الخطة الدراسية
الخطة الدراسية لمادة ELI 104










Instructional Pack
Level 104
Module 4
2013/14
ELI Curriculum Unit
With the support of
Women’s Main Campus: Academic Coordination Unit
Introduction
This pack contains the instructional guidance materials for Level 104. While great care has
been taken to ensure the accuracy and validity of the items, there is always the possibility
of unforeseen change. With that in mind, please note your Academic Coordinator will
provide you with any updates or modifications. Please feel free to contact them directly with
any concerns or questions you may have.
Instructional Pack: Level 104 – Module 4 ELI Curriculum Unit p. 1
Contents
Course Syllabus ................................................................................................................... 3
Course Title ....................................................................................................................... 3
Course Code ..................................................................................................................... 3
Course Prerequisite .......................................................................................................... 3
Credits ............................................................................................................................... 3
Course Description............................................................................................................ 3
Course Goal ...................................................................................................................... 3
Course Objectives ............................................................................................................. 3
Student Learning Outcomes (SLOs) ................................................................................. 3
Main Course Textbook and Materials................................................................................ 5
Materials for the Supplementary Reading Program .......................................................... 5
Materials for the Supplementary Writing Program ............................................................ 5
Instructor Generated Materials .......................................................................................... 5
Course Length and Pacing ................................................................................................ 5
Description of Supplementary Programs........................................................................... 6
Reading ......................................................................................................................... 6
Writing ........................................................................................................................... 6
Speaking ....................................................................................................................... 6
Independent Practice ..................................................................................................... 6
Assessment Overview ....................................................................................................... 7
Description of Summative Assessment Components ....................................................... 7
Speaking Examination ................................................................................................... 7
Writing Examination ....................................................................................................... 7
Computer-Based End-of-Module Examination .............................................................. 7
Pacing Guide ........................................................................................................................ 8
Introduction ....................................................................................................................... 8
Communicative learning outcomes ................................................................................... 8
Key language point(s) to be covered ................................................................................ 8
Instructional Week 1.......................................................................................................... 9
Instructional Week 2.........................................................................................................10
Instructional Week 3.........................................................................................................11
Instructional Week 4.........................................................................................................12
Instructional Week 5.........................................................................................................13
Instructional Week 6.........................................................................................................14
Supplementary Reading Program .......................................................................................15
Session 1 – Introducing the Text ......................................................................................15
Session 2 - 4 – Exploring the Text Further .......................................................................15
Instructional Pack: Level 104 – Module 4 ELI Curriculum Unit p. 2
Session 5 – Responding to the Text ................................................................................15
Suggested Reading Task Schedule .................................................................................15
Scoring Rubric .................................................................................................................17
Supplementary Writing Program ..........................................................................................18
Writing Tasks Basic Specifications...................................................................................18
Students’ Materials...........................................................................................................18
Teachers’ Materials and Instructional Notes ....................................................................18
Scoring Rubric .................................................................................................................19
Supplementary Speaking Program ......................................................................................20
Session 1 - Speaking Task ..............................................................................................20
Session 2 - Speaking Task ..............................................................................................21
Session 3 - Speaking Task ..............................................................................................21
Session 4 - Speaking Task ..............................................................................................22
Scoring Rubric .................................................................................................................22
Independent Practice ...........................................................................................................23
Instructions for teachers ...................................................................................................23
Scoring Rubric .................................................................................................................23
Assignment Schedule ......................................................................................................23
Learning Management System ............................................................................................24
Instructions for teachers ...................................................................................................24
Orientation: ......................................................................................................................24
Tracking student use and progress. .................................................................................24
Additional Content ............................................................................................................25
Vocabulary List ....................................................................................................................26
Instructional Pack: Level 104 – Module 4 ELI Curriculum Unit p. 3
Course Syllabus
Course Title
English Language Level Four
Course Code
ELI 104
Course Prerequisite
Successful completion of ELI 103 or an Oxford Online Placement Test score corresponding
to pre-intermediate proficiency level.
Credits
There are two credits for this course. Successful completion of ELI 104 gives students the
necessary credits to meet the Foundation Year English requirement for securing admission
to various undergraduate programs.
Course Description
ELI 104 is an intermediate level course aiming to build and further improve language
proficiency at B1 Threshold level on the Common European Framework of Reference for
Languages (CEFR). It is a seven-week module course with 18 hours of instruction each
week.
Course Goal
The course aims at helping learners to achieve an overall English language proficiency
leading to higher Independent User of language defined as high B1 level on the Common
European Framework of Reference for Languages (CEFR), giving reasons and
explanations for opinions and plans and describing experiences and events.
Course Objectives
The course is intended to accomplish its goal in one full academic module of seven weeks
through developing students’ language skills to:
1. Read and understand a wide variety of extended texts. (READING)
2. Listen to extended conversations and monologues on a range of topics, identifying both
general messages and specific details provided speech is clearly articulated in a familiar
accent. (LISTENING COMPREHENSION)
3. Give a straightforward talk and participate in extended oral communications on a familiar
topic, be followed without difficulty most of the time, and convey meaning with
reasonable precision. (SPOKEN PRODUCTION)
4. Construct coherent and cohesive texts with multiple paragraphs using appropriate
vocabulary** in a fully developed response. (WRITING)
5. Use a sufficient range of vocabulary** and grammatical structures to communicate on a
range of topics although flexibility may be limited when communicating on less familiar
topics. (USE OF ENGLISH)
*Extended text is a text of 400 – 800 words in frequently used grammatical structures at this
level.
** vocabulary from the word lists for units 3-10
Student Learning Outcomes (SLOs)
Student Learning Outcomes (SLOs) are descriptions of what students will know or be able
to do with the language as a result of instruction. A student learning outcome is written in
terms of observable and measurable language skills. The table below lists the SLOs
according to their Macro skills.
Instructional Pack: Level 104 – Module 4 ELI Curriculum Unit p. 4
Speaking
• Can recount past experiences and events using a variety of narrative tenses to give background and
make the sequence of events clear.
• Can express explanations and reasons for opinions with sufficient ease when discussing attitudes on
topics such as books, places, people, and possessions
• Can ask for and provide detailed descriptions and opinions of someone's physical appearance and
character
• Can give biographical information to describe events in my (and others’) life, including educational
background and experience.
