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Ibra College of Technology<br />
Ibra<br />
Sultanate of Oman<br />
Course File<br />
Level 2<br />
Groups One and Two<br />
Semester 2<br />
Prepared by<br />
Anwar Sajad
TEACHER’S COURSE FILE CONTENT & REVIEW FORM<br />
Academic Year: 2016 - 2017 Semester: 2nd<br />
Department: ELC<br />
Date: _________________<br />
Skills/Courses taught: Listening & Speaking<br />
Level/s: 2_<br />
Writing Reading<br />
Total No. of Hrs Per Week: _18_ Group/s: __1 & 2__<br />
Lecturer’s Name:<br />
Anwar Sajad<br />
S.No Content Available Not<br />
Applicable<br />
(NA)<br />
Section 1: Governance and Management <br />
1. Vision, Mission, Goals<br />
2. Objectives of the ELC<br />
3. Pedagogical Framework<br />
Section 2: GFP Student Learning<br />
4. Learning Outcomes with Delivery Plan<br />
5. Academic Calendar<br />
6. Teacher’s Timetable<br />
7. Students’ Weekly Attendance<br />
8. Copies of Teacher Prepared Handouts,<br />
supplementary materials, worksheets<br />
(organized according to skills taught)<br />
9. Copy of all assessments given to students<br />
10. Examination Results<br />
Section 3: Academic Support Services<br />
11. Students with Special Needs Referral Forms<br />
12. Remedial Program Referral Forms<br />
13. Evidence of Academic Advising and<br />
Assistance<br />
14. Records of students behavior (Incident<br />
Reports)<br />
Section 4: Staff Related Documents<br />
15. Substitution Records<br />
16. Invigilation Duty Records<br />
17. Evidence of Professional Growth Sessions<br />
Attended/Presented<br />
18. Committee Involvement/Additional<br />
Responsibilities Records<br />
19. Copy of Lecturer’s Responsibilities and<br />
Duties (as per bylaws Article 25 and 92)<br />
Auditor’s<br />
Remarks<br />
Name of the<br />
reviewer:<br />
Signature:<br />
Date:<br />
Name of the lecturer:<br />
Signature:<br />
Date:<br />
Notes:<br />
NA-Not applicable<br />
Course files will be randomly checked by nominated staff members nominated by the HoU and the report<br />
will be submiited to the Center/ Department Council before the end of the semester.
CoTs Vision, Mission, & Goals<br />
Vision<br />
We will be a leading technological institution, providing high quality teaching and learning to prepare and<br />
empower the Omani professionals of the future so that they can contribute to national socio-economic<br />
development.<br />
Mission<br />
To deliver high quality student-centred education that produces competitive graduates who enter the labor market<br />
with confidence, strong technological and personal skills, and are prepared for a life of contribution and success.<br />
Goals<br />
1. We will provide excellent governance and administration with transparency and adherence to ethical<br />
principles<br />
2. We will offer students high quality teaching, learning and training opportunities through continuous<br />
market analysis and curriculum review process using recent technology<br />
3. We will offer quality programs that promote entrepreneurial skills and respond to the changing market<br />
needs and developments in technology<br />
4. We will ensure that graduates develop into responsible citizens by enriching their values and attributes<br />
to positively affect socio economic development<br />
5. We will develop staff by offering opportunities for professional and personal development, rewarding<br />
hard work and innovative thinking<br />
6. We will encourage opportunities for applied research and consultancy<br />
7. We will foster mutually beneficial constructive partnerships with various public and private sector<br />
organizations, professional bodies and local and international communities that benefit the community<br />
at large<br />
8. We will provide facilities and learning resources that are effectively utilized and well managed to<br />
ensure efficient student and staff services
2. Objectives of<br />
the ELC
General Foundation Program Level Objectives<br />
Levels<br />
4 (CEFR Equivalent B2)<br />
Objectives<br />
Can understand the main ideas of complex texts on both concrete and abstract<br />
topics, including technical discussions in his/her field of specialisation. Can<br />
interact with a degree of fluency and spontaneity that makes regular interaction<br />
with expert speakers quite possible without strain for either party. Can produce<br />
clear, detailed text on a wide range of subjects and explain a viewpoint on a<br />
topical issue giving the advantages and disadvantages of various options. While<br />
studying can manage time and accept responsibility according to OAAA GFP<br />
Standards 6.2.1. As part of the Level 4 Program, learners will acquire the<br />
research skills, note taking skills and presentation skills specified by the OAAA<br />
GFP Standards # 6.2.2, 6.2.3 and 6.2.4.<br />
3 (CEFR Equivalent B1)<br />
Can understand the main points of clear standard input on familiar matters<br />
regularly encountered in work, study, social life and employment. Can deal with<br />
most survival situations likely to arise while interacting using English. Can<br />
produce connected texts on topics which are familiar, or of personal interest or<br />
of a type with which a student aiming to study at a college of higher education<br />
ought to be familiar. Can describe experiences and events, dreams, hopes and<br />
ambitions and briefly give reasons and explanations for opinions and plans.<br />
While studying can manage time and accept responsibility according to OAAA<br />
GFP Standards # 6.2.1.<br />
2 (CEFR Equivalent A2)<br />
Can understand and use in speech and writing sentences at an elementary level<br />
related to social, academic and employment areas. Can communicate in simple<br />
and routine tasks requiring a simple and direct exchange of information on<br />
familiar and routine matters. Can describe in simple terms aspects of his/her<br />
background, immediate environment and matters in areas of immediate need.<br />
While studying can manage time and accept responsibility according to OAAA<br />
GFP Standards # 6.2.1.<br />
1 (CEFR Equivalent A1)<br />
Can understand and use in speech and writing familiar everyday expressions and<br />
basic phrases and sentences aimed at the satisfaction of needs of a concrete type.<br />
Can introduce him/herself and others and can speak about and ask and answer<br />
questions about social, academic and work related activities. Can interact in a<br />
simple way provided the other person talks slowly and clearly and is prepared<br />
to help. While studying can manage time and accept responsibility according to<br />
OAAA GFP Standards # 6.2.1.
Ibra College of Technology<br />
English Language Center<br />
General Foundation Program<br />
Course Outline<br />
General Foundation Program aims to:<br />
1. help students to gain effective command of the required skills in English Language, Mathematics and<br />
Information Technology<br />
2. provide realistic learning opportunities for students to speak, listen to, read and write social, workplace and<br />
academic English confidently and effectively<br />
3. provide a solid foundation in English, Mathematics, and Information Technology to allow them to perform<br />
successfully in a variety of academic programs at a higher level<br />
4. equip students with the skills and attitudes to successfully participate in lifelong learning in their academic<br />
programs and future careers<br />
5. develop social competence by helping students to acquire teamwork and decision making skills<br />
6. develop academic competences which will include logical and abstract reasoning, problem solving, higher<br />
level cognitive and critical thinking<br />
Level: 2<br />
Academic Year:<br />
2016-17<br />
English<br />
No. of hrs/week<br />
Pre-requisite(s):<br />
Placement Test / Level 2<br />
Contact Hours:<br />
18<br />
Sem: 2<br />
Level Course Objectives<br />
Can understand and use in speech and writing sentences at an elementary level related to social,<br />
academic and employment areas.
Can communicate in simple and routine tasks requiring a simple and direct exchange of information on<br />
familiar and routine matters.<br />
Can describe in simple terms aspects of his/her background, immediate environment and matters in<br />
areas of immediate need.<br />
While studying, can manage time and accept responsibility according to OAAA GFP Standards # 6.2.1.<br />
Level Skill No. of hours/week<br />
2 Reading & Writing (integrated) 10<br />
Learning Outcomes<br />
Note:<br />
1. It is not a requirement to cover these L.Os/descriptors in the given order.<br />
2. These learning outcomes are benchmarked with Common European Framework of Reference for Languages (CEFR)<br />
3. These learning outcomes are mapped with Oman Academic Standards (OAS) for GFP.<br />
CoTs’ Learning Outcomes for Writing<br />
L2W1 Can write simple phrases and sentences for a variety of elementary purposes, linking them using simple<br />
conjunctions such as ‘and’, ‘so’, but’ and ‘because’.<br />
L2W2<br />
L2W3<br />
L2W4<br />
L2W5<br />
Can write and take short, simple notes and messages relating to matters in areas of immediate need.<br />
Can write a very simple personal letter, email or text message expressing thanks or apologies.<br />
Can describe plans and arrangements.<br />
Can explain likes or dislikes.<br />
L2W6 Can describe family, living conditions, past and current education and qualifications.<br />
L2W7<br />
L2W8<br />
L2W9<br />
Can describe present and past activities and personal experiences.<br />
Can write a simple story describing a person or past event.<br />
Can write simple instructions and directions.<br />
L2W10 Can clearly separate topics into individual paragraphs which together form a text in the region of 100 to<br />
175 words.<br />
L2W11 Can use prewriting strategies to generate and develop ideas and to plan before starting to write.<br />
CoTs’ Learning Outcomes for Reading<br />
L2R1<br />
Can comprehend short, simple texts in the region of 400 words dealing with mainly familiar and<br />
concrete topics which are composed of high frequency everyday vocabulary or commonly<br />
encountered, academic job-related or news-related language.
