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Dear teacher,

10th Grade Content Analysis is on Page 2

Here you'll find sample of materials relevant to tenth Grade such as:

1)      Content Analysis (for testing),

2)      Table of specifications,

3)      Test Items,

4)      Model Answers

 


Content Analysis of Objectives in

Modules 3, 4, and 5 (for Teaching)

Text Book: Jordan Opportunities Grade: Ten

Vocabulary

-show understanding  of meaning of vocabulary

        items at the sentence level by completing sentences

-show understanding  of meaning of vocabulary

       items at the short text  level

Grammar and structures:

-produce equivalent meaning of sentences through

        applying relevant transformations

-identify correct tense usage

-produce correct usage of structures using given

       linguistic clues

Functions:

-identify correct use and usage of learnt structures 

       to produce appropriate responses to given situations

-identify appropriate language functions

Listening :

-show understanding of the general ideas in a

     recorded text

-extract specific details from a recorded text

Speaking:

-use relevant vocabulary and structures to narrate

           personal experiences about celebrations

-identify and produce word stress correctly

-use relevant vocabulary and structures to orally

         employ the functions  of giving  advice and 

         congratulations

Reading:

-identify the main ideas in different  text-types covering

         various kinds of general themes (skimming)

-extract specific details from a given text (scanning)

-identify relationships of ideas in a given text

         (such as cause and effect)

-identify the correct use and usage of cohesive devices

          in a given text

-identify the attitude of the writer

-employ critical thinking skills to authenticate ideas

         in a given text

-deduce the meaning of new vocabulary items using

         vocabulary attack skills already learnt

-use appropriate contextual semantic and syntactic

         clues to identify bias in a text

Writing:

-employ vocabulary and structures already learnt to

       produce  a two-paragraph -composition on general

       topics and themes covered in the  curriculum ( such as

      writing an advertisement, a letter, a descriptive,

       narrative, analytical, or expository composition).

-employ correct punctuation and spelling rules

-apply appropriate grammatical rules to produce

        semantically and linguistically correct sentences  

       using contextual clues 

Content Analysis of Modules 3, 4, and 5

 Second Semester (for Testing)

Text Book: Jordan Opportunities Grade: Ten

No of Mod

Title of Unit/

Tested Elements

Objectives

Notes

3,4,5

Vocabulary

- show understanding  of meaning of vocabulary items at the sentence level by completing sentences

- show understanding  of meaning of vocabulary items at the short text  level

3,4,5

Structures

- produce equivalent meaning of sentences through applying relevant transformations

- identify correct tense usage

- produce correct usage of structures using given linguistic clues

3,4,5

Functions

- identify correct use and usage of learnt structures  to produce appropriate responses to given situations

- identify appropriate language functions

3,4,5

Listening

- show understanding of the general ideas in a recorded text

- extract specific details from a recorded text

3,4,5

Speaking

- use relevant vocabulary and structures to narrate orally personal experiences about celebrations

- identify and produce word stress correctly

- use relevant vocabulary and structures to orally employ the functions  of giving  advice and  congratulations

3,4,5

Reading

- identify the main ideas in different  text-types covering various kinds of general themes (skimming)

- extract specific details from a given text (scanning)

- identify relationships of ideas in a given text (such as cause and effect)

- identify the correct use and usage of cohesive devices in a given text

- identify the attitude of the writer

- employ critical thinking skills to authenticate ideas in a given text

- deduce the meaning of new vocabulary items using vocabulary attack skills already learnt

- use appropriate contextual semantic and syntactic clues to identify bias in a text

3,4,5

Writing

- employ vocabulary and structures already learnt to produce  a two-paragraph composition on general topics and themes covered in the  curriculum ( such as writing an advertisement, a letter, a descriptive, narrative, analytical, or expository composition).

