Portfolio Final

Ibra College of Technology
Ibra
Sultanate of Oman
Course File
Level 2
Groups One and Two
Semester 2
Prepared by
Anwar Sajad

TEACHER’S COURSE FILE CONTENT & REVIEW FORM
Academic Year: 2016 - 2017 Semester: 2nd
Department: ELC
Date: _________________
Skills/Courses taught: Listening & Speaking
Level/s: 2_
Writing Reading
Total No. of Hrs Per Week: _18_ Group/s: __1 & 2__
Lecturer’s Name:
Anwar Sajad
S.No Content Available Not
Applicable
(NA)
Section 1: Governance and Management
1. Vision, Mission, Goals
2. Objectives of the ELC
3. Pedagogical Framework
Section 2: GFP Student Learning
4. Learning Outcomes with Delivery Plan
5. Academic Calendar
6. Teacher’s Timetable
7. Students’ Weekly Attendance
8. Copies of Teacher Prepared Handouts,
supplementary materials, worksheets
(organized according to skills taught)
9. Copy of all assessments given to students
10. Examination Results
Section 3: Academic Support Services
11. Students with Special Needs Referral Forms
12. Remedial Program Referral Forms
13. Evidence of Academic Advising and
Assistance
14. Records of students behavior (Incident
Reports)
Section 4: Staff Related Documents
15. Substitution Records
16. Invigilation Duty Records
17. Evidence of Professional Growth Sessions
Attended/Presented
18. Committee Involvement/Additional
Responsibilities Records
19. Copy of Lecturer’s Responsibilities and
Duties (as per bylaws Article 25 and 92)
Auditor’s
Remarks
Name of the
reviewer:
Signature:
Date:
Name of the lecturer:
Signature:
Date:
Notes:
NA-Not applicable
Course files will be randomly checked by nominated staff members nominated by the HoU and the report
will be submiited to the Center/ Department Council before the end of the semester.

CoTs Vision, Mission, & Goals
Vision
We will be a leading technological institution, providing high quality teaching and learning to prepare and
empower the Omani professionals of the future so that they can contribute to national socio-economic
development.
Mission
To deliver high quality student-centred education that produces competitive graduates who enter the labor market
with confidence, strong technological and personal skills, and are prepared for a life of contribution and success.
Goals
1. We will provide excellent governance and administration with transparency and adherence to ethical
principles
2. We will offer students high quality teaching, learning and training opportunities through continuous
market analysis and curriculum review process using recent technology
3. We will offer quality programs that promote entrepreneurial skills and respond to the changing market
needs and developments in technology
4. We will ensure that graduates develop into responsible citizens by enriching their values and attributes
to positively affect socio economic development
5. We will develop staff by offering opportunities for professional and personal development, rewarding
hard work and innovative thinking
6. We will encourage opportunities for applied research and consultancy
7. We will foster mutually beneficial constructive partnerships with various public and private sector
organizations, professional bodies and local and international communities that benefit the community
at large
8. We will provide facilities and learning resources that are effectively utilized and well managed to
ensure efficient student and staff services

2. Objectives of
the ELC

General Foundation Program Level Objectives
Levels
4 (CEFR Equivalent B2)
Objectives
Can understand the main ideas of complex texts on both concrete and abstract
topics, including technical discussions in his/her field of specialisation. Can
interact with a degree of fluency and spontaneity that makes regular interaction
with expert speakers quite possible without strain for either party. Can produce
clear, detailed text on a wide range of subjects and explain a viewpoint on a
topical issue giving the advantages and disadvantages of various options. While
studying can manage time and accept responsibility according to OAAA GFP
Standards 6.2.1. As part of the Level 4 Program, learners will acquire the
research skills, note taking skills and presentation skills specified by the OAAA
GFP Standards # 6.2.2, 6.2.3 and 6.2.4.
3 (CEFR Equivalent B1)
Can understand the main points of clear standard input on familiar matters
regularly encountered in work, study, social life and employment. Can deal with
most survival situations likely to arise while interacting using English. Can
produce connected texts on topics which are familiar, or of personal interest or
of a type with which a student aiming to study at a college of higher education
ought to be familiar. Can describe experiences and events, dreams, hopes and
ambitions and briefly give reasons and explanations for opinions and plans.
While studying can manage time and accept responsibility according to OAAA
GFP Standards # 6.2.1.
2 (CEFR Equivalent A2)
Can understand and use in speech and writing sentences at an elementary level
related to social, academic and employment areas. Can communicate in simple
and routine tasks requiring a simple and direct exchange of information on
familiar and routine matters. Can describe in simple terms aspects of his/her
background, immediate environment and matters in areas of immediate need.
While studying can manage time and accept responsibility according to OAAA
GFP Standards # 6.2.1.
1 (CEFR Equivalent A1)
Can understand and use in speech and writing familiar everyday expressions and
basic phrases and sentences aimed at the satisfaction of needs of a concrete type.
Can introduce him/herself and others and can speak about and ask and answer
questions about social, academic and work related activities. Can interact in a
simple way provided the other person talks slowly and clearly and is prepared
to help. While studying can manage time and accept responsibility according to
OAAA GFP Standards # 6.2.1.

Ibra College of Technology
English Language Center
General Foundation Program
Course Outline
General Foundation Program aims to:
1. help students to gain effective command of the required skills in English Language, Mathematics and
Information Technology
2. provide realistic learning opportunities for students to speak, listen to, read and write social, workplace and
academic English confidently and effectively
3. provide a solid foundation in English, Mathematics, and Information Technology to allow them to perform
successfully in a variety of academic programs at a higher level
4. equip students with the skills and attitudes to successfully participate in lifelong learning in their academic
programs and future careers
5. develop social competence by helping students to acquire teamwork and decision making skills
6. develop academic competences which will include logical and abstract reasoning, problem solving, higher
level cognitive and critical thinking
Level: 2
Academic Year:
2016-17
English
No. of hrs/week
Pre-requisite(s):
Placement Test / Level 2
Contact Hours:
18
Sem: 2
Level Course Objectives
Can understand and use in speech and writing sentences at an elementary level related to social,
academic and employment areas.

Can communicate in simple and routine tasks requiring a simple and direct exchange of information on
familiar and routine matters.
Can describe in simple terms aspects of his/her background, immediate environment and matters in
areas of immediate need.
While studying, can manage time and accept responsibility according to OAAA GFP Standards # 6.2.1.
Level Skill No. of hours/week
2 Reading & Writing (integrated) 10
Learning Outcomes
Note:
1. It is not a requirement to cover these L.Os/descriptors in the given order.
2. These learning outcomes are benchmarked with Common European Framework of Reference for Languages (CEFR)
3. These learning outcomes are mapped with Oman Academic Standards (OAS) for GFP.
CoTs’ Learning Outcomes for Writing
L2W1 Can write simple phrases and sentences for a variety of elementary purposes, linking them using simple
conjunctions such as ‘and’, ‘so’, but’ and ‘because’.
L2W2
L2W3
L2W4
L2W5
Can write and take short, simple notes and messages relating to matters in areas of immediate need.
Can write a very simple personal letter, email or text message expressing thanks or apologies.
Can describe plans and arrangements.
Can explain likes or dislikes.
L2W6 Can describe family, living conditions, past and current education and qualifications.
L2W7
L2W8
L2W9
Can describe present and past activities and personal experiences.
Can write a simple story describing a person or past event.
Can write simple instructions and directions.
L2W10 Can clearly separate topics into individual paragraphs which together form a text in the region of 100 to
175 words.
L2W11 Can use prewriting strategies to generate and develop ideas and to plan before starting to write.
CoTs’ Learning Outcomes for Reading
L2R1
Can comprehend short, simple texts in the region of 400 words dealing with mainly familiar and
concrete topics which are composed of high frequency everyday vocabulary or commonly
encountered, academic job-related or news-related language.

