محمد عبدالله مزيد الدعجاني

 

Class one

 

      On the 12^th of September, I observed the class mentioned above at Murray state University, woods hall, ESL center. This class is a part of an integrated course given by this center to international students to learn English language and adjust American culture. Ms. Ashley started her lesson by asking students questions from the previous lecture to check her students' understanding, and link the previous lecture with this lecture. She discussed vocabulary with the students, related to the subject and explained difficult ones by giving examples. Class atmosphere was very friendly. That class was about "do you live with your parents, living alone, or with a roommate." She was a good teacher and she told students jokes like, who speaks American with his/her roommate? Instead of saying "who speaks English? She played the tape recorder for a while then she stopped it and asked questions about what they already heard.

       All most all students participated in answering these questions. She shared her students some of her experiences in Spain which is good, as Dr. L. Trites said "share students some of your experiences." One of the students was playing with his cell phone device, and was not listening to his teacher, but when she asked a question, he turned it off and participated with his classmates. Ms. Ashley succeeded in explaining some English words with a very simple way.

    No matter how poor are some students, she gave them a chance to express themselves. The class atmosphere was very warm, and every body participated well. The class was in a U shape, and she divided them into groups out of four. She asked them to compete with each other by asking questions and if any group answers more questions, the group wins. In order to promote the students' listening skill, she played the tape recorder and paused it, then asked comprehension questions. She used the white board and wrote some English vocabulary.

    Ms. Ashley sat down on the floor facing her students in a very friendly way just to be informal with them, and by doing so; she succeeded to manage the class. The small things I found were the classroom size, and there were not enough facilities like projector or audio lab.

 

Class Two

 

      On the twenti^eth of September, I observed the class mentioned above at Murray state University, woods hall, ESL center. This class is a part of an integrated course given by this center to international students to learn English language and adjust American culture. Ms. Ashley was the teacher I observed. It was not the first time to attend her class, and observe her style in teaching.   

         She started her lesson by saying "How are you all today" to her students. There were nineteen international students. Seven Taiwanese, three Chinese, one Japanese, two Turks, five Koreans, and one Saudi. There were eleven males, and eight females in the class. They were all at the same level of English language proficiency with slight differences. A student of hers wanted to hand in a late homework, but she announced to the whole class that she does not accept late homework. She started her class with fair information about prepositions of time. For instance, she explained how to say < I have to do something at three PM.>, or my office hours are from two o'clock to four o'clock. She explained many issues related to prepositions of time like, between, in a few days, at three pm, from to, between now and then etc. She gave her students enough time to practice these prepositions in real life situations. Students applied these prepositions properly and understood its use. She asked, as a joke, her students "what does yellow light mean? Go fast!". One of the students, in order to practice, asked how to say I will play basketball, and immediately her respond was, "I will play basketball AT seven o'clock" as if she knows what did that student mean by his question. He wanted to know what the proper preposition is. Another student said that he has an appointment with his girlfriend. Ms. Ashley explained the difference between an appointment and a date. She said that an appointment should be with a doctor or formal situations, but with a girlfriend, it is a date, and with friends, you just say I am going out with my friends.

     She explained, as a part of their listening tasks, weather vocabulary. For example, she told them most weather jargons like sunny, cold, cool, overcast, windy, breezy, lightening, raining, showers, snow storms, flurry vs flurries, humid, and moisture in the air. She said that showers are a type of raining. She asked her students "what is this season?" the answer was "it is fall". One of the students spoke in his first language, but she said that this class is English class, and it is better to speak English during the class, he appreciated this advice.

   She explained how to express various temperature changes. She explained what people do during spring. One student said "people can make a snowman". She explained what we use to describe weather during summer, winter, fall, and spring.

   She played tape recorder, and let them listen to dialogues about weather. She asked them to write weather vocabulary from what they already heard. All students were busy writing new vocabulary, and at that moment, nothing but silence. During pauses, she asked students about the speakers' accents, which is in my opinion, another skill for listening to identify the accent of speakers. She explained what accent means. She asked her students to write about weather in their countries. She divided them into groups according to their countries, and I helped the Saudi student because he was the only Saudi student in her class. I do not know Japanese to help the Japanese student. I let him do it himself with a little of my assistance. Every group has a spokesman to describe weather back in their homes.

   Ms. Ashley told her students some vocabulary during winter like for instance how do Eskimo build their igloos, and how to make a snowman. She told them that Eskimo use blocks of ice, and that their igloos are warm because of its tunnels that prevent cold air. Eskimo can build a fireplace inside their igloos. People use carrot to make the snowman's nose, sticks for arms, and coal for the eyes. She explained her students when do flowers bloom

   The class atmosphere was so warm. Students were very active and participated well during the class. She gave them homework, and she confirmed that she does not accept late homework.

 

Class Three

  On Sunday09-17-2006, I observed one of the Sunday classes. Sunday class is a free class offered by Murray State University through which international students can practice English and ask questions regarding English language and Americans' culture. The remarkable thing is that Sunday class is free, and open to everybody. During that class, the instructor, which is one of my colleagues, was Cheng-ho. He is from Asia. There were three students. Two of them were Vietnamese, a male and a female, and a Korean female. Their English language levels were poor.

           The instructor, Cheng-ho, began his class by explaining what exactly he is going to do during that class. He introduced his subjects smoothly, and told those students to ask any question during the class, if they did not understand anything, then he started. He said that he is going to talk about numbers, currency, bank-related, restaurant-related, and tips. He welcomed those students and asked them about their names, and their names' meaning or equivalents in English. Students had a great time and share each other information from their cultures.