• Can express simple agreement, sympathy, pleasure and surprise when taking part in a conversation.
• Can describe rules and customs from different cultures and communities.
• Can express degrees of obligation, ask for and give permission, make and respond to suggestions using
a variety of expressions and modal verbs.
• Can express degrees of certainty, when speculating about present and past situations.
• Can clearly express attitudes and opinions with sufficient ease when talking about future situations (real
or imaginary) or making predictions, plans and arrangements.
• Can make suggestions and give advice in everyday situations using a variety of expressions.
Listening
• Can listen to an extended conversation and identify speakers' opinions and attitudes.
• Can listen to conversations and monologues and infer main ideas from contextual clues.
• Can follow radio/ TV news headlines and weather forecasts, and record important factual information.
• Can listen to and follow an extended conversation or monologue and record important factual
information.
• Can listen to short texts about people’s experiences and retell them aided by written prompts.
Reading
• Can analyse meaning by studying sections of a text in detail at the sentence level (in order to develop a
higher level of understanding).
• Can scan an extended text to find idiomatic vocabulary items (such as phrasal verbs) and deduce their
meaning using contextual clues.
• Can read and understand an extended text and express opinions on the content.
• Can read and understand extended texts** of a similar theme to identify and discuss similarities and
differences of text content.
• Can locate desired information in a text and evaluate this information from a personal or social point of
view.
• Can preview an extended text (by looking at headings and visuals, asking questions about it, making
predictions) then read to confirm his/her ideas.
• Can read and understand an extended range of signs and labels found in public places and on products*.
• Can read and understand an extended text and note down the most important details.
Writing
• Can produce a detailed cohesive and coherent argumentative essay in 3 to 4 paragraphs.
• Can express his /her opinion and give reasons to support that opinion and specific details to support the
reasons.
• Can use an appropriate introduction with thesis statement, topic sentences, supporting details and
conclusion.
• Can write using a variety of sentence types – simple, compound and complex – avoiding fragments and
run on sentences.
• Can draft each paragraph of an argumentative essay in stages, following an outline.
• Can plan writing by listing, selecting and organising ideas and putting them into an outline.
• Can revise writing by understanding and implementing peer and instructor feedback, and by checking for
transition signals, supporting details and variety of sentence types.
Vocabulary and Grammar
• Can understand and use literal, idiomatic, separable, inseparable phrasal verbs such as come across,
hand down, put up, end up, etc.
• Can confidently use the present perfect continuous tense, and produce written sentences utilizing this
form.
• Can understand and use base and strong adjectives, and produce written sentences utilizing them.
Instructional Pack: Level 104 – Module 4 ELI Curriculum Unit p. 5
Main Course Textbook and Materials
The core textbook is Soars, John and Liz, (2011), New Headway Plus Intermediate, Special
Edition, Oxford University Press with the following support resources:
• Workbook with DVD-ROM.
• Supplemental Intermediate Speaking Materials.
• Supplemental Intermediate Writing Pack for additional writing support.
• Learning Management System (LMS): Refer to the Independent Practice Section
below.
• Oxford University Press additional online practice:
http://elt.oup.com/student/headway/?cc=sa&selLanguage=en
o IMPORTANT NOTE: This resource was written for the original version of New
Headway, NOT the special edition. Therefore, if you do wish to use any of
these resources with your students, you are urged to take the utmost care in
ensuring that the materials you plan to use do not contain any culturally
inappropriate material.
• Teacher’s Book – Progress Tests and Stop and Checks
Materials for the Supplementary Reading Program
There are two classroom readers available for instructors to choose from for this level.
• The Jungle Book
• The Travels of Ibn Batutta
o Both texts are available for download from the ELI website.
 http://eli.kau.edu.sa/Pages-ins-resources-level-4-ar.aspx
Materials for the Supplementary Writing Program
The core materials for the supplementary writing program are:
• Writing Pack
o Instructors are provided a copy from their Academic Coordinator.
o Students should purchase a copy from al Shegery Bookstores.
• Teacher Notes
o Instructors are provided a copy from their Academic Coordinator.
Instructor Generated Materials
Faculty are encouraged and expected to utilize appropriate instructor generated material to
facilitate achievement of the learning outcomes. Great care needs to be taken to ensure all
material is culturally appropriate.
Course Length and Pacing
Please refer to the Pacing Guide below for details on content coverage and instructional
time available..
Instructional Pack: Level 104 – Module 4 ELI Curriculum Unit p. 6
Description of Supplementary Programs
The Supplementary Programs are designed to enhance and further support student
achievement of SLOs by providing targeted and measured support in areas of focus not
covered by the main course book alone. A total of 20% of students’ grades are based on
their performance in each supplementary program. The details of the numerical breakdown
can be found in the Assessment section below.
Reading
The focus of the Reading Program is to encourage positive reading habits in students. It
consists of a number of instructor led sessions in which students discuss the assigned
graded reader for the course, spend a portion of the time engaged in silent guided reading,
read additional portions of the texts outside the class, and share their reactions to what they
have read. Details for each instructional session can be found below in the Supplementary
Reading Program section.
Writing
The focus of the Writing Program is to develop students’ composition skills through a
process approach. Students will be asked to work on producing one text, will be guided
through the stages in the writing process and will produce two initial drafts and a final draft.
Materials in the Writing Pack will be used and full details of which exercises need to be
completed each week (and approximate estimates of instructional time that should be
allocated to these) are given below in the Pacing Guide and in the Supplementary Writing
Program sections below.
Speaking
Students will receive training and practice in performing similar speaking tasks to the tasks
they will be asked to perform in the final speaking exam. They will receive feedback on their
performance. Further details and sample practice test materials are available in the
Supplementary Speaking Program section below.
Independent Practice
In order to reinforce and consolidate work from the Student's Book and subsequent SLO
achievement, students are assigned a number of pages to complete from the Workbook.
Details are available below in the Independent Practice section below.