L2R2 Can comprehend short, simple texts which include commonly encountered internationally- recognized<br />
vocabulary.<br />
L2R3<br />
L2R4<br />
Can comprehend basic routine work-related, or study-related letters, faxes, emails and text messages<br />
which may be met locally and internationally.<br />
Can comprehend short, simple personal letters, emails and social media texts.<br />
L2R5 Can understand everyday signs and notices in public places such as in streets, restaurants, educational<br />
institutions and workplaces.<br />
L2R6 Can identify the topics of short simple paragraphs which together constitute short, simple reading texts<br />
of around 400 words.<br />
L2R7 Can understand simple directions and instructions such as on appliances, food packaging and medicines.<br />
L2R8<br />
Can scan to find specific, predictable information in simple reading texts which might include letters,<br />
brochures, newspaper articles, advertisements, prospectuses, menus and timetables or study-related<br />
material.<br />
L2R9 Can demonstrate possession of a range of actively understood vocabulary beyond the most basic met<br />
on the earlier level of the course.<br />
L2R10 Can use context clues to guess the meaning of occasionally occurring unfamiliar words in short, simple<br />
texts in the region of 400 words dealing with mainly familiar and concrete topics.<br />
L2R11<br />
Can independently use a paper, online or digital English to English dictionary to find meaning and<br />
pronunciation of unknown vocabulary.<br />
L2R12 Can use pre-reading strategies to preview, activate prior knowledge, predict content of a text and<br />
establish a purpose for reading.<br />
Delivery Plan: Writing<br />
Wk.<br />
No.<br />
1<br />
2<br />
3<br />
Learning<br />
Outcomes<br />
L2R1<br />
L2R2<br />
L2R6<br />
L2R8<br />
L2R9<br />
L2R10<br />
L2R11<br />
L2R12<br />
L2G33<br />
L2G34<br />
L2W1<br />
L2W6<br />
L2W10<br />
L2W11<br />
Resources<br />
Placement Test<br />
Staff Development Program<br />
Unit 1 – Places<br />
Pages 14 – 31<br />
Remarks
4<br />
5<br />
6<br />
7<br />
8<br />
9<br />
10<br />
11<br />
12<br />
13<br />
L2R6<br />
L2R8<br />
L2R9<br />
L2R12<br />
L2G19<br />
L2W7<br />
L2W8<br />
L2W10<br />
L2W11<br />
L2R1<br />
L2R2<br />
L2R3<br />
L2R6<br />
L2R8<br />
L2R9<br />
L2R11<br />
L2R12 L2W1<br />
L2W6<br />
L2W10<br />
L2W11<br />
L2R5<br />
L2R6<br />
L2R7<br />
L2R8<br />
L2R9<br />
L2R10<br />
L2R12<br />
L2G10<br />
L2W9<br />
L2W10<br />
L2W11<br />
L2R1<br />
L2R2<br />
L2R3<br />
L2R6<br />
L2R8<br />
L2R9<br />
L2R10<br />
L2R12<br />
L2G2<br />
L2G4<br />
L2W8<br />
L2W10<br />
L2W11<br />
L2R1<br />
L2R2<br />
L2R3<br />
L2R4<br />
L2R6<br />
L2R8<br />
L2R9<br />
L2R12<br />
L2G25<br />
Unit 2 – Festivals and<br />
Celebrations<br />
Pages 32 – 49<br />
Unit 3 - School and<br />
Education<br />
Pages 50 – 67<br />
Unit 7 – Sports &<br />
Competition<br />
Pages 122 - 139<br />
Unit 8 – Business<br />
Pages 140 – 157<br />
Unit 9 – People<br />
Pages 158 - 175
L2W5<br />
L2W10<br />
L2W11<br />
14 Level Exit Exam<br />
Marking and entering LEE marks in the server<br />
15<br />
Publication of results & appeals<br />
Reading & Writing Skills<br />
Sources<br />
Text Books<br />
Unlock 2 (Student’s Book)<br />
By: Richard O’Neill<br />
Reading & Writing Skills<br />
Reference Books<br />
Unlock 2 (Teacher’s Book)<br />
By: Jeremy Day<br />
E-brary reference<br />
Relevant Web Sites<br />
www.cambridge.org<br />
Level Skill No. of hours/week<br />
2 Listening/Speaking (integrated) 8<br />
Learning Outcomes<br />
Note:<br />
1. It is not a requirement to cover these L.Os/descriptors in the given order.<br />
2. These learning outcomes are benchmarked with Common European Framework of Reference for Languages (CEFR)<br />
3. These learning outcomes are mapped with Oman Academic Standards (OAS) for GFP.<br />
CoTs’ Learning Outcomes for Listening<br />
L2L1 Can understand clear standard speech spoken at a slightly faster pace than the earlier level on subjects<br />
related to personal and social life and to life as an employee or student.<br />
L2L2 Can understand clearly spoken messages and announcements which might be encountered as a<br />
shopper, traveler, employee or student.<br />
L2L3 Can identify the topic and get the gist of a TV or radio news report dealing with locally, nationally or<br />
internationally familiar subjects.
L2L4 Can understand clearly spoken transactions requiring a response when faced with survival activities<br />
such as shopping, banking and travelling.<br />
L2L5 Can understand simple questions, instructions and directions when spoken at a slightly faster pace than<br />
the earlier level.<br />
L2L6 Can understand clearly stated invitations, offers, advice and suggestions.<br />
L2L7 Can understand simply and clearly expressed discussions concerning future arrangements.<br />
L2L8 Can understand simply and clearly expressed discussions concerning necessity and obligation.<br />
L2L9 Can understand speech providing basic, concrete personal information and information related to<br />
personality and feelings.<br />
L2L10 Can demonstrate understanding of a short talk or conversation of three to four minutes related to<br />
past activities and experiences or to future activities related to social life, or to work or academic life.<br />
L2L11 Can identify the speaker’s viewpoint, attitude and tone.<br />
L2L12 Can extract specific information from a short talk or conversation of three to four minutes.<br />
CoTs’ Learning Outcomes for Speaking<br />
L2S1 Can use a series of phrases and sentences to describe in simple language family and other people,<br />
living conditions, places and objects, educational background and qualifications and jobs.<br />
L2S2 Can use a series of phrases and sentences to provide personal details, describe daily routines, express<br />
wants and needs, and make requests for information.<br />
L2S3 Can produce with a fair degree of accuracy memorized phrases covering predictable survival situations<br />
L2S4 Can demonstrate the willingness to communicate with some success in non-routine situations even<br />
though this may often result in inaccuracy, false starts and repetition.<br />
L2S5 Can tell a story or describe something related to social life or to work or academic life, with reference<br />
to a list of points.<br />
L2S6 Can link ideas using simple connectors such as ‘and’, ‘but’ ‘because’ and ‘or’.<br />
L2S7 Can make or give and respond to invitations, suggestions and apologies, directions and instructions.<br />
L2S8<br />
Can effectively use learnt expressions to politely ask for attention in a social, work-related or<br />
educational situation.<br />
L2S9 Can provide simple advice on a familiar topic.<br />
L2S10 Can use simple sentences to describe everyday activities, past activities, planned future activities and<br />
obligation and necessity in social, work-related or study-related contexts.<br />
L2S11 Can use pronunciation, intonation and stress sufficiently well to avoid placing excessive strain on<br />
conversational partners<br />
L2S12 Can demonstrate an emergent mastery of phonemes problematic for Arabic speakers even though<br />
errors may still be often made when the focus shifts to delivering content.<br />
L2S13 Can respond to a classmate’s interview questions as part of a learning task, which might include roleplaying,<br />
and can satisfactorily answer questions when being interviewed as part of an oral test
L2S14 Can start, maintain and close simple face-to-face conversations.<br />
L2S15 Can use simple, standard phrases to express understanding when in conversation.<br />
L2S16 Can use simple, standard phrases to express lack of understanding when in conversation.<br />
L2S17 Can use gesture and substitute approximate vocabulary in order to attempt to communicate<br />
successfully.<br />
Delivery Plan: Listening & Speaking<br />
Wk.<br />
No.<br />
1<br />
2<br />
3<br />
4<br />
5<br />
Learning<br />
Outcomes<br />
L2L1<br />
L2L2<br />
L2L3<br />
L2L4<br />
L2L10<br />
L2L12<br />
L2G4<br />
L2S1<br />
L2S2<br />
L2S3<br />
L2S4<br />
L2S11<br />
L2S13<br />
L2S14<br />
L2S15<br />
L2S16<br />
L2S17<br />
L2L1<br />
L2L2<br />
L2L3<br />
L2L4<br />
L2L12<br />
L2G2<br />
L2G3<br />
L2S3<br />
L2S4<br />
L2S5<br />
L2S11<br />
L2S13<br />
L2S14<br />
L2S15<br />
L2S16<br />
L2S17<br />
Resources<br />
Placement Test<br />
Staff Development Program<br />
Unit 1 – Places<br />
Pages 14 – 31<br />
Unit 2 – Festivals and<br />
Celebrations<br />
Pages 32 – 49<br />
Remarks
6<br />
7<br />
8<br />
9<br />
10<br />
11<br />
L2L1<br />
L2L2<br />
L2L3<br />
L2L4<br />
L2L5<br />
L2L12<br />
L2G11<br />
L2S3<br />
L2S4<br />
L2S11<br />
L2S13<br />
L2S14<br />
L2S15<br />
L2S16<br />
L2S17<br />
L2L1<br />
L2L2<br />
L2L3<br />
L2L4<br />
L2L12<br />
L2G10<br />
L2S3<br />
L2S4<br />
L2S7<br />
L2S11<br />
L2S13<br />
L2S14<br />
L2S15<br />
L2S16<br />
L2S17<br />
L2L1<br />
L2L2<br />
L2L3<br />
L2L4<br />
L2L6<br />
L2L9<br />
L2L10<br />
L2L12<br />
L2G13<br />
L2G25<br />
L2S1<br />
L2S2<br />
L2S3<br />
L2S4<br />
L2S5<br />
L2S9<br />
L2S13<br />
L2S14<br />
L2S15<br />
L2S16<br />
L2S17<br />
Unit 3 - School and<br />
Education<br />
Pages 50 – 67<br />
Unit 7 – Sports &<br />
Competition<br />
Pages 122 - 139<br />
Unit 8 – Business<br />
Pages 140 – 157
12<br />
13<br />
L2L1<br />
L2L2<br />
L2L3<br />
L2L4<br />
L2L9<br />
L2L11<br />
L2L12<br />
L2G24<br />
L2S1<br />
L2S3<br />
L2S4<br />
L2S13<br />
L2S14<br />
L2S15<br />
L2S16<br />
L2S17<br />
Unit 9 – People<br />
Pages 158 - 175<br />
14 Level Exit Exam<br />
15<br />
Marking and entering LEE marks in the server<br />
Publication of results & appeals<br />
Unlock 2 (Student’s Book)<br />
Sources<br />
Text Books<br />
Listening & Speaking Skills<br />
By: Stephanie Dimond-Bayir<br />
Unlock 2 (Teacher’s Book)<br />
Reference Books<br />
Listening & Speaking Skills<br />
By: Alison Ramage Patterson<br />
E-brary reference<br />
Relevant Web Sites<br />
www.cambridge.org
Grammatical Enabling Descriptors<br />
LO#<br />
Learning Outcomes<br />
Grammatical Items and Verb Forms<br />
1. L2G1 Imperatives (+/-)<br />
2. L2G2 Present simple<br />
3. L2G3 Present continuous<br />
4. L2G4 Past simple<br />
5. L2G5 Past continuous<br />
6. L2G6 Used to<br />
7. L2G7 Going to (future)<br />
8. L2G8 Present continuous for future arrangements<br />
9. L2G9 Future simple<br />
10. L2G10 Present perfect<br />
11. L2G11 Gerund vs infinitive<br />
12. L2G12 Zero and first conditional<br />
13. L2G13 Common phrasal verbs<br />
14. L2G14 Modals: Ability (can, could)<br />
15. L2G15 Modals: Possibility (may, might, possibly, probably, perhaps)<br />
16. L2G16 Modals: Obligation & Necessity (must/mustn’t, have to, should)<br />
17. L2G17 Nouns: Countable and uncountable (much and many)<br />
18. L2G18 Possessives ( ‘s and s’)<br />
19. L2G19 Prepositions of time: on/at/in<br />
20. L2G20 Articles<br />
21. L2G21 Basic determiners (any, some, a lot of)<br />
22. L2G22 Wider range of determiners (all, none, not (any),enough, (a) few)<br />
23. L2G23 Demonstrative adjectives<br />
24. L2G24 Adjectives ending in ‘-ed’ and ‘-ing’<br />
25. L2G25 Comparative and superlative adjectives<br />
26. L2G26 Adverbs of frequency
27. L2G27 Simple adverbs of place, manner and time<br />
28. L2G28 Adverbial phrases of time, place and frequency including word order<br />
29. L2G29 Very basic intensifiers (very, really)<br />
30. L2G30 Basic intensifiers (quite, so, a bit)<br />
31. L2G31 Discourse Markers<br />
32. L2G32 Linkers: sequential – past time (first, then, after that, finally)<br />
33. L2G33 Writing Conventions<br />
34. L2G34 Simple punctuation (capital letters, full stops, commas, question marks)<br />
Level Skill No. of hours/week<br />
2 General Study Skills (embedded in Reading & Writing)<br />
L2GSS 1<br />
Learning Outcomes for General Study Skills<br />
a. Follow the university policies on attendance and punctuality<br />
b. Bring the required materials (pens, pencils, folders, etc.) to class.<br />
c. Date one’s class work.<br />
d. Organize & maintain a portfolio of one’s work with the help of the teacher.<br />
e. Prepare a feasible study schedule.<br />
f. Prepare a term planner noting key dates / events with the help of the teacher.<br />
g. Complete homework on time.<br />
h. Continually revise one’s work.<br />
i. Show respect for teachers and others and their rights to have a difference of opinion.<br />
L2GSS2<br />
a. Use a dictionary (English Arabic) & find meanings for given words.<br />
b. Use the S.A.C. system for finding S.A.C. material with the help of the teacher<br />
c. Use the English – English / English – Arabic dictionary to find the meanings of the difficult words.<br />
d. List the key ideas to guide search for information with the help of the teacher on a familiar topic.<br />
e. Extract relevant information from a book or article using a battery of reading strategies (skimming,<br />
scanning)<br />
f. Summarize & paraphrase information in one’s own words.
