Outcomes, General and Specific Page 1
Quality Professional Training

Daily Lesson Plan Page 1

Critical Thinking Tests

New Evaluation Tools (1st Page)

English Sites(1)

Grammar, Dictionaries, ELT Sites

Photo Activities

Diagnostic Tests

Blended Learning and links

Slide Show

Guest Book

12th Grade Resources

Rubrics and Forms

Tenth Grade Analysis Page 1

Online Training for New Teachers

Grade 11 Content Analysis

12th Grade Remedial Resources

Powerpoint, Video, Audio, Clip Art, e-Libraries

Placement Tests

Learning StylesTests

Ask an Expert

12th Grade Training

Blended Learning Free Computer Skills and Programs

START HERE! How Our Reflective Blended Training Works

Free 'Electronic' Teaching Managment

Learning Difficulties Tests, Teaching

Action Pack, Grade 2 Training (1st Page)

Action Pack, Grade 8 Training (1st page)

Inquiry, Critical Thinking, Task-based, Problem-based Learning, constructivism (Methods 1)

Action Pack 8 Training (2nd page)

Action Pack 2 Training (2nd Page)

12th Grade Content Analysis

12th Grade Standards

Action Pack 8, Grade 8 Training (3rd Page)

Free Hardware/Software Technical Assistance

New Evaluation Tools (3rd Page)

Free Icebreakers for Classroom Use

New Evaluation Tools (2nd Page)

Evaluation (4th Page) Organizing Your GradeBook

Semester Plan

New Evaluation Authentic Assessment(5th Page)

Total Physical Response (Methods 2)

Daily Lesson Plan Page 2

Lesson Planning Page 3 (Strategies)

Outcomes, General and Specific Page 1

Outcomes, General and Specific Page 2

Outcomes, General and Specific Page 3

Exemplar of Performance-based Assessment

Remedial Activities Page 2

8th Grade Content Analysis page 3

12th Grade Audio Vocational Literature

CRITICAL THINKING 2

Free AntiVirus Scan

Text to Speech/ Speech to Text

Dear colleague,

On this page you'll find a quotation of the General and Specific Outcomes

for English language for all grades.

( For the moment ONLY the specific outcomes are included; the General Outcomes will be added later.)

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

Source:

General and Specific Outcomes: trial worksheets for the Focus Group,

 MoE, Amman, 2004.

The outcomes, quoted here, are here for the purpose of eliciting feedback

which will always be passed on for development and improvement.

Specific Outcomes

"Grade One

Listening

Specific Outcomes

It is expected that students will

1. recognize the sounds of the letters of the English alphabet  (e.g., listen and point to letters)

2. recognize some basic English words (e.g., boy, girl, red, blue)

3. recognize short, simple greetings (e.g., A: Hello B: Hello. Good morning)

recognize and respond to basic classroom-controlled instructions (e.g., stand up, walk to the door)

4. develop a love of listening to short, simple rhymes and songs

5. use pictures and flash cards to understand new words when listening

6. recognize objects teachers hold up when listening (e.g., ball)

Speaking

Specific Outcomes

It is expected that students will

1. pronounce the letters of the alphabet correctly

2. pronounce some simple words accurately (e.g. numbers 1-10).

3. imitate the pronunciation of some simple English words and pronouns

 (e.g. after listening to a tape)

4. repeat and pronounce correctly foreign names as appropriate

5. pronounce correctly some key simple words for objects, actions, and numbers

6. ask and respond to some simple questions about persons, objects, and

numbers using three or four words (e.g., color)

7. sing short, simple songs after listening to a tape

8. repeat short, simple rhymes after listening to a tape

9. participate in simple short, simple guided exchanges with a peer (e.g., greeting each other)

10. present letters of the alphabet to the class (e.g. say a letter and a word starting

with that letter such as “b” for banana)

11. ask for help (e.g., body language, “Please help.”)

