"Secondary Stage /Vocational English Level One
Listening
Specific Outcomes
It is expected that students will
1. when listening, recognize the importance of speaking rate and volume of the speaker, and ask for a change if necessary (e.g., if the speaker is speaking too fast or too low for understanding)
2. recognize how pauses by the speaker are used to draw attention to an important idea
3. take notes when listening as an aid to remember information
4. listen carefully to determine the topic or main idea of the speaker
5. engage in meaningful discussions or conversations about an area of vocational interest
6. respond to relevant questions and instructions after listening
7. listen to and interact with others to promote class and group discussion
8. interact effectively and clearly with native speakers of English (e.g., a conversation about Arab traditions and customs or an area of vocational interest)
9. explain the main message behind a media advertisement related to an area of the vocational study
Speaking
Specific Outcomes
It is expected that students will
1. use an online dictionary with a pronunciation function to check correct pronunciation of vocationally relevant words
2. create a list of vocationally relevant words from job related articles and documents from the Internet
3. discuss realistic job expectations for different vocational positions
4. engage in mock job interviews
5. interview speakers of English, if possible, on vocationally relevant topics (e.g., job prospects in fields of vocational interest)
6. do a presentation with a peer on a job related issue (e.g., smoking in the workplace)
7. present orally a list of technical job-related words and expressions and explain their meanings
8. role-play a workplace situation in an area of vocational interest
9. *in a small group, produce a media advertisement related to area of interest or vocational study (e.g., an advertisement describing the benefits of people doing community service activities)
Reading
Specific Outcomes
It is expected that students will
1. read a variety of vocationally relevant materials to build a technical vocabulary in an area of specialization
2. skim and scan for reading purposes to find general and specific information in texts, graphs and charts
3. select and use appropriate skills for reading technical reading material (e.g., timetables, maps, and computer manuals)
4. use functional reading material to understand how to perform a task in vocational areas of interest
5. read and follow instructions when completing concrete practical tasks such as writing a résumé, report, or cheque)
6 read literary works to find out more about areas of vocational interest (e.g., newspapers, magazines, periodicals)
7. be able to make connections between the ideas and information presented in technical papers about an area of vocational interest, based on prior knowledge and experience (e.g., suggest a solution to a local/global problem
Writing
Specific Outcomes
It is expected that students will
1. locate and use print and electronic English reference materials found in the school and public libraries
2. conduct research on the Internet to search for multiple sources of information on topics related to their interests and specialized vocational areas
3. search the Internet for a template for a specialized writing forms in vocational areas of interest
4. produce complete sentences using appropriate terminology in vocational areas of interest
5. write short memos, invitations and advertisements related to vocational areas of interest
6.write instructions and directions about specific task related to vocational areas of interest
7. write notes and short reports to convey information related to vocational areas of interest to specific persons
8. fill in specialized forms and charts required by work related to vocational areas of interest
9. reorganize information in tables, charts, and diagrams into linear texts
10. spell correctly specific vocabulary related to vocational areas of interest
11. use appropriate punctuation marks in written work (commas, semi-colon and period and capitalization)
12. produce grammatically correct compound sentences with an expanded number of coordinate conjunctions (yet, for, either…or, neither…. nor)
13. use a variety of sentence types in written work
14. produce well-organized and coherent paragraphs with a topic sentence, supporting sentences, and concluding sentence
15. use categorization to organize information and ideas in presentations for independent study projects
16. use tables, charts, and diagrams to organize information when appropriate
17. review own written work and that of peers for appropriate use of form, style and tone to suit authentic vocationally relevant purposes and audiences
18. edit to produce final drafts, using conventions of standard English; correctly (e.g., grammar, usage, spelling, and punctuation)
19. use electronic spell and grammar check programs to prepare final drafts of written work
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Secondary Stage / Vocational English Level Two
Listening
Specific Outcomes
It is expected that students will
