‫‪1‬‬
‫מדינת ישראל‬
‫משרד החינוך‬
‫מינהל כא"ב תיאום ובקרה‬
‫האגף לחינוך מבוגרים‬
‫אנגלית‬
‫‪ENGLISH‬‬
‫תוכנית לימודים ברמת גמר בהיקף של ‪ 3‬יח"ל‬
‫התוכנית עודכנה ע"י‪:‬‬
‫ריטה דיק‬
‫מרגריטה פוני‬
‫תחולה‪ :‬מתשע"ב‪2011 ,‬‬
‫© כל הזכויות שמורות לאגף לחינוך מבוגרים‪ ,‬משרד החינוך‬
‫‪Curriculum for Adult Learners of English, Tagat 3 Points‬‬
‫ת"ל באנגלית ברמת גמר בהיקף של ‪ 3‬יח"ל‪ ,‬מחורף תשע"ב ואילך‬
2
COURSE NO. 3
3 Points TAGAT
ADVANCED ENGLISH COURSE
70-80 hour course
Successful completion of this course will give the student 3 credit points
for the Tagat Certificate.
TABLE OF CONTENTS
Page
1.
Introduction
2
2
Student Population
2
3
Objectives
2
4
Skills
a) Listening Comprehension
b) Speaking
3
c) Reading Comprehension
d) Writing
5
Topics
4
6
Language
7
a) Vocabulary
b) Grammar
7
Methodology
8
8
Final Grade
10
9
Teaching and Learning Materials
14
10
Textbooks
15
11
Materials for Enrichment
16
12
Appendix 1 – Listening Comprehension
19
13
Appendix 2 – Oral Exam
20
Curriculum for Adult Learners of English, Tagat 3 Points
‫ מחורף תשע"ב ואילך‬,‫ יח"ל‬3 ‫ת"ל באנגלית ברמת גמר בהיקף של‬
3
1. INTRODUCTION
In the TAGAT curriculum the teaching and learning of ENGLISH focuses on
developing the four language skills: listening comprehension, speaking, reading
comprehension and writing.
It is believed that in developing these four language skills by teaching and
learning English in meaningful, every day situations for the purpose of
communication, the four domains of social interaction, access to information,
presentation and appreciation of culture are being fully addressed.
2.
STUDENT POPULATION
This course is for adult students who wish to acquire 3 credit points for the
Tagat program.
3.
OBJECTIVES
The main objectives of this course are to enable learners to:
a. acquire a vocabulary of 750-1000 words.
b. improve listening and speaking skills.
c. improve reading comprehension (i.e. up to 20 lines of text).
d. be provided with meaningful and appropriate material for their age,
needs and interests
e.
4.
receive guidance to be able to pass the 3credit point Tagat exam..
SKILLS
4.a. LISTENING.
Students will be able to understand what is taught in the Basic and Intermediate
courses at a higher level (750-1000 words) i.e. comprehend:
1. instructions, questions and answers, at a level of 750-1000 words.
2. news headlines, authentic conversations, recordings e.g. on telephone
answering machines, weather forecasts, fax machines, etc. at a level
of 750-1000 words.
4.b. SPEAKING
Students will be able to use what they learned in the previous courses at a
higher level (750-1000 words) i.e.:
1. construct sentences, instructions, tell a joke, an anecdote or a short story.
2. make a conversation (do a role play) - e.g. leave a telephone message,
order a taxi, speak to a hotel receptionist etc. at a level of 750-1000
words.
Curriculum for Adult Learners of English, Tagat 3 Points
‫ מחורף תשע"ב ואילך‬,‫ יח"ל‬3 ‫ת"ל באנגלית ברמת גמר בהיקף של‬
4
4.c. READING
Students will be able to:
1. read at a higher level after having completed the basic courses and
this 3 pts. course. (750 -1000 words).
2. read and comprehend short reading passages about real life situations,
short stories, anecdotes, instructions, e-mails & faxes (15 to 20 lines).
3. use a dictionary (any bilingual dictionary) and choose the correct
meaning according to the context. The use of the dictionary is
important as it helps motivation by filling students’ needs.
4. find detailed information in charts, instructions, notices, extracts from
catalogues, forms, letters, menus, weather forecasts, addresses, ads,
warnings, newspaper ads, indexes etc.