Delivery Plan: General Study Skills<br />
Wk.<br />
No.<br />
1<br />
2<br />
3<br />
4<br />
5<br />
6<br />
7<br />
8<br />
9<br />
10<br />
11<br />
12<br />
Learning<br />
Outcomes<br />
L2GSS1<br />
Distribution of books & timetables<br />
a. Know & follow the university policies on<br />
attendance and punctuality<br />
b. Know the importance of bringing the required<br />
materials (pens, pencils, folders etc.) to class.<br />
c. Date one’s class work.<br />
d. Know, organize & maintain a portfolio of one’s<br />
work with the help of the teacher.<br />
Resources<br />
Placement Test<br />
Staff Development Program<br />
e. Know & prepare a feasible study schedule<br />
f. Know & prepare a term planner noting key dates<br />
/ events with the help of the teacher.<br />
g. Complete homework on time.<br />
h. Continually revise one’s work.<br />
i. Show respect for teachers and others and their<br />
rights to have a difference of opinion.<br />
b. Use the S.A.C. system for finding S.A.C. material<br />
with the help of the teacher<br />
a. Know how to refer to a dictionary (English<br />
Arabic) & find meanings.<br />
c. Learn & use the English – English / English –<br />
Arabic dictionary to find the meanings of the<br />
difficult words.<br />
d. List the key ideas to guide search for<br />
information with the help of the teacher on a<br />
familiar topic.<br />
e. Extract relevant information from a book or<br />
article using a battery of reading strategies<br />
(skimming, scanning)<br />
f. Summarize & paraphrase information in one’s<br />
own words<br />
g. Prepare a reflection & submit a portfolio<br />
College Rules and<br />
Student’s<br />
Responsibilities<br />
(In-House<br />
Materials)<br />
Student’s Course<br />
File Checklist (In-<br />
House Materials)<br />
Time Management<br />
& Term Planning<br />
(In-House<br />
Materials)<br />
Rules of the Self-<br />
Access Center<br />
(In-House<br />
Materials)<br />
Use of Dictionary &<br />
Vocabulary Log<br />
(In-House<br />
Materials)<br />
Reflection<br />
Questionnaire<br />
(In-House<br />
Materials)<br />
13<br />
14 Level Exit Exam<br />
15 Marking and entering LEE marks in the server<br />
Remarks<br />
Students should submit<br />
Reading and Writing<br />
Assignments<br />
Students should submit<br />
Reading and Writing<br />
Assignments<br />
Submission of Student’s<br />
Course File/<strong>Portfolio</strong>
Publication of results & appeals<br />
Assessment Scheme<br />
Continuous Assessment total of 50% Level Exit Exam (50%)<br />
MSE (30 %) OTHER (20 %) COMPONENT Percent<br />
Writing 10% Writing 12.5%<br />
Listening 10% Listening 12.5%<br />
Reading 10% Reading 12.5%<br />
Oral 12.5%<br />
Essential information to students on policies<br />
Attendance Rules<br />
1. Students will get the first warning letter if his/her absence reaches 5% without any valid excuses,<br />
second warning letter will be issued for 10%. If the absence reaches 15% a Debar Letter will be<br />
issued.<br />
2. A student will be considered as LATE when s/he arrives after 5 minutes of the class start time (10<br />
minutes for the morning session only). Being LATE for THREE times in a class will be considered as<br />
ONE class absence.<br />
3. If a student failed to take any exam (Midterm exam, etc.) with a valid reason, s/he has to submit the<br />
supporting documents (with approval seal from government authorities such as MoH, Wali, etc.)<br />
within one week from the date of examination which s/he failed to attend.<br />
4. If a student missed any classes with a valid reason, s/he has to submit the supporting documents<br />
(with approval seal from government authorities such as MoH, Wali, etc.) within one week to the<br />
core tutor.<br />
Examination Rules<br />
1. Students reporting to the examination halls within the first 10 minutes will be allowed to take the<br />
examination but they will not be allocated any additional time to complete the examination, and a<br />
record of their names and the time of their arrival should be submitted to the Exam Coordinators in<br />
the control room while returning the answer scripts. If they report after the specified time, they will<br />
not be allowed to sit for the exam and they will not be given a Make-Up test unless they provide a<br />
valid excuse (with approval seal from government authorities such as MoH, Wali, etc.).<br />
2. If a student is found to be attempting to talk, whisper and/or signal, the invigilator in the first<br />
instance will give a discrete warning. If the behavior persists, this will be treated as a use of unfair<br />
means (i.e., cheating) and the examination paper will immediately be withdrawn from the student<br />
and further actions will be taken. (Please refer to Examination Policy for more details).<br />
3. Invigilators who notice the use of unfair means (other than mentioned above) should immediately<br />
take possession of the paper and/or any materials that the student’s used (mobile, ruler, calculator<br />
etc.) to cheat. If the student wrote on his/her body or college property, pictures are admissible as<br />
evidence. This shall be immediately notified to exam coordinators for further action. (Please refer to<br />
the Examination Policy for more details)
4. Suspected cheating cases will be referred to the Exam Coordinators/equivalent by one of the<br />
invigilators as per procedures in Examination policy.<br />
Other Rules<br />
1. Homework must be submitted on time. Teachers should write their feedback on the students’<br />
writing assignments.<br />
2. Participation: Active participation in class is required.<br />
3. Plagiarism & cheating: Producing work using dishonest methods has no value. Cheating (copying<br />
another student’s work on an assignment or a test), or plagiarism (using another author’s words<br />
without crediting the source) will lead to failure of the assignment or test, failure of the course,<br />
probation, suspension, or expulsion. (Please refer to Plagiarism Policy)<br />
Prepared & Agreed by:<br />
S. No. Lecturer Name Signature Section No.<br />
1 Chokri Level 2 Coordinator<br />
2 Joseph Arakkal Chacko GFP-Standards Committee Coordinator<br />
3 May Rhea Lopez CQAC Coordinator<br />
Date of<br />
Submission:<br />
Approved by:<br />
Designation Name Signature Date<br />
HoS – CTM<br />
Hilal Aamir Al-Hajri<br />
Document History: 1<br />
Revisi<br />
on<br />
Date Author/s Amendments Circulated to<br />
1.1 05-04-<br />
2010<br />
Ms. Inez & Ms. Tung Chi<br />
Internal Curriculum<br />
Development Committee<br />
Version 2 authorized<br />
(Revised the Learning<br />
Outcomes)<br />
ELC Council members<br />
Level 2 Coordinator<br />
L-2 Teachers and students<br />
File copy<br />
1.2 25-09-<br />
2010<br />
Ms. Laila Obeid<br />
Al-Hajri<br />
Version 3 Authorized<br />
ELC Council members<br />
L-2 Teachers and students<br />
HOC. ELC<br />
1.3 16-01-<br />
2011<br />
Ms. Laila Obeid Version 4 Authorized ELC Council members
Al-Hajri<br />
L-2 Teachers and students<br />
HOC. ELC<br />
1.4 14-04-<br />
2011<br />
Ms. Laila Obeid<br />
Al-Hajri<br />
Version 5 Authorized<br />
ELC Council members<br />
L-2 Teachers and students<br />
HOC. ELC<br />
1.5 17-09-<br />
2011<br />
Ms. Laila Obeid<br />
Al-Hajri<br />
Revised Learning<br />
Outcomes. Nov. 2010<br />
ELC Council members<br />
L-2 Teachers and students<br />
HOC. ELC<br />
1.6 03-01-<br />
2012<br />
Ms. Laila Obeid<br />
Al-Hajri<br />
Revised Learning<br />
Outcomes. Nov. 2010<br />
ELC Council members<br />
L-2 Teachers and students<br />
HOC. ELC<br />
Document History: 2<br />
Revision Date Author/s Approval Amendments Circulated to<br />
Draft<br />
28-12-2011 Ms. Laila Obeid<br />
Draft Version 1.0<br />
ELC Council members<br />
V – 1.0<br />
Al-Hajri<br />
ELCC<br />
Authorized<br />
Level 2 Coordinator<br />
HOC. ELC<br />
L-2 Teachers and<br />
Students<br />
Draft<br />
3-01-2012 Ms. Laila Obeid<br />
Draft Version 1.2<br />
ELC Council members<br />
V – 1.2<br />
Al-Hajri<br />
ELCC<br />
Authorized<br />
Level 2 Coordinator<br />
HOC. ELC<br />
L-2 Teachers and<br />
Students<br />
Draft<br />
03-01-2012 Ms. Laila Obeid<br />
Draft Version 1.3<br />
ELC Council members<br />
V – 1.3<br />
Al-Hajri<br />
ELCC<br />
Authorized<br />
Level 2 Coordinator<br />
HOC. ELC<br />
L-2 Teachers and<br />
Students<br />
Draft<br />
25-01-2012 Ms. Laila Obeid<br />
Draft Version 1.4<br />
ELC Council members<br />
V – 1.4<br />
Al-Hajri<br />
ELCC<br />
Authorized<br />
Level 2 Coordinator<br />
HOC. ELC<br />
L-2 Teachers and<br />
Students<br />
Draft<br />
15-09-2012 Ms Anne Lutton<br />
Draft Version 1.5<br />
ELC Council members<br />
V – 1.5<br />
Course coordinator<br />
ELCC<br />
Authorized<br />
Level 2 Coordinator<br />
Level 2 ELC<br />
L-2 Teachers and<br />
Students
Draft<br />
5-01-2013 Ms Anne Lutton<br />
Draft Version 1.6<br />
ELC Council members<br />
V – 1.6<br />
Course coordinator<br />
ELCC<br />
Authorized<br />
Level 2 Coordinator<br />
Level 2 ELC<br />
Revised according to<br />
semester plan<br />
L-2 Teachers and<br />
Students<br />
Draft<br />
27-02-2013 Ms Anne Lutton<br />
Draft Version 1.7<br />
ELC Council members<br />
V – 1.7<br />
Course coordinator<br />
ELCC<br />
Authorized<br />
Level 2 Coordinator<br />
Level 2 ELC<br />
Revised according to<br />
semester plan<br />
L-2 Teachers and<br />
Students<br />
Draft<br />
5/09/2013 Ms Anne Lutton<br />
Draft Version 1.8<br />
ELC Council members<br />
V – 1.8<br />
Course coordinator<br />
ELCC<br />
Authorized<br />
Level 2 Coordinator<br />
Level 2 ELC<br />
Revised according to<br />
semester plan and the<br />
suggestions from the<br />
CQAC<br />
L-2 Teachers and<br />
Students<br />
Draft<br />
10/09/2014 Ms Anne Lutton<br />
Draft Version 1.9<br />
ELC Council members<br />
V – 1.9<br />
Course coordinator<br />
ELCC<br />
Authorized<br />
Level 2 Coordinator<br />
Level 2 ELC<br />
Revised according to<br />
semester plan and the<br />
suggestions from the<br />
CQAC<br />
L-2 Teachers and<br />
Students<br />
Draft Version 1.10<br />
Draft<br />
V-1.10<br />
11/01/2015<br />
Ms. Nancy Dalangbayan<br />
Tago<br />
Level Coordinator<br />
Level 2 - GFP<br />
ELCC<br />
Authorized<br />
Revised according to<br />
semester plan and the<br />
suggestions from the<br />
CQAC<br />
ELC Council members<br />
Level 2 Coordinator<br />
L-2 Teachers and<br />
Students<br />
Draft Version 1.11<br />
Draft<br />
V-1.10<br />
19/04/2015<br />
Ms. Nancy Dalangbayan<br />