- employ correct punctuation and spelling rules

- apply appropriate grammatical rules to produce semantically and linguistically correct sentences using contextual clues 

Table of Specifications for

End-of-Second-Semester

English Language Exam

Text Book : Jordan Opportunities Tenth Grade

No

Title of Unit/

Tested Elements

No of items

Weight 100%

Mark

Assessment Domains

Total 100%

Knowle-dge and Compreh-en-sion

Higher Order Thinking Processes

I.

Reading Comprehension

I.1 Main ideas a) referential Essay

1

2.5

2

 

I.1 Main ideas

b) inferential Essay

1

2.5

2

 

I.2 Specific Details

2

5.0

4

 

I.3 Vocabulary in context

2

5.0

4

 

I.4 Main ideas MCQ

2

5.0

4

 

I.4 Main ideas MCQ

1

2.5

2

 

I.5 Cohesive devices

1

2.5

2

 

I.6 Critical Thinking

1

2.5

2

 

II.

Vocabulary

Vocabulary (sentence Level)

5

12.5

10

III

Functions

Functions MCQ

3

7.5

6

IV

Structure

A. Transformation

2

5.0

4

B. Verb form correction

5

12.5

10

C. Structures MCQ

15

18.5

15

V

Writing

Writing a descriptive composition

1

18.5

15

41

80

 

===================================

End-of-Second Semester English Language Test 2005/2006

Grade: 10th Grade                                                       

Time : 1 hour and 30 minutes           

=================================

Note: This exam carries 80 points and comprises

5 sections (Reading Comprehension, Vocabulary,

Functions, Structures, Writing)

==============================

Part I    Reading Comprehension

Read the following text carefully, then answer the

questions that follow in the space provided.

                       Scotland: a land of contrasts

       Scotland provides excellent opportunities to enjoy wild and

great scenery which is even more impressive than the

postcards suggest. It also offers towns and cities with a rich

cultural life, a good mix of hotels and places to eat and drink.

Friendly and welcoming, it is an interesting and colorful

all-season destination, where landscapes and the environment,

sport and leisure pursuits, heritage and history, culture and

cuisine are all part of a rewarding experience.

       The best reason for choosing to go on holiday to Scotland

is this: it is one of the last places inside the crowded and busy

European Union where it is possible to be alone in the countryside.

This is not to say that Scotland, like everywhere else, does not

have its tourist traps, its crowded roads or its popular beauty

spots. But it is relatively easy to escape from them.

      It would be a mistake to think that Scotland is merely an

extension of England. Indeed, no attitude is capable of causing

greater offence to the Scots. They successfully resisted English

attempts at domination for seven hundred years, and many

differences, such as old language (although English is the

official language), persist between the two countries.

Scotland's history, as can be seen in its castles, battlefields,

and ancient links with France, Holland and Scandinavia, is special.

1. Answer the following questions using your own words.

a) What is Scotland's countryside like? (  2 points)

-------------------------------------------------------

b) Why do people in Scotland think they are different

from the English? ( 2  points)

------------------------------------------------------------

2. Are the following statements true (T) or false (F)?

Write your answers in the space provided. ( 4 points)

a) The only good time to go to Scotland is in summer. ----

b) There is a variety of places to stay in Scotland. ---

3. Find a word or phrase in the text which, in context,

is similar in meaning to the following. Write your

answers in the provided space. : (  4 points)

a) full of people : ------------------------------------

b) as drawn or pictured :----------------------------

4. Circle the choice that best completes the

sentences below. ( 4   points)

1. Scotland is ---------------

a) full of lively towns and cities.

b) similar to many other countries in Europe.

c) as impressive as postcards suggest.

 

2. In Scotland, tourists --------------

a) are always alone in the country.

b) can easily get away from crowds and traffic.

c) get trapped in popular beauty spots.

 

5. The underlined word in paragraph 2 "them"

     refers to: ------------------------------- (2 points)

 

6. (Critical Thinking)Explain in your own words how

     the choice of adjectives in the text is used to persuade

     readers to visit Scotland?