5. read a simplified, intermediate level newspaper (available from either
the Jerusalem Post or the Good Times Co.) and structured readers or
books (up to the 1000 word vocabulary level) for enrichment.
4.d. WRITING
Students will know what is taught in the previous courses but at a higher level
(750-1000 words):
1) use basic punctuation rules.
2) fill in forms, tables, questionnaires, diagrams, visas or job
applications.
3) answer questions up to sentence level.
4) write a short note (e.g. congratulations) fax, e-mail etc.
5) do integrated reading and writing tasks: i.e. Be able to change a
simple given text into a different sort of genre or use information in a
different way e.g. rewrite a story written in the 3rd person to one
written in the 1st person, change a dialogue into a police report, fill
in a form or table based on information from simple texts. This is
not free composition, but guided writing. Tagat students should not
be expected to write free compositions. Grammatical mistakes are to
be expected and condoned.
Curriculum for Adult Learners of English, Tagat 3 Points
‫ מחורף תשע"ב ואילך‬,‫ יח"ל‬3 ‫ת"ל באנגלית ברמת גמר בהיקף של‬
5
5.
TOPICS
In general, topics should be relevant to the interests and needs of the
students. The topics from the lower level courses can be re-introduced on a
higher level, allowing for more open discussion and role-playing.
TOPIC
VOCABULARY
NO. OF
HOURS
COMMENT
Phrases
1.Personal identification
introducing self and
others
2.
Greetings
name, address, age,
occupation: student,
teacher, chef, singer etc;
nationality.
Good morning, Good night, Hi,
Hello, Happy birthday, Nice to
meet you
3-4
Introduce yourself and your
occupation in a dialogue
3-4
Casual meeting, telephone
greeting
3-4
For use in events, (July 7th –
ordinal numbers may be
introduced at this point –first,
second, third etc.) age, addresses,
clothes, shoes etc.
3-4
Explain the use of upper case
letters for names of counties
cities ,etc
3-4
For example:
How do you do?
3.
Numbers and their
everyday uses
Names of different
places, places of work and
study
4.
5.Home
dates, time, months, days,
years, sizes
countries, towns, cities,
streets, and other
places( e.g. England,
cinema, supermarket,
bank, post office,
factory
the rooms in the house,
furniture, activities in the
various rooms e.g. cook,
clean, sleep, watch TV,
There are two beds in my
bedroom….. or
We usually cook in the kitchen.
names of household appliances
identifying objects
an iron, oven, refrigerator, microwave
,etc
modern devices and appliances
,robots
Curriculum for Adult Learners of English, Tagat 3 Points
‫ מחורף תשע"ב ואילך‬,‫ יח"ל‬3 ‫ת"ל באנגלית ברמת גמר בהיקף של‬
6
names regarding the
relationships of family
members, e.g. sister, brother,
mother, father,
6.Family
3-4
Possessive form can be used
here, i.e:
My son’s baby is my grandson.
I have four sons.
etc,
7.Food,meals
Types of food i.e. Bread, milk,
eggs, fruits vegetables, going
to a restaurant, menus ,etc
3-4
Likes and dislikes or habits
We have supper in the evening.
He likes cakes.
I don’t like apples.
8.
Descriptions
Describing people, objects,
places and events using
adjectives and adverbs,
colours, size
3-4
More adverbs may be added at
this point, i.e. wonderfully,
hopelessly, etc.
He entertained the children
wonderfully.
She waited hopelessly for the
letter that didn't arrive.
9.Health/Parts of the body, Head, face, leg , foot, back, hand,
possessions
3-4
eyes, nose, mouth, heart, sick/ill
fine, well, headache, doctor , nurse,
prescription, medicine, tablets,
treatment… sport, diets,
i.e: She had a high temperature so
the doctor gave her a prescription
for some medicine.
smoking, illnesses
10.Computer terms
11: Simple instructions
and signs
keyboard, screen, mail ,letters,
copy, paste, function keys e.g.
Shift, Ctrl (Control), Enter,
Backspace, Caps.
