COLT Teachers\' Guilde to Teaching and Testing Language Courses - levels 1-4[1]
21 Pages • 5,810 Words • PDF • 145.9 KB
Uploaded at 2021-09-24 05:51
This document was submitted by our user and they confirm that they have the consent to share it. Assuming that you are writer or own the copyright of this document, report to us by using this DMCA report button.
King Saud University College of Languages & Translation English Translation Division
COLT Teachers’ Guide to Language Courses for Levels 1-4 ********* Prof. Reima Al-Jarf Coordinator http://faculty.ksu.edu.sa/aljarf
Prof. Reima Al-Jarf
Teacher’s guide
Table of Contents A Teacher’s Guide to Language Courses for Levels 1-4.................................................. 4 Translation Program Goals ............................................................................................ 4 Aim of language courses in levels 1-4 ........................................................................... 4 The need for efficient teaching and assessment of language skills in levels 1-4 ........... 4 The language teachers’ role in levels 1-4 ....................................................................... 5 What students should be able to do by the end of level 4 .............................................. 5 How the Interactions and Mosaic Textbooks Are Designed .......................................... 6 Final Note: ...................................................................................................................... 6 General Assessment Guide .................................................................................................... 7 General ........................................................................................................................... 7 Test Paper Format .......................................................................................................... 7 Constructing Tests .......................................................................................................... 7 Scoring Tests .................................................................................................................. 8 Vocabulary Courses ........................................................................................................... 8 General: .......................................................................................................................... 8 Aims of vocabulary courses: .......................................................................................... 8 The course will highlight the following: ........................................................................ 8 Teaching Technique ....................................................................................................... 9 Vocabulary Study skills: ................................................................................................ 9 Study Tips for students: ................................................................................................. 9 Assessment: .................................................................................................................. 10 Sample Vocabulary Questions ..................................................................................... 10 Listening Courses ............................................................................................................ 11 General: ........................................................................................................................ 11 The Aims of listening Courses for levels 1-4: ............................................................. 11 Listening Skills: ........................................................................................................... 11 Listening Assessment: .................................................................................................. 12 Number of Listening Test Items: ................................................................................. 13
2
Prof. Reima Al-Jarf
Teacher’s guide
Speaking Courses ............................................................................................................. 13 General: ........................................................................................................................ 13 The Aims of Speaking Courses for levels 1-4: ............................................................ 13 Speaking Assessment: .................................................................................................. 13 Reading Courses .............................................................................................................. 14 General: ........................................................................................................................ 14 Aims of reading Courses for levels 1-4: ...................................................................... 14 Reading Skills: ............................................................................................................. 14 Reading Assessment: ................................................................................................... 15 Number of Reading Test Items: .................................................................................. 16 Writing Courses ............................................................................................................... 17 General: ........................................................................................................................ 17 The Aims of Writing Courses for Levels 1-4:.............................................................. 17 Writing Assessment: .................................................................................................... 17 Course Portfolio ............................................................................................................... 18 Assessment Portfolio ....................................................................................................... 20
3
Prof. Reima Al-Jarf
Teacher’s guide
A Teacher’s Guide to Language Courses for Levels 1-4 Translation Program Goals • • •
Prepare translators. Prepare interpreters. We do not give intensive English language programs.
Aims of language courses in levels 1-4 • • • • • • • •
Preparing students for the content courses (linguistics, semantics, text linguistics, stylistics) they take in level 5. Preparing the students for the interpreting courses they take in levels 6-10. Preparing students’ listening skills to an advanced level. Developing students’ speaking skills to an advanced level. Developing students reading skills to an advanced level. Developing students’ writing skills to an advanced level. Building students’ active general and specialized vocabulary (master about 8000 words). Using grammar correctly orally and in writing. Identify grammatical structures in spoken and written discourse.
The need for efficient teaching and assessment of language skills in levels 1-4 • •
• • • •
Most of our graduates teach English to elementary, junior and senior high students. Teachers who teach the content course in level 5 (linguistics, semantics, text linguistics, stylistics) complain of students’ inability to read specialized texts in those subject areas and their inability to write a short paragraph in which they analyze, explain or interpret a particular point or issue. Teachers, who teach interpreting courses, complain of the students’ inability to listen to spoken texts, comprehend, retain, and then transfer content into English or Arabic. Teachers who teach translation courses complain of the students’ inability to write a short paragraph using correct grammar and spelling when translating texts from Arabic into English. Teachers who teach the above course complain of the students’ poor vocabulary knowledge. In interpreting courses, students listen to the spoken text once and they are expected to listen, comprehend, retain every detail and then convey every single word into English or Arabic. They are not supposed to use the dictionary and they do not have time to do so.
4
Prof. Reima Al-Jarf
• •
Teacher’s guide
In translation courses, the students translate texts from English into Arabic and Arabic into English without using the dictionary especially during in-terms and final exams. Translation and interpreting are tough tasks. In translation, a translator has to think at the word level, sentence level, discourse level, and thinks of semantic, syntactic, morphological and stylistic features.
The language teachers’ role in levels 1-4 •
What a teacher teaches in a particular language course complements what other teachers teach in the other language courses taught at the same level.
•
What a teacher teaches in a particular language course serves as a prerequisite/foundation for what other teachers who teach the same course for the other level do. What language teachers teach serves as a foundation for the content, interpreting and translation courses in levels 5-10.
•
What students should be able to do by the end of level 4 •
Listen to a long, authentic, specialized lecture, comprehend the main ideas and important details in that lecture and take notes while listening.
•
Talk about a particular topic for at least 15 minutes without preparation, with fluency, correct pronunciation, stress, intonation, using correct grammar, correct choice of words and well-organized ideas.
•
Read and comprehend the main ideas and supporting details that are explicitly or implicitly stated in a printed text of at least 2000 words long, 12 grade difficulty level, in any subject area (medicine, computer science, politics, literary, agricultural, education, media etc…), any text type (narrative, expository, persuasive, informative, descriptive, biography, interview, newspaper article, report, recipe), of any organizational structure (enumeration, cause-effect, comparison-contrast, chronology, process, analogy, classification, definition, whole-part etc…). They should also be able to infer the meaning of difficult words from context (without using a dictionary), break down words into prefixes suffixes and roots and identify its part of speech through inflectional endings, suffixes and word order, break down sentences into VP, NP and PP, identify the organizational clues, and outline the topics and sub-topics of the text.
•
Write a well-connected expository, narrative, descriptive, persuasive, informative paragraph that has a topic sentence and supporting details, using correct grammar, spelling, punctuation, capitalization, indentation, cohesive ties between sentences and between paragraphs and using the clues showing a process, chronology, compare-contrast, enumeration, cause-effect, analogy or definition organizational structure.
•
Have an active vocabulary of 8000 words.
•
Know at least 100 prefixes and suffixes and roots.
5
Prof. Reima Al-Jarf
•
Teacher’s guide
Know the parts of speech, noun, adjective, verb inflections, all 12 tenses, yes/no, negative and wh-questions, simple, compound, complex sentences, participial phrases, break sentences into their component parts (NP, VP and PP), all prepositions, idioms and phrasal verbs, different functions of ‘is’, ‘that’, ‘how’, ‘it’ etc.
How the Interactions and Mosaic Textbooks Are Designed • • •
•
Listening, speaking and reading and writing are looked at as complex skills each of which consists of several subskills. Each skill is broken down into smallest skills. Only small subskills are practiced in each chapter At each level, the listening, speaking, reading and writing complement each other. Each chapter in each textbook has the same theme as the chapter with the same number in the other skills books. Vocabulary items and grammatical structures related to this particular theme are practiced in listening, speaking, reading, and writing. The textbook devoted to a particular skill serves as a prerequisite for the skills practiced in the textbook of the next level
Final Note: • •
Teach with the assumption that if you do not teach a particular skill or task efficiently, no one else would. While teaching COLT students, remember to educate and prepare the kind of teachers you would to teach your children in the future.