Tago<br />
Level Coordinator<br />
Level 2 - GFP<br />
ELCC<br />
Authorized<br />
Revised according to<br />
semester plan and the<br />
suggestions from the<br />
CQAC<br />
ELC Council members<br />
Level 2 Coordinator<br />
L-2 Teachers and<br />
Students<br />
Document History: 3
Revision Date Author/s Approval Amendments Circulated to<br />
Version 2.0<br />
Ms. Salma Al-Saifi<br />
Authorized<br />
ELC Council members<br />
V – 2.0 6-9-2015<br />
&<br />
GFP Level Coordinators<br />
( Sem. 3, AY 2014-2016)<br />
ELCC<br />
Template revised<br />
according to the<br />
recommendations of the<br />
Quality Department in<br />
their Visit Report (March<br />
2015)<br />
GFP Level<br />
Coordinators<br />
GFP Standards<br />
Committee Head<br />
Version 2.1<br />
ELC Council members<br />
V – 2.1 9-9-2015<br />
Ms. Nancy Dalangbayan<br />
Tago<br />
Level Coordinator<br />
Level 2 - GFP<br />
ELCC<br />
Authorized<br />
Reasons for revision:<br />
1. Recommendations<br />
of the Quality<br />
Department in<br />
their Visit Report<br />
(March 2015)<br />
2. New Teaching &<br />
Learning Materials<br />
for Grammar &<br />
Reading.<br />
Center Quality<br />
Assurance Committee<br />
GFP Standards<br />
Committee<br />
Examination<br />
Committee<br />
GFP Level<br />
Coordinators<br />
Level – 2 Teachers &<br />
Students<br />
Document History: 4<br />
Revision Date Author/s Approval Amendments Circulated to<br />
ELC Council members<br />
V – 3.0 5-1-2016<br />
Ms. Nancy Dalangbayan<br />
Tago<br />
Level Coordinator<br />
Level 2 - GFP<br />
ELCC<br />
Version 3.0<br />
Authorized<br />
Reason for revision:<br />
1. Implementation of<br />
integrated course (use of<br />
Unlock 2)<br />
Center Quality<br />
Assurance Committee<br />
GFP Standards<br />
Committee<br />
Examination<br />
Committee<br />
Level – 2 Teachers<br />
Document History: 5<br />
Revision Date Author/s Approval Amendments Circulated to
ELC Council members<br />
V – 4.0 4-9-2016<br />
Ms. Nancy Dalangbayan<br />
Tago<br />
Level Coordinator<br />
Level 2 - GFP<br />
ELCC<br />
Version 4.0<br />
Authorized<br />
Reason for revision:<br />
1. Implementation of New<br />
Learning Outcomes (LOs)<br />
Center Quality<br />
Assurance Committee<br />
GFP Standards<br />
Committee<br />
Examination<br />
Committee<br />
Level – 2 Teachers<br />
ELC Council members<br />
V – 4.1<br />
13-10-<br />
2016<br />
Ms. Nancy Dalangbayan<br />
Tago<br />
Level Coordinator<br />
Level 2 - GFP<br />
ELCC<br />
Version 4.1<br />
Authorized<br />
Reason for revision:<br />
1. Implementation of the<br />
CoTs Course Outline<br />
Standardized template<br />
Center Quality<br />
Assurance Committee<br />
GFP Standards<br />
Committee<br />
Examination<br />
Committee<br />
Level – 2 Teachers<br />
ELC Council members<br />
V – 4.2 4-1-2017<br />
Mr. Chokri<br />
Level Coordinator<br />
Level 2 - GFP<br />
ELCC<br />
Version 4.2<br />
Authorized<br />
Center Quality<br />
Assurance Committee<br />
GFP Standards<br />
Committee<br />
Examination<br />
Committee<br />
Level – 2 Teachers
7. Students’ Weekly<br />
Attendance
Copies of Teacher Prepared<br />
Handouts, supplementary<br />
materials, worksheets<br />
(organized according to<br />
skills taught)
Mixed Paragraph Activity<br />
There are many old buildings in Muscat.<br />
The city existed thousands of years before.<br />
Muttrah Suq is the oldest suq in Oman.<br />
There are couple of museums which show the history of Muscat.<br />
There are old Merani and Jalali forts giving us the glimpse of old Muscat.<br />
Muscat is a beautiful city.<br />
It is the biggest city of Oman.<br />
History shows that Muscat was one of the important business centers of the Arab countries.<br />
There are graves of fishermen which are thousands of years old.
In conclusion, though Muscat is turning into a new city but its old touch is still there<br />
in its buildings, culture and civilization.<br />
Muscat is a very beautiful city.<br />
Muscat is a big city.<br />
It can be called the city of flowers.<br />
There are beautiful roads, buildings and playgrounds in Muscat.<br />
This beautiful city is famous for its pristine beaches.<br />
There are thousands tourists visiting Muscat every day.<br />
It is surrounded by the sea on one side which has aided to its beauty.<br />
In the end, The Omani government is working hard to make Muscat the most beautiful<br />
city of the world.<br />
It is the capital city of the country.<br />
There are big and wide roads throughout the city.<br />
The city is famous for its big buildings and long beaches.<br />
It is not a small and congested city.
Muscat is an old city.<br />
It has six provinces called wilayats.<br />
It is stretched far and wide.<br />
Its population is almost 1.5 million. To<br />
conclude, as many people are migrating towards Muscat, its size has been increasing<br />
day by day.
End of Ramadan<br />
New Clothes<br />
are worn<br />
Meaning<br />
Eid ul Fitr<br />
Salat al Eid in Large<br />
Groups<br />
Eid ul Fitr activities<br />
Feed the<br />
poor<br />
Give<br />
Charity<br />
Eid ul Fitr<br />
meal with<br />
family<br />
Exchan<br />
ge gifts<br />
with<br />
family n<br />
friends<br />
Visit<br />
family,<br />
friends<br />
Visit<br />
grand<br />
parents<br />
Entertainment<br />
for children
Read the information in the chart and write TRUE or FALSE.<br />
Remember that these abbreviations stand for the week days:<br />
Mon = Monday Tue = Tuesday Wed = Wednesday Thu = Thursday Fri = Friday Sat = Saturday Sun = Sunday<br />
People<br />
Mimi<br />
Karen<br />
Lee<br />
Henry<br />
TV programmes<br />
Game shows<br />
Soap operas<br />
Cooking programmes<br />
The news<br />
Reality shows<br />
Chat shows<br />
Cartoons<br />
Comedies<br />
How often they watch their<br />
programmes<br />
Mon, Tue, Thu<br />
Mon, Tue, Wed, Thu, Fri, Sat, Sun<br />
Mon, Wed<br />
Mon, Wed, Fri, Sat, Sun<br />
Wed<br />
Tue, Thu, Sat<br />
Sat, Sun<br />
Thu, Fri, Sat<br />
1- Lee watches chat shows and comedies three times a week. ___________<br />
2- Henry doesn`t watch the news. ___________<br />
3- Mimi watches soap operas every day. ___________<br />
4- Karen watches TV four times a week. ___________<br />
5- Lee doesn`t watch TV on Wednesdays. ___________<br />
Read the chart again and answer the questions. Write complete answers!<br />
1. What kind of TV programmes does Lee like? _________________________________________________________<br />
2. How often does Karen watch cooking shows? ________________________________________________________<br />
3. What kind of TV shows does Mimi like? _____________________________________________________________<br />
4. How often does Henry watch cartoons? _____________________________________________________________
5. Does Karen watch the news and reality shows? _______________________________________________________<br />
Answer the questions.<br />
a. Do you watch soap operas? If you do, what`s its name? ____________________________________________________<br />
b. Do you like nature programmes? ______________________________________________________________________<br />
c. How often do you watch sports programmes? ___________________________________________________________<br />
d. How often do you watch cartoons? What`s your favourite cartoon? __________________________________________<br />
Read the sentences and circle the correct option.<br />
1. a) Jim never is at work.<br />
b) Jim is at work never.<br />
c) Never is Jim at work.<br />
d) Jim is never at work.<br />
2. a) We have usually lunch at 12 o’clock.<br />
b) We usually have lunch at 12 o’clock.<br />
c) We have lunch at usually 12 o’clock.<br />
d) We have lunch at 12 usually o’clock.<br />
3. a) She travels always by train.<br />
b) Always she travels by train.<br />
c) She always travels by train.<br />
d) She travels by always train.<br />
4. a) They go out sometimes in the evening.<br />
b) They sometimes go out in the evening.<br />
c) They go out in sometimes the evening.<br />
d) They go sometimes out in the evening
Put the words in the correct order to make sentences, as in the example.<br />
1. late / is / she / sometimes ___________________________________________<br />
2. early / up / sister / never / Sundays / on / gets / my ___________________________________________<br />
3. usually / he / goes / to / on / Fridays / the / cinema ___________________________________________<br />
4. go / you / restaurant / often / a / do / how / to / ? ____________________________________________<br />
Put the frequency adverbs and expressions in the right place.<br />
1. Susan is late for school. (never) __________________________________________________<br />
2. My brother doesn’t write letters to his friends. (usually) __________________________________________<br />
3. We go on holidays. (twice a year) ____________________________________________________________<br />
4. Peter wears a tie. (once a week) _________________________________________________________<br />
Rewrite the following sentences using phrases of frequency.<br />
1. I go to English classes on Tuesdays and Thursdays.<br />
............................................................................................................................................................................<br />
2. I have coffee for breakfast, at 11 o’clock, after lunch and sometimes in the evening.<br />
............................................................................................................................................................................<br />
3. I go to the dentist in June and in December.<br />
............................................................................................................................................................................<br />
4. My friends and I go shopping two days a month.<br />
............................................................................................................................................................................<br />
Complete the statements with correct phrases<br />
_______________ much sugar.<br />
_______________ enough time to finish?<br />
_______________ a few bananas and a few apples.<br />
_______________ only one way to solve this problem.<br />
_______________ any apples in the fridge?<br />
_______________ many tigers left in the world.<br />
cWrite a paragraph talking about what TV programmes you watch, how often and why you watch them and those you<br />
don`t watch them.
