12th Grade Suggested
(Levels Three and Four)
Standards (L/S/R/W)
which students should attain to perform successfully
on International-level Tests such as TOFEL
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Listening and Speaking
- gaining the overall idea or gist of a spoken message
- extracting specific information from a spoken message
- - identify the main points mentioned in a listening text
- - extract specific information from the listening passage
- - extract appropriate information to do a required task
through listening to a text
- - take notes while listening to a news broadcast
- - fill in a given table by identifying the required
information through listening to a spoken text
- grasping the ideas or feelings implied in a
spoken message
- - extract specific information through making inferences
- evaluating the attitudes, assumptions and arguments
in a spoken message
- - identify the speaker's attitude
- show appreciation of techniques used in
a spoken message
- - understand conceptual meaning of terms,
expressions or idioms
- - differentiate the main idea from supporting details
by differentiating primary from secondary significance
or category from exponent or fact from opinion, the
whole from its parts
- - extract the communicative value of a listening text
- - deduce the meaning and use of unfamiliar lexical
items through contextual clues and word formation
- - respond appropriately to what is heard by expressing
agreement or disagreement
- - recognize the missing words to fill in the missing
spaces in statements through listening to a text
- - discriminate sounds in isolated word forms
- - discriminate between the sounds of consonants on
given words
- - discriminate the vowel sounds in isolated word forms
- - discriminate the sound of the final syllable ‘ed' in a
list of given verbs
- - discriminate sounds in connected speech
- - discriminate between long and short vowels in
connected speech
- - recognize the use of stress in connected speech
- - recognize intonation patterns, variations of tone and
pauses for interpreting meaning
- - differentiate between the use of stress when the given
words are nouns and when they are verbs
- - mark the main stress on active vocabulary
- - show understanding of relations between the parts of
a spoken text through lexical and grammatical cohesion devices
- conveying information in speech
- - ask for and give information according to provided
visual or auditory prompts
- - produce relevant and appropriate information based
on local radio advertisements
- - clarify and emphasize a point by giving sufficient
information based on a listening text
- - talk about events in one's life
- deploying ideas, expounding, arguing and
evaluating in speech
- - express conceptual meaning
- - complete a discourse using verbal and visual cues
- - express one's point of view on general topics giving
reasons and justifications
- - manipulate variations in stress in connected speech
- - produce intonation patterns to express meaning
- - use the language forms in accordance with features of
role, status and formality in a given situation
- - use language functions appropriately in given situation
- - express relations between parts of a text using clues
based on grammatical devices and lexical cohesion devices
Reading
- gaining the overall idea or gist of a written text
- - identify the main point of a text
- - distinguish the main idea from supporting details by
differentiating primary from secondary significance,
category from exponent, fact from opinion
- extracting specific information from a written text
- - extract salient points in a reading text
- - summarize specific points in a text
- - extract relevant information to make a decision,
do a required task
- - identify key points to fill in a checklist
- - make notes based on text
- - transform information into a diagrammatic display
- - transform information in writing into diagrammatic
display through completing or constructing a diagram,
table, graph etc.