6
Prof. Reima Al-Jarf
Teacher’s guide
General Assessment Guide General • • • • • • • • • • • •
Give 2 in-terms (25 marks each) and a final exam (50 marks). The first in-term covers the material taught up to the first in-term date, 2nd in-term covers material taught after the first in-term up to the second in-term date. The final exam covers material aught from day one to the end of the semester. Give the in-term1 in week 5 or 6, in-term 2 in week 10 or 11. I need to look at the in-terms at least one week before you give the students the test in order to have time to revise and photocopy. Please give me at least one day to look at the test. I need to look at all the final exams before the General Exams Week. I need a copy of each in-term and the finals for the files. Vocabulary tests can be 50 minutes long and can be given in the regular class session. Listening tests can be 50 minutes long and can be given in the regular class session. If given in the language lab, speaking tests can be 50 minutes long and can be given in the regular class session. If given face to face, the instructor can schedule her own tests. Reading tests should be between 1:30 and 2 hours. Special test sessions can be scheduled at the end of any week day. Writing tests can be given in 2 class sessions. The students can write an essay in one class session and do writing tasks in another class session. If one test session is used, then the students must write a paragraph or essay.
Test Paper Format • • • • • • • •
Top, bottom, left & right margins = 2 cms. Font = Times New Roman size 12. Instructions should be in bold but items like words should be in regular font. Leave a blank line between before and after each question. All test pages should be numbered in the footer. Write teacher’s name, date, interm #, and course in the header. Use Times New Roman size 10 bold for that. Test paper should be as plain as possible. Please do not use any decorative boxes, circles, flowers …etc. All test pages should be full up to the bottom margin.
Constructing Tests • •
Instructions should be as brief, and as clear as possible. They should specify what the student should do. Tests should have as many productive questions (questions that require the student to write an answer rather than tick, match, circle or underline, T/F) as possible. 7
Prof. Reima Al-Jarf
• • • • •
Teacher’s guide
Questions should cover all kinds of skills, tasks and exercises covered. Questions should require students to perform tasks at the paragraph/discourse level rather than word or sentence level. Questions should test student’s ability to think, apply, infer, connect, synthesize information, not mere recall from memory or direct copying from the text. Do not use exact sentences and examples from the textbook on the test. Tests should discriminate between students who are good, average and poor, those who attend and do not attend classes.
Scoring Tests • • •
When you assign marks to test items, please do not use fractions. Use whole numbers. You may grade an interm out of 50, 75, or even 100 points and then transfer the score to 25 by dividing student’s score by 2, 3 or 4. Deduct points for spelling and grammatical mistakes out of each test item even if it is a word or sentence. When you mark test items, put a check mark next to the correct answer, 2 check marks if you want to give 2 points, a check mark with a line across for half a point. Do not put any marks next to wrong answers. Add up all the check marks for each question and write the total in the margin. Then add up all the totals of all the questions page each page and write the page total on the lower left-hand side corner. Add up the totals of all the pages and write the grand total in the lower right-hand side corner of the first page whether it is out of 25, 75, or 100 and the students mark out of 25 in the top margin of the test paper.
Vocabulary Courses General: • •
Check with me to mark the lesson to be taught. At least 1500- 2000 words should be taught in Vocabulary I and 2000-25000 should be taught in vocabulary II.
Aims of vocabulary courses: •
The courses aim at developing the students’ ability to pronounce, spell, part of speech, usage, know the English and Arabic meanings of 4000 core vocabulary items.
The course will highlight the following: • •
Pronunciation: silent letter, hidden consonants, double letters, spelling changes, words with the same vowel but different pronunciation and words with different vowels but same pronunciation, syllabication and stress. Spelling changes and spelling variants.
8
Prof. Reima Al-Jarf
• • • • • • •
Teacher’s guide
Part of speech, count/non-count, singular & plural forms American vs British usage Word synonyms and antonyms English and Arabic meanings Word formation: prefixes, suffixes, derivatives and compounds Idioms and collocations. Word families
Teaching Technique • • •
Book design and chapter design are explained. One or two lesson can be covered per class session. A total of 3-6 lessons can be covered per week. I go through Each Lesson Section By Section Reading And Explaining And Giving Extra Examples And Extra Information About Pronunciation: Silent Letter, Hidden Consonants, Double Letters, Spelling Changes, Words With The Same Vowel But Different Pronunciation And Words With Different Vowels But Same Pronunciation, Syllabication And Stress; Spelling Changes And Spelling Variants; Part Of Speech, Count/Non-Count, Singular & Plural Forms; American Vs British Usage; Word Synonyms And Antonyms; English And Arabic Meanings; Word Formation; Idioms And Collocations; Word Families
Vocabulary Study skills: • • •
• • • •
Vocabulary textbook design and lesson format. Using the dictionary Divide notebook into sections: words with silent letters, words with double letters, words hidden sounds, words with 2 spellings, word derivatives, word synonyms, word antonyms, prefixes, suffixes, compounds, American and British variants …etc. Preparing vocabulary cards. How to practice, review, concept maps, word families. Mnemonic devices Building a daily, weekly and monthly study schedule.
Study Tips for students: • •
• • • • •
When you take a lesson, study that lesson the same day. For each new word, try to identify the following: Part of speech, whether the noun is count or non-count, what the plural form is, does it contain silent letters, double letters, hidden sounds, is it a compound, what is its synonym or antonym, what does it mean in English and Arabic, Reorganize the new words according to the categories in your notebook. Make vocabulary cards every time you take a new lesson. Memorize the new words, and test yourself. Review the new words using the vocabulary cards 3 times (3 days in a row). When you study idioms, read each idiom in the lesson and figure out the meaning from the example and context. Figure out the meaning in Arabia. Use each idiom 3
9
Prof. Reima Al-Jarf
• •
Teacher’s guide
sentences of your own. Make vocabulary cards with an idiom on one side and the English/Arabic meaning on the other. Review idioms 3 days in a row. At the end of the week, quickly review all the lessons that you have taken throughout the week. Do the exercises in the book and check your answers in the answer key at the end of the book.
Assessment: • •
Vocabulary in-terms should have at least 100 words. Finals should have between 250-300 words. Each test will consist of several questions that will test the students knowledge of the following: o Recognizing silent letter, o Recognizing hidden consonants, o Recognizing double letters, o Recognizing words with the same vowel but different pronunciation and words with different vowels but same pronunciation, syllabication and stress. o Identifying the part of speech, o count/non-count, o Recognizing singular & plural forms o American vs British usage o Word synonyms and antonyms o English and Arabic meanings o Adding prefixes, suffixes, o Recognizing derivatives and compounds o Idioms and collocations o Capitalization o Giving the English definition o Giving the Arabic meaning of some words. o The words covered on each in-term should consist of a random sample of 75100 words.
Sample Vocabulary Questions • • • • • • • • • • • • • •
How are the underlined letters pronounced: Write the silent letters in each word on the lines. Circle one word in which the underlined letters are pronounced differently: Write the part of speech of each word (use N, V, Adj, Adv). Circle the words in which -er is not a suffix: Circle the word in which -ed is pronounced [t]: Circle the word in which the plural -s or -es is pronounced [iz]: Circle the words that can only be used in the plural: Write a group noun for each word: Underline the words that have no singular form: Give the singular form of the following. What is the opposite of each word (one word only): For each word give a synonym (one word only): Give the Past Tense of the following verbs:
10
Prof. Reima Al-Jarf
• • • • • • • • • • • • • •
Teacher’s guide
Write the Past Participle next to each verb: Write the type of noun to the right (A, P, Com, Col): Give the meaning of each word in Arabic: What is the American expression for the following: Fill in the blanks with a preposition: In each row, circle the word that is different: Show the difference between each pair by giving the Arabic meaning: Fill in the blank before the word with a verb: Use each word in a complete correct sentence. For each underline phrase, which idiom / collocation can be used? Break the following words into their component parts using dashes. Add one or more suffixes to each of the following words. For each situation, use an expression of apology….etc. For each word or phrase in column A, choose a matching one in Column B.