I usually go to the cinema.<br />
They are sometimes late .<br />
% 0<br />
She doesn’t usually eat<br />
vegetables.<br />
HOW OFTEN<br />
DO YOU GO TO<br />
THE CINEMA?<br />
% 100<br />
A) Complete the sentences with<br />
always usually, often, sometimes,<br />
seldom, rarely or never. Match the<br />
pictures to the sentences.<br />
1. I .................................. do my homework.<br />
2. I am ......................... rude.<br />
3. I .................................. go to cafés with my<br />
friends.<br />
4. I .......................... ride a bike at weekends.<br />
5. I ........................ watch TV in the<br />
mornings.<br />
6. I am ............................. late for school.<br />
7. I ............................... have breakfast.<br />
8. I .................................. speak English at<br />
home.<br />
9. I ............................... get e- mails.<br />
10. I am ............................... friendly.
(exercises)<br />
1. We use adverbs of frequency to say how often something<br />
happens.<br />
2. We normally put an adverb of frequency<br />
after the verb be. He’s often late for school.<br />
before most other verbs. You never phone me.<br />
1) Complete the chart with the adverbs of frequency given in the box.<br />
sometimes usually always hardly ever often never rarely occasionally<br />
0% 100%<br />
100%<br />
1_____ 2_________ 3_______ 4__________ 5__________ 6 _______<br />
100%<br />
7_________ 8__________<br />
2) Put the words in the correct order to make<br />
sentences.<br />
1. go swimming / sometimes / on Sundays / I<br />
_______________________________________<br />
2. in our house / cold / it’s / often<br />
_______________________________________<br />
3. usually / is / hungry / Sam / after school<br />
_______________________________________<br />
4. goes / never / my cousin / cycling<br />
_______________________________________<br />
5. Mark and Ted / books / hardly ever / read<br />
_______________________________________<br />
6. I / my homework / in my room / do / always<br />
_______________________________________<br />
7. snows / in this area / rarely / it<br />
_______________________________________<br />
3) Rewrite the sentences. Use the adverbs of<br />
frequency in brackets.<br />
1. I’m late for school in the morning. (rarely)<br />
__________________________________________<br />
2. Sam goes out with his friends. (occasionally)<br />
__________________________________________<br />
3. Ann surfs the Net in the evening. (usually)<br />
__________________________________________<br />
4. My best friend takes photos at school. (never)<br />
__________________________________________<br />
5. They are at home in the evening. (often)<br />
__________________________________________<br />
6. Ted reads magazines about fashion. (hardly<br />
ever)______________________________________<br />
7. We speak English in English classes. (always)<br />
__________________________________________<br />
4) Write questions. Use How often….? Then<br />
write true answers with frequency adverbs.<br />
1. you / surf the Net?______________________<br />
_______________________________________<br />
2. you / play board games?________________<br />
_______________________________________<br />
3. you / listen to music ?___________________<br />
_______________________________________<br />
4. your best friend / call you ? _____________<br />
_______________________________________<br />
5. your grandparents / use a computer? _____<br />
_______________________________________<br />
_______________________________________<br />
6. your mum / do the shopping ?___________<br />
_______________________________________<br />
_______________________________________<br />
7. you / do the washing-up ? _______________<br />
_______________________________________<br />
8. your English teacher / speak Chinese ?<br />
_______________________________________<br />
_______________________________________<br />
5) Work in pairs. Ask and answer questions. Tick<br />
your partner’s answers.<br />
Are you in tune? QUIZ<br />
How often<br />
1. … do you listen to classical music?<br />
a) Often b) Sometimes c) Rarely d) Never<br />
2. …do you sing in the bath or shower?<br />
a) Rarely b) Sometimes c) Never d) Often<br />
3. … do your parents listen to the same music as<br />
you?<br />
a) Never b) Sometimes c) Often d) Rarely<br />
4. … do you listen to music while you are doing<br />
your homework?<br />
a) Often b) Sometimes c) Rarely d) Never<br />
5. …do you buy CDs?<br />
a) Never b) Sometimes c) Rarely d) Often<br />
6. … do you go to live concerts?<br />
a) Often b) Sometimes c) Rarely d) Often<br />
7. … do you play the piano / the guitar or other<br />
musical instruments?<br />
a) Never b) Sometimes c) Rarely d) Often
Level : 2 Writing Practice Sheet Unit :8 Business Date:<br />
______________________________<br />
Name: ____________________________________________________________Level 2<br />
Group _______<br />
Here’s the timeline of the important events about Oman Air. Oman Air is one of the leading<br />
airlines<br />
in the world.<br />
Write a narrative paragraph (175words) about Oman Air.<br />
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Level 2 Writing Practice Sheet<br />
Timeline<br />
Look at the timeline on the life of Maradona. He is the greatest football player of all times. Argentina’s national hero and<br />
pride,this exceptionally talented young man was born to play the sport.<br />
30 October 1960 born. He is the 5 th of eight children. Grows up in a poor family.<br />
Place of birth: , Buenos Aires, Argentina<br />
Parents: Chitoro’ Diego Maradona and Salvadora Franco<br />
1963 receives his first soccer ball as a gift and becomes devoted to the game.<br />
At 10<br />
He joins a youth team of Argentina<br />
February 27,1977 makes his full international debut for Argentina aged just 16 against Hungary.<br />
June ,1979<br />
scores first international goal and wins the junior World Cup<br />
1981 transfers to Boca Juniors for $1.96m.<br />
1982 plays his first World Cup for Argentina. Afterwards he is transferred to Barcelona<br />
FC for a then world record $9.81m.<br />
1983 wins the Spanish Cup with Barcelona<br />
1986 Captains Argentina to World Cup Victory, scoring two goals against England on the<br />
way, the first, the infamous "Hand of God" and the second an incredible 50 meter<br />
run voted "Goal of the Century" in a 2002 FIFA poll.<br />
1997 announces retirement from football aged 37 after failing a drug test<br />
2010 the Times chooses him as the Greatest 10 World Cup Players of all times.<br />
Write a narrative paragraph about the life of Maradona.(175 words)<br />
RUBRIC<br />
Indent/Topic &Concluding sentences 2<br />
Content 3<br />
Organization(Signal words) ( Order of events) 2<br />
Grammar(1-5/6-10/11-15/16-20) 2<br />
Spelling(1-5/6-10/11-15/16-20) 2<br />
Capitalization(1-5/6-10/11-15/16-20) 2<br />
Punctuation(1-5/6-10/11-15/16-20) 2<br />
Total 15<br />
Marks
Level :2 Writing Practice Sheet Unit :8 Business Date: ______________________________<br />
Name: ____________________________________________________________Level 2 Group _______<br />
Here’s the timeline of the important events in the life of Bill Gates. He is an American business magnate,<br />
entrepreneur, philanthropist, investor, and programmer.<br />
January 1, 1979<br />
1980<br />
November 20, 1985<br />
June 15, 2006<br />
2012<br />
1989<br />
*moves from<br />
Albuquerque to its<br />
new home in<br />
Bellevue,<br />
Washington<br />
*partners with<br />
IBM.<br />
*launches Microsoft<br />
Windows<br />
* reorganizes to<br />
focus on three<br />
industries<br />
* leaves<br />
Microsoft for two<br />
years to study<br />
philanthropy.<br />
* is ranked as<br />
the fourth<br />
most powerful<br />
and wealthiest<br />
person in the<br />
world<br />
* founds<br />
Corbis, a<br />
digital imaging<br />
company.<br />
* becomes the<br />
director of an<br />
investment<br />
company.<br />
October 28,1955<br />
*born, Seattle,<br />
Washington, US.<br />
13 years<br />
old<br />
*enrolls in a<br />
private<br />
school<br />
1973<br />
*graduates from<br />
the school<br />
*is a National<br />
merit scholar<br />
.<br />
1973<br />
joins at Harward<br />
College<br />
*meets Steve<br />
Ballmer who<br />
would later<br />
succeed Gates as<br />
CEO of Microsoft<br />
November 1976<br />
* takes a leave<br />
from Harward<br />
* starts Microsoft<br />
with Allen<br />
2013<br />
* creates Bill<br />
&Melinda<br />
Gates<br />
Foundation,<br />
the world’s<br />
wealthiest<br />
charitable<br />
foundation.<br />
2015<br />
* receives<br />
India’s third<br />
highest civilian<br />
award for their<br />
social work in<br />
the country.<br />
Write a narrative paragraph (175words) about Bill Gates.<br />
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February 2004:<br />
Facebook is founded by Harvard classmates Mark Zuckerberg, Eduardo Saverin, Dustin<br />
Moskovitz and Chris Hughes.<br />
June 2004:<br />
Facebook gets its first big investors. Venture capitalist Peter Thiel sees promise in the new<br />
company and invests $500,000 in Facebook. Sean Parker, the founder of Napster, becomes<br />
Facebook's president.<br />
March 2006:<br />
Yahoo! offers to buy Facebook for $1 billion. Facebook rejects the offer.<br />
October 24, 2007:<br />
Microsoft buys a 1.4 percent stake in the company, valuing Facebook at $15 billion.<br />
August 26, 2008:<br />
Facebook reaches 100 million active users<br />
January 2009:<br />
Facebook overtakes MySpace to become the Internet's largest social network.<br />
May 2010:<br />
Game company Zynga makes their social games available on Facebook.<br />
June 2010:<br />
Facebook roles out the popular Like button, which users utilize to denote content they<br />
appreciate.<br />
September 2011:<br />
Facebook introduces Timeline, a controversial feature that revamps user's profiles into a<br />
streamline of events of their documented experiences on the social network.<br />
April 24, 2012:<br />
Facebook reaches 900 million active users.