Instructional Pack: Level 104 – Module 4 ELI Curriculum Unit p. 7
Assessment Overview
Student achievement is measured from a variety of assessment perspectives, including:
Assessment Component Percent of Total Grade
Computer-Based Mid-Module Examination 20%
Computer-Based Final Examination 40%
One Speaking Examination 10%
One Writing Examination 10%
Supplementary Reading Program 5%
Supplementary Writing Program 5%
Supplementary Speaking Program 5%
Independent Practice 5%
Description of Summative Assessment Components
Computer-Based Mid-Module Examination
• Content: Listening & Reading Comprehension, Grammar Usage, Vocabulary
• Format: Multiple Choice Questions (MCQs).
• Frequency: One mid-module exam.
Speaking Examination
• Content: A short talk on a familiar topic.
• Format: A prompted extended turn in front of assessors and a short dialogue with
assessors
• Frequency: One per module.
Writing Examination
• Content: A coherent and cohesive argumentative essay of at least three
paragraphs on a familiar topic, using facts, opinions, appropriate introduction,
supporting details, conclusion, and displaying accurate spelling and appropriate
grammatical and lexical range and accuracy for this level in legible, neat, and
comprehensible writing.
• Frequency: One per module.
Computer-Based End-of-Module Examination
• Content: Listening & Reading Comprehension, Grammar Usage, Vocabulary
• Format: Multiple Choice Questions (MCQs).
• Frequency: One at end of module.
Instructional Pack: Level 104 – Module 4 ELI Curriculum Unit p. 8
Pacing Guide
Introduction
This guide is a tool for curriculum guidance, focusing on achievement of Student Learning
Outcomes (SLOs). It is designed on a weekly basis, specifying available materials and
providing instructors with a degree of flexibility, allowing ample class time for language
practice, and for the incorporation of relevant supplementary materials to facilitate SLO
achievement. It also emphasizes regular Learner Training as an essential component of the
learning process.
Several SLOs are repeated multiple times throughout the course for practice, development,
recycling and consolidation. While there are fewer individual SLOs for receptive skills, these
SLOs are repeated several times throughout the course, and it is important that instructors
give their learners sustained instruction in and practice of reading and listening skills.
Where SLOs are repeated, a reference is made to other parts of the course book & pacing
guide where they appear.
Some cells in the pacing guide feature two or more SLOs listed together. This is because
the listed pages of the course book in those cells feature activities addressing different skills
and areas of knowledge. This reflects the integrated nature of language inherent in the
course book materials. If we take a reading passage as an example, typically, learners will
usually be asked to read the passage more than once and with each reading, students will
read for a different purpose and do a different kind of task which requires a different type of
reading skill (for example, reading for gist the first time, then scanning to find specific
information, then reading and deducing the meaning of new vocabulary from the context).
In all cases course book page reference numbers are given and sometimes the specific
exercises that pertain to a particular SLO are given.
Writing SLOs (which are assessed as part of the Supplementary Writing Program) are listed
separately in the Assignments section.
Communicative learning outcomes
The SLOs for the productive skills have been developed so that they (in most cases)
express a communicative outcome as opposed to a purely linguistic outcome. However,
please bear in mind that 60% of students’ grades will come from the mid-module and end of
module exams, in which they will be assessed on grammar and vocabulary knowledge (as
well as reading and listening comprehension). Therefore, it is important that the students
have been taught the grammatical structures covered in the course book pages listed in the
pacing guide, as these will appear in the exams. The vocabulary they will be tested on will
be taken from the Word Lists for each level (available at the end of this document).
Key language point(s) to be covered
The main language point focused on in speaking and writing SLOs is listed (please refer
also to the course book page reference given).
Instructional Pack: Level 104 – Module 4 ELI Curriculum Unit p. 9
Instructional Week 1 March 30th to April 3rd
Unit SLOs
Student’s
Book
Independent
Practice:
Workbook
3
SLO
- Can recount past experiences and events using a variety of narrative tenses to give
background and make the sequence of events clear. (course objectives supported: 3 & 5)
Key language points to be covered
Past simple/ past continuous/ past perfect/past simple passive, time clauses with when,
while, before, after, as soon as, pronunciation of –ed endings /t/, /d/ or /id/
p. 22-25 p. 18-23
3
SLO
- Can analyze meaning by studying sections of a text in detail at the sentence level (in order
to develop a higher level of understanding). (course objectives supported: 1)
p. 22-23
(Exercise
2)
p. 18
3
SLO
- Can read and understand extended texts** of a similar theme to identify and discuss
similarities and differences of text content. (course objectives supported: 1 & 3)
p. 26-27
3
SLO
- Can express explanations and reasons for opinions with sufficient ease when discussing
attitudes on topics such as books, places, people, and possessions. pp. 29+ 68 (course
objectives supported: 3 & 5)
Key language points to be covered
What was it like? I thought it was + base and strong adjectives of opinion; I really enjoyed it,
I couldn’t put it down
p. 29
4
SLO
- Can express degrees of obligation, ask for and give permission, make and respond to
suggestions using a variety of expressions and modal verbs.
- Can describe rules and customs from different cultures and communities. (course
objectives supported: 3 & 5)
Key language points to be covered
can/can’t, should/shouldn’t, I think/I don’t think you should, must/mustn’t, have (got) to/don’t
have to/haven’t got to, be allowed to
p. 30-34
(p.34 ex. 1
and What
do you
think?)
p. 25-29
4
SLO
- Can analyse meaning by studying sections of a text in detail at the sentence level (in order
to develop a higher level of understanding). (SLO repeated from week 1 unit 3, p.22-23)
- Can locate desired information in a text and evaluate this information from a personal or
social point of view. (exercise 3 Q.3 and 4) (course objectives supported: 1)
Key language points to be covered
can/can’t, should/shouldn’t, I think/I don’t think you should, must/mustn’t, have (got) to/don’t
have to/haven’t got to, be allowed to
p. 34-35
4
SLO
- Can listen to and follow an extended conversation or monologue and record important
factual information. (course objectives supported: 2)
p. 36
Notes to Instructor
Instruction is to begin immediately from the start of the module. Instructors are tasked with
following the pacing guides regardless of the number of students that attend. Students
should be informed of this expectation when they arrive to the class. Students that are
absent should be encouraged to make arrangements to receive support during their
instructor’s normal office hours to enable them to catch up on any material they missed.