Listening Courses General: •
All the units, all the tasks and exercises in the interactions I & II, Mosaic I & II must be covered. Supplementary material might be used after finishing the book.
The Aims of listening Courses for levels 1-4: • •
The courses aim at developing students’ ability to comprehend spoken discourse. Students should be able to comprehend the main ideas and supporting details that are explicitly or implicitly stated in the spoken discourse that is ------ words long and has a grade ----- difficulty level; recognize the spoken text structure and words signaling that structure; to infer the meaning of difficult words from the spoken context.
Listening Skills: The students should be able to: • Identifying spoken phonemes. • Discriminating words that differ in one sound. • Recognizing English Allophones. • Recognizing assimilation & elision in words. • Recognizing flaps. • Differentiating American and British pronunciations. • Recognizing reduction and contractions. • Identifying inflectional endings, prefixes and suffixes. • Recognizing word stress, double stress. • Identifying the part of speech and meaning of words that have 2 stress patterns.
11
Prof. Reima Al-Jarf
• • • • • • • • •
Teacher’s guide
Recognizing stressed and unstressed words in the flow of speech. Recognizing falling and rising intonations. Recognizing sentence types through intonation. Identifying the meaning of functions. Inferring meanings of difficult words through spoken semantic and syntactic clues. Identifying the topics and subtopics in a spoken lecture. Taking notes while listening to a lecture. Summarizing lectures. Outlining the main topics, subtopics and main ideas in a lecture.
Listening Assessment: • • • • • •
• • •
Each in-term must consist of a lecture that is ---- words long and has a grade ----difficulty level as specified in the Table below. Texts must not be listened to or practiced in class before. The topics chosen must not be familiar, i.e., the students should not be able to answer the questions from their background knowledge rather than the actual listening and understanding of the lecture. Only one text should be given. A test must not contain 2 short texts instead of one long lecture. The lecture must be followed by several questions testing the following listening skills: o Identifying the topic of the whole lecture. o Identifying the topic of certain parts of the lecture. o Write the lecture topic. o Identify the supporting details in a lecture. o Identify the types of details. o Identifying the type of structure a lecture has. o Inferring meanings of difficult words from the spoken context using semantic and syntactic clues heard in the lecture. o Locating the words, phrases or even sentences to which certain words refer to. o Summarizing lectures. o Making an outline. o Inferring supporting details, sequence, comparisons, cause and effect relationships, character traits, figurative language and predicting outcomes in lectures. o Judging of reality or fantasy, fact or opinion, adequacy or validity, appropriateness of ideas heard in a lecture. o Judging the language and effect of the spoken text in the light of appropriate criteria. o Emotional responses to the content, plot, theme, characters, incidents, images, author’s or use of language of a lecture. Several dialogs followed by several questions that ask about the main ideas and details in those dialogs. The students skim through the written questions first then listen to the lecture or dialogs twice, take notes and answer the questions. Use production questions that require the students to write answers longer than single words. 12
Prof. Reima Al-Jarf
•
Teacher’s guide
Students should listen to connected discourse not single words or sentences.
Number of Listening Test Items: College level
Credit Hours
Lecture Difficulty Level
Lecture Length
Level 1
3
Grade 9
700-1000 words
Level 2
3
Grade 10
1000-1500 words
Level 3
2
Grade 11
1000-1500 words
Level 4
2
Grade 12
1000-1500 words
Speaking Courses General: •
All the units, tasks and exercises in interactions I & II, Mosaic I & II must be covered.
The Aims of Speaking Courses for levels 1-4: •
The courses aim at developing students’ ability to talk about a particular topic for at least 15 minutes without preparation, with fluency, correct pronunciation, stress, intonation, using correct grammar, correct choice of words and well-organized cohesive ideas.
Speaking Assessment: •
• •
• •
Speaking in-terms should require students to talk about at least 3 topics and final exams should require students to talk about at least 5 topics if conducted face to face. If conducted in the language lab, tests and finals should require students to talk about twice as many questions. Topics chosen should be similar to but should not repeat what students have practiced in class. Test instructions must specify the number of topic and type of task, aspects that must be taken into consideration while talking about the topic, types and numbers of details, correct sentence structure, pronunciation, stress, intonation, fluency…etc. If a speaking test is given face to face, different sets of questions should be given to students. Students must not be given the questions to prepare while waiting for their turn. To grade face-to-face tests, a grading sheet must be prepared.
13
Prof. Reima Al-Jarf
•
• •
• •
Teacher’s guide
If a speaking test is given in the language lab, Questions are printed on paper and handed out to the students. 2 versions of the test questions should be prepared (same questions, but in a different order). Students write their names on the question paper. A week in advance, the teacher asks the students to bring a cassette player, a tape and new batteries, practice using the tape at home, test the tape at the beginning of the test session. To minimize noise, the students put on the headphones and record answers in a soft voice. Students read the questions, think about them for a while, then record answers to questions in any order provided that they say the question number. Students should not write down answers and read them into the cassette player. They should not be allowed to re-listen to their answers, erase and re-tape answers. While listening to the tapes and grading questions, the teacher can take notes on the student’s question paper while the student is speaking, noting strengths and weaknesses. About 50% of the mark should be given to the content (ideas, organization, cohesiveness), depending on the number of ideas required. About 50% can be given to grammar, pronunciation (articulation of phonemes, stress and intonation) & fluency. In grading content (ideas), marks should be given to each idea. In grading grammar, pronunciation, intonation, stress, fluency…etc., holistic grading can be used. If what the student has said is off-point, she gets a zero even if her grammar and pronunciation are good.
Reading Courses General: • •
In interactions I & II, at least, the first 8 chapters and all the tasks and exercises contained in them must be covered. In Mosaic I & 2, at least the first 8 chapters and all the tasks and exercises contained in them must be covered.
Aims of reading Courses for levels 1-4: •
The courses aim at developing students’ ability to read and comprehend the main ides and supporting details that are explicitly or implicitly stated in a text, that is, ------ words long and has a grade ------ difficulty level; recognize the text structure and words signaling that structure; to be able to infer the meaning of difficult words from context; and connect pronouns with their antecedents within a specified amount of time.
Reading Skills: The students should be able to: • Recognize chapter format and divisions. • Recognize text divisions. 14
Prof. Reima Al-Jarf
• • • • • • • • • • • • • •
Teacher’s guide
Identify paragraph topic. Write the paragraph topic. Identify the topic sentence of a paragraph. Identify the supporting details such as sequence of events, time sequences, processes, character traits, comparisons, contrasts, cause-effect relationships, types, classifications, categories…etc. Identify the types of details (listing, causes, examples, time periods…etc). Locate words that signal text structure such as words signaling enumeration, chronological order, contrasts, cause-effect relationships, sequence, examples, definitions, processes …etc. Identify the type of structure a passage has (listing, comparison, contrast, chronology, how-to, narrative…etc.). Infer the meaning of difficult words from context using semantic and syntactic clues available in the text. Figure out the part of speech of certain words in context. Locate compounds and idioms. Recognize and produce word derivatives. Write a summary of one paragraph, several paragraphs, and/or a whole text. Make an outline of the topics and subtopics or main ideas and supporting details in a text. Skimming. Scanning.
Reading Assessment: • • • • • • • • • •
Each in-term must consist of a text that is ---- words long and has a grade ----difficulty level as specified in the Table below. Texts can be chosen from World Book Encyclopedia. Texts must not be seen or read before. The topics chosen must not be familiar in which case the students can answer the questions based on their background knowledge and not the actual reading and understanding of the text. Only one text should be given. All types of questions must be asked on the text. Several texts might be chosen and testing before a passage is finally chosen for the test. The passage chosen should not be a lot shorter and easier than those read in the textbook even. A test must not contain 2 short texts instead of one long text. The text must be followed by several questions testing the following reading skills: o Identifying the topic of the whole text. o Identifying a paragraph topic. o Write the paragraph topic. o Identify the topic sentence of a paragraph. o Identify the supporting details. o Identify the types of details. o Locating words that signal the text structure. o Identifying the type of structure a passage has.
