2.3 Graded Functions and Notions

Grade 1

Meeting someone for the first time

Introducing self and others

Asking about someone’s name

Talking about body parts

Talking about family

Identifying objects

Describing objects (colour, size)

Talking about numbers

Responding to commands

Talking about possessions

Talking about location

Grade 2

Talking about age

Talking about likes and dislikes

Introducing self and friends

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Talking about self, people, and objects


Giving and responding to commands

Giving negative commands

Describing body parts

Talking about feelings and states

Talking about possession

Talking about likes Talking about location

Grade 3

Greeting people and giving information about yourself and

others Talking about jobs

Talking about family members and what they do


Buying food and saying what food you like/don’t like

Describing animals

Saying what’s wrong with you

Giving and understanding advice

Talking about daily routines and when you do things

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Asking and responding to questions

Talking about the weather

Talking about location (prep. of place)

Days of the week

Talking about the time (only hours) and when things happen

Talking about the playground

Making suggestions

Talking about school Open Day and what you do

Talking about clothes and describing what you are wearing

Talking about what you do in your free time

Describing activities in progress

Talking about where you are from and what languages you speak

Describing sports

Expressing likes and dislikes

Grade 4

Talking about yourself

Inquiring about people

Talking about your house

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Saying what someone is doing/not

doing Talking about items in a house

Saying who things belong to

Expressing quantity Buying

things in a shop Talking

about school subjects

Talking about what you do/don’t do on different days of the week

Asking for things in a restaurant; ordering food and

drink Talking about the seasons

Expressing what you like/don’t like to do

Talking about places in Palestine

Talking about intentions and plans

Talking about items in the kitchen

Giving and understanding instructions

Talking about measurements (cooking)

Saying the time (hour and part of the hour); saying when something starts and

finishes Talking about daily habits

Expressing frequency

Talking about activities

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Expressing ability (can/can’t)

Talking about different types of shop

Saying what you did in the past

Grade 5

Greetings and introductions

Expressing personal opinions

Talking about activities in progress

Talking about places

Using ordinals to talk about positions

Linking months to seasons

Linking weather to seasons

Describing objects

Comparing two objects

Comparing more than two objects

Describing the weather

Comparing more than two activities

Talking about past experiences/events/activities

Identifying specific information

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Identifying objects, people and places

Expressing future plans

Asking for permission

Predicting the future

Grade 6

Asking and answering questions

Talking about personal

experience Talking about dates

Talking about continuing actions in the past

Expressing past time: a sequence of two events (using when)

Past continuous using while

Giving advice

Asking and giving permission

Offering and accepting help (using can and may)

Making requests

Expressing obligation and necessity

Expressing prohibition and lack of necessity

Talking about past (present perfect + already, never, just, yet)

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Expressing duration (present perfect + for/since)

Talking about illnesses

Comparing people, objects, places and actions

Giving opinions

Reporting other’s opinions

Expressing agreement/disagreement

Asking for and giving reasons (because)

Describing actions (adverbs of manner)

Complaining

Grade 7

Introducing people

Saying how often something happens (using adverbs of frequency)

Discussing world languages and international communication

Describing changes (using the present continuous tense)

Talk about animals and animal communication

Making and responding to telephone calls; saying telephone numbers

Talking about sports

Talking about past events, personal experience, etc.

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Giving explanations of

events Talking about crafts

Talking about past (present perfect + already, just, yet)

Giving instructions and advice (with should)

Giving warnings

Talking about technology

Reporting what has been said (no tense change) Seeking

confirmation of facts or opinions (question tags) Talking

about arts and crafts

Asking for, giving and following directions

Using polite expressions

Talking about table manners and

food Ordering food in a restaurant

Expressing intentions and promises (intend, going to)

Talking about communications

Expressing obligation (have to/not have to)

Making plans

Expressing possibility (may, might)

Writing notes and personal letters/emails

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Grade 8

Using greetings

Using paragraphs

Writing letters/emails

Describing change (using the present continuous)

Talking about ability (can/could)

Talking about habitual action in the past

Telling a story

Past experiences

Writing a diary

Giving advice

Making and responding to suggestions

Discussing problems

Making notes

Talking about ownership

Writing a story

Giving rules and expressing obligation and necessity

Expressing conditions (Type 1)

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Making comparisons

Writing a public announcement

Talking about quantities

Planning an event

Identifying and describing people and objects

Comparing people and objects

Making and responding to offers

Expressing cause or purpose

Using telephone language

Checking information

Reporting information, statements and questions

Writing a formal letter

Grade 9

Using greetings

Talking about future arrangements, plans and schedules

Talking about completed actions and actions still to do (present perfect with still … not and already)

Using paragraphs

Writing reports

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Giving advice and instructions

Comparing things and actions (adjectives and adverbs)

Collecting data to complete a chart

Talking about completed actions in the past (past simple)

Talking about continuing actions in the past (past continuous)

Talking about two actions in the past

Telling a story

Talking about quantities

Giving directions

Explaining processes (in the present and in the

past) Expressing conditions (Types 0, 1, 2)

Talking about what usually happens

Talking about what may happen

Talking about what we imagine happening; conjecturing

Speculating/guessing/predicting

Expressing a view with supporting

arguments Expressing comparison/contrast

Identifying people and objects (relative clauses)

Giving invites and making offers

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Seeking and giving information

Proposing solutions

Describing the sequence of

events Making suggestions

Stating intentions and plans

Inquiring about intentions

Writing letters and emails

Reporting events and activities

Asking and expressing feelings, emotions and attitudes

Requesting repetition/clarification/explanation

Confirming facts, feelings and ideas

Expressing emphasis

Expressing agreement and disagreement

Reporting statements, requests and questions

Grade 10

Talking about future plans and schedules

Narrating events

Noting details on the telephone

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Writing an email/letter

Talking about journeys

Talking about interests

Expressing possibility

Expressing ability

Expressing necessity

Making offers, requests and suggestions

Describing daily life and routines

Asking about past events

Narrating a story

Describing weather conditions

Comparisons (of adjectives and adverbs)

Reporting forecasts

Requesting and giving directions

Explaining plans

Reported what others say and said

Summarizing

Giving and writing down telephone messages

Expressing conditions (Types 0, 1, 2, 3)

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Expressing what might have happened differently

Describing alternative courses of action now

Expressing opinions and preferences

Describing possible actions in imaginary situations

Checking information

Predicting

Grade 11 Pupil’s Book

Expressing causality

Writing a CV

Expressing wishes and

hopes Expressing duration

Expressing conditions (as long as, provided that, unless)

Analysing information in charts

Expressing obligation and permission

Expressing preferences

Making notes

Completing applications and forms

Giving suggestions and advice – formal and informal

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Writing reviews

Making formal and informal suggestions

Giving advice and warnings using had better

Giving instructions

Talking about future plans and intentions

Discussing habits

Classifying

Expressing opinions and attitudes

Defining

Expressing a different point of view

Telling stories

Giving extra information

Reporting speech

Describing stages of a process

Summarizing

Confirming/checking information

Reading and writing newspaper stories

Grade 11 Reading Plus

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Sequencing events

Write stories

Presenting and expressing opposing points of

view/arguments Suggesting and persuading

Defining

Debating

Using diagrams to present information

Giving and explaining information

Talking about sports

Talking about body joints

Appreciating poetry and use of literary techniques

Expressing attitudes and opinions

Talking about the environment (science)

Classifying

Summarizing Making

comparisons

Contextualising


Expressing inferences

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Talking about business/entrepreneurship

Writing business documents

Narrating and reporting

Grade 12 Pupil’s Book

Expressing interests

Predicting

Talking about pictures

Identifying and assessing information

Sequencing events/actions

Discussing problems

Expressing concerns

Giving advice and making suggestions

Talking about misunderstandings

Telling stories

Talking about past events

Talking about possibility (present and past)

Expressing probability (could/might/may and will)

Expressing intentions, plans and arrangements

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Giving and predicting

opinions Making offers

Making comparisons

Expressing opposing points of view

Persuading

Writing essays and other compositions

Using formal expressions

Showing interest with tag questions

Reporting orders, instructions, advice and

warnings Restating or paraphrasing

Talking about business and writing business documents


Expressing past wishes and regrets

Criticising events in the past (should(n’t) + have + past

participle) Expressing certainty/uncertainty

Discussing decisions

Summarizing

Discussing memories and the past

Classifying and defining

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Asking for confirmation

Giving examples


Expressing necessity and obligation

Expressing lack of necessity

Expressing willingness

Hypothesizing

Grade 12 Reading Plus

Expressing opinions and attitudes

Discussing opposing points of view

Combining opposite ideas

Writing essays



Summarizing

Classifying

Talking about money

Contextualising

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Discussing plays

Using idioms and proverbs

Sequencing events

Talking about online communities and preparing documents for the Web

Making comparisons

Giving reasons and examples


Expressing oneself formally/informally

Appreciating poetry

Debating

Persuading (e.g. using rhetorical questions as a persuasive technique)

Appreciating the meaning of figurative language

Writing biographies

4.3 LEXICAL CONTENTUneducated people believe that ‘knowing a language’ consists of knowing words. While we do not subscribe to this notion, we believe that

possessing a good vocabulary stock is what enables learners to use their knowledge of the language effectively. Vocabulary building

should therefore be given proper emphasis within the English curriculum.

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The choice of lexical items to be included in the syllabus is derived in part from the notional-grammatical inventory (time expressions,

prepositions, verbs that fit the patterns which have been included in the grammatical syllabus), but more significantly it is determined by

the thematic content of the syllabus. Materials writers can choose those lexical items which draw on the selected themes and topics,

allowing for semantically related words to be presenting in varied contexts deriving from those themes.

Other equally important factors that need to be taken into account in the selection of vocabulary are:

― Frequency of occurrence of individual lexical items as indicated by recognized basic word lists such as the COBUILD Word

List (1994) and the defining vocabulary of the Longman Dictionary of Contemporary English (1997).

― The usefulness of a lexical item for linguistic and teaching purposes as defined by the range of that item, i.e. the number of samples

or texts in which an item is found, the generalizability of the item (possibilities of its transfer and application to new situations).

The greater the range of an item, the greater its potential usefulness.

― Ease of learning and teaching based on features inherent in the English lexicon itself, i.e. pronunciation, spelling, and complexity of

meaning, Lexical items which seem to constitute such difficulties should be avoided in favour of easier synonyms and alternatives

― The immediate and prospective needs of the Palestinian school learners.

― Positive transfer from the mother tongue, (e.g. cognates and loanwords).

A reasonable ratio of new words to known words, as well as a proper rate of re-entry of words should be observed. Each lexical item is

expected to be recycled as many times as possible in different situations and contexts throughout the course to ensure student mastery

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over the new vocabulary. Writers should also produce effective workouts for classroom practice. The density of words should be

determined in terms of the optimum vocabulary load for an ordinary forty-five minute lesson and the number of lexical items should

be introduced over the duration of the course.

The recommended core lexicon for active acquisition in Palestinian schools is 1800 (2100 including Reading Plus books) lexemes, where

a lexeme represents a word family (e.g. soft, softly, softness), distributed as follows:

― Lower Primary Level (Grades 1-4) lexis: about 450

― Upper Primary Level (Grades 5-10) lexis : about 1100

― Secondary Level (Grades 11-12) lexis: about 240 (500 including Reading Plus books)

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1-4 Cumulative Word List blonde cityblue clapblue jeans climb

a board closeact body clothesadd book (n) cloudafter boots coffeealways bored cold (weather)and bowl collectanimals box colourapple boy comeaunt bread computerautumn breakfast cookbaby brother copyback brown couldbad brush countbag build countrybake butcher cousinball butter cowballoon butterfly crayonbanana buy cupbasketball can dancebathroom candle date (fruit)be capital tomorrowbeach car nightbed carrot daybee carton dentistbehind cartoon deskbetween cat dessertbig chair difficultbike chant dinarbill cheese dining roombin chicken dobird chip doctorbirthday chocolate dogbiscuit church dollblack circle donkey

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door flour herdown flower hidrawer fly (v) himdraw food hobbydress foot holidaydrink fork homedrive four hopdrums fox horsedry (weather) friend hotduck from houseear fun howearly game hurteasy garden iceeat get in (prep)egg giraffe indoorseight girl insectelephant glass (vessel) Islameleven go itelse goat jacketengineer good jobEnglish mother Joineraser grape juiceestablished great jumpeye green keyboardface (n) greengrocer’s kilo (kilogram)farm grey kitchenfast guess kitefavour hair kitten

feel like hand knifefifteenth happy lampfig hat languagefind have latefine (= good) head left (direction)finger hello legfinish help lemonfish hen likeflag here lion

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listen no purplelive (v) nose putlose nurse pyjamaslots of nut quietlunch o’clock rabbitmake old rainmany olive readmarket on redmatch (v) once religionmaths onion restmatter only restaurantme open ricemeat opposite ridemedicine or right (not left)melon orange rivermenu our roommess out roundmilk oven rugmini-bus packet run (v)mix paint sadMonday park saladmonkey party sandmosque PE saymountain pen scarfmouse (computer) pencil schoolmouth piano scienceMr pick seamuch picnic seasonmusic picture seemy pink seesawname plane sheepnapkin plate shelfneed play (v) shipnever policeman shirtnew potato shoenext present shopnine pupil short

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shorts swing undershoulder table upshow take usshower tall vansing taxi verysister tea visitsit teacher volleyballsix telephone waitskate ten washskirt thank watch (v)sleep that water (n)slide this wearslipper the weatherslow their weekendsmall they welcomesnake there wellsnow think wetsock three whatsofa tiger wheresome time whitespeak to white water raftingspell tomato whospoon too windowsport tooth windspring [season] touch winterstand town wouldstart toy writestay trace yellowstomach track yesstory train youstreet transport yo-yosubject tree zebrasugar trousers Akkasummer T-shirt Americasun TV Arabsweat umbrella Australiaswim uncle Britain

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EnglishEgypt Jerusalem Jordan London Palestine zoo

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5-10 Cumulative Word List

able (be able to) already at lastabout also at leastabove alter at the momentabroad although athleteacademic a.m. atmosphereaccept amazing attachaccident ambulance attackaccurate among attendantachieve ancestor availableacross ancient avalancheactual angry averageAD (Anno Domini) another avoidaddress answer awakeadult anxious awayadvantage any awfuladventure apartment balancedadvice appear (seem) bangafford apply bankafraid appointment barkagain approach basicagainst archaeological baseage architecture bat [animal]ago area battleagree argue beanahead around beardaim (v) arrange beat (heart)air arrive beautifulall art becauseall over artificial becomeall right as (in the form of) beforeallow ascend beginalmost ashamed behavealone ask believealong assistant belongalong with at first below

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bend camping classbeyond cancel classicalbillion canteen claybionic captain cleanbit (a ~) capture clearlyblog carbohydrate cleverboil care clickbone career climateborn (be ~) carpenter clubborrow carpet clueboth carry coachbottle castle coastbottom catch coatbow cause coinbrain cave collapsebrave celebrate collegebreak centimetre (cm) combinebreathe centre comfortablebride century commentbridge ceramic committedbring certainly commonbroken chance communicateburn change (= money) compassbug (illness) change competeburst channel complainbusiness chart complete (v)busy chase conditionbut chat congratulationsbutton cheap connectby check considercable car cheer consist ofcake chemical constructcalcium child contactcall choice containcalm down Christianity continentcalorie cinema continuecamera civilization control (v)

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cool definite dream (n)coral delicious duringcorner delighted dutycorrect depart DVDcost depressed eachcough describe Earthcounsellor desert eastcover design echocraft desperate edgecrash despite editorcrazy about destination educationcreate destroy effectcrop determined efficientcross (v) develop eithercruel diary emailcrusade diet embarrasscry difference embroiderycultivate direction emergencyculture dirty empirecurly disabled emptycurtain disappear endcustom disaster enemycut discover energydamage discuss enjoydanger disease enormousdark dish enterdate dislike equipmentdaughter distance escapedeal with district especiallydeath diver eveningdecade documentary eventdecide dollar everdecorate dolphin everydecrease dome exactdeep double examdefeat dough exampledefend dramatic excellent

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except for fill garlicexcited film (n) gasexercise final gateexhausted fire gatherexile (v) first gazelleexist fit generalexpect fizzy drink generationexpenses flame generousexperience (n) flexible gentleexperiment (v) flight genuineexpert flipper geographyexplain float giftexplode flood giveexplore floor glass (material)export flu glassesextra fold arms glovesfactory folk songfail follow goalfair (equitable) for gogglesfake force (n) goldfall forecast goodsfamily forest gorillafamous forget governmentfan (follower) form (n)fantastic fossil fuel graduate (v)far frame gramfascinating free (v) grassfat free (= without paying any money) greedyfaulty freezing groomfeed fridge groundfence fried groupfetch frightening growfever fruit grow (plants)few (a ~) fuel guestfibre full guidefield furniture guitarfight future half

125

hall hurricane jarhang (in a) hurry jerboahappen husband jewelleryhard (difficult) idea joke (v)hard (not soft) identity Judaismharvest if jughate ignore juniorhealth image junk foodhear immediately justheart impolite keepheat (n) import kickHeaven important killheavy improve kind (adj)hedgehog include kisshide increase knockhigh independent knowhigh-tech industry laboratoryhiking information ladderhill injury lakehistory inscription landhit inside laptophold instead (of) largehole instructions lastholy instrument laughhonest intelligent lawhope intend leaderhorrible interesting leanhospital international learnhotel internet leavehour interrupt ledgehowever interview (v) leisurehug into lendhuge introduce lethuman invent let’shump invite libraryhundred island liehungry January life

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light (weight) middle negativelike (= such as) might neighbourlimited million nervouslira mind (don’t) netlist mine niceliterary mineral 1950s (the ~)litre minute nodlittle (a ~) mirror noiseloads of miss (someone) normallocal miss (leave out) northlong mistake nothinglook mobile phone notice (v)love modern nowherelow moment numberlucky money nutrientmachine monotheistic oasismagazine monster object (n)magnificent month oceanman mood of coursemanage (direct) moon offermanners more officemap most oftenmarble motor boat oilmarry mouse (rodent) onlinematch (n) moustache operationmaterial move opportunitymay (can) mud oppressmaybe museum orbitmeal Muslim orchardmean (v) must ordermeanwhile mystery ordinarymeasure narrow organizemeet nationality originalmelt nature othermessage near overmetre necessary own (on my ~)microphone neck ox

127

palace poem proudpalm tree point (v) providepan point (.) PS (postscript)paramedic point (place) publishparent polite pulsepart pollution pumpparticular poor purposepartner popular pursepass portion pushpassport position pyramidpast positive quad bikepasta possible qualificationpatient (n) pound (£) qualitypath pour quantitypattern powerful quarrypay practical questionpeace predict queuepeople prefer quicklypepper pregnant quiteper prepare quizper cent (%) press raceperhaps pressure radiationpersonal pretty radiophoto prevent raisepie price ramppiece princess rapidpilgrim prize ratepineapple probably reachpitch problem readypity produce realpizza program reallyplace project realizeplan promise (v) reasonplanet proper receiveplant prophet recentlyplastic protect record (v)pleased protein recover

128

recycle rub severalrefugee rubbish shaderegion rudely shake handsregular rugby shaperelax ruin sharerelieved rule sharkrely on rush shockedremain safe shootremember sail shouldremind salt shoutremote same sickrepair sandwich sidereply (v) satellite signreport satnav (satellite navigation system) similarrequest save simplerequire scare since (point in time)rescue schedule sinkresearch (n) score siteresort scout situationresource scream sizerespect screen skillresponsible second skinresult secret skipreturn (v) secretary skyperevolution section smartrich seem smellriddle selfish smile

right (= correct) sell smokeright (~ now) send sneeze

ring senior smashrise sensible so (= very)risk serious soaproad service soccerrobot set (n) softrock set off sonroute settle in soonrow (v) seven sore

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sound suffer tidysoup suggest tightsouth supermarket tiredspaceship supply titlespaghetti support togetherspecial sure topspecies surface tortoisespeed surprised tornadospend survive tourspinach sweep towardsspirit sweet towerspread tail tradespring [water] talk traditionalstadium taste trafficstain team tragedystairs technical travelstandard teenager traystar tell treasurestarve temperature treatsteady terrible (feel) tripsteal test trouble (in ~)steep text truestick them truststill (adv) then trystone therefore tunastop thermal blanket turnstorm thick twostraight thin twinstrange thing uglystream (school) thirsty uncomfortablestress (= emphasise) third understandstrong thorough unhealthystudy though unhurtstyle thousand uniformsucceed throat United Nations , the (the UN)such as through universitysuddenly throw untidy

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until west Bahrainupset whale Brazilupside down wheat CA (California)urgent wheel Canadause(v) when Chinausual which Chinesevalley while Cordobavapour whole Deir Qruntilvary why Detroitvase wicker Europevegetable wide Fairfaxvehicle wife Finlandvictim wild Haifavideo call win Hisham’s Palaceview wise Indiavillage wish Indonesiaviolent with Japanvitamin wolf Jeninvocational woman Jerichovolunteer wonderful Kuwaitwaiter wood Lebanonwake up work (n) Los Angeleswalk world Mexicowall worry Moroccowant wrong North Africawar X-ray Perthwardrobe year Qatarwarehouse yet Romewarm yogurt Russiawarn young Scotlandwave zero South Africaway Africa Spain

way (method) Al-Andalus Syriaweak Alhambra The Dead Sea Valleywealth Amman The Holy Landwedding Asia The Mediterranean Seaweight Baghdad The Middle East

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The PhilippinesThe River JordanToronto

11-12 Cumulative Word List

accent (n) access accustomed according to acquaintance adapt addicted (to)amateur (adj / n) ambitious amount amusing announce

apart from appeal (n) approximately assumption astonishing at all costs attempt (n) attention attitudeaural aware (of) baldbe / get used to benefit biologistblunt boast border (n)

Turkey Yosemite National ParkWadi al-Qilt ItalianYemen

breakthrough criteria (pl n)calculate criticisecandidate currentlycapable definitionchallenge demandcharacter demonstratecharity (n / adj) detail(s)citizen distributeclaim (v) dividecling (onto) drop (= leave out)coincidence due to (= because of)colleague electioncommerce employmentcomplex (= difficult) enablecompulsory extinctionconcerns encourageconclusion errorconcrete essentialconfident evidenceconfirm excuse (n)conform expatriateconsensus extendconsumption extreme (n)controversial face (v)conviction factorconvinced fantasyco-ordinated farecouple fear (n)crew featurecrisis fees

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fellow countrymen fictionfield (= area of interest) financialfine (= money paid as a punishment) flavoursfluent foundation course fresh

furious genesgiant (=v big) global gradual graphic guarantee (n) habitat

harm hero hubimplications impress income inevitableinflexible ( flexible) infuriatedinitial (adj) ingredients insist instantinsurance / insurance policy impactinteract invest ininward / outward irreversible judge (v)

justified label lack (n) lay lecture life raftloyal / loyalty luxurymanufacturing (n/ adj) mediamention method misunderstanding

monarchy / monarch monument motivatednature (= what something or someone is like)neglect nowadays obviously occupation opinion option ownership panic (n)parliament / parliamentary participate (in)pat peersperceptions persevere persuade pests physical retainpoint (n = purpose)

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poison politician poll portable potential (n) praise preserve pretend previous priority process professional prospects (n) psychology

pull up / pull down puzzle (n) randomreaction refuse (v) regard (as) reluctant republic reserve (n / adj) resist

restrict reveal review revise (v) reward (v / .n ) roughly routine satisfying ( sector

seeds shrink sightseeing social

solitary tale (fairy/folk tale) uniquesolution temporarily upmarketsource tend to viastage (n) terror visualstate the latter vitalstraight (= immediately) threat votestrategy tie (v) wagesurvey tip (= piece of advice) wanderstruggle (v) topic waste (n)stubborn trend (n) worthstuck trial (n / adj) zonesummary type (n)system unconsciously

Grades 11-12 Reading Plus Cumulative Word List

addiction chain deadamount change of heart deal inanalyse character decisiveankle coincide decline (v)apply common purpose deliberatelyassociate company demonstrateassociated competitive depend onattitude complex digitalawake compromise diplomaticbackground connotation disappointedbarter consequence dismissblame (v) considerate displacedblow (n) constant divide (n)board (n) contribute donatebonus controversial doubt (= not trust or believe)brilliant crocodile drop (= fall)bungee jumping cord cure drop (v)case study currency e-book readercause cut off elbow

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electronic implication market (v)elsewhere in commemoration of mindemploy / employment in favour of more than likelyencourage in praise of motivatedendangered incredible neighbourhoodenrich (v) infect nobodyentertainment insistent non-fictionenthusiasm inspiration novel (n)entire inspire occasionentrepreneur intellectual optimisticenvironment / environmentalist involve orallyequality irritated otherwiseestimate issue outcomeevaluate joint outstandingeventually journey oweexamine justice ownexcessive keep / lose your head oxygenextreme key paddleface-to-face kitesurfing parachutefar from knee passed downfiction knowledge passionfit in last (v) pauseforeign late (= no longer alive) peakfounded (on) lead (adj) perfectfund leave out permanentgain lifestyle persongarage lift pick (= choose)genre limit pilot (v)give way to linked pleasantgratitude lone individual plotgrow out of loss politicshelmet lunar potentialhip majority predictionidentify make allowance(s) for print (n and v)idiom make it (= succeed) process (n)ill manufactured profitimmigrant mark prominent

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proposalput down (= kill) raftrainbow rareraw materials reassure recallrecommendation recommendation reflect (v) releaserent (v) represent representative requirement resignring out role routine scale (n) search self-belief self-control self-defence self-employed self-help self-respect self-service self-taught

sensation temporarysetback termsetting threatsettle to see the pointshortage transformsight treat (v)skateboarding treatmentskim tricksky troupeskydiving turn upslope underestimatesocialise undesirablesoil unquestionablyspecies upgradestand out urgestatus value / valuablestick to (= not change your mind) varietystock exchange vaststranger vet (n)struggle virtualstruggle visionsuperior vitalsymbol / symbolise wealthtake apart webtake away widelytake on wooltake place worthlesstake totake uptalent

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4.4 STRUCTURAL CONTENTThis curriculum aims to provide learners with a sound command of the basic structures of English to enable Palestinian students to

communicate in English fluently and accurately.

Grade 1

Tense: simple present –BE

Sentence Patterns: SVC [V: be; C: noun/adjective]

SVA [A: adverbial – PP]

SVO

Modification: adjective-noun

Questions: yes/no

wh-word [where, who, what, how many, how old]

Answers: short [subject + auxiliary or modal]

Imperatives: verbs relevant to routine classroom activities

Pronouns: personal subjective, demonstrative

Adjectives: attributive (modifying noun)

Prepositions: place (in/on/under)

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Adverbs: place (here, there)

Intensifiers: very

Numerals: cardinals

Determiners: a, an, the, possessives

Morphology: contracted and full forms of BE

regular plural nouns

Grade 2

Tense: simple present –BE, HAVE [possession]

Modals: can [ability]; ‘can see’

would [request]

Sentence Patterns: SVC [V: be/have; C: noun/adjective]


SVO


Negation: DO-not-simple verb (instructions)

Questions: yes/no

wh-word (where, who, what, how many, how old, what time)

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Answers: short [subject + auxiliary or modal]

Imperatives: verbs relevant to routine classroom activities


Adjectives: attributive & predicative

Conjunctions: and [joining adjectives/nouns]

Prepositions: place (on/in/under/next to/between/at)

Determiners: a, an, the, possessives, demonstratives

Intensifiers: very

Numerals: cardinals

Morphology: contracted and full forms of BE

regular plural nouns

ing-participle

Grade 3

Tense: simple present [fact, habitual]

present progressive [incomplete action]

Modals: can [ability]

would [request]

Sentence Patterns: SVC [V: be/have (got); C: noun/adjective]

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SVO (A)

it-BE-time/weather expression

let’s simple verb [suggestion]


Negation: BE/HAVE-not

DO-not-simple verb

Questions: yes/no

wh-word (where, who, what, how many, how old, what time, when)

Answers: short [subject + auxiliary/modal]

Imperatives: verbs relevant to routine classroom activities; giving advice (re health)


Adjectives: attributive & predicative


Prepositions: place, time

Determiners: a, an, the, some, any, demonstratives, possessives

Intensifiers: very

Numerals: cardinals

Morphology: contracted and full forms of BE and HAVE

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regular and few irregular plural

nouns ing-participle

Grade 4



simple past [completed action/state]

future with BE GOING [intentions, plans]

Modals: can/can’t [ability]

would [request, offering food and drink]

could [request]

Sentence Patterns: SVC [V: be/have (got); C: noun/adjective]

SVA [A: adverbial – PP, NP, adverb]

SVO (A)

SVOO

there-BE-indef. noun



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Negation: BE/HAVE-not

DO-not-simple verb

Questions: yes/no

wh-word (where, who, what, when, how many, how old, what time, how often)

Answers: short and complete sentences

Imperatives: giving instructions (recipe)

Pronouns: personal subjective, objective, demonstrative

Adverbs: frequency [always, sometimes, never]


Prepositions: place, time

Determiners: a, an, the, some, any, demonstratives, possessives

Intensifiers & Quantifiers: very, how much/many

Numerals: cardinals

Morphology: contracted and full forms of BE and HAVE

regular and irregular plural nouns

regular and irregular past verb forms

s-genitive [with singular nouns]

ing-participle

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Grade 5




future with BE GOING [intentions, plans]

future with will

Modals: can [permission]

will [futurity]

Sentence Patterns: SVC

SVA

SVO (A)

SVOO

there-BE-indef. noun


more-adj the most-adj

compound sentences with and, or

Adjectives: comparison [morphological and periphrastic]

Adverbs: frequency, place, time

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Conjunctions: and, or

Prepositions: as needed

Determiners: a, an, the, demonstratives, possessives

Intensifiers & Quantifiers: very

Numerals: cardinals, ordinals

Morphology: regular and irregular plural nouns


ing-participle

ed-participle of regular and irregular verbs

regular and irregular comparative and superlative adjective forms

Grade 6




past progressive [incomplete action, interrupted]

present perfect [with ever, never, since, for]

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Modals: should [advisability]

can, may [permission, offering help]

must [obligation]

mustn’t/must not [prohibition]


SVA

SVO(A)

SVOO

let’s simple verb [suggestion]

let-object-simple verb [suggestion]

more-adj the most-adj

compound sentences with and, or

complex sentences with subordinators [when, while, because, etc.]