- grasping the ideas or feelings implied in a written text
- - show understanding of information in a reading text not
explicitly stated through making inferences
- - show understanding of information in a text through making inferences
- evaluating the writer's attitudes, assumptions
and arguments
- - react to the text, contributing ideas and opinions
- - react to the text giving personal opinions and
expressing preferences
- - identify the writer's attitude or mood
- show appreciation of the writer's use of technique
through critical thinking and reasoning
- - recognize relations between parts of a text through
lexical and grammatical cohesion devices
- - deduce the meaning and use of unfamiliar
lexical items through appropriate vocabulary
attack strategies/ contextual clues
- - recognize indicators in a text for: introducing an
idea, reinforcing an argument, concluding a idea,
transition to another idea and emphasizing a point
- - extract the communicative value of a reading text
- - identify elements related to the reader's knowledge
and experience of the world embedded in
a reading text
- - clarify the difference in meaning between
pairs of sentences
- - extract cause, result and contrast in a text
- - translate some statements in a text into Arabic
- - make predictions based on information included
in the text and one's knowledge of the world
Writing
- describe people , places, events, pictures
- change information from diagrammatic or tabular
into written form
- express a personal reaction. For example,
an attitude or point of view
- write a short narrative on a topic, such as an
imagined event or a news item
- produce instructions related to carrying out a
specific task
- produce a long piece of writing seeking and
conveying personal information, feelings
and opinions
- use complex descriptive language to write about
unfamiliar topics, including future and past events
- recode information ( expressing /showing
understanding of equivalence of meaning) within
the same style and across styles
- complete a range of written tasks at the sentence
level and the text level ( such as completion of
gapped texts...etc
- use formal and informal styles of writing, choosing
the appropriate form of writing, organizing the
content and ideas to produce a coherent and
accurate piece of writing
Higher order cognitive objectives
Reasoning and Critical Thinking
A
- - respond appropriately to given situations
- - use the language forms in accordance with
features of role, status and formality in a
given situation
- - use language functions in life-like situations
- - translate a given passage from English into
Arabic and vice versa
- - use language functions to elicit appropriate
information
- - express personal views, ideas and feelings
- - give reasons to back up opinion
- - analyze facts, ideas and experiences using a
range of vocabulary and structures
B
- - differentiate primary from secondary significance
- - differentiate category from exponent
- - extract selectively salient points in a given text
- - extract the communicative value of text
- - deduce the meaning and use of unfamiliar lexical
items through contextual clues and word formation
- - produce the correct use and usage of unfamiliar
vocabulary items
C
- - evaluate a discourse through analysis, replying,
acknowledging, adding, justifying
- - make judgments based one's knowledge and
experience
- - express in writing how data from one's own
experience or knowledge of the world is integrated
with data in the text ( as shown in predictions and
expectancies about a text)
- - show understanding and appreciation of literary
works ( such as poems, short stories...etc) through
writing a coherent and cohesive essay on a
literary text, evaluating/ discussing techniques
and points related to the text
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Secondary Level objectives for the purposes
of training on constructing test items
Reading
- a. Obtain the general idea or gist
- b. Identify the type of text
- c. Differentiate main idea from supporting details
- d. Extract specific information
- e. Infer the meaning of unfamiliar lexical items
- f. Recognize equivalence of meaning of textual
elements
- g. Show understanding of text through the use of
cohesive devices and discourse markers
- h. Distinguish facts from opinions
- i. Distinguish between the main writing styles
- j. Infer the writer's attitude using structural clues
- k. Sort out information according to given criteria
- l. Identify different relationships within a
text (cause & effect)
Functions
- a. Select the appropriate response to
given situations
- b. Identify the function of given statements
using the list functions in SB
Analogy
Determine different types of relationships
between words, phrases or sentences
Vocabulary
- 1. Recognize the appropriate form of a lexical
item in a given context
- 2. Use lexical items in a correct grammatical form
- 3. Use lexical items to produce semantically and
grammatically correct sentences
- 4. Deduce the meaning and use of unfamiliar
lexical items through contextual clues
Structures
- a) Identify the correct tense form in a given context
- b) Identify function of structures with reference to
the list of structures in the Students'
- c) Book syllabus
- d) Produce grammatically and semantically correct
sentences through the selection of appropriate structural
items from the lists in the table of contents
- e) Produce sentences using coordinators /
subordinators
- f) Produce complex sentences using
adverbial clauses
- g) Produce complex sentences using
adjective clauses
- h) Identify relations between ideas using
appropriate linking words
- i) Report sentences and questions
- j) Transform active into passive voice
- k) Recognize the correct use of the notion of
time through appropriate use of tenses
Writing
- a) Identify statements that summarize main ideas
- b) Identify the strategy used in the development or
organization of a text
- c) Identify the appropriate use of grammatical and
structural elements at the sentence level
- d) Identify the use of different types of clauses that
express notions such as cause, result or contrast...etc.
- e) Complete a guided writing task from arrange of
written tasks at the sentence or text level such as a
descriptive text.
- f) Use correctly the punctuation marks
- g) Form grammatically and semantically compound
and complex sentences from given jumbled parts