L2R2 Can comprehend short, simple texts which include commonly encountered internationally- recognized
vocabulary.
L2R3
L2R4
Can comprehend basic routine work-related, or study-related letters, faxes, emails and text messages
which may be met locally and internationally.
Can comprehend short, simple personal letters, emails and social media texts.
L2R5 Can understand everyday signs and notices in public places such as in streets, restaurants, educational
institutions and workplaces.
L2R6 Can identify the topics of short simple paragraphs which together constitute short, simple reading texts
of around 400 words.
L2R7 Can understand simple directions and instructions such as on appliances, food packaging and medicines.
L2R8
Can scan to find specific, predictable information in simple reading texts which might include letters,
brochures, newspaper articles, advertisements, prospectuses, menus and timetables or study-related
material.
L2R9 Can demonstrate possession of a range of actively understood vocabulary beyond the most basic met
on the earlier level of the course.
L2R10 Can use context clues to guess the meaning of occasionally occurring unfamiliar words in short, simple
texts in the region of 400 words dealing with mainly familiar and concrete topics.
L2R11
Can independently use a paper, online or digital English to English dictionary to find meaning and
pronunciation of unknown vocabulary.
L2R12 Can use pre-reading strategies to preview, activate prior knowledge, predict content of a text and
establish a purpose for reading.
Delivery Plan: Writing
Wk.
No.
1
2
3
Learning
Outcomes
L2R1
L2R2
L2R6
L2R8
L2R9
L2R10
L2R11
L2R12
L2G33
L2G34
L2W1
L2W6
L2W10
L2W11
Resources
Placement Test
Staff Development Program
Unit 1 – Places
Pages 14 – 31
Remarks

4
5
6
7
8
9
10
11
12
13
L2R6
L2R8
L2R9
L2R12
L2G19
L2W7
L2W8
L2W10
L2W11
L2R1
L2R2
L2R3
L2R6
L2R8
L2R9
L2R11
L2R12 L2W1
L2W6
L2W10
L2W11
L2R5
L2R6
L2R7
L2R8
L2R9
L2R10
L2R12
L2G10
L2W9
L2W10
L2W11
L2R1
L2R2
L2R3
L2R6
L2R8
L2R9
L2R10
L2R12
L2G2
L2G4
L2W8
L2W10
L2W11
L2R1
L2R2
L2R3
L2R4
L2R6
L2R8
L2R9
L2R12
L2G25
Unit 2 – Festivals and
Celebrations
Pages 32 – 49
Unit 3 - School and
Education
Pages 50 – 67
Unit 7 – Sports &
Competition
Pages 122 - 139
Unit 8 – Business
Pages 140 – 157
Unit 9 – People
Pages 158 - 175

L2W5
L2W10
L2W11
14 Level Exit Exam
Marking and entering LEE marks in the server
15
Publication of results & appeals
Reading & Writing Skills
Sources
Text Books
Unlock 2 (Student’s Book)
By: Richard O’Neill
Reading & Writing Skills
Reference Books
Unlock 2 (Teacher’s Book)
By: Jeremy Day
E-brary reference
Relevant Web Sites
www.cambridge.org
Level Skill No. of hours/week
2 Listening/Speaking (integrated) 8
Learning Outcomes
Note:
1. It is not a requirement to cover these L.Os/descriptors in the given order.
2. These learning outcomes are benchmarked with Common European Framework of Reference for Languages (CEFR)
3. These learning outcomes are mapped with Oman Academic Standards (OAS) for GFP.
CoTs’ Learning Outcomes for Listening
L2L1 Can understand clear standard speech spoken at a slightly faster pace than the earlier level on subjects
related to personal and social life and to life as an employee or student.
L2L2 Can understand clearly spoken messages and announcements which might be encountered as a
shopper, traveler, employee or student.
L2L3 Can identify the topic and get the gist of a TV or radio news report dealing with locally, nationally or
internationally familiar subjects.

L2L4 Can understand clearly spoken transactions requiring a response when faced with survival activities
such as shopping, banking and travelling.
L2L5 Can understand simple questions, instructions and directions when spoken at a slightly faster pace than
the earlier level.
L2L6 Can understand clearly stated invitations, offers, advice and suggestions.
L2L7 Can understand simply and clearly expressed discussions concerning future arrangements.
L2L8 Can understand simply and clearly expressed discussions concerning necessity and obligation.
L2L9 Can understand speech providing basic, concrete personal information and information related to
personality and feelings.
L2L10 Can demonstrate understanding of a short talk or conversation of three to four minutes related to
past activities and experiences or to future activities related to social life, or to work or academic life.
L2L11 Can identify the speaker’s viewpoint, attitude and tone.
L2L12 Can extract specific information from a short talk or conversation of three to four minutes.
CoTs’ Learning Outcomes for Speaking
L2S1 Can use a series of phrases and sentences to describe in simple language family and other people,
living conditions, places and objects, educational background and qualifications and jobs.
L2S2 Can use a series of phrases and sentences to provide personal details, describe daily routines, express
wants and needs, and make requests for information.
L2S3 Can produce with a fair degree of accuracy memorized phrases covering predictable survival situations
L2S4 Can demonstrate the willingness to communicate with some success in non-routine situations even
though this may often result in inaccuracy, false starts and repetition.
L2S5 Can tell a story or describe something related to social life or to work or academic life, with reference
to a list of points.
L2S6 Can link ideas using simple connectors such as ‘and’, ‘but’ ‘because’ and ‘or’.
L2S7 Can make or give and respond to invitations, suggestions and apologies, directions and instructions.
L2S8
Can effectively use learnt expressions to politely ask for attention in a social, work-related or
educational situation.
L2S9 Can provide simple advice on a familiar topic.
L2S10 Can use simple sentences to describe everyday activities, past activities, planned future activities and
obligation and necessity in social, work-related or study-related contexts.
L2S11 Can use pronunciation, intonation and stress sufficiently well to avoid placing excessive strain on
conversational partners
L2S12 Can demonstrate an emergent mastery of phonemes problematic for Arabic speakers even though
errors may still be often made when the focus shifts to delivering content.
L2S13 Can respond to a classmate’s interview questions as part of a learning task, which might include roleplaying,
and can satisfactorily answer questions when being interviewed as part of an oral test

L2S14 Can start, maintain and close simple face-to-face conversations.
L2S15 Can use simple, standard phrases to express understanding when in conversation.
L2S16 Can use simple, standard phrases to express lack of understanding when in conversation.
L2S17 Can use gesture and substitute approximate vocabulary in order to attempt to communicate
successfully.
Delivery Plan: Listening & Speaking
Wk.
No.
1
2
3
4
5
Learning
Outcomes
L2L1
L2L2
L2L3
L2L4
L2L10
L2L12
L2G4
L2S1
L2S2
L2S3
L2S4
L2S11
L2S13
L2S14
L2S15
L2S16
L2S17
L2L1
L2L2
L2L3
L2L4
L2L12
L2G2
L2G3
L2S3
L2S4
L2S5
L2S11
L2S13
L2S14
L2S15
L2S16
L2S17
Resources
Placement Test
Staff Development Program
Unit 1 – Places
Pages 14 – 31
Unit 2 – Festivals and
Celebrations
Pages 32 – 49
Remarks

6
7
8
9
10
11
L2L1
L2L2
L2L3
L2L4
L2L5
L2L12
L2G11
L2S3
L2S4
L2S11
L2S13
L2S14
L2S15
L2S16
L2S17
L2L1
L2L2
L2L3
L2L4
L2L12
L2G10
L2S3
L2S4
L2S7
L2S11
L2S13
L2S14
L2S15
L2S16
L2S17
L2L1
L2L2
L2L3
L2L4
L2L6
L2L9
L2L10
L2L12
L2G13
L2G25
L2S1
L2S2
L2S3
L2S4
L2S5
L2S9
L2S13
L2S14
L2S15
L2S16
L2S17
Unit 3 - School and
Education
Pages 50 – 67
Unit 7 – Sports &
Competition
Pages 122 - 139
Unit 8 – Business
Pages 140 – 157

12
13
L2L1
L2L2
L2L3
L2L4
L2L9
L2L11
L2L12
L2G24
L2S1
L2S3
L2S4
L2S13
L2S14
L2S15
L2S16
L2S17
Unit 9 – People
Pages 158 - 175
14 Level Exit Exam
15
Marking and entering LEE marks in the server
Publication of results & appeals
Unlock 2 (Student’s Book)
Sources
Text Books
Listening & Speaking Skills
By: Stephanie Dimond-Bayir
Unlock 2 (Teacher’s Book)
Reference Books
Listening & Speaking Skills
By: Alison Ramage Patterson
E-brary reference
Relevant Web Sites
www.cambridge.org