Reading

Specific Outcomes

It is expected that students will

1. recognize letters of the English alphabet

2. recognize small and capital letters

3.recognize simple words and phrases (may need  repetition)

4. read English from left to right

5. show understanding of learned simple words about names, objects, actions,

and numbers when reading through different activities (e.g., fill in a missing word)

6 .recognize the characters in the reading  materials (e.g., Sara, Vinnie)

7. use picture clues and illustrations to determine the meaning of basic words

 (e.g., match words with pictures)

8. recognize basic familiar expressions when  reading (e.g., Good morning)

Writing

Specific Outcomes

It is expected that students will

1.copy English numbers, and capital and small letters correctly

2.print the English alphabet and numbers legibly

3.print single words neatly

4.label objects

5.fill in missing letters to complete a word

6.fill in missing words to complete a sentence (e.g. missing words in a  postcard)

7.write from left to right 

8.alphabetize by first letter (e.g., a list of friends’ names)

9.spell simple familiar words correctly (e.g., boy,  table)

10.use capital letters for names

11.correct the spelling and capitalization of words  with teacher assistance

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

Grade Two

Listening

Specific Outcomes

It is expected that students will

1. recognize the sounds of all the letters of the alphabet

2. recognize simple words phrases and sentences (e.g.  balloon, I’m hungry.)

3. follow short, simple oral instructions (e.g., Touch your ear.)

4. respond to short, simple questions before and after  listening

 (e.g., What color is …?)*

5. respond in short, simple guided exchanges

 (e.g., A: What’s your name? B: I’m Ali.)*

      6. use prior knowledge to understand short, simple exchanges

       (e.g., A: Have a present. B: Thank you. A: You’re welcome.)

7. develop a love of listening to short, simple rhymes   and songs in English

8. use pictures, flash cards and posters to understand new words when listening (e.g., classroom and school objects)

9. use  teacher introduction to understand new words when  listening (e.g., references to classroom and school   objects)

10. use words (e.g., I need help!) or body language (e.g., facial expressions to show non-understanding)*

Speaking

Specific Outcomes

It is expected that students will

1. pronounce all the letters of the alphabet correctly

2. say two-syllable words with the correct stress (e.g. brother, sister)

3. pronounce words correctly when talking about animals, clothes,

 presents, and members of the family

4. ask or respond to short simple questions about clothes and colours using short sentences

5. sing short, simple songs after listening to a tape

6. repeat short, simple rhymes after listening to a tape

7. ask and answer basic, short simple questions (e.g., likes   and dislikes)

8. give and respond to short simple commands and   instructions (e.g. add one and two; spell fish)

9.with a partner, use pictures to make a simple dialogue

10. use learned basic words to describe something in a picture

Reading

Specific Outcomes

It is expected that students will

1. identify all the small and capital letters of the English alphabet

2. recognize learned simple words and phrases

3. match simple words with their printed form

4. show understanding of new words

5. use picture clues to predict the meaning of simple words, phrases and short sentences (of three to four words) when reading

6. ask questions to understand simple words and phrases (e.g., What is ..?) speaking

7. show understanding of learned basic words, phrases, and short sentences about names, objects, actions, and numbers when reading (e.g., fill in simple charts)

8. recognize the characters in the reading materials (e.g. Vinnie)

9. demonstrate understanding of basic familiar information when reading

(e.g., match colours and fruit)

10. make connections between illustrations and 1simple  (short) written materials

Writing

Specific Outcomes

It is expected that students will

1. print, the English alphabet (capital and small letters  simple words and phrases, and numbers (1-10)  correctly, legibly, and neatly

2. fill in blanks to form basic short sentences and   charts (e.g., I like____

3. write basic phrases to describe  pictures,  objects, people, and activities by choosing appropriate words from a given list

4. make simple cards for friends containing English   words.

5. produce simple groups of related items in a web   (e.g., classroom objects, family members)

6. use capital letters for  the names of people and   places

7. use simple single adjectives to describe objects (e.g.  big ball)

8. begin to revise written work using capital and small letters

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

Grade Three

Listening

Specific Outcomes

It is expected that students will

1. recognize the sound of diphthongs in the English alphabet  (e.g., ae, ie)

2. say two syllable words with the correct stress (e.g., father,  mother,)

3. follow short, simple oral instructions related to work in class  

 (e.g., Open your textbook to page 10.)

4. show understanding of short, simple questions before and after listening (e.g., what is it?)