1. recognize the importance of clear pronunciation and tone of voice of the speaker when listening and ask for a change if necessary (e.g., if the speaker is mumbling or speaking in a monotone)
2. recognize how gestures by the speaker are used to draw attention to an important idea
3. ask questions or repeat ideas of others as an aid to remember information when listening
4. listen attentively as an active participant in a wide range of authentic personal and vocationally related contexts
5. listen to international radio stations broadcasting in English over the Internet to gather information and learn the pronunciation of vocationally relevant words
6. participate in a simulated job application or other interview situation (e.g., listen and respond to questions)
7. listen attentively and function effectively as a team member
8. evaluate ideas, arguments, propositions, and opinions after listening to oral reports and presentations on topics of personal interest or vocational study
9. explain the main idea in a video related to an area of vocational study
Speaking
Specific Outcomes
It is expected that students will
1.create a glossary of vocationally relevant words showing their correct pronunciation and meaning
2. use grammatically correct language in a variety of vocationally relevant contexts (e.g., interviews and presentations)
3. discuss questions to ask when being interviewed for a particular job by a prospective employer
4. discuss conflict resolution strategies in a variety of job-related situations
5. interview speakers of English, if possible, on vocationally relevant topics (e.g., growth areas in a variety of jobs)
6. participate in English-language chat rooms on topics of vocational interest (controlled by MOE)
7. volunteer and participate in vocationally relevant job situations
8. do a presentation on a job related issue (e.g., predictions of job availability in a variety of fields)
9. role-play a conflict and its resolution in a workplace situation in an area of vocational interest
10. take part in a variety of well-prepared authentic vocationally relevant presentations to the class
11. * in a small group, produce a multi-media presentation describing an area of vocational study (e.g., places of study and places of employment in a particular vocational area)
Reading
Specific Outcomes
It is expected that students will
1. skim and scan for general and specific information from texts, graphs, and charts in an areas of vocational interest
2. select and use appropriate skills for reading a variety of technical reading material in an areas of vocational interest (e.g., tables, medical charts and mechanical manuals)
3. keep (prepare) a word list of specialized words in an area of study
4. explain the uses and effect of technical concepts in an areas of vocational interest (e.g., the layout of commercial advertisements, business messages, memos)
5. read and summarize written technical and professional materials related to area of vocational interest
6. read instructions, credit card or job applications, and timetables to perform everyday life functions
7. read literary works related to areas of vocational interest and explain what they reveal about work in that area
8. relate new knowledge to previous knowledge about area of vocational interest
9. make connections among themes and ideas expressed in various materials based on their personal experiences
Writing
Specific Outcomes
It is expected that students will
1. locate and use a variety of print and electronic English reference materials found in the school and public libraries
2. conduct research on the Internet to search for multiple sources of information on a variety of topics related to their interests and specialized vocational areas
3. search the Internet for templates for a specialized writing forms in an areas of vocational interest
4. write various types of business letters related to areas of vocational interest
5. fill in forms of commercial interaction, such as invoices and job application forms related to areas of vocational interest
6. complete dialogues and simulations interest that reflect professional language and contexts related to areas of vocational interest
7. produce ads, essays, reports, news items, dialogues related to areas of vocational interest
8. translate from English into Arabic and vise versa related to areas of vocational interest
9. e-mail others on topics related to their study needs and personal interests
10. use multimedia to design presentations about topics related to areas of vocational interest
11. reorganize information contained in tables, charts, and diagrams into linear texts and vice-versa
12. use and spell correctly specific business terminology related to areas of vocational interest
13. produce grammatically correct complex sentences with an expanded number of subordinate conjunctions (e.g., since, although as though, unless, until, whereas, while, so that)
14. use a variety of sentence types in written work
15. produce well-organized and coherent paragraphs with a topic sentence, supporting sentences and concluding sentence
16. use electronic wizards for assistance in producing standard forms of writing