Grammatical Enabling Descriptors
LO#
Learning Outcomes
Grammatical Items and Verb Forms
1. L2G1 Imperatives (+/-)
2. L2G2 Present simple
3. L2G3 Present continuous
4. L2G4 Past simple
5. L2G5 Past continuous
6. L2G6 Used to
7. L2G7 Going to (future)
8. L2G8 Present continuous for future arrangements
9. L2G9 Future simple
10. L2G10 Present perfect
11. L2G11 Gerund vs infinitive
12. L2G12 Zero and first conditional
13. L2G13 Common phrasal verbs
14. L2G14 Modals: Ability (can, could)
15. L2G15 Modals: Possibility (may, might, possibly, probably, perhaps)
16. L2G16 Modals: Obligation & Necessity (must/mustn’t, have to, should)
17. L2G17 Nouns: Countable and uncountable (much and many)
18. L2G18 Possessives ( ‘s and s’)
19. L2G19 Prepositions of time: on/at/in
20. L2G20 Articles
21. L2G21 Basic determiners (any, some, a lot of)
22. L2G22 Wider range of determiners (all, none, not (any),enough, (a) few)
23. L2G23 Demonstrative adjectives
24. L2G24 Adjectives ending in ‘-ed’ and ‘-ing’
25. L2G25 Comparative and superlative adjectives
26. L2G26 Adverbs of frequency

27. L2G27 Simple adverbs of place, manner and time
28. L2G28 Adverbial phrases of time, place and frequency including word order
29. L2G29 Very basic intensifiers (very, really)
30. L2G30 Basic intensifiers (quite, so, a bit)
31. L2G31 Discourse Markers
32. L2G32 Linkers: sequential – past time (first, then, after that, finally)
33. L2G33 Writing Conventions
34. L2G34 Simple punctuation (capital letters, full stops, commas, question marks)
Level Skill No. of hours/week
2 General Study Skills (embedded in Reading & Writing)
L2GSS 1
Learning Outcomes for General Study Skills
a. Follow the university policies on attendance and punctuality
b. Bring the required materials (pens, pencils, folders, etc.) to class.
c. Date one’s class work.
d. Organize & maintain a portfolio of one’s work with the help of the teacher.
e. Prepare a feasible study schedule.
f. Prepare a term planner noting key dates / events with the help of the teacher.
g. Complete homework on time.
h. Continually revise one’s work.
i. Show respect for teachers and others and their rights to have a difference of opinion.
L2GSS2
a. Use a dictionary (English Arabic) & find meanings for given words.
b. Use the S.A.C. system for finding S.A.C. material with the help of the teacher
c. Use the English – English / English – Arabic dictionary to find the meanings of the difficult words.
d. List the key ideas to guide search for information with the help of the teacher on a familiar topic.
e. Extract relevant information from a book or article using a battery of reading strategies (skimming,
scanning)
f. Summarize & paraphrase information in one’s own words.

Delivery Plan: General Study Skills
Wk.
No.
1
2
3
4
5
6
7
8
9
10
11
12
Learning
Outcomes
L2GSS1
Distribution of books & timetables
a. Know & follow the university policies on
attendance and punctuality
b. Know the importance of bringing the required
materials (pens, pencils, folders etc.) to class.
c. Date one’s class work.
d. Know, organize & maintain a portfolio of one’s
work with the help of the teacher.
Resources
Placement Test
Staff Development Program
e. Know & prepare a feasible study schedule
f. Know & prepare a term planner noting key dates
/ events with the help of the teacher.
g. Complete homework on time.
h. Continually revise one’s work.
i. Show respect for teachers and others and their
rights to have a difference of opinion.
b. Use the S.A.C. system for finding S.A.C. material
with the help of the teacher
a. Know how to refer to a dictionary (English
Arabic) & find meanings.
c. Learn & use the English – English / English –
Arabic dictionary to find the meanings of the
difficult words.
d. List the key ideas to guide search for
information with the help of the teacher on a
familiar topic.
e. Extract relevant information from a book or
article using a battery of reading strategies
(skimming, scanning)
f. Summarize & paraphrase information in one’s
own words
g. Prepare a reflection & submit a portfolio
College Rules and
Student’s
Responsibilities
(In-House
Materials)
Student’s Course
File Checklist (In-
House Materials)
Time Management
& Term Planning
(In-House
Materials)
Rules of the Self-
Access Center
(In-House
Materials)
Use of Dictionary &
Vocabulary Log
(In-House
Materials)
Reflection
Questionnaire
(In-House
Materials)
13
14 Level Exit Exam
15 Marking and entering LEE marks in the server
Remarks
Students should submit
Reading and Writing
Assignments
Students should submit
Reading and Writing
Assignments
Submission of Student’s
Course File/Portfolio

Publication of results & appeals
Assessment Scheme
Continuous Assessment total of 50% Level Exit Exam (50%)
MSE (30 %) OTHER (20 %) COMPONENT Percent
Writing 10% Writing 12.5%
Listening 10% Listening 12.5%
Reading 10% Reading 12.5%
Oral 12.5%
Essential information to students on policies
Attendance Rules
1. Students will get the first warning letter if his/her absence reaches 5% without any valid excuses,
second warning letter will be issued for 10%. If the absence reaches 15% a Debar Letter will be
issued.
2. A student will be considered as LATE when s/he arrives after 5 minutes of the class start time (10
minutes for the morning session only). Being LATE for THREE times in a class will be considered as
ONE class absence.
3. If a student failed to take any exam (Midterm exam, etc.) with a valid reason, s/he has to submit the
supporting documents (with approval seal from government authorities such as MoH, Wali, etc.)
within one week from the date of examination which s/he failed to attend.
4. If a student missed any classes with a valid reason, s/he has to submit the supporting documents
(with approval seal from government authorities such as MoH, Wali, etc.) within one week to the
core tutor.
Examination Rules
1. Students reporting to the examination halls within the first 10 minutes will be allowed to take the
examination but they will not be allocated any additional time to complete the examination, and a
record of their names and the time of their arrival should be submitted to the Exam Coordinators in
the control room while returning the answer scripts. If they report after the specified time, they will
not be allowed to sit for the exam and they will not be given a Make-Up test unless they provide a
valid excuse (with approval seal from government authorities such as MoH, Wali, etc.).
2. If a student is found to be attempting to talk, whisper and/or signal, the invigilator in the first
instance will give a discrete warning. If the behavior persists, this will be treated as a use of unfair
means (i.e., cheating) and the examination paper will immediately be withdrawn from the student
and further actions will be taken. (Please refer to Examination Policy for more details).
3. Invigilators who notice the use of unfair means (other than mentioned above) should immediately
take possession of the paper and/or any materials that the student’s used (mobile, ruler, calculator
etc.) to cheat. If the student wrote on his/her body or college property, pictures are admissible as
evidence. This shall be immediately notified to exam coordinators for further action. (Please refer to
the Examination Policy for more details)

4. Suspected cheating cases will be referred to the Exam Coordinators/equivalent by one of the
invigilators as per procedures in Examination policy.
Other Rules
1. Homework must be submitted on time. Teachers should write their feedback on the students’
writing assignments.
2. Participation: Active participation in class is required.
3. Plagiarism & cheating: Producing work using dishonest methods has no value. Cheating (copying
another student’s work on an assignment or a test), or plagiarism (using another author’s words
without crediting the source) will lead to failure of the assignment or test, failure of the course,
probation, suspension, or expulsion. (Please refer to Plagiarism Policy)
Prepared & Agreed by:
S. No. Lecturer Name Signature Section No.
1 Chokri Level 2 Coordinator
2 Joseph Arakkal Chacko GFP-Standards Committee Coordinator
3 May Rhea Lopez CQAC Coordinator
Date of
Submission:
Approved by:
Designation Name Signature Date
HoS – CTM
Hilal Aamir Al-Hajri
Document History: 1
Revisi
on
Date Author/s Amendments Circulated to
1.1 05-04-
2010
Ms. Inez & Ms. Tung Chi
Internal Curriculum
Development Committee
Version 2 authorized
(Revised the Learning
Outcomes)
ELC Council members
Level 2 Coordinator
L-2 Teachers and students
File copy
1.2 25-09-
2010
Ms. Laila Obeid
Al-Hajri
Version 3 Authorized
ELC Council members
L-2 Teachers and students
HOC. ELC
1.3 16-01-
2011
Ms. Laila Obeid Version 4 Authorized ELC Council members

