Download 1- Professional Competency

‫مدرس ابتدائى – اعدادى – ثانوى‬
‫مدرس اول – وكيل ‪ -‬ناظر – موجه – موجه اول – موجه عام‬
‫سوف تمتحن فى ثالث مواد ‪..............‬هى ‪- :‬‬
‫‪A‬‬
‫‪01‬‬
‫‪‬‬
‫الكفاءة اللغوية اللغة العربية‬
‫‪P 02- 03 – 04‬‬
‫‪‬‬
‫الكفاءة التربوية‬
‫الكفاءة فى مادة التخصص اللغة االنجليزية ‪C 29 ‬‬
‫ارسلت لك الوزارة على صفحتك االلكترونية التى تفتحها بالثالث ارقام ‪:‬‬
‫رقم الكود –الرقم القومى – كلمة السر‬
‫عناوين الموضوعات التى سوف تمتحن فيها و معها عدة تمارين عينات‬
‫موجودة هنا فى الصفحات من ‪10 : 1‬‬
‫و اضفنا لك تمارين العشوائيات فى اللغة االنجليزية الصفحات من ‪35 : 11‬‬
‫*** تمارين عشوائيات التربوى و العربى فى مذكرة منفصلة‬
‫‪ 1‬محاضرات مكونات منهج اللغة العربية –عام جميع تخصصات كادر المعلم – مكتبة االسراء– امام الصنايع بنين‬
‫كفايات معلمي اللغة اإلنجليزية‬
‫عناوين الموضوعات التى تتكون منها اللغة االنجليزية ( حسب امتحانات‬
) ‫العشوائيات‬
1- Professional Competency
1.1- Theoretical Background
I-General information on language acquisition and learning, including factors
affecting them:
1 -Familiarity with basic theories of first language acquisition:
- Behaviorist
- Cognitive-Code learning
-
2- Knowledge about main factors that affect 2nd language learning:
Amount of exposure
Motivation
Attitude
Aptitude
II- General Information on different language teaching methods:
1- Grammar Translation Method
2- Audio-lingual Method
3- Communicative Approach
4-Community language learning
5-Eclectic method
III- Contrastive and Error Analyses:
1-Transfer of first language
2-Error identification and classification
3-Remedial procedures
IV-Information on main type English language tests.
- Proficiency
- Achievement
- Aptitude
- Diagnostic
1.2- Practical Background:
I- Techniques of teaching:
(A) Language Elements:
-Pronunciation
[Discrimination exercises, minimal pairs, production….]
[Types of exercises: mechanical, meaningful communicative]
-Grammar & Structure:
(Types of exercises; mechanical, meaningful, communicative )
-Vocabulary:
[Recognition and production :synonyms, antonyms, use of words in
Sentences, guessing meaning from context….]
‫ محاضرات مكونات منهج اللغة العربية –عام جميع تخصصات كادر المعلم – مكتبة االسراء– امام الصنايع بنين‬2
(B) Skills
- Listening:
[Listening comprehension: sentences, dialogues, extended texts]
- Speaking:
[Teaching dialogues, activities that promote speaking: pair work, team
work, games ……..]
- Reading:
[ loud reading, intensive and extensive reading , reading strategies:
scanning, skimming ……]
- Writing:
[ copying , controlled, guided and free composition; mechanics and
paragraph writing ]
(C) General knowledge about learning-teaching strategies
II-Techniques of testing:
-Techniques of testing students performance on English language elements and
skills(sound system, grammatical structures, vocabulary, listening, speaking,
reading and writing).
III- Use of educational aids in language teaching:
 Visual aids: pictures, maps,
graphs...etc
 Audio aids: radio, tape recorder,
language labs...etc.
 Video recording and computers
2. Linguistic Competency
2.1. Competencies in Language Skills and Functions
2.1.1. Listening Comprehension:
Ability to:
(1) understand face-to-face communication.
(2) follow speech and conversations about most survival needs and limited social
conventions.
(3) follow an extended stretch of speech on general topics.
Level of performance:
Vocabulary permits understanding of topics beyond basic survival needs such as
personal history and leisure-time activities. Evidence of understanding all basic
grammatical structures.
2.1.2. Speaking:
Ability to:
(1) satisfy most survival needs and social demands.
(2) initiate a conversation, and handle with confidence most social situations,
including introductions and casual conversations about current events.
‫ محاضرات مكونات منهج اللغة العربية –عام جميع تخصصات كادر المعلم – مكتبة االسراء– امام الصنايع بنين‬3
(3) give a short presentation on a general topic.
(4) reasonably describe and give precise information.
Level of performance:

Articulation is comprehensible.

Has sufficient working vocabulary to permit discussion of topics beyond
basic survival needs.

Has sufficient control of basic grammatical patterns.
2.1.3. Reading:
(1) Sufficient comprehension abilty to understand a passage for personal
communication, information or recreational purposes.
(2) Has ability to read with understanding social notes, letters and invitations.
(3) Has ability to skim and scan texts to locate and derive main ideas of passages
on familiar topics.
(4) Is able to read aloud in a proper manner with correct pronunciation of
English sounds, observing prosodic features such as stress and intonation.
(5) Shows spontaneity in reading by ability to guess meaning from contexts.
Level of performance:

Has a reasonable stock of passive vocabulary required to understand a
text on a common topic.

Has the knowledge of all grammatical structures needed for understanding
any text of a general nature.