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Secondary Stage /Level One: Advanced English (Literary) & (MIS)
Listening
Specific Outcomes
It is expected that students will
667. recognize the effect of speaking speed, volume and emphasis on understanding when listening
668. recognize the importance of pauses during an oral presentation (e.g., to emphasize an important idea)
669. recognize and appreciate the use of sounds in poetry (e.g., rhythm, rhyme)
670. listen to poetry recited with expression, appreciating the use of specific words, phrases and expressions
672. listen to identify the main idea
673. take notes to remember information when listening
674. ask questions to confirm meaning when listening
675. answer questions about information and ideas after listening
676. listen to opponents, arguments and respond to them during debates
678. explain the main message behind a media advertisement related to an area of interest or study
679. compare information received on television with that received on the radio or in newspapers
Secondary Stage /Level One: Advanced English (Literary) & (MIS)
Speaking
Specific Outcomes
It is expected that students will
681. use an online dictionary with a pronunciation function to check correct pronunciation of words
682. pronounce correctly new words of personal interest found in advanced articles from the Internet
684. engage in discussions about academic pursuits (e.g., what to study, how to study effectively)
685. participate in a planned panel discussions (e.g., about the value of reading fiction)
686. interview speakers of English, if possible, on topics of personal and academic interest (e.g., job prospects in fields of personal or academic interest)
688. do logically-ordered presentations with a peer about social issues (e.g., about preventing road accidents)
689. participate in a public speaking contest
691. in a small group, produce a media advertisement related to an area of personal interest (e.g., an advertisement describing the benefits of doing community service activities)
Secondary Stage /Level One: Advanced English (MIS)
Reading
SPECIFIC OUTCOMES
It is expected that students will
693. Describe (adopt, employ, use) a variety of reading strategies and select and use them effectively before, during, and after reading to understand texts (e.g., preview vocabulary)
694. keep a word list of specialized words in an area of interest or study
695. Distinguish among slang, jargon, idiomatic, informal, and formal language
697. highlight the main ideas in technical reports
698. answer comprehension questions about technical reading material (e.g., scientific paper)
670. make connections between the ideas and information presented in technical papers about an area of interest and own prior knowledge and experiences Secondary Stage /Level One: Advanced English (Literary)
Writing
SPECIFIC OUTCOMES
It is expected that students will
672. describe a variety of reading strategies and select and use them effectively before, during, and after reading to understand texts (e.g., preview vocabulary)
673. keep a word list of specialized words in an area of interest or study
674. distinguish among slang, jargon, idiomatic, informal, and formal language
676. select and read short texts for specific purpose, with an emphasis on recognizing the elements of literary genres (e.g., poetry, short fiction)
677. identify literary elements in stories (e.g., characters, setting, and plot)
678. identify literary devices in poems and stories (e.g., rhyme, alliteration and personification)
679. identify the structural elements of poetry and drama (e.g., stanzas in poems, acts and scenes in plays)
680. identify and discuss recurring themes in literature (e.g., good vs. evil)
682. make connections between the ideas and information presented in technical papers about an area of interest and own prior knowledge and experiences
683. respond to literature using ideas and details from the text to support own point of view
Secondary Stage /Level One: Advanced English (MIS)
Specific Outcomes
It is expected that students will
685. prepare a word list related to an area of study
686. conduct research on the Internet to search for multiple sources of information on topics related to interests and areas of study
687. identify examples of irrelevant, redundant, ambiguous, and plagiarized information
688. prepare a bibliography of resources for a proposed report on a topic of study
690. write a thank-you letter to an English teacher for helping in learning English
691. e-mail others on topics related to their study needs and personal interests
692. translate news items from Arabic into English and vise versa
693. write the thesis statement of a proposed report on a topic of study
694. prepare a research report (e.g., on the challenges faced by English teachers and their students
696. produce well-organized and coherent paragraphs with a topic sentence, supporting sentence, and concluding sentence
697. organize information to develop a central idea, using well-linked and well-developed paragraphs
698. use appropriate organizational devices and patterns to structure creative writing (e.g., stanzas in poems, scenes and acts in plays)