15
Prof. Reima Al-Jarf
Teacher’s guide
o Inferring meanings of difficult words from context using semantic and syntactic clues available in the text. o Locating the words, phrases or even sentences to which certain words refer to. o Figuring out the part of speech of certain words in context. o Locating compound and idioms. o Recognizing and producing word derivative. o Summarizing. o Making an outline. o Inferring supporting details, sequence, comparisons, cause and effect relationships, character traits, figurative language and predicting outcomes. o Judging of reality or fantasy, fact or opinion, adequacy or validity, appropriateness, worth, desirability and acceptability. o Judging the language and effect of the text in the light of appropriate criteria. o Emotional responses to the content. o Emotional response to the plot or theme. o Emotional response characters and incidents. o Identifying the various types of genres. o Reaction to the author’s use of language. o Responding to generated images.
Number of Reading Test Items: • • • • • • •
Writing the topic of at least 3 paragraphs. Answering at least 10 short-answer questions. Writing the meaning of at least 10 words. Writing the antecedents of at least 6 words. Levels 1 and 2 Interm 1 can be 4 pages. Levels 3& 4 Interm 1 can be 5 pages. Levels 1 and 2 Interm 2 can be 5 pages. Levels 3& 4 Interm 1 can be 6 pages. Levels 1 and 2 final can be 5 pages. Levels 3& 4 final can be 6 pages.
College level
Credit Hours
Text Difficulty Level
Text Length
Level 1
4
Grade 10
700-1000 words
Level 2
4
Grade 10
1200-1500 words
Level 3
3
Grade 11
1200-1500 words
Level 4
2
Grade 12
1200-1500 words
16
Prof. Reima Al-Jarf
Teacher’s guide
Writing Courses General: • • • •
In interactions I & II, all the chapters, tasks and exercises must be covered. In Mosaic I & 2, at least the first 8 chapters and all the tasks and exercises in them must be covered. In level I, the paragraphs written should be at least 10-15 lines. In level II, the paragraphs written should be at least 15-20 lines.
The Aims of Writing Courses for Levels 1-4: •
The courses aim at developing students’ ability to write a well-connected expository, narrative, descriptive, persuasive, informative paragraph and/or multi– paragraph essay that has a topic sentence and supporting details, using correct grammar, spelling, punctuation, capitalization, indentation, cohesive ties between sentences and between paragraphs and using the clues showing a process, chronology, compare-contrast, enumeration, cause-effect, analogy or definition organizational structure.
Writing Assessment: •
•
•
• •
Writing tests can be given in 2 class sessions. The students can write an essay in one class session and do writing tasks in another class session. If one test session is used, then the students must write a paragraph or essay because this is the ultimate goal of the course. The essay must be on a topic that the students have not read in the textbook or practiced in class. If the students practiced a descriptive or persuasive paragraph or essay, then they can be asked to write a descriptive paragraph or essay on a topic different from those practiced in class. The test instructions must specify the number of lines or paragraphs, type of paragraph, aspects that must be taken into consideration in the paragraph in terms of grammar, spelling, punctuation, cohesive, transitional words…etc. here’s an example of a Level I paragraph: In your opinion, which is the greatest invention of the twentieth century? Write a paragraph between 10-15 lines in which you give 35 reasons to support your answer. Give your paragraph a title. Your paragraph should have a topic sentence and a conclusion. Use simple, compound and complex sentences. Pay attention to verb tenses. Add transitional words and conjunctions where necessary. Indent, insert punctuation mark, and capitalize words where necessary. When you finish, reread your paragraph and edit it. Double-check your spelling, use of punctuation marks, indentation, capitalization, conjunctions, tenses…etc. The writing tasks given must be given at the paragraph level not sentence level. On any given paragraph, the students must be asked to perform multiple tasks (at least 5 words each), as this is what they will be doing in translation course.
17
Prof. Reima Al-Jarf
• • • •
• •
Teacher’s guide
In grading content (ideas), marks should be given to each idea. In grading grammar, spelling…etc., holistic grading can be used. If a paragraph is off-point, the student gets a zero even if her grammar and spelling are good. About 50% of the mark should be given to the paragraph or essay content, i.e., ideas, organization, cohesiveness, depending on the number of paragraphs and ideas required in a paragraph. About 50% can be given to paragraph form, i.e., title, grammar, spelling, punctuation, indentation, capitalization …etc. Paragraphs/essay can be read once and sorted out into 4 piles: good, average, poor. Samples of good and poor essays can be marked first to have a feel for the range of ideas. A third round of grading is needed in which papers are skimmed through. Paragraphs/essays of different students are compared to make sure they were evaluated fairly, especially papers marked at the beginning and those marked at the end, as the marking scale tend to change between the beginning and end.
Course Portfolio Instructor’s Name: ----------------------------------------------------------------------------------Credit hours: ------------------------------------------------------------------------------------------Prerequisites: -----------------------------------------------------------------------------------------Textbook: ----------------------------------------------------------------------------------------------Marks: 100 (50 for semester work + 50% for final exam) Semester work: --------------------------------------------------------------------------------------Course Aims: ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Material Coverage per week: ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Types of Texts Covered: ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Comprehension Skills emphasized: -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
18
Prof. Reima Al-Jarf
Teacher’s guide
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Semantic clues covered: -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
Decoding skills emphasized: ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ext Organization Skills emphasized: ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- -----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Inferencing Skills emphasized: ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Cohesive ties emphasized: -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
Pronoun Reference:
19
Prof. Reima Al-Jarf
Teacher’s guide
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Vocabulary skills emphasized: ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Study skills: ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Teaching Techniques: ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
Assessment Portfolio First Interm Duration: Text type: Text length: Text difficulty level: Comprehension skills measured: Number of comprehension questions: Format of comprehension questions: Text structure skills measured: Number of text structure questions and format: Deriving meaning from context and semantic clues: Number of questions and format: Type of questions: Structural clues: Number of questions and format: Pronoun reference: Number of questions and format: Syntactic skills: Number of questions and format:
20
Prof. Reima Al-Jarf
Teacher’s guide
Second Interm: Duration: Text type: Text length: Text difficulty level: Comprehension skills measured: Number of comprehension questions: Format of comprehension questions: Text structure skills measured: Number of text structure questions and format: Deriving meaning from context and semantic clues: Number of questions and format: Structural clues: Number of questions and format: Pronoun reference: Number of questions and format: Syntactic skills: Number of questions and format:
Final Exam Duration: Text type: Text length: Text difficulty level: Comprehension skills measured: Number of comprehension questions: Format of comprehension questions: Text structure skills measured: Number of text structure questions: Deriving meaning from context and semantic clues: Number of questions and format: Structural clues: Number of questions and format: Pronoun reference: Number of questions and format: Syntactic skills: Number of questions and format:
21
COLT Teachers’ Guide to Language Courses for Levels 1-4 ********* Prof. Reima Al-Jarf Coordinator http://faculty.ksu.edu.sa/aljarf
Prof. Reima Al-Jarf
Teacher’s guide
Table of Contents A Teacher’s Guide to Language Courses for Levels 1-4.................................................. 4 Translation Program Goals ............................................................................................ 4 Aim of language courses in levels 1-4 ........................................................................... 4 The need for efficient teaching and assessment of language skills in levels 1-4 ........... 4 The language teachers’ role in levels 1-4 ....................................................................... 5 What students should be able to do by the end of level 4 .............................................. 5 How the Interactions and Mosaic Textbooks Are Designed .......................................... 6 Final Note: ...................................................................................................................... 6 General Assessment Guide .................................................................................................... 7 General ........................................................................................................................... 7 Test Paper Format .......................................................................................................... 7 Constructing Tests .......................................................................................................... 7 Scoring Tests .................................................................................................................. 8 Vocabulary Courses ........................................................................................................... 8 General: .......................................................................................................................... 8 Aims of vocabulary courses: .......................................................................................... 8 The course will highlight the following: ........................................................................ 8 Teaching Technique ....................................................................................................... 9 Vocabulary Study skills: ................................................................................................ 9 Study Tips for students: ................................................................................................. 9 Assessment: .................................................................................................................. 10 Sample Vocabulary Questions ..................................................................................... 10 Listening Courses ............................................................................................................ 11 General: ........................................................................................................................ 11 The Aims of listening Courses for levels 1-4: ............................................................. 11 Listening Skills: ........................................................................................................... 11 Listening Assessment: .................................................................................................. 12 Number of Listening Test Items: ................................................................................. 13
2
Prof. Reima Al-Jarf
Teacher’s guide
Speaking Courses ............................................................................................................. 13 General: ........................................................................................................................ 13 The Aims of Speaking Courses for levels 1-4: ............................................................ 13 Speaking Assessment: .................................................................................................. 13 Reading Courses .............................................................................................................. 14 General: ........................................................................................................................ 14 Aims of reading Courses for levels 1-4: ...................................................................... 14 Reading Skills: ............................................................................................................. 14 Reading Assessment: ................................................................................................... 15 Number of Reading Test Items: .................................................................................. 16 Writing Courses ............................................................................................................... 17 General: ........................................................................................................................ 17 The Aims of Writing Courses for Levels 1-4:.............................................................. 17 Writing Assessment: .................................................................................................... 17 Course Portfolio ............................................................................................................... 18 Assessment Portfolio ....................................................................................................... 20
3
Prof. Reima Al-Jarf
Teacher’s guide
A Teacher’s Guide to Language Courses for Levels 1-4 Translation Program Goals • • •
Prepare translators. Prepare interpreters. We do not give intensive English language programs.