Instructional Pack: Level 104 – Module 4 ELI Curriculum Unit p. 10
Instructional Week 2 April 6th to 10th
Unit SLOs
Student’s
Book
Independent
Practice:
Workbook
5
SLO
- Can clearly express attitudes and opinions with sufficient ease when talking about future
situations (real or imaginary) or making predictions, plans and arrangements. (course
objectives supported: 3 & 5)
Key language points to be covered:
going to/will/present continuous/might; I think …will/I don’t think…will
p. 38-41 p. 31 - 33
5
SLO
- Can listen to conversations and monologues and infer main ideas from contextual clues.
(p.40 exercise 2) (course objectives supported: 2)
p. 40
(ex. 2)
5
SLO
- Can listen to and follow an extended conversation or monologue and record important
factual information. (SLO repeated from unit 4) (course objectives supported: 2)
p. 41
5
SLO
- Can read and understand an extended text** and note down the most important details.
- Can preview an extended text (by looking at headings and visuals, asking questions about
it, making predictions) then read to confirm his/her ideas. (course objectives supported: 1)
p. 42 - 43
5
SLO
- Can follow radio/ TV news headlines and weather forecasts, and record important factual
information. (course objectives supported: 2)
p. 44
6
SLO
- Can ask for and provide detailed descriptions and opinions of someone's physical
appearance and character. (course objectives supported: 3 & 5)
Key language points to be covered:
questions with like (as a preposition or a verb), I look like my brother; adjectives for food,
cities & people; a range of adjectives of opinion
p. 46-47,
52, & 153
p. 37-39,
41 (Ex. 8)
& p. 84
(Questions
with like)
6
SLO
- Can listen to an extended conversation and identify speakers' opinions and attitudes.
Can listen to and follow an extended conversation or monologue and record important
factual information. (SLO repeated from week 2 unit 5, p.41) (course objectives supported:
2)
p. 52
Supplementary Program Instructional Items
LMS Orientation Session Your Academic Coordinator will provide you with further details.
Speaking Session One See Supplementary Speaking Program Guide below.
Reading Session One See Supplementary Reading Program Guide below.
Notes to Instructor
Enjoy your teaching. Please feel free to contact you Academic Coordinator with any
questions or concerns you might have.
Instructional Pack: Level 104 – Module 4 ELI Curriculum Unit p. 11
Instructional Week 3 April 13th to 17th
Unit SLOs
Student’s
Book
Independent
Practice:
Workbook
6
SLO
- Can read and understand an extended text** and note down the most important details.
(SLO repeated from week 1 unit 3, p.22-23) (course objectives supported: 1)
p. 50 - 51
6
SLO
- Can read and understand an extended range of signs and labels found in public places
and on products*. (course objectives supported: 1)
*hotels, airports, streets, offices, car parks, medicine, food, clothing, cigarettes etc.
p. 53
7
SLO
Can locate desired information in a text and evaluate this information from a personal or
social point of view. (p.54) (SLO repeated from week 2 unit 4, p.34-35) (course objectives
supported: 1)
p. 54
7
SLO
Can give biographical information to describe events in my (and others’) life, including
educational background and experience. (p.56 exercise 1 & 2) (course objectives
supported: 3 & 5)
Key language points to be covered
Present perfect active and passive vs past simple, time expressions/time clauses: for, since,
ago, just, ever, never, already, yet, while + past continuous, until he was 11, a few times,
when I was a child
p. 54 - 57 p. 43 - 48
7
SLO
Can follow radio/ TV news headlines and weather forecasts, and record important factual
information. (SLO repeated from week 3 unit 5, p.44) (course objectives supported: 2)
p. 56 57
p. 20 (Ex.
5)
&
p. 48
Supplementary Program Instructional Items
Writing Session One See Supplementary Writing Program Guide below.
Writing Session Two See Supplementary Writing Program Guide below.
Notes to Instructor
Due to KAU Exams week, there will be no classes the following week from April 20th to 24th. The Mid-module
exam will take place on Sunday 20th of April on the men’s campuses and Saturday 26th of April on the
women’s campuses. The exam will cover materials from units 3 to 6.
Please feel free to contact your Academic Coordinator with any questions or concerns you might have.
Classes will resume on Sunday 27th of April on all campuses.
Please note that it is recommended that the first two SLOs above be covered at the beginning of the week (as
they may be included in the Mid-Module exam) so as to ensure that the students receive sufficient time for
practice and consolidation of these points. Writing Program sessions 1 and 2 and Reading Session 2 should
be scheduled in the second half of the week.
Please feel free to contact your Academic Coordinator with any questions or concerns you might have.
Instructional Pack: Level 104 – Module 4 ELI Curriculum Unit p. 12
Instructional Week 4 April 27th to May 1st
Unit SLOs
Student’s
Book
Independent
Practice:
Workbook
7
SLO
Can understand and use literal, idiomatic, separable, inseparable phrasal verbs such as
come across, hand down, put up, end up, etc. (p.60) (course objectives supported: 5)
Key language points to be covered: separable, inseparable, literal and idiomatic phrasal
verbs
- Can read and understand extended texts** of a similar theme to identify and discuss
similarities and differences of text content. (exercise 2 p.58) (course objectives supported:
1) (SLO repeated from week 1 unit 3, p.26-27)
- Can read and understand an extended text and express opinions on the content. (exercise
3 p.58) (course objectives supported: 1)
Can scan an extended text to find idiomatic vocabulary items (such as phrasal verbs) and
deduce their meaning using contextual clues. (exercise 4 & 5 p.58) (course objectives
supported: 1)
p. 58 - 60
p. 30 (Ex.
11),
p. 42 (Ex.
10),
p. 55 (Ex.
12),
&
p. 80 (Ex.
11)
8
SLO
Can clearly express attitudes and opinions with sufficient ease when talking about future
situations (real or imaginary) or making predictions, plans and arrangements. (SLO
repeated from week 2 unit 5, p.38-41) (course objectives supported: 3 & 5)
Key language points to be covered
Zero conditional, 1st conditional, 2nd conditional, Clauses with as soon as, when, if, until,
before, after, What will/would you do if …?, conditional clauses with could/should/might
p. 62 - 65 p. 50 - 53
8
SLO
Can read and understand an extended text** and note down the most important details.