699. use tables, charts, and diagrams to organize information when appropriate
701. use appropriate punctuation marks in written work (e.g., colons and dashes)
702. use a variety of sentence types in written work
704. review own written work and that of peers for appropriate use of form, style and tone to suit authentic purposes and audiences (e.g., appropriate vocabulary and structure for an ICT manual written for children)
705. edit to produce final drafts, using conventions of standard English; correctly (e.g., grammar, usage, spelling, and punctuation)
Secondary Stage /Level One: Advanced English (Literary)
SPECIFIC OUTCOMES
It is expected that students will
707. prepare a word list related to an area of study
708. conduct research on the Internet to search for multiple sources of information on topics related to interests and areas of study
709. identify examples of irrelevant, redundant, ambiguous, and plagiarized information
710. . prepare a bibliography of resources for a proposed report on a topic of study
712. write a thank-you letter to an English teacher for helping in learning English
713. e-mail others on topics related to their study needs and personal interests
714. translate a news item from Arabic into English and vise versa
715. answer questions on the theme and characters of different types of literary texts of different types (stories and lyrical poems)
716. write the thesis statement of a proposed report on a topic of study
717. prepare a research report on the challenges faced by English teachers and their students
718. produce creative writings such as stories and poems
720. produce well-organized and coherent paragraphs with a topic sentence, supporting sentence, and concluding sentence
721. organize information to develop a central idea, using well-linked and well-developed paragraphs
722. use appropriate organizational devices and patterns to structure coherent and creative writing
723. use tables, charts, and diagrams to organize information when appropriate
725. use appropriate punctuation marks in written work (e.g., colons and dashes)
726. use a variety of sentence types in written work
728. review own written work and that of peers for appropriate use of form, style and tone to suit authentic purposes and audiences (e.g., appropriate vocabulary and structure of a short story written for children)
729. edit to produce final drafts, using conventions of standard English correctly (e.g., grammar, usage, spelling, and punctuation)
Secondary Stage /Level Two: Advanced English (Literary) & (MIS)
Specific Outcomes
It is expected that students will
731. practice active listening skills (e.g., make eye contact, take notes, ask questions)
733. acknowledge the contributions of others during group discussions
734. respond with appropriate information to questions asked in an interview
735. demonstrate understanding of oral reports (e.g., identify the main idea and its supporting details, make inferences)
736. give feedback on an oral reading of literature by making suggestions for better tone, information, emphasis, and pace
737. evaluate an oral presentation by judging the speaker's success in conveying his/her main idea
739. compare fictional and documentary film or video versions of the same subject or topic
740. review a T.V show with a serious message (e.g., a historical programme about overcoming obstacles to achieve one’s goals)
Secondary Stage /Level Two: Advanced English (Literary) & (MIS)
Specific Outcomes
It is expected that students will
742. pronounce correctly new words of academic interest found in some advanced articles and documents on the Internet
744. participate in a planned panel discussions (e.g., on the effect of educational choices on job opportunities)
745. engage in mock interviews (e.g., job)
747. do logically-ordered presentations with a peer about social issues (e.g., the role of Arab societies in the modern world)
748. present orally a list of idiomatic expressions and figurative language and explain their meaning
749. present a panel discussion of a topic in an area of academic interest (e.g., the impact of modern technology on daily life in the home)
750. participate in a debate
752. in a small group, produce a short film related to an area of personal or academic interest (e.g., on an ICT topic, on the theme of a favourite poem)
Secondary Stage /Level Two: Advanced English (MIS)
Specific Outcomes
It is expected that students will
754. read a variety of academically relevant material to build vocabulary in an areas of interest or specialization
755. select and use appropriate strategies for reading some technical reading material (e.g., timetables, maps, and computer manuals)
756. use a thesaurus to identify words that compare and contrast with each other
758. use functional reading material to perform a task in daily life (e.g., fill in print or electronic forms, follow a recipe)
759. explain what is meant by non-fiction genres of written material such as biographies, trade books, reference books, e-books, science-related books and media-related books
760. identify and discuss conflicting points of view on a topic (e.g., different approaches to selling in an e-business environment)