NO SMOKING, EXIT,
QUIET PLEASE
Mainly used with verbs Be
&Have
He was very sick and had to go
into hospital
3-4
The keyboard can be used to
practice the names and sounds of
letters -letter/sound recognition.
Function Keys and basic terms
used with WORD
3-4
instructions used in the
examination
e.g. Circle the correct answer.
PUSH, PULL
warnings, street signs
go, stop, turn left,
Curriculum for Adult Learners of English, Tagat 3 Points
‫ מחורף תשע"ב ואילך‬,‫ יח"ל‬3 ‫ת"ל באנגלית ברמת גמר בהיקף של‬
Instructions regarding the use of
household appliances, computers
etc.
7
12.Giving and following
directions
13.Travel:
transportation
go, stop, turn left, turn right,
continue, corner
timetables, dates and ads
relating to transportation
3-4
3-4
Our flight is late. We won't take
off until 9:00 p.m.
kinds of transportation i.e.
bus, train, plane, ship etc.
15. Public
services
a letter , a package ,at the bank,
post office, filling in forms,
p.o.b numbers etc. cheques,
credit cards, bank accounts,
cash, bank/post office teller, in
line/a queue
Walk to the corner, turn right into
Rothschild Street and continue
walking for 50 metres . You will
arrive at the bank.
Find information from tables .,
charts, timetables schedules,
2-4
Posting a letter , receiving a
package from the post office,
filling in forms, p.o.b numbers
etc. cheques, credit cards, bank
accounts, cash, bank/post office
teller. Waiting in line/a queue
16. Shopping:
Fashion
supermarkets,
open air
markets, malls
food furniture,
clothes, colors,
sizes
2-4
Comparing prices, styles etc.
Ordering items, ads,
17. Entertainment
Singing ,dancing, watching
TV: movies, songs, singers,
TV.programs
2-4
Read movie reviews
Hobbies,
Curriculum for Adult Learners of English, Tagat 3 Points
‫ מחורף תשע"ב ואילך‬,‫ יח"ל‬3 ‫ת"ל באנגלית ברמת גמר בהיקף של‬
Listen, read the lyrics of songs
8
18
Work situations
Activities performed by
different workers/people
Different professions /jobs
/occupations
19. Current
affairs:
News, TV and radio
programs
2-4
2-4
Daily routines of workers such as
mechanics, carpenters
,technicians ,designers ,etc
material from the newspapers,
magazines
movie reviews, news
headlines
20.Topics chosen
by students
2-4
Teachers are advised to
encourage students to choose
subjects they are interested in.
6. LANGUAGE and VOCABULARY
6.A. VOCABULARY
Students increase their vocabulary to about 750-1000 items presented in as
many meaningful contexts as possible, based on the topics listed in section 4
above.
Vocabulary items should be re-entered spirally: both the words from topics
previously dealt with and new topics can be used in different situations - and
should appear in various lessons: e.g. sport and hobbies can include
reintroduction of parts of the body, health, food etc.
When teaching cognates (names of people, places etc.) special attention
should be paid to differences of pronunciation. Of course the capitalization
of names should be stressed as it helps in reading comprehension.
6.B. GRAMMAR/SENTENCE STRUCTURE
Grammar should NOT be taught as a separate domain but rather as a
communicative tool.
Students should be able to understand and build simple sentences
incorporating the structures recommended for the intermediate course,
which were:
Curriculum for Adult Learners of English, Tagat 3 Points
‫ מחורף תשע"ב ואילך‬,‫ יח"ל‬3 ‫ת"ל באנגלית ברמת גמר בהיקף של‬
9
a)
b)
c)
d)
Determiners: a, an, the, this, that, these, those, some, any and no
Nouns: count and non-count
Pronouns: subject, object, possessive
Verbs “be” and “have” in the Present and Past Simple (statement,
negative and questions)
Imperatives (positive and negative)
Statement, negative and question (yes/no and wh .question) forms of:
i. Present Progressive
ii. Present Simple
iii. Past Simple
iv. Past Progressive
v. Future Simple (will) and future of intent
(going to)
vi. Modal: can, must, will, should, could, have to,
would, may, might
There is/are, was/were
Quantifiers : [How] much / many, a few, a little, a lot
Conjunctions/Connectors: and, but, or, because, although
Relative clauses: that, who, which
Prepositions: in, on, under, behind, at, from, to, in front of, between,
through, across, opposite, among, past, above, below, with
Possessive: ‘s e.g. David‘s car
Adjectives: Comparative and Superlative
Wh-questions using all the structures above
e)
f)
g)
h)
i)
j)
k)
l)
m)
n)
The following structures should be for recognition only.