(SLO repeated from week 3 unit 6, p.50-51) (course objectives supported: 1)
p. 66 - 67
Supplementary Program Instructional Items
Writing Session Three See Supplementary Writing Program Guide below.
Speaking Session Two See Supplementary Speaking Program Guide below
Reading Session Two See Supplementary Reading Program Guide below
Notes to Instructor
Enjoy your teaching. Please feel free to contact your Academic Coordinator with any
questions or concerns you might have.
Instructional Pack: Level 104 – Module 4 ELI Curriculum Unit p. 13
Instructional Week 5 May 4th to 8th
Unit SLOs
Student’s
Book
Independent
Practice:
Workbook
8
SLO
Can listen to and follow an extended conversation or monologue and record important
factual information. (SLO repeated from week 3 unit 6, p.52) (course objectives supported:
2)
p. 68
8
SLO
Can understand and use base and strong adjectives, and produce written sentences
utilizing them. (course objectives supported: 4 & 5)
Key language points to be covered
very/absolutely/really + base / strong adjectives
p. 68
8
SLO
Can make suggestions and give advice in everyday situations using a variety of
expressions. (course objectives supported: 3 & 5)
Key language points to be covered
Let’s + verb, If I were you, I’d…, Why don’t you/we + verb, You ought to + verb, I don’t think
you should + verb, You’d better + verb, Shall we + verb
p. 69
9
SLO
- Can express degrees of certainty, when speculating about present and past situations.
(course objectives supported: 3 & 5)
- Can listen to conversations and monologues and infer main ideas from contextual clues.
(p.71 exercise 4) (SLO repeated from week 2 unit 5, p.40 ex. 2) (course objectives
supported: 2)
Key language points to be covered
X looks like Y; must/might/could/can’t + infinitive – present; must/might/could/can’t + perfect
infinitive - past
p. 70 - 73 p. 56 - 59
9
SLO
- Can ask for and provide detailed descriptions and opinions of someone's physical
appearance and character. (SLO repeated from week 3 unit 6, p.46-47, 52, 153) (course
objectives supported: 3 & 5)
Key language points to be covered
adjectives describing personality/ appearance, phrases describing physical appearance:
have a fair complexion, have short, grey hair
p. 76 - 77 p. 60, 79
Supplementary Program Instructional Items
Writing Session Four See Supplementary Writing Program Guide below.
Reading Session Three See Supplementary Reading Program Guide below.
Speaking Session Three See Supplementary Speaking Program Guide below.
Notes to Instructor
Enjoy your teaching. Please feel free to contact your Academic Coordinator with any
questions or concerns you might have.
Instructional Pack: Level 104 – Module 4 ELI Curriculum Unit p. 14
Instructional Week 6 May 11th to 15th
Unit SLOs
Student’s
Book
Independent
Practice:
Workbook
10
SLO
Can confidently use the present perfect continuous tense, and produce written sentences
utilizing this form. (course objectives supported: 5)
Can give biographical information to describe events in my (and others’) life, including
educational background and experience. (p.80-81) (SLO repeated from week 4 unit 7,
p.56)(course objectives supported: 3 & 5)
Key language points to be covered:
present perfect continuous vs present perfect simple, time expressions: while he was…,
after…, at the age of…, until he married, since he got married, two years after, between
1978 and 1982.
p. 78 - 81 p. 62 - 65
10
SLO
Can listen to conversations and monologues and infer main ideas from contextual clues.
(SLO repeated from week 6 unit 9, p.74-75) (course objectives supported: 2)
p. 84
Supplementary Program Instructional Items
Speaking Session Four See Supplementary Speaking Program Guide below.
End of Module Review
Notes to Instructor
Please note that it is recommended that the two SLOs above be covered at the beginning
of the week (as they may be assessed in the End of Module exam) so as to ensure that the
students receive sufficient time for practice and consolidation. Following this, Speaking
Session 4 can be conducted. Please note that final grades for all supplementary programs
should be entered on the spreadsheet by Tuesday. Please refer to your Academic
Coordinator for further details in this regard.
The Final Exam will be held on Saturday the 17th of May on the women’s campuses and
Sunday the 18th of May on the men’s campuses. The exam will cover materials instructed
up to and including week six.
In addition, both the speaking and writing exams will take place during week 6. Further
information regarding them will be provided by your coordinator. Please feel free to contact
your Academic Coordinator with any questions or concerns you might have.
Instructional Pack: Level 104 – Module 4 ELI Curriculum Unit p. 15
Supplementary Reading Program
Session 1 – Introducing the Text
Here the teacher introduces the text to the students. The purpose is to set the scene, create
anticipation, etc. The instructor can read aloud part of the opening chapter or set silent
guided reading. Instructors should provide student focused motivation for reading by
prompting students with questions that direct their attention to the important points in the
text, preventing them from going off along a false track. There should be follow up with
discussion and speculation.
Session 2 - 4 – Exploring the Text Further
In these sessions the instructor leads a discussion with students about their
answers/findings to the questions raised in the previous lesson. Following this there is a
wider discussion regarding what was read. Instructors should deal with any challenges
students faced when reading the text, discuss the predictions made initially in previous
sessions and make other predictions in the light of new evidence. Finally, instructors set the
reading task for students to complete outside of class along with a set of reading questions
to provide focus.
Session 5 – Responding to the Text
After an instructor led discussion with students regarding their final reading task, instructors
offer the students an opportunity to share their overall response either in written or oral
form.
Suggested Reading Task Schedule
Instructional support material is available for all stages. Tasks are specific to each portion of
the text and are detailed in the table below. For this level there are two texts for teachers to
select from.
Level 104 – The Jungle Book
Task
Reade
r
pages
Suggest
Reader
Activities Notes
Session
1
Before Reading N/A p. 44 -45
To be completed with students in order to raise interest in the
texts and predict content.
Silent guided reading in
class p. 1-4 Students should look at the questions before reading in order
to provide greater motivation for the task. Questions should be
answered in class with the teacher present at the beginning of
the next lesson.
Assigned reading outside
of class p. 5 – 8
p.46
activity 1
Session2
Silent guided reading in
class p. 8 - 12 Students should look at the questions before reading in order
to provide greater motivation for the task. Questions should be
answered in class with the teacher present at the beginning of
the next lesson.