762. make connections between the ideas and information presented in technical papers about an area of study and own prior knowledge and experiences
Secondary Stage /Level Two: Advanced English (Literary)
Specific Outcomes
It is expected that students will
764. read a variety of academically relevant material to build vocabulary in an areas of interest or specialization
765. select and use appropriate strategies for reading some technical reading material (e.g., timetables, maps, and computer manuals)
766. use a thesaurus to identify words that compare and contrast with each other
768. use functional reading material to perform a task in daily life (e.g., fill in forms or applications; write reports and letters)
769. describe the relationship between literary devices and meaning in a literary text (e.g., alliteration to emphasize certain words)
770. compare two works of literature (e.g., literary elements such as character, setting, plot, theme, and point of view)
771. analyze drama as a source of both information and entertainment
772. identify and discuss recurring themes in literature (e.g., conflict and its resolution)
773. explain what is meant by non-fiction genres of written material such as biographies, trade books, reference books, e-books, science-related books and media-related books
775. make connections between the ideas and information presented in technical papers about an area of study and own prior knowledge and experiences
776. identify literary connections between texts (e.g., different literary works dealing with the same topic or theme)
Secondary Stage /Level Two: Advanced English (MIS)
Specific Outcomes
It is expected that students will
778. prepare a glossary of words related to a specific area of study
779. locate and use print and electronic English reference materials found in the school and public libraries
780. conduct research on the Internet to search for multiple sources of information on topics related to interests and areas of study
781. search the Internet for specialized writing form templates (e.g., letters, reports, e-presentations)
783.produce well-organized and coherent paragraphs with a topic sentence, supporting sentence, and concluding sentence
784. write notes and short reports to specific persons to convey information related to areas of interest
785. exchange e-mails with a student in an English-speaking country
786. fill in specialized work-related forms and charts required in an areas of interest
787. write a report for a magazine or newspaper based on a topic studied in class
788. design learning resources to help younger students learn English (e.g., posters, websites, flash cards)
789. write a report explaining the importance of media (e.g., radio, television, film, and the Internet) in the lives of people
791. organize information to develop a central idea, using well-linked and well-developed paragraphs
792. sequence paragraphs in an essay using appropriate transition words
793. use appropriate organizational devices and patterns to structure coherent and creative writing
794. reorganize information in tables, charts, and diagrams into linear
796. produce complete sentences and texts which include correct spelling and appropriate use of punctuation marks (capitalization, commas, semi-colons, and periods)
797. produce grammatically correct compound sentences with an expanded number of coordinate conjunctions (yet, for, either…or, neither... nor)
799. review own written work and that of peers for appropriate use of form, style and tone to suit authentic purposes and audiences
800. edit and proofread to produce final drafts, using correctly the grammar, usage, spelling, and punctuation conventions of standard English
801. use electronic spell and grammar check programs to prepare final drafts of written work
Secondary Stage /Level Two: Advanced English (Literary)
Specific Outcomes
It is expected that students will
803. prepare a glossary of words related to an area of study
804. locate and use print and electronic English reference materials found in the school and public libraries
805. conduct research on the Internet to search for multiple sources of information on topics related to interests and areas of study
806. search the Internet for specialized writing form templates (e.g., academic essays, time charts)
808. produce well-organized and coherent paragraphs with a topic sentence, supporting sentence, and concluding sentence
809. write notes and short reports to specific persons to convey information related to areas of interest
810. exchange e-mails with a student in an English-speaking country
811. answer questions on theme, style, tone, and the characters of a literary text of different types (short stories and lyrical poems)
812. produce creative writings such as stories and poems
813. design learning resources to help younger students learn English (e.g., posters, websites, flash cards)
814. write a report explaining the true importance of media (e.g., radio, television, film, and the Internet) in the lives of people
816. organize information to develop a central idea, using well-linked and well-developed paragraphs