     (2 points) ----------------------------------------------------

====================================

Part II   Vocabulary

Select the word that best completes each of the following

sentences from those in the box below: (10 points)

 

quite,    dramatically,    victory,    useful,     give up

 

1. It is---------------- to use computers to present information.

2. Ali is ------------- polite even when he is angry.

3. My friend promised to ------------------------ smoking.

4. The Internet has grown ----------------- in the last 30 years.

5. After declaring -------------------- people organized

     many celebrations in the streets.

====================================

Part III  Functions

(6 points)

Circle the letter of the choice below that gives the most

correct response to the given situation:

1. Situation: You want to make a phone call.-------------

   a) Will you come with me?

   b) Can I use your phone?

   c) Will you cut the noise down, please?

   d) Can you tell me how this computer works?

 

2. Situation:  You need some help. ---------------------

   a) Can you give me a hand?.

   b) I think that he is honest.

   c) What do you think?

   d) Will you lend me some money?

 

3.  Circle the sentence that best expresses

      the function of warning.

a.         Please, Stop talking!

b.         Would you mind taking a seat?

c.         I believe he is at the office now.

d.         I warn you. Don’t do that again!

=====================================

Part IV   STRUCTURE

A. Complete each  of the sentences below so that it gives a

meaning similar to the sentence before it:

1. People speak English all over the world. ( 2 points)

     English --------------------------------------------------- .

2. These tools are used on special occasions. ( 2 points)

     We ------------------------------------------------.

B. Complete the sentences below by putting the verbs

between brackets into the correct form.

( 10 points: 2 points each)

1. The bathroom is still dirty.

   We ----------------- it. ( not clean)

2. My mother ---------------- that I am too young

    to leave home. ( think)

3. They don't want to help me now.

    They ------------- outside. ( play)

4. He saw an accident while

    he ----------------- home. (drive)

5. I -------------------- Omar two years ago

     when he was in Lebanon. ( meet)

C. Circle  the letter of the choice that best completes

each of the  sentences below: (15 points; 1 point each)

   

1.      Last week I went to a party. For the first hour

         I  --------------,  but then more people arrived. 

          a.   was bored                   

         b.   boring                         

         c.    have bored

2.      I bought a TV set for $ 70.

         It was a ------------- .

         a.    bargin                         

         b.   baregain                      

         c.    bargain

3.      How  --------- time do you need to finish your job?

         a.    long                            

        b.    much                           

        c.     many

4.      Remember to turn the switch --------- when you leave.

         a.    off                               

         b.   out                              

         c.    at

5.      ------------------ telephones in the 18th century?

         a.    Was there                   

         b.   Were there                  

         c.    Are there

6.      You------------- ask my permission.

         You can do what you want.

         a.    doesn't have to            

         b.   must not                      

         c.    don't have to

7.      Bill is not leaving --------- the school principal arrives.

         a.    so that                         

         b.   while                           

         c.    until

8.      Salma is a writer. She writes ---------- stories.

         a.    an                               

         b.   some                           

         c.    much

9.      If it rains this evening, I --------------out.

         a.    don't go                      

         b.   didn't go                      

         c.    won't go

10.    I ------- more exercise if I were you. You're getting fat.

         a.    would take                  

         b.   take                            

        c.     took

11.    You will find more information in the -------------.

         a.    attached to file             

         b.   attach file                    

         c.    attached file

12.    There weren't many people at the party. Just --------- .

         a.    a little                          

         b.   a few                          

         c.    little

13.    -------------- didn't come on time last night.

         a.    All  of us                     

         b.   None                          

         c.    Much of us

14.    ------------------------- , it turns into ice.

         a.    If she froze water        

         b.   If she freezes water     

         c.    If she would freeze water

15.    Which of the following jumbled sentences

          has the correct word order?

         a.    How many/ brothers/ and/ got/ sisters/you/ have/.

         b.    and/ you/ sisters// brothers/got/ have/ how many/?

         c.    How many/ brothers/ and/ sisters/ have/ you / got/?

====================================

Part V  WRITING

(15 points)

Write a description of a social event you have seen recently.