Has a reasonable knowledge of common cohesive devices and their
functions and meanings.
2.1.4. Writing:
(1) Has sufficient control of writing system to meet most survival needs and
social demands.
(2) Has ability to write simple social correspondence.
(3) Has ability to take notes on familiar topics.
(4) Has ability to write cohesive summaries, and resumes, short narratives and
descriptions on familiar topics.
Level of performance:
 -Has sufficient writing vocabulary to allow a person to express himself in
different life situations.
 -Shows good control of basic grammatical constructions.
2.1.5. Translation:
(1) Has ability to translate a short and simple passage on a familiar topic from
English into idiomatic Arabic and from Arabic into English.
(2)
Shows ability to translate short oral communications between English and
Arabic.
‫ محاضرات مكونات منهج اللغة العربية –عام جميع تخصصات كادر المعلم – مكتبة االسراء– امام الصنايع بنين‬4
Appendix
2.2. Language Components
2.2.1.Competency in Pronunciation:
Ability to recognize and produce the following:
Intonation
Statements
Falling
Requests
Wh-Questions
Yes/No questions
Rising
Confirmation
Question
Repetition
Question
Challenge
Protest
Long utterances
sustained + Falling/ Rising
Question Tag
Stress
Placement of primary stress ( especially in bisyllabic words)
Phrasal stress ( normal x for emphasis)
Rhythm
Stress timed x syllable timed (English vs. Arabic)
Vowels
i: seat, see
i x e sit x set
e: late
e let
æ x a cat x father
above
cut, mother
a father
u: pool, fool
u pull, full
xu pot x put
o x boat, coal, sow
bought, call, saw
ay high, light
au now, house
y boy, foil
Consonants
p x b pin x bin
b
t
d
k
g
č x š chair x share
j x ž large x mirage
fxv
θ x s bath x bass (for speakers of some Arabic dialects)
‫ محاضرات مكونات منهج اللغة العربية –عام جميع تخصصات كادر المعلم – مكتبة االسراء– امام الصنايع بنين‬5
ð x z though x zoo ( = = = = = = = )
s
z
š fish
ž measure , vision
h
m
n
 x ng long
l x l (clear x dark l) low x law
r ( retroflex in American English)
y and w yet, win
------------------------------------------------N.B. X means “in contrast with”
Consonant clusters
Initial consonant clusters:
especially s+consonant (+consonant) as in street , star, special
Morphophonemics
Realization of the {Z} and {D}morphemes
1- {Z} plural, Possessive, 3rd Person.
-s: /s/,/z/,/ iz/ ( books, figs, matches)
2- {D} past and past participle
--ed: / t/, /d/, / Id/ ( looked, rubbed, seated)
Allophonic Variants
(Discrimination for comprehension)
I. Inter vocalic t and d : matter, ladder (in American English)
II. Assimilation of t to (n) and (r) : center, twenty, thirty, forty (in
American English)
Competency in Grammatical Structures
Ability to distinguish and use the following:
Sentence types
Types
1- Declarative sentences ( affirmative and negative)
2- Interrogative sentences ( affirmative and negative)
2.1 Yes/no questions
2.2 Question-word sentences
3-Imperative sentences
( affirmative and negative)
3.1 Commands
3.2 Polite requests
4-Exclamatory sentences
Short sentences
1-Short answers (type: (Yes,) I am; (No,) I cannot)
2-Short questions (type: Are you? Can’t you)
3-Question-tags ( type: You aren’t afraid, are you?)
Sentence Types:
1--Simple sentences, up to those containing two complements
2- Compound sentences: Co-ordination with and, but, or
3-Complex sentences: Sentences containing object-clauses, Subjectclauses (type: It is a pity that you cannot ), adverbial clauses of time, place,
condition, cause/ reason, relative clauses
Verbs
‫ محاضرات مكونات منهج اللغة العربية –عام جميع تخصصات كادر المعلم – مكتبة االسراء– امام الصنايع بنين‬6
1- Main verbs ( see vocabulary list)
2- Copula: BE
Semi-copulas:
BECOME (I may become a doctor)
GET( He’s getting old)
FALL( He’s fallen ill)
FEEL ( I don’t feel quite well)
REMAIN ( Will it remain dry today)
STAY ( It won’t stay dry for long)
3- Auxiliaries and semi-auxiliaries:
tense/aspect:
HAVE: perfect and pluperfect
BE: present continuous and past continuous
BE GOING TO: future
WILL future
voice: BE
periphrasis : Do
modality : CAN: ability, capability, possibility, permission
COULD: see CAN; also: suggestion
BE ABLE TO: ability, capability
BE GOING TO: intention ; future
MAY: uncertainty ; permission
MIGHT: see MAY
BE ALLOWED TO: permission
BE SUPPOSED TO: permission
MUST: logical conclusion ; obligation
HAVE TO: obligation
NEED (+ not)absence of obligation
OUGHT TO: advisability; right/wrong
SHALL:(in questions): offer, suggestion
SHOULD: right/wrong; disapproval
WILL: intention; request, capacity; future
WOULD: see WILL ; also enquiry, request
Forms
1Finite forms
2Infinitive:
2-1 plain infinitive ( V inf): with auxiliaries; with let’s, let me, I’d rather .
infinitive with ( V to): with semi- auxiliaries ( have to, ought to, be going to,
etc); with main verbs ( hate, like, try, want); with predicative adjectives (how
nice, be sorry, be glad, be delighted)
3Imperatives
4Past participle ( V ed): in perfect and pluperfect; in passive; after
causative HAVE
5Present participle/gerund ( V ing): in continuous tenses; after come,
enjoy, go, hate, like, remember; after prepositions
Voice:
1-Active
2-Passive
Aspect :
‫ محاضرات مكونات منهج اللغة العربية –عام جميع تخصصات كادر المعلم – مكتبة االسراء– امام الصنايع بنين‬7
1-Simple
2-Perfect
3-Continuous
Tenses:
1-Present
2-Past ( including ‘ modal past’ of auxiliaries : COULD, MIGHT, OUGHT TO,
SHOULD, WOULD )
3-Future ( with will, be going to, and continuous tenses of verbs of motion)
Nouns
Number:
1-Singular
2-Plural
Function:
1-Nouns as head of NP
2-Attributive nouns, especially material nouns
Adjectives
Function:
1-Attributive
2-Predictive
Form:
1-Positive degree
2-Comparative degree ( -er, more ); irregular forms of those ‘irregular’
adjectives, such as better.
Superlative degree ( -est, most ); irregular forms of those ‘irregular’ ajectives
such as best.
Comparison:
1-Equality as ………….as
2-Inequality: not so… as; comparative + than; superlative
Adverbs
Forms:
1- derivation with –ly
2- Non-derived adverbs, eg soon, fast: see the vocabulary list.
Comparison:
See under Adjectives
Articles
Definite article: the
Indefinite article: a (n)
Absence of definite article in cases such as to go to school, in summer, to have
dinner
Pronouns( including pronominal adjectives)
1- personal: subject forms and object forms
2- possessive
2.1 adjectives: my, your, their, etc
2.2 pronouns: mine, yours, theirs, etc; used as complement, used as subject
3- demonstrative
3.1 adjectives: this, that, these, those, such
3.2 pronouns: this, that, these, those
‫ محاضرات مكونات منهج اللغة العربية –عام جميع تخصصات كادر المعلم – مكتبة االسراء– امام الصنايع بنين‬8
4- interrogative
4.1 adjectives: whose, what, which
4.2 pronouns: who, whom, whose, what, which
5- relative: who, whose, whom, which, that
6- definite: someone, somebody, no-one, not … anyone, nobody, everybody,
something, nothing, everything, all (as in: They all went home; and in: I want all
of it ) some (as in Some of them went home ), any ( as in Have you got any
money? I haven’t any money ), it ( as in: It is raining )
7- emphatic: myself, yourself, etc. (example: I’ve done it myself)
8- prop-word: one ( example : I like the red one better)
Numerals
1- Cardinal: up to four digits, up to nine digits
2- Ordinal : up to two digits(first to 99th)
Also : half, quarter
Word order
Basic pattern:
Subject-predicate complement(s)
Derived patterns:
Yes/no question pattern
Wh-question pattern
Negative sentence pattern with not
Passive voice pattern
Imperative pattern
Indirect object replacement by to-adjunct
Position of adverbials : initial position, final position, after auxiliaries
Word formation
Adverb-derivation with –ly
Compounds and derivatives
2.2.3. Competency in vocabulary Has a reasonable stock of passive vocabulary
required tounderstand a written or heared a text on common topics.
Has a reasonable stock of active vocabulary required to express himself in
speaking and writing in topics beyond basic survival needs such as history and
leisure time activities.
Section Three : Grammatical Structure
Directions : Questions 93-106 are incomplete sentences. Beneath each sentence
you will see four words or phrases, marked (A), (B), (C), and (D). Choose the
word or phrase that best completes the sentence.
Proficiency Test
for English Language Teachers
1a)
b)
c)
d)
I ------------- the book but when I heard what the critics said I changed my
mind.
was going to buy
would have bought
was buying
am going to buy
‫ محاضرات مكونات منهج اللغة العربية –عام جميع تخصصات كادر المعلم – مكتبة االسراء– امام الصنايع بنين‬9
2a)
b)
c)
d)
has seen
saw
had seen
seen
3a)
b)
c)
d)
It was snowing when the refugees ------------- .
have arrived
arrived
had arrived
were arrived
4a)
b)
c)
d)
She ------------- him before 1968.
Mary is waiting ------------- the Queen.
to see
for seeing
for to see
at see
5a)
b)
c)
d)
anybody helped
that anybody helping
anybody to help
that any body helps
6a)
b)
c)
d)
In the year 2005,he ------------- working here for 50 years.
will have been
will be
has been
had been
7a)
b)
c)
d)
You ------------- drive carefully. The roads are slippery.
would better
would rather
had better
had rather
8a)
b)
c)
d)
He doesn’t smoke. -------------
I don’t too.
Neither I do.
I don’t neither.
Neither do I.
9a)
b)
c)
d)
She doesn’t want ------------- her.
It’s raining. We have to return home, ------------- ?
don't we
wouldn’t we
didn’t we
isn’t it
10 - He knew everything ------------- was going on.
a)
what
‫ محاضرات مكونات منهج اللغة العربية –عام جميع تخصصات كادر المعلم – مكتبة االسراء– امام الصنايع بنين‬10
b)
c)
d)
where
whom
that
11 - Students have to spend a lot of time studying ------------- their own.
a)
b)
c)
d)
on
by
for
in
12 - He is very famous ------------- Great Britain.
a)
b)
c)
d)
whole
all over
in all
all of
13 - They’re staying with their parents ------------- the time being.
a)
b)
c)
d)
during
for
since
when
14 - ____________ all her efforts the party was ruined.
a)
b)
c)
d)
In spite of
Nevertheless
Although
However
‫ــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬
‫ـــــــــــــــــــــــــــ‬
sentences with missing words or phrases. From the words or phrases
below each choose the one that best completes the sentence.
‫ من الكلمات او العبارات‬. ‫الجمل بها كلمات او عبارات ناقصة‬
.‫الواردة ادناه اختار افضل كلمة أو عبارة تكمل الجمله‬
15a)
b)
c)
d)
dead
deadly
death
dying
16a)
b)
c)
d)
Keep your children away from this medicine ! It’s -------------.
Shakespeare has written many poems. He is a ------------- poet.
large
huge
tiny
great
17a)
b)
This new pot is -------------. You can put it on the stove.
waterproof
heatproof
‫ محاضرات مكونات منهج اللغة العربية –عام جميع تخصصات كادر المعلم – مكتبة االسراء– امام الصنايع بنين‬11
c)
d)
bulletproof
soundproof
18a)
b)
c)
d)
series
medical
critical
psychological
19a)
b)
c)
d)
The new Saudi ------------- are twenty and two hundreds.
currencies
money
coins
banknotes
20a)
b)
c)
d)
The patient is now in a ------------- condition.
I wish you a good result in your exam. When are you ------------- it ?
passing
taking
leaving
doing
‫ــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬
‫ــــــــــــــــــــــــــــ‬
In each sentence below replace the boldface word with the one that has
‫في كل جمله ادناه الكلمة المكتوبة‬the nearest meaning to it
( ‫بحروف مائلة(البنط الكبير )يستعاض عنها بكلمة واحدة‬
)‫اقرب معنى لها‬
21 - The Roman armies were defeated in 622 A.D.
a)
b)
c)
d)
inscribed
enlisted
retreated
beaten
22 - Bad deeds are disgraceful.
a)
b)
c)
d)
shameful
beautiful
shy
happy
23 - Birds expand their wings when they are flying.
a)
b)
c)
d)
protect
inflate
contract
shrink
24 - The population in Saudi Arabia increased from eight millions to fourteen
millions in the past ten years.
a)
b)
produced
decreased
‫ محاضرات مكونات منهج اللغة العربية –عام جميع تخصصات كادر المعلم – مكتبة االسراء– امام الصنايع بنين‬12
c)
d)
reduced
ascended
‫ــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬
‫ــــــــــــــــــــــــــــ‬
Read the following text carefully. Then answer the questions on the
basis of what is stated or implied by the text. Choose the word or phrase
that best completes the sentence
‫ ثم االجابه عن االسءله على اساس‬.‫أقرأ النص التالي بعناية‬
‫ اختار الكلمة او‬.‫ما ورد أو التي تنطوي عليها النص‬
‫العبارة االفضل ا تكمل الجمله‬
1Visitors to America are immediately struck by the tremendous numbers of
automobiles filling the highways and crowding the city streets. The automobile, which has
transformed the American way of life, is the most indispensable workhorse of the family.
During the week, the father drives it to his job in the city, alone, or in a “car pool”
arrangement with several of his fellow workers. When he leaves it at home, his wife uses it
constantly to do errands, to haul groceries, to drive children to lessons or appointments, to
shops or swimming pools. On weekends, the family drives out to the country for a picnic
lunch or may take a trip of several hundred miles. On vacations, no corner of the country is
beyond the family’s reach.
2All of America has felt the changes, which came with the automobile and with the
network of highways that have been built to serve it. Farmers, who live far from their
neighbors, are no longer isolated. Tractors of the work of the many farmlands they cannot
afford to hire, Trucks carry their products to market, to storage elevators or to railroads.
3Traffic jams in cities and along the approaches to cities, especially at morning and
evening rush hours and at the start and end of weekends, are difficult problems. How to find
out enough parking space in the cities, even with underground parking lots and many-storied
“pigeonhole” parking structures in another. More highways and wider ones are needed as
fast as they can be built.
‫ – الزوار الى امريكا يصطدمون على الفور باالعداد الهائله من السيارات التى تسد الطرق السريعه وتكتظ بها‬1
‫ فى ايام‬. ‫ هى اكثر شيىء ال غنى عنها لالسرة‬، ‫ التي حولت اسلوب الحياة االمريكى‬، ‫ السياره‬. ‫شوارع المدينة‬
‫ او في "مجمع السيارات" السابق ترتيبه مع العديد من زمالئه‬، ‫ وحده‬، ‫االسبوع يقودها األب الى عمله في المدينة‬
، ‫ إلى محالت البقاله‬، ‫ فان زوجته تستخدمها باستمرار للقيام بالمهمات‬، ‫ و هو عندما يتركها في المنزل‬.‫العاملين‬
‫ االسرة‬، ‫ في عطلة نهاية االسبوع‬.‫ أو الى المتاجر وحمامات السباحه‬، ‫لدفع االطفال الى الدروس او التعيينات‬
‫ فى االجازات فان جميع‬.‫تركب السيارة لتناول طعام الغداء في رحلة خلوية قد تستغرق عدة مئات من االميال‬
‫اطراف البلد يمكن ان تصل اليها االسرة‬
‫ التي جاءت مع السيارات ومع شبكة الطرق السريعه التي تم بناؤها في‬، ‫ كل امريكا شعرت بالتغييرات‬-- 2
‫ الجرارات تعمل فى العديد من‬. ‫ لم يعودوا معزولين‬، ‫ المزارعين الذين يعيشون بعيدا عن جيرانهم‬.‫خدمتهم‬
.‫ الى مصاعد التخزين اوالسكك الحديديه‬، ‫المزارع ألنهم ال يستطيعون استئجار شاحنات لنقل منتجاتهم الى السوق‬
‫ وخصوصا في الصباح وفي المساء‬، ‫ االختناقات المروريه في المدن وعلى طول الطرق الموصلة لها‬-- 3
‫ كيف تجد ما يكفي من اماكن لوقوف‬.‫ هي المشاكل الصعبة‬، ‫وساعات الذروة في بداية ونهاية عطلة نهاية االسبوع‬
‫ والعديد من اماكن وقوف السيارات المهملة في‬- ‫ حتى مع مواقف السيارات تحت االرض‬، ‫السيارات في المدن‬
. ‫ المزيد من الطرق السريعه يحتاجون لبنائها سريعا بقدر المستطاع‬.‫ابنية اخرى‬
25a)
b)
The main topic of this passage is ------------- .
The network of highways
The American highways
‫ محاضرات مكونات منهج اللغة العربية –عام جميع تخصصات كادر المعلم – مكتبة االسراء– امام الصنايع بنين‬13
c)
d)
Trucks and Tractors in America
Cars and the American Life
26 - The automobile has had ------------- on the American society.
a)
b)
c)
d)
A little effect
hardly any effect
an obvious effect
no effect whatsoever
27 - The American father -------------.
a)
b)
c)
d)
always drives alone to work.
may share his car with other colleagues.
drives his children to lessons.
drives his wife to haul groceries.
28 - The American family may spend the weekend -------------.
a)
b)
c)
d)
abroad.
in downtown.
out of town.
in a family gathering.
29 - Thanks to the automobile, all American States have become -------------.
a)
b)
c)
d)
within reach.
more isolated.
beyond reach.
torn apart.
30 - Most American families ------------- cars.
a)
b)
c)
d)
cannot afford
do not badly need
do not have
cannot do without
31 - The word ‘ which ‘ in the first line of the second paragraph refers to ------------.
a)
b)
c)
d)
all Americans
automobiles
changes
traffic
‫ــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬
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Linguistics and Pedagogy ‫اللغويات وعلم التربيه‬
32 - -------------- is a feature in human language that allows for the making and
interpretation of an infinite number of messages.
a)
b)
c)
d)
Arbitrariness
Creativity
Interchange
Displacement
‫ محاضرات مكونات منهج اللغة العربية –عام جميع تخصصات كادر المعلم – مكتبة االسراء– امام الصنايع بنين‬14
33 - The Contrastive Analysis Hypothesis is associated with ------------- .
a)
b)
c)
d)
the cognitive theory
the behaviorist theory
the native theory
none of the above
34 - ------------- validity refers to the correlation between test scores and a
trustworthy external criterion.
a)
b)
c)
d)
empirical
content
face
rational
35-
In constructing language tests, items are said to be satisfactory if ------------.
a)
b)
c)
d)
they are at suitable level of difficulty
they discriminate among students
they improve students’ proficiency
A&B
36 - Transformational grammar -------------.
a)
b)
c)
d)
ignores the relationship between sentences with the same meaning
generates only the grammatical sentences of a language
tries to modify the learner’s linguistic behavior
is none of the above
37 - ------------- suffixes do not usually change the grammatical class of the words
to which they are attached.
a)
b)
c)
d)
Inflectional
Derivational
Morphological
Functional
38 - A native speaker can in most cases -------------.
a)
b)
c)
d)
give an account of the rules of his language.
list all the possible sentences of his language.
A&B
None of the above.