Questions: wh-questions

Pronouns: indefinite

Adjectives: comparison [morphological and periphrastic]

Adverbs: place, time, frequency, manner, etc.


Conjunctions: and, but, or, because, until, while, when, etc

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Intensifiers & Quantifiers: very, a little, lots of

Verbs: verbs with to-infinitive or gerund

Morphology: regular and irregular plural nouns


ing-participle

regular and irregular comparative and superlative adjectives

Grade 7

Tense: present progressive [immediate reporting/commentary]

present perfect + just, already, yet

future going to

Modals: should [advisability]

have to [necessity]

not-have-to [lack of necessity]

may/might [expressing possibility]

would [request, offering food and drink]


SVA

SVO(A)

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SVOO

SVOC

Compound Sentences: with and, or, but, so, however, although

Reported Speech: immediate reporting [no tense change]

Questions: wh-questions

positive and negative question tags

Pronouns: reflexive

Adverbs: place, time, frequency, manner, degree, etc


Conjunctions: and, but, or; because, although, however, so, etc.

Intensifiers & Quantifiers: very; partitives

Verbs: stative [those not occurring with progressive aspect]

phrasal verbs [separable, non-separable]

verbs with to-infinitive and gerunds

Morphology: some derivational prefixes

Grade 8

Tense: present simple (including with ‘sense’ verbs)

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present progressive

present perfect with just and already in affirmative sentences

present perfect with yet and never in negative sentences

present perfect with ever in questions

present perfect with for and since in time expressions

zero conditional for things that are always true

tense sequence in conditional Type I [consequences of an event]

Modals: can/can’t [request, ability]

could/couldn’t [request, past ability]

may, might [possibility]

used to [past habitual]

‘d/had better [advisability]

should/shouldn’t [advisability]

what about [advisability]

why not [advisability]

would [conditional, request, offering food and drink]

‘d/would prefer [polite requests]

be used to ing-participle [habituation]


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SVA

SVO(A)

SVOO

SVOO [indirect object expressed as object of preposition to/for]

SVOC [get, make, call, etc.]

verb-object-to infinitive [ask, order, want, like]

Compound Sentences: with and, or, but

and so DO, and either DO [agreement]

with sentence connectors [therefore, however]

Complex Sentences: with adverbial clauses of time [when, while]

with adverbial clauses of reason or cause [because, as, since]

with adverbial clauses of condition Type I [if]

with adjectival clauses (i.e. relative clauses)

with comparative clauses

with that-clause objects [say, suggest, believe]

with adverbial clauses of purpose [(in order) to-infinitive

Reported Speech: immediate reporting [no tense change] in affirmative and negative sentences and wh-questions

Pronouns: possessive, indefinite, relative

Adjectives: comparatives and superlatives

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comparison with [too-adj to infinitive/not adj enough to infinitive]

Adverbs: place, time, frequency, manner, degree, etc.

comparatives and superlatives

comparison with [(not) as….as]


Conjunctions: and, but, or; because, although, etc.

Determiners: both, all, half, every, either, etc.

Intensifiers & Quantifiers: very; partitives

Verbs: stative [those not occurring with progressive aspect]

phrasal verbs – without an object, with a noun object, with a pronoun object


Morphology: more derivational affixes

more compound words

Grade 9

Tense: present progressive for future arrangements

present simple for future schedules

present perfect with still … not and already to talk about actions still to do/completed actions

150

present perfect and present perfect progressive

past simple and present perfect

past simple and past continuous

past simple and past perfect

zero conditional

tense sequence in conditional Type I [real conditions]

tense sequence in conditional Type II [unreal conditions]

tense sequence in (delayed) reported speech

Passive Voice: present simple passive

past simple passive

present progressive passive

past progressive passive

Modals: should(n’t) [advisability]

would [conditional, request, offering food and drink]

will and can


SVA

SVO(A)

SVOO

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SVOC [get, make, call, etc.]

verb + object + indirect object

defining relative clauses with relative pronouns as subject and object

tag questions with be and modal verbs will and can; would and should

tag questions with do and did

expressions of agreement with too and not … either; inverted forms with so and neither; because/because of

that/since, as, so

verb-object-to infinitive [ask, order, want, like]

Compound Sentences: with and, or, but

and so-Aux-subject/and subject-Aux-too [positive agreement]

and-neither-Aux-subject/subject-Aux-not-either [negative agreement]

with sentence connectors [therefore, however, etc.]

Complex Sentences: with adverbial clauses of time [when, while]

with adverbial clauses of reason or cause [because, as, since]

with adverbial clauses of condition Type I & II [if]

with adverbial clauses of purpose [(in order) to-infinitive, so…that]



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with comparative clauses

with noun-object clauses

Reported speech: statements, requests, wh- and yes/no questions

Adjectives: comparison of adjectives, including the form (not) as … as; too …/(not) … enough


comparison of adverbs, including the form (not) as … as; too …/(not) … enough

Prepositions: those occurring in text


Determiners: a/an, the, both all, half, every, either, neither, etc.

Intensifiers & Quantifiers: a lot, much, many, a little, a few; partitives

Verbs: stative [those not occurring with progressive aspect



Morphology: derivational affixes

compounds

Grade 10

Tense: present tenses for future meanings

future meanings of going to and will

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present perfect

present perfect progressive

past simple

past simple and past progressive with when, while

past simple and past perfect with after, before, by the time

tense sequence in conditional Types 0, 1, 2 and 3

tense sequence in (delayed) reported speech

Passive Voice: with simple, progressive and perfect tenses

with mixed tenses

future passive with will and going to

passive with modal verbs

Modals: modal verbs for present and future, including shall

modal verbs in the past, including substitute was able to

Sentence Patterns: SVOO


HAVE-object-ed participle [activities done for subject]

Compound Sentences: with sentence connectors [therefore, however, etc.]

Complex Sentences: with adverbial clauses of condition

with adverbial clauses of purpose [so…that; such…that; in order to; so as to; so that]

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with comparative clauses [he got more than he deserves]

with noun-object clauses

Reported speech: delayed reporting [with tense shift]

indirect questions, exclamations and imperatives

Adjectives: comparison of adjectives

ing-and ed-participles used as adjectives


comparison of adverbs



Intensifiers & Quantifiers: very, much, many, a lot, etc; partitives

Verbs: transitive and intransitive


Morphology: derivational affixes

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compounds

Grades 11-12

At this stage (i.e. the Secondary Stage) the aim of the grammar syllabus is to review and consolidate all of the major structures presented

in the Lower and Upper Primary Stages. Some minor structures are also introduced for the first time mainly for the purpose of

comprehensiveness. As such, these structures may constitute part of the passive or recognition grammar.

Tense: review and consolidate major tense/aspect combinations

review and consolidate tense sequence rules

future progressive

future perfect

using three past tenses together in narratives

Passive Voice: with simple, progressive and perfect tenses

passive forms without tenses

special passive forms

reporting passive

Modals: review all major modals (ability, advice, probability, obligation, etc.)

modal verbs with infinitives for present meanings

modals with perfect participle [unfulfilled past modality]

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would have-ed participle [conditional]

should-have-ed participle [advisability/criticism]

could/may/might-have-ed participle [possibility and probability]

‘d/would rather [preference]

‘d better (not) [advisability]

Verbs: stative verbs

phrasal verbs

infinitive and -ing forms (revision)

verbs that change meaning when followed by infinitive or -ing forms

Nouns: abstract and concrete

countable and uncountable

Sentence Patterns: review and consolidate major and minor sentence patterns

causative structure [have / get + object + participle]

Special Structures:

expressions with make and do

hope structures (to talk about aims/ambitions, or to say what we want to happen (or not) in the future)

wish structure (to say what we want to change about a present situation)

conditional clauses with if, as long as, provided (that), unless

conditional clauses: [as long as, provided that]

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fixed preposition + noun phrases

fixed two-word noun phrases

158

revie

w

and with defining

and non-

defining

adjectival interpr

eting

reporte

d using

participles as

adjectives adverb +

noun phrases made from phrasal verbs

adjectival phrases with well + past participle

wish + past perfect / regret + -ing form [to express things we did wrong]

verb / adjective + to + -ing structures

verb / adjective + other preposition + -ing structures

question tags

negative questions

Compound Sentences:

Complex Sentences:

Reported Speech:

Adjectives:

Adverbs:

Prepositions: complex prepositions

Connectives: review major connectives and their rhetorical functions

Determiners: using articles-definiteness/specificness/genericness

Intensifiers and Quantifiers: review major intensifiers and quantifiers

Morphology: prefixes and suffixes

adjective-verb-noun changes

Grades 11-12 Reading Plus

As the name suggests, the emphasis in the Reading Plus stream is on reading. However, the other skills are also developed, along with vocabulary and language. Language is recycled from what students have previously studied but specific language items are highlighted and developed where they are needed by the student to achieve the specific reading and writing objectives. These language items are listed as follows.

Grade 11:Past modal verbs for giving advice – You should have + past participle / You shouldn’t have + past participle / You could have + past participleConnectors – e.g. and, not only … but also, because, so, so that, however, but, etcCompound adjectives – e.g. the difference in meaning between a man-eating crocodile and a man eating crocodile Pronouns and how they refer back to other words in a textSimile formation – like; as … as PrefixesCompound nouns Compound pronounsTwo-word verbs with take (phrasal verbs)

Grade 12:Prefixes and suffixesCompound adjectives (to describe people)

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Ways of joining information in sentences (a main clause with a relative clause, two clauses joined with a conjunction, a clause plus an –ing phrase, a clause plus an infinitive phrase)Verb to noun changesPhrasal verbs with away and other particles Compound adjectives made from nouns + -ing formsPronouns and how they refer back to other words in a text Reflexive pronounsLanguage associated with formal contexts (e.g. full verb forms, passive form of verbs, longer sentences with relative clauses, etc.) vs. language associated with informal contexts (e.g. contractions, active form of verbs, short sentences joined with and, but, etc.)

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FIVE

METHODOLOGY

5.1 IntroductionForeign language teaching methods and approaches tend to undergo a natural process of cyclical development. A method or approach is

first proposed – often as a counter-reaction to an earlier method or approach – then accepted, applied, and eventually criticized. The

criticism may involve either the reform and revision or the complete rejection of the method or approach, and perhaps its replacement

with another. One can argue that the recent years have witnessed a significant shift in language teaching methodology, comparable to the

fundamental changes of the 1970s that resulted in the introduction and spread of communicative language teaching. CLT is no exception

to this cyclical process: after its appearance in the 1970s and spread in the 1980s, the early 1990s witnessed a growing dissatisfaction

with several aspects of CLT, with some language professionals calling for certain reforms and suggesting changes (Celce-Murcia, Dornyei,

and Thurrell, 1997). Much of the original criticism, and the consequent research that was aimed at offering improvements, was related to

two main issues: (a) the linguistic content base of CLT and (b) the pedagogical treatment of linguistic forms in CLT.

Experts believe that CLT has arrived at a turning point where explicit, direct elements are gaining significance in teaching

communicative abilities and skills. The emerging new approach as described by Celce-Murcia, Dornyei, and Thurrell (1997) is referred to

as principled communicative approach. By bridging the gap between current research on aspects of communicative competence and

actual communicative classroom practice, this approach has the potential to synthesize direct, knowledge-oriented and indirect, skill-

oriented teaching approaches. Therefore, rather than being a complete departure from the original, indirect practice of CLT, it extends

and further develops CLT methodology. The shift toward direct teaching may involve three main tendencies:

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adding specific language input (formulaic language, in particular) to communicative tasks,

raising learners’ awareness of the organizational principles of language use within and beyond the sentence level, and

sequencing communicative tasks more systematically in accordance with a theory of discourse-level grammar.

5.2 General Principles for Instructional MethodologyThese issues are very much at the core of recent discussions on task-based language teaching (Crooks and Gass, 1993), and , indeed, the

principled communicative approach is expected to incorporate a task-based methodology. Thus, in the proposed methodology for the

First Palestinian English Curriculum, several major principles constitute the theoretical bases for the instructional methodology, namely:

Language is not merely a collection of structures and rules but a system for conveying meaning. Successful language learning is not

just the knowledge of these structures but the ability to use them to perform various functions (e.g., to get things done, to affect the

behaviour of others, to express personal feelings, to learn, to create a world of imagination).

Although the primary purpose of language is to communicate, language is not the same as communication. Classroom tasks and

activities should reflect real communication in the sense that they should be contextualized, purposive, unpredictable, interactional,

operating under constraints (e.g. noise), and covering a range of linguistic variation.

A clear-cut content specification is to be accompanied by clear-cut specifications for testing the learning outcomes.

Grammar consciousness-raising tasks constitute an instructional strategy aimed at short-circuiting the slow process of natural

discovery.

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Communicative competence is not a matter of knowing rules for the composition of sentences and being able to employ such rules to

assemble expressions from scratch as when occasions require. It is much more a matter of knowing a stock of partially pre-assembled

patterns, formulaic frameworks, and a kit of rules, so to speak, and being able to apply the rules to make whatever adjustments are

necessary according to contextual standards.

In the following section we offer a general methodological framework for teaching the four language skills (separately and integrated) in

addition to some guidelines for introducing new lexical items and for teaching grammar in context.

5.3 Methodological frameworkLessons are events that are easy to recognize. They take place in a particular setting, they normally involve two kinds of participants, and

they normally consist of recognizable kinds of activities. Like other speech events, lessons have a recognizable structure that reflect how

lessons are organized into sequences and how the momentum of a lesson is achieved. Richards and Lockhart (1995) identify four

dimensions of structuring: Opening, Sequencing, Pacing, and Closure.

― Opening: Beginning a lesson.

― Sequencing: Dividing a lesson into segments and relating each segment the others.

― Pacing: Achieving a sense of movement within a lesson.

― Closure: Ending a lesson.

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A critical dimension of structuring that is strongly related to the teaching methodology is the dimension of sequencing. Based on the

principles of the Communicative Approach (CA) in language teaching, activities in the classroom follow the pattern of:

Pre-communicative activities: accuracy-based activities which focus on presentation of structures, function, and vocabulary.

Communicative activities: fluency-based activities that focus on information sharing and information exchange.

For example, the sequence of a unit on “giving opinions, agreeing and disagreeing, discussing,” following the communicative approach,

may go like this. The unit opens with a conversation that serves to introduce the functions and vocabulary to be practiced in the unit.

The next exercise focuses on the functional expressions used in giving opinions. The next two exercises are fluency-based activities

which involve students’ practicing giving opinions. This sequence of activities is followed throughout the rest of the unit as additional

functions are presented and practiced.

5.3.1 The Teaching of Reading

Teaching reading in EFL is often divided into three stages:

a. Pre-Reading Activities

b. While Reading Activities

c. Post Reading Activities

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a. Pre-reading activities: Activities which prepare the students for reading the text. Such activities could include providing a reason for

reading, introducing the text, dividing the text into sections, dealing with new language, and asking signpost questions.

Suggested Examples:

“What-do-you-think”: general questions on the topic to serve as an advance organizer and stimulate prerequisite knowledge

(brainstorming and elicitation session). Teachers are advised to use semantic mapping/concept map technique at the beginning and end

as an assessment measure (i.e. to show how the ending maps are quantitatively and qualitatively richer than the earlier ones in ideas and

concepts and branching). You could also enhance students’ abilities in other reading skills such as prediction. For example, before doing

any reading of the targeted text, you could ask the students to predict some of the lexical items that are likely to appear in the text. At the

end of the reading segment, ask students to work in pairs to compare their lists with the actual lexical items appearing in the text.

b. While-reading activities: Activities which students complete as they read and which may be either individual, group, or whole-class.

In such activities teachers might ask comprehension questions as well as prediction questions

Suggested Examples

Half way through the text, ask students to stop reading or to read three or four paragraphs and then ask some comprehension questions,

and ask them to generate questions of their own. Also ask them to predict-prediction is an important strategy/skill in reading

comprehension.

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The following instructions can be used:

a. Before reading further…

b. Now read on, ticking off the main items, ideas, thoughts, concepts or expectations on your list as they are mentioned and adding any

you had not thought of.

c. Compare the predictions you made about the ending with the actual ending (group or pair work)

After students finish reading, the teacher can check their understanding by:

― Asking open-ended questions, multiple-choice questions, true/false, etc.

― Making summary statements that reflect the main ideas.

― Listing summary statements and have students choose the one that truly reflect the message of the text. For example, Which of the

following 4 or 5 statements do you think best sums up the main idea of the text?

c. Post reading activities: Activities which are designed to produce a global understanding of the text in terms of evaluation and

personal response. Such activities could include eliciting a personal response from the students, linking the content with students’

own experiences, establishing relationships between this text and others, and evaluating characters, incidents, ideas, and

arguments.

Suggested Examples

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“What-do-you-think2 type of questions that ask for opinion, evaluation, hypothetical situations, etc., plus the meaning of two or three

difficult vocabulary items or expressions intentionally left without explanation. Students are requested to guess their meaning from

context.

5.3.2 The Teaching of Writing

In the teaching of writing according to the Process Approach, the following sequence of activities is recommended:

Pre-writing activities: Activities designed to generate ideas for writing or focus the writers’ attention on a particular topic.

Drafting activities: Activities in which students produce a draft of their composition, considering audience and purpose.

Revising activities: Activities in which students focus on rereading, analysing, editing, and revising their own writing.

Writing in the proposed framework is viewed as a process rather than a product. As such, the following principles and procedure should

guide writing assignments:

― Focus on the process of writing.

― Teach strategies for invention and discovery/creative thinking.

― Audience, purpose, and occasion are important for the task.

― Product is evaluated on how well it fulfils intention.

― Writing is recursive, parts interact.

― Involve the intuitive and the conscious.

― Writing is a way of learning as well as of communicating.

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― Teach a variety of writing modes.

5.3.3 The teaching of Aural/Oral Communication

Instruction in listening and speaking skills is included as part of the communications skills segment of the course at the beginning level

of instruction and as a component of the integrated skills segment at the intermediate level. Teachers may devote separate classes to

practice listening and speaking at all levels of proficiency. In addition, an optional segment (whenever possible) is recommended in

conversation, public speaking, classroom discussion, listening and note-taking.

The ultimate goal of listening and speaking instruction is to prepare students to deal successfully with the aural comprehension and

speaking demands encountered primarily in social interaction and in the academic arena. In considering the appropriate mix of activities

that promote these goals at the different proficiency levels, it is important to keep in mind various aspects of the listening/speaking

curriculum.

Aspects of the listening/speaking curriculum

Spoken fluency: Refers to the ease with which foreign language speakers are able to express their ideas with an adequate degree of

comprehensibility.

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Spoken accuracy: Refers to the correctness of detail in regard to both pronunciation and grammar. It is important to note that complete

phonological and grammatical accuracy is not necessary for effective communication to take place. However, greater accuracy can

result in more native-like production and thus greater comprehensibility.

Aural Comprehension: Refers to the learner’s ability to understand spoken English. One aspect of aural comprehension involves

understanding grammatical and lexical relationships at the sentence level. A second aspect concerns understanding the relationships

and movement of ideas in larger discourse units (e.g. lectures and extended conversations).

Social listening and speaking: Refers to those skills which enhance the learner’s ability to interact with both native and non-native

speakers in everyday situations. These skills include the ability to comprehend, ask for and give information in different real-life contexts,

the se of proper register, and the ability to use the language in a functionally correct way.

Differentiating focus of the listening/speaking

All four aspects of listening/speaking proficiency can be attended to at each level of instruction. However, the degree of emphasis that is

placed upon each of these dimensions will vary by level. At the lower end of the curriculum, spoken fluency and aural comprehension

skills are stressed in order to provide the students with means to cope with the authentic language to be introduced (e.g. video or audio

recordings, guest speakers, etc.). The focus of instruction at the intermediate level shifts to accuracy – without ignoring fluency.

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Listening and speaking instruction and practice should be grounded in real-communication contexts and a thematic-based content to the

furthest possible extent. Content units which emphasize information exchange, sharing, and discovery, should be designed to practice

skills necessary for successful aural/oral communication. Towards this end, the teacher may use role-plays, creative dialogues, drama,

information gap activities, experiential activities, information gathering, and consensus activities.

Reading and writing skills should be brought into lay whenever possible for a complete integration of language skills driven by true and

pedagogically justified communication needs.

At the beginning level, the development of fluency receives primary emphasis. Most students at this level have limited or no knowledge of

structure and vocabulary, and an even more limited ability to express ideas orally and to understand the spoken language. The principal

objective is to provide students with structured situations that encourage oral/aural communication with relatively little concern for

pronunciation or grammatical accuracy.

By the passage of time and exposure to both oral and written texts, students build a background of vocabulary and structures that allows

them to express cognitively appropriate ideas in spoken English. For example, a content unit revolving around the topic of food and

nutrition exposes students to a range of relevant vocabulary and enables them to discuss various aspects of the topic, such as foods they

eat at home or in restaurants, food they eat for the three different meals, or the value of various nutrients. Practice opportunities for such

topics and issues may come in the framework of different context, such as a visit to the doctor, a dietician or in the context of a sports

competition.

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Except where faulty pronunciation, structure, or lexical choice seriously impedes communication, the teacher should not emphasize

productive accuracy. In this context, teachers should take note of the tripartite nature or oral production, namely, preproduction stage,

early production stage, and speech emergence state. The preproduction stage is a “silent period” in which the student listens and

demonstrates comprehension non-verbally (Total Physical Response). The early production stage is a stage in which the student listens

and demonstrates comprehension through one- or two-word responses. The speech emergence stage is a stage in which the student

begins to produce sentences. When accuracy is a problem, the teacher can, if possible, provide a concise explanation of a general rule or, if

a simple explanation is not possible, simply model the correct form or sound. For example, when the teacher recognizes consistent

problems with –ed and –s endings, sound-symbol correspondence rules (i.e., “spelling pronunciation”) or intonation patterns, he or she

might review the rules with students and follow up with some structured exercises. However, if the problem does appear to persist,

simply modelling the correct form may simply be more appropriate and efficient.

The development of listening comprehension at the beginning level is a natural part of the communication which takes place within the

framework of the content units. As a rule, listening comprehension of sentence level elements should be attended to in a more regular,

consistent fashion with elementary students. Recognizing and understanding common reductions in spoken English, and listening to

specific information (e.g. , numbers, dates, place names) should be practiced.) As students build their mental linguistic repertoire, they

are encouraged to get meaning from situational elements and common knowledge. This can be achieved by focusing on topics rather than

on language structure.

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Basic social communication should be a consistent offshoot of the content themes. Asking for and understanding essential information

should be practiced both in class and out of class, whenever possible. Core vocabulary necessary for these communication tasks should be

provided and practiced. For example, the content theme “food and nutrition” can be extended to the social realm of shopping and going to

the doctor. Health medical vocabulary might be introduced and practiced in class by means of role play and simulation activities.

5.3.4 The Introduction and Teaching of Vocabulary

Most educators subscribe to the notion that some sort of preparation from the introduction of new lexical items in the lesson/unit is

beneficial and justifiable both practically and cognitively A brief activity that serves to focus on and formalize the content of the lesson is

needed. In addition, it is consonant with the principles of meaningful learning and schema theory, which holds that knowledge is best

absorbed when assimilated to the learners’ already existing cognitive structures. In introducing new vocabulary involving major concepts

(e.g., environment, holiday, democracy, health, etc.,) teachers are thus encouraged to activate students’ prior knowledge and notions. This

is typically done as a strategy for pre-teaching vocabulary, for example, before reading a text or listening to a tape on a new subject, or

before watching a documentary.

Types of Stimuli

In most language courses “the most frequently used stimulus for the introduction of vocabulary is the written word, either in the form of

words or in contexts, or in lists or grids” (McCarthy, 1990), but the written stimulus will usually be supported by pronunciation practice

and drilling of the word (brief choral and individual repetition). Acoustic backup should be provided in different forms and from different

sources (e.g. teacher, accompanying tapes, authentic announcements, video clips, guest speakers, students themselves). Again, this

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recommendation is compatible with the language learning principle of “Every possible medium and modality should be used to aid

learning”. The more kinds of association that are made to an item, the better are learning and retention.

New vocabulary items should, whenever possible, be contextualized and personalized. Contextualization means introducing the new item

in a sentence and/or embedding it in a situation. Personalization means the teacher’s using himself or herself, as well as the students, as

examples or models of certain concepts. One needs, however, to use judgement in choosing whether or not to resort to this strategy. In

addition, teachers can introduce new items by abstraction, i.e., giving the dictionary meaning of a word, modelling, drawing, and miming.

5.3.5 The Teaching of Grammar

The purpose of grammar instruction varies by the level of instruction, and thus the approach and methodology (and necessarily the

presentation and practice) also vary. At the beginning level of instruction, students typically do not possess the language base necessary

to analyse structure meaningfully. Therefore, the communications skills segment of the course introduces content (thematic concepts and

vocabulary) in order to broaden the language base and provide meaningful contexts for the practice of targeted structures. At the next

level, the purpose of grammar instruction is to help students begin to analyse the language and understand the structural regularities

that exist and then provide contexts within which they can practice the patterns being studied. At the intermediate level, analysis of

structure remains a primary goal, but always for the purposes of creating meaningful language and self-editing.

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Throughout the levels, grammar instruction provides students with opportunities to produce language; it is not limited to filling in blanks

or manipulating strings of words. The accuracy of the language produced and the relative sophistication of the context differ by level, but

communication of meaning that is important to the student is always of over-riding concern.

Beginning-level students typically have a very small language base, if any, and thus explanation and practice of grammatical patterns hold

little value unless sufficient context is added. The beginning-level grammar component emphasizes a broadening of the student’s

language base so that meaning can be expressed with greater fluency. Absolute grammatical accuracy is not a primary goal; instead,

grammatical patterns are examined and practiced in order to facilitate language production, not to edit or monitor it. Students should be

provided with opportunities to use meaningful language in carefully selected contexts which involve realistic and semi-realistic

experiences whenever possible. The types of language dealt with in the grammar component at this level range from survival to social,

although survival language is more likely to be handled by the same teacher in the listening/speaking component of the communication

skills block and in other optional conversation segments.

