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Dear Colleague, The suggested attainment targets below can be used as standards for the 12th Grade. They have been undergoing revision and updating for the past decade. So, you're welcome to contribute to their improvement.

 

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

If you need help and  guidance contact us through

the e-mail addresses below:

      abdtdj_950@yahoo.com  or

      mailto:a-faqih@yahoo.com

 

Listening and Speaking

  1. gaining the overall idea or gist of a spoken message
  2. 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

 

  1. grasping the ideas or feelings implied in a

      spoken message

 

  • - extract specific information through making inferences

 

  1. evaluating the attitudes, assumptions and arguments

      in a spoken message

 

  • - identify the speaker's attitude

 

  1. 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

 

 

  1. 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

 

  1. 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

 

  1. 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

 

  1. 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.

 

  1. 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

 

  1. 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

 

  1. 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

 

  1. describe people , places, events, pictures  
  2. change information from diagrammatic or tabular

      into written form

  1. express a personal reaction. For example,

      an attitude or point of view

  1. write a short narrative on a topic, such as an

       imagined event or a news item

  1. produce instructions related to carrying out a

      specific task

  1. produce a long piece of writing seeking and

       conveying personal information, feelings

       and opinions

  1. use complex descriptive language to write about

      unfamiliar topics, including future and past events

  1. recode information ( expressing /showing

      understanding of equivalence of meaning) within

      the same style and across   styles

  1. complete a range of written tasks at the sentence

      level and the text level ( such as completion of

      gapped texts...etc

  1. 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

 

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

 

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