       Cheng-ho started with good instructions about many issues, mentioned above, and explained greeting in English. He explained how to introduce one's self/ someone. He talked about weather-related. He asked students about the weather in their countries. He asked students if they like the weather in Murray or not, different answers came up.

   He asked students if they know what to do during bad weather conditions or not, which is important in my opinion, because all most all international students do not know what to do. He explained adverbs of time. He explained those frequencies and told them the difference between them. For instance, always = 100%, often = five days a week, sometimes = once a week, and several = four or five times out of fifteen. Ms. Ashley helped in this matter because she is an English native speaker.

    Finally, he enlightened students about making excuses, and how to explain things. He asked students to prepare subjects that they want to know about next class. He asked them if they know "show and tell activity", but they did not know it. He let us, Mitsumi, Ashley, and I, practice with the students during the class, which is good for students. The class was successful, and great.

Class Four

  On Sunday09-24-2006, I observed one of the Sunday classes. In this class, international students can attend and practice English and ask questions regarding English language and Americans' culture. During that class, the instructor was Ms. Christy, an Asian instructor. There were six Asian students in that class.

    The instructor, Ms Christy, began her class by explaining what exactly she is going to do during that class. She introduced her subject with obvious instructions, and told those students to ask any question during the class, if they did not understand anything, then she started. She gave students a picture and asked them to talk about actions happened in that picture. She divided them into two groups of three in order to help each other describing those scenes. Attached is a copy of the picture she gave them.

      The picture includes four people thinking of their future. The title of the picture was "future plans, hopes, and dreams". For instance, one of the people in that picture was dreaming to be an engineer, one was dreaming to be a teacher, one is dreaming to be cars racer, and one has no dreams except shopping, eating, having parties, or hanging around.

  Each one of the six students has to choose one person and describe his dreams in English. By doing so, she created a different atmosphere of that class, and enhanced students' abilities especially in oral composition.

    Each student had an opportunity and participated in that class. That class was self study, and Ms. Christy let student explain themselves, and correct few mistakes that some students did during their speeches. I did not complete that class because I had an appointment with a doctor.

 

Class Five

 

      On Tuesday 26 of September, I observed the class mentioned above at Murray state University, woods hall, ESL center. This class is a part of an integrated course given by this center to international students to learn English language and adjust American culture. Ms. Ashley was the teacher I observed. It was not the first time to attend her class, and observe her style in teaching.   

  She started her lesson by greeting students. She made a quick revision of the previous class. She explained some issues regarding money and some idioms about it. she explained few English idioms regarding contributing and gathering money for someone.

  Ms. Ashley gathered the homework, and began her class which is "Food". She said "we are going to speak about food". She told her students some vocabulary, jargon, about food. For instance, she explained (spicy, chili, paper, hot, blond/does not have taste, sour, lemon, better, without sugar, raw, chew, she said that it is hard to chew bad meat, and octopus. She drew an octopus and squid to show her students the difference between them, she was a good artist.

   She played the recorder and asked the students to write food vocabulary that were missing in their text books. There were blanks and students have to fill in them. In the tape were kinds of dishes like for instance / split-pea soup/ pumpkin-soup/ and jambalaya and the students have to write these dishes ingredients.

  Ms. Ashley gave her students clear instructions about the importance of spelling in the final exam. She ended her class by asking students to imagine that they have an international mix soup, what the ingredients will be. Every student gave her an item for this soup, and finally we came up with a strange dish called (international soup).

 

 

 

Class six

      On the third of October, I observed the class mentioned above at Murray state University, woods hall, ESL center. It was a final Exam conducted by the above mentioned instructor. She examined nineteen students from different nationalities. She used the whiteboard and wrote "Talking or looking at other tests will result in a grade of zero". All her students were present on time, except, unfortunately, the only Saudi student who came five minutes late, keeping in mind that being late for five minutes is nothing among most Arabs. She accepted him and let him in.

    She played the test tape and everybody were busy following the speakers' dialogues after she read the test instructions that were written at the top of the test sheet. The remarkable thing is that she repeated each dialogue twice so that students can make better. After she played the whole tape, she asked if anyone of her students missed any dialogue, and played the part they miss again.

   The test consisted of many dialogues conducted by many native speakers, and the students have to figure out the answers on their answer sheets. The answers, on their sheets, were A, B, C, or D. Students just choose the best answer that fit the question.

  After the first part finished, she told her students if they are ready for the second part, and she informed them that they will listen to each dialogue twice. The dialogues of the second part begun and nothing but silence that dominated the classroom. Every one of the students was concentrating on his answer sheet in order to do his best. The good news is that no one looked to other's answer sheet or cheated any how. They followed her instructions, and that reflected her control above the class.

  The first part of the test was ten dialogues, conducted by many native speakers as mentioned, and the students choose the suitable answer. Finally, she repeated the whole test, but this time she repeated all dialogues once. I think most students did well in that test, despite its difficulty to some extent.

 

Class Seven

 On Sunday 10-01-06 I observed a class on the faculty hall, Murray state university. The instructor was one of my colleagues of the TESOL program. He introduced himself to the students, and told them that this semester is the last semester for him "hopefully" he said. He wrote his e-mail address@Murraystate.edu, and told those students that this class time is from three to five.

  He asked students to introduce themselves exactly the same way he did. There were four students. One student was from Japan, two students were from Taiwan, and a Mexican learner who came to learn English. This Mexican learner works in a restaurant, and not one of Murray University's students. That was a good example to show one of the good blessings of the Sunday classes. To be honest, I would like to have like this class back in my country.