The grammar component is built around a number of thematic units, each of which includes abundance of pictures, readings, videotapes,

realia, etc. Grammar is presented and practiced within the context of the content of the particular theme being covered. For example, the

theme of one unit concerns life in the past in Palestine or any other geographical region. Students may see slides of an old village/city, a re-

creation of a small town of this era. They see examples of tools, furnishings, clothing, store goods, etc., used at that time. As students work with

the content of this unit, the instructor notes the use of the simple past tense, models it with relevant thematic content, and

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provides practice also within the particular content theme. The same theme may or may not be carried over into the listening/speaking

component of the communications skill segment of the course.

The nature of the thematic approach used in this class makes it possible to introduce grammatical structures inductively from the

thematic content. One of the main goals is for students to produce as much language as possible using targeted structures. Labelling of

parts of speech and actual analysis of structure should be emphasized only for the purpose of helping students produce language within

the thematic context.

The thematic approach used in this model provides an over-riding context for the presentation and practice of grammatical structures.

After students “study” the theme, learning the content vocabulary and concepts, the targeted structures are noted and explained using

those concepts and vocabulary items already covered. Practice of the particular structures also makes use of the content vocabulary and

concepts.

Practice of the targeted structures takes place within the context of the thematic content. Various types of exercises are used for

structure practice, beginning with more mechanical types (transformation, word strings to sentences) and ending with practice which

involves communicative value (personal assessment/judgements, relating of personal knowledge). Practice should provide students the

opportunity to produce full sentences rather than merely filling in blanks.

Methods and Procedures

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1. Classroom presentation and practice

Approach: In general, it makes sense to present groups of related structures together, with examples that illustrate similarities and

differences. Alternative ways of expressing the same idea should be emphasized. To the extent possible, students as part of their daily

classroom preparation should preview this part of the lesson, so the teacher will not have to spend much time on it in class. Review of

the basic tense systems should be accomplished very quickly in order to allow adequate time to cover matters of clause structure.

Presentation: It is at teacher’s discretion how to introduce grammatical structures to students. Previously mentioned thematic

approach lends itself well to the inductive instruction. The thematic content of units builds up critical vocabulary and context, which

provide students with enough meaningful segments to recognise a pattern and form a general rule. Although more creative and

cognitive a process, inductive learning is more difficult (example-driven, bottom-up) and therefore more appropriate at higher levels.

Students start by looking at an example, a case study, and on that basis they draw conclusions from the information provided. Very

frequently inductive learning is referred to as a discovery method whereby the students, with certain amount of freedom, analyse the

context with the teacher’s unobtrusive guidance. Thus, from the teacher’s perspective, it becomes crucial to provide carefully selected

and level-appropriate context.

In contrast with the inductive approach, deductive method is more teacher-centred. The teacher gives a target structure to students

and explains it. Then, the students practice the grammatical item completing meaningful exercises. Deductive learning is very much

rule-driven, top-bottom, and serves well when teaching a difficult concept or when teaching towards an exam.

Practice: After the target structures have been presented (or studied at home by students and then reviewed very briefly by the

teacher in class), a very quick check of form should be made, perhaps a quick oral or written mechanical exercise. Next, meaningful

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exercises that check and practice usage of these structures should follow. These exercises should force students to look at meaning

and make choices. Meaningful exercises should be discontinued when the teacher feels that students do indeed understand the usage

of the structures and can apply them in limited contexts.

When presenting grammar using inductive instruction, meaningful exercises should take place shortly after introducing the

context for the students to be able to brainstorm and come to conclusions. It is at this stage that the target structure should be

identified by the students. When that has been achieved, short form exercises could follow for the teacher to check that students

understand the usage. Meaningful exercises and extension activities follow.

Form exercises: Initial exercises should focus on form, to check if the students have grasped the actual pattern.

Meaningful exercises: Exercises that follow should allow students the chance to demonstrate that they understand the

meaning/function of the pattern in relation to similar patterns.

Extension activities: Later exercises should provide students with the opportunity to create sentences (with the targeted patterns)

which express personal feelings, reactions, or experiences. Other extension activities should be presented that challenge the students

to react to, generalize on, respond to, comment on, or paraphrase information of a simplified nature. These extension activities can

take many forms, from information in a chart or graph which is then expressed in complete English sentences, to controversial

reading followed by specific question designed to elicit a specific range of structures.

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Context: Presentation of structures, with accompanying example sentences, should always contain adequate context to make the

grammar points meaningful. The subject of context and example sentences is particularly important when presenting a grammatical

structure using the inductive approach. The teacher must carefully match the material to the level of the student’s fluency so that they

are able to notice, discover and identify the target pattern. At the intermediate level, it is especially important to contrast structures,

and meaningful context is probably the most effective means to accomplish such distinctions. Obviously, meaningful exercises and all

extension activities rely entirely upon context; it is important that the teacher attempt to utilize content/context that is of high

interest to students but, which at the same time, is not so overwhelming or involved that students must struggle with it unduly.

2. Out-Of-Class Assignments

Written homework should be used both as a diagnostic tool and as a means to reinforce structural concepts practiced in glass.

Grammar homework should consist of two components. First, before grammatical structures are covered in class, students should be

asked to do some preview/preparation work. This might consist of reviewing the structures in terms of form, meaning, and usage

(reading a text, poem or special information worksheet prepared by the instructor), examining or analysing some sample sentences

in preparation for a lesson the next day. In some cases, it might be a good idea to give as homework some mechanical and meaningful

exercises over the material that students preview at home. This work can be quickly checked in class so the teacher will know how

much in-class explanation or clarification is necessary before going on to more challenging extension activities. Second, students

should be asked to do as homework extension-like activities that focus on structure already covered in class (follow-up rather than

preview).

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If the inductive method of grammar presentation is planned in class, any grammar preview/preparation homework should focus on

already covered concepts to allow for genuine discovery and self-editing process in class. Meaningful exercises and extension-like

activities should appear as a follow-up.

It is essential that students receive feedback on homework assignments quickly and that assignments be corrected and reviewed for

both the content value and grammatical accuracy.

Note: Students should be assigned 30-45 minutes of homework per class.

5.3.5 Skill integration

The nature of second and foreign language learning involves not only an integration of syntactic, semantic, and pragmatic components of

language but also an integration of language macro-skills traditionally identified and sequenced as listening, speaking, reading, and

writing. Linguists and educators note that the four language skills are still widely used in isolation as the fundamental organizing principle

for curricular and materials design. It is done, however, more for logistical than for logical reasons.

The rationale for adopting skill integration as one of the guiding principles of the Palestinian EFL curriculum guidelines is both cognitive

and functional in nature. It is argued that language skills are essentially interrelated and mutually reinforcing. Thus, fragmenting them

into manageable items runs counter to the parallel and interactive nature of language and language behaviour. From the perspective of

both the functional and interactive nature of language, linking the four language skills is done with the intent of emphasizing real,

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meaningful communication. Skill integration also involves integrating supportive skills such as grammar, pronunciation, and

vocabulary development, as well as the general area of culture, which is an integral part of language.

Classes in the suggested framework are organized around several different content themes in order to integrate instruction in and

practice of the four language skills: listening, speaking, reading, and writing.

The reading component of each unit consists of several selections of varying lengths and types (e.g., for secondary level students,

selections may include excerpts from articles and newspapers, encyclopaedia and magazines, charts and graphs as appropriate, etc.) The

majority of reading selections are authentic/unsimplified. Some of the readings are accompanied by intensive reading skill exercises,

others should be covered primarily for content. Emphasis, in all proficiency levels, especially intermediate/high school level, is placed on

higher order critical reading skills.

The listening component of each unit utilizes a variety of listening tasks, ranging from prepared texts (on audio-tape or video-tape, or

presented live) to video films and television documentaries to guest speakers and tours to international organizations (Red Cross, Save

the Children, Amnesty International, UNDP, and other NGOs, etc.) For example, in a unit on the topic the Palestinian family at work, the

listening component might include a video lecture on child care, and/or a visit to a hospital, clinic, a child care centre run by a charitable

society.

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The speaking component of each unit consists of various simple and elaborate speaking tasks related to the content theme. Tasks such as

community contact assignments (as outlined in the listening component), information gap activities, jigsaw activities, role plays, panel and

individual student presentations, and creation of news/weather forecast segments can centre on the unit theme and utilize information

from the related reading and listening tasks.

The writing component of each thematic unit includes several writing tasks related to the content theme (functional writing is

encouraged). For instance, students might be asked to write a summary of one of the reading selections, a personal reaction/evaluation to

another selection, write lists, memos, notes, letters, fill out forms, record information, transfer information from one modality to another,

write and respond to journals, work on substitution tables and sentence builders, sentence combining, scrambled sentences, rewriting,

paraphrasing, etc.

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SIX

ASSESSMENT

6.1 IntroductionAssessment is a necessary component of effective instruction that helps us to answer many questions about instructional

effectiveness. Assessment that seeks to support instructional decision-making must consider how the various facets of the

learning/teaching process interact and how they may affect comprehension performance.

Today, teachers have many options as they prepare to gather information about students for the purpose of evaluation. Some assessment

techniques are flexible and informal (teacher observation, teacher-student discussion, observation of students during a classroom debate,

positions taken by individual students and their sill in using evidence to support points, student-prepared tests, etc.). Others involve

formal testing procedures (multiple-choice, true-false tests, completion tests, essay tests, etc.).

The choice of the assessment procedure depends largely on what kind of information about the student the teacher is seeking. Often,

informal procedures provide valuable insights regarding students’ attitudes and levels of proficiency. Informal techniques tend to be used

more for the purpose of formative evaluation than summative evaluation. They yield information teachers can use to identify and respond

to the problems learners may be experiencing as they are attempting to learn/acquire the language or to master new content.

Conceptual orientation

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IF we accept the claim that foreign language teaching has historically separated from context, then the notion that classroom testing has

been anything but contextualized will most certainly not be disputed (Shrum and Glisan, 1993). Even in an era of communicative

approaches and proficiency-oriented instruction, testing procedures often fall back upon grammar-translation principles of testing

specific grammatical structures point by point (Bachman, 1990). Oller (1991) reminds us that language testing has also traditionally been

linked to grading. As Oller points out, at least from the learner’s perspective, “The function of tests … sometimes reduces to the formula:

Test > Grade” (1991, p.33).

6.2 Purposes of Language TestingOne of the key purposes for testing, and one that is unfortunately often disregarded, is to gather information that will enable teachers and

learners to make a decision of some sort. Oller (1991) outlines five kinds of testing according to the kind of information they gather.

Instructional: Good tests instruct students and enable them to improve their proficiency in the target language (TL).

Managerial: Such tests provide feedback to both teachers and students and help them manage instruction and study practices – for

instance, by providing a sensible basis for grading.

Motivational: The tests serve as rewards or goals, urging students and teachers toward higher achievement relative to well-defined

goals.

Diagnostic: The tests help teachers and students identify specific instructional problems.

Curricular: Good tests define the curriculum as a whole (p. 36).

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A basic goal of assessment in language learning is to provide feedback on the on-going process towards achieving the standards. In doing

so, both traditional tests and alternative/authentic methods of assessment are used to overcome limitations associated with each and out

of our conviction that they constitute complementary components in the assessment process.

At the classroom level, the use of authentic tests, which often include performance assessment systems, is feasible because they are

more reflective of students’ achievement as well as overall proficiency. Unlike traditional tests, authentic assessments such as essay

examinations, research projects, group projects, oral presentations, role-play, simulations, exhibits, and portfolios monitor and assess

“know-how” with knowledge (i.e., both factual and procedural knowledge) – capacities required of students in our complex world.

6.3 Assessing students in cooperative learning contextsIn assessing students’ performance in cooperative learning techniques (pair-work or group-work), teachers may employ the following

strategies to strengthen assessment procedures.

Monitor students’ work constantly by selecting skills to be observed (e.g., if students are using interpersonal or cooperative skills);

creating an observation sheet, planning a route through the classroom; gathering data on every group; giving feedback to individual

students, to the group, or to the class; and charting a graph of the results.

Provide students with immediate feedback on a test.

Involve students, when appropriate, in assessing each other’s work.

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6.4 Performance AssessmentIn using performance assessment, teachers have to learn to design new tests, to adjust to the needs of their students, and to cope with the

unexpected (spontaneous rather than rehearsed language). The following guidelines will help teachers address those tasks (adapted

from Ornstein, 1995).

Assessment should be “authentic,” that is, should include real tasks or skills important to the language learner.

The tasks or skills should be “meaningful,” that is, be relevant and useful and provide insight into the students’ abilities and command of

English.

Assessment should not be knowledge-based, but emphasize “know-how” with knowledge – actual utilization, application, or synthesis of

knowledge.

Assessment should not include drill items and isolated activities only. Students must be asked to put things together (i.e. synthesize) to

work out problems, or create a whole product.

The tasks or skills should be content-based, that is, they can be performed only with content and not in isolation (decontextualized).

The tasks or skills should be valid a sample form which generalizations about overall performance, achievement, and proficiency can be

made.

The tasks or skills assessed should deal with the student performing desired or important outcomes (outcome-based instruction

and assessment).

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The students should understand the standards and criteria for assessment in advance, there should be no surprises when they are

performing.

The scoring method should be reliable and based on a substantial number of tasks or skills to be performed.

6.5 Testing Language Skills6.5.1 Test Formats for Listening and Speaking

More than others, the listening and speaking skills lend themselves to testing without written means. Among the many possible formats

for testing listening and speaking without paper and pencil are the following ideas that can be adapted for use in elementary school,

middle school, high school, and post-secondary students:

Listening formats

― Students respond to Total Physical Response (TPR) commands.

― Students verify a description of a picture.

― Students listen to a narrative and number pictures or put them in order.

Listening and speaking formats

― Students respond to oral questions in an interview procedure

― Students recreate an oral story with the teacher.

― Students discuss an audio or video segment.

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― Students invent a different ending for a story.

Speaking formats

― Students describe a picture.

― Students invent a story about a picture.

― Students respond to tape-recordings.

― Students present a spontaneous conversation or role-play.

― Students respond to a given situation in a culturally appropriate way.

― Students present a narration/description or monologue.

― Students conduct a debate.

6.5.2 Test Formats for Reading

― Multiply-choice questions (MCQs)

― Short answer questions

― Cloze (words are deleted form text after a few sentences of introduction. The deletion rate is mechanically set, usually between every

fifth and eleventh word).

― Selective deletion gap filling/ Rational cloze: (selecting items for deletion based upon what is known about language, about difficulty

in text and about the way language works in a particular text.

― C-Tests (every second word in a text is partially deleted)

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― Cloze elide (a technique where words which do not belong are inserted into a reading passage and students have to indicate where

these insertions have been made.

― Information transfer (information transmitted verbally is transferred to a non-verbal form, e.g., by labelling a diagram, completing a

chart or numbering a sequence of events).

6.5.3 Test formats for writing

Testing writing is aimed at giving students the opportunity to demonstrate their ability to write freely in English (free writing). This

includes the ability to:

generate and organize ideas,

support those ideas with examples or evidence, and

compose in standard written English in response to an assigned topic.

Functional writing activities include filling out forms, writing short notes, memoranda personal and business letters, etc. In addition,

controlled and semi-controlled writing activities are beneficial for beginning and intermediate level proficiency (sentence builders,

sentence completion, paraphrasing, scrambled sentences, etc.).

Note: In assessing students written work (creative or free writing assignments), teachers should employ analytic techniques rather than

holistic ones. Analytic techniques call for assigning points to the different dimension or elements in a composition: topic choice, lexical

choice, content, grammatical accuracy, use of cohesive devices, smooth transitions, neatness, and mechanics.

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6.6 General Principles for Assessing StudentsAs the focus of assessment is on students’ ability to use their linguistic knowledge – both receptively and productively – in relevant and

meaningful situations and contexts, the following principles form the underlying theoretical and empirical bases for assessing Palestinian

students’ language ability:

Classroom assessment is student-centred.

Assessment is based on defined standards (criterion-referenced assessment).

Assessment instruments evaluate students’ active learning that transcends mere recall.

The new emphasis on active learning requires assessment tasks that call on students to use the knowledge, skills, strategies, and

values they have acquired or learned.

The primary objectives in evaluating students’ written and oral skills are long-term improvement and cognitive change.

Assessment focuses on in-depth understanding, the ability to apply knowledge in new situations, and high-quality work.

To ensure fairness, a variety of criteria are used to assess students’ achievement and performance (product-criteria, Process-criteria,

and Progress-criteria).

Basing assessment on explicit criteria may help demystify the assessment process for students.

The focus on language fluency does not exclude consideration of the systematic properties of language (lexical and structural

properties, i.e., accuracy).

Both analytic and holistic types of grading are to be used as both are useful tools for evaluating students’ understanding and

production, but each for different purposes.

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Portfolio assessment is used as it reinforces commitment to language learning as a multidimensional process.

Classroom assessment reflects language used for communication within realistic contexts.

Language test items used create an “information gap” that requires test takers to process complementary information through the

use of multiple sources of information (e.g., a tape recording and a reading selection on the same topic)

Test tasks and content are integrated within a given domain of communicative interaction.

Assessment instruments attempt to measure a broad range of cohesion, function, and sociolinguistic appropriateness.

In testing oral ability the focus is on completion of linguistic tasks, effort to communicate, grammatical correctness, use of vocabulary,

and accurate pronunciation.

Multiple methods of assessment are used to account for individual differences (learning styles, intelligence, affective factors,

personality type, etc.).

Assessment involves students in using their knowledge in critical and creative ways.

Assessment involves an element of interdisciplinary orientation.

Assessment takes into account the individual component of the performance in cooperative situations.

Good evaluation criteria are developed and used to avoid assessing the wrong skill or knowledge.

Assessment allows students opportunities for choice in a way that does not get in the way of what you’re trying to assess.

Assessment is used as a means to motivate learners.

Feedback provided to students is immediate, accurate, and to the point.

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Feedback provided to students is based on multiple performances, understandings, or productions of knowledge, skills, and

strategies.

Good assessment keeps students in touch with the accumulation of evidence of their own increasing proficiency.

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SEVEN

TECHNOLOGY IN TEFL

7.1 IntroductionOver the past quarter century major developments in educational technology (audio-visual aids and electronic media) have given us

computers, networks, and electronic mail; VCRs and CDs; and interactive multimedia. But there are still tape recorders and overhead

projectors (OHP), chalkboards, and books. For some educators, much has changed; for many others, technology is something we

read about but just don’t have.

Whatever our situation, as EFL practitioners, we are grappling with questions regarding the appropriate application of technology to the

teaching of English. Teachers’ obligation with respect to technology is similar to other kinds of obligations they face. Teachers need to be

inquisitive about the world in which they and their students live – a world that includes technology – and make connections between the

world and their teaching. Curriculum designers and materials developers have a most difficult job. They must understand the potential of

both old and new technologies, interpret that potential in the light of what they know of the profession’s needs, and produce programs

that can use those technologies appropriately and effectively.

7.2 Instructional TechnologyTechnological instruction refers to the use of specialized materials and equipment to supplement the conventional process of

instruction. The special material and equipment make it possible for learners to experience stimuli that might otherwise be impossible

or impractical to bring to the classroom or school. Places, objects, and events can be seen and heard in the classroom.

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Just what technology teacher’s use will depend on their knowledge, the teaching assignment, and the capability of the equipment and its

availability. Turning a movie projector or computer is not quite as simple as opening a book; but guidelines governing their effective use

are not unlike the steps recommended for all other instructional materials. It is important, however, to understand the influence media

has on learning.

7.3 Technology and LearningBasically there are two opposing views about the influence of technology upon learning. First, there is the notion that technology is a

vehicle for delivering instruction but one which has no influence on student learning; that is, learning from any technical tool or media has

little to do with the medium itself. What counts are such factors as the teacher’s instructional strategies or lesson plan design. Although

technology influences the manner in which instruction is delivered, it is unlikely to modify the cognitive process involved in learning. The

second view is that technological media presents images or information to the learner whereby he or she constructs new knowledge.

Learning is viewed as an active, constructive process where new information is extracted from the environment (media) and integrated

with prior knowledge.

Technology has two instructional capabilities:

It can deliver symbol systems (words, picture components, graphs, etc.) where text narrative alone is insufficient. Symbols can be

used to specify relationships in almost any subject or field of study, but certain symbol systems are better than others in representing

certain tasks or describing information to certain learners. For example, novice learners or slow learners often need visual aids to

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help describe complex linguistic information (e.g., the concept of the “human skeleton”) or tasks (e.g., repairing a faucet, or making a

phone call from a pay phone).

Technology can provide processing operations to help learners perform difficult tasks or tasks that otherwise would take an

inordinate amount of time to perform (such as computing complex statistical data). In the field of TEFL, practitioners need to look for

ways to capitalize on the fact that technology can enable rather than dominate the process of learning (Mursison-Bowie, 1994). The

building and the use of databases that provide learners with access to knowledge about the language or the worlds in which it is used

enable learners to experience relevant language directly in addition to giving them direct access to the primary source of the

language in use. This makes learners and teachers less dependent on secondary sources and half-truths.

7.4 A Rationale for Instructional TechnologyTraditional methods of instruction – which rely on an oral discourse and verbal comprehension – have proven ineffective for a large

percentage of students and are cost ineffective, not only is traditional instruction based on faulty assumptions (i.e., students naturally

absorb teacher talk, read and enjoy textbooks, come to class prepared, learn best when placed in organized rows, and learn at the same

rate or pace), the method no longer coincides with or meets the modern technological needs of the society in which we now live.

Instructional technology is based on using modern electronic communication devices – such as audiotapes, VCRs, computers, compact

discs – many of which rely on multisensory learning and in-depth ways of gaining knowledge. These represent a new source which

makes instruction come alive; they present a multimedia dimension for learning which may be more suitable for nonverbal learners. The

assumption that underlie the use of instructional technology include:

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information in school can be independently learned from electronic, non-electronic media and data sources other than the teacher or

text;

students are capable of assuming responsibility for their own learning, especially if the material presented is visually and auditorily

stimulating;

students learn best when they control their rate of learning; and

teachers can be trained in the delivery of technological-based instruction.

The latest pedagogical tools from technology permit teachers to customize instruction to the needs and pace of individual students –

and all students do not have to be available or present at the same time in order for instruction to take place.

In conclusion, technology now allows us to integrate information of different kinds and from different media. The whole multimedia

explosion can, if controlled and thought through in educational and methodological terms, add a previously unimagined richness to

learning. In the field of second/foreign language teaching and learning, it is obvious that the technological boom and the language teaching

techniques that have arisen as a result have given creative impetus to the art of language teaching. Precisely how the media will influence

language acquisition is not yet clear. Nonetheless, teachers seem to agree that the new technologies offer a yet unrivalled range of

possibilities for student centred language study. However, as with any instructional technique, teachers must remember that the use of

media will only serve teaching goals to the extent that teachers continue to be responsible for their thoughtful and meaningful

implementation.

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APPENDIX ASPECIFICATION OF THE TEACHING MATERIALS

All teaching materials should comply with the technical specifications prepared by the Ministry of Education as agreed upon in the

contract signed by the Ministry and the Publisher. They should also comply with the general guidelines, goals, principles and

objectives specified in the present document.

In preparing the teaching materials for the First Palestinian English Curriculum, courseware designers and writers are should follow the

guidelines below.

Materials and activities should be appropriate for Palestinian schools and should not run against local customs and traditions.

Should reflect the current trends in language teaching and learning.

Should recycle language functions, structures, and lexical items from to aid retention of learning.

Should encompass a fun segment for a positive reinforcement of the material.

Should integrate other school subjects in the course content such as geography, math, civics, and science.

Should be based on a carefully graded structural and lexical syllabus that is set in contexts that will be both relevant and challenging

to learners.

Should provide a variety of text types (oral and written), exercises and activities, including entertaining stories, songs and games, to

develop fluency across the four skills.

Explore new ways for teaching form and function together

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Should present linguistic forms systematically to enable learners to express the basic notions of language. Special emphasis needs to

be placed on inter-lingual differences relating to the realization of notions.

Should use communicative context to allow learners to interact within a wide range of communicative language functions. Emphasis

must be placed on sociocultural language specific features in order to produce utterances which are appropriate to the cultural

setting.

Students should practice the four skills in contexts that relate to their own interest and experience.

Should allow for differences in learning styles and strategies and achievement rates.

Should review, consolidate and expand student’s grammatical knowledge.

Should emphasize vocabulary and pronunciation development

Should encourage students to interact with each other and express themselves on a variety of thought-provoking topics.

Should encourage and enhance interaction between materials and students’ background knowledge.

Should encourage critical and creative thinking while dealing with relevant and interesting themes and topics.

Should cover topics that enrich pupils’ general knowledge and world knowledge of current events.

Should develop thematically rather than consist of random episodes.

Should stimulate pupils to seek further information.

Should incorporate a variety of media.

Should help learners to appreciate the fact the knowledge of English gives them access to an enormous wealth of scientific and

cultural information.

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Should incorporate task-based activities.

Should take the pupils’ level of cognitive and linguistic development into account.

Should encourage student autonomy.

Should be sensitive to learners’ diversity and cater to it.

Should build on the learners’ prior language and world knowledge.

PUPIL’S BOOK

The Pupil’s Book should include:

1. a map of the book (i.e. a syllabus) detailing unit number, contexts/topics/themes/situations and, language structures.

2. appropriate graphic materials such as pictures, illustrations, tables, graphs, etc.

3. a dictionary of new lexical terms with space to translate the words into Arabic

4. irregular verbs list

5. an index of new structures is introduced throughout various levels in grades 9-12

NB word lists for some grades are available online only

(Graphic materials, and reproduced original materials should as clear as possible)

TEACHER’S BOOK

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The Teacher’s Book (TB) should give straightforward steps on how to deal with the lessons in each unit. Suggestions are also made for

extension activities if further consolidation work is acquired. TB should be written in simple English and all instruction contained in it

should be stated as clearly as possible. Instructions should be accessible to the novice teacher as well as a teacher who has had a long

teaching experience and training. The Teacher’s Book should include:

1. aims and objectives of the grade

2. principles and assumptions of teaching and learning of the level

3. detailed lesson plan for each unit in the Pupil’s Book including:

i. specific objectives, target language items and new vocabulary

ii. order of classroom events and approximate timing

iii. methods of teaching

iv. activities

v. script for listening passages not included in the SB

vi. suggestions for evaluation

vii. an activity bank: additional exercises and activities

viii. suggested teaching aids

4. Achievement tests (with revision units)

5. Model answers to tests.

6. A list of new teaching points included in the year:

i. new structures

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ii. new vocabulary items with phonetic transcription

iii. new functions and notions

APPENDIX BCOMPONENTS OF THE COURSE

The English course for the English curriculum will include the following materials for the students and the teachers.

For the students

Grade 1-10

Pupil’s Book A

Pupil’s Book B

Grades 11 and 12

Pupil’s Book

Reading Plus Book

For the Teacher

Grade 1-6

Teacher’s Book

― Posters

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― Flashcards

― Audio

Grades 7-12

― Teacher’s Book

― Audio

Organization of the Pupil’s Book

The Pupil’s Book is organized around units. Each unit for Grades 1-4 is designed for 2 week’s work and grades 8-10 are

designed for 2 and half week’s work. In grades 11 and 12, 2 units from the core Pupil’s Book and one unit from the

Reading

Plus Book should be used for 4 week's work. Student’s materials are designed for a thirty-three week year, allowing time for

exams, periodical tests and quizzes during the last three weeks of the year. The number of weekly classes (i.e. 40-minute

meetings) is as follows:

Stage Class/Week Class/Year

Lower Primary Stage (Grade 1-4) 3 117

Upper Primary Stage (Grade 5-7) 4 131

(Grades 7-10) 5 164

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Secondary Stage (Grade 11-12) 5 164

The syllabus can be organized according to the plan below:

Stage Class/Week Units Revision Units Class/Unit

1-4 3 18 4 6

5-7 4 18 4 8

8-9 5 14 2 12

10 5 12 - 12

11-12 5 12 2 6

'Core Book'

6

'Reading Plus' - 8

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APPENDIX CREFERENCES

August, D., & Hakuta, K. (Ed.). (1997). Improving schooling for language-minority children: A research agenda. Washington, DC: National

Academy Press.

Bialystok, F., & Hakuta, K. (1994). In other words: The science and psychology of second-language acquisition. New York: Basic Books.

Celce-Murcia, M, Dornyei. Z, & Thurrell, S. (1997). Direct Approaches in L2 Instruction: A turning point in communicative language

teaching? TESOL Quarterly (31)2, 141-152.

Christian, D. (1995). Two-way bilingual education: Students learning through two languages. Educational Practice Report No. 12. Santa

Cruz, CA, and Washington, DC: National Centre for Research on Cultural Diversity and Second Language Learning.