Al-Hajri
L-2 Teachers and students
HOC. ELC
1.4 14-04-
2011
Ms. Laila Obeid
Al-Hajri
Version 5 Authorized
ELC Council members
L-2 Teachers and students
HOC. ELC
1.5 17-09-
2011
Ms. Laila Obeid
Al-Hajri
Revised Learning
Outcomes. Nov. 2010
ELC Council members
L-2 Teachers and students
HOC. ELC
1.6 03-01-
2012
Ms. Laila Obeid
Al-Hajri
Revised Learning
Outcomes. Nov. 2010
ELC Council members
L-2 Teachers and students
HOC. ELC
Document History: 2
Revision Date Author/s Approval Amendments Circulated to
Draft
28-12-2011 Ms. Laila Obeid
Draft Version 1.0
ELC Council members
V – 1.0
Al-Hajri
ELCC
Authorized
Level 2 Coordinator
HOC. ELC
L-2 Teachers and
Students
Draft
3-01-2012 Ms. Laila Obeid
Draft Version 1.2
ELC Council members
V – 1.2
Al-Hajri
ELCC
Authorized
Level 2 Coordinator
HOC. ELC
L-2 Teachers and
Students
Draft
03-01-2012 Ms. Laila Obeid
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Revision Date Author/s Approval Amendments Circulated to
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&
GFP Level Coordinators
( Sem. 3, AY 2014-2016)
ELCC
Template revised
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Quality Department in
their Visit Report (March
2015)
GFP Level
Coordinators
GFP Standards
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Version 2.1
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1. Recommendations
of the Quality
Department in
their Visit Report
(March 2015)
2. New Teaching &
Learning Materials
for Grammar &
Reading.
Center Quality
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Coordinators
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Students
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7. Students’ Weekly
Attendance

Copies of Teacher Prepared
Handouts, supplementary
materials, worksheets
(organized according to
skills taught)

Mixed Paragraph Activity
There are many old buildings in Muscat.
The city existed thousands of years before.
Muttrah Suq is the oldest suq in Oman.
There are couple of museums which show the history of Muscat.
There are old Merani and Jalali forts giving us the glimpse of old Muscat.
Muscat is a beautiful city.
It is the biggest city of Oman.
History shows that Muscat was one of the important business centers of the Arab countries.
There are graves of fishermen which are thousands of years old.

In conclusion, though Muscat is turning into a new city but its old touch is still there
in its buildings, culture and civilization.
Muscat is a very beautiful city.
Muscat is a big city.
It can be called the city of flowers.
There are beautiful roads, buildings and playgrounds in Muscat.
This beautiful city is famous for its pristine beaches.
There are thousands tourists visiting Muscat every day.
It is surrounded by the sea on one side which has aided to its beauty.
In the end, The Omani government is working hard to make Muscat the most beautiful
city of the world.
It is the capital city of the country.
There are big and wide roads throughout the city.
The city is famous for its big buildings and long beaches.
It is not a small and congested city.

Muscat is an old city.
It has six provinces called wilayats.
It is stretched far and wide.
Its population is almost 1.5 million. To
conclude, as many people are migrating towards Muscat, its size has been increasing
day by day.

End of Ramadan
New Clothes
are worn
Meaning
Eid ul Fitr
Salat al Eid in Large
Groups
Eid ul Fitr activities
Feed the
poor
Give
Charity
Eid ul Fitr
meal with
family
Exchan
ge gifts
with
family n
friends
Visit
family,
friends
Visit
grand
parents
Entertainment
for children

Read the information in the chart and write TRUE or FALSE.
Remember that these abbreviations stand for the week days:
Mon = Monday Tue = Tuesday Wed = Wednesday Thu = Thursday Fri = Friday Sat = Saturday Sun = Sunday
People
Mimi
Karen
Lee
Henry
TV programmes
Game shows
Soap operas
Cooking programmes
The news
Reality shows
Chat shows
Cartoons
Comedies
How often they watch their
programmes
Mon, Tue, Thu
Mon, Tue, Wed, Thu, Fri, Sat, Sun
Mon, Wed
Mon, Wed, Fri, Sat, Sun
Wed
Tue, Thu, Sat
Sat, Sun
Thu, Fri, Sat
1- Lee watches chat shows and comedies three times a week. ___________
2- Henry doesn`t watch the news. ___________
3- Mimi watches soap operas every day. ___________
4- Karen watches TV four times a week. ___________
5- Lee doesn`t watch TV on Wednesdays. ___________
Read the chart again and answer the questions. Write complete answers!
1. What kind of TV programmes does Lee like? _________________________________________________________
2. How often does Karen watch cooking shows? ________________________________________________________
3. What kind of TV shows does Mimi like? _____________________________________________________________
4. How often does Henry watch cartoons? _____________________________________________________________

5. Does Karen watch the news and reality shows? _______________________________________________________
Answer the questions.
a. Do you watch soap operas? If you do, what`s its name? ____________________________________________________
b. Do you like nature programmes? ______________________________________________________________________
c. How often do you watch sports programmes? ___________________________________________________________
d. How often do you watch cartoons? What`s your favourite cartoon? __________________________________________
Read the sentences and circle the correct option.
1. a) Jim never is at work.
b) Jim is at work never.
c) Never is Jim at work.
d) Jim is never at work.
2. a) We have usually lunch at 12 o’clock.
b) We usually have lunch at 12 o’clock.
c) We have lunch at usually 12 o’clock.
d) We have lunch at 12 usually o’clock.
3. a) She travels always by train.
b) Always she travels by train.
c) She always travels by train.
d) She travels by always train.
4. a) They go out sometimes in the evening.
b) They sometimes go out in the evening.
c) They go out in sometimes the evening.
d) They go sometimes out in the evening

Put the words in the correct order to make sentences, as in the example.
1. late / is / she / sometimes ___________________________________________
2. early / up / sister / never / Sundays / on / gets / my ___________________________________________
3. usually / he / goes / to / on / Fridays / the / cinema ___________________________________________
4. go / you / restaurant / often / a / do / how / to / ? ____________________________________________
Put the frequency adverbs and expressions in the right place.
1. Susan is late for school. (never) __________________________________________________
2. My brother doesn’t write letters to his friends. (usually) __________________________________________
3. We go on holidays. (twice a year) ____________________________________________________________
4. Peter wears a tie. (once a week) _________________________________________________________
Rewrite the following sentences using phrases of frequency.
1. I go to English classes on Tuesdays and Thursdays.
............................................................................................................................................................................
2. I have coffee for breakfast, at 11 o’clock, after lunch and sometimes in the evening.
............................................................................................................................................................................
3. I go to the dentist in June and in December.
............................................................................................................................................................................
4. My friends and I go shopping two days a month.
............................................................................................................................................................................
Complete the statements with correct phrases
_______________ much sugar.
_______________ enough time to finish?
_______________ a few bananas and a few apples.
_______________ only one way to solve this problem.
_______________ any apples in the fridge?
_______________ many tigers left in the world.
cWrite a paragraph talking about what TV programmes you watch, how often and why you watch them and those you
don`t watch them.

I usually go to the cinema.
They are sometimes late .
% 0
She doesn’t usually eat
vegetables.
HOW OFTEN
DO YOU GO TO
THE CINEMA?
% 100
A) Complete the sentences with
always usually, often, sometimes,
seldom, rarely or never. Match the
pictures to the sentences.
1. I .................................. do my homework.
2. I am ......................... rude.
3. I .................................. go to cafés with my
friends.
4. I .......................... ride a bike at weekends.
5. I ........................ watch TV in the
mornings.
6. I am ............................. late for school.
7. I ............................... have breakfast.
8. I .................................. speak English at
home.
9. I ............................... get e- mails.
10. I am ............................... friendly.

(exercises)
1. We use adverbs of frequency to say how often something
happens.
2. We normally put an adverb of frequency
after the verb be. He’s often late for school.
before most other verbs. You never phone me.
1) Complete the chart with the adverbs of frequency given in the box.
sometimes usually always hardly ever often never rarely occasionally
0% 100%
100%
1_____ 2_________ 3_______ 4__________ 5__________ 6 _______
100%
7_________ 8__________
2) Put the words in the correct order to make
sentences.
1. go swimming / sometimes / on Sundays / I
_______________________________________
2. in our house / cold / it’s / often
_______________________________________
3. usually / is / hungry / Sam / after school
_______________________________________
4. goes / never / my cousin / cycling
_______________________________________
5. Mark and Ted / books / hardly ever / read
_______________________________________
6. I / my homework / in my room / do / always
_______________________________________
7. snows / in this area / rarely / it
_______________________________________
3) Rewrite the sentences. Use the adverbs of
frequency in brackets.
1. I’m late for school in the morning. (rarely)
__________________________________________
2. Sam goes out with his friends. (occasionally)
__________________________________________
3. Ann surfs the Net in the evening. (usually)
__________________________________________
4. My best friend takes photos at school. (never)
__________________________________________
5. They are at home in the evening. (often)
__________________________________________
6. Ted reads magazines about fashion. (hardly
ever)______________________________________
7. We speak English in English classes. (always)
__________________________________________
4) Write questions. Use How often….? Then
write true answers with frequency adverbs.
1. you / surf the Net?______________________
_______________________________________
2. you / play board games?________________
_______________________________________
3. you / listen to music ?___________________
_______________________________________
4. your best friend / call you ? _____________
_______________________________________
5. your grandparents / use a computer? _____
_______________________________________
_______________________________________
6. your mum / do the shopping ?___________
_______________________________________
_______________________________________
7. you / do the washing-up ? _______________
_______________________________________
8. your English teacher / speak Chinese ?
_______________________________________
_______________________________________
5) Work in pairs. Ask and answer questions. Tick
your partner’s answers.
Are you in tune? QUIZ
How often
1. … do you listen to classical music?
a) Often b) Sometimes c) Rarely d) Never
2. …do you sing in the bath or shower?
a) Rarely b) Sometimes c) Never d) Often
3. … do your parents listen to the same music as
you?
a) Never b) Sometimes c) Often d) Rarely
4. … do you listen to music while you are doing
your homework?
a) Often b) Sometimes c) Rarely d) Never
5. …do you buy CDs?
a) Never b) Sometimes c) Rarely d) Often
6. … do you go to live concerts?
a) Often b) Sometimes c) Rarely d) Often
7. … do you play the piano / the guitar or other
musical instruments?
a) Never b) Sometimes c) Rarely d) Often