  There was few mistakes conducted by some students at that class, and that was expected because they come to learn, and immediately this student was corrected by the instructor. The mistake was silly mistake, but a remarkable one. One of the students said "one months".

  MR. Cheng-Ho reminded them with the fall break, and that there will be no class next Sunday October the eighth.

  He explained what do people use to say numbers, ID numbers, addresses, time, phone number, sizes, temperature, birthday, and pins #. I think that most Asians are fond of mathematic, but I am not. I hate calculating and equations and I do not know why. He told them how some natives say numbers. He told them about the twelve months of the year from January to December.

  He explained how to ask about time in English, like what time is it? He told them the difference between do you have time, and do you have the time. He told them how to say turn to page 305.

  He enlightened those students about the purpose of dividing the phone digits. For instance, what is the purpose of writing phone numbers like this (731-881-1550). One of the students said "because it is easier to remember". He told them that they write the area code, prefix, and then the phone number.

  He explained how to say the time, P.M, or A.M. the instructor gave each one of those students an interviewing sheet to make interviews, and practice with each other. He showed them American coins and told them their names and values. He advised them if they have many coins to go to Krooger to change them into banknotes. That was good to me because I have a lot of them. He wrote big numbers on the board and asked students to read them. He wrote from 100 to 1000000000 one billion, and told them that if any person has a billion, we call him a billionaire. That class was very warm, and enthusiastic to me.

 

 

Class Eight

Sunday Oct. 16-2006              Instructor/ Gina C.                          Students' No. 2

      On Oct the 16^th of 2006, I observed the above mentioned class which is one of the Murray State University's activities regarding teaching the English language. The teacher is one of my colleagues in the TESOL program. There were two students; one of them works with Mexicans in a Mexican restaurant and the other one is a Chinese who has just been transferred from another university as I was been told. Their proficiency level was so poor, and one of them, the Chinese student, has a difficulty in his pronunciation. He can not pronounce (S, or TH). Gina Crider enlighten them how to use Phone books and what to do in order to make a doctor appointment or what to say to make an appointment.

   She taught them the body parts names like nose, face, hands, legs, hips etc. she said that the (b) in thumb is silent i.e. you don't have to pronounce it. She told them about index finger or forefinger. She explained the difference between the stomach and the belly, which is used for kids, and she explained them that belly dancer means an Eastern dance like Egyptians' women dance. She told them about the first thing to do at a clinic or at a hospital and the most physicians' first question. For instance, she asked those two students "what would you say if a physician asks you "How do you feel today?" the answer depends on the situation, but you may say "I do not feel well" if you are very sick or if your ankle hurts. She gave those learners an A4 paper, and this sheet includes a picture at the top and is entitled with ( A Visit to the Doctor). This page has useful words section as well as names for people work at a hospital. For example, it has names like Doctor/physician, Nurse, Dentist, Pediatrician, and Receptionist. At the end of this sheet is a role play section in which contains questions and directions as well as gaps to be filled from those learners. Sentences like (I have a toothache, headache, backache, or earache) are mentioned as examples or guidelines for those learners to say similar sentences.

  One of the students said "can I say armache?" and she told them that she was happy to have like this question because we do not say (ache) except with the aforementioned words. She let those students play "touch your ------------", and the second learner touches the body part mentioned. She advised the Chinese student to visit a physician to cure his lisp, but without any offense. One of the students said the wrong order and said "touch neck" instead of your neck, but she was ready to correct this learner. She enlightened the Chinese student and advised him to go to the health centre on campus because it is the nearest health center to the university campus, and she showed them this health centre building from the class window.

  She explained them how to use phone books. She told them how to search in the white pages, and she searched for her name in the phone book she had as an example. She explained them how to use the yellow pages as well. It was a good opportunity to me as well because I do not know how to use the yellow pages. She said that if you are looking for a restaurant, just go to the letter (R). She told them that if a patient wants to make an appointment, she/he will be asked about his medical insurance, and who the employer is.

  She explained them some expected questions in a hospital application like for example; history of illness, but it was a very sophisticated medical vocabulary or jargon. She brought some medicine bottles to explain to them the medicine use or the suitable doses regarding ages. Despite the learners' number, it seemed a very active class to me and she managed that class properly.

 

 

Class Nine

Sunday Oct. 23-2006              Instructor/ Gina C.                          Students' No. 2

On Sunday Oct. 23- 2006, I observed the above mentioned class which is one of the Murraystate University's activity in teaching English to speakers of other languages. There were two international learners. One of them is a student, and the other is a worker in one of the restaurants at Murray.

  At the beginning of the class, Ms. Gina, the instructor I was observing, began her class by welcoming those two students and asked them how they were feeling that day. I asked her permission to explain some issues about simple present and simple past tenses because those two students were asking me to explain when to use each tense. With all respect, she allowed me to do so. I explained the simple present tense first and when we uually use this tense. I explained what happens to verbs in this tense especially if the subject or the doer is singular and not plural. I explained how to make Yes/No questions and Wh. Questions in this tense. I told those learners the reason of having Does in those questions and why do we omit the "s" that occurs in the verb after we writ Does. I explained them what happened to verbs if the subject is plural and how to make question in this case.