Aims of language courses in levels 1-4 • • • • • • • •
Preparing students for the content courses (linguistics, semantics, text linguistics, stylistics) they take in level 5. Preparing the students for the interpreting courses they take in levels 6-10. Preparing students’ listening skills to an advanced level. Developing students’ speaking skills to an advanced level. Developing students reading skills to an advanced level. Developing students’ writing skills to an advanced level. Building students’ active general and specialized vocabulary (master about 8000 words). Using grammar correctly orally and in writing. Identify grammatical structures in spoken and written discourse.
The need for efficient teaching and assessment of language skills in levels 1-4 • •
• • • •
Most of our graduates teach English to elementary, junior and senior high students. Teachers who teach the content course in level 5 (linguistics, semantics, text linguistics, stylistics) complain of students’ inability to read specialized texts in those subject areas and their inability to write a short paragraph in which they analyze, explain or interpret a particular point or issue. Teachers, who teach interpreting courses, complain of the students’ inability to listen to spoken texts, comprehend, retain, and then transfer content into English or Arabic. Teachers who teach translation courses complain of the students’ inability to write a short paragraph using correct grammar and spelling when translating texts from Arabic into English. Teachers who teach the above course complain of the students’ poor vocabulary knowledge. In interpreting courses, students listen to the spoken text once and they are expected to listen, comprehend, retain every detail and then convey every single word into English or Arabic. They are not supposed to use the dictionary and they do not have time to do so.
4
Prof. Reima Al-Jarf
• •
Teacher’s guide
In translation courses, the students translate texts from English into Arabic and Arabic into English without using the dictionary especially during in-terms and final exams. Translation and interpreting are tough tasks. In translation, a translator has to think at the word level, sentence level, discourse level, and thinks of semantic, syntactic, morphological and stylistic features.
The language teachers’ role in levels 1-4 •
What a teacher teaches in a particular language course complements what other teachers teach in the other language courses taught at the same level.
•
What a teacher teaches in a particular language course serves as a prerequisite/foundation for what other teachers who teach the same course for the other level do. What language teachers teach serves as a foundation for the content, interpreting and translation courses in levels 5-10.
•
What students should be able to do by the end of level 4 •
Listen to a long, authentic, specialized lecture, comprehend the main ideas and important details in that lecture and take notes while listening.
•
Talk about a particular topic for at least 15 minutes without preparation, with fluency, correct pronunciation, stress, intonation, using correct grammar, correct choice of words and well-organized ideas.
•
Read and comprehend the main ideas and supporting details that are explicitly or implicitly stated in a printed text of at least 2000 words long, 12 grade difficulty level, in any subject area (medicine, computer science, politics, literary, agricultural, education, media etc…), any text type (narrative, expository, persuasive, informative, descriptive, biography, interview, newspaper article, report, recipe), of any organizational structure (enumeration, cause-effect, comparison-contrast, chronology, process, analogy, classification, definition, whole-part etc…). They should also be able to infer the meaning of difficult words from context (without using a dictionary), break down words into prefixes suffixes and roots and identify its part of speech through inflectional endings, suffixes and word order, break down sentences into VP, NP and PP, identify the organizational clues, and outline the topics and sub-topics of the text.
•
Write a well-connected expository, narrative, descriptive, persuasive, informative paragraph that has a topic sentence and supporting details, using correct grammar, spelling, punctuation, capitalization, indentation, cohesive ties between sentences and between paragraphs and using the clues showing a process, chronology, compare-contrast, enumeration, cause-effect, analogy or definition organizational structure.
•
Have an active vocabulary of 8000 words.
•
Know at least 100 prefixes and suffixes and roots.
5
Prof. Reima Al-Jarf
•
Teacher’s guide
Know the parts of speech, noun, adjective, verb inflections, all 12 tenses, yes/no, negative and wh-questions, simple, compound, complex sentences, participial phrases, break sentences into their component parts (NP, VP and PP), all prepositions, idioms and phrasal verbs, different functions of ‘is’, ‘that’, ‘how’, ‘it’ etc.
How the Interactions and Mosaic Textbooks Are Designed • • •
•
Listening, speaking and reading and writing are looked at as complex skills each of which consists of several subskills. Each skill is broken down into smallest skills. Only small subskills are practiced in each chapter At each level, the listening, speaking, reading and writing complement each other. Each chapter in each textbook has the same theme as the chapter with the same number in the other skills books. Vocabulary items and grammatical structures related to this particular theme are practiced in listening, speaking, reading, and writing. The textbook devoted to a particular skill serves as a prerequisite for the skills practiced in the textbook of the next level
Final Note: • •
Teach with the assumption that if you do not teach a particular skill or task efficiently, no one else would. While teaching COLT students, remember to educate and prepare the kind of teachers you would to teach your children in the future.
6
Prof. Reima Al-Jarf
Teacher’s guide
General Assessment Guide General • • • • • • • • • • • •
Give 2 in-terms (25 marks each) and a final exam (50 marks). The first in-term covers the material taught up to the first in-term date, 2nd in-term covers material taught after the first in-term up to the second in-term date. The final exam covers material aught from day one to the end of the semester. Give the in-term1 in week 5 or 6, in-term 2 in week 10 or 11. I need to look at the in-terms at least one week before you give the students the test in order to have time to revise and photocopy. Please give me at least one day to look at the test. I need to look at all the final exams before the General Exams Week. I need a copy of each in-term and the finals for the files. Vocabulary tests can be 50 minutes long and can be given in the regular class session. Listening tests can be 50 minutes long and can be given in the regular class session. If given in the language lab, speaking tests can be 50 minutes long and can be given in the regular class session. If given face to face, the instructor can schedule her own tests. Reading tests should be between 1:30 and 2 hours. Special test sessions can be scheduled at the end of any week day. Writing tests can be given in 2 class sessions. The students can write an essay in one class session and do writing tasks in another class session. If one test session is used, then the students must write a paragraph or essay.