Level : 2 Writing Practice Sheet Unit :8 Business Date:
______________________________
Name: ____________________________________________________________Level 2
Group _______
Here’s the timeline of the important events about Oman Air. Oman Air is one of the leading
airlines
in the world.
Write a narrative paragraph (175words) about Oman Air.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Level 2 Writing Practice Sheet
Timeline
Look at the timeline on the life of Maradona. He is the greatest football player of all times. Argentina’s national hero and
pride,this exceptionally talented young man was born to play the sport.
30 October 1960 born. He is the 5 th of eight children. Grows up in a poor family.
Place of birth: , Buenos Aires, Argentina
Parents: Chitoro’ Diego Maradona and Salvadora Franco
1963 receives his first soccer ball as a gift and becomes devoted to the game.
At 10
He joins a youth team of Argentina
February 27,1977 makes his full international debut for Argentina aged just 16 against Hungary.
June ,1979
scores first international goal and wins the junior World Cup
1981 transfers to Boca Juniors for $1.96m.
1982 plays his first World Cup for Argentina. Afterwards he is transferred to Barcelona
FC for a then world record $9.81m.
1983 wins the Spanish Cup with Barcelona
1986 Captains Argentina to World Cup Victory, scoring two goals against England on the
way, the first, the infamous "Hand of God" and the second an incredible 50 meter
run voted "Goal of the Century" in a 2002 FIFA poll.
1997 announces retirement from football aged 37 after failing a drug test
2010 the Times chooses him as the Greatest 10 World Cup Players of all times.
Write a narrative paragraph about the life of Maradona.(175 words)
RUBRIC
Indent/Topic &Concluding sentences 2
Content 3
Organization(Signal words) ( Order of events) 2
Grammar(1-5/6-10/11-15/16-20) 2
Spelling(1-5/6-10/11-15/16-20) 2
Capitalization(1-5/6-10/11-15/16-20) 2
Punctuation(1-5/6-10/11-15/16-20) 2
Total 15
Marks

Level :2 Writing Practice Sheet Unit :8 Business Date: ______________________________
Name: ____________________________________________________________Level 2 Group _______
Here’s the timeline of the important events in the life of Bill Gates. He is an American business magnate,
entrepreneur, philanthropist, investor, and programmer.
January 1, 1979
1980
November 20, 1985
June 15, 2006
2012
1989
*moves from
Albuquerque to its
new home in
Bellevue,
Washington
*partners with
IBM.
*launches Microsoft
Windows
* reorganizes to
focus on three
industries
* leaves
Microsoft for two
years to study
philanthropy.
* is ranked as
the fourth
most powerful
and wealthiest
person in the
world
* founds
Corbis, a
digital imaging
company.
* becomes the
director of an
investment
company.
October 28,1955
*born, Seattle,
Washington, US.
13 years
old
*enrolls in a
private
school
1973
*graduates from
the school
*is a National
merit scholar
.
1973
joins at Harward
College
*meets Steve
Ballmer who
would later
succeed Gates as
CEO of Microsoft
November 1976
* takes a leave
from Harward
* starts Microsoft
with Allen
2013
* creates Bill
&Melinda
Gates
Foundation,
the world’s
wealthiest
charitable
foundation.
2015
* receives
India’s third
highest civilian
award for their
social work in
the country.
Write a narrative paragraph (175words) about Bill Gates.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

February 2004:
Facebook is founded by Harvard classmates Mark Zuckerberg, Eduardo Saverin, Dustin
Moskovitz and Chris Hughes.
June 2004:
Facebook gets its first big investors. Venture capitalist Peter Thiel sees promise in the new
company and invests $500,000 in Facebook. Sean Parker, the founder of Napster, becomes
Facebook's president.
March 2006:
Yahoo! offers to buy Facebook for $1 billion. Facebook rejects the offer.
October 24, 2007:
Microsoft buys a 1.4 percent stake in the company, valuing Facebook at $15 billion.
August 26, 2008:
Facebook reaches 100 million active users
January 2009:
Facebook overtakes MySpace to become the Internet's largest social network.
May 2010:
Game company Zynga makes their social games available on Facebook.
June 2010:
Facebook roles out the popular Like button, which users utilize to denote content they
appreciate.
September 2011:
Facebook introduces Timeline, a controversial feature that revamps user's profiles into a
streamline of events of their documented experiences on the social network.
April 24, 2012:
Facebook reaches 900 million active users.

a) Fill in the blank spaces in the Spider Diagram below. ____/2 Marks
ACTIVITIES
1. Muscat
2. Oman
WHERE:
1. Making traditional food/
Omani coffee/sweets
2. Family time
3. Eating halwa
4. Circus & magic shows
5. Visiting friends
6. Arabic/traditional music,
concerts
7. Amusement park
Muscat Festival
WHEN:
1. January/February
CLOTHING:
1. Men: khanjar,
dishdasha/musser
2. Women: henna,
jewelry/traditional
dress
2. one month
b) Write a paragraph of approximately 100 words describing the National Day of Oman.
____/8 Marks

Reading Skills
THE READING / TAPESCRIPT
Lionel Andrés Messi was born on June 24, 1987 in the city of Rosario, Argentina.
Everyone knows him now as the best football player in the world. In fact, a lot of
people say he might become the greatest player ever. We’ll see about that at the
World Cup. Messi is FIFA World Player of the Year. He also helped his club team
Barcelona win the European Champions League and the World Club Championship.
Messi grew up playing football. He joined his first club when he was five. At the age
of eight, he signed up for the famous Newell's Old Boys' youth team. His career nearly
ended when doctors found out he suffered from a growth hormone deficiency.
Luckily, agents from Barcelona saw his talent and in 2000, he moved to Spain. The
Catalan club paid for his medical treatment and coached him until he made his
Barcelona debut.
Lionel started breaking records as soon as he played his first game for Barcelona in
the 2004-05 season. He became the youngest footballer ever to play a La Liga game
and the youngest to score a goal. He helped his team win the league in his first
season, and the league and Champions League double in the following season. In the
2008-09 season he scored an impressive 38 goals as Barcelona won the treble.
Messi has an amazing career ahead of him. He is set to shine in South Africa. Many
football experts compare him to the legendary Pele and Maradona. This World Cup
could be the stage for him to show people he really is the best. His skills on the ball,
ability to get past defenders and his goal-scoring are breathtaking. Top soccer coach
Arsene Wenger said Messi is “like a PlayStation. He takes advantage of every mistake
teams make”.