Collier, V. (1995a). Acquiring a second language for school. Directions in Language and Education 1(4). Washington, DC: National

Clearinghouse for Bilingual Education.

Daniels, H. (Ed.) (1990). Not only English: Affirming America’s multilingual heritage. Urbana, IL: National Council of Teachers of English.

Krashen, S. (1989). Language acquisition and language education. London: Prentice Hall.

Krashen, S. (1982). Principles of first and second language acquisition. Oxford: Pergamon.

Kumaravadivelu, B. (1994) The post method condition: Emerging strategies for second / foreign language teaching. TESOL Quarterly,

28(1), 27-48.

McCarthy, M. (1990). Vocabulary. Oxford: Oxford University Press.

McLaughlin, B. (1005). Fostering second language learning in young children. Educational Practice Report No. 14, Santa Cruz, CA, and

Washington, DC: National Centre for Research on Cultural Diversity and Second Language Learning.

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Murison-Bowie, S. 1993. TESOL Technology: Imposition or Opportunity. TESOL Journal, (3)1, 6-8.

Ornstein, A. (1995). Strategies for Effective Teaching. Chicago, III.: Brown and Benchmark.

Pease-Alvarez, L., & Hakuta, K. (1992). Enriching our views of bilingualism and bilingual education. Educational Researcher, 21(2), 4-6.

Rigg, P. (1991). Whole language in TESOL. TESOL Quarterly, 2593), 521-542.

Rost, M. (1990). Listening in language learning. London: Longman.

Savignon, S. (1990). Communicative language teaching. Definitions and directions. In J.E. Alatis (Ed.), Georgetown University Round Table

on Languages and Linguistics 1990 (pp. 207=217), Washington, DC: Georgetown University Press.

Scarcella, R.C., Oxford, R. L., (1992). The Tapestry of Language Learning: The Individual in the Communicative Classroom. Boston: Heinle &

Heinle Publishers.

Short, D. (1991). How to integrate language and content instruction: A training manual. Washington, DC: Centre for Applied Linguistics. Snow,

M., Met, M., & Genesee, F. (1989). A conceptual framework for the integration of language and content in second/foreign language

instruction. TESOL Quarterly, 23(2), 201-217.

Swaffer, J, Ames, K., & Morgan, M. (1982). Teacher classroom practices. Modern Language Journal, 66, 24-33.

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Benchmarking standards*

By the end of Grade 4:

LISTENING I can understand people if they speak very slowly and clearly about simple everyday topics. I can understand people describing objects and possessions (e.g. colour and size). I can understand simple questions and instructions addressed carefully and slowly to me. In a shop I can understand the price of an article, if the salesperson helps me understand. I can understand when people are talking about themselves and their families if they speak very slowly and clearly, using

simple words. I can understand figures and times given in clear announcements, for example at a railway station. I can understand simple directions, e.g. The park in on the left...

READING I can very slowly read very short, simple texts by understanding familiar names, words and basic phrases. I can understand information about people (place of residence, age, etc.) in a text if there is visual support. I can follow short simple written directions (e.g. The butcher’s is opposite the baker’s.). I can understand short simple greetings and messages e.g. on birthday cards, party invitations or in SMS phone messages.

SPEAKING I can ask how people are. I can ask and answer simple questions and respond to simple statements on very familiar topics (e.g., family, student life), if I can

get help. I can describe clothes or other familiar objects and I can ask about them. I can indicate time by such phrases as "three o’ clock”, “On Mondays”, “in spring”, “Yesterday”. I can ask where to find a book or other familiar objects and can also answer such questions. I can ask simply for directions (“Where is the bank?”). I can ask people for things and give people things. I can introduce myself, for example say my name, where I come from and what I do. I can describe my family simply, for example who the members of my family are, how old they are and what they do. I can describe where I live. I can describe what I like and what I don’t like (for example with regard to sports, food, school, colours). I can use simple words to describe something, (for example its size, shape or colour). I can describe what I can do and can’t do and what other people can or can’t do. I can sing simple songs

*Based on the CEFR standards for A1+ (Grade 4); B1 (Grade 10); B2 (Grade 12; and English for Palestine learning objectives. 208

WRITING I can write simple sentences about myself, for example where I live and what I do. I can complete a questionnaire with my personal details.

LANGUAGE

I can greet people I can say my name I can talk about food I can use numbers I can talk about animals I can name parts of the body I can name classroom items I can ask and answer What’s this? I can talk about my family I can introduce people I can name drinks I can name toys I can ask and answer questions with Where? I can talk about transport I can ask and answer How many? I can identify colours I can ask and answer What colour? I can name clothes I can use colour + noun I can describe my bedroom I can use prepositions in/on/under I can talk about things that grow in Palestine I can describe size I can describe a friend I can give instructions I can give my age I can find out about other people I can state the food I like


I can talk about things in the garden I can follow instructions I can talk about my living room I can talk about my town I can talk about my hobbies I can say what other people like doing I can distinguish items using this and that I can say where classroom items are I can ask for clothes in a shop I can talk about extended family I can describe people I can talk about where people come from I can describe my country I can talk about birthdays I can say how I feel I can give information about myself and others I can talk about jobs I can buy food in a shop I can talk about zoo animals I can describe animals I can say what is wrong I can give and understand advice I can talk about my daily routine I can use time phrases like in the morning, at night I can talk about the weather I can name different places in a town I can state the days of the week I can tell the time I can describe a playground I can make suggestions I can talk about School Open Day I can describe the clothes I’m wearing now I can talk about free time activities I can say what I am doing now I can say where I am from


I can say which language I can speak I can describe sports I can express likes and dislikes I can talk about myself I can find out about other people I can say what someone is doing/not doing I can talk about quantities I can buy things in a shop I can talk about school subjects I can state what I do on different days of the week I can order food and drink in a restaurant I can talk about seasons I can say what I like/don’t like to do I can talk about places in Palestine I can talk about daily habits I can talk about shops I can say what I did in the past I can talk about farm animals


LISTENING I can understand the main points of clear standard speech on familiar, everyday subjects, provided there is an opportunity to get

repetition or clarification sometimes. I can understand what is said to me in everyday conversations, but I sometimes need help in clarifying particular details. I can understand the main points of discussion on familiar topics in everyday situations when people speak clearly, but I

sometimes need help in understanding details. I can follow clearly spoken, straightforward short talks on familiar topics.

READING I can understand the main points in straightforward factual texts on subjects of personal or professional interest well enough to

talk about them afterwards. I can find and understand the information I need in brochures, leaflets and other short texts relating to my interests. I can understand the main points in short newspaper and magazine articles about current and familiar topics. I can follow simple instructions, for example for a game, using familiar types of equipment or cooking a meal.


I can understand simplified versions of novels, and follow the story line in short stories with a clear structure, with some effort and regular use of a dictionary.

I can understand private letters about events, feelings and wishes well enough to write back. I can read and understand poetry

SPEAKING I can start, maintain and close simple face-to-face conversation on topics that are familiar or of personal interest. I can give or seek personal opinions in an informal discussion with friends, agreeing and disagreeing politely. I can help to solve practical problems, saying what I think and asking others what they think. I can find out and pass on uncomplicated factual information. I can ask for and follow detailed directions. I can manage unexpected things that could happen on holiday, e.g. needing a dentist or getting a bike repaired. I can make arrangements on the telephone or in person, e.g. booking flights, hotels, rental cars, restaurants, cinemas, etc. I can have simple telephone conversations with people I know. SPOKEN PRODUCTION I can give descriptions on a variety of familiar subjects related to my interests. I can talk in detail about my experiences, feelings

and reactions. I can briefly explain and justify my opinions. I can give a short prepared presentation on a very familiar area (e.g. “My country”) and answer clear questions. I can relate the main content of short texts I have read.

WRITING I can understand how to form paragraphs using topic sentences I can take notes and extend them I can write short, comprehensible connected texts on familiar subjects. I can write simple texts about experiences or events, for example about a trip, describing my feelings and reactions. Working to a standard format, I can write very brief reports which pass on routine factual information on matters relating to my

field. I can write emails, faxes or text messages to friends or colleagues, relating news and giving or asking for simple information. I can write a short formal letter asking for or giving simple information. I can write an essay stating opinions I can write an essay stating problems and solutions

LANGUAGE I can ask and answer personal questions I can identify places of interest


I can say what I can do at different places I can understand how to use ordinal numbers I can understand the meaning of length I can understand time I can talk about weather I can read a story with a moral I can use comparatives I can use superlatives I can talk about events in the past I can ask questions and produce negative answers in the past I can say regular and irregular past tense of verbs I can use going to for future I can use can for permission I can use the future simple tense I can read an authentic story I can ask and answer questions about a holiday I can talk about what makes a good friend I can discuss difficult situations I can describe an adventure I can use the pat continuous I can give advice I can ask for and give permission I can make invitations I can offer and accept help I can ask people to do things I can talk about obligation and prohibition I can use the present perfect with ever I can identify exciting activities I can use the present perfect with never I can talk about illness I can use the present perfect with since and for I can use the present simple with facts I can give opinions, agree and disagree I can give reasons I can use adverbs of manner


I can write a personal email I can use punctuation correctly I can discuss world language and international communication I can describe change I can talk about animals and animal communication I can make and respond to phone calls I can say telephone numbers I can talk about sport I can talk about crafts I can write an informal letter I can give instructions and advice I can talk about technology I can report statements I can talk about cities and towns I can talk about arts and crafts I can ask for, give and follow directions I can talk about table manners and food I can order food in a restaurant I can express intentions and promises I can express obligations I can plan and talk about a picnic I can understand the difference between the present simple and the present continuous I can use the present simple with sense verbs I can talk about abilities in the past and now I can talk about past habits with used to I can use the present perfect accurately with different adverbs I can make suggestions and give advice I can use possessive pronouns accurately I can agree using too and either I can use adverbs with some and every I can use the zero conditional I can use the first conditional I can make comparisons with comparative and superlative adjectives I can use comparative and superlative adverbs I can use determiners with countable and uncountable nouns


I can use definite and indefinite articles I can use prepositions of place I can describe people using in and with for clothes and possessions I can form relative clauses I can make polite requests I can talk about purpose with to and in order to I can use phrasal verbs with and without objects I can talk about future arrangements I can talk about future schedules I can plan a day trip I can talk about completed actions I can talk about actions still to do I can write a progress report I can give instructions I can talk about continuing actions in the past I can talk about two actions in the past I can tell a story I can talk about quantities I can give directions I can explain a process in the present I can explain a process in the past I can talk about rules I can use the 2nd conditional I can invite I can describe things I can request and give explanations I can propose solutions I can confirm facts and share feelings I can suggest ideas I can report statements I can report requests I can report wh and yes/no questions I can arrange appointments I can note details on the phone I can write an email


I can talk about a journey I can create a puzzle I can talk about interests I can express possibility and necessity I can describe daily life I can describe work routines I can ask about past events I can greet an old friend I can write a personal letter about a plan I can summarise I can use the 3rd conditional I can complete a personal statement I can express preferences I can explain a Palestinian dish to a visitor I can check details on the phone I can predict the future I can present an important problem



LISTENING I can understand the main ideas of complex speech on concrete and abstract topics delivered in a standard dialect. I can understand in detail what is said to me in standard spoken language. I can with some effort catch much of what is said around me, but may find it difficult to understand a discussion between several

speakers who do not modify their language in any way. I can follow the essentials of lectures, talks and reports I can understand announcements and messages spoken in standard dialect at normal speed.

READING I can read with a large degree of independence, using dictionaries and other reference sources selectively when necessary. I can rapidly grasp the content and the significance of news, articles and reports on topics connected with my interests or my job,

and decide if a closer reading is worthwhile. I can understand lengthy instructions, for example in a user manual for a TV or digital camera, for installing software, as long as

I can reread difficult sections. I can read short stories and novels written in a straightforward language and style, making use of a dictionary, if I am familiar with

the story and/or the writer. I can understand the main points in formal and informal letters relating to my personal and professional interests, with

occasional use of a dictionary.

SPEAKING I can take an active part in conversation, expressing clearly my points of view, ideas or feelings naturally with effective turn-

taking. I can evaluate advantages & disadvantages, and participate in reaching a decision in formal or informal discussion. I can sustain my opinions in discussion by providing relevant explanations, arguments and comments. I can find out and pass on detailed information reliably, face-to-face and on the phone, asking follow up questions and

getting clarification or elaboration when necessary. I can use the telephone to find out detailed information, provided the other person speaks clearly, and ask follow up questions to

check that I have understood a point fully. I can give clear, detailed descriptions on a wide range of subjects related to my fields of interest. I can develop a clear argument, linking my ideas logically and expanding and supporting my points with appropriate examples. I can present a topical issue in a critical manner and weigh up the advantages and disadvantages of various options. I can summarise information and arguments from a number of sources, such as articles or reports, discussions,

interviews, presentations, etc. I can summarise orally the plot and sequence of events in a film or play.


WRITING I can write at length about topical issues, even though complex concepts may be oversimplified, and can correct many of my

mistakes in the process. I can write clear, detailed descriptions on a variety of subjects related to my field of interest I can write a paper giving reasons in support of or against a particular point of view and explaining the advantages and

disadvantages of various options. I can express news, views and feelings in correspondence, and respond to those of the other person. I can write standard formal letters requesting or communicating relevant information, following a template.

LANGUAGE

I can use expressions with make and do I can use both, either, neither accurately I can form conditional sentences without if I can use wish and hope I can express obligation and lack of obligation I can use fixed prepositions + noun phrases I can use fixed 2-word noun phrases I can use word building strategies I can state preferences using prefer and would rather I can describe people and places using well + past participle I can form negative adjectives with prefixes I can make informal and formal suggestions I can give advice and warnings using had better I can change a verb to an adjective using –ing I can talk about the future using the future continuous and future perfect I can use adjective phrases I can qualify adjectives with adverbs I can use –ing forms of words correctly I can express opinion and attitude I can use en correctly as a prefix and a suffix I can use relative clauses and pronouns I can understand the difference between defining and non-defining relative clauses I can use time phrases appropriately I can create accurate passive sentences


I can use the prefix non- I can understand the difference between passive and active forms I can understand when to use the present perfect and when to use past simple I can use special passive forms I can use adjective-noun combinations I can understand when to use the present perfect continuous I can understand when to use stative verbs I can use infinitives or ing forms after verbs accurately I can form compound noun phrases with on I can use past tenses accurately I can form words with prefixes co and mis I can use time phrases and pronouns for cohesion I can use modal verbs of probability and possibility I can use will form of future I can use different future forms accurately I can use –ing forms as adjectives I can create reduced relative clauses I can form phrasal verbs with on and out I can form direct and indirect questions I can use question tags I can ask negative questions I can identify the subject and object in a sentence I can report advice and orders I can make noun phrases from phrasal verbs I can use causative structures I can use phrases with in or on + noun I can state past wishes and regrets I can use shouldn’t + have + past participle I can form words with the prefixes over- and under- I can tell the difference between countable and uncountable nouns I can use definite and indefinite articles appropriately I can use verbs and prepositions correctly I can use modal verbs with infinitives for present meanings I can use past forms of modal verbs I can use linking words and phrases appropriately


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Contents Analysis TableEnglish for Palestine 1A

Unit Period Objectives Cognitive Level SkillOne 1 Recognise new words Comprehension ListeningHello Say the new words correctly Recall Speaking

2 Learn the direction of writing Application Writing3 Practise the language structure (greetings) Application Speaking4 Practise the direction of writing Application Writing

Sing a song Application Speaking5 Practise the language structure (greetings) Application Speaking

Follow instructions Recall Speaking6 Practise the direction of writing Application Writing

Two 1 Recognise new words Comprehension ListeningLet’s eat Say the new words correctly Recall Speaking

2 Practise writing Application Writing3 Practise the language structure (plurals) Application Speaking

Practise writing numbers Application Writing4 Matching items Recall Writing

Practise writing numbers Application Writing5 Practise numbers and vocabulary Recall Speaking

Listen for information Comprehension Listening6 Matching Recall Writing

Three 1 Recognise new words Comprehension ListeningAnimals Say the new words correctly Recall Speaking

2 Practise writing numbers Application WritingRecognising numbers Recall Writing

3 Practise new vocabulary Recall SpeakingRecognise new vocabulary Application Listening

4 Practise the direction of writing Application WritingSing a song Application Speaking

5 Practise new vocabulary Recall Listening6 Practise writing numbers Recall Writing

Play a game Recall SpeakingFour 1 Recognise new words Comprehension Listening

221

My body Say the new words correctly Recall Speaking2 Practise the direction of writing Application Writing

3 Practise new vocabulary Recall Speaking, Listening,Writing

4 Practise writing numbers Application WritingSing a song Application Speaking

5 Practise new vocabulary Recall Speaking, Listening,Writing

6 Practise writing numbers Recall WritingPlay a game Application Listening, Writing

Five 1 Revise vocabulary Recall Speaking, Listening,Revision Practise writing numbers Recall Writing

Writing2 Revise vocabulary Recall Speaking, Listening,

Practise writing numbers Recall WritingWriting

3 Revise vocabulary Comprehension ListeningPractise writing numbers Application Writing

Six 1 Recognise new words Comprehension ListeningMy Say the new words correctly Recall Speakingclassroom Learn letters Recall Speaking

2 Write letters Application Writing3 Recognise new words Recall Listening

Ask and answer questions using new structure (What’s this?) Application Listening, Speaking4 Practise writing numbers and letters Application Writing5 Produce new vocabulary Application Speaking6 Matching Hots Speaking

Listen to instructions Application WritingSeven 1 Recognise new words Comprehension ListeningMy family Say the new words correctly Recall Speaking

Learn letters Recall Speaking2 Write letters Application Writing

Sing a song Application Speaking3 Practise new vocabulary Application Listening, Speaking4 Matching Hots Writing

Write letters Recall Writing

222

5 Practise new structure (Who’s this?) Application Speaking6 Matching Hots Speaking

Recognising letters Recall WritingEight 1 Recognise new words Comprehension ListeningLet’s Say the new words correctly Recall Speakingdrink Learn letters Recall Speaking

2 Write letters of the alphabet Application Writing3 Practise new vocabulary Application Listening, Speaking4 Matching Hots Writing

Write letters of the alphabet Recall Writing5 Matching Hots Listening

Chant Recall Listening6 Recognise sounds and letters Recall Writing

Using numbers Application WritingPlay a game Application Speaking

Nine 1 Revise vocabulary Recall Speaking, ListeningRevision Asking and answering questions Recall Speaking

Write letters Recall WritingPractise writing numbers Recall Writing

2 Revise vocabulary Comprehension ListeningPractise writing letters and numbers Application Writing

3 Revise vocabulary and structure (What’s this?) Recall Speaking, ListeningPractise writing letters and reading numbers Recall Writing

223

English for Palestine 1B

Unit Period Objectives Cognitive Level SkillTen 1 Recognise new words Comprehension Listening

Say the new words correctly Recall SpeakingLet’s play Recognise the new language pattern (Where’s my …?) Recall Speaking

2 Recognise new vocabulary Application SpeakingWrite numbers Application Writing

3 Understand the language pattern Recall ListeningPractise the language pattern Application Speaking

4 Matching Hots SpeakingSing a song Application Speaking

5 Practise vocabulary Recall ListeningRepeat vocabulary Recall Speaking

6 Recognise words Comprehension ReadingWrite letters Recall WritingPlay a game Application Speaking

Eleven 1 Recognise new words Comprehension Listening

TransportSay the new words correctly Recall Speaking

2 Matching Hots SpeakingWrite letters Application Writing

3 Practise vocabulary Recall Listening, Speaking4 Matching Hots Writing

Cross curricular (maths) Hots Writing, Speaking5 Practise vocabulary Recall Listening

Practise structure (How many …?) Application Speaking6 Recognise letters Recall Writing

Play a game Application SpeakingTwelve 1 Recognise new words Comprehension Listening

ColoursSay the new words correctly Recall Speaking

2 Recognise vocabulary Application SpeakingWrite letters Application Writing

3 Recognise colour vocabulary Recall ListeningAsk and answer Application Speaking

4 Recognise letter sounds and shapes Recall SpeakingSing a song Application Speaking

5 Listen to descriptions Comprehension Listening

224

Describe items Application Speaking6 Recognise written words Hots Reading

Play a game Application SpeakingThirteen 1 Recognise new words Comprehension Listening

MySay the new words correctly Recall Speaking

2 Matching Hots Speakingclothes Write letters Application Writing

3 Recognise new vocabulary Comprehension ListeningSay new words Recall Speaking

4 Read words Comprehension ReadingRecognise letters Recall WritingSing a song Application Speaking

5 Recognise vocabulary Recall ListeningListen for information Comprehension Listening

6 Read words Application ReadingCreate a picture Hots WritingPlay a game Application Speaking

Fourteen 1 Revise vocabulary Recall ListeningWrite letters Recall Writing

Revision 2 Using structures Recall Listening, SpeakingWriting words Application Writing

3 Counting Application ListeningMatching Hots Writing, Speaking

Fifteen 1 Recognise new words Comprehension ListeningSay the new words correctly Recall Speaking

My 2 Matching Hots Speakingbedroom Write letters Application Writing

3 Recognise structure (Where; prepositions) Recall ListeningPractise structure Application Speaking

4 Read words Recall ReadingCross curricular (maths) Hots WritingSing a song Application Speaking

5 Practise vocabulary Comprehension ListeningForm sentences Recall Speaking

6 Recognise letters Recall WritingRead words Application ReadingPlay a game Application Speaking

225

Sixteen 1 Recognise new words Comprehension Listening

In mySay the new words correctly Recall Speaking

2 Matching Hots Speakingcountry Write letters Application Writing

3 Practising vocabulary Recall SpeakingAsking and answering questions Application Speaking

4 Read words Comprehension ReadingCross curricular (maths) Application Writing

5 Recognise vocabulary Comprehension ListeningForm sentences Application Speaking

6 Matching words and pictures Recall SpeakingWrite words Application WritingPlay a game Application Speaking

Seventeen 1 Recognise new words Comprehension Listening

MySay the new words correctly Recall Speaking

2 Recognise new words Comprehension Readingfriends Write letters Recall Writing

3 Follow instructions Comprehension ListeningGive instructions Application Speaking

4 Match words Hots ReadingWrite words Application WritingSing a song Application Speaking

5 Listen Comprehension ListeningTalk about a picture Recall Speaking

6 Writing words Recall WritingRead phrases Comprehension ReadingPlay a game Application Speaking

Eighteen 1 Revise vocabulary Comprehension ListeningRevise structure Recall Speaking

Revision Write letters Recall Writing2 Understand dialogue Comprehension Listening

Practising structures Recall SpeakingWriting words Application Writing

3 Understanding dialogue Comprehension ListeningWrite words Hots Writing

226

English for Palestine 2A

Unit Period Objectives Cognitive Level SkillOne 1 Recognise new language pattern (introduction) Comprehension Listening

Recognise numbers Recall SpeakingHi, I’m … 2 Recognise sounds and letters Recall Writing

Complete a number sequence Recall Writing3 Recognise new language pattern (How old are you?) Comprehension Listening

Ask and answer questions Application Speaking4 Complete sentences Application Writing

Recognise lower case and capital letters Recall Writing5 Recognise new language pattern (Who’s that boy?) Comprehension Listening


Play a game Application ListeningTwo 1 Recognise new language pattern (What do you like?) Comprehension Listening

In theRecognise new vocabulary Recall Speaking

2 Practise new vocabulary Application Writingkitchen Read new vocabulary Recall Reading

3 Recognise new language pattern (He/She likes) Recall SpeakingAsk and answer questions Application Speaking

4 Recognise new words Recall WritingUse the new words in context Application Writing

5 Recognise new language pattern Comprehension ListeningPractise the language pattern Application Speaking

6 Use numbers accurately Recall WritingWrite letters Recall WritingPlay a game Application Speaking

Three 1 Recognise new vocabulary Recall Listening

In theSay new vocabulary correctly Recall Speaking

2 Identify vocabulary Recall Speakinggarden Recognise new vocabulary Comprehension Listening

3 Recognise new language pattern (has) Comprehension ListeningMatch sounds and letters Recall Writing

4 Read single words Recall ReadingComplete sentences Application Reading, Writing

5 Recognise new vocabulary Comprehension Listening

227

Chant Recall Speaking6 Cross curricular (maths) Application Writing

Play a game Application SpeakingFour 1 Recognise new vocabulary Comprehension Listening

My bodySay new vocabulary correctly Recall Speaking

2 Count from 1-20 Recall Writing, SpeakingRecognise new words Recall Reading

3 Follow instructions Comprehension ListeningSay new vocabulary correctly Recall Speaking

4 Recognise new language pattern (I have/You have) Recall SpeakingSing a song Application Speaking

5 Chant Recall SpeakingPractise new language structure (I have/You have) Application Speaking

6 Recognise new words Application ReadingPlay a game Application Speaking

Five 1 Identify vocabulary Recall WritingComplete number strings Recall Writing

Revision Complete words Recall Reading2 Identify vocabulary Recall Speaking

Tracing sentences Application Writing3 Recognise language pattern (like) Comprehension Listening

Complete words Recall Reading, WritingWriting sentences Application Writing

Six 1 Recognise language pattern (instructions) Comprehension ListeningPractise language pattern Application Speaking

Jump! 2 Recognise new words Recall ReadingRecognise letters Recall Reading

3 Recognise new vocabulary Comprehension ListeningSay new vocabulary correctly Recall Speaking

4 Match vocabulary and pictures Application Reading, WritingSing a song Application Speaking

5 Recognise language pattern (negative instructions) Comprehension ListeningPractise language pattern Application Speaking

6 Recognise language pattern Application ReadingDescribe pictures Application Writing

Seven 1 Recognise new vocabulary Comprehension ListeningSay new vocabulary correctly Recall Speaking

228

My 2 Recognise language pattern (what can you see?) Recall Speakinghome Using numbers Application Speaking

3 Practise vocabulary Comprehension ListeningAsk and answer questions Application Speaking

4 Complete sentences Application WritingSing a song Application Speaking

5 Recognise new vocabulary Hots Speaking6 Complete phrases Hots Writing

Write letters Recall WritingPlay a game Application Speaking

Eight 1 Recognise new vocabulary Comprehension ListeningSay new vocabulary correctly Recall Speaking

My town 2 Match letters and sounds Application Writing3 Practise new vocabulary Recall Listening


Write letters Recall Writing5 Ask and answer questions Application Speaking6 Match vocabulary and pictures Application Reading, Writing

Play a game Application SpeakingNine 1 Practise language pattern (instructions) Recall Listening

Match phrases and pictures Recall ReadingRevision Complete sentences Hots Writing

2 Recognise vocabulary and language pattern (where’s the…) Comprehension ListeningAsk and answer questions Application SpeakingRecognising numbers and letters Recall Writing

3 Recognise vocabulary and language pattern (where’s Sami?) Comprehension ListeningAsk and answer questions Application SpeakingForming lower case and capital letters Recall WritingCompleting sentences Application Reading, Writing

229


Period Objectives Cognitive Level Skill

Ten 1 Recognise new vocabulary Comprehension Listening

MyRecognise language pattern (What do you like doing?) Recall Speaking

2 Match people and sentences Application Readinghobbies Recognise new vocabulary Application Writing

3 Recognise language pattern (He/She likes …ing) Comprehension ListeningAsk and answer questions Application Speaking

4 Match pictures and sentences Application ReadingSing a song Application Speaking

5 Recognise language pattern Comprehension ListeningAsk and answer questions Application Speaking

6 Copy words Recall WritingRecognising pronouns Application ReadingPlay a game Application Speaking

Eleven 1 Recognise new vocabulary Comprehension Listening

TransportAsk and answer questions Application Speaking

2 Matching pictures and phrases Comprehension ReadingPractise vocabulary Application Writing

3 Recognise new vocabulary Recall WritingDescribe pictures Application Speaking

4 Colour pictures to match sentences Application ReadingSing a song Application Speaking

5 Recognise language pattern (This/These) Comprehension ListeningPractise language pattern Application Speaking

6 Order words Hots WritingPlay a game Application Speaking

Twelve 1 Recognise new vocabulary Comprehension ListeningRecognise language pattern (What can you see?) Recall Speaking

Let’s find Ask and answer questions Application Speakingout! 2 Matching pictures and vocabulary Comprehension Reading, Writing