817. sequence paragraphs in an essay using appropriate transition words
818. use appropriate organizational devices and patterns to structure coherent and creative writing
819. reorganize information in tables, charts, and diagrams into linear
821. produce complete sentences and texts which include correct spelling and appropriate use of punctuation marks (capitalization, commas, semi-colons, and periods)
822. produce grammatically correct compound sentences with an expanded number of coordinate conjunctions (yet, for, either…or, neither... nor)
824. review own written work and that of peers for appropriate use of form, style and tone to suit authentic purposes and audiences
825. edit and proofread to produce final drafts, using correctly the grammar, usage, spelling, and punctuation conventions of standard English
826. use electronic spell and grammar check programs to prepare final drafts of written work
Secondary Stage /Level Three: Advanced English (Literary) & (MIS)
Specific Outcomes
It is expected that students will
828. make a list of active listening skills required in a variety of job and academic context (e.g., a tour operator listening to client requests, a manager listening to staff complaints, a trainee listening to a trainer)
829. use the Internet to research the differences in the listening styles (e.g., between men and women, parents and their children)
831. listen to international radio stations broadcasting in English over the Internet to gather information and learn the pronunciation of words in specific areas of interest
832. demonstrate understanding of oral narrative reports (e.g., repeat events in chronological order, identify differences of opinion or conflicting information, make inferences)
833. listen to and respond appropriately to spoken discourse in academic and professional contexts
834. respond with appropriate information and opinions when asked questions
836. develop a report based on an informational video in an area of personal interest or study
Secondary Stage /Level Three: Advanced English (Literary) & (MIS)
Specific Outcomes
It is expected that students will
838. create a glossary of words related to personal interests showing their correct pronunciation and meaning
839. use grammatically correct language in a variety of social contexts (e.g., conversations and business dealings)
841. discuss conflict resolution strategies in a variety of social situations
842. engage in mock interviews for college or university acceptance in specific areas of interest
843. interview speakers of English, if possible on topics of academic interest (e.g., issues related to ICT, science, or literature studies)
844. participate in English-language chat rooms on topics of academic or personal interest
845. practice speaking English in a specific real-life situation (e.g., volunteer and participate in job situations related to personal interests)
847. do logically-ordered presentations about social issues in Jordan (e.g., about the continuous water shortage)
848. present a panel discussion of a topic in an area of academic interest (e.g., different styles of management, preference for the film or print version of a story)
849. do a presentation on an issue in an area of academic interest (e.g., report on the ideas presented at a public meeting in an area of interest)
850. organize and judge a public speaking contest for junior classes
852. in a small group, produce a short video describing an area of interest or study (e.g., the benefits to society of people performing a particular job, places of study in a particular vocational area)
Secondary Stage /Level Three: Advanced English (MIS)
Specific Outcomes
It is expected that students will
854.select a variety of reading strategies and use them effectively before, during, and after reading to understand literary texts (e.g., use a graphic organizer to map information while reading)
855. keep a word list of specialized words in an area of study
856. skim and scan graphs and charts in an areas of study for information
857.develop vocabulary-building strategies (e.g., identify words with homonyms, antonyms, and synonyms)
859. read instructions, credit card or job applications, and timetables to perform everyday life functions
860.explain technical concepts in an areas of academic interest (e.g., a crucible in science, a keystone in engineering, a byte in technology)
861. read and summarize written technical and professional materials related to area of study
863. relate new knowledge to previous knowledge about an area of academic interest
864. make connections among concepts and processes presented in various academic resources based on own experiences
865. reflect on information and relate it to real-life situations
Secondary Stage /Level Three: Advanced English (Literary)
Specific Outcomes
It is expected that students will
867. select a variety of reading strategies and use them effectively before, during, and after reading to understand literary texts (e.g., use a graphic organizer to map information while reading)
868. keep a word list of specialized words in an area of study