Lionel Messi (Listening Practice Worksheet)
Level 2 Group 2
Question 01: Listen to the lecture and tick T, F and NG for true, false and not given
respectively.
1) Messi was born on 24 th June 1988. ( T F NG )
2) He was born in Brazil. ( T F NG )
3) The name of his club is Real Madrid ( T F NG )
4) He trained the players of his club. ( T F NG )
5) Messi grew up as a hockey player. ( T F NG )
6) He joined his first club when he was 10. ( T F NG )
7) He was eight years old when he joined Newell's Old Boys' youth team. ( T F NG )
8) The Catalan club paid for his medical treatment ( T F NG )
9) He played his first game for Barcelona in the 2005-06 season. ( T F NG )
10) Messi’s father was a great footballer. ( T F NG )
Question 02: Listen to the lecture and tick the correct answer.
1) Messi suffered from ------------------ hormone deficiency.
a. blood b. growth c. brain
2) Agents from ------------------------- saw Messi’s talent.
a. America b. Brazil c. Barcelona
3) Messi became the youngest footballer ever to play a ------------------------ game.
a. Football b. La Liga c. world class
4) The ---------------------- Club coached until he played his first match on behalf of Barcelona.
a. Real Madrid b. Barcelona c. Catalan
5) In the 2008-09 season Messi scored an impressive -------------- goals
a. 30 b. 48 c. 38
Question 02: Listen to the lecture and fill 9in the blanks correctly.
1) Messi has an --------------------- career ahead of him.
2) Many football experts compare Messi to the legendary ----------------- and ----------------------.
3) Top soccer coach Arsene Wenger said Messi is “like a ---------------------------- “.
4) Messi takes advantage of every -------------- teams make. Prepared by Anwar Sajad

Level 2 Reading Quiz Unit 2
Read the following passage and answer the questions .
1
3
0
The region of Hong Kong, in East Asia, is made up of hundreds of islands, some very small and some
quite large. One of those islands is named Cheung Chau.
It is a tiny territory shaped like a dumbbell. Less than an hour away
from Hong Kong’s main island by ferry boat, Cheung Chau is
famous for the festival it throws every year at the end of spring,
usually in April or May.
The festival lasts for five days and is called the Cheung Chau Bun Festival. It is named after the
steamed buns—small, round pastries filled with sweet paste—that are eaten on this holiday. Though
Cheung Chau is a quiet, sleepy fishing village, thousands of people
visit during the festival time. They come to celebrate and to eat the
island’s famous buns, which are all stamped in red with the Chinese
character that means “peace.”
As part of the celebration, the people who live on the island organize
a giant parade. There are also drummers, opera singers, and dancers dressed
as dragons and lions. For three days before the parade, the residents of
Cheung Chau only eat vegetarian food, but afterwards, it is traditional to eat meat.
7
The real highlight of the festival happens at midnight. It’s the Bun Scrambling Competition. Several huge
towers are built in the center of the island and are covered with plastic buns. People climb up the
towers as fast as possible and throw as many buns as they can over their shoulders and into the open
knapsacks they carry on their backs. This is one of the most popular celebrations in Hong Kong. The Bun
Scrambling competition was stopped from 1978 to 2005, because one of the towers fell down. Now there
are new rules: the structures need to be made of steel instead of bamboo. And instead of being open to
everyone, only 12 carefully chosen participants can join in. First, though, they are trained in the basics
of safe climbing. Luckily for everyone else present, tasty buns are given out at the end of the competition,
and the boat back to Hong Kong’s main island runs all night long.
Name:……………………………………… Group:…………
Date:……………………
Section 1 Circle the correct option (3Marks)
1.Where is Cheung Chau? ………………………………………………………………………………………..
2. What is Cheung Chau famous for? ……………………………………………………………………………
3. What are the highlights of the festival?( Write any two)
……………………………………………………….
………………………………………………………………….

Section II Match the ideas to the paragraph. (1Mark)
Paragraph
1. The Bun Scrambling Competition. A
2. The giant parade B
3. The special food during the festival C
4.The location of Cheung Chau
D
Section III Find out the synonyms of the words from the passage (1Mark)
1. Celebration (line 5 ) ........................................................
2. march/procession(line14) ..........................................................
Section IV Find out the antonyms of the following words from the passage.(1Mark)
1. modern (line 16 ) ............................................
2.unknown(line 20 ) ..............................................
Section V What do the following pronouns refer to?(1Mark)
1. It (line3) ............................................................
2. It(line 7 ) .............................................................
3. They(line10) .............................................................
4. They(line23) .............................................................
Section VI Answer whether the following statements are True /False (1Mark)
1.The festival usually takes place in April or May.
True / False
2.Hundreds of people visit the festival every year.
True / False
3.The festival lasts for five days
True / False
4. At the festival, the buns are all stamped in blue with a Chinese character . True / False
Section VII Answer the following questions.(2 Marks)
1. Why was the Bun Scrambling Competition stopped from 1978 to 2005?
............................................................................................................................................................................
2. How many participants can join the Bun Scrambling Competition?...........................................................

Cristiano Ronaldo
Cristiano Ronaldo dos Santos Aveiro was born in 1985. He is widely regarded as one of the best players in
the world. The legendary Dutch genius Johan Cruyff said he's one of the best ever. Ronaldo became a
soccer superstar playing for English team Manchester United, Spain's Real Madrid and for Portugal. He
plays in midfield, from where he regularly scores spectacular goals.
Ronaldo started kicking a ball around when he was three. His skill was obvious then and by ten years old,
two of Portugal's top clubs wanted to sign him. He joined Sporting Lisbon and became the only player in
their history to play for the Under-16, Under-17, Under-18, B team and first-team within one season. His
skills soon attracted Europe's big teams.
Manchester United decided Ronaldo was the perfect replacement for David Beckham and signed him in
2003. He set the English Premier League alight in his time there with his silky skills, and helped the team
win nine trophies, including the UEFA Champions League. He also picked up the FIFA World Player of
the Year award in 2008.
In 2009, Ronaldo joined his boyhood heroes Real Madrid and became the most expensive footballer in
history. His transfer fee was over $131 million. He broke Real's scoring record in his second season, with
53 goals in all competitions. He bettered that in 2011-12, netting 60 times to help Real win Spain's La Liga.
In 2012, Diego Maradona said Ronaldo was "the best player on the planet."

Cristiano Ronaldo (Reading Practice Worksheet)
Level 2 Group 1
Question 01: Read the passage and tick T, F and NG for true, false and not given respectively.
11) Cristiano Ronaldo was born in 1958. ( T F NG )
12) He was born in Portugal. ( T F NG )
13) Ronaldo was very good at school. ( T F NG )
14) He never played for Manchester United. ( T F NG )
15) He is basically a goal keeper. ( T F NG )
16) At the age of TEN Ronaldo joined Sporting Lisbon. ( T F NG )
17) Manchester United signed him in 2006. ( T F NG )
18) Ronaldo is better than David Beckham. ( T F NG )
19) The FIFA World Player of the Year award in 2007 was won by Ronaldo. ( T F NG )
20) Ronaldo has three children. ( T F NG )
Question 02: Tick the correct answer.
6) Manchester United is a/an ------------------ team.
b. French b. American c. English
7) Ronaldo started playing at the age of ------------------.
b. ten b. three c. seven
8) David Beckham played on behalf of ------------------------------------
b. Sporting Lisbon b. Real Madrid c. Manchester United
9) Ronaldo regularly scores spectacular goals. (line 4). What does “spectacular” mean?
b. fantastic b. ordinary c. simple
10) Tick the opposite of the phrase “most expensive” (para 4).
b. Costing too much b. the cheapest c. not available
Question 03: Fill in the blanks correctly.
5) Ronaldo is the most ----------------------- footballer of the world.
6) He is the best player on the ---------------- .
7) His skills soon attracted Europe's big ----------------- .
8) The legendary genius Johan Cruyff was from --------------------- Prepared by Anwar Sajad
Good Luck

READING SECTION 1
Questions 1 to 10
Read the scanning sheet about Four Internet Entrepreneurs and answer the questions.
You may write your answers on the question paper, but you MUST transfer your answers to the answer sheet before the
60 minutes are over. You will NOT be given any extra time at the end to do this.
Write no more than THREE WORDS AND/OR A NUMBER for each answer.
Write the answer in the correct space on your answer sheet.
1. How old was Sergey Brin when his family immigrated to America?
2. How much did Brian Acton and Jan Koum sell Whatsapp for?
3. Who is Mark Zuckerberg married to?
4. Where was Jawed Karim born?
5. Which university did Brian Acton go to?
6. Who did Sergey Brin start Google with?
7. When did Google buy Youtube?
8. Which American state did Brian Acton grow up in?
9. Where did Chad Hurley and Jawed Karim meet each other?
10. How much money has Sergey Brin got?
READING SECTION 2
Read the passage and answer the questions