  I used the blackboard to conduct that class. Students were busy in writing information I wrote. I asked those learners to answer some questions I wrote in order to practice. One of those learners did not realize the difference between the simple present and present progressive tenses with the verb BE. For instance, I wrote two sentences on the board and asked them to tell me what the difference between those sentences is. The sentences were ( He is a student # He is studying). I told them that the first sentence is in the simple present tense, and the other one is in the progressive tense.

  After I finished from my introduction, Ms. Gina written sentences on the board in order to make sure that those learners understood the two tenses. She investigated those learners' comprehension by asking them to make sentences about themselves in simple present tense, and then in the progressive tense.

   To me, that class was so fantastic because I felt that I participated and did something to those learners. Because I know what most L2 learners need, I explained the difference between those tenses thoroughly.

 

Class Ten

Sunday Oct. 29-2006              Instructor/ Gina C.                          Two Students

     On Sunday Oct. 29- 2006, I observed the above mentioned class which is one of the Murraystate University's activity in teaching English to speakers of other languages. There were two international learners. One of them is a student, and the other is a worker in one of the restaurants at Murray. It was not the first time to observe them.

  Ms. Gina was the instructor and she taught them many things at that class such as the English prepositions, simple present tense, simple past tense, future tense, and directions. She taught them through game playing therefore, that class was fun as well as beneficial.

  She enlightened them with some English prepositions like inside, above, to, in front of, below etc. she showed them what is meant by the preposition and what "inside" means. She brought some candy and boxes with her so that she can explain some other prepositions. She put a candy inside one of the boxes she brought and asked the students to tell where the candy was. One of them answered "the candy is inside the box". She told students that prepositions help us to know where. For instance, I go to work. "A preposition can go anywhere a mouse can go" she added. She helped them to generate sentences with prepositions like, for example, this pen is above the book. She explained them what a game means. She said that football is a game and soccer is a game. She told students that the game that she wanted them to play is called "Simon said……" and that all children in the US like it. So what does Simon say? She explained that game to the students and asked them to participate. She asked me to play this game because they were two students and she wanted me to participate in that game. I played and I lost from the first time and did not get a candy according to that game rules. The game is simply like the following:

 Simon says touch your nose, and all players touch their noses or they lose. The remarkable think in this game is that if the speaker does not mention Simon says, participants should not touch anything. During this game, participants have had a good opportunity to make a quick revision to the previous classes and to gain new vocabulary such as (Foot, Feet, and wiggle).

   Ms. Gina wrote verbs on the blackboard (to eat, to play, to go, and to work) and asked students to draw a scrap of paper that she already put inside three boxes. Each scrap carries person or pronoun (subject), tense to be used in a sentence, or direction (negative or positive sentence). The students should follow the directions after drawing a scrap of each one of the three boxes. It was not easy but was not difficult game and, in my opinion, that game was very helpful.

Person                                                 Tense                                                     directions

1) She                                                   present                                                   negative

The teacher gives a verb and the student completes his sentence basing on the available information. From the above mentioned example, the student's sentence was (She does not work in a hotel).

  The two students participated in that activity. One of the good examples I found was the following:

(They always play basketball game), but Ms. Gina corrected the student by asking what is missed here, then she explained that we need indefinite article (a) before basketball or (s) for plural with games.

  The teacher told students how to locate something by using prepositions of place. She explained behind, to the back/front of, to the top, and next to. She put a candy on one of the tables in the class and asked one of the students to describe its location to his peer, and if that student follows the directions properly and finds the candy, he can have it. They practiced this game and knew those prepositions properly.

   The two students practiced, learned, and have had fun during that class, and I did not get a candy.

I think that the teacher was able to teach those poor level students properly.

 

 

 

 

Class Eleven

Sunday Oct. 29-2006              Instructor/ Mohammad.                          Two Students

     On Sunday Oct. 5- 2006, I have had a chance to teach the above mentioned students. I gave them a quick revision for the previous lecture which was about prepositions and simple present tense. I concentrated on simple present tense because those students asked me to do so. I explained many issues regarding this tense as well as yes/no and wh. questions. The following steps were my lesson:

1-     Simple present with singular (he, she, it).

2-     Simple present tense with plural.

3-     When to use simple present tense?

4-     Simple present tense with the verb BE.

5-     Some prepositions (as revision).

  Students were asked to complete some sentences as participation and to make sure they understood the lesson. Finally, I checked their understanding through conversation and story telling. They told me stories about themselves and their countries and the life in their cities orally. They told me about their families' members and their occupations and all that stories were in the simple present tense.

 

 

Class Twelve

 

The class/ Speech    instructor/ Mr. Tim.     Students/ 12         Time/ 11:30am. - 12:30 pm.

On Thursday 11-9-2006, I observed the above mentioned instructor in the ESL center, Murray state University while he was teaching speaking. Mr. Tim started his class by greeting me ad he introduced me to his students. he began the class with a quick revision to the last lecture. He started that lesson with phonetic spelling. He enlightened students about the (schwa). He told them to remember this symbol because it will be in the test. he gave students a handout containing revision from their book (units 1-6) over 6 chapters. He used the whiteboard and wrote some English alphabets and their phonetic spelling symbols. He told them that the small symbols on letters are called off-glides and he gave them some examples such as ( stay away- you are) and he drew its phonetic spelling on the board.

   "Did you practice chapter 6" he asked students, "did any body listen to it" he added. He was so friendly with his students and they respect him, I noticed that from their participation. He wrote two words ( re/cord – re/cord ) and asked students to put the stress on the first or second syllable. "What category do we have each time" he asked.