869. develop vocabulary-building strategies (e.g., identify words with homonyms, antonyms, and synonyms)
871. read instructions, credit card or job applications, and timetables to perform everyday life functions
872. select and read texts for a variety of purposes, with an emphasis on recognizing the elements of literary genres (e.g., novel, play)
873. analyze the use of literary elements by an author including setting, plot, theme, point of view, tone and style
874. analyze the effect of various literary devices (e.g., rhyme, alliteration, personification, and simile)
875. analyze drama to determine the reasons for a character's actions
876. in a small group, select a story, read it and have a discussion about it
878. relate new knowledge to previous knowledge about an area of academic interest
879. make connections among themes and ideas expressed in various materials based on own experiences
880.dentify and discuss recurring themes in literature (e.g., identity, struggle)
Secondary Stage /Level Three: Advanced English (MIS)
Specific Outcomes
It is expected that students will
882. locate and use a variety of print and electronic English reference materials found in the school and public libraries
883. conduct research on the Internet to search for multiple sources of information on a variety of topics related to their interests and specialized areas of study
884. search the Internet for templates for a specialized writing forms in an areas of academic interest
886. summarize a text related to academic and social subjects at an advanced reading level
887. select and use appropriate writing forms for intended purposes and audiences (e.g., ads, reports, and news items)
888. write and design a brochure with a public service message
889. produce a (bilingual) school newsletter, magazine, or brochure for younger students
890. write a case study about an English student in a younger grade after helping him or her with a problem in learning
891. write a fable with a moral
893. produce well-organized and coherent paragraphs with a topic sentence, supporting sentences and concluding sentence
894. organize essays around a clear thesis statement
895. produce essays which include an introduction, supporting paragraphs, and a conclusion
896. organize information and ideas creatively as well as logically, using paragraph structures (e.g., to develop a comparison or establish a cause-and-effect relationship for an independent study project)
898. use and spell academic vocabulary correctly
899. use a variety of sentence types in written work, and sentences of varying length
900. produce complex sentences using adverbial clauses
902. demonstrate appropriate strategies and techniques for revising written work, with a focus on accuracy of information, clear expression, and consistent use of voice relevant to specific purposes and audiences
903. use electronic spell and grammar check programs to prepare final drafts of written work
Secondary Stage /Level Three: Advanced English (Literary)
Specific Outcomes
It is expected that students will
905. locate and use a variety of print and electronic English reference materials found in school and public libraries
906. conduct research on the Internet to search for multiple sources of information on a variety of topics related to their interests and specialized areas of study
907. search the Internet for templates for a specialized writing forms in an areas of academic interest
909. summarize a text related to academic and social subjects at an advanced reading level
910. produce a written personal reaction to literary texts of different types (e.g., essays, twentieth century short stories, poems, and plays)
911. write and design a brochure with a public service message
912. produce a (bilingual) school newsletter, magazine, or brochure for younger students
913. write a case study about an English student in a younger grade after helping him or her with a problem in learning English
914. write a fable with a moral
915. produce creative writings such as stories, poems, and short dramas
917. produce well-organized and coherent paragraphs with a topic sentence, supporting sentences and concluding sentence
918. organize essays around a clear thesis statement
919. produce essays which include an introduction, supporting paragraphs, and a conclusion
920. organize information and ideas creatively as well as logically, using paragraph structures (e.g., to develop a comparison or establish a cause- and-effect relationship for an independent study project)
922. use and spell academic vocabulary correctly
923. use a variety of sentence types in written work, and sentences of varying length
924. produce complex sentences using adverbial clauses
926. demonstrate appropriate strategies and techniques for revising written work, with a focus on accuracy of information, clear expression, and consistent use of voice relevant to specific purposes and audiences
927. use electronic spell and grammar check programs to prepare final drafts of written work
Secondary Stage /Level Four: Advanced English (Literary)
Specific Outcomes
It is expected that students will
929. recognize the effect of sounds on feelings (e.g., a hushed tone for deep emotion)