Test Paper Format • • • • • • • •
Top, bottom, left & right margins = 2 cms. Font = Times New Roman size 12. Instructions should be in bold but items like words should be in regular font. Leave a blank line between before and after each question. All test pages should be numbered in the footer. Write teacher’s name, date, interm #, and course in the header. Use Times New Roman size 10 bold for that. Test paper should be as plain as possible. Please do not use any decorative boxes, circles, flowers …etc. All test pages should be full up to the bottom margin.
Constructing Tests • •
Instructions should be as brief, and as clear as possible. They should specify what the student should do. Tests should have as many productive questions (questions that require the student to write an answer rather than tick, match, circle or underline, T/F) as possible. 7
Prof. Reima Al-Jarf
• • • • •
Teacher’s guide
Questions should cover all kinds of skills, tasks and exercises covered. Questions should require students to perform tasks at the paragraph/discourse level rather than word or sentence level. Questions should test student’s ability to think, apply, infer, connect, synthesize information, not mere recall from memory or direct copying from the text. Do not use exact sentences and examples from the textbook on the test. Tests should discriminate between students who are good, average and poor, those who attend and do not attend classes.
Scoring Tests • • •
When you assign marks to test items, please do not use fractions. Use whole numbers. You may grade an interm out of 50, 75, or even 100 points and then transfer the score to 25 by dividing student’s score by 2, 3 or 4. Deduct points for spelling and grammatical mistakes out of each test item even if it is a word or sentence. When you mark test items, put a check mark next to the correct answer, 2 check marks if you want to give 2 points, a check mark with a line across for half a point. Do not put any marks next to wrong answers. Add up all the check marks for each question and write the total in the margin. Then add up all the totals of all the questions page each page and write the page total on the lower left-hand side corner. Add up the totals of all the pages and write the grand total in the lower right-hand side corner of the first page whether it is out of 25, 75, or 100 and the students mark out of 25 in the top margin of the test paper.
Vocabulary Courses General: • •
Check with me to mark the lesson to be taught. At least 1500- 2000 words should be taught in Vocabulary I and 2000-25000 should be taught in vocabulary II.
Aims of vocabulary courses: •
The courses aim at developing the students’ ability to pronounce, spell, part of speech, usage, know the English and Arabic meanings of 4000 core vocabulary items.
The course will highlight the following: • •
Pronunciation: silent letter, hidden consonants, double letters, spelling changes, words with the same vowel but different pronunciation and words with different vowels but same pronunciation, syllabication and stress. Spelling changes and spelling variants.
8
Prof. Reima Al-Jarf
• • • • • • •
Teacher’s guide
Part of speech, count/non-count, singular & plural forms American vs British usage Word synonyms and antonyms English and Arabic meanings Word formation: prefixes, suffixes, derivatives and compounds Idioms and collocations. Word families
Teaching Technique • • •
Book design and chapter design are explained. One or two lesson can be covered per class session. A total of 3-6 lessons can be covered per week. I go through Each Lesson Section By Section Reading And Explaining And Giving Extra Examples And Extra Information About Pronunciation: Silent Letter, Hidden Consonants, Double Letters, Spelling Changes, Words With The Same Vowel But Different Pronunciation And Words With Different Vowels But Same Pronunciation, Syllabication And Stress; Spelling Changes And Spelling Variants; Part Of Speech, Count/Non-Count, Singular & Plural Forms; American Vs British Usage; Word Synonyms And Antonyms; English And Arabic Meanings; Word Formation; Idioms And Collocations; Word Families
Vocabulary Study skills: • • •
• • • •
Vocabulary textbook design and lesson format. Using the dictionary Divide notebook into sections: words with silent letters, words with double letters, words hidden sounds, words with 2 spellings, word derivatives, word synonyms, word antonyms, prefixes, suffixes, compounds, American and British variants …etc. Preparing vocabulary cards. How to practice, review, concept maps, word families. Mnemonic devices Building a daily, weekly and monthly study schedule.
Study Tips for students: • •
• • • • •
When you take a lesson, study that lesson the same day. For each new word, try to identify the following: Part of speech, whether the noun is count or non-count, what the plural form is, does it contain silent letters, double letters, hidden sounds, is it a compound, what is its synonym or antonym, what does it mean in English and Arabic, Reorganize the new words according to the categories in your notebook. Make vocabulary cards every time you take a new lesson. Memorize the new words, and test yourself. Review the new words using the vocabulary cards 3 times (3 days in a row). When you study idioms, read each idiom in the lesson and figure out the meaning from the example and context. Figure out the meaning in Arabia. Use each idiom 3
9
Prof. Reima Al-Jarf
• •
Teacher’s guide
sentences of your own. Make vocabulary cards with an idiom on one side and the English/Arabic meaning on the other. Review idioms 3 days in a row. At the end of the week, quickly review all the lessons that you have taken throughout the week. Do the exercises in the book and check your answers in the answer key at the end of the book.
Assessment: • •
Vocabulary in-terms should have at least 100 words. Finals should have between 250-300 words. Each test will consist of several questions that will test the students knowledge of the following: o Recognizing silent letter, o Recognizing hidden consonants, o Recognizing double letters, o Recognizing words with the same vowel but different pronunciation and words with different vowels but same pronunciation, syllabication and stress. o Identifying the part of speech, o count/non-count, o Recognizing singular & plural forms o American vs British usage o Word synonyms and antonyms o English and Arabic meanings o Adding prefixes, suffixes, o Recognizing derivatives and compounds o Idioms and collocations o Capitalization o Giving the English definition o Giving the Arabic meaning of some words. o The words covered on each in-term should consist of a random sample of 75100 words.
Sample Vocabulary Questions • • • • • • • • • • • • • •
How are the underlined letters pronounced: Write the silent letters in each word on the lines. Circle one word in which the underlined letters are pronounced differently: Write the part of speech of each word (use N, V, Adj, Adv). Circle the words in which -er is not a suffix: Circle the word in which -ed is pronounced [t]: Circle the word in which the plural -s or -es is pronounced [iz]: Circle the words that can only be used in the plural: Write a group noun for each word: Underline the words that have no singular form: Give the singular form of the following. What is the opposite of each word (one word only): For each word give a synonym (one word only): Give the Past Tense of the following verbs:
10
Prof. Reima Al-Jarf
• • • • • • • • • • • • • •
Teacher’s guide
Write the Past Participle next to each verb: Write the type of noun to the right (A, P, Com, Col): Give the meaning of each word in Arabic: What is the American expression for the following: Fill in the blanks with a preposition: In each row, circle the word that is different: Show the difference between each pair by giving the Arabic meaning: Fill in the blank before the word with a verb: Use each word in a complete correct sentence. For each underline phrase, which idiom / collocation can be used? Break the following words into their component parts using dashes. Add one or more suffixes to each of the following words. For each situation, use an expression of apology….etc. For each word or phrase in column A, choose a matching one in Column B.
Listening Courses General: •
All the units, all the tasks and exercises in the interactions I & II, Mosaic I & II must be covered. Supplementary material might be used after finishing the book.
The Aims of listening Courses for levels 1-4: • •
The courses aim at developing students’ ability to comprehend spoken discourse. Students should be able to comprehend the main ideas and supporting details that are explicitly or implicitly stated in the spoken discourse that is ------ words long and has a grade ----- difficulty level; recognize the spoken text structure and words signaling that structure; to infer the meaning of difficult words from the spoken context.
Listening Skills: The students should be able to: • Identifying spoken phonemes. • Discriminating words that differ in one sound. • Recognizing English Allophones. • Recognizing assimilation & elision in words. • Recognizing flaps. • Differentiating American and British pronunciations. • Recognizing reduction and contractions. • Identifying inflectional endings, prefixes and suffixes. • Recognizing word stress, double stress. • Identifying the part of speech and meaning of words that have 2 stress patterns.