   He explained that English word stress can change the entire meaning of the sentence. Where ARE you?, for instance, may be understood as I am in a place where I shouldn't be. He told them that content word are words that carry meanings, whereas function words are word that can be deleted and we still have the same understanding. Function words are like (a, an, the etc.).  He told students that focused words will be content words. He gave students exercise G, page 47 and he answered the first sentence to students as an example. He gave his students a handout containing dialogs to practice it. All students participated in a role play from this handout. He divided student into groups of two to perform that activity.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Mohammad Al-Dajani

Sunday  Class I.

Intermediate Level

1-28-07

Goals:

Students will get to know their teachers and their classmates.

Students will learn some vocabulary about the weather.

Students will learn some reading skills like scanning, and skimming.

Students will learn how to differentiate between the weather, climate, and atmosphere

Objectives: By the end of the class,

Thy will be able to know their teachers and classmates

They will practice English speaking in the class

They will describe the weather in their countries basing on what they have learned in the class

They will practice scanning and skimming in reading

Activity:

Introduce themselves to each other

Answer questions on the reading materials

Describing weather conditions

Complete sentences from the reading material they already read

Materials:

Pen

Blackboard

A reading material from interactions 1 book about the weather.

 

 

Procedure:

1-     introduction ( 5 minutes )

(name- nationality-the weather back in his home- the weather in the US)

2-     Activity 1  Reading ( 20 minutes )

-         Have students read the reading material about the weather

-         Have the students answer the questions about this piece of reading

-         Have them complete sentences about what they already read

3-     Activity 2 ( 15 minutes )

-         Have the student speak about himself and his country.

-         Have students ask questions about weather in their partners' countries

-         Have students tell stories/experiences from their own lives to the class

-         Have each student tell the class what people normally do during each season in their countries.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Mohammad Al-Dajani

Sunday  Class 2.

Intermediate Level

2-04 -07

 

 

Goals:

Students will learn skimming and scanning

Students will learn how to discover the topic sentence

Students will learn how to write supporting ideas ( details )

Students will gain some information (facts) about Colorado attractions

Objectives: By the end of the class,

Thy will be able to know how to skim and scan a small piece of writing

They will practice speaking in the class

They will describe rivers, attractions, or some monumental places in their countries

They will practice reading

Activity:

Each student will tell the class where s/he comes from

Answers questions on the reading materials

Describes rivers, monumental places in her/his country

Discovers the topic and the supporting ideas (details)

Materials:

Pen

Blackboard

A reading material from teach and test Reading periodical magazine (skills for success)

 

 

Procedure:

4-     introduction ( 5 minutes )

(Name- nationality-describe the geographical nature of the students' country- rivers and lakes back home)

5-     Activity 1  Reading ( 20 minutes )

-         Have students read the reading material about the Colorado attractions

-         Have the students answer the questions about this piece of reading

-         Have them complete sentences about what they already read

6-     Activity 2 ( 15 minutes )

-         Have the student speaks about him/herself and his/her country.

-         Have students ask questions about weather and geographical nature back in their partners' countries

-         Have students tell stories/experiences from their own lives to the class

-         Have each student tell the class where people normally go in vacation back in their countries ( mini tours )

 

Remember that the supporting ideas give more information about the topic sentence.

 

 

 

 

 

 

 

Read the passage. Write the topic sentence of each paragraph, and then write two supporting details (ideas).

 

Colorado Attractions

           Pike's Peak is the name given to one of the mountains located in the Rocky Mountains of Colorado. It is not the highest peak in the state but is well-known for its amazing view at the top. When visiting, you can climb the mountain by horseback, cog railway, or car. Pike's Peak was named after the American explorer who discovered it in 1806.

             The Royal Gorge is a deep canyon that was created by the snow and rain that run off the Rocky Mountains and into rivers. The Arkansas River runs through the bottom of the canyon, which is about 1,000 feet deep. Visitors can enjoy an awesome view from the suspension bridge, which crosses the canyon.

1- The topic sentence is /------------------------------------------------------------------------------------------Supporting idea 1 / ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------supporting idea 2 / ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

2- The topic sentence / --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------supporting idea 1 / -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------supporting idea 2 / -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

 

 

 

 

Mohammad Al-Dajani

Sunday  Class.

Intermediate Level

2-11 -07

 

Goals:

Students will learn how to use calendar.

Students will learn how to locate places on the map

Students will learn how to extract details from advertisements

Students will gain some information (facts) about Kentucky and its businessmen/entrepreneurs.

Objectives: By the end of the class,

Thy will be able to know how to scan for information

They will practice speaking in the class

They will practice reading

Activity:

Each student will tell the class what time is it now in his/her country basing on the calendar he/she has.

Answer questions on the reading materials (calendar)

Describe how to get to a certain place in a map.

Discover time at many locations in the globe.

 

Materials:

Pen

Blackboard

A reading material (ERP tm 07: entrepreneur resource planner/ KY edition.)

 

 

 

Procedure:

7-     introduction ( 10 minutes )

(Introduce this planner to them: How to use it, its advantages, what to do in order to apply for a job or begin a new business.. etc )

8-     Activity 1  Reading ( 20 minutes )

-         Have students read the reading material about KY businesses

-         Have the students answer the questions about this piece of reading

 

9-     Activity 2 ( 20 minutes )

-         Have the student speak about him/her self and his/her country/ business/entrepreneurs.

-         Have students ask questions about the famous businessmen in his/her classmate's country.

-         Have students tell a story/an experience they know about any businessman/entrepreneur anywhere.