5. participate in short, simple guided exchanges (e.g., identify  likes and dislikes) speaking

6. show enjoyment to simple rhymes and songs in English

7. use pictures, flash cards, and textbook to understand new or  

 unfamiliar words when listening (e.g., rooms in a home)

8. use prior knowledge to participate in short, simple guided  exchanges (e.g., , raise hand) speaking

9. ask for help (e.g., What does the word “door” mean?) speaking

Speaking

Specific Outcomes

It is expected that students will

1.pronounce diphthongs correctly (e.g., ae, ie)

2.pronounce short, simple questions and statements with correct intonation patterns (e.g., yes/ no questions)

3.give short, simple commands and instructions ( e.g. come here; jump up down)

4.use short sentences to participate in simple exchanges  based on learned models ( e.g., likes, dislikes)

5.describe orally pictures, places, and people in short, simple sentences

6.present short, simple mini class presentation to the class on a familiar topic (e.g. show and tell)

7.sing simple songs with peers after listening to a tape

8.recite simple rhymes with peers after listening to a tape

Reading

Specific Outcomes

It is expected that students will

1.match spoken short, simple words and sentences with print

2.recognize familiar short, simple words and phrases

3.learn new words through direct instruction and assigned independent language exercises and activities

4.recognize the components of compound words to understand their meaning

5.infer the meaning of new words through familiar contexts

6.use picture clues to make predictions about the content of reading material(e.g., a description of a person, place or thing)

7.use knowledge of punctuation (e.g., question mark and period) to understand what they read

8.ask and respond to questions before, during and after reading

9.demonstrate understanding of short, simple rhymes and songs (e.g., fill in words in charts)

10.describe main characters, settings and events in short, simple songs and rhymes

11.demonstrate understanding of simple familiar information when reading (e.g., how to play a game)

12.demonstrate understanding of simple familiar instructions when reading (e.g., timetable)

Writing

Specific Outcomes

It is expected that students will

1.copy short, simple sentences correctly, legibly and neatly

2.print short, simple sentences correctly, legibly and neatly

3.complete a short, simple letter to a friend

4.make simple cards and posters (e. g., greeting  card for Mother’s Day, Teacher’s Day)

5.write a list of actions (e.g., walking to school, eating)

6.write a simple description of one’s city (e.g., I  live in ….   It is a big/small city/village.)

7.alphabetize a list of simple words

8.sequence a simple series of actions

9.use and spell correctly learned short, simple vocabulary

10.use capital letters for names and when starting a sentence

11.use an apostrophe to show simple possession  (e.g., Ali’s car)

12.correct spelling and use of capital and small letters with the assistance of peers

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

Grade Four

Listening

Specific Outcomes

It is expected that students will

1.recognize the sounds of consonant combinations in the  English alphabet (e.g., ch, ck, sh)

2.stress the appropriate syllable in multi-syllable words (e.g., animal, beautiful,) 

3.use textbook illustrations, and pictionary to understand new  or  unfamiliar words when listening

4.use prior knowledge to participate in short, simple guided exchanges (e.g.,  face the speaker) speaking

5.ask peers for help (e.g., how can I do this part of  exercise?) speaking

6.write dictated simple sentences, or a short paragraph writing

7.follow short, simple instructions (e.g., please show me  your homework)

8.respond to questions before, during, and after listening  (e.g.,  where does s/he live?)

8.participate in short, simple guided exchanges (e.g., about  personal experiences)  speaking

9.show appreciation  in listening to simple rhymes and songs in English

Speaking

Specific Outcomes

It is expected that students will

1pronounce double letter consonant sounds correctly (e.g. ph, ch, gh)

2.pronounce short, simple questions and statements with  correct intonation patterns

3.use complete sentences in short, simple guided exchanges based on familiar situations

4.ask and answer short, simple questions using “Wh-words”  ( e.g. where, what, when)

5.participate in the singing of simple songs and recitation of simple rhymes after listening to a tape

6.deliver a short, simple prepared presentation to the class on a favourite topic (e.g. likes and dislikes about celebrations)

7.retell a short, simple story

Reading

Specific Outcomes

It is expected that students will

1.distinguish between formal and informal use of some words (e.g., father/dad, mother/mom)

2.use picture clues to make predictions about content while reading  independently

3.ask questions while reading (e.g., does this sound correct?)

