A- Prior to introduction of reading and writing in English for pre-foundation level learners, they should:

• Learn to write the A.B.C letters

• Develop basic oral vocabulary and grammar rules

• Develop basic oral vocabulary in English for at least two months

• Learn the name of each letter and its sound for at least two weeks

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.8.10

CCSS.RL.9-10.10

A- Making connection between what is being taught and learners' prior knowledge is:

• 1. Something that distracts the attention of English learners from the more important things that they must acquire

• A high–order skill that should be included in the domain of Access to Information

• A high-order skill by which learners infer impliciIt meaning by being able to read between the lines

• A high-order thinking skill by which learners conjugate what is being taught with prior knowledge of learners

Tags

CCSS.RF.1.3A

CCSS.RF.1.3D

CCSS.RI.1.3

CCSS.RI.2.3

CCSS.RI.3.8

The beginning stages of language acquisition are:

• Reading and writing introduction---- listening and speaking practice---- basic reading skills

• Reading and writing introduction---- basic reading skills---- listening and speaking practice

• Listening and speaking practice---- Reading and writing introduction---- basic reading skills

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.8.10

CCSS.RL.9-10.10

The pre-foundation level is usually achieved by:

• . Either the end of first grade or by the first half of the second grade

• . Either the end of third grade or by the first half of the fourth grade

• The end of fourth grade

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.8.10

CCSS.RL.9-10.10

Learning the rules for the appropriate grammatical structure begins in:

• The pre-foundation stage as learners are naturally exposed to grammar in the learning process in the classroom

• The Intermediate level - the end of sixth grade

• The fifth grade - the Foundation level

1. According to the curriculum, what are the names of the four language learning domains?

• The domains of presentation, access to Information, giftedness and personal development

• The domains of leadership, appreciation of language and culture, presentation and motivation

• The domains of appreciation of language, literature & culture, presentation, access to Information and social interaction

• The domains of motivation, growth mindset, presentation and social abilities

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.8.10

CCSS.RL.9-10.10

1. We will able to tell that a learner has reached the Foundation standard of the Social Interaction domain when…

• They create and respond to a limited range of written message types

• They interact with at least six class mates

• They show growing interest in relationships' complexity

• They describe people, places, things and personal experiences in familiar settings

Tags

CCSS.RI.11-12.7

CCSS.RI.9-10.7

CCSS.RL.11-12.7

CCSS.RL.8.7

CCSS.RL.9-10.7

1. Beginning language learning is facilitated when learners:

• Are familiar with at least 1000 words in their L1

• Are positive about learning the language

• Read and write words in their L2

• Have developed literacy skills in their L1

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.8.10

CCSS.RL.9-10.10

What is the main focus when teaching language at pre-foundation level?

• Vocabulary

• Oral skills (listening and speaking)

• Grammar

• Writing

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RI.8.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

How can we make learners attend to sounds and sound combinations of the language in preparation for reading?

• Use stories, games, visual materials

• Teach phonemic awareness

• Focus on frequent words

Tags

CCSS.L.1.2D

CCSS.RF.2.3E

CCSS.RF.4.3A

CCSS.RF.5.3A

CCSS.RF.K.3B