11
Prof. Reima Al-Jarf
• • • • • • • • •
Teacher’s guide
Recognizing stressed and unstressed words in the flow of speech. Recognizing falling and rising intonations. Recognizing sentence types through intonation. Identifying the meaning of functions. Inferring meanings of difficult words through spoken semantic and syntactic clues. Identifying the topics and subtopics in a spoken lecture. Taking notes while listening to a lecture. Summarizing lectures. Outlining the main topics, subtopics and main ideas in a lecture.
Listening Assessment: • • • • • •
• • •
Each in-term must consist of a lecture that is ---- words long and has a grade ----difficulty level as specified in the Table below. Texts must not be listened to or practiced in class before. The topics chosen must not be familiar, i.e., the students should not be able to answer the questions from their background knowledge rather than the actual listening and understanding of the lecture. Only one text should be given. A test must not contain 2 short texts instead of one long lecture. The lecture must be followed by several questions testing the following listening skills: o Identifying the topic of the whole lecture. o Identifying the topic of certain parts of the lecture. o Write the lecture topic. o Identify the supporting details in a lecture. o Identify the types of details. o Identifying the type of structure a lecture has. o Inferring meanings of difficult words from the spoken context using semantic and syntactic clues heard in the lecture. o Locating the words, phrases or even sentences to which certain words refer to. o Summarizing lectures. o Making an outline. o Inferring supporting details, sequence, comparisons, cause and effect relationships, character traits, figurative language and predicting outcomes in lectures. o Judging of reality or fantasy, fact or opinion, adequacy or validity, appropriateness of ideas heard in a lecture. o Judging the language and effect of the spoken text in the light of appropriate criteria. o Emotional responses to the content, plot, theme, characters, incidents, images, author’s or use of language of a lecture. Several dialogs followed by several questions that ask about the main ideas and details in those dialogs. The students skim through the written questions first then listen to the lecture or dialogs twice, take notes and answer the questions. Use production questions that require the students to write answers longer than single words. 12
Prof. Reima Al-Jarf
•
Teacher’s guide
Students should listen to connected discourse not single words or sentences.
Number of Listening Test Items: College level
Credit Hours
Lecture Difficulty Level
Lecture Length
Level 1
3
Grade 9
700-1000 words
Level 2
3
Grade 10
1000-1500 words
Level 3
2
Grade 11
1000-1500 words
Level 4
2
Grade 12
1000-1500 words
Speaking Courses General: •
All the units, tasks and exercises in interactions I & II, Mosaic I & II must be covered.
The Aims of Speaking Courses for levels 1-4: •
The courses aim at developing students’ ability to talk about a particular topic for at least 15 minutes without preparation, with fluency, correct pronunciation, stress, intonation, using correct grammar, correct choice of words and well-organized cohesive ideas.
Speaking Assessment: •
• •
• •
Speaking in-terms should require students to talk about at least 3 topics and final exams should require students to talk about at least 5 topics if conducted face to face. If conducted in the language lab, tests and finals should require students to talk about twice as many questions. Topics chosen should be similar to but should not repeat what students have practiced in class. Test instructions must specify the number of topic and type of task, aspects that must be taken into consideration while talking about the topic, types and numbers of details, correct sentence structure, pronunciation, stress, intonation, fluency…etc. If a speaking test is given face to face, different sets of questions should be given to students. Students must not be given the questions to prepare while waiting for their turn. To grade face-to-face tests, a grading sheet must be prepared.
13
Prof. Reima Al-Jarf
•
• •
• •
Teacher’s guide
If a speaking test is given in the language lab, Questions are printed on paper and handed out to the students. 2 versions of the test questions should be prepared (same questions, but in a different order). Students write their names on the question paper. A week in advance, the teacher asks the students to bring a cassette player, a tape and new batteries, practice using the tape at home, test the tape at the beginning of the test session. To minimize noise, the students put on the headphones and record answers in a soft voice. Students read the questions, think about them for a while, then record answers to questions in any order provided that they say the question number. Students should not write down answers and read them into the cassette player. They should not be allowed to re-listen to their answers, erase and re-tape answers. While listening to the tapes and grading questions, the teacher can take notes on the student’s question paper while the student is speaking, noting strengths and weaknesses. About 50% of the mark should be given to the content (ideas, organization, cohesiveness), depending on the number of ideas required. About 50% can be given to grammar, pronunciation (articulation of phonemes, stress and intonation) & fluency. In grading content (ideas), marks should be given to each idea. In grading grammar, pronunciation, intonation, stress, fluency…etc., holistic grading can be used. If what the student has said is off-point, she gets a zero even if her grammar and pronunciation are good.
Reading Courses General: • •
In interactions I & II, at least, the first 8 chapters and all the tasks and exercises contained in them must be covered. In Mosaic I & 2, at least the first 8 chapters and all the tasks and exercises contained in them must be covered.
Aims of reading Courses for levels 1-4: •
The courses aim at developing students’ ability to read and comprehend the main ides and supporting details that are explicitly or implicitly stated in a text, that is, ------ words long and has a grade ------ difficulty level; recognize the text structure and words signaling that structure; to be able to infer the meaning of difficult words from context; and connect pronouns with their antecedents within a specified amount of time.
Reading Skills: The students should be able to: • Recognize chapter format and divisions. • Recognize text divisions. 14
Prof. Reima Al-Jarf
• • • • • • • • • • • • • •
Teacher’s guide
Identify paragraph topic. Write the paragraph topic. Identify the topic sentence of a paragraph. Identify the supporting details such as sequence of events, time sequences, processes, character traits, comparisons, contrasts, cause-effect relationships, types, classifications, categories…etc. Identify the types of details (listing, causes, examples, time periods…etc). Locate words that signal text structure such as words signaling enumeration, chronological order, contrasts, cause-effect relationships, sequence, examples, definitions, processes …etc. Identify the type of structure a passage has (listing, comparison, contrast, chronology, how-to, narrative…etc.). Infer the meaning of difficult words from context using semantic and syntactic clues available in the text. Figure out the part of speech of certain words in context. Locate compounds and idioms. Recognize and produce word derivatives. Write a summary of one paragraph, several paragraphs, and/or a whole text. Make an outline of the topics and subtopics or main ideas and supporting details in a text. Skimming. Scanning.
Reading Assessment: • • • • • • • • • •
Each in-term must consist of a text that is ---- words long and has a grade ----difficulty level as specified in the Table below. Texts can be chosen from World Book Encyclopedia. Texts must not be seen or read before. The topics chosen must not be familiar in which case the students can answer the questions based on their background knowledge and not the actual reading and understanding of the text. Only one text should be given. All types of questions must be asked on the text. Several texts might be chosen and testing before a passage is finally chosen for the test. The passage chosen should not be a lot shorter and easier than those read in the textbook even. A test must not contain 2 short texts instead of one long text. The text must be followed by several questions testing the following reading skills: o Identifying the topic of the whole text. o Identifying a paragraph topic. o Write the paragraph topic. o Identify the topic sentence of a paragraph. o Identify the supporting details. o Identify the types of details. o Locating words that signal the text structure. o Identifying the type of structure a passage has.
15
Prof. Reima Al-Jarf
Teacher’s guide
o Inferring meanings of difficult words from context using semantic and syntactic clues available in the text. o Locating the words, phrases or even sentences to which certain words refer to. o Figuring out the part of speech of certain words in context. o Locating compound and idioms. o Recognizing and producing word derivative. o Summarizing. o Making an outline. o Inferring supporting details, sequence, comparisons, cause and effect relationships, character traits, figurative language and predicting outcomes. o Judging of reality or fantasy, fact or opinion, adequacy or validity, appropriateness, worth, desirability and acceptability. o Judging the language and effect of the text in the light of appropriate criteria. o Emotional responses to the content. o Emotional response to the plot or theme. o Emotional response characters and incidents. o Identifying the various types of genres. o Reaction to the author’s use of language. o Responding to generated images.