39 - The Critical Period Hypothesis presents strong evidence for the ------------theory of language acquisition.
a)
b)
c)
d)
cognitive
behaviorist
nativist
situational
40 - In the production of ------------- the passage of the air stream is relatively
unobstructed.
a)
vowels
‫ محاضرات مكونات منهج اللغة العربية –عام جميع تخصصات كادر المعلم – مكتبة االسراء– امام الصنايع بنين‬15
b)
c)
d)
nasals
sibilant
fricatives
41 - In the grammar translation method, ------------- .
a)
b)
c)
d)
elaborate explanations of the intricacies of grammar are given
grammar is taught inductively
there is little explanations
grammar is postponed to a later stage
42 - Within the cognitive approach, language acquisition is seen as ------------- .
a)
b)
c)
d)
rule formation
habit formation
skill formation
function formation
43 - The eclectic method of foreign language teaching necessitates that the
teachers ------ .
a)
b)
c)
d)
apply the easiest from the various methods
choose the best from the various methods
apply one method in each class period
apply at lest two methods in each class period
44 - The best course design is the one that ------------- .
a)
b)
c)
d)
promotes a positive social climate in the classroom
enhances student motivation
makes teaching enjoyable for the teacher
all of the above.
45 - ------------- is such a natural and normal human activity that few aspects of it
really need much overt instruction.
a)
b)
c)
d)
Listening
Speaking
Reading
B&C
46 - For students learning to read in a new language some previous ------------ability is necessary.
a)
b)
c)
d)
written language
simple language
oral language
real language
47 - Teaching productive skills means teaching ------------- .
a)
b)
c)
d)
speaking and listening
listening and reading
speaking and reading
writing and speaking
48 - The technique of ------------- is an activity where a student needs information
from others to complete a particular task.
‫ محاضرات مكونات منهج اللغة العربية –عام جميع تخصصات كادر المعلم – مكتبة االسراء– امام الصنايع بنين‬16
a)
b)
c)
d)
filling in a blank
information gap
critical reading
matching
49 - The primary objective in teaching speaking is the development of ------------ability.
a)
b)
c)
d)
oral communication
phonological
pronunciation
good English
50 - Grammar teaching is the explicit teaching of language ------------- .
a)
b)
c)
d)
forms
words
function
meaning
51 - Reading in a second language normally requires processes similar to
reading in a ---------------- language.
a)
b)
c)
d)
first
second
third
foreign
52 - In preparing a test for intensive reading we should note that ----------- texts
should used.
a)
b)
c)
d)
short, simple
short, complex
long, detailed
long, complex
53 - Process oriented writing instruction places more emphasis on the ----------in producing a piece of writing.
a)
b)
c)
d)
stages that writers go through
knowledge that writers employ
experience that writers have
time that writers spend
54 - Good pronunciation requires the ability to correctly produce and use ---------- .
a)
b)
c)
d)
Sounds, stress, and intonation.
Sounds, stress, and meanings.
Sound, words, and meanings.
Sound, words and production.
55 - A crossword puzzle helps students develop ----------- knowledge.
a)
b)
c)
reading
orthography
lexical
‫ محاضرات مكونات منهج اللغة العربية –عام جميع تخصصات كادر المعلم – مكتبة االسراء– امام الصنايع بنين‬17
d)
writing
56 - Teaching words in isolation is not recommended because -----------.
a)
b)
c)
d)
some words have different meanings
context helps to clarify the meanings of the word
the function of the word in a sentence helps to determine its meaning
all the above
57 - Techniques for guessing meanings of the words from context include : ---------a)
b)
c)
d)
activating background knowledge.
Obtaining clues from structure and surrounding words.
Understanding pronunciation and punctuation.
All the above.
58 - Using technology in teaching helps teachers -----------.
a)
b)
c)
d)
present demonstrations
enhance course content
provide additional illustrations
all the above
59 -Using multimedia software helps ------ students to increase their learning
ability.
a)
b)
c)
d)
disabled
shy
weak
all the above
60 - Road maps are generally used in the teaching of ----------- .
a)
b)
c)
d)
grammatical structures
reading comprehension
listening practice
A&B
61 - In effective language teaching, computers are best used as ----------- .
a)
b)
c)
d)
substitutes for teachers
aids to teachers
means of entertainment
substitutes for textbooks
62 - In preparing material for language lab practice, it is best to ----------- .
a)
b)
c)
d)
read from the textbook directly
use transcripts for the purpose
dictate to the recording person
memorize the material first
63 - A good language teacher uses magazine pictures to -----------.
a)
teach language skills and elements
b)
decorate the classroom
c)
make teaching more enjoyable
d)
teach good pronunciation.
‫ محاضرات مكونات منهج اللغة العربية –عام جميع تخصصات كادر المعلم – مكتبة االسراء– امام الصنايع بنين‬18
64 - Flash cards are more commonly used to teach ----------- .
a)
b)
c)
d)
listening
vocabulary items
writing exercises
reading aloud
65 - We can use both flannel boards and magnetic boards to display pictures
and cards. However, ----------- .
a)
b)
c)
d)
flannel boards are more effective
magnetic boards are easier to use
they are similar
chalkboards are better than both
66 -Composite pictures may be effectively used in the teaching of ____________ .
a)
b)
c)
d)
speaking and writing
reading comprehension only
grammatical structures mainly
young learners only
‫ــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬
‫ــــــــــــــــــــــــــــ‬
Grammatical Structure
Questions are incomplete sentences. Beneath each
sentence you will see four words or phrases. Choose the one word
or phrase that best completes the sentence.
‫التراكيب النحويه‬
‫ تحت كل جمله سترى اربع كلمات او‬.‫االسئله هى جمل ناقصه‬
.‫ اختار افضل كلمة أو عبارة تكمل الجمله‬.‫عبارات‬
67a)
b)
c)
d)
I will have been there ----------- .
for 3months
during 3 months
since 3 months
whilst 3 months
68 - I haven’t ----------- this week.
a)
b)
c)
d)
much people
anybody
no people
someone
69 - Send him to the baker’s ----------- some bread.
a)
b)
c)
d)
in order he buys
for to buy
to buy
for buying
70 - ----------- the baby while I’am in the kitchen.
a)
Look to
‫ محاضرات مكونات منهج اللغة العربية –عام جميع تخصصات كادر المعلم – مكتبة االسراء– امام الصنايع بنين‬19
b)
c)
d)
Take care
Look after
Care
71 - It looks ----------- it’s going to rain.
a)
b)
c)
d)
that
as if
as
like that
72 - He was very angry -----------his wife.
a)
b)
c)
d)
on
to
at
upon
73 - When we arrived at the office we found that someone ----------- during the
night.
a)
b)
c)
d)
had broken in
has broken in
broke in
have broken in
74 - Studying English is hard at first , but you soon ----------- .
a)
b)
c)
d)
are used to it
get use it
are use it
get used to it
75 - Not only ------ to London , but she also visited other less well known cities
in England.
a)
b)
c)
d)
she went
went she
did she go
she did
76 - Now remember, you ----------- the test until the teacher tells you to.
a)
b)
c)
d)
are not starting
are not to start
haven’t started
needn’t start
77 - ----------- had we started watching the film when our friends came round for a
chat.
a)
b)
c)
d)
Hardly
Slightly
Little
Rarely
‫ محاضرات مكونات منهج اللغة العربية –عام جميع تخصصات كادر المعلم – مكتبة االسراء– امام الصنايع بنين‬20
78 - She was thought ----------- the car in London.
a)
b)
c)
d)
to buy
buying
to have bought
might buy
79 - Our house ----------- as soon as possible. It’s in an awful state.
a)
b)
c)
d)
needs redecorating
to redecorate
redecorated
is redecorated
80 - He eventually managed ----------- the door by kicking it hard.
a)
b)
c)
d)
open
opening
to open
to have opened
‫ــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬
‫ــــــــــــــــــــــــــــ‬
Vocabulary
Sentences with missing words or phrases. From the
words or phrases below each choose the one that best completes
the sentence.
‫المفردات‬
‫ من الكلمات او العبارات‬. ‫الجمل بها كلمات او عبارات ناقصة‬
.‫الواردة ادناه اختار افضل كلمة أو عبارة تكمل الجمله‬
81a)
b)
c)
d)
82a)
b)
c)
d)
The initials G.C.C. -----------Gulf Cooperative Council.
look for
account for
make for
stand for
You don’t have to be worried about the journey to the airport. Your brother
is going to ------take you off
see you off
bring you up
give you for
83 - My father and I have the same character, I ----------- him much more than my
brother.
a) look at
b)
take off
c)
look up
d)
take after
‫ محاضرات مكونات منهج اللغة العربية –عام جميع تخصصات كادر المعلم – مكتبة االسراء– امام الصنايع بنين‬21
84 - Stop thinking about it. Don’t let this result ----------- .
a)
b)
c)
d)
get you off
get you down
get you on
get you up
85 - Please make your check -----------to Saudi Business Machine.
a)
b)
c)
d)
payment
paid
payable
pay
a)
b)
c)
d)
inscribed
enlisted
retreated
beaten
‫ــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬
‫ــــــــــــــــــــــــــــ‬
In each sentence below there is a word in boldface. From the
words below each choose the one that has the nearest meaning to
the boldfaced word.
‫في كل جمله ادناه الكلمة المكتوبة بحروف مائلة(البنط‬
)‫الكبير )يستعاض عنها بكلمة واحدة ( اقرب معنى لها‬
86 - The Roman armies were defeated in 622 A.D.
87 - Bad deeds are disgraceful.
a)
b)
c)
d)
shameful
beautiful
shy
happy
88 - He is an aggressive person. He does not care about other people’s feeling .
a)
b)
c)
d)
passive
offensive
attacking
opponent
89a)
b)
c)
d)
Sorry! The general director is not available today.
active
passive
around
connected
‫ــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬
‫ـــــــــــــــــــــــــــ‬
Linguistics and Pedagogy ‫اللغزيات وعلم التربيه‬
‫ محاضرات مكونات منهج اللغة العربية –عام جميع تخصصات كادر المعلم – مكتبة االسراء– امام الصنايع بنين‬22
90a)
b)
c)
d)
---------------------- Phonetics deals with the properties of sounds as
represented in variations in the sound wave.
Acoustic
Articulatory
Auditory
Generative
91- When a speech sound undergoes a change in articulation in connected
speech, becoming more like a neighboring sound, this process is known as --------a)
b)
c)
d)
92a)
b)
c)
d)
93a)
b)
c)
d)
Assimilation
Aspiration
Adaptation
articulation
The strong version of the Contrastive Analysis Hypothesis -------------attempts to predicat all errors produced by L2 learners
deals only with errors resulting from L1 interference
does not predict L2 errors but only explains them
All of the above
According to the nativist theory, the key factor that determines success in
first language acquisition is --------------- .
child general inteligence
amount of exposure to language
imitation of parents
teaching techniques employed
94a)
b)
c)
d)
.
In standardized test --------------- .
the writing and evaluation of the test are done by the same person.
the number of subjects tested is usually large.
We make use of composition and short answer techniques.
All of the above
95---------------- serve to indicate the extent to which an individual has mastered
specific skills or body of information acquired in a formal situation.
a)
b)
c)
d)
96a)
b)
c)
d)
Proficiency tests
Aptiude tests
Achievement tests
Objective tests
Dictation is a useful testing technique that can be used to test --------------spelling
listening comprehension
general proficiency
all of the above
‫ محاضرات مكونات منهج اللغة العربية –عام جميع تخصصات كادر المعلم – مكتبة االسراء– امام الصنايع بنين‬23
97a)
b)
c)
d)
have only one correct answer
can discriminate among examinees
are balanced in length and difficulty
have appropriate distractors
98a)
b)
c)
d)
Objective tests are those in which individual items --------------- .
According to Dell Hymes, the knowledge of rules for the conduct and
interpretaion of speech is known as --------------- .
distinctive competence
grammatical competence
communicative competence
linguistic competence
99a)
b)
c)
d)
In my opinion the errors that L2 learners produce are
.
signs of imperfect learning and should be eradicated
natural by product of the learning process
signs of poor teaching
the result of L1 interference
100- The ideal linguistic input (i.e. speech addressed to L2 learners) for
acquiring a second language should be ---------------.
a)
b)
c)
d)
comprehensible
relevant to the learners’ immediate interests
not too comples
all of the above
101- Individualized instruction is basically the recognition that --------------a)
b)
c)
d)
students have different needs and abilities
a single method may not be successful or appropriate to all students
students learn at different rates of speed
all of the above
102- Gardner defines integrative motivation as the learner’ desire to --------------a)
b)
c)
d)
be identified as a member of the target culture
get a high pay job
obtain a prestigious social status
B&C
103- In learning foreign languages, the critical period hypothesis stipulates that-a)
b)
c)
d)
children are superior to adults
adults are superior to children
children and adults are equal
None of the above.
104- In the --------------- approach, there is dependence on mimicry, memorization
of set phrases, and overlearning.
‫ محاضرات مكونات منهج اللغة العربية –عام جميع تخصصات كادر المعلم – مكتبة االسراء– امام الصنايع بنين‬24
a)
b)
c)
d)
communicative
audiolingual
cognitive
linguistic
105 - In the audiolingual approach, there is emphasis on--------------- .
a)
b)
c)
d)
pronunciation.
communication
intonation
both A & C
106 - Of the four skills of language ---------------in the one that is least understood.
a)
listening
b)
speaking
c) reading
d)
writing
107- Using monolingual dictionary work, and the key word method are widely
used to teach --------------- .
a)
b)
c)
d)
speaking
reading
writing
vocabulary
108- Teaching grammar goes into the following three stages : --------------a)
b)
c)
d)
Presentation, demonstration and practice.
Teaching rules, providing examples and doing exercise.
Teaching, demonstration and homework .
Reading, demonstration and writing.
109- A literate student can acquire the details of reading in a second language
---------------an illiterate one.
a)
b)
c)
d)
shower than
as fast as
as slow as
faster than
110- Teaching receptive skills means teaching --------------- .
a)
b)
c)
d)
speaking and reading
listening and reading
speaking and writing
writing and speaking
111- Grammar teaching is concerned with explicit teaching of language ------------a)
b)
c)
forms
meaning
use
‫ محاضرات مكونات منهج اللغة العربية –عام جميع تخصصات كادر المعلم – مكتبة االسراء– امام الصنايع بنين‬25
d)
words
112- When we ask students to read a text, evaluate it, and react to it, we are
teaching--------------- .
a)
b)
c)
d)
thorough reading
critical reading
scanning
skimming
113- The purpose of teaching speaking is to allow students to--------------a)
b)
c)
d)
express themselves
repeat sentences
repeat what they heard in the classroom
express language function
114- A test that measures the learning of material in a particular course is called
a (n) --------------- test.
a)
b)
c)
d)
close
multiple choice
aptitude
achievement
115- --------------- are not based on a particular program.
a)
b)
c)
d)
Progress Tests
Placement Tests
Achievement Tests
Proficiency tests
116- A test that requires filling in words in words that have been deleted from a
paragraph is called a (n) --------------- test.
a)
b)
c)
d)
close
achievement
multiple-choice
true.valse
117- Testing experts consider dictation as a test of --------------- .
a)
b)
c)
d)
spelling
general language proficiency
listening
all the above
118- A close test is generally used to test the --------------- skill.
a)
b)
c)
d)
reading
writing
listening
speaking
‫ محاضرات مكونات منهج اللغة العربية –عام جميع تخصصات كادر المعلم – مكتبة االسراء– امام الصنايع بنين‬26
119- Language test results are beneficial for --------------- .
a)
b)
c)
d)
teachers and the administration
students and parents
curriculum and syllabus designers
using word functions and meanings
120- While one prepares his test, one should --------------- .
a)
b)
c)
d)
spend adequate time in development
match his tests to the content
make his test valid, reliable, and balanced
be all the above
121- The language lab is best used in the teaching of --------------- .
a)
b)
c)
d)
good writing
reading comprehension
free conversations
listening comprhension
122- An overhead projector can effectively be used to teach--------------- .
a)
b)
c)
d)
reading and writing only
speaking and other skills
listening comprehension especially
grammatical structures mainly
123- Flash cards are commonly used to teach --------------- .
a)
b)
c)
d)
grammatical structures
vocabulary items
writing exercises
reading aloud
124- We can use both flannel boards and magnetic boards to display pictures
and cards. However, --------------- .
a)
b)
c)
d)
flannel boards are more effective
magnetic boards are easier to use
they are similar
chalkboards are better than both
125- Composite pictures may be effectively used in the teaching of --------------a)
b)
c)
d)
speaking and writing
reading comprehension only
grammatical structures mainly
young learners only
126-Using technology in teaching help to --------------- .
a)
b)
c)
present demonstrations
enhance course content
provide additional illustrations
‫ محاضرات مكونات منهج اللغة العربية –عام جميع تخصصات كادر المعلم – مكتبة االسراء– امام الصنايع بنين‬27
d)
all the above
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‫ــــــــــــــــــــــــــــــــــــــــ‬
Advanced Grammar Exercises
Exercise 1
Fill in the gaps using the word(s) in the following list:
was - once - however - were - such - used to - that - owing to 'd rather - since - little - not - do - so - to
1- I -------------------------- that you didn't drive so fast.
2- Although fraternal twins are born at the same time, they do not
tend to resemble each other any more than ------------------other
siblings.