930. Be aware of cultural differences in oral presentations (e.g., the same body language having a different meaning, presenting the main idea directly or indirectly)
932. participate in a variety of academic listening contexts (e.g., seminars)
933. Analyze information, ideas and opinions presented orally to determine relevancy for personal or academic use
934. respond to information and experiences in oral presentations by interpreting, reacting to, or relating it to one's own experience
935. participate in a formal interview for a part-time job (e.g., job)
936. assess the effect of rhythm, rhyme, alliteration, consonance, and onomatopoeia on meaning
938. use information from a tape or video to research for an independent study project
Secondary Stage /Level Four: Advanced English (Literary)
Specific Outcomes
It is expected that students will
940. create a glossary of words related to academic interests showing their correct pronunciation and meaning
941. use grammatically correct language in a variety of academic contexts (e.g., panels and seminars)
943. interview speakers of English, if possible, on current topics (e.g., issues related to academic pursuits)
944. participate in English-language chat rooms on topics of academic interest
945. volunteer and participate in job situations related to academic interests
947. do logically-ordered presentations about social issues (e.g., about environment pollution)
948. do a presentation on an issue in an area of study (e.g., projections of job availability in a variety of fields)
949. role-play a conflict and its resolution in an area of academic interest (e.g., a charge of plagiarism)
950. present a panel discussion of a topic in an area of academic interest (e.g., the ethics of cloning)
951. organize and judge a debating contest for younger students
952. as an independent study project, work with an English teacher in a lower grade to prepare and teach a lesson or series of lessons under the teacher’s guidance (coordination among teachers and subjects) (difficult) work shadowing
954. in a small group, produce a video presenting information in a particular area of study for students in an upper basic grade (e.g., how to solve a math problem)
Secondary Stage /Level Four: Advanced English (Literary)
Specific Outcomes
It is expected that students will
956. select and use appropriate skills for reading a variety of technical reading material in an areas of study (e.g., tables, charts, and manuals)
957. select and use a variety of effective reading strategies (e.g., make, adjust, and defend predictions while reading a novel)
958. recognize how words and word combinations (such as word play, repetition, and rhyme) influence or convey meaning
960. read academic reports and essays to increase understanding of a topic of study
961. compare two points of view on a topic (e.g., the effect of western lifestyle on Arab societies)
962. select and read advanced literary texts for a variety of purposes, with an emphasis on recognizing the elements of literary genres (e.g., novels and plays)
963. analyze the effectiveness, in terms of literary quality, of the use of literary devices (e.g., rhyme alliteration, personification, simile, and metaphor)
964. analyze a drama to determine the reasons for a character's actions, taking into account the situation and basic motivation of the character
965. identify and discuss recurring themes in literature (e.g., loyalty, disobedience)
966. create an anthology of poems on a theme
968. analyze the relationships, uses and effectiveness of literary elements used by one or more authors in similar genres including characterization, setting, plot, theme, point of view, tone and style
Secondary Stage /Level Four: Advanced English (Literary)
Specific Outcomes
It is expected that students will
970.conduct research on the Internet to search for multiple sources of information on a variety of topics related to their interests and specialized areas of study
971. utilize the Internet to investigate a theme related to their study interests
972. participate in an e-mail exchange to gather information on a particular topic
974. write a report or essay on a topic of interest (e.g., explaining the value of multimedia in communication)
975. produce a critique of a literary text (e.g., an essay, a short play, a poem, or a short novel)
976. create a multimedia presentation presenting a point of view on a scientific topic or a work of literature
978. organize information and ideas in presentations for independent study projects using patterns such as inductive and deductive reasoning
979. produce a school yearbook with captioned scanned-in photographs to post on the school website
981. use and spell correctly literary vocabulary
982. produce grammatically correct complex sentences using relative clauses
983. produce complex sentences using figurative language
985. demonstrate appropriate strategies and techniques for revising written work, with a focus on accuracy of information, clear expression, and consistent use of voice relevant to specific purposes and audiences
986. use electronic wizards to prepare final drafts of written work"