4.use punctuation (e.g., exclamation mark) to understand

5.use dictionaries to help understand unfamiliar words in short  reading materials

6. recognize and name some basic kinds of short, simple reading material (e.g., stories, poems, and  postcards)

7.identify the topic of short, simple poems

8.identify main character, settings, and events in short simple stories

9.retell or act out the important events in a short, simple narrative

10.begin to form simple opinions about characters, events and  information in reading materials

11.relate English phrases to familiar personal experiences (eg., visiting  historical places)

12. find information on a favourite topic

Writing

Specific Outcomes

It is expected that students will

1.copy capital and small English letters in semi-cursive handwriting

2.write English sentences in semi-cursive handwriting correctly, legibly, and  neatly

3.complete a template of a short, simple letter or an email to a friend

4.write answers to short, simple questions on different topics

5.produce a poster in English for a school activity

6.write a short, simple entry in a learning log

7.arrange jumbled sentences into a  very short, simple story (e.g., follow a         narrative sequence)

8.spell correctly learned simple vocabulary

9.organize simple information in tables and charts

10.arrange jumbled information in simple tables and charts

11.use capitalization appropriately

12.use end punctuation correctly (e.g., period, question mark and exclamation  mark)

13.use capital letters for names and when starting a sentence

14.identify and write examples of simple words that sound the same (e.g., eye/I)

15.correct misspelling and use of capitalization, period, question mark and  exclamation mark with the assistance of peers and teachers

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

Grade Five

Listening

Specific Outcomes

It is expected that students will

1.recognize the different sounds of some consonants alphabet (e.g., city,  cat; good, general)

2.follow simple oral instructions (e.g., follow directions from the classroom to the library)

3.participate in simple classroom exchanges (e.g., talk about an event)        

5.respond to questions before, during, and after listening

6.begin to make inferences when listening (e.g. whether the advice given   is valid)

7.show appreciation to rhymes and songs

8.use pictures to understand new or unfamiliar words when listening

9.use clues to understand new words when listening (e.g., using maps)

10.take notes when listening to remember the main idea

Speaking

Specific Outcomes

It is expected that students will

1.speak clearly with a reasonable speed and volume

2.speak about events that happened in the past

3.ask questions and statements in an appropriate tone of voice e.g., rising or falling tone)

4.use short sentences to talk with a partner or a small group about  familiar and situations (e.g. self, family, travel to other countries)

5.discuss own ideas and those of others about a simple topic 239.sing songs and recite rhymes after listening to a tape

6.prepare and read aloud with appropriate expression a short, simple passage

7.present a short, simple prepared speech of four or five sentences to the  class (e.g. hobbies, interests, show and tell)

8.describe processes for doing simple tasks (e.g., making tea)

9.with a partner, prepare and present a short, simple dialogue to the  class

Reading

Specific Outcomes

It is expected that students will

1.recognize the use of simple  prefixes and suffixes to change the meaning of words (e.g., un, ful)

2.use context and visual clues to predict or identify meaning of unfamiliar words

3.use print or electronic bilingual dictionaries to help understand unfamiliar words in reading materials

4.distinguish fact from opinion in simple reading materials

5.distinguish cause and effect in simple reading materials

6.explain point of view in simple reading materials

7.draw an illustration based on simple reading material

8.form an opinion based on information from a written source

9.explain similarities and differences between events in simple reading material and personal experiences

Writing

Specific Outcomes

It is expected that students will

1.locate information using headings and sub-headings in books and magazines

2.conduct key word searches in English electronic learning materials

3. locate and select suitable electronic greeting cards for different occasions to  exchange with friends

4.write an introductory sentence for a short, simple paragraph that clearly identifies the topic of the paragraph 

5.write a short, simple descriptive paragraph of four or five sentences (e.g.,  about a person, a place in Jordan)

6.write a simple letter or an email to a friend

7.write a short entry in a learning log

8.with a partner, write a short dialogue to present to the class

9.use a model to plan a short, simple descriptive paragraph about a picture or an illustration (e.g., describing oneself, school, family, country)

10. use and spell correctly learned vocabulary

11. check sources for accuracy of information (e.g., an encyclopedia to check the location of the Andes mountains)

12. seek advice about appropriate words for specific topics (e.g., the difference between a house and a cottage)

13. correct spelling, punctuation (e.g., capitals, period, question mark, exclamation mark and apostrophe) with the assistance of peers and teachers

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