3- Not -------------------I started school have I had so much spare
time.
4- ----------------------afraid were the townspeople that they hardly
ventured out of their neighbourhoods.
5- --------------------- did the soldiers know about the attack of the
enemy.
6- --------------------- have not been invited to the party made her
upset.
7- --------------------- unless I do my homework will my parents allow
me to go to the party.
8- Caroline ------------------------ to have spent the entire summer
sculpting, but she ended up working at a bank for a month.
9- Not ------------------ have I missed my English class this year.
10- It ------------------ be my brother who did all the cooking, but now
we all help.
11- --------------------- the fact that we had been burned by the sun,
we applied a soothing ointment to our faces.
12- ---------------------- languages have many differences is obvious.
13- He would send me a post card ------------------ he to know my
address.
14- You can't move that stone ----------------------- strong you are.
15- The police thoroughly investigated the burglary. They
concluded that only experienced thieves could have
accomplished --------------- a heist.
‫ محاضرات مكونات منهج اللغة العربية –عام جميع تخصصات كادر المعلم – مكتبة االسراء– امام الصنايع بنين‬28
Advanced Grammar Exercises
Exercise 2
Fill in the gaps using the word(s) in the following list:
whose - such - as - there - nothing - much - if - never - be happen - nor - are - that - seem - is
1- If you ------------------- to meet Peter, tell him to phone me.
2- The Colorado River is used so much for irrigation, urban water
supplies, electricity generation and many other purposes ------------ the water is often used up before it reaches its mouth in the
Gulf of Mexico.
3- I wouldn't recommend this movie to any of my friends. -------------would I recommend it to my enemies.
4- I --------------- to have forgotten my homework assignment. Oh,
wait, here it is in my notebook.
5- A number of students ---------------------- taking the TOEFL exam
today.
6- The number of female students in my class -----------------------13.
7- I can't believe the things he told me about his friend. In my
opinion, he really shouldn't divulge ---------------- personal
information.
8- The ordinary cold, which is our most common sickness, is a viral
disease ---------------- cure has not yet been found.
9- Migraines are usually worse than tension headaches and can be
so intense ------------------- to cause vomiting and vision problems.
10- -------------------- in all my life have I heard such nonsense.
11- What ---------------- I came tomorrow instead of this afternoon?
12- It's essential that the application ------------------- sent very
quickly.
13- ----------------- is the matter with the car. You are just a bad driver!
14- ----------------- happens to be a lecture going on.
15- It wasn't so ----------------- his appearance I liked as his
personality.
Advanced Grammar Exercises
Exercise 3
Fill in the gaps using the word(s) in the following list:
‫ محاضرات مكونات منهج اللغة العربية –عام جميع تخصصات كادر المعلم – مكتبة االسراء– امام الصنايع بنين‬29
But - to - that - even - should - there - do - as - so - had rarely - much - of - that - until
1- Marine reptiles are among the few creatures that are known to
have a possible life span greater than ---------------------- of men.
2- She works in advertising ------------------ does her husband.
3- He didn't so ----------------- as say thank you after all we had done
for him.
4- I had never before met --------------------- gentle a person.
5- ------------------- the two books, this one is more interesting.
6- Sam used to live in Arizona, but his company ------------------- him
transferred to a better position in Georgia.
7- -------------------- dolphins catch diseases from humans is true.
8- -------------------- will honeybees sting unless provoked.
9- Not ----------------- I get my degree can I apply for this job.
10- -------------------- have not been killed by the robbers when they
broke into the bank made the clerk very happy.
11- If you -------------------finish your work early, give me a ring.
12- Egyptian students score better on IQ tests than ----------------Japanese students.
13- ------------------- are thought to be more than 3,000 languages in
the world.
14- He seems nice. -----------------so, I don't trust him.
15- I was last ----------------- two in the race yesterday.
Advanced Grammar Exercises
Exercise 4
Fill in the gaps using the word(s) in the following list:
be - as - whose - so - that - not since - such - whoever - since are - but - to - is - though - for
‫ محاضرات مكونات منهج اللغة العربية –عام جميع تخصصات كادر المعلم – مكتبة االسراء– امام الصنايع بنين‬30
1- Was it out of pity -------------------- he let the old man move into his
house?
2- His request that she -------------------- promoted was turned down.
3- -------------------- I was in elementary school have I been to the
theatre.
4- Plants are known to need about the same vitamins for growth and
development -------------------- do animals.
5- The committee is thinking of raising the subscription. I would oppose
------------------ a decision.
6- For ------------------- benefit were all these changes made?
7- ------------------- told you that was lying.
8- We have had -------------------- little success with the natural remedies
that we are considering using other techniques.
9- ------------------- they had spent too much time considering the new
contract, the students lost the opportunity to lease the apartment.
10- Especially important to many people -------------------- legislation
against pollution.
11- Primary candidates for heart diseases -------------------- people who
exhibit impatience and hostility.
12- Many missiles, -------------------- developed principally as weapons,
have been adapted for research.
13- I can't help -------------------- wonder what's going to happen to us
all.
14- -------------------------- us to fail now is a disaster.
15- She's the only scientist -------------------------- have won three Noble
prizes.
Advanced Grammar Exercises
Exercise 5
Fill in the gaps using the word(s) in the following list:
to - after - ever - not - much - as - if - none - that - nonetheless only - but - besides - likewise - unless
1- The profits, -------------------- a little slower than last year's, are still
good.
2- None ------------------ a dedicated scientist would want to read
such a detailed report.
3- The assistant was ------------------ too helpful. He didn't give us all
the information we needed.
‫ محاضرات مكونات منهج اللغة العربية –عام جميع تخصصات كادر المعلم – مكتبة االسراء– امام الصنايع بنين‬31
4- My brother goes to school. ----------------- this, he manages to
work 20 hours a week.
5- The garlic should be minced; -------------------- is, you chop it into
very small pieces.
6- Peter turned in his paper on Friday. John did ------------------.
7- I know mountain climbing can be dangerous. I'd like to try it ---------.
8- ------------------ purified, oil can't be used.
9- ------------------ if my parents give permission, can I go on the
weekend trip.
10- ---------------- have lost so many lives in the war is a tragedy.
11- --------------- for anything would I leave this town.
12- He was angry ------------------ the way she behaved at the party.
13- We -------------- prefer the country to the town.
14- How ------------- did you manage to start the car?
15- If he so much -------------------looks at another woman, I'll kill
him.
‫ــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬
1. Specific objectives can be ………….
a. observable and measurable.
b. difficult to be observed and measured.
c. focused on the student's behavior during a long periodof time.
d. 1 and 3
2. The smallest meaningful unit in languageis…………..
a. phoneme.
b. morpheme.
c. allophone.
d. allomorpheme.
3. Linguistic approach concentrates on……………..
a. key role of self – esteem and sense ofmastery.
b. value of talk in the development ofthinking.
c. social interaction is the key to success inlearning.
d. attention on complex nature of thinking.
4. "What about going to the cinema" is an example of
………………..
a. advising
b. warning
c. offering help
d. suggesting
5. One of the following is not a type ofliterature:
a. drama
b. poetry
c. fiction
d. prose
6. All the following may create discipline problems except …………
a. using sarcasm
c. making threats
students.
b. insisting on apologies
d. using classroom language that suitsthe level of
‫ محاضرات مكونات منهج اللغة العربية –عام جميع تخصصات كادر المعلم – مكتبة االسراء– امام الصنايع بنين‬32
7. "To look quickly through a reading passage to findsomething"
is called……………
a. skimming
b. scanning
c. silent reading
d. comprehension
8. The man told his children a …………………… aboutfairies
a. tail
b.tale
c.taile
d. teil
9. When the teacher allows students to think, and givesmore time,
the result will be…………..
a. students responses becoming more thoughtful andcreative.
b. less students offering to answer.
c. students willing not to ask morequestions.
d. students giving shorter answers.
10. "……………….." refers to the actions of the organs ofspeech in
the producing the sound of speech.
a. Acoustics
b. Phonetics
c. Articulation
d. Phonics
11. One of the following is not a Shakespeare'splay:
a. Macbeth
b. Volpone
c. Twelfth Night
d. King Lear
12. Two of the following are receptiveskills:
a. reading and speaking
c. reading and writing
b .speaking andwriting
d. listening andreading
13." Kinesics" is the study of…………………
a. sounds
b. language
c. gestures
d. nature
14. Can you close one of the windows, please? I'll catch acold
sitting in this ……….all day.
a. flood
b. breeze
c. wind
d. draught
15. Which abbreviation do you use when you want to
addsomething at the end of a letter?
a. PS
b. PTO
c. PM
d. PLZ
16. I am very tired. ……………… over four hundred milestoday
a. I drive
b. I've driven
c. I've been driving
d. I'm driving
17. How ……………….are you?
a. weight
b. heavy
c. high
d. long
18. The prefix ante in the word ante meridiemmeans………………..
a. together
b. against
c. before
d. byoneself
19. The stress in the word "comfortable" is on …………….
a. com
b.for
c. ta
d. ble
20. In the dialogue:
Teacher : What day was yesterday?
‫ محاضرات مكونات منهج اللغة العربية –عام جميع تخصصات كادر المعلم – مكتبة االسراء– امام الصنايع بنين‬33
Student : Tuesday.
a. easy question
c. open question
The teacher uses:
b. complex question
d. narrow question
21. No one suspects us, ………………. ……………………?
a. are they
b. don't they
c. do they
d. aren'tthey
22. Hardly ………… the receiver down than there was a knock at
the door.
a. had I put down b. I put down c. put I down d. had Idowned
23. (ELT) is an abbreviation for :
a. Education Language Teaching.
c. .English Learning& Teaching.
b. Educated Learners & Teachers.
d. English LanguageTeaching.
24. Words that differ by only one phoneme arecalled…………..
a. nominal pairs
c. minimal pairs
b. almost pairs
d. none of the above
25. Peter has two brothers, but he doesn't speak to ……….of them.
a. either
b. any
c. both
d. neither
26. The government ………………….. said that the Prim
Ministerwas sick and tired of the papers disappearing from his
office.
a. speaksperson
b. speak person
c. spoken person
d. spokesperson
27. ………. refers to the ability to breakdown material into its
component parts so that its organizational structure may be
understood.
a. Synthesis
b. Analysis
c. Application
d. Evaluation
28. A reward or punishment that strengthens or weakensa
behaviour is called …………….
a. stimulus
b. response
c. reinforcement
d. conditioning
29. We had a great time ……………the awfulweather.
a. but for
b. in spite of
c. except
d. inspite
30. I think it's in my left ………………. .
a. pocket of trousers
c. trouser pocket
b. pocket trousers
d. trousers pocket
31. The type of the test that identifies the test – taker's strengths
and weaknesses is called a ……… test.
a. diagnostic
b. placement
c. proficiency
d. summative
32. I am going to go out and ………………..
a. have cut my hair
c. have my hair cut
b. let my hair cut
d. my hair be cut
‫ محاضرات مكونات منهج اللغة العربية –عام جميع تخصصات كادر المعلم – مكتبة االسراء– امام الصنايع بنين‬34
33. One of the following doesn't contain the sound /θ/
a. mouth
b. breathe
c. tooth
d. beneath
34. I'm looking for ………………. to cut thisstring.
a. a pair of scissors b. some scissors c. a scissors d. ascissor
35. One of the following is not from the conditions ofmotivation.
a. students are motivated if they live in a secureenvironment.
b. students are motivated when the subject matter isinteresting.
c. students are motivated when they experience morefailure and success.
d. students are motivated when they feel the learning forthem not for the teacher.
36. " ………………" is learners use of the first patternslanguage in
second language
sentence.
a. Transfer b. Correlation c. Attitude d. Languageacquisition
37. I didn't like it in the city at first, but now …………………. here.
a. I got used to living
c. I used to live
b. I am used toliving
d. I used to living
38. The final " ed" in the verb talked is pronounced as:
a. /d/
b. /id/
c. /ed/
d. /t/
39 . Safety should come first, …………. lives shouldn't beput at
risk.
a. people
b. people's
c. peoples'
d. peoples
40 . It's ……….. funny film, I laughed all the way throughit
a. so
b. extremely
c. that much
d. such a
41 . The two parties have settled their differences bycompromise
after a long debate. The underlined word means:
a. an acceptable middle coarse agreement
c. raising awareness
b. negotiation
d. revising past records
‫هذه هى اجابات نموذج اللغة اإلنجليزية‬
1) 1
8) 2
15) 1
22) 1
29) 2
36) 1
2) 2
9) 1
16) 2
23) 4
30) 4
37) 2
3) 2
10) 3
17) 2
24) 3
31) 1
38) 4
4) 4
11) 2
18) 3
25) 1
32) 3
39) 2
5) 3
12) 4
19) 1
26) 4
33) 2
40) 4
6) 4
13) 3
20) 4
27) 2
34) 2
41)1
7) 2
14) 4
21) 3
28) 3
35) 3
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‫ اللغة االنجليزية لالبتدائى‬C11
1- Which of the following is NOT a complete sentence?
(a) He saw a fire and called the police.
(b) I had a cheese sandwich for lunch.
‫ محاضرات مكونات منهج اللغة العربية –عام جميع تخصصات كادر المعلم – مكتبة االسراء– امام الصنايع بنين‬35
(c) All the girls in my class who sit in the back.
(d) She studied very hard and got good grades.
[ 004298]
_______________________________________________ _________
2- Choose the corrct answer:
The picture________ to the museum.
(a) being given
(b) given
(c) was given
(d) gave
[ 004290]
__________________________________________________ _________
3- Which of the following pairs has words that sound different?
(a) wait - weight
(b) tour - tower
(c) site - sight
(d) right - write
[ 004284]
__________________________________________________ _________
C11
4- Which part of speech fits in the blank in the following sentence?
The students went to school ________.
(a) adjective
(b) noun
(c) adverb
(d) verb
[ 004322]
__________________________________________________ _________
5- Which of following is NOT a pair of antonyms (opposite in
meaning) ?
(a) alive - dead
(b) easy - simple
(c) absent - present
(d) light - dark
[ 004317]
__________________________________________________ _________
6- What is the part of speech of the underlined word?
Playing sports is very healthy.
(a) noun
(b) verb
(c) adjective
(d) adverb
[ 004282]
__________________________________________________ _________
C11
7- Which of the following is a pair of synonyms (similar in meaning)?
‫ محاضرات مكونات منهج اللغة العربية –عام جميع تخصصات كادر المعلم – مكتبة االسراء– امام الصنايع بنين‬36
(a) principal - teacher
(b) door - window
(c) end - continue
(d) start - begin
[ 004280]
__________________________________________________ _________
8- Choose the correct answer:
Don't go up that ladder. It doesn't look ________.
(a) safe
(b) safely
(c) safest
(d) safety
[ 004333]
__________________________________________________ _________
9- Which one of the following is a simple sentence?
(a) I had a toothache, so I went to the dentist.
(b) Mona washed the dishes and Soha dried them.
(c) The girls who are at the back aren't paying any attention.
(d) Karim and Adel have been studying Arabic and English for a
year.
[ 004336]
‫ــــــــــــــــــــــــــــــــــــــــــــــــــــ‬
Sentence
Teaching is one of the easiest jobs in the world...
...Teaching WELL is one of the most difficult!
From Wikipedia, the free encyclopedia
In linguistics, a sentence is a grammatical unit of one or more words,
bearing minimal syntactic relation to the words that precede or follow it,
often preceded and followed in speech by pauses, having one of a small
number of characteristic intonation patterns, and typically expressing an
independent statement, question, request, command, etc.[1] Sentences are
generally characterized in most languages by the presence of a finite verb,
e.g. "The quick brown fox jumps over the lazy dog".
‫ محاضرات مكونات منهج اللغة العربية –عام جميع تخصصات كادر المعلم – مكتبة االسراء– امام الصنايع بنين‬37
Components of a sentence
A simple complete sentence consists of a subject and a predicate. The
subject is typically a noun phrase, though other kinds of phrases (such as
gerund phrases) work as well, and some languages allow subjects to be
omitted. The predicate is a finite verb phrase: it's a finite verb together with
zero or more objects, zero or more complements, and zero or more
adverbials. See also copula for the consequences of this verb on the theory
of sentence structure.
Clauses
A clause consists of a subject and a verb. There are two types of clauses:
independent and subordinate (dependent). An independent clause consists
of a subject verb and also demonstrates a complete thought: for example, "I
am sad." A subordinate clause consists of a subject and a verb, but
demonstrates an incomplete thought: for example, "Because I had to move."
Classification
By structure
One traditional scheme for classifying English sentences is by the number
and types of finite clauses:




A simple sentence consists of a single independent clause with no
dependent clauses.
A compound sentence consists of multiple independent clauses with
no dependent clauses. These clauses are joined together using
conjunctions, punctuation, or both.
A complex sentence consists of one or more independent clauses with
at least one dependent clause.
A complex-compound sentence (or compound-complex sentence)
consists of multiple independent clauses, at least one of which has at
least one dependent clause.
By purpose
Sentences can also be classified based on their purpose:
A declarative sentence or declaration, the most common type,
commonly makes a statement: I am going home.
 A negative sentence or negation denies that a statement is true: I am
not going home.
 An interrogative sentence or question is commonly used to request
‫ محاضرات مكونات منهج اللغة العربية –عام جميع تخصصات كادر المعلم – مكتبة االسراء– امام الصنايع بنين‬38


information — When are you going to work? — but sometimes not; see
rhetorical question.
An exclamatory sentence or exclamation is generally a more emphatic
form of statement: What a wonderful day this is!
Major and minor sentences
A major sentence is a regular sentence; it has a subject and a predicate. For
example: I have a ball. In this sentence one can change the persons: We
have a ball. However, a minor sentence is an irregular type of sentence. It
does not contain a finite verb. For example, "Mary!" "Yes." "Coffee." etc.
Other examples of minor sentences are headings (e.g. the heading of this
entry), stereotyped expressions (Hello!), emotional expressions (Wow!),
proverbs, etc. This can also include sentences which do not contain verbs
(e.g. The more, the merrier.) in order to intensify the meaning around the
nouns (normally found in poetry and catchphrases) by Judee N..[2]
Phrase
From Wikipedia, the free encyclopedia
In grammar, a phrase is a group of words that functions as a single unit in
the syntax of a sentence.
For example the house at the end of the street (example 1) is a phrase. It
acts like a noun. It contains the phrase at the end of the street (example 2), a
prepositional phrase which acts like an adjective. Example 2 could be
replaced by white, to make the phrase the white house. Examples 1 and 2
contain the phrase the end of the street (example 3) which acts like a noun.
It could be replaced by the cross-roads to give the house at the cross-roads.
Most phrases have a or central word which defines the type of phrase. This
word is called the head of the phrase. In English the head is often the first
word of the phrase. Some phrases, however, can be headless. For example,
the rich is a noun phrase composed of a determiner and an adjective, but no
noun.
Phrases may be classified by the type of head they take