Assigned reading outside
of class p. 13 - 17
p.46
activity 2
Session
3
Silent guided reading in
class
p. 17-24
p. 46 - 47
activity 3
The activities can be completed in class and help students
check their understanding of the text.
Instructional Pack: Level 104 – Module 4 ELI Curriculum Unit p. 16
Level 104 – The Travels of Ibn Batutta
Task
Reader
pages
Suggest
Reader
Activities Notes
Session
1
Before Reading N/A
Before
Reading
Activities
To be completed with students in order to raise interest in the
texts and predict content.
Silent guided reading in
class
p. 1 -2 Students should look at the questions before reading in order
to provide greater motivation for the task. Questions should be
answered in class with the teacher present at the beginning of
the next lesson.
Assigned reading outside
of class p. 3 - 5 p. 6 & 7
Session2
Silent guided reading in
class
p. 8 - 11 p. 12-13 The activities can be completed in class and help students
check their understanding of the text.
Assigned reading outside
of class
p. 14 - 19 p. 20 – 21
Students should look at the questions before reading in order
to provide greater motivation for the task. Questions should be
answered in class with the teacher present at the beginning of
the next lesson.
Session
3
Silent guided reading in
class p. 22-25 p. 26-27 The activities can be completed in class and help students
check their understanding of the text.
Instructional Pack: Level 104 – Module 4 ELI Curriculum Unit p. 17
Scoring Rubric
Students are given a score for their work in the Reading Program in two areas: attendance
& preparation and completion of assignments, using the rubric below.
Instructors should keep a record of the student’s attendance for each Reading Lesson, in
order to assign the appropriate score for attendance at the end of the module (as per the
rubric below).
Instructors should inform students that they are required to bring the readers to each
session in order to complete the assigned tasks. Failure to do so will result in an automatic
reduction of marks for completion of assignments (even if the student has attended) as per
the rubric below.
0
marks
1
marks
3
marks
5
Marks Score
Attendance
No reading
lessons were
attended.
One reading
lesson was
attended.
Two reading
lessons were
attended.
All reading
lessons
were
attended.
Completion of
Assignments*
No reading
assignments
were done.
Little of the
instructorprovided
material
is present and
complete.
Most of the
instructorprovided
material
is present and
complete.
All
instructorprovided
material is
present and
complete.
Total out of 10
Divide by 2 for final mark
* Assignments refers to assigned readings and activities done either in class or outside of class
Instructional Pack: Level 104 – Module 4 ELI Curriculum Unit p. 18
Supplementary Writing Program
Writing Tasks Basic Specifications
Level Text Type Basic
Specifications
Areas of focus Functions /
Genre Type
Writing Task
Prompts
104 Composition
Around 150
words
Intro, multiple body
paragraphs,
conclusion
Cohesion across
paragraphs, ability
to construct an
argument
Giving opinion
& supporting
reasons
*See Below
Writing Task Prompts
For classroom instruction, individual students are allowed to write on any topic they choose
to from the list of eight topics found in their Writing Pack. In fact, topic eight is open ended
and can be negotiated between teacher and students.
In the writing examination, students will be asked to produce a piece of writing giving an
opinion and supporting reasons on one of the topic areas listed below:
1. reasons you like / dislike a place, thing, person or activity
2. reasons you enjoyed / didn't enjoy a trip / vacation / past experience
3. reasons you made a major purchase
4. reasons for an important decision you have made
Students’ Materials
Students are expected to purchase the Writing Pack from the University bookstore (Al
Shegery). It contains a complete set of materials for levels 101 to 104.
Additional printable worksheets for writing their drafts are available in the in Teachers
Resource section on the KAU website (http://eli.kau.edu.sa/Pages-ins-resources-en.aspx).
Students should keep their drafts together in a separate Writing Portfolio Folder. A simple
two-hole punch folder is preferred. Students must keep all of their work from all levels in this
folder during their length of study at the ELI. This will help their teachers be familiar with
their long term development as writers and the areas of focus for improvement.
Teachers’ Materials and Instructional Notes
The Teacher’s Book provides detailed instructional guides for both the process writing
approach in general and for each specific lesson. Teachers should refer to their academic
coordinators for a copy of the Teacher’s Book and instructional copy of the Writing Pack.
Please note that the answer keys in the Teacher’s Book may not always match. This is as a
result of the modification to the material in order to ensure cultural appropriateness. Also,
some of the page numbers in the writing pack may not match the page numbers in the
Teachers Book. The exercise numbers (and headings), however, do match, so use these
for guidance.
Also, teachers are reminded to be flexible in the application of the materials. Utilizing their
developed professional discretion, they may need to supplement or add further support in
order to ensure effective learning.
For levels 101 and 102 there is specific support on mechanics and orthography, as well as
simple sentence structure, available for teachers in the form of a selection of downloadable
worksheets from the ELI website on the Teachers Resource page. The password for these
files is: eli2013.
Instructional Pack: Level 104 – Module 4 ELI Curriculum Unit p. 19
Pacing
Ses
sion
# SLOs
Instructional
Description
Writing
Pack pp. Product
1
- Can express his /her opinion and give reasons to support that
opinion and specific details to support the reasons.
- Can plan writing by listing, selecting and organizing ideas and
putting them into an outline.
Getting
Started
48 – 53 Idea List
2
- Can produce a detailed cohesive and coherent argumentative
essay in 3 or more paragraphs.
- Can express his /her opinion and give reasons to support that
opinion and specific details to support the reasons.
- Can use an appropriate introduction with thesis statement, topic
sentences, supporting details and conclusion.
- Can draft each paragraph of an argumentative essay in stages,
following an outline.
- Can plan writing by listing, selecting and organizing ideas and
putting them into an outline.
Preparing
Your Writing
54 – 60 First Draft
3
- Can produce a detailed cohesive and coherent argumentative
essay in 3 to 4 paragraphs.
- Can express his /her opinion and give reasons to support that
opinion and specific details to support the reasons.
- Can use an appropriate introduction with thesis statement, topic
sentences, supporting details and conclusion.
- Can revise writing by understanding and implementing peer and
instructor feedback, and by checking for transition signals,
supporting details and variety of sentence types.
Revising Your
Writing
60 – 61
Second
Draft
4
- Can write using a variety of sentence types – simple, compound
and complex – avoiding fragments and run on sentences.