3 Recognise language pattern and vocabulary Comprehension ListeningAsk and answer questions Application Speaking

4 Match pictures and words Recall SpeakingComplete sentences Application Writing

230

5 Practise language pattern Comprehension ListeningAsk and answer questions Application Speaking

6 Complete sentences Application WritingPlay a game Application Speaking

Thirteen 1 Recognise new vocabulary Comprehension ListeningPractise language pattern (The sweater is blue.) Recall Speaking

Let’s go 2 Colour pictures to match sentences Application Readingshopping Match pictures and words Comprehension Writing

3 Recognise language pattern (I’d like (a) …) Comprehension ListeningPractise language pattern Application Speaking

4 Complete sentences Comprehension ReadingDo a word square puzzle Application WritingSing a song Application Speaking

5 Recognise language pattern in context Comprehension ListeningCreate a dialogue Application Speaking

6 Match pictures and vocabulary Application Reading, WritingPlay a game Application Speaking

Fourteen 1 Recognise vocabulary Comprehension ListeningAsk and answer questions Application Speaking

Revision Match words and pictures Application Reading, Writing2 Recognise vocabulary Comprehension Listening

Create a conversation Hots SpeakingMatch pictures and sentences Application ReadingCopying words Recall Writing

3 Listening for information Comprehension ListeningUsing language patterns (like/likes) Application SpeakingWriting the alphabet Recall WritingOrdering words in sentences Hots Writing

Fifteen 1 Recognise new vocabulary Comprehension Listening

GuessDescribe people Application Speaking

2 Complete sentences Application Readingwho? Match pictures and words Application Reading, Writing

3 Recognise language pattern (I have/She/He has) Comprehension ListeningDescribe people Application Speaking

4 Read and do Hots ReadingMake phrases Application WritingSing a song Application Speaking

231

5 Recognise vocabulary Comprehension ListeningPractise vocabulary and language pattern Application Speaking

6 Trace words Recall WritingWrite sentences Hots WritingPlay a game Application Speaking

Sixteen 1 Recognise new vocabulary Comprehension Listening

MyAsk and answer questions Application Speaking

2 Match pictures and sentences Application Readingcountry Make sentences Hots Writing

3 Recognise language pattern Comprehension ListeningAsk and answer questions Application Speaking

4 Unscramble words Hots WritingCompleting sentences Hots Writing

5 Recognise new vocabulary Comprehension ListeningAsk and answer questions Application Speaking

6 Unscramble sentences Hots WritingPlay a game Application Speaking

Seventeen 1 Recognise new vocabulary Comprehension ListeningAsk and answer questions Application Speaking

Happy 2 Read and do Hots ReadingBirthday! Match pictures and words Application Reading, Writing

3 Recognise language pattern (How do you feel?) Comprehension ListeningAsk and answer questions Application Speaking

4 Choose answers Recall ReadingSing a song Application Speaking

5 Recognise new vocabulary Comprehension ListeningSing a song Application Speaking

6 Describe a picture Application WritingPlay a game Application Speaking

Eighteen 1 Recognise language pattern Recall ListeningAsk and answer questions Application Speaking

Revision Choose the correct answers Application Reading, Writing2 Recognise language pattern and vocabulary Comprehension Listening

Ask and answer questions Application SpeakingRecognise numbers to 20 Recall WritingUnscramble words to write sentences Hots Writing

3 Recognise vocabulary Comprehension Listening

232

Give descriptions Application SpeakingMatch pictures and sentences Application Reading

233


Unit Period Objectives Cognitive Level SkillOne 1 Recognise structures and vocabulary (personal details) Comprehension Listening

Practise structures and vocabulary Application SpeakingAll 2 Matching questions and answers Recall Readingabout Complete sentences Hots Writingme 3 Recognise structures and vocabulary (details of 3rd person) Comprehension Listening

Ask and answer questions Application Speaking4 Spelling Recall Speaking

Completing sentences Application Writing5 Recognise structures and vocabulary (descriptions) Comprehension Listening

Describing people Application Speaking6 Completing sentences Application Writing

Practise handwriting Recall WritingPlay a game Application Speaking

Two 1 Recognise structures and vocabulary (What’s his job? He’s a …) Comprehension ListeningPractise structures and vocabulary Application Speaking

He’s a 2 Match pictures and words Recall Readingdoctor Write complete sentences Application Writing

3 Recognise structures and vocabulary (Who’s he? He’s my …) Comprehension ListeningRead sentences with known vocabulary Recall ReadingSing a song Application Speaking

4 Complete a diagram Hots WritingReorder words to make sentences Hots Writing

5 Understand numbers as words Recall ListeningAsk and answer questions Application Speaking

6 Using numbers as words Application WritingPractise handwriting Recall WritingPlay a game Application Speaking

Three 1 Recognise structures and vocabulary (I’d like …) Comprehension Listening

At thePractise structures and vocabulary Application Speaking

2 Match pictures and words Recall Readingmarket Label items Application Writing

Dictation Hots Listening3 Recognise structure (like/don’t like) Recall Listening

Completing a table Comprehension Listening

234

Ask and answer questions Application Speaking4 Recognise structures and vocabulary Recall Listening

Write sentences Application Writing5 Recognise structures and vocabulary Comprehension Listening

Role play in a shop Application Speaking6 Write sentences about self Application Writing


Four 1 Recognise structures and vocabulary (It has …) Comprehension ListeningPractise structures and vocabulary Application Speaking

At the 2 Match pictures and sentences Hots Writingzoo Writing descriptions of animals Hots Writing

3 Completing a table Comprehension ListeningAsk and answer questions Application Speaking

4 Follow instruction Recall ReadingPractise handwriting Recall Writing

5 Recognise structures and vocabulary (descriptions of animals) Comprehension ListeningSing a song Application Speaking

6 Completing sentences Application WritingPractise handwriting Recall WritingPlay a game Application Speaking

Five 1 Recognise structures and vocabulary (jobs) Comprehension ListeningCompleting sentences Application Writing

Revision Practise structures and vocabulary Application Speaking2 Recognise structures and vocabulary Comprehension Listening

Role play in a shop Application SpeakingChoose correct words Recall ReadingForm sentences about self Hots Writing

3 Recognise structures and vocabulary Comprehension ListeningPractise structures and vocabulary Recall SpeakingRecognise structures and vocabulary Application ReadingComplete sentences Application Writing

Six 1 Recognise structures and vocabulary (What’s the matter?) Comprehension ListeningSay new words accurately Recall Speaking

I don’t Practise structures and vocabulary Application Speakingfeel well 2 Match sentences and pictures Application Reading

Complete sentences Hots Writing

235

3 Listen to advice Comprehension ListeningAsk and answer questions Application Speaking

4 Complete sentences Recall ReadingUnderstanding text Hots ReadingSing a song Application Speaking

5 Recognise structures and vocabulary Comprehension ListeningExplaining problems and giving advice Hots Speaking

6 Complete sentences Application WritingPractise handwriting Recall WritingPlay a game Application Listening

Seven 1 Recognise structures and vocabulary (Daily routine) Comprehension ListeningSay new phrases correctly Recall Speaking

My day 2 Form correct sentences Application WritingOrder words in sentences Hots Writing

3 Recognise structures and vocabulary (Times of day) Comprehension ListeningAsk and answer questions Application Speaking

4 Match phrases and pictures Recall ReadingOrder items Hots WritingWrite about self Hots Writing

5 Recognise vocabulary Comprehension ListeningSay vocabulary correctly Recall SpeakingAsk and answer questions Application Speaking

6 Understand diagrams Hots ReadingPractise handwriting Recall WritingPlay a game Application Speaking

Eight 1 Recognise structures and vocabulary (What’s the weather?) Comprehension ListeningPractise structures and vocabulary Application Speaking

It’s 2 Match pictures and sentences Recall Readingsunny Complete sentences with a word Recall Writing

3 Practise structures and vocabulary Comprehension ListeningSay new words correctly Recall Speaking

4 Match sentences and pictures Hots ReadingRecognise vocabulary Comprehension ListeningSing a song Application Speaking

5 Recognise structures and vocabulary (Where? + prepositions) Comprehension ListeningAsk and answer questions Application Speaking

6 Recognise structures (pronouns; prepositions) Recall Writing

236


Nine 1 Recognise structures and vocabulary Comprehension ListeningPractise structures and vocabulary Application Speaking

Revision Match sentences and pictures Application ReadingWrite personal sentences Hots WritingAnswer questions in writing Hots Writing

2 Recognise structures and vocabulary Comprehension ListeningAsk and answer questions Application SpeakingForm short paragraphs Hots WritingCreate own picture to write about Hots Writing

3 Recognise structures and vocabulary Comprehension ListeningAsk and answer questions Application SpeakingMatch pictures and sentences Application ReadingWrite a dialogue Hots Writing

237


Unit Period Objectives Cognitive Level SkillTen 1 Recognise structures and vocabulary (What day is it?) Comprehension Listening

Say new words correctly Recall SpeakingWhat’s the 2 Write and spell Recall Writingtime? Sing a song Application Speaking

3 Recognise structures and vocabulary (Telling time) Recall ListeningPractise the structure Application Speaking

4 Read numbers in words Recall ReadingPractise time Application Writing

5 Practise the structure (time) Comprehension ListeningAsk and answer questions Application Speaking

6 Write about your day Hots WritingPractise handwriting Recall WritingPlay a spelling game Recall Speaking

Eleven 1 Recognise vocabulary Recall ListeningSay new words correctly Recall Speaking

At the 2 Spell new words Recall Writingplayground Complete sentences Application Writing

3 Recognise structures and vocabulary (Let’s) Recall ListeningSay new words correctly Recall Speaking

4 Unjumble words Hots WritingWrite sentences Application Writing

5 Recognise structures and vocabulary (Let’s; prepositions) Recall ListeningSing a song Application Speaking

6 Reorder words to write sentences Hots WritingChoose correct words Application ReadingPractise handwriting Recall WritingPlay a game Application Speaking

Twelve 1 Recognise structures and vocabulary (what do you do?) Comprehension Listening

Open DayPractise structures and vocabulary Application Speaking

2 Match words and pictures Recall ReadingWrite phrases to match pictures Recall Writing

3 Recognise structures and vocabulary (He/She plays) Comprehension ListeningStating preferences and reasons Hots Speaking

4 Practise structure Application Reading

238

Describe pictures Hots Writing5 Recognise structures and vocabulary Comprehension Listening

Practise the structure Application Speaking6 Complete a crossword Hots Writing

Reorder words Hots WritingPractise handwriting Recall WritingPlay a game Application Speaking

Thirteen 1 Recognise structures and vocabulary (present continuous) Comprehension ListeningSay new words correctly Recall Speaking

I’m Practise structures and vocabulary Application Speakingwearing a 2 Matching pictures and sentences Application Readingscarf Describing clothes Hots Writing

3 Recognise structures and vocabulary Comprehension ListeningPractise structures and vocabulary Application Speaking

4 Unjumble words Hots WritingSing a song Application Speaking

5 Listen and do Comprehension ListeningPractise structures and vocabulary Application Speaking

6 Describe clothes Application WritingPractise handwriting Recall WritingPlay a game Application Speaking

Fourteen 1 Recognise structures and vocabulary Comprehension ListeningPractise structures and vocabulary Application Speaking

Revision Unjumble words Hots WritingWrite times Hots Reading, Writing

2 Choosing answers Application ReadingAsk and answer questions Application SpeakingComplete word square Hots Reading

3 Matching Comprehension ListeningAsk and answer questions Application SpeakingWrite full sentences Hots WritingRead and do Application Reading

Fifteen 1 Recognise structures and vocabulary Recall Listening

They’rePractise structures and vocabulary Application Speaking

2 Unjumble words Hots Writingjumping Form sentences Application Writing

3 Recognise structures and vocabulary (What’s she doing?) Comprehension Listening

239

Practise structures and vocabulary Application Speaking4 Unjumble to make sentences Hots Reading

Answer questions Comprehension Writing5 Recognise structures and vocabulary (present continuous – Comprehension Listening

he/she/they) Recall SpeakingSay structures correctly Application SpeakingPractise structures and vocabulary

6 Complete a crossword Hots WritingPractise handwriting Recall WritingPlay a game Application Speaking

Sixteen 1 Recognise structures and vocabulary (give information about Comprehension Listeningself) Application Speaking

I’m Practise structures and vocabularyPalestinian 2 Choose correct words Recall Reading

Match questions and answers Comprehension Writing3 Recognise structures and vocabulary (languages) Comprehension Listening

Practise structures and vocabulary Application Speaking4 Unjumble words Hots Writing

Use existing knowledge Hots WritingSing a song Application Speaking

5 Recognise structures and vocabulary (cities) Comprehension ListeningPractise structures and vocabulary Recall Speaking

6 Complete sentences Application WritingPractise handwriting Recall WritingPlay a game Application Speaking

Seventeen 1 Recognise structures and vocabulary (What’s your favourite Comprehension Listeningsport?) Application Speaking

My Practise structures and vocabularyfavourite … 2 Match pictures and sentences Comprehension Reading

Write full sentences Recall Writing3 Complete a table Comprehension Listening

Practise structures and vocabulary Application Speaking4 Write full sentences Comprehension Writing

Ask and answer questions Application Speaking5 Listen for information Comprehension Listening

Ask and answer questions Application Speaking6 Categorise words Hots Reading

240

Complete sentences Application WritingPractise handwriting Recall WritingPlay a game Application Speaking

Eighteen 1 Practise structures and vocabulary (Present continuous) Comprehension ListeningAsk and answer questions Application Speaking

Revision Match sentences and pictures Application ReadingComplete sentences Recall Writing

2 Choose correct words Comprehension ListeningAsk and answer questions Application SpeakingRead an email Hots ReadingWrite an email Hots Writing

3 Recognise structures and vocabulary Comprehension ListeningAsk and answer questions Application SpeakingSolve a word square Hots Reading

241


Unit Period Objectives Cognitive Level SkillOne 1 Answer concept questions Comprehension Listening

Say the new language correctly Recall SpeakingA new 2 Recognise the language pattern (I have + family members) Comprehension Readingfriend Answer questions about self Application Writing

3 Listen for comprehension Comprehension ListeningAsk and answer questions Application Speaking

4 Spelling new vocabulary Recall SpeakingUnjumble words Hots Writing

5 Listening for structures (What’s your favourite hobby?) Comprehension ListeningPractise structure Application Speaking

6 Ask and answer questions Hots SpeakingPractise handwriting Application WritingPlay a game Application Speaking

Two 1 Say the new words correctly Recall SpeakingAsk and answer questions Comprehension Speaking

Our house 2 Recognise new vocabulary Recall ReadingPractise structure and vocabulary (She’s in the living room) Application Writing


4 Choose correct answers Application ReadingSing a song Application Speaking

5 Listening for structures (They aren’t…/He’s cooking) Comprehension ListeningPractise structure Application Speaking

6 Practise handwriting Application WritingPlay a game Application Speaking

Three 1 Answer concept questions Comprehension Listening

Lost!Say the new language correctly Recall Speaking

2 Recognise new vocabulary Recall ReadingPractise structure and vocabulary (I can’t find …; It’s in the …) Application Writing


4 Choose correct answers Application ReadingDescribe pictures Hots Speaking

5 Listening for structures (possessives) Comprehension Listening

242

Practise structure Application Speaking6 Practise structure (possessives pronouns) Application Writing

Practise handwriting Application WritingPlay a game Application Speaking

Four 1 Answer concept questions Comprehension ListeningSay the new language correctly Recall Speaking

Shopping 2 Practise writing numbers Recall Writinglist Practise new vocabulary (containers) Application Writing


4 Ordering dialogue Hots SpeakingCorrecting information Hots WritingChant Application Speaking

5 Listening for structures Comprehension ListeningPractise structure Application Speaking

6 Practise vocabulary (numbers) Application WritingPractise handwriting Application WritingPlay a game Application Listening

Five 1 Answer concept questions Comprehension Listening

RevisionUse the language from Units 1-4 Application All skills

2 Listen for comprehension Comprehension ListeningUse vocabulary from Units 1-4 Application Writing

3 Listen for comprehension Comprehension ListeningRole play Hots SpeakingReading comprehension Hots ReadingUse language from Units 1-4 Hots Writing

Six 1 Answer concept questions Comprehension ListeningSay the new language correctly (school subjects) Recall Speaking

On2 Recognise the new words Recall Reading

Write personal sentences Application WritingSundays I 3 Listen for comprehension Comprehension Listening… Ask and answer questions Application Speaking

4 Ask and answer questions Hots Speaking, WritingSing a song Application Speaking

5 Listening for structures (present simple for routines) Comprehension ListeningPractise structure Application Speaking

6 Order sentences Application Writing

243


Seven 1 Say the new language correctly Recall Speaking

At theAnswer concept questions Comprehension Listening

2 Practise vocabulary Application Writingrestaurant Practise structure (Could I have…?) Application Speaking


4 Word square Hots ReadingPractise handwriting Application Writing

5 Listening for structures (What would you like? I’d like…) Comprehension ListeningPractise structure Application Speaking

6 Practise numbers Application WritingDesign a menu Hots WritingPlay a game Application Speaking

Eight 1 Answer concept questions Comprehension ListeningSay the new language correctly Recall Speaking

My 2 Spelling practice Recall Writingfavourite Practise vocabulary Application Writingseason 3 Listen for comprehension Comprehension Listening

Ask and answer questions Application Speaking4 Form collocations Hots Writing

Sing a song Application Speaking5 Listening for structures (like to do) Comprehension Listening

Practise structure Application Speaking6 Ask and answer questions Hots Speaking


Nine 1 Answer concept questions Comprehension ListeningUse the language from Units 6-8 Application Speaking

Revision 2 Listen for comprehension Comprehension ListeningWrite a personal email Hots Writing

3 Listen for comprehension Comprehension ListeningRole play Application SpeakingUse language from Units 6-8 Hots Writing

244


Unit Period Objectives Cognitive Level SkillTen 1 Answer concept questions Comprehension Listening

Say the new language correctly Recall SpeakingVisiting 2 Unjumble words Hots WritingPalestine Practise structure (going to) Application Speaking, Writing


4 Reorder words Hots WritingSing a song Application Speaking

5 Listening for structures (going to) Comprehension ListeningPractise structure Application Speaking

6 Spelling practice Recall WritingReading practice Comprehension ReadingPractise handwriting Application WritingPlay a game Application Speaking

Eleven 1 Answer concept questions Comprehension Listening

Let’sSay the new language correctly Recall Speaking

2 Unjumble words Hots Writingmake a Use vocabulary and structure (need) Application Writingcake 3 Listen for comprehension Comprehension Listening

Give instructions Application Speaking4 Use vocabulary Application Reading

Sing a song Application Speaking5 Listening for structures (need) Comprehension Listening

Practise structure Application Speaking6 Complete a crossword Hots Speaking


Twelve 1 Answer concept questions Comprehension Listening

It’s 7.30Say the new language correctly (time) Recall Speaking

2 Understand structure (time) Application Reading3 Listen for comprehension Comprehension Listening

Ask and answer questions Application Speaking4 Cross curricular (maths) Hots Writing

Describe pictures Application Writing

245

5 Listening for structures (time) Comprehension ListeningPractise structure Application Speaking

6 Reorder words Hots WritingPractise handwriting Application WritingPlay a game Application Speaking

Thirteen 1 Answer concept questions Comprehension Listening

GoodSay the new language correctly (daily routine) Recall Speaking

2 Recognise vocabulary Recall Writinghabits Practise structure (short answers) Application Writing


4 Create sentences Application ReadingReorder words Hots Writing

5 Listening for structures (routine) Comprehension ListeningPractise structure Application Speaking

6 Understand concept (verb endings) Hots WritingPractise handwriting Application WritingPlay a game Application Speaking

Fourteen 1 Answer concept questions Comprehension ListeningUse the language from Units 10-13 Application Speaking

Revision Match questions and answers Application Reading2 Listen for comprehension Comprehension Listening

Read instructions Comprehension ReadingWrite times Application Writing

3 Listen for comprehension Comprehension ListeningRole play Application SpeakingRead a puzzle Hots ReadingUse language from Units 10-13 to write a puzzle Hots Writing

Fifteen 1 Answer concept questions Comprehension Listening

I can doSay the new language correctly Recall Speaking

2 Form collocations Hots Readingit! Unjumble words Hots Writing


4 Practise structure (can) Application SpeakingSing a song Application Speaking

5 Listening for structures (can for ability) Comprehension Listening

246

Practise structure Application Speaking6 Reorder words Hots Writing

Write sentences about self Hots WritingPractise handwriting Application WritingPlay a game Application Speaking

Sixteen 1 Answer concept questions Comprehension Listening

In mySay the new language correctly Recall Speaking

2 Practise vocabulary Application Writingstreet Read aloud Recall Reading


4 Understand directions Application ReadingSing a song Application Speaking

5 Listening for structures (past simple) Comprehension ListeningPractise structure Application Speaking

6 Complete sentences Application WritingPractise handwriting Application WritingPlay a game Application Speaking

Seventeen 1 Answer concept questions Comprehension Listening

On theSay the new language correctly Recall Speaking

2 Match pictures and sentences Application Readingfarm Use vocabulary in sentences Application Writing

Find vocabulary in word square Hots Reading3 Listen for comprehension Comprehension Listening

Ask and answer questions Application Speaking4 Choose correct words Application Reading

Sing a song Application Speaking5 Listening for structures (past simple) Comprehension Listening

Practise structure Application Speaking6 Unjumble words Hots Writing


Eighteen 1 Answer concept questions Comprehension ListeningUse the language from Units 15-17 Application Writing

Revision 2 Listen for comprehension Comprehension ListeningComplete sentences Application Writing

3 Listen for comprehension Comprehension Listening

247

Crossword Hots WritingComplete sentences Application Writing

248


Unit Period Objectives Cognitive Level SkillOne 1 Say the new words correctly Recall Speaking

Answer concept questions Comprehension ListeningNew 2 Recognize the new words Recall Listeningfriends Read the dialogue aloud Application Reading

3 Read for information Comprehension Reading4 Use the new words in contexts Application Speaking

Recognize the new language pattern (present simple) Comprehension Reading5 Practice the language structure ( present simple) Application Writing6 Listen for comprehension Comprehension Listening

Ask and answer introducing self and others Application Speaking7 Form correct questions Hots Writing

Use punctuation marks ( capital letter, question mark) Application WritingPractice handwriting Application Writing

8 Write the new words correctly (dictation) Hots WritingWrite sentences about family Application Writing

Two 1 Say the new words correctly Recall SpeakingAnswer concept questions Comprehension Listening

Our 2 Recognize the new words Recall Listeningcountry Read the dialogue aloud Application Reading


Recognize the new language pattern ( verb to be) Comprehension Reading5 Practice the language structure ( present simple & present continuous) Application Writing

Review the use of contraction Recall Writing6 Listen for comprehension Comprehension Listening

Listen to use new words in context Comprehension ListeningAsk and answer about places and people Application Speaking

7 Work out crossword using new words Hots Writing8 Use punctuation marks ( capital letter with names of people and places, full Application Writing

stop) Application WritingPractice handwriting Hots WritingWrite the new words correctly (dictation) Application WritingWrite sentences about photos of people and places

249

Three 1 Say the new words correctly Recall Speaking

Mini –Answer concept questions Comprehension Listening

2 Recognize the new words Recall ListeningOlympics Read the dialogue aloud Application Reading


Recognize the new language pattern (ordinal numbers) Comprehension Reading5 Practice the language structure ( present continuous) & ordinal numbers Application Writing6 Listen for comprehension Comprehension Listening

Listen to use the new words in context Comprehension ListeningAsk and answer about positions in races Application Speaking

7 Arrange words to form sentences Hots WritingUse punctuation marks ( capital letter, full stop) Application WritingPractice handwriting Application Writing

8 Write the new words correctly (dictation) Hots WritingWrite sentences about positions using ordinal numbers Application Writing

Four 1 Say the new words correctly Recall SpeakingAnswer concept questions Comprehension Listening

Holidays 2 Recognize the new words Recall Listeningin Read the dialogue aloud Application ReadingPalestine 3 Read for information Comprehension Reading

4 Use the new words in contexts Application SpeakingRecognize the new language pattern (linking months with seasons) Comprehension Reading

5 Practice the language structure ( present simple with regular actions) Application Writing6 Listen for comprehension Comprehension Listening

Listen to use the new words in context Comprehension ListeningAsk and answer about activities connected with months and seasons Application Speaking

7 Arrange letters to form correct words Hots WritingJoin sentences with and Application WritingPractice handwriting Application Writing

8 Write the new words correctly (dictation) Hots WritingWrite sentences about seasons Application Writing

Five 1 Read a story aloud Application ReadingListen for information Comprehension Listening

250

Revision 2 Sequence the events of a story Comprehension ReadingArrange letters to form correct words Hots WritingComplete the story Hots Writing

3 Use the new words in context Comprehension ReadingUse the new language patters( units 1-4) Application Speaking

4 Complete sentences with new structures ( units 1-4) Application WritingSix 1 Say the new words correctly Recall Speaking

BasketballAnswer concept questions Comprehension Listening

2 Recognize the new words Recall ListeningRead the dialogue aloud Application Reading


Recognize the new language pattern (adjectives and comparatives) Comprehension Reading5 Practice the language structure ( regular comparatives) Application Writing6 Listen for comprehension Comprehension Listening

Listen to use the new words in context Comprehension ListeningAsk and answer about comparing two objects Application Speaking

7 Write sentences using comparative form Application WritingUse punctuation marks ( capital letter, full stop & question mark) Application WritingPractice handwriting Application Writing

8 Write the new words correctly (dictation) Hots WritingMake cards, describe and compare places Application Writing

Seven 1 Say the new words correctly Recall SpeakingAnswer concept questions Comprehension Listening

Things 2 Recognize the new words Recall Listeningaround us Read the dialogue aloud Application Reading3

Read for information Comprehension Reading4 Use the new words in contexts Application Speaking

Recognize the new language pattern (adjectives and superlatives) Comprehension Reading5 Practice the language structure ( regular superlatives) Application Writing6 Listen for comprehension Comprehension Listening

Listen to use the new words in context Comprehension ListeningAsk and answer about describing about more than two objects Application Speaking

7 Make a crossword using the new words Hots WritingWrite sentences using superlative forms Application WritingPractice handwriting Application Writing

251

8 Write the new words correctly (dictation) Hots WritingCreate a poster describing people and places Application Writing

Eight 1 Say the new words correctly Recall Speaking

What IAnswer concept questions Comprehension Listening

2 Recognize the new words Recall Listeninglike doing Read the dialogue aloud Application Readingand why 3 Read for information Comprehension Reading

4 Use the new words in contexts Application SpeakingRecognize the new language pattern ( irregular comparatives and Comprehension Readingsuperlatives)

5 Practice the language structure ( irregular comparatives and superlatives) Application Writing6 Listen for comprehension Comprehension Listening

Listen to use the new words in context Comprehension ListeningAsk and answer about describing about more than two objects Application Speaking

7 Write questions with or for choice Hots WritingWrite sentences using comparative and superlative forms Application WritingPractice handwriting Application Writing

8 Write the new words correctly (dictation) Hots WritingWrite sentences about sport and healthy food Application Writing

Nine 1 Read a story aloud Application Reading

RevisionListen for information Comprehension Listening

2 Retell a story Hots Speaking3 Use the new words in context Comprehension Reading

Use the new language patters( units 6-8) Application SpeakingComplete sentences with new structures ( units 6-8)4 Application Writing

252


Unit Period Objectives Cognitive Level SkillTen 1 Say new words correctly Recall Speaking

Answer concept questions Comprehension ListeningBen and 2 Recognise new words Recall ListeningAmy’s Read aloud Application Readingholiday 3 Read for information Comprehension Reading

4 Use the new words in context Application SpeakingRecognise new structure (past simple) Comprehension Reading

5 Practise the structure (past simple) Application Writing6 Listen for comprehension Comprehension Listening

Ask and answer questions Application Speaking7 Find words in a puzzle Hots Reading

Order sentences Hots WritingPractise handwriting Application Writing

8 Complete a story Hots WritingMaking postcards Application Speaking

Eleven 1 Say new words correctly Recall SpeakingAnswer concept questions Comprehension Listening

The wolf’s 2 Recognise new words Recall Listeningshoes Read aloud Application Reading