7.
a)
Present and Past Simple -Passive
b)
Present and Past Simple Perfect
c)
Relative clauses: whose, when, where, why
d)
Gerunds
e)
Conditionals i, ii,
Methodology
Here are a number of suggestions that might help:
Reading comprehension:
First - pre-reading activities - students should be taught to:
Curriculum for Adult Learners of English, Tagat 3 Points
‫ מחורף תשע"ב ואילך‬,‫ יח"ל‬3 ‫ת"ל באנגלית ברמת גמר בהיקף של‬
10

use the title and/or any pictures for prediction.

recognize different text types/genres e.g. letter, ad, story, dialogue etc.

take note of the “eye-catchers” - numbers, words starting with capital
letters ( but not at the beginning of the sentence), words in italics or
quotation marks. Students should also be aware of the Capital letter as
the first word of a sentence – which is different from Hebrew or Arabic
where the beginning of the sentence is not stressed.

skim and scan.

use their own knowledge about a topic in order to enhance
understanding, but emphasize that when asked to answer questions
based on the text, they are expected to relate to the information
presented in the text and not use their own knowledge about a topic.
Second - general reading comprehension techniques:

seeking the logical development of ideas

defining main ideas and supporting details

understanding the relationship between first and last sentences in a
paragraph

understanding lexical and grammatical cohesion devices
such as repetitions, synonyms, reference pronouns,
demonstratives, etc.

summarizing of stories and articles, mainly orally.

Students should be encouraged to use an audiocassette
together with a textbook in class and at home in order to
improve their listening and reading comprehension skills.

Although the students' mother tongue can and will be used,
teachers should use English as much as possible. Audiovisual aids are recommended in order to ensure
comprehension, progress and confidence.

Since the objective is communicative language, students
should use English as actively as possible (songs, games,
role-play.)
Curriculum for Adult Learners of English, Tagat 3 Points
‫ מחורף תשע"ב ואילך‬,‫ יח"ל‬3 ‫ת"ל באנגלית ברמת גמר בהיקף של‬
11

Students should be encouraged to use videotapes at home if
no equipment is available in the classroom. English
computer programs can be used as enrichment - especially if
available at the center where the lessons are given or at
home.
Using a dictionary: Note: Students are allowed and advised to use a
dictionary during the final examination. Any English-Mother-tonguemother-tongue-English dictionary in book form is allowed.
Students are also allowed electronic dictionaries in which
they type in the words.
 Presentation of material can be followed by controlled practice
exercises followed by freer exercises, such as role-play using
pictures or situations, which can enable students to use what they
have been taught.
 Silent reading should also be encouraged, especially of unseens, i.e.
reading without knowing all the words before confronting the text.
Students should not read new material aloud, and reading aloud
should only be for purposes of quoting. Students should be
encouraged to use an audiocassette together with a textbook in
class and at home in order to improve their listening and reading
comprehension skills from texts that were read out by the teacher,
or on a tape.
 Teachers are advised to create an encouraging atmosphere in the
classroom.
8 .FINAL GRADE FOR 3 POINTS TAGAT
THE FINAL GRADE GIVEN TO THE STUDENT CONSISTS OF TWO
COMPONENTS, EACH ONE WORTH 50%:
1. THE EXTERNAL EXAMINATION (see Section 8A)
2. THE CLASS GRADE - “MAGEN” – WHICH INCLUDES
THE INTERNAL EXAMINATIONS (see section 8B)
In other words, after the external exam the following calculation is made:
EXTERNAL
MAGEN
Curriculum for Adult Learners of English, Tagat 3 Points
‫ מחורף תשע"ב ואילך‬,‫ יח"ל‬3 ‫ת"ל באנגלית ברמת גמר בהיקף של‬
TOTAL
12
WRITTEN
EXAM
100 points
+
The class
grade
70 points
Final grade
+
Internal Exams
Listening &
speaking
30 points
=
=
200
points
Student’s total points
2
8A. EXTERNAL EXAMINATION
The final written examination will be constructed according to this
curriculum and will include the following parts:
1. Language and Vocabulary
2. Reading Comprehension 3. Integrating Reading and Writing
TOTAL
100 points
30 points
50 points
20
points
PART 1 - LANGUAGE and VOCABULARY (30PTS)
Language exercises will be based on the material in this curriculum.