a) Fill in the blank spaces in the Spider Diagram below. ____/2 Marks<br />
ACTIVITIES<br />
1. Muscat<br />
2. Oman<br />
WHERE:<br />
1. Making traditional food/<br />
Omani coffee/sweets<br />
2. Family time<br />
3. Eating halwa<br />
4. Circus & magic shows<br />
5. Visiting friends<br />
6. Arabic/traditional music,<br />
concerts<br />
7. Amusement park<br />
Muscat Festival<br />
WHEN:<br />
1. January/February<br />
CLOTHING:<br />
1. Men: khanjar,<br />
dishdasha/musser<br />
2. Women: henna,<br />
jewelry/traditional<br />
dress<br />
2. one month<br />
b) Write a paragraph of approximately 100 words describing the National Day of Oman.<br />
____/8 Marks
Reading Skills<br />
THE READING / TAPESCRIPT<br />
Lionel Andrés Messi was born on June 24, 1987 in the city of Rosario, Argentina.<br />
Everyone knows him now as the best football player in the world. In fact, a lot of<br />
people say he might become the greatest player ever. We’ll see about that at the<br />
World Cup. Messi is FIFA World Player of the Year. He also helped his club team<br />
Barcelona win the European Champions League and the World Club Championship.<br />
Messi grew up playing football. He joined his first club when he was five. At the age<br />
of eight, he signed up for the famous Newell's Old Boys' youth team. His career nearly<br />
ended when doctors found out he suffered from a growth hormone deficiency.<br />
Luckily, agents from Barcelona saw his talent and in 2000, he moved to Spain. The<br />
Catalan club paid for his medical treatment and coached him until he made his<br />
Barcelona debut.<br />
Lionel started breaking records as soon as he played his first game for Barcelona in<br />
the 2004-05 season. He became the youngest footballer ever to play a La Liga game<br />
and the youngest to score a goal. He helped his team win the league in his first<br />
season, and the league and Champions League double in the following season. In the<br />
2008-09 season he scored an impressive 38 goals as Barcelona won the treble.<br />
Messi has an amazing career ahead of him. He is set to shine in South Africa. Many<br />
football experts compare him to the legendary Pele and Maradona. This World Cup<br />
could be the stage for him to show people he really is the best. His skills on the ball,<br />
ability to get past defenders and his goal-scoring are breathtaking. Top soccer coach<br />
Arsene Wenger said Messi is “like a PlayStation. He takes advantage of every mistake<br />
teams make”.
Lionel Messi (Listening Practice Worksheet)<br />
Level 2 Group 2<br />
Question 01: Listen to the lecture and tick T, F and NG for true, false and not given<br />
respectively.<br />
1) Messi was born on 24 th June 1988. ( T F NG )<br />
2) He was born in Brazil. ( T F NG )<br />
3) The name of his club is Real Madrid ( T F NG )<br />
4) He trained the players of his club. ( T F NG )<br />
5) Messi grew up as a hockey player. ( T F NG )<br />
6) He joined his first club when he was 10. ( T F NG )<br />
7) He was eight years old when he joined Newell's Old Boys' youth team. ( T F NG )<br />
8) The Catalan club paid for his medical treatment ( T F NG )<br />
9) He played his first game for Barcelona in the 2005-06 season. ( T F NG )<br />
10) Messi’s father was a great footballer. ( T F NG )<br />
Question 02: Listen to the lecture and tick the correct answer.<br />
1) Messi suffered from ------------------ hormone deficiency.<br />
a. blood b. growth c. brain<br />
2) Agents from ------------------------- saw Messi’s talent.<br />
a. America b. Brazil c. Barcelona<br />
3) Messi became the youngest footballer ever to play a ------------------------ game.<br />
a. Football b. La Liga c. world class<br />
4) The ---------------------- Club coached until he played his first match on behalf of Barcelona.<br />
a. Real Madrid b. Barcelona c. Catalan<br />
5) In the 2008-09 season Messi scored an impressive -------------- goals<br />
a. 30 b. 48 c. 38<br />
Question 02: Listen to the lecture and fill 9in the blanks correctly.<br />
1) Messi has an --------------------- career ahead of him.<br />
2) Many football experts compare Messi to the legendary ----------------- and ----------------------.<br />
3) Top soccer coach Arsene Wenger said Messi is “like a ---------------------------- “.<br />
4) Messi takes advantage of every -------------- teams make. Prepared by Anwar Sajad
Level 2 Reading Quiz Unit 2<br />
Read the following passage and answer the questions .<br />
1<br />
3<br />
0<br />
The region of Hong Kong, in East Asia, is made up of hundreds of islands, some very small and some<br />
quite large. One of those islands is named Cheung Chau.<br />
It is a tiny territory shaped like a dumbbell. Less than an hour away<br />
from Hong Kong’s main island by ferry boat, Cheung Chau is<br />
famous for the festival it throws every year at the end of spring,<br />
usually in April or May.<br />
The festival lasts for five days and is called the Cheung Chau Bun Festival. It is named after the<br />
steamed buns—small, round pastries filled with sweet paste—that are eaten on this holiday. Though<br />
Cheung Chau is a quiet, sleepy fishing village, thousands of people<br />
visit during the festival time. They come to celebrate and to eat the<br />
island’s famous buns, which are all stamped in red with the Chinese<br />
character that means “peace.”<br />
As part of the celebration, the people who live on the island organize<br />
a giant parade. There are also drummers, opera singers, and dancers dressed<br />
as dragons and lions. For three days before the parade, the residents of<br />
Cheung Chau only eat vegetarian food, but afterwards, it is traditional to eat meat.<br />
7<br />
The real highlight of the festival happens at midnight. It’s the Bun Scrambling Competition. Several huge<br />
towers are built in the center of the island and are covered with plastic buns. People climb up the<br />
towers as fast as possible and throw as many buns as they can over their shoulders and into the open<br />
knapsacks they carry on their backs. This is one of the most popular celebrations in Hong Kong. The Bun<br />
Scrambling competition was stopped from 1978 to 2005, because one of the towers fell down. Now there<br />
are new rules: the structures need to be made of steel instead of bamboo. And instead of being open to<br />
everyone, only 12 carefully chosen participants can join in. First, though, they are trained in the basics<br />
of safe climbing. Luckily for everyone else present, tasty buns are given out at the end of the competition,<br />
and the boat back to Hong Kong’s main island runs all night long.<br />
Name:……………………………………… Group:…………<br />
Date:……………………<br />
Section 1 Circle the correct option (3Marks)<br />
1.Where is Cheung Chau? ………………………………………………………………………………………..<br />
2. What is Cheung Chau famous for? ……………………………………………………………………………<br />
3. What are the highlights of the festival?( Write any two)<br />
……………………………………………………….<br />
………………………………………………………………….
Section II Match the ideas to the paragraph. (1Mark)<br />
Paragraph<br />
1. The Bun Scrambling Competition. A<br />
2. The giant parade B<br />
3. The special food during the festival C<br />
4.The location of Cheung Chau<br />
D<br />
Section III Find out the synonyms of the words from the passage (1Mark)<br />
1. Celebration (line 5 ) ........................................................<br />
2. march/procession(line14) ..........................................................<br />
Section IV Find out the antonyms of the following words from the passage.(1Mark)<br />
1. modern (line 16 ) ............................................<br />
2.unknown(line 20 ) ..............................................<br />
Section V What do the following pronouns refer to?(1Mark)<br />
1. It (line3) ............................................................<br />
2. It(line 7 ) .............................................................<br />
3. They(line10) .............................................................<br />
4. They(line23) .............................................................<br />
Section VI Answer whether the following statements are True /False (1Mark)<br />
1.The festival usually takes place in April or May.<br />
True / False<br />
2.Hundreds of people visit the festival every year.<br />
True / False<br />
3.The festival lasts for five days<br />
True / False<br />
4. At the festival, the buns are all stamped in blue with a Chinese character . True / False<br />
Section VII Answer the following questions.(2 Marks)<br />
1. Why was the Bun Scrambling Competition stopped from 1978 to 2005?<br />
............................................................................................................................................................................<br />
2. How many participants can join the Bun Scrambling Competition?...........................................................
Cristiano Ronaldo<br />
Cristiano Ronaldo dos Santos Aveiro was born in 1985. He is widely regarded as one of the best players in<br />
the world. The legendary Dutch genius Johan Cruyff said he's one of the best ever. Ronaldo became a<br />
soccer superstar playing for English team Manchester United, Spain's Real Madrid and for Portugal. He<br />
plays in midfield, from where he regularly scores spectacular goals.<br />
Ronaldo started kicking a ball around when he was three. His skill was obvious then and by ten years old,<br />
two of Portugal's top clubs wanted to sign him. He joined Sporting Lisbon and became the only player in<br />
their history to play for the Under-16, Under-17, Under-18, B team and first-team within one season. His<br />
skills soon attracted Europe's big teams.<br />
Manchester United decided Ronaldo was the perfect replacement for David Beckham and signed him in<br />
2003. He set the English Premier League alight in his time there with his silky skills, and helped the team<br />
win nine trophies, including the UEFA Champions League. He also picked up the FIFA World Player of<br />
the Year award in 2008.<br />
In 2009, Ronaldo joined his boyhood heroes Real Madrid and became the most expensive footballer in<br />
history. His transfer fee was over $131 million. He broke Real's scoring record in his second season, with<br />
53 goals in all competitions. He bettered that in 2011-12, netting 60 times to help Real win Spain's La Liga.<br />
In 2012, Diego Maradona said Ronaldo was "the best player on the planet."