3 Read for information Comprehension Reading4 Use the new words in context Application Speaking

Recognise new structure (past simple - irregular) Comprehension Reading5 Practise the structure (past simple – irregular) Application Writing6 Listen for comprehension Comprehension Listening

Ask and answer questions Application Speaking7 Complete a crossword Hots Writing

Write a story Hots WritingPractise handwriting Application Writing

8 Complete a story Hots WritingMake a story book Hots Writing

Twelve 1 Say new words correctly Recall Speaking

Omar andAnswer concept questions Comprehension Listening

2 Recognise new words Recall ListeningRania’s Read aloud Application Reading

253

visit to 3 Read for information Comprehension ReadingQalqilya 4 Use the new words in context Application Speaking

Recognise new structure (past simple) Comprehension Reading5 Practise the structures (past simple; these/those) Application Writing6 Listen for comprehension Comprehension Listening

Ask and answer questions Application Speaking7 Read riddles Hots Reading

Write sentences in the past Application WritingPractise handwriting Application Writing

8 Complete sentences Application WritingMake a brochure Hots Writing

Thirteen 1 Say new words correctly Recall Speaking

Ben’s blogAnswer concept questions Comprehension Listening

2 Recognise new words Recall ListeningRead aloud Application Reading


Recognise the structure (past simple/object pronouns) Comprehension Reading5 Practise the structure (past simple/object pronouns) Application Writing

Giving opinions Application Writing6 Listen for comprehension Comprehension Listening



8 Complete sentences Application WritingWrite a blog Hots Writing

Fourteen 1 Answer concept questions Comprehension Listening

Revision2 Read for information Comprehension Reading3 Practise vocabulary and structures (units 10-13) Application Writing

Read aloud Application Reading4 Listen for comprehension Comprehension Listening

Discussion Hots SpeakingFifteen 1 Say new words correctly Recall Speaking

Answer concept questions Comprehension ListeningThe ‘Best 2 Recognise new words Recall Listeningof Read aloud Application Reading

254

Palestine’ 3 Read for information Comprehension Readingtour 4 Use the new words in context Application Speaking

Recognise new structure (going to) Comprehension Reading5 Practise the structure (going to) Application Writing6 Listen for comprehension Comprehension Listening

Ask and answer questions Application Speaking7 Find words in a puzzle Hots Reading


8 Complete sentences Hots WritingMake a tour itinerary Hots Speaking

Sixteen 1 Say new words correctly Recall Speaking

Can I useAnswer concept questions Comprehension Listening

2 Recognise new words Recall Listeningit? Read aloud Application Reading


Recognise new structure (past/present simple) Comprehension Reading5 Practise the structure (going to/asking permission) Application Writing6 Listen for comprehension Comprehension Listening


Practise asking for permission Application WritingPractise handwriting Application Writing

8 Complete sentences Application WritingMake a poster Hots Writing

Seventeen 1 Say new words correctly Recall SpeakingAnswer concept questions Comprehension Listening

What will 2 Recognise new words Recall Listeninghappen? Read aloud Application Reading


Recognise new structure (will/won’t) Comprehension Reading5 Practise the structure (will/won’t) Application Writing6 Listen for comprehension Comprehension Listening

Ask and answer questions Application Speaking7 Order a paragraph Hots Reading

255

Write about the future Hots WritingPractise handwriting Application Writing

8 Complete sentences Hots WritingWrite a report Hots Writing

Eighteen 1 Answer concept questions Comprehension Listening

Revision2 Read for information Comprehension Reading3 Practise vocabulary and structures (units 15-17) Application Writing


Discussion Hots Speaking

256


Unit Period Objectives Cognitive Level SkillOne 1 Say the new words correctly Recall Speaking

Answer concept questions Comprehension ListeningMy 2 Recognise the new words Recall Listeningsummer Read aloud Application Readingholiday 3 Read for information Comprehension Reading

4 Use the new words in context Application SpeakingAsk and answer questions Application Speaking

5 Practise the structure (past simple) Application WritingTalk about a problem Hots Speaking

6 Listen for comprehension Comprehension ListeningRead a poem Application Reading

7 Do a crossword Hots WritingWrite a story Hots WritingPractise handwriting Application Writing

8 Write new words correctly Hots WritingMake a poster Hots Writing

Two 1 Say the new words correctly Recall Speaking

GoodAnswer concept questions Comprehension Listening

2 Recognise the new words Recall Listeningfriends Read aloud Application Reading


Ask and answer questions Application Speaking5 Practise the structure (past simple) Application Writing

Talk about a past event Hots Speaking6 Listen for comprehension Comprehension Listening

Read a poem Application ReadingAsk and answer questions Hots Speaking

7 Do a crossword Hots WritingWrite quiz questions Hots WritingPractise handwriting Application Writing

8 Write new words correctly Hots WritingMake a quiz Hots Writing

Three 1 Say the new words correctly Recall Speaking

257

Answer concept questions Comprehension ListeningSummer 2 Recognise the new words Recall Listeningadventures Read aloud Application Reading


Ask and answer questions Application Speaking5 Practise the structure (past simple) Application Writing

Talk about an adventure Hots Speaking6 Listen for comprehension Comprehension Listening

Read a poem Application Reading7 Write about an adventure Hots Writing

Practise handwriting Application Writing8 Write new words correctly Hots Writing

Make a word cloud Hots WritingFour 1 Say the new words correctly Recall Speaking

Films I likeAnswer concept questions Comprehension Listening

2 Recognise the new words Recall ListeningRead aloud Application Reading


Ask and answer questions Application Speaking5 Practise the structure (past continuous) Application Writing

Talk about a film Hots Speaking6 Listen for comprehension Comprehension Listening

Read a poem Application Reading7 Use the structure Hots Writing

Write about a film Hots WritingPractise handwriting Application Writing

8 Write new words correctly Hots WritingMake a comic strip Hots Writing


RevisionRead aloud Application Reading

2 Read for information Comprehension Reading3 Use given words in context Application Speaking


Talk about a funny story Hots Speaking

258

Six 1 Say the new words correctly Recall Speaking

HealthyAnswer concept questions Comprehension Listening

2 Recognise the new words Recall Listeningfood Read aloud Application Reading


Practise structure (should) Application Speaking5 Practise the structure (should) Application Writing

Talk about food and drink Hots Speaking6 Listen for comprehension Comprehension Listening

Read a poem Application Reading7 Asking questions Application Speaking

Write about food Hots WritingPractise handwriting Application Writing


Seven 1 Say the new words correctly Recall Speaking

The oliveAnswer concept questions Comprehension Listening

2 Recognise the new words Recall Listeningtrees of Read aloud Application ReadingPalestine 3 Read for information Comprehension Reading

4 Use the new words in context Application SpeakingAsk and answer questions Application Speaking

5 Practise the structure (invitations, offering help, ask for Application Writingpermission) Hots SpeakingUse the structures

6 Listen for comprehension Comprehension ListeningDictation Hots Listening

7 Do a crossword Hots WritingWrite sentences with the structures Hots WritingPractise handwriting Application Writing

8 Write new words correctly Hots WritingMake a brochure Hots Writing

Eight 1 Say the new words correctly Recall Speaking

SignsAnswer concept questions Comprehension Listening

2 Recognise the new words Recall Listeningaround us Read aloud Application Reading

259


Ask and answer questions (must/mustn’t) Application Speaking5 Practise the structure (asking for help; must/mustn’t) Application Writing

Use must/mustn’t Hots Speaking6 Listen for comprehension Comprehension Listening

Read a poem Application Reading7 Describe signs Hots Writing

Write sentences with must/mustn’t Application WritingPractise handwriting Application Writing

8 Write new words correctly Hots WritingMake a poster of signs Hots Writing

Nine 1 Answer concept questions Comprehension ListeningRead aloud Application Reading

Stone soup 2 Read for information Comprehension Reading3 Use given words in context Application Speaking

Use unit structures Application WritingRead aloud Application Reading


260


Unit Period Objectives Cognitive Level SkillTen 1 Say the new words correctly Recall Speaking

Answer concept questions Comprehension ListeningA visit to 2 Recognise the new words Recall Listeningthe Dead Read aloud Application ReadingSea 3 Read for information Comprehension Reading

4 Use the new words in context Application SpeakingUse new structure (present perfect) Application Speaking

5 Practise the structure (present perfect) Application WritingTalk about a past event Hots Speaking

6 Listen for comprehension Comprehension ListeningAnswer questions with present perfect Application Speaking

7 Reorder words Hots WritingWrite about your friends Hots WritingPractise handwriting Application Writing

8 Write new words correctly Hots WritingMake a brochure Hots Writing

Eleven 1 Say the new words correctly Recall Speaking

ExcitingAnswer concept questions Comprehension Listening

2 Recognise the new words Recall Listeningthings to Read aloud Application Readingdo 3 Read for information Comprehension Reading

4 Use the new words in context Application SpeakingPractise structure (present perfect) Application Speaking

5 Practise the structure (present perfect + ever/never) Application WritingTalk about things you haven’t done Hots Speaking

6 Listen for comprehension Comprehension ListeningDictation Hots WritingAsk and answer questions Application Speaking

7 Reorder words Hots WritingPractise handwriting Application Writing

8 Write new words correctly Hots WritingMake a book Hots Writing

Twelve 1 Say the new words correctly Recall SpeakingAnswer concept questions Comprehension Listening

261

At the 2 Recognise the new words Recall Listeningclinic Read aloud Application Reading


Ask and answer questions (How long; present perfect) Application Speaking5 Practise the structure (present perfect; for/since) Application Writing

Ask and answer questions Hots Speaking6 Listen for comprehension Comprehension Listening

Read a poem Application Reading7 Create sentences Hots Writing

Reorder words Hots WritingWrite about illness Hots WritingPractise handwriting Application Writing

8 Write new words correctly Hots WritingMake a questionnaire Hots Writing

Thirteen 1 Say the new words correctly Recall SpeakingAnswer concept questions Comprehension Listening

Where 2 Recognise the new words Recall Listeningdoes the Read aloud Application Readingrain come 3 Read for information Comprehension Readingfrom? 4 Use the new words in context Application Speaking

Ask and answer questions Application Speaking5 Practise the structure (present simple for facts) Application Writing

Talk about the water cycle Hots Speaking6 Listen for comprehension Comprehension Listening

Dictation Hots Writing7 Do a crossword Hots Writing

Reorder words Hots WritingPractise handwriting Application Writing

8 Write new words correctly Hots WritingMake a cartoon strip Hots Writing

Fourteen 1 Answer concept questions Comprehension Listening



Use unit structures Application WritingRead aloud Application Reading

262

4 Listen for comprehension Comprehension ListeningTalk about something you have done Hots Speaking

Fifteen 1 Say the new words correctly Recall Speaking

GreatAnswer concept questions Comprehension Listening

2 Recognise the new words Recall Listeningexplorers Read aloud Application Reading


Ask and answer questions Application Speaking5 Practise the structure (agreeing and disagreeing) Application Writing

Give an opinion Hots Speaking6 Listen for comprehension Comprehension Listening

Read a poem Application Reading7 Using learnt words Hots Writing

Reorder words Hots WritingWrite about explorers Hots WritingPractise handwriting Application Writing

8 Write new words correctly Hots WritingMake information cards Hots Writing

Sixteen 1 Say the new words correctly Recall SpeakingAnswer concept questions Comprehension Listening

My 2 Recognise the new words Recall Listeningfriends Read aloud Application Readingand why I 3 Read for information Comprehension Readinglove them 4 Use the new words in context Application Speaking

Ask and answer questions Application Speaking5 Practise the structure (verb + to do) Application Writing

Talk about friends Hots Speaking6 Listen for comprehension Comprehension Listening

Dictation Hots Writing7 Do a word square Hots Writing

Interview friends Hots SpeakingPractise handwriting Application Writing


Seventeen 1 Say the new words correctly Recall SpeakingAnswer concept questions Comprehension Listening

263

Good 2 Recognise the new words Recall Listeningmanners Read aloud Application Reading


Ask and answer questions Application Speaking5 Practise the structure (adverbs of manner) Application Writing

Talk about manners Hots Speaking6 Listen for comprehension Comprehension Listening

Read a poem Application Reading7 Do a crossword Hots Writing

Write about manners Hots WritingPractise handwriting Application Writing





Recognise structures Application WritingRead aloud Application Reading


264


Unit Period Objectives Cognitive Level Skill

One 1 Say the new words correctly Recall SpeakingAnswer concept questions Comprehension Listening

Oh, hello! Read aloud Application Reading2 Recognise the new words Recall Reading

Use the words in sentences Application WritingRead for information Comprehension Reading

3 Recognise the new words Recall ListeningRead for information Comprehension Reading

4 Use the new words in context Application WritingPronunciation practice Application Reading

5 Understand grammar concept Hots ReadingPractise the structure (adverbs of frequency) Application Writing

6 Listen for comprehension Comprehension ListeningUse the structures (greetings) Application Speaking

7 Using a dictionary Hots ReadingUse punctuation correctly Application WritingWrite an email Hots Writing

8 Dictation Hots WritingMake a poster Hots Writing

Two 1 Say the new words correctly Recall SpeakingAnswer concept questions Comprehension Listening

World Read aloud Application Readinglanguages 2 Recognise the new words Recall Reading




5 Understand grammar concept Hots ReadingPractise the structure (present continuous) Application Writing

6 Listen for comprehension Comprehension ListeningUse the structures (present continuous) Application Speaking

265

7 Using a dictionary Hots ReadingUse punctuation correctly Application WritingWrite an email Hots Writing


Three 1 Say the new words correctly Recall SpeakingAnswer concept questions Comprehension Listening

Animal Read aloud Application Readingmagic 2 Recognise the new words Recall Reading




5 Understand grammar concept Hots ReadingPractise the structure (present continuous/simple; stative Application Writingverbs)

6 Listen for comprehension Comprehension ListeningUse the structures (give opinions) Application Speaking

7 Using a dictionary Hots ReadingUse linking words Application WritingWrite a paragraph with linking words Hots Writing

8 Dictation Hots WritingMake a quiz Hots Writing

Four 1 Say the new words correctly Recall SpeakingAnswer concept questions Comprehension Listening

Keep in Read aloud Application Readingtouch! 2 Recognise the new words Recall Reading




5 Practise the structure (phone cons) Application Writing

266

6 Listen for comprehension Comprehension ListeningUse the structures Application Speaking

7 Using a dictionary Hots ReadingUnderstand how to start and end an email correctly Hots WritingWrite an email Hots Writing

8 Dictation Hots WritingWrite messages Hots Writing



2 Read for information Comprehension Reading

3 Use given words in context Application SpeakingAsk and answer questions Comprehension Listening

4 Complete a crossword Hots WritingWrite an email Hots Writing

Six 1 Say the new words correctly Recall SpeakingAnswer concept questions Comprehension Listening

Goal! Read aloud Application Reading2 Recognise the new words Recall Reading




5 Understand grammar concept Hots ReadingPractise the structure (present perfect) Application Writing

6 Listen for comprehension Comprehension ListeningUse the structures (present perfect) Application Speaking

7 Using a dictionary Hots ReadingUnderstand use of contractions Application WritingWrite a description Hots Writing

8 Dictation Hots WritingWrite and present a report Hots Writing, Speaking

Seven 1 Say the new words correctly Recall SpeakingAnswer concept questions Comprehension ListeningRead aloud Application Reading

267

2 Recognise the new words Recall ReadingUse the words in sentences Application Writing

The craft Read for information Application Readingshow 3 Recognise the new words Recall Listening

Read for information Comprehension Reading4 Use the new words in context Application Writing

Pronunciation practice Application SpeakingRead aloud Application Reading

5 Understand grammar concept (present perfect + just/already/ Hots Readingyet) Application WritingPractise the structure Application SpeakingPair work

6 Listen for comprehension Comprehension ListeningUse the structures (present perfect) Application Speaking

7 Using a dictionary Hots ReadingAnalyse a letter Hots ReadingWrite a letter Hots Writing

8 Dictation Hots WritingUnderstand a comic strip Application ReadingComplete a comic strip Hots Writing

Eight 1 Say the new words correctly Recall SpeakingAnswer concept questions Comprehension Listening

The hike Read aloud Application Reading2 Recognise the new words Recall Reading


3 Recognise the new words Recall ListeningRead for information Comprehension ReadingRead aloud Application Speaking


5 Understand grammar concept (should/reflexive pronouns) Hots ReadingPractise the structure (adverbs of frequency) Application Writing

6 Listen for comprehension Comprehension ListeningUse the structures (should) Application Speaking

7 Using a dictionary Hots ReadingStudy how to write messages Hots WritingWrite message Hots Writing

268


Nine 1 Answer concept questions Comprehension Listening


2 Read for information Comprehension Reading

3 Use given words in context Application SpeakingPair work Application Speaking

4 Complete a crossword Hots WritingWrite an email Hots WritingRead a poem aloud Application Speaking

269


Unit Period Objectives Cognitive Level Skill

Ten 1 Say the new words correctly Recall SpeakingAnswer concept questions Comprehension Listening

Technology Read aloud Application Reading2 Recognise the new words Recall Reading

Use the words in sentences Application WritingRead for information Application Reading


4 Use the new words in context Application WritingPronunciation practice Application SpeakingRead aloud Application Reading

5 Understand grammar concept (reported speech) Hots ReadingPractise the structure Application WritingPair work Application Speaking

6 Listen for comprehension Comprehension ListeningUse the structure (reported speech) Application Speaking

7 Using a dictionary Hots ReadingPractise punctuation for reported speech Hots Reading

8 Dictation Hots WritingPrepare to present a report Hots WritingPresent a report Hots Speaking

Eleven 1 Say the new words correctly Recall SpeakingAnswer concept questions Comprehension Listening

Visiting a Read aloud Application Readingcity 2 Recognise the new words Recall Reading


3 Recognise the new words Recall ListeningRead for information Comprehension ReadingRead aloud Application Speaking


270

5 Understand grammar concept (question tags) Hots ReadingPractise the structure Application WritingPair work Application Speaking

6 Listen for comprehension Comprehension ListeningPractise the structure (question tags) Application Speaking

7 Using a dictionary Hots ReadingUse punctuation in questions tags Application ReadingAnalyse layout of a letter Application WritingWrite a letter Hots Writing

8 Dictation Hots WritingPlan a brochure Hots SpeakingWrite a brochure Hots WritingPresent a brochure Hots Speaking

Twelve 1 Say the new words correctly Recall SpeakingAnswer concept questions Comprehension Listening

The arts Read aloud Application Readingand crafts 2 Recognise the new words Recall Readingof Palestine Use the words in sentences Application Writing

Read for information Application Reading3 Recognise the new words Recall Listening

Read for information Comprehension ReadingRead aloud Application Reading


5 Understand grammar concept (there is) Hots ReadingPractise the structure Application SpeakingPair work Application Speaking

6 Listen for comprehension Comprehension ListeningUse the structures (directions) Application Speaking

7 Using a dictionary Hots ReadingAnalyse use of time adverbs Hots ReadingWrite directions Hots Writing

8 Dictation Hots WritingPlan writing work Hots SpeakingWrite about a craft Hots WritingPresent work Hots Speaking

271

Thirteen 1 Say the new words correctly Recall SpeakingAnswer concept questions Comprehension Listening

Table Read aloud Application Readingmanners 2 Recognise the new words Recall Reading


3 Recognise the new words Recall ListeningRead for information Comprehension ReadingRead aloud Application Reading


5 Understand grammar concept (making offers + Hots Readingaccepting/rejecting) Application WritingPractise the structure Application SpeakingSpeaking practice

6 Pair work Application SpeakingComplete a conversation Hots WritingListen to check Comprehension ListeningRole play at a restaurant Hots Speaking

7 Using a dictionary Hots ReadingStudy use of ‘however’ Hots ReadingWrite about table manners Hots Writing

8 Dictation Hots WritingWrite a role play Application WritingPerform role play Hots Speaking

Fourteen 1 Answer concept questions Comprehension ListeningRead aloud Application Reading

Revision 2 Read for information Comprehension ReadingRecognise vocabulary Recall Writing

3 Use given words in context Application SpeakingPair work Application Speaking

4 Complete a crossword Hots WritingPrepare a menu and poster Hots WritingPresent to the class Hots SpeakingRead a poem aloud Application Reading

Fifteen 1 Say the new words correctly Recall SpeakingAnswer concept questions Comprehension Listening

272

Embroidery Read aloud Application Reading2 Recognise the new words Recall Reading




5 Understand grammar concept (intentions) Hots ReadingPractise the structure Application SpeakingPair work Application Speaking

6 Listen for comprehension Comprehension ListeningPractise the structures (intentions) Application Speaking

7 Using a dictionary Hots ReadingUnderstand linking words Hots ReadingWrite about self Hots Writing

8 Dictation Hots WritingPlan a letter Hots WritingWrite a letter Hots WritingCheck for mistakes Hots Writing

Sixteen 1 Say the new words correctly Recall SpeakingAnswer concept questions Comprehension Listening

The talking Read aloud Application Readingworld 2 Recognise the new words Recall Reading




5 Understand grammar concept (have to/must) Hots ReadingPractise the structure Application Writing

6 Listen for comprehension Comprehension ListeningPractise the structure (have to) Application Speaking

273

7 Using a dictionary Hots ReadingUnderstand linking word Hots ReadingPractise linking word Application Writing

8 Dictation Hots WritingWrite an advert Hots WritingPresent advert Hots Speaking

Seventeen 1 Say the new words correctly Recall SpeakingAnswer concept questions Comprehension Listening

Let’s go for Read aloud Application Readinga picnic 2 Recognise the new words Recall Reading




5 Understand grammar concept (may/might) Hots ReadingPractise the structure Application WritingPair work Application Speaking

6 Listen for comprehension Comprehension ListeningPractise the structures (may/might) Application Speaking

7 Using a dictionary Hots ReadingUse time words Hots ReadingDiscuss possibilities Hots WritingWrite about possibilities Hots Writing

8 Dictation Hots WritingMake notes for writing Hots SpeakingPresent ideas Hots SpeakingMake comments on what you hear Hots Listening



2 Read for information Comprehension ReadingUse known vocabulary Application Writing

3 Use given words in context Application SpeakingAsk and answer questions Comprehension Speaking

274

4 Complete a crossword Hots WritingDiscuss a future plan Application SpeakingMake a poster Application WritingRead a poem aloud Application Reading

275


Unit Period Objectives Cognitive Level SkillOne 1 Say new words correctly Recall Speaking

Answer gist questions Comprehension ListeningHello 2 Practise new vocabulary Recall ReadingWorld! Read for information Application Reading

Read aloud Application Reading3 Understand grammar structure (present simple v continuous) Hots Reading

Practise the structure Application WritingAsk and answer questions Hots Speaking

4 Say new vocabulary Recall SpeakingUse vocabulary Application WritingVocabulary extension Hots Speaking

5 Read for gist Comprehension ReadingRead aloud Application Reading

6 Read for information Comprehension ReadingGive opinions Hots Speaking

7 Practise vocabulary (opposites) Application WritingGive personal information Application Speaking

8 Understand the structure (stative verbs) Hots ReadingPractise the structure Application WritingTalk about personal situation Application Speaking

9 Practise the structure (present simple v continuous) Recall Writing10 Listen for detail Comprehension Listening

Practise pronunciation Application Speaking11 Use punctuation marks Application Writing

Dictation Hots WritingUnderstand layout of a text Hots ReadingWrite a paragraph Hots Writing

12 Recognise reason for paragraphs Hots ReadingPlan writing Hots WritingWrite an email Hots Writing

Two 1 Say new words correctly Recall SpeakingAnswer gist questions Comprehension Listening

A taste of 2 Practise new vocabulary Application ReadingPalestinian Read for information Application Reading

276

culture Read aloud Application Reading3 Understand grammar structure (senses/could) Hots Reading

Practise the structure Application WritingTalk about self (could) Application Speaking

4 Say new vocabulary correctly Recall WritingUse vocabulary in context Hots WritingFind information and take notes Hots Writing


6 Read for information Comprehension SpeakingDiscuss Hots Speaking

7 Make a word web Hots WritingWord building Application Writing

8 Understand the structure (used to) Hots ReadingPractise the structure Application WritingTalking about self Application Speaking

9 Practise the structure Application Speaking10 Study a poem Hots Reading

Read aloud Application Reading11 Dictation Hots Writing

Use time phrases Application WritingTell a story from notes Hots SpeakingWrite a paragraph Application Writing

12 Make notes Hots WritingWrite a paragraph Hots Writing

Three 1 Say new words correctly Recall SpeakingAnswer gist questions Comprehension Listening

Going to a 2 Practise new vocabulary Recall Readingnational Read for information Application Readingpark Read aloud Application Reading

3 Understand grammar structure (present perfect + juts (not) Hots Readingyet) Application WritingPractise the structure

4 Say new vocabulary correctly Recall WritingUse vocabulary in context Hots WritingListen for information Comprehension Listening

5 Read for gist Comprehension Reading

277

Read aloud Application Reading6 Take notes Hots Reading

Read for information Comprehension ReadingDiscussion Hots Speaking

7 Practise vocabulary (opposites; compounds) Application Writing8 Practise the structure (present perfect) Application Writing

Write about self Application Writing9 Practise structure (present perfect) Application Speaking10 Listen for detail Comprehension Listening

Practise intonation Application Speaking11 Dictation Hots Writing

Write a diary page Hots WritingChecking own work Hots Writing

12 Planning for writing Hots WritingWrite diary page Hots Writing

Four 1 Say new words correctly Recall SpeakingAnswer gist questions Comprehension Listening

How to get 2 Practise new vocabulary Recall Readinghealthy Read for information Application Reading

Read aloud Application Reading3 Understand grammar structure (present perfect continuous) Hots Reading

Practise the structure Application WritingWrite about self Application Writing

4 Say new vocabulary correctly Recall WritingUse vocabulary in context Hots WritingTake notes Application ListeningAsk and answer questions Application Speaking


6 Read for information Comprehension ReadingCreate dialogues Hots Speaking

7 Practise vocabulary (nouns and verbs) Hots WritingUnjumble words Hots WritingTalk about personal likes and dislikes Application Speaking

8 Practise the structure (had better) Application WritingMaking suggestions Application Speaking

9 Practise the structure (pres perf cont) Application Writing

278

Give advice and make suggestions Hots Speaking10 Listen for detail Comprehension Listening

Practise pronunciation Application Speaking11 Dictation Hots Reading

Referring to dictionaries Hots ReadingWrite definitions Hots Writing

12 Sharing problems, suggestions and advice Hots SpeakingFive 1 Say new words correctly Recall Speaking

People andAnswer gist questions Comprehension Listening

2 Practise new vocabulary Recall ReadingGames Read for information Application Reading

Read aloud Application Reading3 Understand grammar structure (possessive pronouns & adjs) Hots Reading

Practise the structure Application WritingDevelop conversations Application Speaking

4 Say new vocabulary correctly Recall WritingUse vocabulary in context Hots WritingInterview Hots Speaking


6 Read for information Comprehension ReadingDiscussion Hots Speaking

7 Word building Hots ReadingSay dates Application SpeakingPuzzle Hots Reading

8 Understand the structure (too/either) Hots ReadingPractise the structure Application Writing

9 Practise the structure (possessive pronouns and adjectives) Application WritingPractise structure (agreeing; disagreeing) Application Speaking

10 Listen for detail Comprehension ListeningPractise pronunciation Application Speaking

11 Dictation Hots WritingUsing time linkers Application WritingWrite paragraphs Hots Writing

12 Preparing to tell a story Recall WritingTell a story Application Writing

Six 1 Say new words correctly Recall Speaking

279

Answer gist questions Comprehension ListeningFriends 2 Practise new vocabulary Recall Reading

Read for information Application ReadingRead aloud Application Reading

3 Understand grammar structure (When + pres simple) Hots ReadingPractise the structure Application WritingPair work Application Speaking

4 Say new vocabulary correctly Recall WritingUse vocabulary in context Hots WritingListen for gist Comprehension Listening


6 Read for information Comprehension ReadingDiscussion Hots Speaking

7 Word building Hots Writing8 Understand the structure (1st conditional) Hots Reading

Practise the structure Application WritingGive opinion Application Speaking

9 Practise the structure (zero conditional) Application Speaking10 Understand a poem Comprehension Listening


Understand topic sentences Hots ReadingWrite a paragraph Hots Writing

12 Recognise paragraph order Hots ReadingPlan writing Hots WritingWrite a letter Hots Writing

Seven 1 Listen for gist Comprehension Listening

Revision2 Read for detail Comprehension Reading3 Practise the structures Units 1-6 Application Writing4 Practise the structures Units 1-6 Application Writing5 Practise pronunciation Application Speaking