For example:
A. Circle the correct answer (20points) 10 items to be chosen / 2 pts. each
B. Complete the question words to match the answers (10 points) 5question
words to match the answers
( 2. pts.each .)
PART 2 - READING COMPREHENSION (50 PTS.)
The Reading Comprehension test has texts in different genres and will
include:
a) context questions - main ideas, details etc. There are open questions
to be answered in English, multiple choice and vocabulary fill-ins.
b) filling in forms / tables etc. using information from dialogues, ads or
a short story.
For example:
c) One or two ads, a dialogue or an interview followed by multiple
choice
questions (20 points)
d) An article, a report or a review, followed by open-ended questions
to be answered in English (30 points)
PAR T 3 -INTEGRATING READING AND WRITING. (20 PTS)
Curriculum for Adult Learners of English, Tagat 3 Points
‫ מחורף תשע"ב ואילך‬,‫ יח"ל‬3 ‫ת"ל באנגלית ברמת גמר בהיקף של‬
13
Information is provided in a text, dialogue, letter or newspaper article
and the student has to use it in order to complete something in a
different genre. e.g. a story which has to be turned into a letter with the
same facts , a form to be turned into a short passage, a text to be turned
into an e- mail or a report to be turned into a form to be filled out.
This will often be a paragraph with blank spaces for the students to
complete the missing words and phrases.
For example:
Read the story and complete the letter below with a word or a phrase based
on the story you have read. The missing words/phrases will be provided in
a box. ( Up to 10 blanks to be completed ) - 20 pts.
PLEASE NOTE
Any English-Mother-tongue / Mother tongue – English dictionary in
book form is allowed. Students are also allowed electronic
dictionaries that require typing.
8. B. “ MAGEN “ MARK 100 - points (value 50% of final mark)
The teacher will supply the “magen “mark based on the work the student did in
class (80% attendance is compulsory) plus the marks given on internal quizzes
during the study period and also the practice examination. This will account for
70% of the mark. The other 30% will come from the Listening Comprehension
Examination and the Oral Examination, which will be conducted internally.
1.Listening Comprehension
(This will be supplied by the Ministry)
2.Oral Examination - Speaking
3.Classwork, participation, quizzes & magen exam(s)
TOTAL
15 points
15 points
70 points
100 points
Teachers are advised to make sure that students are well prepared for the
external exam, therefore it is recommended that the magen exam has
the same structure as the external exam, as presented here in section
8A. See example exam
8. B.1. LISTENING COMPREHENSION (15 points).
Curriculum for Adult Learners of English, Tagat 3 Points
‫ מחורף תשע"ב ואילך‬,‫ יח"ל‬3 ‫ת"ל באנגלית ברמת גמר בהיקף של‬
14
A recorded audiocassette will be sent together with the examination form.
There is a different cassette for each level. The teacher will conduct the
examination for the class.
The recorded material will be based on the topics listed for this course
curriculum. . Students will be expected to understand:
1. a short conversation
2. a message or an announcement
3. a set of instructions
4. a short story
5. an advertisement
The students listen to the recorded passage once. Then they mark their answers
to written questions based on the passage heard. The answers will be multiple
choice. They listen to the passage a second time and answer questions which
they missed or correct those that they answered.
Students are encouraged to read the questions before listening so that they can
both predict what the passage will be about and also be focused when listening
for the answers to the question.
Students will be expected to understand a short passage. The length and type of
the listening comprehension passage will be more or less the same as that of the
reading comprehension.
Teachers are advised to use any of the following material to prepare students
for the listening comprehension exam:
1. recorded material and questions from past examinations.
2. recorded material (audio-cassettes) accompanying textbooks.
3. any other cassettes based on the topics listed.