- Can revise writing by understanding and implementing peer and
instructor feedback, and by checking for transition signals,
supporting details and variety of sentence types.
Editing Your
Writing
62 - 63
Final
Draft
Scoring Rubric
Students are given a score for writing progress based on their performance in two areas:
growth and development and attendance and completion of assignments. For Growth and
Development Instructors can assess how well students have applied what they have learnt
from the language input activities during the course of the program to their subsequent
drafts (and may refer to the checklists in the writing pack for this purpose). In addition,
instructors are asked to use their own professional judgment to assess how well the
students have taken on board the additional feedback they have received from their
instructor and how much they have improved their writing from first to final draft. The rubric
below is to be used in order to determine the mark.
0 1 3 5 Mark
Growth and
Development
No writing
assignments were
produced.
Little evidence of growth
and development in the
course of the module.
Some evidence of growth
and development in the
course of the module.
Clear and
abundant evidence
of growth and
development in the
course of the
module.
Attendance and
Completion of
Assignments
No writing
assignments were
produced.
Only one draft (and a few
instructor-provided
materials) are present and
complete.
Two drafts (and most
instructor-provided
materials) are present and
complete.
All drafts (and all
instructor-provided
materials) are
present and
complete.
Total
Final score (out of 5 - total divided by 2)
Instructional Pack: Level 104 – Module 4 ELI Curriculum Unit p. 20
Supplementary Speaking Program
General guidelines for lesson(s)
In general, the following are the broad outlines recommended for the lesson:
• Instructors should show the speaking task below for the lesson to the class and
check for understanding of task, prompt and vocabulary.
• Students should be placed in groups and each given a copy of the speaking task.
• Each student performs task once, along with answering following up questions and
then gets feedback from the others.
• Instructor monitors students’ work in groups, providing support as needed.
• Instructor gives feedback on speaking task performance either to the whole class
(identifying common areas for development) or to selected individuals.
Session 1 - Speaking Task
Students perform the task below in groups. One other student is assigned to ask the follow
up questions for the group. After each student’s turn, the other students provide feedback
on his/her performance.
Describe a book you have read or a film you have seen.
You have 3 minutes to prepare and make notes. You should speak for 1 to 2 minutes.
Talk about:
• When you read or saw it
• What this book or film was about
• Why you decided to see this or read this
• Say if you enjoyed it and why
When you are finished, you will answer the following questions:
1. What sort of books or films do you like?
2. Do you prefer reading books or watching films?
3. What are the advantages and disadvantages of e-books? Do you think that one day there
will no more books made out of paper?
4. Which film do you plan to see next or which book to you want to read next?
Instructional Pack: Level 104 – Module 4 ELI Curriculum Unit p. 21
Session 2 - Speaking Task
Students perform the task below in groups. One other student is assigned to ask the follow
up questions for the group. After each student’s turn, the other students provide feedback
on his/her performance.
Give some advice to a foreign friend coming to visit your country.
You have 3 minutes to prepare and make notes. You should speak for 1 to 2 minutes.
Talk about:
• Places to see and things to do
• Transport
• Rules, customs, good and bad manners
• When the best time to visit is
When you are finished, you will answer the following questions:
1. Do you like travelling?
2. Where would you like to travel to in the future and why?
3. What problems can you have when you travel to another country?
Session 3 - Speaking Task
Students perform the task below in groups. One other student is assigned to ask the follow
up questions for the group. After each student’s turn, the other students provide feedback
on his/her performance.
Describe a restaurant that you like.
You have 3 minutes to prepare and make notes. You should speak for 1 to 2 minutes.
You should:
• Say what kind of food it serves.
• Why you like eating there so much.
• How often you go there.
When you are finished, you will answer the following questions:
1. How healthy is the food in this restaurant?
2. Do you prefer to eat home cooked food or eat out? Why?
3. Do you like to cook? If so, what can you cook well?
Instructional Pack: Level 104 – Module 4 ELI Curriculum Unit p. 22
Session 4 - Speaking Task
Students perform the task below in groups. One other student is assigned to ask the follow
up questions for the group. After each student’s turn, the other students provide feedback
on his/her performance.
Describe an old person you admire.
You have 3 minutes to prepare and make notes. You should speak for 1 to 2 minutes.
Talk about:
• Who this person is
• How long you have known him/her
• What qualities he/she has
• Why you admire him/her
When you are finished, you will answer the following questions:
1. Do you have similar qualities to this person?
2. What did this person teach you?
3. What things can old people teach us?
Scoring Rubric
Please use the rubric below for determining the mark for your students’ speaking
assessment, reflecting their attendance and task completion. Instructors should grade
students' attendance and level of participation in each session and enter those grades into
the Record of Supplementary Program Grades spreadsheet. The spreadsheet will
automatically calculate the final score.
0 1 3 5
Task completion
Student did not
attempt any speaking
tasks assigned.
Student participated
minimally and only
completed very little
of the work assigned.
Student participated
and completed over
half of the work
assigned.
Student actively
participated* and
completed all or
nearly all of the work
assigned.
* “Actively participated” – means pushed themselves to speak for the assigned time, and
provided peer feedback when requested. It does not refer to how well the student
performed linguistically while completing the task
Instructional Pack: Level 104 – Module 4 ELI Curriculum Unit p. 23
Independent Practice
Instructions for teachers
The items found under the column “Independent Practice: Workbook” for each week of the
Pacing Guide serve as the basis for the five marks allotted to Independent Practice.
Instructors are kindly asked to follow the guidelines below in implementing this portion of
student assessment.
1. Students must complete the work on their own, either in class or at home.
2. In order to ensure that students complete the work themselves, teachers should
check that students’ workbooks are unused and they have not yet completed any
of the assigned activities. Any student who is using a used workbook, should be
informed that they will receive a zero (0) mark, as it is impossible to ensure they
in fact completed the work themselves.
3. Teachers should check that students have completed the assignments, keep a
record of their completion and provide appropriate feedback.
4. Students should be made aware that many of the activities in the workbook
require the use of the audio files that are included with the workbook’s DVDROM.
These activities are clearly marked in the workbook itself in bold, prefixed
by the letter ‘T’ and then the unit number and track code. For example, T 7.1,
would indicate that track 7.1 on the DVD-ROM should be used for that activity.