Cristiano Ronaldo (Reading Practice Worksheet)<br />
Level 2 Group 1<br />
Question 01: Read the passage and tick T, F and NG for true, false and not given respectively.<br />
11) Cristiano Ronaldo was born in 1958. ( T F NG )<br />
12) He was born in Portugal. ( T F NG )<br />
13) Ronaldo was very good at school. ( T F NG )<br />
14) He never played for Manchester United. ( T F NG )<br />
15) He is basically a goal keeper. ( T F NG )<br />
16) At the age of TEN Ronaldo joined Sporting Lisbon. ( T F NG )<br />
17) Manchester United signed him in 2006. ( T F NG )<br />
18) Ronaldo is better than David Beckham. ( T F NG )<br />
19) The FIFA World Player of the Year award in 2007 was won by Ronaldo. ( T F NG )<br />
20) Ronaldo has three children. ( T F NG )<br />
Question 02: Tick the correct answer.<br />
6) Manchester United is a/an ------------------ team.<br />
b. French b. American c. English<br />
7) Ronaldo started playing at the age of ------------------.<br />
b. ten b. three c. seven<br />
8) David Beckham played on behalf of ------------------------------------<br />
b. Sporting Lisbon b. Real Madrid c. Manchester United<br />
9) Ronaldo regularly scores spectacular goals. (line 4). What does “spectacular” mean?<br />
b. fantastic b. ordinary c. simple<br />
10) Tick the opposite of the phrase “most expensive” (para 4).<br />
b. Costing too much b. the cheapest c. not available<br />
Question 03: Fill in the blanks correctly.<br />
5) Ronaldo is the most ----------------------- footballer of the world.<br />
6) He is the best player on the ---------------- .<br />
7) His skills soon attracted Europe's big ----------------- .<br />
8) The legendary genius Johan Cruyff was from --------------------- Prepared by Anwar Sajad<br />
Good Luck
READING SECTION 1<br />
Questions 1 to 10<br />
Read the scanning sheet about Four Internet Entrepreneurs and answer the questions.<br />
You may write your answers on the question paper, but you MUST transfer your answers to the answer sheet before the<br />
60 minutes are over. You will NOT be given any extra time at the end to do this.<br />
Write no more than THREE WORDS AND/OR A NUMBER for each answer.<br />
Write the answer in the correct space on your answer sheet.<br />
1. How old was Sergey Brin when his family immigrated to America?<br />
2. How much did Brian Acton and Jan Koum sell Whatsapp for?<br />
3. Who is Mark Zuckerberg married to?<br />
4. Where was Jawed Karim born?<br />
5. Which university did Brian Acton go to?<br />
6. Who did Sergey Brin start Google with?<br />
7. When did Google buy Youtube?<br />
8. Which American state did Brian Acton grow up in?<br />
9. Where did Chad Hurley and Jawed Karim meet each other?<br />
10. How much money has Sergey Brin got?<br />
READING SECTION 2<br />
Read the passage and answer the questions
You may write your answers on the question paper, but you MUST transfer your answers to the answer sheet before the<br />
60 minutes are over. You will NOT be given any extra time at the end to do this.<br />
A<br />
Jim McGuckin is a resident at Lake Park, a care home for the elderly in the city of Oakland, California. When he lived<br />
in his own home, Jim had a cat. But in the Oakland old people’s home he has a robotic cat. Jim’s robotic cat is the<br />
first product in a new range of robotic pets called ‘Joy for All’, which the famous American toy company, Hasbro, is<br />
developing.<br />
B<br />
Dave Lee, North America technology reporter for the BBC news channel went to Lake Park to interview Jim and<br />
other old folk who have robotic cats. “It feels just like a real cat”, Jim said. “I can feel the movements inside.”<br />
Dave Lee also spoke to Hasbro, the company that makes the robots. The company told him that they were going<br />
beyond play and into areas that combat, or help to fight, bigger problems. One problem that old men and women<br />
have to face in care homes is the problem of loneliness.<br />
C<br />
D<br />
In Dave Lee’s opinion, Hasbro’s device isn’t perfect, yet. He says that the ‘robocat’ is designed to look and behave<br />
just like a real animal. Have Hasbro succeeded? In Dave’s words: “It miaows, semi-convincingly, and it purrs, very<br />
convincingly. It's fluffy and nice to stroke, but the stiffness of the robocat’s electronic insides tell us that it isn’t<br />
real.” However, Dave believes that Hasbro have done an excellent job. Dave says: “When you switch it on, you<br />
instinctively say "hello!" - and from that point onwards, it's no longer a gadget. It's a cat.”<br />
E<br />
Another resident of Lake Park is Miriam Beames. Her own, real cat called Yum-Yum died a year ago. For various<br />
reasons, Miriam couldn’t get another real cat after Yum-Yum passed away. Miriam likes her robocat very much.<br />
“Feeling the purr the cat makes when I stroke it is really nice!” Miriam says.<br />
F<br />
Ted Fisher is Vice- President of Business Development for Hasbro. He says that the company is not trying to replace<br />
real pets with their ‘Joy for All’ range. Ted says that they have tried to create interactive companions which are<br />
familiar and have lifelike characteristics. The business development vice-president also thinks that this is an enormous<br />
business opportunity because the world has an ageing population.<br />
Questions 11-15<br />
The Reading passage has 6 paragraphs, A-F.<br />
From the following headings 1-6 choose a suitable title for each paragraph. Write the correct number on your answer<br />
sheet. The first one has been done for you as an example. (WRITE ONLY THE CORRECT NUMBER)
Headings<br />
1. A new type of product from a toy company<br />
2. Hasbro’s plan according to Vice- President of Business Development<br />
3. What an old man and other the old people told a journalist<br />
4. One old lady is very pleased<br />
5. The reason Hasbro is moving away from toys<br />
6. A BBC reporter’s opinion of the robotic pets<br />
Paragraphs<br />
Example: A = 1<br />
11. B = 12. C = 13. D = 14. E = 15. F =<br />
Questions 16 -18<br />
Do the following statements agree with the information given in the Reading Passage?<br />
In the correct space on your answer sheet, write<br />
TRUE (T) if the statement agrees with the information<br />
FALSE (F) if the statement contradicts the information<br />
NOT GIVEN (NG)<br />
if there is no information on this<br />
16. Hasbro have already made many products in their ‘Joy for All’ range.
17. Dave Lee did not only speak to Jim McGuckin.<br />
18. Loneliness is the worst problem old people must face.<br />
Questions 19 to 21<br />
Choose the correct letter, A, B or C.<br />
Write only the correct letter on your answer sheet.<br />
19. Dave Lee says<br />
A the ‘robocat’ will never be perfect.<br />
B Hasbro have done a great job developing the ‘robocat’.<br />
C the ‘robocat’ was not created to look and behave like a real cat.<br />
20. Miriam Beames did not get another real cat<br />
A because Yum- Yum died only a year ago.<br />
B because she is a resident of Lake Park.<br />
C for a number of different reasons.<br />
21. Ted Fisher thinks the ‘Joy for All’ range<br />
A will replace real pets.<br />
B is a huge opportunity for Hasbro to do business.<br />
C should not have lifelike characteristics.<br />
Questions 22 to 25<br />
Complete the summary below using words from the box. The words are from the passage. Write your answers on your<br />
answer sheet.<br />
opinion real designed product<br />
The first 22. __________________ in a new range of robotic pets is known as ‘robocat’.<br />
It is 23. __________________to have looks and behavior exactly like a real cat. However, a BBC technology reporter<br />
examined ‘robocat’ and his 24. __________________is it isn’t perfect, so far. He says he could tell it wasn’t 25. ___________<br />
because its electronic insides were stiff.
Listening Skills<br />
THE READING / TAPESCRIPT<br />
Lionel Andrés Messi was born on June 24, 1987 in the city of Rosario, Argentina.<br />
Everyone knows him now as the best football player in the world. In fact, a lot of<br />
people say he might become the greatest player ever. We’ll see about that at the<br />
World Cup. Messi is FIFA World Player of the Year. He also helped his club team<br />
Barcelona win the European Champions League and the World Club Championship.<br />
Messi grew up playing football. He joined his first club when he was five. At the age<br />
of eight, he signed up for the famous Newell's Old Boys' youth team. His career nearly<br />
ended when doctors found out he suffered from a growth hormone deficiency.<br />
Luckily, agents from Barcelona saw his talent and in 2000, he moved to Spain. The<br />
Catalan club paid for his medical treatment and coached him until he made his<br />
Barcelona debut.<br />
Lionel started breaking records as soon as he played his first game for Barcelona in<br />
the 2004-05 season. He became the youngest footballer ever to play a La Liga game<br />
and the youngest to score a goal. He helped his team win the league in his first<br />
season, and the league and Champions League double in the following season. In the<br />
2008-09 season he scored an impressive 38 goals as Barcelona won the treble.<br />
Messi has an amazing career ahead of him. He is set to shine in South Africa. Many<br />
football experts compare him to the legendary Pele and Maradona. This World Cup<br />
could be the stage for him to show people he really is the best. His skills on the ball,<br />
ability to get past defenders and his goal-scoring are breathtaking. Top soccer coach<br />
Arsene Wenger said Messi is “like a PlayStation. He takes advantage of every mistake<br />
teams make”.