4. recorded texts prepared by the teacher.
5. material read by teachers (only in special cases - as when there is no
possibility of using a tape recorder).
8. B. 2. INTERNAL ORAL EXAMINATION Speaking (15 points)
Students should be able to participate in a conversation, e.g. an interview or
role-play. In the oral exams teachers should test students only on the topics they
have studied. - e.g. personal details and hobbies, transportation, the weather,
stories or topics taught in the textbook. For the 3 point level exam students are
expected to prepare 5 to 6 topics.
They can also be asked questions like:1. Did you enjoy studying English?
2. Where do you go on vacation?
3. Do you like your work? (What do/don’t you like about your work?)
Curriculum for Adult Learners of English, Tagat 3 Points
‫ מחורף תשע"ב ואילך‬,‫ יח"ל‬3 ‫ת"ל באנגלית ברמת גמר בהיקף של‬
15
Teachers must inform the students of the topics on which they will be tested.
Throughout the course students must be encouraged to talk so that they are fully
prepared for this examination. Teachers can use any topic that they feel their
students are able to converse about.
Procedure
Teachers test students individually, allotting about five to ten minutes per
student. The exam can start with a short interview, followed by a role-play
between teacher and student (dialogue) or a monologue.
Teachers can decide whether they want their students to prepare a monologue
or not. It is also possible for the student to tell a story, or describe a picture that
they bring to the exam, or one that the teacher has prepared.
Teachers are advised to give their students sample, or practice tests, but they do
not have to be on an individual basis. Sample tests can be done in class and
students can practice in pairs with questions set by the teacher in advance. It is
of the utmost importance to create a relaxed, friendly atmosphere for the oral
exam. If students are not at ease, they will be too frightened to open their
mouths. It is preferable to have two English teachers present at the exam, but
the student’s own teacher must start the exam and perhaps the other teacher can
ask questions when the “ice is broken”. If there is no other English teacher, a
teacher from another subject can sit in for the examination. During the practices
and the exam, grammatical mistakes are NOT corrected because that inhibits
the person talking.
9. TEACHING & LEARNING MATERIALS
9. 1. THE CHOICE of MATERIALS
Teachers are advised to carefully check the choice of materials before
starting a course.
The material should be appropriate to the students’ age, interests,
experience and knowledge.
It should provide opportunities for social interaction and communication
and should enrich the students’ knowledge.
9.2.The Content of the Materials
Teachers and test writers are advised to relate to the content of the
materials. The material should broaden the students’ knowledge .
Curriculum for Adult Learners of English, Tagat 3 Points
‫ מחורף תשע"ב ואילך‬,‫ יח"ל‬3 ‫ת"ל באנגלית ברמת גמר בהיקף של‬
16
It should stimulate students to think, solve problems, compare , analyze,
classify, draw conclusions, find main ideas and details.
The material should be appropriate to a variety of backgrounds and
religions. It should not be stereotypical , prejudiced or offensive.
It should not be too alien to the Israeli students.
10. TEXTBOOKS
There are many textbooks available. Here is a list of some of the books that
have been used in the past, or are being used at present. The teacher must
choose the textbook according to the needs of the class and his/her teaching
style.
When using books written and published in Israel, try to use books that are
newly published and try to find those that have more or less adult content.
This list is not arranged according to difficulty; nor does it show preference.
BOOK
AUTHOR
PUBLISHER
1.
Freeway
R. Green
U.P.P.
2.
Side by Side 2 (new ed.)
Molinsky et al
Prentice Hall
3.
On Target Level 1
Aim I
In Contact1,2
4.
5.
6.
7.
Cambridge English
Course Book 1
Headway - Intermediate
8
Family Affair
D. Luria, I. Pe’er
Scott Foresman
Eric Cohen
Scott Foresman
Swan & Walters
Cambridge U.P
Curriculum for Adult Learners of English, Tagat 3 Points
‫ מחורף תשע"ב ואילך‬,‫ יח"ל‬3 ‫ת"ל באנגלית ברמת גמר בהיקף של‬
J. Soars
O.U.P.