 

 

 

 

 

 

 

 

 

 

Mohammad Al-Dajani

Sunday  Class

Intermediate Level

2-18 -07

 

Goals:

Students will learn verbs in the simple present.

Students will learn how to use these verbs in real life situations.

Students will learn how to speak or write in this tense.

Students will promote there proficiency levels.

Objectives: By the end of the class,

They will be able to demonstrate their abilities through applying verbs in this tense.

They will be able to practice speaking in the class

They will be able to tell stories in present tense.

They will demonstrate their ability to ask yes/no questions in the simple present.

They will be able to differentiate between verb BE in simple present and progressive tense.

Activity:

Each student will tell the class a story in the simple present tense.

Answer questions on the hand out.

Ask her/his peer in simple present; like what does your ------ do? How do you go to school? Where do you live? Etc..

Materials:

Pen

Blackboard

Handout about simple present tense.

A small written activity from SKILL BUILDER GRAMMAR ( 6^th grade) based on NCTE standards " skill builder series"

Procedure:

10- introduction ( 25 minutes )

(Explaining important issues in the simple present tense and how to make a yes/no question.)

 

1-     Activity  ( 20 minutes )

-         Have the student speak about him/her self and his/her friends, relatives, or country in the simple present tense.

-         Have students ask questions in this tense.

-         Have students answer the questions in the handout.

 

 

 

Attached are the lesson guidelines and the activity.

 

 

 

 

 

 

 

 

 

 

 

Mohammad Al-Dajani

Sunday  Class.

Intermediate Level

2-25 -07

 

 

 

Goals:

Students will learn about Greek customs during wedding nights.

Students will learn how to discuss cultural issues.

Students will promote their proficiency levels.

 

 

 

Objectives: By the end of the class,

They will be able to demonstrate their ability to discuss cultural issues.

They will be able to practice speaking in the class

They will be able to practice listening.

They will demonstrate their ability to differentiate nonnative speakers' accents. (in the movie)

They will be able to learn some facts about Greeks.

 

 

Activity:

We will watch a movie (Big Fat Greek Wedding) and discuss it.

 

Materials:

Pen

Blackboard

Laptop.

Movie.

 

 

Procedure:

We will discuss the movie together.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Mohammad Al-Dajani

Sunday  Class.

Intermediate Level

3-5 -07

 

 

Goals:

Students will learn some English vocabulary and its use.

Students will learn how to paraphrase sentences.

Students will promote their proficiency levels.

 

 

Objectives: By the end of the class,

They will be able to demonstrate their ability to grasp the meaning from context.

They will be able to practice speaking in the class.

They will be able to understand some English proverbs.

They will demonstrate their ability to use the new English vocabulary.

 

 

Activity:

After giving the students some vocabulary and explain its use, they will be divided into groups and use these vocabulary in class.

Students will role  play some scenarios using the new gained vocabulary.

Students will compete with each other to answer short questions. these questions will be fill in the blank, and multiple choices. (part 3)

 

Materials:

Pen.

Blackboard.

Handouts.

(my references were Dar Al-Hilal for translation 1999, and oxford dictionary)

 

PART I: VOCABULARY

Passed away: died / or to stop existing.

Sara's grandmother passed away last month.

Civilizations that have passed away.

Go to bed early: sleep early.

Suzan often goes to bed early.

Manage to do something: succeed to do it.

Finally, the police managed to capture the criminal.

Roman ruins: the remaining of their heritage. (Severely damaged or spoiled)

A large number of tourists come to see the Roman ruins in Jordan every year.

Moonlight: has another job.

I didn't know that Sue moonlights.

Alibi: pretext/ excuse/ evidence.

The suspect/accused managed to produce an alibi during the trial yesterday.

Takes after: looks like.

Jane takes after her mother.

Called off: canceled.

The match was called of on account of the rain.

To pay a visit: I am going to visit someone.

To rain cats and dogs: to rain very heavily (informal)

 

Part II: Proverbs and sayings:

If things go on like that, the whole business will go to the dogs. (Will deteriorate/ be worse)

Business is business.

Let bygones be bygones. (to forgive and forget past disagreements)

Birds of a feather flock together. (People of the same sort of character or belief always go together)

Too many cooks spoil the broth. (If too many people are involved in something, it will not be done well)

A drowning man clutches at a straw.

All that glitters is not gold. Do not be deceived by things or offers that appear to be attractive

Like father like son.

A bird in the hand is worth two in the bush. (It is better to be content with what one has than to risk losing everything by trying to get much more)

The spirit is willing, but the flesh is weak.

A burnt child dreads the fire. (A bad experience or a horrifying incident may scar one's attitude or thinking for a lifetime.)

One man's meat is another man's poison.

Don't count your chicken before they hatched.

After a storm comes a clam.

Even Homer sometimes nods. (Sometimes people make careless mistakes/errors)

To let the cat out of the bag

To beat about the bush

To burry the hatchet (to make a deal)

To throw the hatchet (to say lies)

To pull someone's legs (to cheat someone)

To Deliver – (a speech – a baby – a blow – a verdict – to deliver news)

 

 

 

Part 3: Choose the right word to go into the drop-down box.

( http://esl.about.com/library/vocabulary/blrestaurant.htm)

 

fast food – cookbook – recipe – dish – menu – take-away – bill – ingredients – service – tip – dessert –bar – lounge – restaurant – order.