You may write your answers on the question paper, but you MUST transfer your answers to the answer sheet before the
60 minutes are over. You will NOT be given any extra time at the end to do this.
A
Jim McGuckin is a resident at Lake Park, a care home for the elderly in the city of Oakland, California. When he lived
in his own home, Jim had a cat. But in the Oakland old people’s home he has a robotic cat. Jim’s robotic cat is the
first product in a new range of robotic pets called ‘Joy for All’, which the famous American toy company, Hasbro, is
developing.
B
Dave Lee, North America technology reporter for the BBC news channel went to Lake Park to interview Jim and
other old folk who have robotic cats. “It feels just like a real cat”, Jim said. “I can feel the movements inside.”
Dave Lee also spoke to Hasbro, the company that makes the robots. The company told him that they were going
beyond play and into areas that combat, or help to fight, bigger problems. One problem that old men and women
have to face in care homes is the problem of loneliness.
C
D
In Dave Lee’s opinion, Hasbro’s device isn’t perfect, yet. He says that the ‘robocat’ is designed to look and behave
just like a real animal. Have Hasbro succeeded? In Dave’s words: “It miaows, semi-convincingly, and it purrs, very
convincingly. It's fluffy and nice to stroke, but the stiffness of the robocat’s electronic insides tell us that it isn’t
real.” However, Dave believes that Hasbro have done an excellent job. Dave says: “When you switch it on, you
instinctively say "hello!" - and from that point onwards, it's no longer a gadget. It's a cat.”
E
Another resident of Lake Park is Miriam Beames. Her own, real cat called Yum-Yum died a year ago. For various
reasons, Miriam couldn’t get another real cat after Yum-Yum passed away. Miriam likes her robocat very much.
“Feeling the purr the cat makes when I stroke it is really nice!” Miriam says.
F
Ted Fisher is Vice- President of Business Development for Hasbro. He says that the company is not trying to replace
real pets with their ‘Joy for All’ range. Ted says that they have tried to create interactive companions which are
familiar and have lifelike characteristics. The business development vice-president also thinks that this is an enormous
business opportunity because the world has an ageing population.
Questions 11-15
The Reading passage has 6 paragraphs, A-F.
From the following headings 1-6 choose a suitable title for each paragraph. Write the correct number on your answer
sheet. The first one has been done for you as an example. (WRITE ONLY THE CORRECT NUMBER)

Headings
1. A new type of product from a toy company
2. Hasbro’s plan according to Vice- President of Business Development
3. What an old man and other the old people told a journalist
4. One old lady is very pleased
5. The reason Hasbro is moving away from toys
6. A BBC reporter’s opinion of the robotic pets
Paragraphs
Example: A = 1
11. B = 12. C = 13. D = 14. E = 15. F =
Questions 16 -18
Do the following statements agree with the information given in the Reading Passage?
In the correct space on your answer sheet, write
TRUE (T) if the statement agrees with the information
FALSE (F) if the statement contradicts the information
NOT GIVEN (NG)
if there is no information on this
16. Hasbro have already made many products in their ‘Joy for All’ range.

17. Dave Lee did not only speak to Jim McGuckin.
18. Loneliness is the worst problem old people must face.
Questions 19 to 21
Choose the correct letter, A, B or C.
Write only the correct letter on your answer sheet.
19. Dave Lee says
A the ‘robocat’ will never be perfect.
B Hasbro have done a great job developing the ‘robocat’.
C the ‘robocat’ was not created to look and behave like a real cat.
20. Miriam Beames did not get another real cat
A because Yum- Yum died only a year ago.
B because she is a resident of Lake Park.
C for a number of different reasons.
21. Ted Fisher thinks the ‘Joy for All’ range
A will replace real pets.
B is a huge opportunity for Hasbro to do business.
C should not have lifelike characteristics.
Questions 22 to 25
Complete the summary below using words from the box. The words are from the passage. Write your answers on your
answer sheet.
opinion real designed product
The first 22. __________________ in a new range of robotic pets is known as ‘robocat’.
It is 23. __________________to have looks and behavior exactly like a real cat. However, a BBC technology reporter
examined ‘robocat’ and his 24. __________________is it isn’t perfect, so far. He says he could tell it wasn’t 25. ___________
because its electronic insides were stiff.

Listening Skills
THE READING / TAPESCRIPT
Lionel Andrés Messi was born on June 24, 1987 in the city of Rosario, Argentina.
Everyone knows him now as the best football player in the world. In fact, a lot of
people say he might become the greatest player ever. We’ll see about that at the
World Cup. Messi is FIFA World Player of the Year. He also helped his club team
Barcelona win the European Champions League and the World Club Championship.
Messi grew up playing football. He joined his first club when he was five. At the age
of eight, he signed up for the famous Newell's Old Boys' youth team. His career nearly
ended when doctors found out he suffered from a growth hormone deficiency.
Luckily, agents from Barcelona saw his talent and in 2000, he moved to Spain. The
Catalan club paid for his medical treatment and coached him until he made his
Barcelona debut.
Lionel started breaking records as soon as he played his first game for Barcelona in
the 2004-05 season. He became the youngest footballer ever to play a La Liga game
and the youngest to score a goal. He helped his team win the league in his first
season, and the league and Champions League double in the following season. In the
2008-09 season he scored an impressive 38 goals as Barcelona won the treble.
Messi has an amazing career ahead of him. He is set to shine in South Africa. Many
football experts compare him to the legendary Pele and Maradona. This World Cup
could be the stage for him to show people he really is the best. His skills on the ball,
ability to get past defenders and his goal-scoring are breathtaking. Top soccer coach
Arsene Wenger said Messi is “like a PlayStation. He takes advantage of every mistake
teams make”.

Lionel Messi (Listening Practice Worksheet)
Level 2 Group 2
Question 01: Listen to the lecture and tick T, F and NG for true, false and not given
respectively.
21) Messi was born on 24 th June 1988. ( T F NG )
22) He was born in Brazil. ( T F NG )
23) The name of his club is Real Madrid ( T F NG )
24) He trained the players of his club. ( T F NG )
25) Messi grew up as a hockey player. ( T F NG )
26) He joined his first club when he was 10. ( T F NG )
27) He was eight years old when he joined Newell's Old Boys' youth team. ( T F NG )
28) The Catalan club paid for his medical treatment ( T F NG )
29) He played his first game for Barcelona in the 2005-06 season. ( T F NG )
30) Messi’s father was a great footballer. ( T F NG )
Question 02: Listen to the lecture and tick the correct answer.
11) Messi suffered from ------------------ hormone deficiency.
c. blood b. growth c. brain
12) Agents from ------------------------- saw Messi’s talent.
c. America b. Brazil c. Barcelona
13) Messi became the youngest footballer ever to play a ------------------------ game.
c. Football b. La Liga c. world class
14) The ---------------------- Club coached until he played his first match on behalf of Barcelona.
c. Real Madrid b. Barcelona c. Catalan
15) In the 2008-09 season Messi scored an impressive -------------- goals
c. 30 b. 48 c. 38
Question 02: Listen to the lecture and fill 9in the blanks correctly.
9) Messi has an --------------------- career ahead of him.
10) Many football experts compare Messi to the legendary ----------------- and ----------------------.
11) Top soccer coach Arsene Wenger said Messi is “like a ---------------------------- “.
12) Messi takes advantage of every -------------- teams make. Prepared by Anwar Sajad
Good Luck

Cristiano Ronaldo (listening Practice Worksheet)
Level 2 Group 1
Question 01: listen to the lecture and tick T, F and NG for true, false and not given respectively.
31) Cristiano Ronaldo was born in 1958. ( T F NG )
32) He was born in Portugal. ( T F NG )
33) Ronaldo was very good at school. ( T F NG )
34) He never played for Manchester United. ( T F NG )
35) He is basically a goal keeper. ( T F NG )
36) At the age of TEN Ronaldo joined Sporting Lisbon. ( T F NG )
37) Manchester United signed him in 2006. ( T F NG )
38) Ronaldo is better than David Beckham. ( T F NG )
39) The FIFA World Player of the Year award in 2007 was won by Ronaldo. ( T F NG )
40) Ronaldo has three children. ( T F NG )
Question 02: Tick the correct answer.
16) Manchester United is a/an ------------------ team.
d. French b. American c. English
17) Ronaldo started playing at the age of ------------------.
d. ten b. three c. seven
18) David Beckham played on behalf of ------------------------------------
d. Sporting Lisbon b. Real Madrid c. Manchester United
19) Ronaldo regularly scores spectacular goals. (line 4). What does “spectacular” mean?
d. fantastic b. ordinary c. simple
20) Tick the opposite of the phrase “most expensive” (para 4).
d. Costing too much b. the cheapest c. not available
Question 03: Fill in the blanks correctly.
13) Ronaldo is the most ----------------------- footballer of the world.
14) He is the best player on the ---------------- .
15) His skills soon attracted Europe's big ----------------- .
16) The legendary genius Johan Cruyff was from --------------------- Prepared by Anwar Sajad
Good Luck