B. Abbs
Longman
17
9
Follow Through
BBC
1
Person to Person
BBC
1
Points to Success
E. Ezra
1
Opportunities 1
(for speakers of
Arabic)
English by
Television
English by
Television
Eric Cohen
Harris, Mower and
Sikorznska
11. TEACHING & LEARNING MATERIALS FOR ENRICHMENT
The following are additional books which can be used for enrichment purposes.
1
The 1-Point Practice Book
R. Green
UPP
2
Update (the 1 point part)
I. Gottlieb
UPP
3
New Bagrut Test Practice
R.. Shalev
Eric Cohen
4.
for 1 point
Not Just Unseens
J.Cohen
AEL
5.
Get Ready for Module A
O.Keren
UPP
6.
Results for 1 point Module A
A..Hasson
ECB
7.
Practice Papers for Module A
J,Cohen
ECB
8.
Survival English
P.Winey
Macmillan
11.1.NEWSPAPERS:
Jerusalem Post middle or highest level student papers.
Good Times Ltd “Just for You” or “Good Times”. (02-6437153)
11..2. EXTENSIVE READING
There are also various extensive reading books available which have a 600 1000 word vocabulary and are suitable for adults to read as enrichment. These
could be used on a class-library basis. Students should be encouraged to read
easier books in order to gain confidence and reading speed.
Curriculum for Adult Learners of English, Tagat 3 Points
‫ מחורף תשע"ב ואילך‬,‫ יח"ל‬3 ‫ת"ל באנגלית ברמת גמר בהיקף של‬
18
Catalogues are available from local suppliers. Make sure that books have
suitable content.
11.3. ADDITIONAL RESOURCES for TEACHERS
Teachers are advised to use computer websites to find updated
information about English language teaching and learning, news about
curriculums in Israel and abroad, news about conferences and other
resources such as: lesson plans, courses , education news, etc.
Here are a few websites on how to teach English in general and to adults
in particular:
1.http://learnenglish.britishcouncil.org/en/about –us
This is the British Council website for learners of English.
Adults can download free resources.
2.www.etni.org.il
Israeli English Teachers Network. Subscribers /Teachers can find
information about courses, events, lesson plans, jobs, etc.
3.www.education.gov.il.tochniot-limudim/English.htm
The National curriculum for teaching English in Israel published by the
Ministry of Education and Culture
4.www.ehow.com/how-4472325-teach-english-adults.html
A website on how to teach adults English as a second language
5.http://www.nala.ie publications
Teaching and learning resources for adult literacy in Ireland. Some
documents are free and can be downloaded.
11.4. RESOURCES for STUDENTS
There are many functional and everyday resources for students:
1.http:www.reading a-z.com/
Leveled reading, phonics, vocabulary, etc.
Curriculum for Adult Learners of English, Tagat 3 Points
‫ מחורף תשע"ב ואילך‬,‫ יח"ל‬3 ‫ת"ל באנגלית ברמת גמר בהיקף של‬
19
2.www.english4students.com
English for beginners and advances
To get access codes at no charge call 0506734414 Laurin
3.http:learnenglish.britishcouncil.org.
Many resources to learn English :courses, games, songs, etc.
4. http:learnenglish.britishcouncil.org.en/how-to
5. http:learnenglish.britishcouncil.org.en/big-city-small-world
6 .http:www.nala.ie/nalas-work
7. http:www.nala.ie/publications
You may download some free documents produced by the National Adult
Literacy in Ireland. Useful resources to improve reading , writing, and
other basic skills. Here are some documents for example:
Write On
Read Write Now
The big Picture
Safe and well
Skill words-Integrating literacy
8.http:www.soundsenglish.com
Free English listening practice exercises for all levels.
9.www.storylineonline.net/
Actors reading children’s books aloud .Each book includes
accompanying activities and lessons ideas.
10.www.englishpactice.com
Free English learning resources
11.www.vocabulary.co.il
English vocabulary building games
12.www.have funteaching.com
worksheets, flashcards, songs, fun activities to learn English
Curriculum for Adult Learners of English, Tagat 3 Points
‫ מחורף תשע"ב ואילך‬,‫ יח"ל‬3 ‫ת"ל באנגלית ברמת גמר בהיקף של‬
20
.