 

I really hate -------------. I prefer to go to a good ------------------- that serves everything, including the ------------------, using the best ----------------------------. Sometimes, I like to ----------------------something that I have tried at home. First, I look up the --------------------------- in the ------------------ and then I cook the ----------. Next, I go to the restaurant, and when the wait person comes to my table I ask for the -------------------- and order what I have already cooked at home. Sometimes, I like to go out for a cocktail. You can have a drink in either a ------------ or a -------------, which are usually nicer. At the end of the evening, it's time to ask for the ------------- and, usually, if the --------------------- has been good, it's a good idea to leave a 15% -20 % ---------.

 

Choose the correct choice to the following statements

 

1)      The train -------  every morning at 8 am.

a) Is leaving.

b) Left.

c) Leaves

d) will leave.

 

2)      You --------- English now.

a) learn.

b) are learning

c) is leaning

d) will learn

 

 

 

3)      She always ------- her purse.

a) forgets

b) is forgetting

c) forgot

d) will forget

 

 

 

4)      Last night, they ------- dinner at Sue's house.

a) eating.

b) ate

c) eat

d) will eat

 

 

 

5)      I was---------- when the telephone rang.

a) Study

b) studying

c) studied

d) will study

 

 

 

Part 4: Role play.

Waiter / waitress/ are you ready to order or you need more time sir/gentlemen/madam etc.

You/ yes, I think I'm not ready yet.

Your friend/

Cashier /

The menu

A cafeteria/ restaurant/ buffet

Side dish/ dessert/ main dish/ cutlery/ beverages.

 

 

 

 

 

 

 

 

 

 

 

 

Mohammad Al-Dajani

Sunday  Class

Intermediate Level

 

 

Goals:

Students will learn English contractions.

Students will promote their proficiency levels.

Students will demonstrate their ability to use contractions.

 

 

Objectives: By the end of the class,

They will be able to demonstrate their ability to use contractions in writing

They will be able to practice speaking in the class.

They will be able to understand the English poems (slow music)

They will demonstrate their ability to use the new English vocabulary.

They will enjoy listening to music and learn some new vocabulary.

They will be able to know how and when to use contractions.

 

 

Activity:

After explaining contractions and some of its use, they will be divided into groups and practice them in class.

Students will apply what they learned in the class.

 

 

Materials:

Pen.

Blackboard.

Handouts.

 

 

Class activity

 

Students will be asked to fill in the blanks. They will listen to two songs and try to write the missing words. After we finish this activity, I will give them the scripts of the songs and they will compare it with what they wrote.

 

(Time can never mend the careless whisper, Wham)

I feel so unsure

As I take your hand and lead you to the dance floor

As the music dies, something in your eyes

Calls to mind the silver screen and all its sad good-byes

I’m never gonna dance again, guilty feet have got no rhythm

Though it’s easy to pretend

I know you’re not a fool

Should’ve known better than to cheat a friend

The underlined contractions will be missing and the students are going to write them while they listen to the music. The winning group is the group that finds the correct missing contractions and completes the song perfectly. --------------------------- and so on…………

 

 

 

(Every time you go away, you take a piece of me with you, Paul Young)

 

Hey! If we can solve any problem

Then why do we lose so many tears

Oh, and so you go again

When the leading man appears

 

Always the same thing,

Can’t you see, we’ve got everything goin’ on and on and on

 

Students will be asked to write these contractions and complete the song.

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

By the end of this class, I assume that contraction in English wont be an obstacle to those students  ” if it was” anymore.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Running head: Grammar/vocabulary Test

 

 

 

 

 

 

Grammar/Vocabulary Test

Mohammad Aldajani

TSL 623

Dr. Latricia Trites

Spring 2007

The grammar/vocabulary test Design

Introduction:

      This test is designed for the 2^nd level EFL students, in Saudi Arabia, hoping to be English teachers in Saudi schools. The students have already completed a grammar and vocabulary course that was 12 weeks. The test is an achievement test. The purpose of the course was to promote their proficiency level as well as enable them to be able to explain these grammar rules to their students and to have a sufficient stock of vocabulary. Part of the course was to enable them to communicate effectively in real life situations such as how and when to use simple present tense, simple past tense, future etc.

     There were two meetings a week, two hours each. The credit hours were 4 hours a week multiplied by 12 weeks equals 48 hours. The text book was (interactions 1) and most grammatical issues and some situations vocabulary were covered during this course. I covered the following areas in the test:

1-     (G) Use the correct form of the verb:

a-      3^rd person singular.

b-     Present progressive.

c-      Simple past.

d-     Wh. questions.

      2- (Vocabulary) The students role played some situations and practiced some useful words that are used in daily life use.

 

 

 

Grammar Table of Specifications:

The grammar key answers:

1-     Every weekend, I go…..

2-     goes

3-     was studying, or studied

4-     graduated from or was graduated from

5-     arrives

6-     graduating

Wh-question

7-     where does your father work?

8-     How does your sister go to school?

9-     What do computers do/lessen?

10- Why did you go to Nashville yesterday?

11- When did you do your homework?

12- Who explained the equation thoroughly?

13- When will you travel to Washington?

14- What are you going to do tonight? Or where are you going to study tonight?

15- Who will arrive next week?