Listening and Speaking Skills (L2G2)
Activity No 1 ( New Year’s Day)
Listen to the conversation and answer the questions.
1. Randall used to ___________ with friends to celebrate the new year.
A. play games B. watch movies C. watch fireworks
2. Randall and his friends would eat ________ on New Year's Eve.
A. salad B. fried chicken C. pizza
3. When Randall's children were little, he used to ___________ on that night.
A. put them to bed early B. watch TV together C. stay up late
4. Now, Randall usually ______________ on New Year's Eve.
A. goes for a drive B. goes to bed early C. prepares a special dinner
5. According to Randall, New Year's Day isn't a big celebration for him because _________.
A. every new day is a new beginning B. he doesn't like change C. he feels like he is getting older
-------------------------------------------------------------------------------------------------------------------------------------------------------------
Activity No 2 (describing people)
Listen to the conversation and answer the questions.
1. Gregorio is well known for his ability to work with ____________.
A. famous athletes B. animals C. world dancers
2. What is one thing that is NOT true about him?
A. He's tall. B. He's wearing green slacks. C. He has on a blue jacket.
3. What does Georgina do for a living?
A. She's a popular sports figure. B. She's famous for her cooking skills.
C. She makes a living selling tennis shoes.
4. Georgina is a ____________ woman wearing a yellow dress.
A. large B. heavy C. small
5. What is the other invited guest, Brad Pitt, doing in the conversation?
A. He's sitting in the room. B. He's standing by a table. C. He's eating some refreshments.
-------------------------------------------------------------------------------------------------------------------------------------------------------------
Anwar Sajad

Activity No 3 ( Sightseeing Around Town )
Listen to the conversation and answer the questions.
1. Where are they planning to go in the morning?
A. to a park B. to an art museum C. to a shopping center
2. What kind of restaurant do they want to visit for lunch?
A. Italian B. Indonesian C. Indian
3. Why does the man want to visit the zoo in the afternoon?
A. The zoo will be closed the rest of the week. B. The zoo is free to visitors that day only.
C. There are unusual animals on display.
4. Why does the woman want to go shopping instead?
A. She wants to buy mementos of their visit. B. She saw some great prices at a shopping center.
C. She wants to buy a gift for her friend.
5. How do they plan to get to the seashore at the end of the conversation?
A. by taxi B. by bus C. by subway
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Activity No 4 (Shopping for the Day)
1. What is the girl shopping for?
A. a present for her mother B. a present for a friend C. a present for her father
2. How much is the black wallet?
A. $49.95 B. $40.95 C. $44.95
3. Why doesn't the girl like the brown wallet?
A. There isn't a place to put pictures. B. It's too big and heavy. C. She doesn't like the color.
4. About how much does the girl have to spend?
A. $5.00 B. $10.00 C. $13.00
5. What does the girl decide to buy?
A. a black wallet B. a brown belt C. a tie
-------------------------------------------------------------------------------------------------------------------------------------------------------------
Good Luck
Anwar Sajad

Introduction
Do professional teachers need training? Should they refresh what they have already imbibed? Is it mere a
wastage of time to train the literati? We can’t deny the fact that teachers are the most learned people of a
society. They play a vital role in the development of a country. They are like candles that burn themselves
but provide light to others. However, their professional training is very necessary. If they don’t recapitulate
their professional knowledge, they definitely will forget what they have learned. Someone has aptly said,
“Stagnant waters get filthy.” Professional Development Committee in the English language Centre Ibra
College of Technology works very hard to provide maximum training facilities to its teachers. The
Committee in the ELC works zealously under the auspices of Mr Basim Al Mushafri – the Head of English
Language. The committee searches for the presenters like a beach comber to keep the teachers abreast with
the new pedagogical techniques and methodologies for the better understanding of the students. The
members of Professional Development Committee work beyond the call of their duty to provide the teachers
with training facilities. Its aim is to identify the specific training needs of the staff in the Center based on the
staff and students’ feedback, staff appraisals report and need analysis surveys. The committee also suggests
ways to fulfil the identified needs (topics/themes/sharing good practices for workshops, seminars,
symposiums, conferences etc. It finds out the ways to establish relationship with other educational providers,
colleges of technology and universities etc. in Oman. The committee works under certain process and
follows a specified track which is as under:
Selection of Topics
Topics for the presentations are selected in two ways; identified areas of improvement based on Staff Appraisal and
Training Needs Analysis Survey. Staff Appraisal is the need of the English Language Centre and Training Needs
Analysis Survey is the need of the teachers working in the ELC. During the Staff Appraisal, the topics are selected
from different sources. They are as under:
a) Students' Feedback on Teaching
b) Students' Feedback on Advising
c) Lesson Evaluation

d) Time Management at Workspace
e) Contribution to the Center
f) General Behaviour
On the other hand, a Training Needs Analysis Survey is conducted by the PDC. Teachers are asked about the specific
professional training they would like to get. This academic year, these points have been incorporated into the Staff
Performance Self-Appraisal Form. This form is confidential. The coordinators go through every form, collect the
teachers’ training needs and hand over to the co-chairperson of Professional Development Committee. After the
topics are collected, the co-chairperson holds a meeting with the chairperson - the HOC and isolates the
presentations/workshops for internal and external speakers.
Circulation of Topics
The coordinator (co-chairperson) of the Professional Development Committee sends an email to the ELC teachers
and circulates the topics. The teachers/presenters are requested to come forward, select the topics and present in the
ELC Main Hall on voluntary basis. The same list of topics is sent to the HOSs of other departments of ICT (related
to them i.e. Learning Moodle, Time Management, using smart board etc.) to provide the ELC with presenters. The
list of topics, specified for the guest speakers, is sent to other colleges or universities through the HOC of ELC and
presenters are invited. Such presenters are mostly attended by all the ICT staff provided that the topic is of common
interest.
Tasks Assigned to the members PDC
The Professional Development Committee has been assigned different kinds of tasks which they perform diligently,
re:
Preparing an action plan with the approval of ELCC (ELC Council).
Identifying the specific training needs of the staff in the centre based on the staff & students feedback,
staff appraisals report and need analysis surveys.
Suggesting ways to fulfil the identified needs (topics/themes/sharing good practices for workshops,
seminars, symposiums, conferences etc.)
Suggesting ways to establishing relationship with other educational providers and other professional
bodies.
Indicating ways to encourage staff and students for maximum participation in external events held by
other educational providers and other professional bodies.
Identifying and suggesting areas of research to be conducted in ELC and call for research scholars (staff
of ELC) to participate and present their findings.
Collecting feedback from the participants of the organized events and analyzing the effectiveness of such
events and for future identification of needs.

Coordinating with the Website and Publications Committee for publishing presenters/resource person’s
original work.
Preparing an Annual Report on all such events organized by the Committee and submitting it to ELC
Council.
In addition to the above, the PDC also does the tasks :
Booking the ELC Main Hall for the workshop.
Request for publishing the announcement on the ICT web page.
Taking the attendance of the teachers who attend the workshop.
Writing the minutes of the meetings.
Preparing certificates for the presenters.
Conduction of a workshop
Once the presenter is ready, the co-chairperson sends an email to the ELC faculty members and informs them about
the time, venue, topic and the name of the presenter. The timing is mostly 1:30 pm, every alternate Thursday in the
ELC Main Hall. During the examination time, there is no workshop. The announcement of the workshop is published
on the ICT main web page for which proper official permission is taken. The ELC Main Hall is booked in advance
and request for a photographer, microphones, MMP and a laptop etc. is sent to the HOC ETC. The teachers are
reminded and motivated to attend the workshop. During the workshop, the participants sign their attendance. They
write their feedback about the workshop which is evaluated later on. The best presenter is nominated at the end of
the academic year during a PDC gathering.
Workshops outside the College
The Professional Development Committee keeps regular contacts with other colleges of technologies and
universities in Oman and facilitates the teachers to attend and participate. ELC presenters’ names are also sent to
other colleges as per their demand as guest speakers. The college administration provides bus for the teachers who
attend or present the workshops in other colleges.
The Future Mega Plan
The future mega plan is to organize a national level ELT symposium which will play a vital role in the professional
burgeoning of ELC teachers, thus the students will reap its fruit in the long run.

Conclusion
In the nutshell, taking the above mentioned points into consideration, it is crystal clear that the Professional
Development Committee is very important, because it works for both the teachers and the students. It is a matter of
great encouragement that now many teachers are contacting to present in and outside the college.
Written and Prepared by
Anwar Sajad
Co-Chairperson PDC
English language Centre
Ibra College of Technology