Number of Reading Test Items: • • • • • • •
Writing the topic of at least 3 paragraphs. Answering at least 10 short-answer questions. Writing the meaning of at least 10 words. Writing the antecedents of at least 6 words. Levels 1 and 2 Interm 1 can be 4 pages. Levels 3& 4 Interm 1 can be 5 pages. Levels 1 and 2 Interm 2 can be 5 pages. Levels 3& 4 Interm 1 can be 6 pages. Levels 1 and 2 final can be 5 pages. Levels 3& 4 final can be 6 pages.
College level
Credit Hours
Text Difficulty Level
Text Length
Level 1
4
Grade 10
700-1000 words
Level 2
4
Grade 10
1200-1500 words
Level 3
3
Grade 11
1200-1500 words
Level 4
2
Grade 12
1200-1500 words
16
Prof. Reima Al-Jarf
Teacher’s guide
Writing Courses General: • • • •
In interactions I & II, all the chapters, tasks and exercises must be covered. In Mosaic I & 2, at least the first 8 chapters and all the tasks and exercises in them must be covered. In level I, the paragraphs written should be at least 10-15 lines. In level II, the paragraphs written should be at least 15-20 lines.
The Aims of Writing Courses for Levels 1-4: •
The courses aim at developing students’ ability to write a well-connected expository, narrative, descriptive, persuasive, informative paragraph and/or multi– paragraph essay that has a topic sentence and supporting details, using correct grammar, spelling, punctuation, capitalization, indentation, cohesive ties between sentences and between paragraphs and using the clues showing a process, chronology, compare-contrast, enumeration, cause-effect, analogy or definition organizational structure.
Writing Assessment: •
•
•
• •
Writing tests can be given in 2 class sessions. The students can write an essay in one class session and do writing tasks in another class session. If one test session is used, then the students must write a paragraph or essay because this is the ultimate goal of the course. The essay must be on a topic that the students have not read in the textbook or practiced in class. If the students practiced a descriptive or persuasive paragraph or essay, then they can be asked to write a descriptive paragraph or essay on a topic different from those practiced in class. The test instructions must specify the number of lines or paragraphs, type of paragraph, aspects that must be taken into consideration in the paragraph in terms of grammar, spelling, punctuation, cohesive, transitional words…etc. here’s an example of a Level I paragraph: In your opinion, which is the greatest invention of the twentieth century? Write a paragraph between 10-15 lines in which you give 35 reasons to support your answer. Give your paragraph a title. Your paragraph should have a topic sentence and a conclusion. Use simple, compound and complex sentences. Pay attention to verb tenses. Add transitional words and conjunctions where necessary. Indent, insert punctuation mark, and capitalize words where necessary. When you finish, reread your paragraph and edit it. Double-check your spelling, use of punctuation marks, indentation, capitalization, conjunctions, tenses…etc. The writing tasks given must be given at the paragraph level not sentence level. On any given paragraph, the students must be asked to perform multiple tasks (at least 5 words each), as this is what they will be doing in translation course.
17
Prof. Reima Al-Jarf
• • • •
• •
Teacher’s guide
In grading content (ideas), marks should be given to each idea. In grading grammar, spelling…etc., holistic grading can be used. If a paragraph is off-point, the student gets a zero even if her grammar and spelling are good. About 50% of the mark should be given to the paragraph or essay content, i.e., ideas, organization, cohesiveness, depending on the number of paragraphs and ideas required in a paragraph. About 50% can be given to paragraph form, i.e., title, grammar, spelling, punctuation, indentation, capitalization …etc. Paragraphs/essay can be read once and sorted out into 4 piles: good, average, poor. Samples of good and poor essays can be marked first to have a feel for the range of ideas. A third round of grading is needed in which papers are skimmed through. Paragraphs/essays of different students are compared to make sure they were evaluated fairly, especially papers marked at the beginning and those marked at the end, as the marking scale tend to change between the beginning and end.
Course Portfolio Instructor’s Name: ----------------------------------------------------------------------------------Credit hours: ------------------------------------------------------------------------------------------Prerequisites: -----------------------------------------------------------------------------------------Textbook: ----------------------------------------------------------------------------------------------Marks: 100 (50 for semester work + 50% for final exam) Semester work: --------------------------------------------------------------------------------------Course Aims: ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Material Coverage per week: ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Types of Texts Covered: ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Comprehension Skills emphasized: -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
18
Prof. Reima Al-Jarf
Teacher’s guide
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Semantic clues covered: -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
Decoding skills emphasized: ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ext Organization Skills emphasized: ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- -----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Inferencing Skills emphasized: ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Cohesive ties emphasized: -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
Pronoun Reference:
19
Prof. Reima Al-Jarf
Teacher’s guide
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Vocabulary skills emphasized: ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Study skills: ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Teaching Techniques: ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
Assessment Portfolio First Interm Duration: Text type: Text length: Text difficulty level: Comprehension skills measured: Number of comprehension questions: Format of comprehension questions: Text structure skills measured: Number of text structure questions and format: Deriving meaning from context and semantic clues: Number of questions and format: Type of questions: Structural clues: Number of questions and format: Pronoun reference: Number of questions and format: Syntactic skills: Number of questions and format:
20
Prof. Reima Al-Jarf
Teacher’s guide
Second Interm: Duration: Text type: Text length: Text difficulty level: Comprehension skills measured: Number of comprehension questions: Format of comprehension questions: Text structure skills measured: Number of text structure questions and format: Deriving meaning from context and semantic clues: Number of questions and format: Structural clues: Number of questions and format: Pronoun reference: Number of questions and format: Syntactic skills: Number of questions and format:
Final Exam Duration: Text type: Text length: Text difficulty level: Comprehension skills measured: Number of comprehension questions: Format of comprehension questions: Text structure skills measured: Number of text structure questions: Deriving meaning from context and semantic clues: Number of questions and format: Structural clues: Number of questions and format: Pronoun reference: Number of questions and format: Syntactic skills: Number of questions and format:
21
![COLT Teachers\' Guilde to Teaching and Testing Language Courses - levels 1-4[1]](https://docero.net/img/crop/200x276/10qzglp9ex.jpg)
Related documents
![COLT Teachers\' Guilde to Teaching and Testing Language Courses - levels 1-4[1]](https://docero.net/img/crop/96x132/10qzglp9ex.jpg)
COLT Teachers\' Guilde to Teaching and Testing Language Courses - levels 1-4[1]
21 Pages • 5,810 Words • PDF • 145.9 KB
LANGUAGE CULTURE AND TEACHING
297 Pages • 134,276 Words • PDF • 2.5 MB
Principles of Language Learning and Teaching - Brown H. Douglas - 4edition
354 Pages • PDF • 33.8 MB
\'Approaches and Methods in Language Teaching\' - Richards, Ro
90 Pages • 75,088 Words • PDF • 37 MB
CONTEXT AND CULTURE IN LANGUAGE TEACHING AND LEANRING
112 Pages • 51,820 Words • PDF • 592.5 KB
About language tasks for teachers of english - Thornbury
286 Pages • PDF • 38.7 MB
\'About Language - Tasks for Teachers of English\' - Thornbury Scott
286 Pages • PDF • 26.9 MB
API Std 598 VALVE INSPECTION AND TESTING
14 Pages • 5,100 Words • PDF • 656.1 KB
Theory and practice of teaching discourse intonation
13 Pages • 4,122 Words • PDF • 112.9 KB
Lesson 3 - Understanding the history of Language Teaching Methods and Approaches
19 Pages • 672 Words • PDF • 1.5 MB
Grammar Games and Activities for Teachers ( PDFDrive.com )
189 Pages • PDF • 28.5 MB
Games and Activities for teaching and learning
64 Pages • 21,958 Words • PDF • 1.3 MB