Grammar/vocabulary mid-term exam:

Part II/ Vocabulary table of specification

The key answers:

A:

(4) Brother-in-law

(3) Maternity

(1) Uncle

(5) Father-in-law

(2) Nephew

B:

6) fast food

7) restaurant

8) dessert

9) ingredients

10) order

11) dish

C:

The short story:

(dairy- vegetables – fruit – spices)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

II: Reading Test

 

HURRICANES AND TORNADOES

         Two of the most dangerous storms which afflict America are hurricanes and tornadoes. They are very much feared by anyone who may live in the path of their destruction and cause millions of dollars worth of damage to life and property every year.
Hurricanes which usually develop between July and October are similar to cyclones and originate over the waters in the Caribbean Sea. They move upwards hitting the mainland of America somewhere in the Gulf of Mexico or the Atlantic Ocean. Once they hit land they carry tremendous power with driving rain and wind. These winds can attain speeds of over 75 mph. And cover an area of over 500 miles in diameter. At the center of the storm there is an "eye" with relatively fair weather and warm, dry air aloft. The diameter of the eye is usually about 32 kilometers. When the eye passes the relief is only temporary but soon the wind and rain will suddenly reappear from the opposite direction.
Every year homes are destroyed by their fury and often lives are lost. Most people who live near the coast are forced to evacuate their homes and to move to safer areas until the storm passes. Floods are caused along the coasts by both the heavy rain and a storm tide that is considerably above normal water level. The high winds, coastal flooding and torrential rains associated with a hurricane cause enormous damage.
People living in the wake of a storm are given ample warning to protect their homes. Flashlights or candles are be prepared in case of electric-power failures and plenty of fresh water should be saved as precautions against the pollution of water supplies by flooding.
If one should travel inland across the Great Plains and the prairie states of America, one will most likely not encounter a hurricane, but there is another kind of storm in the Midwest which is equally feared. It is called a tornado. Tornadoes are violent low-pressured storms with an intense updraft near their center which is capable of lifting quite heavy objects from the ground. A tornado, therefore, is a dark, funnel-shaped cloud containing violently rotating air. It can pick up trees and cars right into the air and even uplift heavier objects such as homes and railway cars. Like a vacuum cleaner across a rug, it sucks up into the air anything which may lie in its path. These storms occur most often during the summer months and are noticeable by their strong wind and lack of rain. The sky turns black as dust is sucked up into the air. Tornadoes travel normally at around 60 kilometers per hour and the winds can reach 800 kilometers per hours in the most violent storms. Tornadoes are most frequent in the United States east of the Rocky Mountains and especially in the central plains area of the Mississippi basin where about 150 occur each year. Tornadoes may also strike the southern states in winter and have even been known to develop in the northeast.
Both hurricanes and tornadoes cause millions of dollars worth of damage each year. Today they can be predicted more easily than in the past, but they cannot be stopped or ignored. When they come they must be endured with the hope that one survives their fury and wrath.

 

http://www.geocities.com/yamatar0670/hurricanes-tornadoes.jbc.htm
The student name

 

Questions

 

Part 1: Directions: Read the following text and answer the questions below. Read the questions first and then start reading the text.

(Questions 1- 5 = 3 points each, questions 6- 11 (2) points each, questions 12- 17 (1) point each, and part 5 worth = 17 (ideas = 4, organizing =5, cover the text = 5, and spelling = 3)

 

Question 1: What is the main idea of the text?

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

 

Question 2:According to the text,  what is destroyed every year?      

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

 

Question 3: Where and when do hurricanes usually develop?

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

 

Question 4: Why do you think that the government warns people about such natural disasters?

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

 

 

Question 5: Why do you think it is safer nowadays than in the past?

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

 

Part 2: Directions: Complete the following sentences with:

 

6)      It is obvious that we can not stop natural disasters, but we can ---------------------- them before they occur and be prepared to face them.

 

7)      The speed of tornadoes normally is ----------------------- per hour and the ------------------   

       can reach 800 kilometers per hours in the -------------------------.

 

8)      During bad weather, the sky color turns ------------------as dust is sucked up into the air.

 

9)      At The center of the storm there is an --------------------- with relatively fair weather and

       warm, dry air aloft

 

      10) Besides hurricanes and tornadoes, other natural disasters mentioned in the text are

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

 

 

11) ------------------------------------------------- of the eye is usually about 32 kilometers.

 

   

 

 

 

 

Part 3: Directions: write the antonyms of the following words:

12) violent                          ----------------------

13) dangerous                   ----------------------

14) east                             ----------------------

 

 

 

part 4: directions: write the synonyms of the following words:

15) afflict                            ---------------------

16) pass                            ---------------------

17) damage                       ---------------------

 

 

 

Part 5: Directions: write a brief summary to the text. Your summary should not be more than 3 paragraphs.

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

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Parameters

 

Students and the Course:

 

        The students are EFL students in their third level studying at Riyadh Teachers College. This test is ( a mid-term) exam. I assumed that they have an understanding of the reading strategies such as skimming, scanning, and clustering. They studied similar texts about natural disasters, but for sure they didn’t have this text during the first half of the semester. The semester is 4 months long, and the students are taking this class two days a week. The course has many subjects including reading. The portion of reading in this course is 3 hours a week multiplied by 16 weeks equals 48 hours. During the first half of the semester, students have covered many subjects and topics which were similar to this reading material. The main goal for me was to check their ability to follow the techniques we covered during our study. Students’ number in this class is 15 students.

 

Course goals:

-          students will enhance their English proficiency through gaining new vocabulary.

-          Develop their reading strategy.

 

Course instructional objectives: By the end of this course, students will be able to:

-          write and read about many topics with 80% accuracy.

-          grasp the meaning during listening to news or any speech in any subject they covered in this class with 85% accuracy.

-          Evaluate the situation during dangerous weather conditions especially evacuation

 

 

 

 

 

 

 

 

 

 

Table of specification