Lionel Messi (Listening Practice Worksheet)<br />
Level 2 Group 2<br />
Question 01: Listen to the lecture and tick T, F and NG for true, false and not given<br />
respectively.<br />
21) Messi was born on 24 th June 1988. ( T F NG )<br />
22) He was born in Brazil. ( T F NG )<br />
23) The name of his club is Real Madrid ( T F NG )<br />
24) He trained the players of his club. ( T F NG )<br />
25) Messi grew up as a hockey player. ( T F NG )<br />
26) He joined his first club when he was 10. ( T F NG )<br />
27) He was eight years old when he joined Newell's Old Boys' youth team. ( T F NG )<br />
28) The Catalan club paid for his medical treatment ( T F NG )<br />
29) He played his first game for Barcelona in the 2005-06 season. ( T F NG )<br />
30) Messi’s father was a great footballer. ( T F NG )<br />
Question 02: Listen to the lecture and tick the correct answer.<br />
11) Messi suffered from ------------------ hormone deficiency.<br />
c. blood b. growth c. brain<br />
12) Agents from ------------------------- saw Messi’s talent.<br />
c. America b. Brazil c. Barcelona<br />
13) Messi became the youngest footballer ever to play a ------------------------ game.<br />
c. Football b. La Liga c. world class<br />
14) The ---------------------- Club coached until he played his first match on behalf of Barcelona.<br />
c. Real Madrid b. Barcelona c. Catalan<br />
15) In the 2008-09 season Messi scored an impressive -------------- goals<br />
c. 30 b. 48 c. 38<br />
Question 02: Listen to the lecture and fill 9in the blanks correctly.<br />
9) Messi has an --------------------- career ahead of him.<br />
10) Many football experts compare Messi to the legendary ----------------- and ----------------------.<br />
11) Top soccer coach Arsene Wenger said Messi is “like a ---------------------------- “.<br />
12) Messi takes advantage of every -------------- teams make. Prepared by Anwar Sajad<br />
Good Luck
Cristiano Ronaldo (listening Practice Worksheet)<br />
Level 2 Group 1<br />
Question 01: listen to the lecture and tick T, F and NG for true, false and not given respectively.<br />
31) Cristiano Ronaldo was born in 1958. ( T F NG )<br />
32) He was born in Portugal. ( T F NG )<br />
33) Ronaldo was very good at school. ( T F NG )<br />
34) He never played for Manchester United. ( T F NG )<br />
35) He is basically a goal keeper. ( T F NG )<br />
36) At the age of TEN Ronaldo joined Sporting Lisbon. ( T F NG )<br />
37) Manchester United signed him in 2006. ( T F NG )<br />
38) Ronaldo is better than David Beckham. ( T F NG )<br />
39) The FIFA World Player of the Year award in 2007 was won by Ronaldo. ( T F NG )<br />
40) Ronaldo has three children. ( T F NG )<br />
Question 02: Tick the correct answer.<br />
16) Manchester United is a/an ------------------ team.<br />
d. French b. American c. English<br />
17) Ronaldo started playing at the age of ------------------.<br />
d. ten b. three c. seven<br />
18) David Beckham played on behalf of ------------------------------------<br />
d. Sporting Lisbon b. Real Madrid c. Manchester United<br />
19) Ronaldo regularly scores spectacular goals. (line 4). What does “spectacular” mean?<br />
d. fantastic b. ordinary c. simple<br />
20) Tick the opposite of the phrase “most expensive” (para 4).<br />
d. Costing too much b. the cheapest c. not available<br />
Question 03: Fill in the blanks correctly.<br />
13) Ronaldo is the most ----------------------- footballer of the world.<br />
14) He is the best player on the ---------------- .<br />
15) His skills soon attracted Europe's big ----------------- .<br />
16) The legendary genius Johan Cruyff was from --------------------- Prepared by Anwar Sajad<br />
Good Luck
Listening and Speaking Skills (L2G2)<br />
Activity No 1 ( New Year’s Day)<br />
Listen to the conversation and answer the questions.<br />
1. Randall used to ___________ with friends to celebrate the new year.<br />
A. play games B. watch movies C. watch fireworks<br />
2. Randall and his friends would eat ________ on New Year's Eve.<br />
A. salad B. fried chicken C. pizza<br />
3. When Randall's children were little, he used to ___________ on that night.<br />
A. put them to bed early B. watch TV together C. stay up late<br />
4. Now, Randall usually ______________ on New Year's Eve.<br />
A. goes for a drive B. goes to bed early C. prepares a special dinner<br />
5. According to Randall, New Year's Day isn't a big celebration for him because _________.<br />
A. every new day is a new beginning B. he doesn't like change C. he feels like he is getting older<br />
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Activity No 2 (describing people)<br />
Listen to the conversation and answer the questions.<br />
1. Gregorio is well known for his ability to work with ____________.<br />
A. famous athletes B. animals C. world dancers<br />
2. What is one thing that is NOT true about him?<br />
A. He's tall. B. He's wearing green slacks. C. He has on a blue jacket.<br />
3. What does Georgina do for a living?<br />
A. She's a popular sports figure. B. She's famous for her cooking skills.<br />
C. She makes a living selling tennis shoes.<br />
4. Georgina is a ____________ woman wearing a yellow dress.<br />
A. large B. heavy C. small<br />
5. What is the other invited guest, Brad Pitt, doing in the conversation?<br />
A. He's sitting in the room. B. He's standing by a table. C. He's eating some refreshments.<br />
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Anwar Sajad
Activity No 3 ( Sightseeing Around Town )<br />
Listen to the conversation and answer the questions.<br />
1. Where are they planning to go in the morning?<br />
A. to a park B. to an art museum C. to a shopping center<br />
2. What kind of restaurant do they want to visit for lunch?<br />
A. Italian B. Indonesian C. Indian<br />
3. Why does the man want to visit the zoo in the afternoon?<br />
A. The zoo will be closed the rest of the week. B. The zoo is free to visitors that day only.<br />
C. There are unusual animals on display.<br />
4. Why does the woman want to go shopping instead?<br />
A. She wants to buy mementos of their visit. B. She saw some great prices at a shopping center.<br />
C. She wants to buy a gift for her friend.<br />
5. How do they plan to get to the seashore at the end of the conversation?<br />
A. by taxi B. by bus C. by subway<br />
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Activity No 4 (Shopping for the Day)<br />
1. What is the girl shopping for?<br />
A. a present for her mother B. a present for a friend C. a present for her father<br />
2. How much is the black wallet?<br />
A. $49.95 B. $40.95 C. $44.95<br />
3. Why doesn't the girl like the brown wallet?<br />
A. There isn't a place to put pictures. B. It's too big and heavy. C. She doesn't like the color.<br />
4. About how much does the girl have to spend?<br />
A. $5.00 B. $10.00 C. $13.00<br />
5. What does the girl decide to buy?<br />
A. a black wallet B. a brown belt C. a tie<br />
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Good Luck<br />
Anwar Sajad
Introduction<br />
Do professional teachers need training? Should they refresh what they have already imbibed? Is it mere a<br />
wastage of time to train the literati? We can’t deny the fact that teachers are the most learned people of a<br />
society. They play a vital role in the development of a country. They are like candles that burn themselves<br />
but provide light to others. However, their professional training is very necessary. If they don’t recapitulate<br />
their professional knowledge, they definitely will forget what they have learned. Someone has aptly said,<br />
“Stagnant waters get filthy.” Professional Development Committee in the English language Centre Ibra<br />
College of Technology works very hard to provide maximum training facilities to its teachers. The<br />
Committee in the ELC works zealously under the auspices of Mr Basim Al Mushafri – the Head of English<br />
Language. The committee searches for the presenters like a beach comber to keep the teachers abreast with<br />
the new pedagogical techniques and methodologies for the better understanding of the students. The<br />
members of Professional Development Committee work beyond the call of their duty to provide the teachers<br />
with training facilities. Its aim is to identify the specific training needs of the staff in the Center based on the<br />
staff and students’ feedback, staff appraisals report and need analysis surveys. The committee also suggests<br />
ways to fulfil the identified needs (topics/themes/sharing good practices for workshops, seminars,<br />
symposiums, conferences etc. It finds out the ways to establish relationship with other educational providers,<br />
colleges of technology and universities etc. in Oman. The committee works under certain process and<br />
follows a specified track which is as under:<br />
Selection of Topics<br />
Topics for the presentations are selected in two ways; identified areas of improvement based on Staff Appraisal and<br />
Training Needs Analysis Survey. Staff Appraisal is the need of the English Language Centre and Training Needs<br />
Analysis Survey is the need of the teachers working in the ELC. During the Staff Appraisal, the topics are selected<br />
from different sources. They are as under:<br />
a) Students' Feedback on Teaching<br />
b) Students' Feedback on Advising<br />
c) Lesson Evaluation
d) Time Management at Workspace<br />
e) Contribution to the Center<br />
f) General Behaviour<br />
On the other hand, a Training Needs Analysis Survey is conducted by the PDC. Teachers are asked about the specific<br />
professional training they would like to get. This academic year, these points have been incorporated into the Staff<br />
Performance Self-Appraisal Form. This form is confidential. The coordinators go through every form, collect the<br />
teachers’ training needs and hand over to the co-chairperson of Professional Development Committee. After the<br />
topics are collected, the co-chairperson holds a meeting with the chairperson - the HOC and isolates the<br />
presentations/workshops for internal and external speakers.<br />
Circulation of Topics<br />
The coordinator (co-chairperson) of the Professional Development Committee sends an email to the ELC teachers<br />
and circulates the topics. The teachers/presenters are requested to come forward, select the topics and present in the<br />
ELC Main Hall on voluntary basis. The same list of topics is sent to the HOSs of other departments of ICT (related<br />
to them i.e. Learning Moodle, Time Management, using smart board etc.) to provide the ELC with presenters. The<br />
list of topics, specified for the guest speakers, is sent to other colleges or universities through the HOC of ELC and<br />
presenters are invited. Such presenters are mostly attended by all the ICT staff provided that the topic is of common<br />
interest.<br />
Tasks Assigned to the members PDC<br />
The Professional Development Committee has been assigned different kinds of tasks which they perform diligently,<br />
re:<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
Preparing an action plan with the approval of ELCC (ELC Council).<br />
Identifying the specific training needs of the staff in the centre based on the staff & students feedback,<br />
staff appraisals report and need analysis surveys.<br />
Suggesting ways to fulfil the identified needs (topics/themes/sharing good practices for workshops,<br />
seminars, symposiums, conferences etc.)<br />
Suggesting ways to establishing relationship with other educational providers and other professional<br />
bodies.<br />
Indicating ways to encourage staff and students for maximum participation in external events held by<br />
other educational providers and other professional bodies.<br />
Identifying and suggesting areas of research to be conducted in ELC and call for research scholars (staff<br />
of ELC) to participate and present their findings.<br />
Collecting feedback from the participants of the organized events and analyzing the effectiveness of such<br />
events and for future identification of needs.
Coordinating with the Website and Publications Committee for publishing presenters/resource person’s<br />
original work.<br />
Preparing an Annual Report on all such events organized by the Committee and submitting it to ELC<br />
Council.<br />
In addition to the above, the PDC also does the tasks :<br />
<br />
<br />
<br />
<br />
<br />
Booking the ELC Main Hall for the workshop.<br />
Request for publishing the announcement on the ICT web page.<br />
Taking the attendance of the teachers who attend the workshop.<br />
Writing the minutes of the meetings.<br />
Preparing certificates for the presenters.<br />
Conduction of a workshop<br />
Once the presenter is ready, the co-chairperson sends an email to the ELC faculty members and informs them about<br />
the time, venue, topic and the name of the presenter. The timing is mostly 1:30 pm, every alternate Thursday in the<br />
ELC Main Hall. During the examination time, there is no workshop. The announcement of the workshop is published<br />
on the ICT main web page for which proper official permission is taken. The ELC Main Hall is booked in advance<br />
and request for a photographer, microphones, MMP and a laptop etc. is sent to the HOC ETC. The teachers are<br />
reminded and motivated to attend the workshop. During the workshop, the participants sign their attendance. They<br />
write their feedback about the workshop which is evaluated later on. The best presenter is nominated at the end of<br />
the academic year during a PDC gathering.<br />
Workshops outside the College<br />
The Professional Development Committee keeps regular contacts with other colleges of technologies and<br />
universities in Oman and facilitates the teachers to attend and participate. ELC presenters’ names are also sent to<br />
other colleges as per their demand as guest speakers. The college administration provides bus for the teachers who<br />
attend or present the workshops in other colleges.<br />
The Future Mega Plan<br />
The future mega plan is to organize a national level ELT symposium which will play a vital role in the professional<br />
burgeoning of ELC teachers, thus the students will reap its fruit in the long run.
Conclusion<br />
In the nutshell, taking the above mentioned points into consideration, it is crystal clear that the Professional<br />
Development Committee is very important, because it works for both the teachers and the students. It is a matter of<br />
great encouragement that now many teachers are contacting to present in and outside the college.<br />
Written and Prepared by<br />
Anwar Sajad<br />
Co-Chairperson PDC<br />
English language Centre<br />
Ibra College of Technology