Prepositional phrase (PP) with a preposition as head (e.g. in love, over
the rainbow). Languages that use postpositions instead have
postpositional phrases. The two types are sometimes commonly
referred to as adpositional phrases.
Noun phrase (NP) with a noun as head (e.g. the black cat, a cat on the
mat)
‫ محاضرات مكونات منهج اللغة العربية –عام جميع تخصصات كادر المعلم – مكتبة االسراء– امام الصنايع بنين‬39



Verb phrase (VP) with a verb as head (e.g. eat cheese, jump up and
down)
Adjectival phrase with an adjective as head (e.g. full of toys)
Adverbial phrase with adverb as head (e.g. very carefully)
Formal definition
A phrase is a syntactic structure which has syntactic properties derived
from its head.
Complexity
A complex phrase consists of several words, whereas a simple phrase
consists of only one word. This terminology is especially often used with
verb phrases:


simple past and present are simple verb, which require just one verb
complex verb have one or two aspects added, hence require additional
two or three words
"Complex", which is phrase-level, is often confused with "compound",
which is word-level. However, there are certain phenomena that formally
seem to be phrases but semantically are more like compounds, like
"women's magazines", which has the form of a possessive noun phrase, but
which refers (just like a compound) to one specific lexeme (i.e. a magazine
for women and not some magazine owned by a woman).
‫ــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬
Simple sentences . . .
contain only one independent clause. Example:
Mrs. Bergey enjoys teaching writing.
What are Compound Sentences?
They join two or more independent clauses (simple sentences). Compound
sentences join ideas of equal importance.
Mrs. Bergey enjoys teaching writing.
Mrs. Bergey wants her students to succeed.
‫ محاضرات مكونات منهج اللغة العربية –عام جميع تخصصات كادر المعلم – مكتبة االسراء– امام الصنايع بنين‬40
becomes:
Mrs. Bergey enjoys teaching writing, and she wants her students to
succeed.
A compound sentence contains two sentences joined by and, or, or but.
These words are called conjunctions. Compound sentences express more
than one complete thought.
What are Complex Sentences?
Complex sentences join one or more dependent clauses to the independent
clause. Complex sentences are useful when your writing includes some
ideas that are more important than others.
Mrs. Bergey, a teacher at Twentynine Palms Elementary School, enjoys
teaching writing.
A complex sentence contains a clause (a statement) that is not a complete
sentence. This is in addition to the complete sentence. "a teacher at
Twentynine Palms Elementary School" is not a complete sentence and
would not stand on its own. (That is why it is sometimes called a
"dependent" clause. It depends on the rest of the sentence.)
HINT for succesful writers:
Use a variety of sentences styles in your writing!
The Structure of a Sentence
Remember that every clause is, in a sense, a miniature sentence. A simple
sentences contains only a single clause, while a compound sentence, a
complex sentence, or a compound-complex sentence contains at least two
clauses.
The Simple Sentence
The most basic type of sentence is the simple sentence, which contains only
one clause. A simple sentence can be as short as one word:
‫ محاضرات مكونات منهج اللغة العربية –عام جميع تخصصات كادر المعلم – مكتبة االسراء– امام الصنايع بنين‬41
Run!
Usually, however, the sentence has a subject as well as a predicate and
both the subject and the predicate may have modifiers. All of the following
are simple sentences, because each contains only one clause:
Melt!
Ice melts.
The ice melts quickly.
The ice on the river melts quickly under the warm March sun.
Lying exposed without its blanket of snow, the ice on the river melts
quickly under the warm March sun.
As you can see, a simple sentence can be quite long -- it is a mistake to
think that you can tell a simple sentence from a compound sentence or a
complex sentence simply by its length.
The most natural sentence structure is the simple sentence: it is the first
kind which children learn to speak, and it remains by far the most common
sentence in the spoken language of people of all ages. In written work,
simple sentences can be very effective for grabbing a reader's attention or
for summing up an argument, but you have to use them with care: too many
simple sentences can make your writing seem childish.
When you do use simple sentences, you should add transitional phrases to
connect them to the surrounding sentences.
The Compound Sentence
A compound sentence consists of two or more independent clauses (or
simple sentences) joined by co-ordinating conjunctions like "and," "but,"
and "or":
Simple
Canada is a rich country.
Simple
Still, it has many poor people.
Compound
Canada is a rich country, but still it has many poor people.
Compound sentences are very natural for English speakers -- small children
learn to use them early on to connect their ideas and to avoid pausing (and
allowing an adult to interrupt):
Today at school Mr. Moore brought in his pet rabbit, and he showed it
to the class, and I got to pet it, and Kate held it, and we coloured
pictures of it, and it ate part of my carrot at lunch, and ...
‫ محاضرات مكونات منهج اللغة العربية –عام جميع تخصصات كادر المعلم – مكتبة االسراء– امام الصنايع بنين‬42
Of course, this is an extreme example, but if you over-use compound
sentences in written work, your writing might seem immature.
A compound sentence is most effective when you use it to create a sense of
balance or contrast between two (or more) equally-important pieces of
information:
Montéal has better clubs, but Toronto has better cinemas.
Special Cases of Compound Sentences
There are two special types of compound sentences which you might want
to note. First, rather than joining two simple sentences together, a coordinating conjunction sometimes joins two complex sentences, or one
simple sentence and one complex sentence. In this case, the sentence is
called a compound-complex sentence:
compound-complex
The package arrived in the morning, but the courier left before I could check
the contents.
The second special case involves punctuation. It is possible to join two
originally separate sentences into a compound sentence using a semicolon
instead of a co-ordinating conjunction:
Sir John A. Macdonald had a serious drinking problem; when sober,
however, he could be a formidable foe in the House of Commons.
Usually, a conjunctive adverb like "however" or "consequently" will appear
near the beginning of the second part, but it is not required:
The sun rises in the east; it sets in the west.
The Complex Sentence
A complex sentence contains one independent clause and at least one
dependent clause. Unlike a compound sentence, however, a complex
sentence contains clauses which are not equal. Consider the following
examples:
Simple
My friend invited me to a party. I do not want to go.
Compound
My friend invited me to a party, but I do not want to go.
Complex
Although my friend invited me to a party, I do not want to go.
In the first example, there are two separate simple sentences: "My friend
‫ محاضرات مكونات منهج اللغة العربية –عام جميع تخصصات كادر المعلم – مكتبة االسراء– امام الصنايع بنين‬43
invited me to a party" and "I do not want to go." The second example joins
them together into a single sentence with the co-ordinating conjunction
"but," but both parts could still stand as independent sentences -- they are
entirely equal, and the reader cannot tell which is most important. In the
third example, however, the sentence has changed quite a bit: the first
clause, "Although my friend invited me to a party," has become incomplete,
or a dependent clause.
A complex sentence is very different from a simple sentence or a compound
sentence because it makes clear which ideas are most important. When you
write
My friend invited me to a party. I do not want to go.
or even
My friend invited me to a party, but I do not want to go.
The reader will have trouble knowing which piece of information is most
important to you. When you write the subordinating conjunction "although"
at the beginning of the first clause, however, you make it clear that the fact
that your friend invited you is less important than, or subordinate, to the fact
that you do not want to go.
Written by David Megginson
INFLECTIONAL VS. DERIVATIONAL MORPHOLOGY
Another important and perhaps universal distinction is the one between
derivational and inflectional morphemes.
Derivational morphemes makes new words from old ones (Crystal, p. 90.)
Thus creation is formed from create , but they are two separate words.
Derivational morphemes generally:
1) Change the part of speech or the basic meaning of a word. Thus -ment
added to a verb forms a noun (judg-ment). re-activate means "activate
again."
2) Are not required by syntactic relations outside the word. Thus un-kind
combines un- and kind into a single new word, but has no particular
syntactic connections outside the word -- we can say he is unkind or he is
kind or they are unkind or they are kind, depending on what we mean.
3) Are often not productive -- derivational morphemes can be selective
‫ محاضرات مكونات منهج اللغة العربية –عام جميع تخصصات كادر المعلم – مكتبة االسراء– امام الصنايع بنين‬44
about what they'll combine with, and may also have erratic effects on
meaning. Thus the suffix -hood occurs with just a few nouns such as
brother, neighbor, and knight, but not with most others. e.g., *friendhood,
*daughterhood, or *candlehood. Furthermore "brotherhood" can mean "the
state or relationship of being brothers," but "neighborhood" cannot mean
"the state or relationship of being neighbors."
4) Typically occur between the stem and any inflectional affixes. Thus in
governments,-ment, a derivational suffix, precedes -s, an inflectional suffix.
5) In English, may appear either as prefixes or suffixes: pre-arrange,
arrange-ment.
Inflectional morphemes: vary (or "inflect") the form of words in order to
express grammatical features, such as singular/plural or past/present tense.
Thus Boy and boys, for example, are two different forms of the "same"
word; the choice between them, singular vs. plural, is a matter of grammar
and thus the business of inflectional morphology. (Crystal, p. 90.)
Inflectional Morphemes generally:
1) Do not change basic meaning or part of speech, e.g., big, bigg-er, biggest are all adjectives.
2) Express grammatically-required features or indicate relations between
different words in the sentence. Thus in Lee love-s Kim: -s marks the 3rd
person singular present form of the verb, and also relates it to the 3rd
singular subject Lee.
3) Are productive. Inflectional morphemes typically combine freely with all
members of some large class of morphemes, with predictable effects on
usage/meaning. Thus the plural morpheme can be combined with nearly any
noun, usually in the same form, and usually with the same effect on
meaning.
4) Occur outside any derivational morphemes. Thus in ration-al-iz-ation-s
the final -s is inflectional, and appears at the very end of the word, outside
the derivational morphemes -al, -iz, -ation.
5) In English, are suffixes only.
Some English morphemes, by category:
derivational
inflectional
-ation
-s Plural
-al
-s Possessive
‫ محاضرات مكونات منهج اللغة العربية –عام جميع تخصصات كادر المعلم – مكتبة االسراء– امام الصنايع بنين‬45
-ize
-ed Past
-ic
-ing Progressive
-y
-er Comparative
-ous
-est Superlative
‫ــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬
The parts of speech
The eight parts of speech that form sentences and a description of each.
What is Grammar?
Grammar makes up all the words and structures in a sentence.
What are the parts of speech?
The parts of speech are nouns, pronouns, verbs, adjectives, adverbs,
prepositions, conjunctions and interjections.
What is a noun?
A noun is used to name a person, place, thing, quality or idea. A few
examples of each are Bill, Detroit, car, beauty and justice.
What are the two types of nouns?
The two types of nouns are proper nouns and common nouns.
What is a proper noun?
A proper noun is used to name a specific person, place or thing. Such as
Bill Gates, New York and the Hudson River. A proper noun is always
capitalized.
What is a common noun?
A common noun is used to name one or all members of a class or group.
‫ محاضرات مكونات منهج اللغة العربية –عام جميع تخصصات كادر المعلم – مكتبة االسراء– امام الصنايع بنين‬46
Such as a boat, woman, light and minutes. A common noun does not have
to be capitalized. Common nouns can be concrete or abstract. Concrete
nouns are used to name things people can use their senses to “see.”
Abstract nouns are used to name intangible things such as qualities
(sweetness) and ideas (freedom).
What is a pronoun?
A pronoun is used in the place of a noun or phrase. There are many types of
pronouns: personal, relative, interrogative, reflexive, intensive,
demonstrative and indefinite.
Personal pronouns are used to refer to specific nouns. Such as: I, me, you,
yours, they, he, it, and us.
Relative pronouns introduce dependent clauses. Such as: who, whom, that,
which, what and whose.
Interrogative pronouns introduce a question. Such as: who, whose, whom,
what and which.
Reflexive and intensive pronouns deal with the self. Such as: myself,
herself, yourselves and themselves. The difference between them is that
reflexive nouns name the receiver of an action and intensive pronouns
emphasize a noun.
Demonstrative pronouns show which nouns perform or receive the action.
Such as: this, these, that and those.
Indefinite pronouns are used to show an unspecific number of nouns. Such
as: all, few, many, none, other, something, anyone and neither.
What is a verb?
A verb is used to show an action or a state of being. Such as: jump, run,
cook and drive. There are three types of verbs.
What are the three types of verbs?
The three types of verbs are regular, irregular and linking. Regular verbs
end in –ed or –d. Irregular verbs change forms, such as write changes to
wrote. Linking verbs express a state of being, such as shows or appears.
What is an adjective?
An adjective is used to describe or specify a noun or pronoun. Such as:
green, big, that, this and her only.
‫ محاضرات مكونات منهج اللغة العربية –عام جميع تخصصات كادر المعلم – مكتبة االسراء– امام الصنايع بنين‬47
What is an adverb?
An adverb is used to modify a verb, adjective and other adverbs. They show
when, where, why and how. Such as: never, often, above, there, then, not,
almost and perhaps.
What is a preposition?
A preposition is a word that is used with a noun or pronoun to form a
phrase that shows where, when, how and why. They are commonly used to
elaborate on the subject of a sentence. Such as: about, above, because, but,
by, except, in, into, on, off, to, with, without and up.
What is a conjunction?
A conjunction is used to connect words and phrases to show order and
ideas. Such as: and, but, or, nor, for, so and yet.
What is an interjection?
An interjection is used to show surprise or emotion. They are usually short
phrases such as “oh no!” or “Good Lord!”
‫ــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬
Inflectional and derivational morphology
Teaching is one of the easiest jobs in the world...
...Teaching WELL is one of the most difficult!
From Wikipedia, the free encyclopedia
Inflectional morphology is a part of the study of linguistics.
To apply an inflection is to change the form of a word so as to give it extra
meaning. This extra meaning could be:






Number
Person
Case
Gender
Tense
Mood
‫ محاضرات مكونات منهج اللغة العربية –عام جميع تخصصات كادر المعلم – مكتبة االسراء– امام الصنايع بنين‬48


Aspect
Politeness (as in the Japanese language)
Inflectional morphology manifests primarily in the form of a prefix, suffix, or
vowel change. Circumfixes and infixes can also occur, but these are
relatively rare.
An example of suffixes in inflectional morphology:


"I have an apple" - apple singular
"I have apples" - apples plural
The word apples differs from apple only in the sense that the former
indicates more than one fruit. This distinction is mandatory in English,
optional in Korean, and impossible in Japanese. Yet other languages require
the speaker to distinguish the number two of something, called the dual
form of a noun. Forms for higher numbers, such a trial and paucal have also
been recognized.
An example of vowel changes in inflectional morphology:


"I throw the pencil" - throw present tense
"I threw the pencil" - threw past tense
Again, throw and threw are not different words. threw is the result of
inflectional morphology being applied to the root word throw.
English is relatively poor in inflectional morphology. Other Indo-European
languages have a richer system of inflection morphology. Latin is a typical
example of a language with a very rich system of inflectional morphology.
Inflectional Morphology
Morphology that interacts with syntax (sentence structure) is called
INFLECTIONAL MORPHOLOGY Some examples are:






person
number
gender
noun class
case
tense
Inflectional morphemes never change the category. Inflectional morphemes
do not change the "core" meaning of the word. Inflectional morphemes
usually occur "outside" derivational ones: "Boston-ian-s" not *"Boston-sian". But some left-headed compounds have the plural "inside": "attorney-s‫ محاضرات مكونات منهج اللغة العربية –عام جميع تخصصات كادر المعلم – مكتبة االسراء– امام الصنايع بنين‬49
general", "mother-s-in-law". But there is a tendancy to re-analyze these
compounds: "attorney-general-s".
English has only three categories of meaning which are expressed
inflectionally, known as inflectional categories. They are number in nouns,
tense/aspect in verbs, and comparison in adjectives. Within these
categories, English has a remarkably small inventory of affixes, by
comparison with languages such as Spanish or Russian. English does not
always use affixes to express these categories (see the discussion of
irregular morphology).
Inflectional categories and affixes of English
Word class to which
inflection applies
Inflectional category
Nouns
Number
.
Possessive
.
3rd person singular
present
past tense
.
perfect aspect
Verbs
.
Adjectives
.
Regular affix used to
express category
-s, -es: book/books,
bush/bushes
-'s, -': the cat's tail, Charles'
toe
-s, -es: it rains, Karen writes,
the water sloshes
-ed: paint/painted
-ed: paint/painted ('has
painted) (past participle)
-ing: fall/falling, write/writing
(present participle)
progressive or
continuous aspect
comparative
-er: tall/taller
(comparing two items)
superlative
-est: tall/tallest
(comparing +2 items)
Spanish, by contrast, inflects its nouns for number and gender, but not for
possession (which is signalled by placing the particle 'de' between the
possessed item and the possessor, as in 'la casa de mi madre', 'the house
of my mother'. Spanish has far more inflectional categories — and affixes to
mark them — for verbs than does English.
Spanish inflectional categories and affixes
‫ محاضرات مكونات منهج اللغة العربية –عام جميع تخصصات كادر المعلم – مكتبة االسراء– امام الصنايع بنين‬50
Word class to which
inflection applies
Nouns
Inflectional
category
Number
.
Gender
Regular affix used to express
category
'-s' mano/manos 'hand/hands'
'-a' Fem., '-o' Masc.
hermana/hermano
'sister/brother'
The following table shows the verb suffixes for just one of the three classes
of Spanish verbs:
-ar
class
I
you
(sg.)
s/he/it
we
-o
-aba
-e
-é
-ía
pres.
subjunctive
-e
-as
-abas
-aste
-as
-ías
-es
-as
-a
-aba
-ó
-á
-ía
-íamos
emos
-e
-a
-emos
-amos
present imperfect preterite future conditional
-amos -ábamos -amos
you
(pl.)
they
imperf.
subj.
-a
-áis
-abais
-asteis
-éis
-íais
-éis
-ais
-an
-aban
-aron
-án
-ían
-en
-an
Regular and irregular inflectional morphology
Here are some ways English inflectional morphology is irregular:
Type of
irregularity
Noun plurals
Verbs: past tense
Unusual suffix
oxen, syllabi,
antennae
,
Change of
stem vowel
Change of
stem vowel
with unusual
suffix
Verbs: past
participle
taken, seen, fallen,
eaten
run/ran, come/came,
foot/feet,
flee/fled, meet/met,
swim/swum,
mouse/mice
fly/flew, stick/stuck, sing/sung
get/got, break/broke
write/written,
do/done,
brother/brethren/ feel/felt, kneel/knelt
break/broken,
fly/flown
‫ محاضرات مكونات منهج اللغة العربية –عام جميع تخصصات كادر المعلم – مكتبة االسراء– امام الصنايع بنين‬51
Change in
base/stem
send/sent, bend/bent,
form
think/thought,
,
(sometimes
teach/taught,
with unusual
buy/bought
suffix)
Zero-marking
deer, sheep,
(no suffix, no
hit, beat
moose, fish
stem change)
More ways inflection can be irregular:
send/sent,
bend/bent,
think/thought,
teach/taught,
buy/bought
hit, beat, come
Suppletion (instead of a suffix, the whole word changes):
be - am - are - is - was - were - been
go - went - gone
good - better - best
bad - worse - worst
some - more - most
Syntactic marking (added meanings are indicated by a separate word rather
than marking with a suffix or change to the base):
Future of verbs: will go, will eat, will fight, etc.
Comparative/superlative of adjectives: more intelligent, more expensive,
etc.; most intelligent, most expensive, etc.
Below is a sample of some English derivational affixes. This is only a
sample; there are far more affixes than presented here.
Some derivational affixes of English
Affix
Class(es) of word
to which affix
applies
Prefix
Noun, adjective
'non-'
Suffix 'Adjective
ity'
Prefix
'un-'
Verb
Adjective
Nature of change in
meaning
Negation/opposite
Changes to noun
Reverses action
opposite quality
Examples
Noun: non-starter
Adj.: non-partisan
electric/electricity
obese/obesity
tie/untie,
fasten/unfasten
clear/unclear,
safe/unsafe
‫ محاضرات مكونات منهج اللغة العربية –عام جميع تخصصات كادر المعلم – مكتبة االسراء– امام الصنايع بنين‬52
Suffix 'Noun
ous'
Prefix
Verb
're-'
Suffix 'Verb
able'
Changes to adjective
fame/famous,
glamor/glamorous
Repeat action
tie/retie, write/rewrite
Changes to adjective;
means 'can undergo
action of verb'
print/printable,
drink/drinkable
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1. Affixation: adding a derivational affix to a word. Examples: abuser,
refusal, untie, inspection, pre-cook.
2. Compounding: joining two or more words into one new word. Examples:
skateboard, whitewash, cat lover, self-help, red-hot, etc.
3. Zero derivation: (also called conversion or functional shift): Adding no
affixes; simply using a word of one category as a word of another category.
Examples: Noun-verb: comb, sand, knife, butter, referee, proposition.
4. Stress shift: no affix is added to the base, but the stress is shifted from
one syllable to the other. With the stress shift comes a change in category.
Noun
cómbine
ímplant
réwrite
tránsport
Noun
cóncrete
ábstract
Verb
combíne
implánt
rewríte
transpórt
Adjective
concréte
abstráct
5. Clipping: shortening of a polysyllabic word. Examples: bro (< brother),
pro (< professional), prof (< professor), math (< mathematics), veg (<
'vegetate', as in veg out in front of the TV), sub (< substitute or submarine).
6. Acronym formation: forming words from the initials of a group of words
that designate one concept. Usually, but not always, capitalized. An
acronym is pronounced as a word if the consonants and vowels line up in
such a way as to make this possible, otherwise it is pronounced as a string
of letter names. Examples: NASA (National Aeronautics and Space
Administration), NATO (North Atlantic Treaty Organization), AIDS (Acquired
‫ محاضرات مكونات منهج اللغة العربية –عام جميع تخصصات كادر المعلم – مكتبة االسراء– امام الصنايع بنين‬53
Immune Deficiency Syndrome), scuba (self-contained underwater breathing
apparatus), radar (radio detecting and ranging), NFL (National Football
League), AFL-CIO (American Federation of Labor-Congress of Industrial
Organizations).
7. Blending: Parts (which are not morphemes!) of two already-existing
words are put together to form a new word. Examples: motel (motor hotel)
brunch (breakfast & lunch), smog (smoke & fog), telethon (television &
marathon), modem (modulator & demodulator), Spanglish (Spanish &
English).
8. Backformation: A suffix identifiable from other words is cut off of a base
which has previously not been a word; that base then is used as a root, and
becomes a word through widespread use. Examples: pronunciate (<
pronunciation < pronounce), resurrect (< resurrection), enthuse (<
enthusiasm), self-destruct (< self-destruction < destroy), burgle (< burglar),
attrit (< attrition), burger (< hamburger). This differs from clipping in that, in
clipping, some phonological part of the word which is not interpretable as
an affix or word is cut off (e.g. the '-essor' of 'professor' is not a suffix or
word; nor is the '-ther' of 'brother'. In backformation, the bit chopped off is a
recognizable affix or word ('ham ' in 'hamburger'), '-ion' in 'self-destruction'.
Backformation is the result of a false but plausible morphological analysis
of the word; clipping is a strictly phonological process that is used to make
the word shorter. Clipping is based on syllable structure, not morphological
analysis. It is impossible for you to recognize backformed words or come up
with examples from your own knowledge of English, unless you already
know the history of the word. Most people do not know the history of the
words they know; this is normal.
9. Adoption of brand names as common words: a brand name becomes the
name for the item or process associated with the brand name. The word
ceases to be capitalized and acts as a normal verb/noun (i.e. takes
inflections such as plural or past tense). The companies using the names
usually have copyrighted them and object to their use in public documents,
so they should be avoided in formal writing (or a lawsuit could follow!)
Examples: xerox, kleenex, band-aid, kitty litter.
10. Onomatopoeia (pronounced: 'onno-motto-pay-uh'): words are invented
which (to native speakers at least) sound like the sound they name or the
entity which produces the sound. Examples: hiss, sizzle, cuckoo, cock-adoodle-doo, buzz, beep, ding-dong.
11. Borrowing: a word is taken from another language. It may be adapted to
the borrowing language's phonological system to varying degrees.
Examples: skunk, tomato (from indigenous languages of the Americas),
sushi, taboo, wok (from Pacific Rim languages), chic, shmuck, macho,
spaghetti, dirndl, psychology, telephone, physician, education (from
European languages), hummus, chutzpah, cipher, artichoke (from Semitic
languages), yam, tote, banana (from African languages).
Source:
‫ محاضرات مكونات منهج اللغة العربية –عام جميع تخصصات كادر المعلم – مكتبة االسراء– امام الصنايع بنين‬54
3.5 Semantics
3.5.1 Basic Notions of Semantics
A perennial problem in semantics is the delineation of its subject
matter. The term meaning can be used in a variety of ways, and only some
of these correspond to the usual understanding of the scope of linguistic or
computational semantics. We shall take the scope of semantics to be
restricted to the literal interpretations of sentences in a context, ignoring
phenomena like irony, metaphor, or conversational implicature.
A standard assumption in computationally oriented semantics is
that knowledge of the meaning of a sentence can be equated with
knowledge of its truth conditions: that is, knowledge of what the world
would be like if the sentence were true. This is not the same as knowing
whether a sentence is true, which is (usually) an empirical matter, but
knowledge of truth conditions is a prerequisite for such verification to be
possible. Meaning as truth conditions needs to be generalized somewhat for
the case of imperatives or questions, but is a common ground among all
contemporary theories, in one form or another, and has an extensive
philosophical justification,.
A semantic description of a language is some finitely stated
mechanism that allows us to say, for each sentence of the language, what
its truth conditions are. Just as for grammatical description, a semantic
theory will characterize complex and novel sentences on the basis of their
constituents: their meanings, and the manner in which they are put
together. The basic constituents will ultimately be the meanings of words
and morphemes. The modes of combination of constituents are largely
determined by the syntactic structure of the language. In general, to each
syntactic rule combining some sequence of child constituents into a parent
constituent, there will correspond some semantic operation combining the
meanings of the children to produce the meaning of the parent.
3.5.2 Practical Applications of Semantics
Some natural language processing tasks (e.g., message routing, textual
information retrieval, translation) can be carried out quite well using
statistical or pattern matching techniques that do not involve semantics in
the sense assumed above. However, performance on some of these tasks
improves if semantic processing is involved. (Not enough progress has
been made to see whether this is true for all of the tasks).
Some tasks, however, cannot be carried out at all without semantic
processing of some form. One important example application is that of
database query, of the type chosen for the Air Travel Information Service
(ATIS) task . For example, if a user asks, ``Does every flight from London to
‫ محاضرات مكونات منهج اللغة العربية –عام جميع تخصصات كادر المعلم – مكتبة االسراء– امام الصنايع بنين‬55
San Francisco stop over in Reykyavik?'' then the system needs to be able to
deal with some simple semantic facts. Relational databases do not store
propositions of the form every X has property P and so a logical inference
from the meaning of the sentence is required. In this case, every X has
property P is equivalent to there is no X that does not have property P and a
system that knows this will also therefore know that the answer to the
question is no if a non-stopping flight is found and yes otherwise.
Any kind of generation of natural language output (e.g., summaries
of financial data, traces of KBS system operations) usually requires
semantic processing. Generation requires the construction of an
appropriate meaning representation, and then the production of a sentence
or sequence of sentences which express the same content in a way that is
natural for a reader to comprehend, . To illustrate, if a database lists a 10
a.m.\ flight from London to Warsaw on the 1st--14th, and 16th--30th of
November, then it is more helpful to answer the question What days does
that flight go? by Every day except the 15th instead of a list of 30 days of the
month. But to do this the system needs to know that the semantic
representations of the two propositions are equivalent.
3.5.3 Development of Semantic Theory
It is instructive, though not historically accurate, to see the development of
contemporary semantic theories as motivated by the deficiencies that are
uncovered when one tries to take the FOPC example further as a model for
how to do natural language semantics. For example, the technique of
associating set theoretic denotations directly with syntactic units is clear
and straightforward for the artificial FOPC example. But when a similar
programme is attempted for a natural language like English, whose syntax
is vastly more complicated, the statement of the interpretation clauses
becomes in practice extremely baroque and unwieldy, especially so when
sentences that are semantically but not syntactically ambiguous are
considered . For this reason, in most semantic theories, and in all computer
implementations, the interpretation of sentences is given indirectly. A
syntactically disambiguated sentence is first translated into an expression
of some artificial logical language, where this expression in its turn is given
an interpretation by rules analogous to the interpretation rules of FOPC.
This process factors out the two sources of complexity whose product
makes direct interpretation cumbersome: reducing syntactic variation to a
set of common semantic constructs; and building the appropriate settheoretical objects to serve as interpretations.
The first large scale semantic description of this type was developed
by . Montague made a further departure from the model provided by FOPC
in using a more powerful logic (intensional logic) as an intermediate
representation language. All later approaches to semantics follow Montague
‫ محاضرات مكونات منهج اللغة العربية –عام جميع تخصصات كادر المعلم – مكتبة االسراء– امام الصنايع بنين‬56
in using more powerful logical languages: while FOPC captures an
important range of inferences (involving, among others, words like every,
and some as in the example above), the range of valid inference patterns in
natural languages is far wider. Some of the constructs that motivate the use
of richer logics are sentences involving concepts like necessity or
possibility and propositional attitude verbs like believe or know, as well as
the inference patterns associated with other English quantifying
expressions like most or more than half, which cannot be fully captured
within FOPC
For Montague, and others working in frameworks descended from that
tradition (among others, Partee, e.g., Krifka, and Groenendijk and Stokhof,
the intermediate logical language was merely a matter of convenience which
could in principle always be dispensed with provided the principle of
compositionality was observed. (I.e., The meaning of a sentence is a
function of the meanings of its constituents, attributed to Frege, For other
approaches, (e.g., Discourse Representation Theory, an intermediate level
of representation is a necessary component of the theory, justified on
psychological grounds, or in terms of the necessity for explicit reference to
representations in order to capture the meanings of, for example, pronouns
or other referentially dependent items, elliptical sentences or sentences
ascribing mental states (beliefs, hopes, intentions). In the case of
computational implementations, of course, the issue of the dispensability of
representations does not arise: for practical purposes, some kind of
meaning representation is a sine qua non for any kind of computing.
3.5.4 Discourse Representation Theory
Discourse Representation Theory (DRT), as the name implies, has taken the
notion of an intermediate representation as an indispensable theoretical
construct, and, as also implied, sees the main unit of description as being a
discourse rather than sentences in isolation. One of the things that makes a
sequence of sentences constitute a discourse is their connectivity with each
other, as expressed through the use of pronouns and ellipsis or similar
devices. This connectivity is mediated through the intermediate
representation, however, and cannot be expressed without it.
3.5.5 Dynamic Semantics
Dynamic semantics takes the view that the standard truth-conditional view
of sentence meaning deriving from the paradigm of FOPC does not do
sufficient justice to the fact that uttering a sentence changes the context it
was uttered in. Deriving inspiration in part from work on the semantics of
programming languages, dynamic semantic theories have developed
several variations on the idea that the meaning of a sentence is to be
equated with the changes it makes to a context.
‫ محاضرات مكونات منهج اللغة العربية –عام جميع تخصصات كادر المعلم – مكتبة االسراء– امام الصنايع بنين‬57
Update semantics approaches have been developed to model the effect of
asserting a sequence of sentences in a particular context. In general, the
order of such a sequence has its own significance. A sequence like:
Someone's at the door. Perhaps it's John. It's Mary!
is coherent, but not all permutations of it would be:
Someone's at the door. It's Mary. Perhaps it's John.
Recent strands of this work make connections with the artificial intelligence
literature on truth maintenance and belief revision
Dynamic predicate logic extends the interpretation clauses for FOPC
(or richer logics) by allowing assignments of denotations to subexpressions
to carry over from one sentence to its successors in a sequence. This
means that dependencies that are difficult to capture in FOPC or other nondynamic logics, such as that between someone and it in:
Someone's at the door. It's Mary.
can be correctly modeled, without sacrificing any of the other advantages
that traditional logics offer.
3.5.6 Situation Semantics and Property Theory
One of the assumptions of most semantic theories descended from
Montague is that information is total, in the sense that in every situation, a
proposition is either true or it is not. This enables propositions to be
identified with the set of situations (or possible worlds) in which they are
true. This has many technical conveniences, but is descriptively incorrect,
for it means that any proposition conjoined with a tautology (a logical truth)
will remain the same proposition according to the technical definition. But
this is clearly wrong: all cats are cats is a tautology, but The computer
crashed, and The computer crashed and all cats are cats are clearly
different propositions (reporting the first is not the same as reporting the
second, for example).
Situation theory has attempted to rework the whole logical foundation
underlying the more traditional semantic theories in order to arrive at a
satisfactory formulation of the notion of a partial state of the world or
situation, and in turn, a more satisfactory notion of proposition. This
reformulation has also attempted to generalize the logical underpinnings
away from previously accepted restrictions (for example, restrictions
prohibiting sets containing themselves, and other apparently paradoxical
notions) in order to be able to explore the ability of language to refer to itself
‫ محاضرات مكونات منهج اللغة العربية –عام جميع تخصصات كادر المعلم – مكتبة االسراء– امام الصنايع بنين‬58
in ways that have previously resisted a coherent formal description
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Teaching Strategies
"All students are ELL (English Language Learners)!" All students are LEP
(Limited English Proficient) at some point in their education (especially
when faced with a new concept and vocabulary). What procedures and
ideas can you provide that will help all students in the classroom as well as
ESOL students? Good teaching strategies are good for everyone.
Indeed, good teaching strategies are good for everyone! This question in
particular refers to "Specially Designed Academic Instruction in English" or
SDAIE, that is, the academic classes taught by qualified teachers who are
"endorsed" or "certified" in teaching methods for content area classes in
which English Language Learners or ELL’s participate.
As explained in other questions, ELL’s must be provided equal access to
the academic curriculum and to all educational opportunities, curricular and
extracurricular, available at a school. ELL’s must be enrolled in academic
classes appropriate for their grade level or age. In addition, ELL’s must
receive English Language Development (ELD or English-As-A-Second
Language/ESL) instruction and primary language support, as needed, to
insure equal opportunity for academic achievement and to prevent any
substantive academic deficits.
In SDAIE classes ALL students can participate: English-only speakers and
ELL’s at all stages of language acquisition: ELL’s at Pre-Production, Early
Production, Speech Emergence and Intermediate Fluency levels, and former
ELL’s now re-designated as Fluent English Proficient (FEP) students.
What are the methods, techniques or strategies that a teacher can use to
successfully promote content area concept development with such a
heterogeneous group of students?
STRATEGIES USED IN SDAIE
1. Emphasis on the Academic Language: This is the key instructional
component in SDAIE. It is NOT to develop general English language
skills, but to develop the use of, and proficiency in, the academic
language of the content areas. This key component of SDAIE is the
same for ALL students, English-only speakers and English
Language Learners. Teachers must make sure that the academic
‫ محاضرات مكونات منهج اللغة العربية –عام جميع تخصصات كادر المعلم – مكتبة االسراء– امام الصنايع بنين‬59
language is mastered, otherwise teachers cannot obtain evidence of
learning. To facilitate mastery teachers must implement two
essential "best instructional practices:" Posting the academic
language: ALL words, not just a few key words. Words need to be
organized by meaning categories, for example, "clean, tidy, neat,
spotless, immaculate, impeccable, scrubbed, disinfected, sterilized,
pristine, etc." THEN POST THE CATEGORY!!!!! Consciously using
the academic language constantly, and requiring that all students
express themselves using the academic language, too. That is why
all academic language words must be posted: For teacher and
students TO ALWAYS REMEMBER to use them!
2. Active Learning: Students must be constantly giving the teacher
EVIDENCE OF LEARNING. To provide the teacher with evidence of
learning, students must DO some observable action or behavior that
the teacher has requested. Throughout the lesson, the teacher must
plan educational activities that give students opportunities
to:Observe, Recognize, Locate, Identify, Classify, Practice, Collect,
Distinguish, Categorize, Repeat, Match, Show, Select, Construct,
Assemble, Arrange, Put Things In Order, Etc. Name, Recall, Give
Examples, Draw, Organize, Decide, Describe, Tell, Imagine, Restate,
Create, Appraise, Dramatiza, Contrast, Compare, Question, Map,
Discriminate, Etc. List, Underline, Review, Interprete, Compose,
Dictate, Point Out, Record, Report, Predict, Express, Plan And
Evaluate. Relate, Generalize, Demonstrate, Outline, Summarize,
Suppose, Estimate, Judge, Explain, Debate, Illustrate, Infer, Revise,
Rewrite, Assess, Interprete, Justify, Critique, Etc. All of the above
are observable actions that help teachers obtain EVIDENCE OF
LEARNING.
3. Assessing/Tapping Prior Knowledge: Teachers must become very
familiar with the background knowledge that students bring to the
learning situation so they can ALWAYS emphasize what students
already know, have experienced, are familiar with, and build on
those bases that prior knowledge, experience and familiarity
provide. Visuals, realia, posted academic language from previous
lessons, all kinds of connections to prior knowledge, experience
and familiarity need to become essential components of all lessons.
4. Building New Knowledge: Each and every lesson must result in the
acquisition of new knowledge by students. To determine if new
knowledge has been acquired as the result of a lesson, it is only
necessary to check on the acquisition of new academic language.
EACH WORD IS A CONCEPT. A student who has acquired and
begins to use appropriately new academic language at the end of
each lesson is a students who has acquired new knowledge. If at
the end of an instructional day the students go home without
mastery of at least one new academic word, no new knowledge has
‫ محاضرات مكونات منهج اللغة العربية –عام جميع تخصصات كادر المعلم – مكتبة االسراء– امام الصنايع بنين‬60
been provided or mastered during that entire instructional day. It
was a nice school day for reviewing what students already knew.
But it was a day when students did not BUILD any new knowledge.
5. Collaborative Problem-Solving; Cooperative and Other Groupings:
Teachers need to plan instruction through educational activities that
provide for flexible groupings of students to meet specific
purposes. In SDAIE there are many levels of language proficiency.
ELL’s may be at different stages of language acquisition: PreProduction, Early-Production, Speech Emergence, Intermediate
Fluency. Fluent English speakers may be English-only speakers or
former ELL’s now redesignated Fluent English Proficiency (FEP)
students. Teachers need to implement varied instructional activities
where heterogeneous students can work productively. 7
6. Cultural Affirmation / Multicultural Perspectives: English Language
Learners (ELL’s) and English-only students all bring to each and
every lesson their prior knowledge, their own experiences, their
cultural backgrounds. ELL’s may come from many different
countries and English-only students may come from many parts of
the United States or the English-speaking areas of the world. Each
and every student brings something unique to the learning
situation. SDAIE content area teachers need to acknowledge that,
and need to affirm the value of each student to the cooperative
effort of the lesson by acknowledging the individual contributions of
each student. SDAIE content area teachers also need to expand the
limited experiences and knowledge of each student to include the
contributions of many individuals from many backgrounds to the
advancement of knowledge.
7. Demonstration and Modeling: Here is the most crucial instructional
component in ALL lessons, but particularly in SDAIE lessons. The
key role of the teacher is to demonstrate and model all the
behaviors to be learned in the lesson, ESPECIALLY THE VERBAL
BEHAVIORS EXPECTED TO BE MASTERED BY THE STUDENTS,
that is, the language of the content areas. ALL teachers must
remember that for most students, and especially for ALL English
Language Learners, TEACHERS are the ONLY role models that
students will ever come in contact with for the language of the
content areas. In today’s world, few parents have the time or the
energy –or the knowledge—to discuss the concepts of the content
areas using the language of the content areas at home. ONLY
TEACHERS can provide that.
8. Graphic Organizers: The language of the content areas, the
language of a new reading selection students are about to begin
reading, all words students DO NOT KNOW that are used in what
students are about to listen or read, all those words MUST BE
UNDERSTOOD BEFORE students listen or read. Thus, the SDAIE
‫ محاضرات مكونات منهج اللغة العربية –عام جميع تخصصات كادر المعلم – مكتبة االسراء– امام الصنايع بنين‬61
and the ESL/ELD teachers, cooperatively, must help students
acquire, practice, develop, learn, and master 95-100% of the new
vocabulary BEFORE they listen or read. Instructional activities that,
through visuals, manipulatives, realia, dramatization, or any other
means, help students master the new academic vocabulary
BEFORE the content area lesson begins, are very important.
Graphic organizers can be used to help students become aware of
what they know and the new words they are about to learn. Graphic
organizers that group words in categories by MEANING are the
most effective means to introduce new words. WORD DEFINITIONS,
or looking up the meaning of words in a dictionary, ARE NOT the
most effective means to introduce new words. For younger ELL’s
and for ALL young learners, graphic organizers can be used with
pictures instead of printed words.
9. Integrating Listening, Speaking, Reading and Writing Across the
Curriculum: If all instructional strategies described above (1- 8) for
the implementation of effective practices in Specially Designed
Academic Instruction in English (SDAIE) for ALL students, both
English-only and English Language Learners, have indeed been
implemented, then it follows that students would have had ample
opportunities:
(I) To listen to the new academic language of the lesson as the
teacher uses visuals, manipulatives, realia, and other means to
physically convey the meaning of the academic language,
(II) To speak the new academic language through active learning
instructional activities,
(III) To see –in posted graphic organizers or categories—the new
academic language. Now students are ready to read the textbook or
parts of the textbook or reading selection, and they will do so with
100% understanding the first time around! And then students can
write about what they have learned –expressive writing—or answer
the textbook questions IN THEIR VERY OWN WORDS. Only when
students have been provided fully integrated visual, listening,
speaking, reading and writing instructional activities would they be
able to provide ample evidence of learning the language of the
content areas.
10. Higher Order Thinking Skills: In SDAIE Strategy Number 2, above,
we indicated that students must be engaged in Active Learning and
suggested a series of observable behaviors that students can
perform to give evidence of learning. That series of observable
behaviors, (listed in 2 above) describe simple to complex or higher
order thinking skills. Students who can perform these observable
behaviors are giving evidence that they are operating and
developing from simple to complex or higher order thinking skills.
11. Questioning techniques: The most effective tool a teacher has to
‫ محاضرات مكونات منهج اللغة العربية –عام جميع تخصصات كادر المعلم – مكتبة االسراء– امام الصنايع بنين‬62
promote all of the above SDAIE Strategies is the question. Every
time a teacher asks a question the student must actively respond –
active learning. Through questions, teachers can monitor student
use of the language of the content areas. Questions help assess
prior knowledge and provide the most effective tool to obtain
evidence of learning. Through questions teachers can provide new
information to students while demonstrating and modeling the use
of the academic language. Questions can be asked at the lowest –
knowledge—and the highest –evaluation—levels of thinking skills.
Questions give teachers the best opportunity to provide
opportunities for students to listen and to speak. In fact,
questioning techniques allow a teacher to keep control of (h)is/er
classroom while helping students succeed. How? By controlling
the level of LANGUAGE difficulty of the questions. The following
four questions all have the exact same answer. Thus, a teacher can
choose which question to ask a student depending on how much
knowledge the student has. By choosing the right question
appropriate for each student, teachers can promote learning while
at the same time allow students to experience success.
1. Who was the 22nd President of the United States?
2. Who was the 22nd President, was it Nixon, Cleveland,
John Quincy Adams or Zachary Taylor?
3. Who was the 22nd President, was it Abraham Lincoln,
Reagan, John Adams or Cleveland?
4. Cleveland was the 22nd President of the United States,
right?
12. The Teacher is a Facilitator of Learning: Because a teacher must
be constantly interacting with students, teachers in SDAIE content
area classes have a primary role of facilitators. Through visual aids
and manipulatives, verbal and non-verbal cues, teachers guided
students into practicing the academic language as they acquire the
concepts represented by the words. These twelve instructional
strategies characterize effective lessons in Specially Designed
Academic Instruction in English for ALL learners.
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Section 2
20th CENTURY APPROACHES TO LANGUAGE LEARNING
‫ محاضرات مكونات منهج اللغة العربية –عام جميع تخصصات كادر المعلم – مكتبة االسراء– امام الصنايع بنين‬63
((Be a hero, Be a learner
Touch the future, Be a teacher))
There are four other approaches to language teaching that have been widely
used in 20th century. (Cognitive approach, Affective Humanistic approach,
Comprehension Based approach, Communicativa approach)
Anthony:
Approach to language teaching is something that reflects a certain model or
research paradigm a theory. The broadest term of the three.
Method is a set of procedures, i.e. a system that spells out rather precisely
how to teach a language. Methods are more specific than approaches.
Technique is a classroom device or activity and thus represents the
narrowest term of the three concepts.
A) Grammar Translation Approach (extension)
1.
2.
3.
4.
5.
6.
7.
Instruction is given in native language
Little use of target language
Focus on grammar (the form and inflection of words)
Early reading of difficult texts
Translation from target language into mother tongue
There may be inability to use language for communication
Teacher doesn’t have to be able to speak the target language
B) Direct Approach (a reaction to GMT. and its failure of communication)
1. No use of mother tongue
2. Lesson begins with dialogs and anecdotes in modern conversational
style
3. Literary works are read for pleasure and there is no grammatical
analyse
4. The target culture is also read inductively
5. Actions and pictures are used for meaning
6. Grammar is learned inductively (tümevarımsal)
7. Teacher must be native speaker or have native like proficiency
C) Reading Approach (a reaction to impracticality of direct approach)
1.
2.
3.
4.
Grammar useful for reading comprehension is taught
Vocabulary is controlled first, then expanded
Translation is intensive
Reading is the only language skill emphasized
‫ محاضرات مكونات منهج اللغة العربية –عام جميع تخصصات كادر المعلم – مكتبة االسراء– امام الصنايع بنين‬64
5. Teacher doesn’t need to have oral profciency
D) Audiolingualism (a reaction to the lack of oral aural (sözel işitsel) skills in
reading approach. It is like Direct Approach but adds from structural
linguistics and behavioral psychology)
1.
2.
3.
4.
5.
6.
7.
8.
9.
Lessons begin with dialogs
Mimicry and memorization for habit formation
Grammatiacal structures are sequenced and rule are taught inductively
Skills are sequenced (listen, speak, read, writing postponed)
Pronunciation (telaffuz) at the beginning
Vocabulary is limited at the beginning
Preventing from learner errors
Language use without regard tocontext meaning
Teacher must be proficient in thr structures, vocabulary
E) Situational Approach (a reaction to the lack of oral aural skills in Reading
Approach. It draws much from direct Approach but adds from Firthian
(İskoç) Linguistics and language pedagogy))
1. Spoken language is primary
2. Language is practiced orally. After an oral base in lexical and
grammatical forms reading and writing comes.
3. Target language should be used
4. Most general and useful lexical items are to be ensured.
5. Grammatical structures are graded from simple to difficult
6. Lexical and grammatical items should be given in situations (i.e. at the
bank, etc.)
F) Cognitive Approach (a reaction to behaviorist features of Audiolingual
Approach)
1. Rule acquisition not habit formation
2. Individualized instruction
3. Grammar must be taught but it can be both deductively (rules first
practice later) and inductively (rules after practice)
4. Pronunciation isn emphasized a little
5. Read and write as well as listen and speak
6. Vocabulary instruction is important especially in intermadiate and
advanced levels
7. Errors are inevitable and useful for learning
8. Teacher must have general proficiency and analyzing ability of target
language
G) Affective Humanistic Approach (a reaction to the lack of affective
considerations of Audiolingua-lism and Cognitive code)
‫ محاضرات مكونات منهج اللغة العربية –عام جميع تخصصات كادر المعلم – مكتبة االسراء– امام الصنايع بنين‬65
1.
2.
3.
4.
5.
6.
7.
8.
Individual feelings of each student and teacher
Meaningful communication
Instruction in pairs and small groups
Class atmosphere is more important than materials or methods
Peer support and interaction
Learning a foreign language is a self realization
Teacher is counsellor or facilitator
Teacher must be proficient both in target and student’s native
language since translation may be used for student’s good feeling
H) Comprehension Based Approach (a researh of foreign language learning
is like first language acquisition)
1. Listening comprehension is very important. It develops speaking,
reading and writing.
2. Listening meaninful speech and respond nonverbally
3. Not speaking until being ready
4. Meaningful input
5. Error correction is unnecessary, understanding is most important
6. Teacher must be native (or near native) sapeker. If not audiotapes or
videotapes.
I) Communicative (konuşkan) Approach (Anthropologic and Firthian
linguistics )
1. The goal is learner ability to communicate
2. Content of language not just linguistic structures but semantic nations
and social functions
3. To transfer meaning work in pairs and groups
4. Adjusting the use of target language in different social contexts by role
plays and dramatizations
5. Authentic materials
6. All skills from the beginning for learners are edicated and literate
7. Teacher primarily faciliate the communication secondarily correct
errors
8. Teacher uses the target language fluently and appropriately
Cognitive Approach: language is rule governed cognitive behaviour (not
habit formation)
Affective Humanistic Approach: language learning is a process of self
realization and relating to other people
Comprehension Approah: language acquisition appears when learner
‫ محاضرات مكونات منهج اللغة العربية –عام جميع تخصصات كادر المعلم – مكتبة االسراء– امام الصنايع بنين‬66
comprehends meaninful input
Communicative Approach: purpose of language is communication
Understanding the concepts of APPROACH, METHOD and TECHNIQUE
Approach is general (e.g. Cognitive), Method is a specific set of procedures
more or less compatible with an approach (e.g. Silant Way), Technique is a
very specific type of learning activity used in one or more methods (e.g.
using rods).
Grammar Translation Approach,
Direct Approach
Audiolingual Approach
teaching
Cognitive Approach
Structual syllabus (organized courses,
materials around grammar)
Some methods following Comprehension Approach
Reading Approach
→ Text based syllabus (around texts and
vocabulary items minor grammar)
Situational Approach
→ Dual objective syllabus (around various
situation with structure and vocabulary)
Communicative Approach → communicative syllabus (around notions like
location, agei degree and functions like asking for information)
Affective Hum. Approach → Learner Generated syllabus (learner decide
what to learn, what to do)
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Error analysis in language teaching
Teaching is one of the easiest jobs in the world...
...Teaching WELL is one of the most difficult!
In language teaching, error analysis studies the types and causes of
‫ محاضرات مكونات منهج اللغة العربية –عام جميع تخصصات كادر المعلم – مكتبة االسراء– امام الصنايع بنين‬67
language errors. Errors are classified[3]according to:






modality (i.e. level of proficiency in speaking, writing, reading,
listening)
linguistic levels (i.e. pronunciation, grammar, vocabulary, style)
form (e.g. omission, insertion, substitution)
type (systematic errors/errors in competence vs. occasional
errors/errors in performance)
cause (e.g. interference, interlanguage)
norm vs. system
Speech error
From Wikipedia, the free encyclopedia
A speech error is a speech pattern that differs from some standard pattern.
Speech errors are common among children, who have yet to refine their
speech, and can frequently continue into adulthood. They sometimes lead
to embarrassment and betrayal of the speaker's regional or ethnic origins.
However, it is also common for them to enter the popular culture as a kind
of linguistic "flavoring".
Speech errors may be used intentionally for humorous effect, as with
Spoonerisms.
Within the field of psycholinguistics, speech errors fall under the category
of language production. Types of speech errors include: exchange errors,
perseveration, anticipation, shift, substitution, blends, additions, and
deletions. The study of speech errors contributes to the
establishment/refinement of models of speech production.

Types of speech errors



Grammatical - For example children take time to learn irregular verbs,
so in English use the -ed form incorrectly. See Words and Rules.
Mispronunciation
Vocabulary Young children make category approximations, using car
for lorry for example. See hypernym.
Examples


"Antartica" (Antarctica) <- elision
"particuly" (particularly) <- elision
‫ محاضرات مكونات منهج اللغة العربية –عام جميع تخصصات كادر المعلم – مكتبة االسراء– امام الصنايع بنين‬68

"syntaxically" (syntactically) <- vocabulary
Language has a very specific structure, rules and vocabulary. When we see
movies or read books, the characters seem to speak perfectly. Time the
words just right, no hesitations, no repetitions of words, appropriate
intonation, right speed, pitch and volume. But ideal delivery is purely
hypothetical. We strive for it but it’s impossible because we’re always at
maximum capacity while speaking and errors are inevitable.
Speech production
The production of spoken language involves three major levels of
processing [1]. According to current models of the production lexicon, the
first is the processes of conceptualization that connects the intention to
speak and the concepts to be verbally expressed. The second is the process
of formulation, which is the creation of the linguistic form of the idea meant
to be expressed. This process can be broken down into the processes of
grammatical encoding, which is the selection of semantically appropriate
lexical items and the generation of a syntactic frame, and phonological
encoding, which is the choosing of a phonetic form for the intended
utterance. The third level is the processes of articulation, involving the
retrieval of the phonetic plan, as well as the initiation and execution of
articulation [2]).
A conversation can be viewed a as a sequence of conversational moves ([3])
used by the speaker to convey his meanings and intentions. People tend to
improvise using slang words, repeated words, pause, and use what [4])
called performance additions: they offer support, sometimes interrupt, and
challenge the sentence goals. They also have preconditions that specify
context for their appropriate use. These performance additions are used in
are one of the main differences between spontaneous speaking and writing.
Why do we feel the need to use these spontaneous additions while talking
and in what way do they serve our purpose? These questions will be
discussed in this article through several different views. Performance
additions have been viewed in 3 different approaches: the fist approach,
endorsed by traditional linguistics, views them as “errors” that are not part
of the language and so should not be researched within the linguistic
science. The second approach views the performance additions as errors as
well but claim they should be researched for what they reveal about our
process of language production. And lastly, the third approach views that at
least some performance additions are a part of language ([5]).
Error Correction in the ESL Classroom
‫ محاضرات مكونات منهج اللغة العربية –عام جميع تخصصات كادر المعلم – مكتبة االسراء– امام الصنايع بنين‬69
Some teachers correct every mistake made by their students. Other
teachers rarely or never correct their students' mistakes. In Teacher Joe's
experience, both approaches have serious weaknesses. The first approach
makes students nervous and leads to a lack of fluency. The second
approach can lead to students who speak but whose English is hard to
understand.
It is better to avoid either extreme. ESL teachers should try to find a middle
approach. We need to choose the right time to correct and the right time to
let students speak freely. Corrections should only be made when students
will receive the most benefit. Here are some times when you should correct
students:
1. Correct students when they can't find the right way to proceed. When they
are searching for the right word, phrase, or grammar, you can help them.
2. After several students have made the same mistake, make a note of it and
plan an activity for a LATER lesson. Don't interrupt what they are doing, but
don't ignore the mistake either.
3. Correct students when there is a real possibility for misunderstanding, for
example if a student is talking about a past event but uses the wrong verb
tense which could confuse the listener. You must explain this mistake when
it happens, otherwise it will lead to other misunderstandings in the future.
The next question is, HOW should we correct students mistakes? Here, too,
Teacher Joe has an opinion. There are two things you should include in any
correction:
1. Explain why it is a mistake - how does it lead to miscommunication? Will
this word choice lead people to believe something that is false? When
talking about one thing, will using plural nouns by mistake lead to false
assumptions? When students understand why, they are more motivated to
remember correct English.
2. ALWAYS show students a better way! Don't just tell them they are wrong,
give them an example, in a sentence, to reinforce your correction.
Sometimes, two or three examples are helpful. If it's a particularly difficult
point, you can even have the whole class practice the correct sentences out
loud so that everyone gets it.
Three ways to - correct students' speaking
The constant dilemma: to correct and encourage accuracy or not to correct
and encourage fluency. Interrupting your students when they make
mistakes risks making them nervous and hesitant speakers. Not doing so
may deprive them of a valuable learning opportunity.
‫ محاضرات مكونات منهج اللغة العربية –عام جميع تخصصات كادر المعلم – مكتبة االسراء– امام الصنايع بنين‬70
In general, it is often worth avoiding interrupting students as much as you
can. Immediate correction can be useful when you are interacting with the
class but when students are involved in pair or group activities, delayed
correction is better. Listen while the students are working and make mental
notes of the most important mistakes. Let them complete the activity. Then
you draw attention to the mistake and invite the student to correct it. Most
mistakes in speaking are what we call 'slips'. Slips are mistakes which the
student can correct if you draw attention to the mistake.
The techniques below may be used for both immediate and delayed
correction.
1. Asking for repetition without indicating the mistake.
Many teachers use a rolling movement of the hand to ask the student to
repeat without indicating where the mistake falls. In many cases students
will be able to self-correct when you have indicated there is a mistake.
2. Drawing attention to mistakes and prompting self-correction.
Many teachers use their fingers to indicate the position of mistakes and
prompt the student to self-correct. For example, if a student wants to say:
'The motorcycle was invented in 1885.'
but the student actually says:
'The motorcycle was invent in 1885.'
The teacher puts up three fingers and touches the first finger and says IN,
then touches the second finger and says VENT, and finally touches the third
finger and looks at the student with a questioning facial expression.
Or, if the student is trying to say:
'Mount Everest was first climbed in 1953.'
And the student actually says:
'Mount Everest was first clime bed in 1953.'
The teacher first indicates where the problem exists:
The teacher then indicates the link between the two syllables, saying 'climebed' and then bringing the two fingers together.
3. Peer correction
Sometimes the student cannot self-correct (although they should always be
given the opportunity). In this case you can prompt another student to
provide the correction. After doing this, return to the original student to get
‫ محاضرات مكونات منهج اللغة العربية –عام جميع تخصصات كادر المعلم – مكتبة االسراء– امام الصنايع بنين‬71
the self-correction.
Beware of allowing two or three students in the class to become the ones
who always provide peer correction. Correction of mistakes should be a
task shared by all the students in the class.
[Illustrations from Mistakes and Correction by Julian Edge - Longman 1989,
now out of print.]
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Behaviorism
What is Behaviorism?

School of thought popular in psychology and related fields in the
1930’s-1950’s

Holds that objectively observable behavior is the only acceptable
means of data analysis

Emphasizes the role of environment in learning and development
(nurture)

Learning consists of habits constructed through stimulusresponse associations
Who is Bloomfield?

1887-1949

“Father of American Linguistics”—descriptive tradition,
structuralist, behaviorist

Trained as IEist, but went on to Tagalog and Algonquian
languages
Passage from Language (1933), 22-26
A. A.
B. B.
C. C.
S
S
Practical events preceding the act of speech
Speech
Practical events following the act of speech
R
r......s
(speechless reaction)
R (reaction mediated by speech)
What elements of Behaviorism did you find in the Bloomfield passage?

Speech is the practical reaction (response) to some stimulus
‫ محاضرات مكونات منهج اللغة العربية –عام جميع تخصصات كادر المعلم – مكتبة االسراء– امام الصنايع بنين‬72

Object of study: observable events (behavior)
Language learning seen setting up stimulusresponse pairs, a.k.a. habits





Babbling sets up stimulusresponse pairs: you make certain
movements with your mouth and hear certain sounds
“Imitation” is just a response to the aural stimulus
Association of vocal patterns and objects also
stimulusresponse pairs
Adult emotion of “asking or wanting” a more advanced
stimulusresponse pairs
In addition, Bloomfield claimed that child receives reinforcement
for more correct vocal/object pairs
Contrastive Analysis Hypothesis
(Lado 1957)
Based in behaviorist thinking:

SLA seen as the development of a new set of habits

Positive vs. Negative transfer (of habits)
Main tenants of CAH (strong version):

Main source of errors in L2 due to transfer of L1 habits

Errors can be predicted by a contrastive analysis of the L1 and L2

The greater the difference between L1 and L2, the more errors
that will occur
Problems with CAH:

Errors occur that are not due to L1 (see ex (3-9))

Errors don’t occur when they are predicted (see exs (3-10)-(3-12))

Problems operationalizing the contrastive analysis—how do you
measure “difference” and “distance”

Paradigm shift from behaviorist to mentalist views in psychology
and linguistics
o o Errors in child language part of rule formation and not part of
child’s linguistic environment (see ex (3-6))
o o Imitation and reinforcement/correction don’t seem to be
important to language acquisition (see ex (3-7)-(3-8))
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‫ محاضرات مكونات منهج اللغة العربية –عام جميع تخصصات كادر المعلم – مكتبة االسراء– امام الصنايع بنين‬73