Dictation Hots Writing6 Listen for detail Comprehension Listening

Write a story Hots Writing

280

English for Palestine Level 8B

Unit Period Objectives Cognitive Level SkillEight 1 Say new words correctly Recall Speaking

Answer gist questions Comprehension ListeningDifferent 2 Practise new vocabulary Recall Readingpeople, Read for information Application Readingdifferent Read aloud Application Readingclothes 3 Understand grammar structure (comparatives) Hots Reading

Practise the structure Application WritingUse the language in personal opinions Application Speaking

4 Say new vocabulary correctly Recall WritingUse vocabulary in context Hots WritingListen for vocabulary Comprehension ListeningTalk about personal likes Application Speaking


6 Read for detail Comprehension ReadingRead aloud Application Reading

7 Practise structure (adjectival order) Application WritingComplete dialogue Application Writing

8 Understand structure (adjectives and adverbs) Hots ReadingUse structure Application SpeakingTalking about personal situation Application Speaking

9 Practise the structure (comparatives of adverbs) Application Writing10 Listen for gist and detail Comprehension Listening

Pronunciation practice Application Speaking11 Dictation Hots Writing

How to write notes Hots WritingWrite an announcement from notes Hots Writing

12 Role play Hots SpeakingWrite an announcement Hots Writing

Nine 1 Say new words correctly Recall Speaking

The worldAnswer gist questions Comprehension Listening

2 Practise new vocabulary Recall Readingof food Read for information Application Reading

Read aloud Application Reading

281

3 Understand grammar structure (countable/uncountable) Hots ReadingPractise the structure Application WritingPractise in pairs Application Speaking

4 Say new vocabulary correctly Recall WritingUse vocabulary in context Hots WritingFind information and take notes Hots Writing

5 Finding information from different sources Hots ReadingRead for detail Comprehension ReadingRead aloud Application Reading

6 Write notes Hots WritingFind out more about a topic Hots Reading

7 Practise structure (countables/uncountables) Application Writing8 Understand structure (determiners) Hots Reading

Practise structure Application WritingGive personal opinions Hots Speaking

9 Use structures in context Application Writing, Speaking10 Study a poem Hots Reading


Use a dictionary Hots ReadingUse knowledge to complete a text Hots Writing

12 Make a plan Hots SpeakingExplain a plan Application Speaking

Ten 1 Say new words correctly Recall SpeakingAnswer gist questions Comprehension Listening

Back home 2 Practise new vocabulary Recall Readingin Read for information Application ReadingPalestine Read aloud Application Reading

3 Understand grammar structure (preposition phrase) Hots ReadingPractise the structure Application WritingUse structure in context Application Speaking


5 Read for information Comprehension ReadingRead aloud Application Reading

6 Read for detail Application Reading

282

Ask and answer questions Application Speaking7 Word building Application Writing8 Understand the structure (relative pronouns) Hots Reading

Practise the language structure Application WritingUse structures in context Application Speaking

9 Practise structure (relative pronouns) Application SpeakingUse a dictionary Hots Reading

10 Listen for detail Comprehension ListeningRole play Application SpeakingPronunciation practice Application Speaking

11 Dictation Hots WritingUnderstand pronouns Hots ReadingPractise using pronouns Application Writing

12 Ask and answer questions Application SpeakingWrite a description Hots Writing

Eleven 1 Say new words correctly Recall SpeakingAnswer gist questions Comprehension Listening

A 2 Practise new vocabulary Recall ReadingPalestinian Read for information Application ReadingWedding Read aloud Application Reading

3 Understand grammar structure (would prefer/want to do) Hots ReadingPractise the structure Application WritingUse structure in context Application Speaking



6 Read for detail Comprehension ReadingAsk and answer questions Application SpeakingDescribe customs Hots Speaking

7 Practise structure (plurals) Application Writing8 Practise the language structure (in order to/so) Application Writing

Use structures in context Application Speaking9 Pair work – planning a trip Application Speaking10 Listen for understanding Comprehension Listening

Pronunciation practice Application Speaking

283

11 Dictation Hots WritingUnderstand punctuation Hots ReadingUse punctuation Application Writing

12 Make a plan for an event Hots WritingDiscuss plan Application SpeakingWrite an email Hots Writing

Twelve 1 Say new words correctly Recall Speaking

FindingAnswer gist questions Comprehension Listening

2 Practise new vocabulary Recall Readingout about Read for information Application Readingnames Read aloud Application Reading

3 Understand grammar structure (reported speech) Hots ReadingPractise the structure Application WritingUse structure in context Application Speaking



6 Read for detail Application ReadingPair work Application SpeakingDiscuss Hots Speaking

7 Giving personal details Application SpeakingUse a dictionary Hots Reading

8 Practise the language structure (reported speech) Application WritingUse structures in context Application Speaking

9 Practise function (taking messages) Application Writing10 Listen for understanding Comprehension Listening

Pronunciation practice Application SpeakingRead aloud Application Reading

11 Dictation Hots WritingUnderstand features of formal letter Hots Writing

12 Make a plan for letter Hots WritingWrite a letter Hots Writing

Thirteen 1 Say new words correctly Recall SpeakingAnswer gist questions Comprehension Listening

When 2 Practise new vocabulary Recall Reading

284

Islam cam Read for information Application Readingto Spain Read aloud Application Reading

3 Understand grammar structure (phrasal verbs) Hots ReadingPractise the structure Application WritingUse structure in context Application Speaking

4 Say new vocabulary correctly Recall WritingUse vocabulary in context Hots WritingListen for gist Comprehension ListeningRole play Application Speaking

5 Read for information Comprehension ReadingRead aloud Application Reading

6 Read for detail Comprehension ReadingDiscuss Hots Speaking

7 Practise vocabulary (opposites; collocations) Application WritingUse vocabulary in context Application Speaking

8 Practise the language structure (phrasal verbs) Application WritingUse structures in context Application Speaking

9 Practise structures in context Application Speaking10 Study a poem Hots Reading


Use time phrases Application WritingUse topic sentences Application Writing

12 Discuss Hots SpeakingExtend notes Hots WritingWrite a new paragraph Hots Writing

Fourteen 1 Listen for detail Comprehension Listening

Revision2 Read for detail Comprehension Reading3 Revise structures (Units 8-13) Application Speaking4 Revise Structures (Units 8-13) Application Writing

Role play using structures Application Speaking5 Ask and answer personal questions Application Speaking

Use phrases accurately Application Writing6 Listen for detail Comprehension Listening

Role play in a restaurant Hots Speaking

285

English for Palestine Level 9A

Unit Period Objectives Cognitive Level SkillOne 1 Say new words Recall Speaking

Getting toAnswer concept questions Comprehension Listening

2 Use new words Comprehension WritingPalestine Read for detail Comprehension Reading

Read aloud Application Reading3 Practise language structure (Present tenses for future) Application Writing

Use the structure Application Speaking4 Use new words Application Writing

Listen for information Comprehension Listening5 Read for gist Comprehension Reading6 Read for detail Comprehension Reading

Discuss Hots Speaking7 Practise structure (prepositions) Comprehension Writing

Using a dictionary Hots Reading8 Practise structure (uses of present simple) Application Writing

Pair work Application Speaking9 Practise structure Application Writing10 Listen for gist and detail Comprehension Listening

Practise pronunciation Application SpeakingRead aloud Application Reading

11 Punctuation practice Application WritingDictation Hots WritingStudy topic sentences Hots Writing

12 Plan a future trip Application SpeakingWrite a notice Hots Writing

Two 1 Say new words Recall SpeakingAnswer concept questions Comprehension Listening

I feel at 2 Use new words Comprehension Writinghome Read for detail Comprehension Readingalready Read aloud Application Reading

3 Practise language structure (Present perfect simple and Application Writingcontinuous) Application SpeakingUse the structure

286

4 Use new words Application WritingListen for information Comprehension Listening

5 Read for gist Comprehension Reading6 Read for detail Comprehension Reading

Discuss Hots Speaking7 Word building Comprehension Writing8 Practise structure (present perfect v past simple) Application Writing

Pair work Application Speaking9 Practise structure Application Writing10 Listen for gist and detail Comprehension Listening


Use sequence markers Application WritingWrite part of a report Hots Writing

12 Make notes about self Application WritingSpeak in pairs Application SpeakingWrite a report following a plan Hots Writing

Three 1 Say new words Recall SpeakingAnswer concept questions Comprehension Listening

Be fit, be 2 Use new words Comprehension Writingsafe Read for detail Comprehension Reading

Read aloud Application Reading3 Practise language structure (comparatives) Application Writing



Discuss Hots Speaking7 Word building Application Writing

Use vocabulary set Application Speaking8 Practise structure (too; not … enough) Application Writing

Pair work Application Speaking9 Practise structure (comparatives) Application Writing10 Listen for gist and detail Comprehension Listening

Practise pronunciation Application Speaking11 Dictation Hots Writing

287

Ask and answer questions Application SpeakingWrite a report Hots Writing

12 Follow instructions Application SpeakingWrite a report Hots Writing

Four 1 Say new words Recall SpeakingAnswer concept questions Comprehension Listening

A great 2 Use new words Comprehension Writingleader Read for detail Comprehension Reading

Read aloud Application Reading3 Practise language structure (past simple or past continuous) Application Writing



Discuss Hots Speaking7 Recognise definitions Comprehension Writing

Do research Hots Writing8 Practise structure (past actions) Application Writing

Pair work Application Speaking9 Practise structure (simple past or continuous) Application Writing10 Listen for gist and detail Comprehension Listening


11 Dictation Hots WritingListen for detail Comprehension ListeningExpand notes Hots Writing

12 Plan a story Application WritingWrite a story Hots Writing

Five 1 Say new words Recall Speaking

A day inAnswer concept questions Comprehension Listening

2 Use new words Comprehension WritingIstanbul Read for detail Comprehension Reading

Read aloud Application Reading3 Practise language structure (much, many, a few, a little) Application Writing


288


Discuss Hots Speaking7 Practise vocabulary) Application Writing

Read aloud Application Reading8 Practise structure (articles) Application Writing9 Practise directions Application Writing

Role play Application SpeakingDescribe places Hots Speaking

10 Listen for gist and detail Comprehension ListeningPractise pronunciation Application SpeakingRead aloud Application Reading

11 Dictation Hots WritingWrite directions Application WritingSynonyms Hots Writing

12 Plan a tour Application SpeakingWrite a tour Hots Writing

Six 1 Say new words Recall Speaking

PalestinianAnswer concept questions Comprehension Listening

2 Use new words Comprehension Writingsuccess Read for detail Comprehension Readingstories Read aloud Application Reading

3 Practise language structure (passive; conjunction ‘and’) Application WritingUse the structure Application Speaking

4 Use new words Application WritingListen for information Comprehension ListeningRole play Hots Speaking

5 Read for gist Comprehension Reading6 Read for detail Comprehension Reading

Discuss Hots Speaking7 Use language for a school report Comprehension Writing

Using a dictionary Hots Reading8 Practise structure (passives + by) Application Writing

Pair work Application SpeakingWrite about a school Application Writing

9 Practise structure Application Writing

289

10 Listen for gist and detail Comprehension ListeningPractise pronunciation Application SpeakingRead aloud Application Reading

11 Dictation Hots WritingPlan for writing Application WritingWrite part of newspaper article Hots Writing

12 Role play Hots SpeakingWrite an email Application Writing

Seven 1 Read for comprehension Comprehension Reading

Revision2 Read for detail Comprehension Reading

Use vocabulary Application WritingRead aloud Application Reading

3 Use language structures from Unit 1-6 Application Writing4 Use language structures from Unit 1-6 Application Writing5 Use language structures from Unit 1-6 Application Writing

Dictation Hots Writing6 Listen for information Comprehension Listening

Role play Application SpeakingWriting task Application Writing

290


Unit Period Objectives Cognitive Level SkillEight 1 Say new words Recall Speaking

Answer concept questions Comprehension ListeningWhat if? 2 Use new words Comprehension Writing

Read for detail Comprehension ReadingRead aloud Application Reading

3 Practise language structure (conditionals 0 + 1) Application WritingUse the structure Application Speaking




7 Vocabulary (Opposites) Application WritingWord building Application Writing

8 Practise structure (Conditional 2) Application WritingPair work Application Speaking

9 Use structure Application Speaking10 Listen for gist and detail Comprehension Listening


11 Dictation Application WritingUsing topic sentences Hots WritingUsing time phrases Hots Writing

12 Discuss Application SpeakingWrite a report Hots Writing

Nine 1 Say new words Recall SpeakingAnswer concept questions Comprehension Listening

Helping 2 Use new words Comprehension Writinghands: Read for detail Comprehension Readingmaking Read aloud Application Readingfriends 3 Practise language structure (direct/indirect objects) Application Writing


291

Listen for information Comprehension Listening5 Read for gist Comprehension Reading

Read aloud Application Reading6 Read for detail Comprehension Reading

Discuss Hots Speaking7 Word building Comprehension Writing

Practise dialogues Application Speaking8 Practise structure (relative clauses) Application Writing9 Practise structure Application Speaking10 Listen for gist and detail Comprehension Listening


Listen for opinion Comprehension ListeningWrite a related paragraph Hots Writing

12 Discuss Application SpeakingWrite your opinions Hots Writing

Ten 1 Say new words Recall Speaking

WildlifeAnswer concept questions Comprehension Listening

2 Use new words Comprehension Writingin Read for detail Comprehension Readingdanger Read aloud Application Reading

3 Practise language structure (present continuous passive) Application WritingUse the structure Application Speaking




7 Word building Application WritingUse vocabulary Application Writing

8 Practise structure (past continuous passive) Application WritingPair work Application Speaking

9 Practise structure (passives) Application Speaking10 Listen for gist and detail Comprehension Listening


292

Discussion Application SpeakingWrite a paragraph with adverbs Hots Writing

12 Stating ideas Application SpeakingWrite a letter to a newspaper Hots Writing

Eleven 1 Say new words Recall SpeakingAnswer concept questions Comprehension Listening

A garden 2 Use new words Comprehension Writingfor all Read for detail Comprehension Reading

Read aloud Application Reading3 Practise language structure (question tags) Application Writing



Discuss Hots Speaking7 Vocabulary development Application Writing8 Practise structure (question tags) Application Writing

Pair work Application Speaking9 Practise structure (question tags) Application Writing10 Listen for gist and detail Comprehension Listening

Practise pronunciation Application Speaking11 Dictation Hots Writing

Recognise letter parts Comprehension ReadingWrite a letter Hots Writing

12 Pair work Application SpeakingWrite a letter Hots Writing

Twelve 1 Say new words Recall Speaking

BeAnswer concept questions Comprehension Listening

2 Use new words Comprehension Writinghappy! Read for detail Comprehension Reading

Read aloud Application Reading3 Practise language structure (agreement so, neither, too, either) Application Reading


Listen for information Comprehension Listening5 Read for gist Comprehension Reading

293

Read aloud Application Reading6 Read for detail Comprehension Reading

Role play Hots Speaking7 Practise vocabulary Application Writing8 Practise structure (connectors) Application Writing9 Practise connectors Application Writing10 Listen for gist and detail Comprehension Listening


Write an email Hots Writing12 Plan an email Application Speaking

Write an email Hots WritingThirteen 1 Say new words Recall Speaking

GoodAnswer concept questions Comprehension Listening

2 Use new words Comprehension Writingnews Read for detail Comprehension Readingfrom the Read aloud Application Readinghospital 3 Practise language structure (reported speech) Application Writing



Discuss Hots Speaking7 Word building Application Writing8 Practise structure (reported speech) Application Writing9 Practise reported speech Application Writing

Report messages Hots Speaking10 Listen for gist and detail Comprehension Listening


11 Dictation Hots WritingStudying formal letters Application Reading

12 Create phone messages Application WritingHave a phone conversation Hots Speaking

Fourteen 1 Read for comprehension Comprehension Reading2 Read for detail Comprehension Reading

294

Revision Use vocabulary Application Writing3 Use language structures from Unit 8-13 Application Writing4 Use language structures from Unit 8-13 Application Writing5 Use language structures from Unit 8-6 Application Writing

Dictation Hots Writing6 Listen for information Comprehension Listening

Writing task Application Writing

295


Unit Period Objectives Cognitive Level SkillOne 1 Say new words Recall Speaking

Answer concept questions Comprehension ListeningMaking Read aloud Application Readingcontact 2 Practise new vocabulary Application Writing

Read for detail Comprehension ReadingDiscuss Hots Speaking

3 Practise language structure (Present tenses for future) Application Speaking4 Read for information Comprehension Reading5 Use new vocabulary Application Writing

Discuss questions Hots Speaking6 Use phrasal verbs and collocations Application Writing7 Understand language concept Hots Reading

Practise structure (going to; will) Application Writing8 Practise structure (going to; will) Application Writing

Discuss questions using structure Application Speaking9 Listen for gist and detail Comprehension Listening

Practise pronunciation Application Speaking10 Write an email Application Writing

Pair work Hots Speaking11/12 Extended reading Hots Reading

Reading comprehension Comprehension ReadingTwo 1 Say new words Recall Speaking

Answer concept questions Comprehension ListeningFrom here Read aloud Application Readingto there 2 Practise new vocabulary Application Writing


3 Practise language structure (Present perfect) Application Speaking4 Read for information Comprehension Reading5 Use new vocabulary Application Writing

Discuss Hots Speaking6 Reorder words Hots Writing

Use opposites Hots Writing7 Understand language concept (present perfect vs past simple) Hots Reading

296

Practise structure Application Writing8 Practise structure (present perfect simple and continuous) Application Writing

Use structure Application Speaking9 Listen for gist and detail Comprehension Listening

Practise pronunciation Application Speaking10 Order and improve a story Hots Writing

Pair work Hots Speaking11/12 Extended reading Hots Reading

Reading comprehension Comprehension ReadingThree 1 Say new words Recall Speaking

Answer concept questions Comprehension ListeningFree-time Read aloud Application Readingactivities 2 Practise new vocabulary Application Writing


3 Practise language structure (Modals) Application Speaking4 Read for information Comprehension Reading5 Use new vocabulary Application Writing

Discuss questions Hots Speaking6 Collocations and word webs Application Writing7 Understand language concept (modals) Hots Reading

Practise structure (modals positive and negative) Application Writing8 Practise structure (modals) Application Writing9 Listen for gist and detail Comprehension Listening

Practise pronunciation Application Speaking10 Understanding contractions & possessive s Application Writing

Pair work Hots SpeakingUse connectors Hots Writing

11/12 Extended reading Hots ReadingReading comprehension Comprehension Reading

Four 1 Say new words Recall SpeakingAnswer concept questions Comprehension Listening

Emergency! Read aloud Application Reading2 Practise new vocabulary Application Writing


3 Practise language structure (adjectival order; ing/ed Application Speaking

297

adjectives)4 Say new words Recall Speaking

Read for information Comprehension Reading5 Use new vocabulary Application Writing

Discuss questions Hots Speaking6 Use participle adjectives; word web; opposites Application Writing7 Understand language concept (adverbs and adjectives) Hots Reading

Practise structure Application Writing8 Practise structure (adjectives and adverbs) Application Writing

Read aloud Application Reading9 Listen for gist and detail Comprehension Listening

Practise pronunciation Application SpeakingPair work (ask and answer questions) Application Speaking

10 Develop a story Hots WritingTell a true story Hots Speaking


Five 1 Say new words Recall SpeakingAnswer concept questions Comprehension Listening

Dangerous Read aloud Application Readingweather 2 Practise new vocabulary Application Writing


3 Practise language structure (comparatives) Application Speaking4 Say new words Recall Speaking


Discuss questions Hots Speaking6 Word web Hots Writing

Word building Hots Writing7 Understand language concept (too … to; not … enough) Hots Reading

Practise structure Application Writing8 Practise structure Application Writing

Discuss questions using structure Application Speaking9 Listen for gist and detail Comprehension Listening

Practise pronunciation Application Speaking10 Use connectors Application Writing

298

Talk about weather Hots SpeakingWrite about weather Hots Writing


Six 1 Say new words Recall SpeakingAnswer concept questions Comprehension Listening

Working Read aloud Application Readingfor a better 2 Practise new vocabulary Application Writingworld Read for detail Comprehension Reading

Discuss Hots Speaking3 Practise language structure (past simple and continuous) Application Speaking4 Say new words Recall Speaking


Discuss questions Hots Speaking6 Understand concept of size Application Writing

Use verb + prepositions Application WritingUse opposites Application Writing

7 Understand language concept (past simple & past perfect) Hots ReadingPractise structure Application Writing

8 Practise structure (past simple & continuous) Application SpeakingDiscuss questions using structure Application Speaking

9 Listen for gist and detail Comprehension ListeningPractise pronunciation Application SpeakingRole play Hots Speaking

10 Use capital letters with proper nouns Application WritingExtend notes Hots WritingPlanning a story in pairs Hots SpeakingWrite a story Hots Writing


299


Unit Period Objectives Cognitive Level SkillSeven 1 Say new words Recall Speaking

Answer concept questions Comprehension ReadingPalestine: Read aloud Application ReadingHoly Land 2 Practise new vocabulary Application Writingto the Read for detail Comprehension Readingworld Discuss Hots Speaking

3 Recognise language structure (transitive; intransitive; passive) Hots ReadingPractise language structure Application Speaking

4 Say new words Recall SpeakingRead for information Comprehension Reading

5 Use new vocabulary Application WritingDiscuss questions Hots Speaking

6 Spelling Application WritingWord building Application Writing

7 Understand language concept (passive) Hots ReadingPractise structure Application Writing

8 Practise structure (transitive/intransitive) Application WritingUse structure (passive) Application Speaking

9 Listen for gist and detail Comprehension ListeningPractise pronunciation Application Speaking

10 Complete a letter Application WritingPlan in pairs Hots SpeakingWrite a personal letter Hots Writing


Eight 1 Say new words Recall SpeakingRead for gist Comprehension Reading

Good news Read aloud Application Readingfrom the 2 Practise new vocabulary Application Writingdoctors Read for detail Comprehension Reading

Discuss Hots Speaking3 Practise language structure (Reported speech) Application Speaking4 Say new words Recall Speaking


300

Write a summary Hots Writing6 Understand parts of speech Application Writing

Explain diagrams Hots Speaking7 Understand language concept (reported speech) Hots Reading

Practise structure Application Writing8 Report conversations Application Writing9 Listen for gist and detail Comprehension Listening

Practise pronunciation Application Speaking10 Read aloud Application Reading Writing

Write a report Hots11/12 Extended reading Hots Reading

Reading comprehension Comprehension ReadingNine 1 Say new words Recall Speaking

Read for gist Comprehension ReadingWhich way Read aloud Application Readingat 16? 2 Practise new vocabulary Application Writing


3 Understand language structure (Conditionals 0-2) Hots ReadingPractise language structure Application Writing



6 Word building Application Writing7 Understand language concept (conditionals 2-3) Hots Reading

Practise structure Application Writing8 Practise structure (conditionals 0-3) Application Writing9 Listen for gist and detail Comprehension Listening

Practise pronunciation Application SpeakingRole play Hots Speaking

10 Planning Application SpeakingWrite a personal statement Hots Writing


Ten 1 Say new words Recall SpeakingAnswer concept questions Comprehension Listening

301

Healthy Read aloud Application Readingeating – 2 Practise new vocabulary Application Writinghealthy Read for detail Comprehension Readingbody Role play Hots Speaking

3 Understand language structure (countable/uncountable) Hots ReadingPractise language structure Application Speaking

4 Say new words Recall SpeakingRead for information Comprehension ReadingDiscuss Hots Speaking


6 Word building and classifying Application Writing7 Understand language concept (purpose and result clauses) Hots Reading

Practise structure Application WritingPair work Application Speaking

8 Practise structure (countable/uncountable) Application Writing9 Listen for gist and detail Comprehension Listening

Practise pronunciation Application Speaking10 Extend notes Application Writing

Pair work Hots SpeakingWrite about pair work Hots Writing


Eleven 1 Say new words Recall SpeakingRead for gist Comprehension Reading

Strange Read aloud Application Readingevents 2 Practise new vocabulary Application Writing


3 Understand language structure (relative clauses) Hots ReadingPractise language structure Application Speaking

4 Read for information Comprehension ReadingRole play Hots Speaking


6 Word building Application WritingWrite about graphs Application Writing

302

7 Understand language concept (non-defining relative clauses) Hots ReadingPractise structure Application Writing

8 Practise structure (relative clauses) Application Writing9 Listen for gist and detail Comprehension Listening

Practise pronunciation Application Speaking10 Plan a report Application Writing

Present the report Hots Speaking11/12 Extended reading Hots Reading

Reading comprehension Comprehension ReadingTwelve 1 Say new words Recall Speaking

Read for gist Comprehension ReadingTalking Read aloud Application Readingabout 2 Practise new vocabulary Application Writingtomorrow’s Read for detail Comprehension Readingworld Discuss Hots Speaking

3 Understand language structure (passives) Hots ReadingPractise language structure Application Speaking



6 Word building Application WritingUsing opposites Application Writing

7 Understand language concept (modal passives) Hots ReadingPractise structure Application Writing

8 Practise structure (going to/will/modal passive) Application Writing9 Listen for gist and detail Comprehension Listening

Practise pronunciation Application Speaking10 Complete a letter Application Writing

Presenting a problem Hots Speaking11/12 Extended reading Hots Reading

Reading comprehension Comprehension Reading

303

English for Palestine 11

Unit Period Objectives Cognitive Level SkillOne 1 Discuss pre-reading questions Hots Speaking

Answer concept questions Comprehension ReadingLearning Discuss Application Speakingstyles 2 Read for information Comprehension Reading

Study new vocabulary Comprehension Reading3 Practise structures and vocabulary (phrasal verbs; make/do) Application Writing4 Study structure (both … and; either … or; neither … nor) Hots Reading

Practise structure Application Writing5 Listening for detail Comprehension Listening

Related writing task (enquiry form) Application Writing6 Study new vocabulary Application Reading

Writing task (letter) Hots WritingTwo 1 Discuss pre-reading questions Hots Speaking

Answer concept questions Comprehension ReadingEducation Use new words Application Writingfor 2 Read for information Comprehension Readingsuccess Study new vocabulary Comprehension Reading

3 Study structure (hope; wish; prefixes) Hots ReadingPractise structures and vocabulary Application Writing

4 Study structure (alternatives to if) Hots ReadingPractise structure Application Writing

5 Listening for detail Comprehension Listening6 Recognise time words Application Reading

Writing task (CV) Hots WritingThree 1 Discuss pre-reading questions Hots Speaking

TakeAnswer concept questions Comprehension Reading

2 Read for information Comprehension Readingcare! Study new vocabulary Comprehension Reading

3 Study structure (have to/allowed to) Hots ReadingPractise structure Application Writing

4 Study structure (noun + prepositions; mustn’t/have to) Hots ReadingPractise structure Application WritingPair work Application Speaking

304

5 Listening for detail Comprehension ListeningDiscussion Hots Speaking

6 Writing task Hots WritingFour 1 Discuss pre-reading questions Hots Speaking

GoingAnswer concept questions Comprehension Reading

2 Read for information Comprehension Readingplaces Study new vocabulary Comprehension Reading

3 Study structure (preferences) Hots ReadingPractise structures and vocabulary Application Writing

4 Study structure (well+ adjective; multi-word verbs) Hots ReadingPractise structures Application Writing

5 Reading for information Comprehension ReadingListening for detail Comprehension Listening

6 Complete an application form Hots WritingFive 1 Discuss pre-reading questions Hots Speaking

Answer concept questions Comprehension ReadingLet’s go Study and use negative prefixes Application Writingfor a walk 2 Read for information Comprehension Reading

Study new vocabulary Comprehension Reading3 Study structure (advice) Hots Reading

Practise structures and vocabulary Application Writing4 Practise pronunciation (stress of nouns v verbs) Application Speaking

Study structure (you’d better) Hots ReadingPractise structure Application Writing

5 Listening for detail Comprehension ListeningRelated writing task Application Writing

6 Study new vocabulary Application ReadingWriting task Hots Writing

Six 1 Practise reading and vocabulary from Units 1-5 Comprehension Reading

Revision2 Practise reading skills Comprehension Reading3 Practise structures from Units 1-5 Application Writing4 Practise structures from Units 1-5 Application Writing5 Complete an application form Application Writing