1
Curriculum for Adult Learners of English, Tagat 3 Points
‫ מחורף תשע"ב ואילך‬,‫ יח"ל‬3 ‫ת"ל באנגלית ברמת גמר בהיקף של‬
21
69
APPENDIX 2.
LISTENING COMPREHENSION
A. The need to teach listening comprehension.
1. Listening comprehension is a facet of language proficiency. Indeed the spoken
language and its comprehension is more basic than written language.
a) It existed long before written language came about.
b) It is the most common connection for TV spectators.
c) It is an opportunity for dyslexic students to excel.
2. Many students are more conversant with the written language because:
a) this is what they learned in school.
b) writing proficiency is considered 'proof' of 'real' knowledge.
Therefore it is important to stress the importance of listening comprehension to
the students.
B. Techniques of teaching listening comprehension.
1. Play a recording of a simple conversation. Ask:
a) Who is speaking, a man, woman, child?
b) How many people are speaking?
c) What are they talking about? Etc.
d) The questions can even be in the mother tongue.
2. Present the conversation in writing first. After the class is acquainted with this,
play the recording. Ask questions, or present them in writing.
3. Read a short story aloud yourself, and then ask questions or discuss the story.
C. Testing listening comprehension.
1. Distribute printed questions. Have the students read the questions.
2. Play the recording.
3. Students answer questions.
4. Play the recording again. Students complete or correct their answers.
5. Collect question papers.
The test should take no longer than half an hour, probably less.
D. Availability of Listening Comprehension Tapes
1. There are cassette tapes made for past Tagat exams. They are available
from the Adult Education Dept.
2. Cheap tapes can be bought from the American Cultural Center.
3. Most textbooks come with cassette tapes.
4. If a teacher prepares tapes alone – or with a native speaker – the texts
should be short and should contain repetition so that pupils can “catch” and
remember things needed to answer the questions. The language of the
reading should sound natural.
Curriculum for Adult Learners of English, Tagat 3 Points
‫ מחורף תשע"ב ואילך‬,‫ יח"ל‬3 ‫ת"ל באנגלית ברמת גמר בהיקף של‬
22
70
APPENDIX 23
Examples of Oral Examination Questions and Suggestions
for preparation of the students.
Here are some examples of questions that can be used in the Oral Examination.
Of course the teacher suits the questions to the student and tries to encourage
the student to go on talking before asking a new question. Teach them that skill
BEFORE the exam. e.g. Where are you from? Answer I am from England. It is
a cold place with lots of rain, so I came to Israel. The teacher can go on by
saying “Tell me more about ...” REMEMBER THE TEACHER SHOULD
TALK AS LITTLE AS POSSIBLE!
A.
SHORT INTERVIEW
1. What is your name?
What does your name mean?
2. What do you do? /What is your occupation (job)? /Where do you
work?
3. Do you like/enjoy your work?
4. Where do you live? / What is your address?
5. Are you married? (if yes – What is your wife’s/husband’s name?)
6. What does your wife/husband do? Where does she/he work?
7. Do you have children? /How many children do you have?
8. What are their names?
9. How old are they? (your children – or give the names the student told
you)
10. What do they do? (What does “X” do?) (X – the name of the child)
11. Do you have any brothers and sisters? (follow with questions 7-9)
12. What is your hobby?
13. Do you play or watch sport? What is your favorite sport?
14. Where/When were you born? / How old are you?
15. Where are you from (abroad / in Israel)? Where do you come from?
16. Tell me what it is like in .............(the place you live or come from)
17. Who is your favorite singer/ film star/ actor/ sportsman/ etc?
B.
ROLE PLAY
The student and the teacher each take a “part” in the role play. Before the test
role-plays must be practiced in class first between the teacher and a student, as
an example and then pairs of students role play. This pair work can be done
with the whole class working in pairs at the same time, and then one or two
pairs can volunteer to act out their conversation for the whole class.
In order to avoid embarrassment or tension it might be advisable to tell students
not to correct each other. In English speaking countries it is not considered
polite to correct another persons’ language as long as it is understood.
Curriculum for Adult Learners of English, Tagat 3 Points
‫ מחורף תשע"ב ואילך‬,‫ יח"ל‬3 ‫ת"ל באנגלית ברמת גמר בהיקף של‬