Look at the options below and choose one event.

Write a text (of  approximately  80 words) Divide

your text into two paragraphs.

1. a wedding party

2. a graduation party

3. a birthday party

  • When and where the event took place
  • Who took part in it
  • Who went with you to see it
  • How you felt before and after the event
  • What you did at the event                                   

 

Useful linking words: Before, after, as soon as, later,

firstly, while, after that, next, then, finally

Write here:------------------------------

The End

=====================================

End-of-Second Semester English Language Test

Grade: 10th Grade                                        

Time : 1 hour and 30 minutes

===================================

Model Answers

No

Points

Answers

Part I    RC

(18)

1.a

2

Scotland's countryside has wild and great scenery

1.b

2

The Scots have resisted the English attempts at domination and there are differences in history, languages and ancient links with countries such as France and Holland

2. a

2

(F)

2.b

2

(T)

3. a

2

crowded

3.b

2

as can be seen

4.1

2

(a) full of lively towns and cities

4.2

2

(b) can easily get away from crowds and traffic.

5

2

tourist traps, crowded roads and popular beauty spots

6

2

Use of colorful adjectives (excellent, more impressive, interesting and colorful, rewarding) and the use of comparative and superlative  (best reason, more impressive) appeal to reason and the colorful words appeal to the senses. They all combine with emotional words to persuade  the reader. This is an excellent example of effective and persuasive advertising.

PartII   Vocab

(10)

1.

2

useful

2.

2

quite

3.

2

give up

4.

2

dramatically

5.

2

victory

Part III  F

(6)

1.

2

(b) Can I use your phone?

2.

2

(a) Can you give me

3.

2

d. I warn you. Don’t do that again!

Part

IV STR

(29)

A. 1.

2

English is spoken all over the world.

2.

2

We use these tools on special occasions.

B. 1.

1

haven't cleaned

2.

1

thinks

3.

1

are playing

4.

1

was driving

5.

1

met

C. 1.

1

a.  was bored

2.

1

c. bargain

3.

1

b. much

4.

1

a. off 

5.

1

b. Were there

6.

1

c. don't have to

7.

1

c. until

8.

1

b. some

9.

1

c. won't go

10.

1

a. would take

11.

1

c. attached file

12.

1

b. a few

13.

1

a. All  of us

14.

1

b. If she freezes water

15.

1

c. How many/ brothers/ and/ sisters/ have/ you / got/?

PartV  W

(15 points

(15)

 

Rubric for Reading Comprehension

            Criteria

PERFORMANCE  LEVEL

LEVEL A

LEVEL B

LEVEL C

LEVEL D

Identifies main points

Identifies all main points

Identifies most main points

Identifies some main points

Identifies none of the
 main points

Extracts specific information

Extracts all items

Extracts most items

 Extracts some items

Extracts none of the items

Expresses opinion

Original

Common

Not Clear

Not
 mentioned

Tells the theme/gist

Precise and accurate

Precise but not accurate

Relevant

Wrong

             
 
  Writing Rubric

Categories

Level 1

Level 2

Level 3

Level 4

Reasoning

The student uses:

- Complexity of ideas
- Number and relevance of supporting fact and details.

- well developed, interesting ideas.
- Supporting detail that clarify and enhance the topic.

-Developed connected ideas.
- Sufficient supporting details

- Simple connected ideas.
- Some supporting details, but not enough.

- Few simple ideas not connected.
- Very few supporting details.

Convention

The student:

- Grammar.

- Correctly uses all of the conventions.

- Correctly uses most of the conventions.

- Correctly uses some of the conventions.

- Correctly uses very few of the conventions

- Spelling.

- Spells most words accurately.

- Uses phonetic spelling only for more difficult words.

- Uses phonetic and conventional spelling for familiar words.

- Shows some evidence of spelling strategies.

- Punctuation.

- Makes almost no errors.

- Makes few errors.

- Makes some errors

- Makes many errors.





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