Write a letter of application Application Writing6 Discuss a diagram Application Speaking

Write a review Hots WritingSeven 1 Discuss pre-reading questions Hots Speaking

305

Answer concept questions Comprehension ReadingThe food 2 Read for information Comprehension Readingon your Study new vocabulary Comprehension Readingtable Discuss Hots Speaking

3 Study structure (future simple and continuous) Hots ReadingPractise structures Application Writing

4 Study structure (future perfect) Hots ReadingPractise structures Application Writing

5 Listening for detail Comprehension ListeningRelated speaking task Application Speaking

6 Study words connected to writing task Application ReadingWriting task Hots Writing

Eight 1 Discuss pre-reading questions Hots SpeakingAnswer concept questions Comprehension Reading

Amazing 2 Read for information Comprehension Readinganimals Study new vocabulary Comprehension Reading

Discussion Hots Speaking3 Study structure (time words; verb/adj + prep) Hots Reading

Practise structures Application Writing4 Study structure (present & past participles) Hots Reading

Practise structures Application Writing5 Listening for detail Comprehension Listening

Respond to listening Application Writing6 Study new vocabulary (opinions/attitude) Application Reading

Discussion Application SpeakingWriting task Hots Writing

Nine 1 Discuss pre-reading questions Hots Speaking

OnceAnswer concept questions Comprehension Reading

2 Read for information Comprehension Readingupon a Discussion Hots Speakingtime 3 Study structure (defining and non-defining relative clauses) Hots Reading

Practise structure Application Writing4 Study structure (relative pronouns) Hots Reading

Practise structure Application Writing5 Study time phrases Hots Reading

Listening for detail Comprehension ListeningDiscussion Hots Speaking

306

6 Study structure (tenses for story telling) Hots ReadingWrite a summary Hots WritingTell a story in appropriate tense Hots Speaking

Ten 1 Discuss pre-reading questions Hots SpeakingAnswer concept questions Comprehension Reading

Political Discuss Hots Speakingsystems 2 Read for information Comprehension Reading

Study new vocabulary Comprehension ReadingDiscuss Hots Speaking

3 Study structure (passive) Hots ReadingPractise structure Application Writing

4 Study structure (modal passives) Hots ReadingPractise structure Application WritingVocabulary (prefix non-) Application Writing

5 Listening for comprehension Comprehension ListeningRelated discussion Hots Speaking

6 Relate different sources of information to Palestine Hots WritingWrite a paragraph Hots Writing

Eleven 1 Discuss pre-reading questions Hots SpeakingAnswer concept questions Comprehension Reading

It’s in the 2 Read for information Comprehension Readingnews Study new vocabulary Comprehension Reading

Discussion Hots Speaking3 Study structure (present perfect and past simple) Hots Reading

Practise structure Application Writing4 Study structure (reporting passive) Hots Reading

Practise structure Application WritingVocabulary (compound adjectives) Application Writing

5 Listening for detail Comprehension ListeningDiscussion Hots Speaking

6 Compare structures (complex sentences) Hots ReadingWriting task Hots Writing

Twelve 1 Practise reading and vocabulary from Units 7-11 Comprehension Reading, Writing

Revision2 Practise reading and vocabulary from Units 7-11 Comprehension Reading, Writing3 Practise structures from Units 7-11 Application Writing4 Practise structures from Units 7-11 Application Writing5 Write about a process Application Writing

307

Write a letter to explain a process Hots Writing6 Discuss a news story Application Speaking

Write comments Hots Writing

308

English for Palestine 12


Answer concept questions Comprehension ReadingA new Discussion Hots Speakingstart 2 Read for information Comprehension Reading

Study new vocabulary Comprehension ReadingDiscuss Hots Speaking

3 Study structure (present tenses + state verbs) Hots ReadingPractise structure Application Writing

4 Study structure (present perfect tenses) Hots ReadingPractise structure Application Writing


6 Completing an application form Hots WritingTwo 1 Discuss pre-reading questions Hots Speaking

Answer concept questions Comprehension ReadingUnder Discuss Hots Speakingpressure 2 Read for information Comprehension Reading

Study new vocabulary Comprehension ReadingDiscuss situation relevant to Palestine Hots Speaking

3 Study structure (verb + ing/inf) Hots ReadingPractise structure Application Writing

4 Study structure (verb + inf/ing) Hots ReadingPractise structure Application Writing

5 Listening for detail Comprehension ListeningDiscuss related information Application Speaking

6 Prepare for writing task Application WritingWriting task Hots Writing

Three 1 Discuss pre-reading questions Hots Speaking

A funnyAnswer concept questions Comprehension Reading

2 Read for information Comprehension Readingthing Study new vocabulary Comprehension Readinghappened 3 Study structure (past tenses) Hots Reading

Study prefixes Hots ReadingPractise structure and vocabulary Application Writing

309

4 Study structure (past tenses) Hots ReadingPractise structure Application Writing


6 Order sentences Application ReadingWriting task Hots Writing

Four 1 Discuss pre-reading questions Hots SpeakingAnswer concept questions Comprehension Reading

The Class questionnaire Application Speakingshrinking 2 Read for information Comprehension Readingworld Study new vocabulary Comprehension Reading

Discuss Hots Speaking3 Study structure (future modals) Hots Reading

Practise structures Application Writing4 Study structure (future modals) Hots Reading


Related writing task Application Writing6 Prepare for writing task Application Speaking

Writing task Hots Writing

Five 1 Discuss pre-reading questions Hots Speaking

MakingAnswer concept questions Comprehension Reading

2 Read for information Comprehension Readingfriends Study new vocabulary Comprehension Reading

3 Study structure (ing/ed adjectives) Hots ReadingPractise structures and vocabulary Application Writing

4 Study structure (reduced relative clauses) Hots ReadingPractise structure Application Writing

5 Listening for detail Comprehension ListeningPrepare related writing task Application Writing

6 Writing task Hots WritingCorrecting mistakes Hots Writing

Six 1 Practise reading and vocabulary from Units 1-5 Comprehension Reading, Writing

Revision2 Practise reading and vocabulary from Units 1-5 Comprehension Reading, Writing3 Practise structures from Units 1-5 Application Writing4 Practise structures from Units 1-5 Application Writing5 Order a story Application Writing

310

Write a story Hots Writing6 Analyse a letter Hots Speaking

Write comments Hots WritingSeven 1 Discuss pre-reading questions Hots Speaking

TheAnswer concept questions Comprehension Reading

2 Read for information Comprehension Readingworld of Study new vocabulary Comprehension Readingwork 3 Study structure (direct/indirect questions) Hots Reading

Practise structures and vocabulary Application Writing4 Study structure (negative questions; question tags) Hots Reading


Related writing task Application Writing6 Pre-writing tasks Application Reading

Writing task (a letter) Hots WritingEight 1 Discuss pre-reading questions Hots Speaking

Answer concept questions Comprehension ReadingIn 2 Read for information Comprehension Readingbusiness Study new vocabulary Comprehension Reading

Discuss Hots Speaking3 Study structure (reporting verbs; phrasal verbs) Hots Reading

Practise structures and vocabulary Application Writing4 Study structure and vocabulary (causative have; prep+noun) Hots Reading


Related writing task Application Writing6 Pre-writing tasks Application Reading

Writing task Hots WritingNine 1 Discuss pre-reading questions Hots Speaking

Answer concept questions Comprehension ReadingOnly a 2 Read for information Comprehension Readinggame? Study new vocabulary Comprehension Reading

Discuss Hots Speaking3 Study structure and vocabulary (wishes and regrets; prefixes) Hots Reading

Practise structures and vocabulary Application Writing4 Study structure (should/n’t have done) Hots Reading

Practise structure Application Writing

311

5 Vocabulary Comprehension ReadingListening for detail Comprehension Listening

6 Pre-writing tasks Application ReadingWriting task Hots Writing

Ten 1 Discuss pre-reading questions Hots SpeakingAnswer concept questions Comprehension Reading

Who am 2 Read for information Comprehension ReadingI? Study new vocabulary Comprehension Reading

3 Study structure (countable/uncountable nous) Hots ReadingPractise structures and vocabulary Application Writing

4 Study structure (article) Hots ReadingPractise structure Application Writing

5 Listening for detail Comprehension ListeningRelated writing task Application Reading

6 Read about interview advice Application ReadingWrite a summary Hots Writing

Eleven 1 Discuss pre-reading questions Hots SpeakingAnswer concept questions Comprehension Reading

Different Discuss Hots Speakingplaces, 2 Read for information Comprehension Readingdifferent Study new vocabulary Comprehension Readingways 3 Study structure (verb + inf/ing) Hots Reading

Practise structures and vocabulary Application Writing4 Study structure (past and present modals) Hots Reading


Related writing task Application Writing6 Use linking words Application Writing

Writing task (story) Hots WritingTwelve 1 Practise reading and vocabulary from Units 7-11 Application Reading, Writing

Revision2 Practise reading and vocabulary from Units 7-11 Application Reading, Writing

Discuss Application Speaking3 Practise structures from Units 7-11 Application Writing4 Practise structures from Units 7-11 Application Writing5 Write about advantages and disadvantages Hots Writing6 Pre-writing tasks Application Writing

Write about an experience Hots Writing

312

English for Palestine Reading Plus 11


Read for information Comprehension ReadingThe road Answer concept questions Comprehension Readingto Classify Application Readinglearning Writing task Hots Writing

2 Answer higher-order post-reading questions Hots WritingStudy vocabulary Comprehension ReadingRead for information Comprehension ReadingApply knowledge of a story Application Writing

3 Answer concept questions Comprehension ReadingVocabulary activity Comprehension ReadingAnswer higher-order question Hots WritingMatching activity Application Reading

4 Pre-reading question Application SpeakingRead for information Comprehension ReadingAnswer concept questions Comprehension Reading

5 Study vocabulary Comprehension ReadingWriting task and questions Application WritingWriting task and higher-order questions Hots Writing

6 Answer concept questions Comprehension ReadingVocabulary activity Application WritingWriting task (a plan) Application WritingDiscuss/present Hots Speaking

7 Writing task (story) Hots WritingEvaluate Hots Speaking

8 Read for information Comprehension ReadingAnswer concept questions Comprehension ReadingStudy vocabulary Comprehension Reading

Two 1 Discuss pre-reading questions Hots SpeakingRead for information Comprehension Reading

Taking Study vocabulary Comprehension Readingrisks Answer concept questions Comprehension Reading

Answer higher-order questions Hots ReadingPractise vocabulary Application Reading

313

2 Discuss pre-reading questions Hots SpeakingRead for information Comprehension ReadingStudy vocabulary Comprehension ReadingAnswer concept questions Comprehension ReadingDiscuss Hots Speaking

3 Answer concept questions Comprehension WritingPractise vocabulary Application ReadingWriting task (email) Hots Writing

4 Discuss pre-reading questions Hots SpeakingRead for information Comprehension ReadingAnswer concept questions Comprehension ReadingAnswer higher-order questions Hots ReadingStudy vocabulary Comprehension Reading

5 Answer concept questions Comprehension ReadingStudy vocabulary (compound adjectives) Comprehension ReadingPractise vocabulary (compound adjectives) Application Reading

6 Pre-writing tasks Application WritingDiscuss Hots SpeakingWriting task Hots Writing

7 Discuss Hots SpeakingArgue ‘for’ and ‘against’ Hots SpeakingWriting task (‘for-and-against’ essay) Hots Writing

8 Read for information Comprehension ReadingAnswer concept questions Comprehension ReadingAnswer higher-order questions Hots Reading

Three 1 Discuss pre-reading questions Hots SpeakingRead for information Comprehension Reading

Tourism: Answer higher-order question Hots Readingmixed Study vocabulary Comprehension Readingfeelings Answer concept questions Comprehension Reading

Discuss Hots Speaking2 Discuss pre-reading questions Hots Speaking

Study vocabulary Comprehension ReadingPractise vocabulary Application ReadingAnswer concept questions Comprehension ReadingAnswer higher-order questions Hots Reading

3 Pre-reading question Application ReadingRead for information Comprehension Reading

314

Study vocabulary Comprehension ReadingAnswer concept questions Comprehension ReadingAnswer higher-order questions Hots Reading

4 Discuss pre-reading questions Hots SpeakingRead for information Comprehension ReadingStudy vocabulary Comprehension ReadingPractise vocabulary Application Reading

5 Study vocabulary Comprehension ReadingPractise vocabulary/writing task Application Writing

6 Pre-task preparation (making notes) Hots WritingSpeaking task (holding a meeting) Hots SpeakingWriting task (report) Hots Writing

7 Pre-writing activities Hots WritingWriting task (advantages and disadvantages essay) Hots Writing

8 Read for information Comprehension ReadingAnswer concept questions Comprehension ReadingAnswer higher-order questions Hots ReadingWriting task Application WritingDiscuss Hots Speaking

Progress 1 Read for information Comprehension Readingtest 1 Practise vocabulary Application Reading

Answer concept questions Comprehension ReadingRead for information Comprehension ReadingAnswer concept questions Comprehension ReadingPractise vocabulary Application Reading

2 Answer concept questions Comprehension ReadingWriting task (a description) Application WritingWriting task (advantages and disadvantages essay) Hots Writing

Four 1 Discuss pre-reading questions Hots SpeakingRead for information Comprehension Reading

The web Study vocabulary Comprehension Readingof life Practise structure (of similes) Application Writing

Discuss Hots Speaking2 Read for information Comprehension Reading

Study vocabulary Comprehension ReadingAnswer higher-order questions Hots Reading

3 Vocabulary (pronoun referents) Comprehension ReadingVocabulary (compound nouns/pronouns) Comprehension Reading

315

Practise vocabulary Application ReadingDiscuss Hots Speaking

4 Read for information Comprehension ReadingDiscuss Hots SpeakingStudy vocabulary Comprehension ReadingPractise vocabulary Application Reading

5 Answer concept questions Comprehension ReadingStudy vocabulary Comprehension ReadingWriting task (case study) Application Writing

6 Pre-writing activity/discussion Hots SpeakingWriting task Hots Writing

7 Writing task Hots Writing8 Read for information Comprehension Reading

Answer concept questions Comprehension ReadingStudy vocabulary Comprehension ReadingAnswer higher-order questions Hots ReadingDiscuss higher-order question Hots SpeakingRead for information Comprehension Reading

Five 1 Discuss pre-reading questions Hots SpeakingStudy vocabulary (literary genres) Comprehension Reading

A good Answer questions Application Readingread 2 Pre-reading question Application Reading

Read for information Comprehension ReadingStudy vocabulary Comprehension ReadingPost-reading activities (discussion) Hots Speaking

3 Discuss concept questions Comprehension SpeakingAnswer higher-order questions (infer) Hots ReadingPre-writing activities Application WritingWriting task Hots Writing

4 Discuss pre-reading activities Hots SpeakingRead for information Comprehension ReadingAnswer concept questions Comprehension ReadingStudy vocabulary Comprehension ReadingPractise vocabulary Application Reading

5 Answer concept question Comprehension ReadingStudy vocabulary Comprehension ReadingPractise vocabulary Application ReadingDiscuss higher-order questions Hots Speaking

316

6 Compare texts (summaries) Application ReadingWriting task Application Writing

7 Discuss pre-writing questions Hots SpeakingWriting task Hots Writing


Six 1 Discuss pre-reading questions Hots SpeakingRead for information Comprehension Reading

Taking Study vocabulary Comprehension Readingthe lead Discuss Hots Speaking

Writing task Hots Writing2 Discuss pre-reading questions Application Speaking

Read for information Comprehension ReadingStudy vocabulary Comprehension ReadingPractise vocabulary Application Reading

3 Answer concept questions Comprehension ReadingCompare structures Application ReadingWriting task (summary) Application WritingDiscuss Hots Speaking

4 Discuss pre-reading questions Hots SpeakingRead for information Comprehension ReadingStudy vocabulary Comprehension ReadingPractise vocabulary Application ReadingDiscuss Hots Speaking

5 Answer concept questions Comprehension ReadingStudy vocabulary (prefix self-) Comprehension ReadingPractise vocabulary Application ReadingDiscuss Hots Speaking

6 Pre-writing activity Hots WritingPre-writing discussion Hots SpeakingWriting task (business plan) Hots WritingListen to and evaluate business plans Hots Listening

7 Read for information and match stylistic features Comprehension ReadingWriting task (business letter) Hots Writing


317

Discuss Hots SpeakingWriting task Hots Writing

Progress 1 Read for information Comprehension Readingtest 2 Answer concept questions Comprehension Reading

Answer higher-order questions Hots ReadingVocabulary activity Comprehension ReadingRead for information Comprehension ReadingAnswer concept questions Comprehension ReadingVocabulary activity Application Writing

2 Answer concept questions Comprehension ReadingWriting task (letter) Hots WritingWriting task (formal letter) Hots Writing

318

English for Palestine Reading Plus 12

Unit Period Objectives Cognitive Level SkillOne 1 Read for information Comprehension Reading

Answer concept questions Comprehension ReadingMaking Study vocabulary Comprehension Readingchanges Read for information Comprehension Reading

Discuss questions Application Speaking2 Read for information Comprehension Reading

Answer concept questions Comprehension Reading3 Discuss Hots Speaking

Read for information Comprehension ReadingStudy vocabulary Comprehension ReadingPractise vocabulary Application ReadingDiscuss Hots Speaking

4 Read for information Comprehension ReadingAnswer concept questions Comprehension ReadingPredict text Hots ReadingRead for information Comprehension ReadingDiscuss Hots Speaking

5 Answer concept questions Comprehension ReadingStudy vocabulary (compound adjectives) Comprehension ReadingPractise vocabulary Application ReadingStudy vocabulary (phrasal verbs) Comprehension ReadingPractise vocabulary Application Reading

6 Study vocabulary/structure Comprehension ReadingPractise vocabulary/structure Application Writing

7 Discuss pre-writing questions Hots SpeakingRead for information Comprehension ReadingWriting task (letter) Application WritingWriting task (resolution plan) Hots Writing

8 Read for information Comprehension ReadingAnswer the concept questions Comprehension Reading

Two 1 Discuss pre-reading questions Hots SpeakingRead for information Comprehension Reading

Fitting Study vocabulary Comprehension Readingin Discuss Hots Speaking

319

2 Discuss pre-reading questions Hots SpeakingRead for information Comprehension ReadingAnswer concept/vocabulary questions Comprehension Reading

3 Discuss pre-reading questions Hots SpeakingRead for information Comprehension ReadingAnswer concept/vocabulary questions Comprehension ReadingDiscuss Hots Speaking

4 Study vocabulary (idioms) Comprehension ReadingPractise vocabulary Application ReadingStudy vocabulary (proverbs) Comprehension ReadingPractise vocabulary Application ReadingDiscuss Hots Speaking

5 Study vocabulary (phrasal verbs and linking phrases) Comprehension ReadingPractise vocabulary Application Reading

6 Read for information Comprehension ReadingDiscuss Hots SpeakingCompare texts Application ReadingWriting task (a notice) Hots Writing

7 Pre-writing activities Hots SpeakingWriting task (an online welcome page) Hots Writing

8 Read for information Comprehension ReadingAnswer concept questions Comprehension ReadingAnswer higher order questions Hots ReadingDiscuss Hots Speaking

Three 1 Discuss pre-reading questions Hots SpeakingRead for information Comprehension Reading

The Study vocabulary Comprehension Readingglobal Answer concept questions Comprehension Readingvillage Discuss Hots Speaking

2 Discuss pre-reading questions Hots SpeakingRead for information Comprehension ReadingStudy vocabulary Comprehension ReadingAnswer concept questions Comprehension Reading

3 Discuss Hots SpeakingRead for information Comprehension ReadingAnswer concept questions Comprehension ReadingDiscuss Hots SpeakingPredict author viewpoint Hots Reading

320

4 Read for information Comprehension ReadingAnswer concept question/study vocabulary Comprehension ReadingAnswer higher-order questions Hots Reading

5 Study vocabulary (positive and negative connotations) Comprehension ReadingPractise vocabulary Application ReadingAnswer higher-order questions Hots ReadingStudy vocabulary (joining opposite ideas) Comprehension ReadingPractise vocabulary Application Reading

6 Study vocabulary (joining opposite ideas) Comprehension ReadingWriting task Application WritingDiscuss Hots Speaking

7 Answer questions Comprehension ReadingWriting task Application WritingWriting task (essay) Hots Writing


Progress 1 Read for information Comprehension Readingtest 1 Answer concept questions Comprehension Reading

Study vocabulary Comprehension ReadingRead for information Comprehension ReadingAnswer concept questions Comprehension ReadingPractise vocabulary Application Reading

2 Writing task (essay) Hots WritingAnswer concept questions Comprehension Reading

Four 1 Discuss Hots SpeakingPredict Hots Speaking

Money Read for information Comprehension Readingtalks Study vocabulary Comprehension Reading

Read for information Comprehension ReadingAnswer concept questions Comprehension ReadingDiscuss Hots Speaking

2 Discuss pre-reading question Hots SpeakingRead for information Comprehension ReadingAnswer concept questions Comprehension ReadingAnswer higher-order questions Hots Reading

3 Discuss pre-reading questions Hots SpeakingRead for information Comprehension Reading

321

Answer concept questions Comprehension SpeakingAnswer higher-order questions Hots SpeakingTranslating older styles of English Application Reading

4 Read for information Comprehension ReadingStudy vocabulary Comprehension ReadingPractise vocabulary Application ReadingAnswer higher-order questions Hots Reading

5 Practise vocabulary Application ReadingStudy vocabulary Comprehension ReadingPractise vocabulary Application Reading

6 Pre-writing activities Application WritingWriting task (formal letter) Hots Writing

7 Read for information Comprehension ReadingPre-writing activities Hots SpeakingWriting task Hots Writing

8 Predict events Hots SpeakingRead for information Comprehension ReadingAnswer concept questions Comprehension ReadingAnswer higher-order questions Hots ReadingRead for information Comprehension ReadingAnswer higher-order questions Hots Speaking

Five 1 Discus pre-reading questions Hots SpeakingRead for information Comprehension Reading

Winners Study vocabulary Comprehension Readingand Answer higher-order questions Hots Readinglosers 2 Read for information Comprehension Reading

Answer concept questions Comprehension ReadingStudy vocabulary Comprehension ReadingPractise vocabulary Application ReadingStudy vocabulary Comprehension Reading

3 Study vocabulary Comprehension ReadingRead for information Comprehension ReadingAnswer concept questions Comprehension ReadingAnswer higher-order questions Hots Reading

4 Discuss pre-reading questions Hots SpeakingRead for information Comprehension ReadingAnswer concept questions Comprehension ReadingStudy vocabulary Comprehension Reading

322

Answer higher-order questions Hots Speaking5 Discuss pre-reading question Hots Speaking

Read for information Comprehension ReadingAnswer concept question Comprehension ReadingAnswer higher-order question Hots ReadingStudy vocabulary (phrasal verbs) Comprehension ReadingPractise vocabulary Application ReadingStudy vocabulary (reflexive pronouns) Comprehension ReadingPractise vocabulary Application Reading

6 Answer concept questions Comprehension ReadingWriting task (rhetorical questions) Application Writing

7 Pre-writing activities Application WritingWriting task (essay) Hots Writing

8 Read for information Comprehension ReadingAnswer higher-order questions Hots ReadingRead for information Comprehension ReadingAnswer higher-order questions Hots ReadingRead for information Comprehension ReadingAnswer higher-order question Hots Reading

Six 1 Discuss pre-reading questions Hots SpeakingRead for information Comprehension Reading

Past Answer concept questions Comprehension Readinghistory? Study vocabulary Comprehension Reading

Practise vocabulary Application ReadingDiscuss Hots Speaking

2 Discuss Application SpeakingRead for information Comprehension ReadingAnswer concept questions Comprehension ReadingStudy vocabulary Comprehension ReadingAnswer higher-order questions Hots Reading

3 Discuss pre-reading questions Application SpeakingRead for information Comprehension ReadingStudy vocabulary Comprehension ReadingPractise vocabulary Application ReadingAnswer concept questions Comprehension ReadingAnswer higher-order questions Hots Reading

4 Discuss pre-reading questions Application SpeakingRead for information Comprehension Reading

323

Answer concept questions Comprehension Reading5 Study language (literal and figurative) Comprehension Reading

Practise the language Application Reading6 Read for information Comprehension Reading

Answer concept questions Comprehension WritingWriting task (short biography) Hots Writing

7 Pre-writing task as discussion Hots SpeakingWriting task (autobiography) Hots Writing

8 Read for information Comprehension ReadingAnswer concept questions Comprehension ReadingAnswer high-order questions Hots ReadingDiscuss Hots Speaking

Progress 1 Read for information Comprehension Readingtest 2 Answer concept questions/activities Comprehension Reading

Read for information Comprehension ReadingAnswer concept questions Comprehension ReadingStudy vocabulary Comprehension ReadingPractise vocabulary Application Reading

2 Writing task (essay) Hots WritingAnswer concept questions Comprehension Reading

324

325

Tables of Specifications

Grade 1- New Edition

SkillCognitive Recall Comprehension Application Hots Totallevel

Listening3% 0.5%7% 13% 23.5%

Speaking

20% 17% 4% 41%

Reading0.5% 3% 1% 1% 5.5%

Writing

13% 14% 3% 30%

Total

40.5% 16% 35% 8.5% 100%

326



Listening1%2% 20% 23%

Speaking

9% 26% 1% 36%

Reading4% 1% 9% 1% 15%

Writing

9% 1% 12% 4% 26%

Total

24% 22% 48% 6% 100%

327


SkillCognitive Recall Comprehension Application Hots TotalLevel

Listening0.5% 0.5%3% 18% 22%

Speaking

5% 28% 1% 34%

Reading5% 0.5% 4% 3% 12.5%

Writing

9% 0.5% 8% 14% 31.5%

Total

22% 19% 40.5% 18.5% 100%

328



Listening0.5%24% 24.5%

Speaking

7% 0.5% 26% 3% 36.5%

Reading2% 1% 5% 2% 10%

Writing

2% 18% 9% 29%

Total

11% 25.5% 49.5% 14% 100%

329

Grade 5 – New Edition


Listening

6% 18% 24%

Speaking

6% 11% 2% 19%

Reading

16% 5% 21%

Writing

4% 22% 10% 36%

Total

16% 34% 38% 12% 100%

330



Listening1%6% 14% 21%

Speaking

5% 13% 7% 25%

Reading

7% 13% 20%

Writing

12% 22% 34%

Total

11% 21% 38% 30% 100%

331



Listening

4% 10% 14%

Speaking

5% 12% 4% 21%

Reading5% 7% 14% 10% 36%

Writing

14% 15% 29%

Total

14% 17% 40% 29% 100%

332



Listening

10% 10%

Speaking

4% 15% 7% 26%

Reading4% 13% 11% 28%

Writing

4% 15% 17% 36%

Total

12% 10% 43% 35% 100%

333



Listening

13% 13%

Speaking

3% 15% 5% 23%

Reading

13% 10% 1% 24%

Writing

6% 23% 11% 40%

Total

3% 32% 48% 17% 100%

334



Listening

7% 7%

Speaking

7% 12% 13% 32%

Reading

14% 5% 11% 30%

Writing

26% 5% 31%

Total

7% 21% 43% 29% 100%

335



Listening

7% 7%

Speaking

5% 15% 20%

Reading

22% 3% 14% 39%

Writing

3% 22% 9% 34%

Total

32% 30% 38% 100%

336


SkillCognitive Recall Comprehension Application Hots Total

level

Listening

6% 6%

Speaking

4% 13% 17%

Reading

22% 4% 14% 40%

Writing

1% 26% 10% 37%

Total

29% 34% 37% 100%

337

Grade 11 Reading Plus – New Edition


level

Listening0.5% 0.5%

Speaking

0.5% 1% 18% 19.5%

Reading

44% 10% 6% 60%

Writing

0.5% 8 % 11.5% 20%

Total

45% 19% 36% 100%

338

Grade 12 Reading Plus- New Edition


level

Listening

Speaking

0.5% 3% 17% 20.5%

Reading

51% 10% 8% 69%

Writing

0.5% 4% 6% 10.5%

Total

52% 17% 31% 100%

339

Documents

site.iugaza.edu.pssite.iugaza.edu.ps/akeshta/files/2010/02/English-for... · Web viewTo develop students’ ability to use strategies for cooperation, consensus building, teamwork,