5. Marks are to be based on the rubric below.
Scoring Rubric
0 1 2 3 4 5
Completion of
Assigned
Work
No
assignments
were
completed.
Only a few
assignments
are
completed.
Some
assignments
are
completed.
Many
assignments
are
completed.
Most
assignments
are
completed.
All
assignments
are
completed.
Assignment Schedule
Teachers are asked to use the “Independent Practice: Workbook” items found in each week
of the Pacing Guide above as the basis for the schedule of assignments.
Instructional Pack: Level 104 – Module 4 ELI Curriculum Unit p. 24
Learning Management System
Instructions for teachers
The Learning Management System (LMS) provides students the opportunity to
consolidate and practice language learning outside of class. It is being rolled out in
phases. During Module 3, we will offer the LMS for all students to use. In this current
module, students’ use of LMS and their performance is optional and will not be for a
grade. Instead, the Independent Practice grade will continue to be based on the
completion of assigned workbook activities. Details can be found in the Independent
Practice section of this Instructional Pack.
Orientation:
Instructors should carry out one orientation session with students during week 2, in
which students’ attention should be drawn to the following points:
1. LMS practice activities are available for students as additional practice to
complement their in-class work.
2. Completing the LMS activities will provide useful practice for the mid-module and
final computer-based exams that can lead to higher scores, especially in:
• Reading, Listening, Grammar, Vocabulary and Spelling.
3. LMS will also provide students with support for taking the computer based exams,
giving them practice with computer based multiple-choice questions, listening
passages, etc.
4. If there is internet access in your classroom, you might want to log-on and show
some of the activities / exercises to the students so that they get a clearer idea
about what is available.
5. The Student LMS User Guide, on the ELI website in Students’ Resources,
provides the following:
• the web address for students to access the LMS
• instructions for how to log in to the LMS
• details about the content on the LMS
• information about which lab(s) are open for students to use and time of
operation
6. There is also a YouTube video in Students’ Resources, which explains the
procedure for logging in and gaining access to the course and doing the exercises.
7. The Student LMS User Guide and the Student LMS How To Video can be found at:
• http://eli.kau.edu.sa/Pages-std-resources-level-1-ar.aspx
8. Tell students that if they have problems getting onto the LMS or if they don’t have
internet access or a computer, they can do LMS practice in the ELI computer labs if
they like with Instructor support. Campus specific information regarding the labs is
available in the Student LMS User Guide.
9. Tell students that unfortunately, the LMS doesn’t work on mobile devices such as
phones or tablets.
Tracking student use and progress.
While the LMS is not being implemented for a grade , instructors may wish to track their
students’ participation and progress/performance in LMS practice. To this end, the
gradebook will automatically calculate the percentage of activities completed by the
student on the system, as well as giving the percentage of correct answers they got.
Instructional Pack: Level 104 – Module 4 ELI Curriculum Unit p. 25
Additional Content
OUP have included some additional supplementary resources which some instructors
may wish to use with their students. These are PDFs in the Teachers’ Resources folder
If any of these supplementary exercises are done, they will not show up in the
gradebook as they are PDFs. They include:
• Reading
• Writing
• Vocabulary
• Learning Library
• Spelling
• Video Worksheets
There are also 4 videos at each level that instructors may choose to show in class, with
accompanying worksheets (in the Teachers’ Resources folder). These videos cannot
currently be seen by the students. Instructors can give students access to the videos at
home by clicking “visible” in the drop down menu. Instructors wishing to use the PDFs
in the Teachers’ Resources folder should print out the PDFs as hard copies for their
students.
There is also a Training Manual for instructors, which provides guidance on using the
LMS.
Instructional Pack: Level 104 – Module 4 ELI Curriculum Unit p. 26
Vocabulary List
Unit 3
award (n, v)
based on (pp)
childhood (n)
compare (v)
contrast (v)
disaster (n)
educate (v)
encourage (v)
environmental (adj)
fascinated (adj)
handout (n)
hang out (= relax) (v)
homesick (adj)
honour (n, v)
novel (n)
only (child) (adj)
outdoor (adj)
relevant (adj)
report (n)
spoil (v)
strict (adj)
Unit 4
behave (v)
bill (n)
bow (greeting) (n, v)
casually (adv)
colleague (n)
complain (v)
dish (n)
engaged (adj)
extension (phone) (n)
fasten (v)
gift (n)
global (adj)
guest (n)
guidebook (n)
host / hostess (n)
local (adj)
manners (= behaviour)
(n)
modest (adj)
responsibility (n)
rule (n)
socialize (v)
status (n)
stranger (n)
stuffy (a room) (adj)
tip (=suggestion) (n)
valuable (adj)
Unit 5
chilly (adj)
clear (adj)
cloud (n) / cloudy (adj)
fog (n) / foggy (adj)
ice (n) / icy (adj)
lightning (n)
rain (n) / rainy (adj) / rain
(v)
snow (n) / snowy (adj) /
snow (v)
stormy (adj)
(thunder)storm (n)
sunshine (n)/ sunny (adj)/
shine (v)
wind (n) / windy (adj) /
blow (v)
climate (n)
degree (n)
forecast (n)
heavy (adj)
temperature (n)
weather (n)
item (n)
land (a plane) (v)
luggage (n)
qualification (n)
rare (adj)
reach (v)
recommend (v)
Unit 6
[Adj. to describe Food]
junk
delicious
disgusting
expensive
fresh
frozen
home-grown
plain
rich
tasteless
tasty
[Adj. to describe Cities]
ancient
busy
capital
cosmopolitan
crowded
exciting
historic
industrial
modern
polluted
[Adj. to describe People]
boring / bored
elderly
outgoing
rude
shy
sociable
sophisticated
starving
tall
young
vegetarian
agricultural (adj)
antique (adj)
consumer (n)
deliver (v)
forever (adv)
gradually (adv)
have in common
mix (v)
outside (adv, prep)
popularity (n)
promise (v)
reputation (n)
succeed (v)
topping (n)
universal (adj)
spice (n)
Unit 7
[Phrasal Verbs]
come across
come up with
cut off
cut off from
end up
fall out with
Instructional Pack: Level 104 – Module 4
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