English Curriculum 2020
For Junior High School

Introduction

Alignment with the (CEFR) for languages

Curriculum Components

Interdependent dimensions:

communicative competences:

Linguistic competence

general
linguistic range

vocabulary size and depth

grammatical accuracy

phonological and
orthographic control

Sociolinguistic competence

Pragmatics

language activities

Reception

oral reception
(listening comprehension)

written reception (reading comprehension)

Production

Oral production

written production

Interaction

production

reception

Mediation

Mediation involves:

Reception

Production

Interaction

Can-do Statements

operative Can-do Statements

Domains

Occupational domain

Public domain

Personal domain

Vocabulary

Words and Chunks

Bands

Grammar

comprises lists of structures

Principles to Guide Teaching Practice

A. Principles underlying language learning and language teaching

Table 1
Principles of Language Learning and Language Teaching

B. Principles underlying beginning language learning and teaching

C. Principles underlying the selection of materials

D. Principles underlying the design of tasks

E. Principles underlying classroom assessment

F. Principles underlying the integration of ICT

Levels of Progression

Table 3
Comparison of Levels

English Curriculum 2020

CEFR Global Scale

Revised English
Curriculum 2018

Sources for Can-do Statements and Format of Presentation

Four sources served as a basis for formulating the can-do statements:

CEFR

the Global Scale of English (GSE)

the Australian Curriculum (AUS)

The Guidelines for the
Teaching of English at the Pre-Foundation Level (GEPF)

The format of the presentation of can-do statements

Figure 1 Presentation format of activities and can-do statements

Activity

Global
can-do
statement

Operative
can-do
statement

Source

Vocabulary - Foreword by Prof. Batia Laufer

The Lexical Bands

Table 4
Vocabulary Bands for Each Level

Level

Lexical Band

Grade Level

Table 5
Vocabulary Targets for Each Level

Level

Grades

Pre-basic
User (Pre
A1)

Basic User I
(A1)

Basic User II
(A2)

Independent
User I (B1)

Independent
User II (B2)

Grammar - Foreword by Prof. Elite Olshtain

Description of the grammar component

Mastery of grammar:

Mostly receptive

Emerging production

Evolving usage and accuracy

Format of the grammar component

Figure 2 Presentation format of grammatical structures and can-do statements

Structure

Global can-do
statement

Operative
can-do
statement

Source

Examples

Traditional grammar teaching

Form

Meaning

Grammatical constructions in English can be characterized by three dimensions:

1) structure or
form,

2) meaning

3) use in terms of pragmatic appropriacy

Basic User II (A2)

Activities

Reception

Spoken reception

Written reception

Production

Spoken production

Written production

Interaction

Spoken interaction

Written interaction

Mediation

Language A = communication source

Language B = communication output

Communicative Competences

Linguistic (Band II Vocabulary and Grammatical Elements)

Phonological control

Orthographic control

Sociolinguistic

Pragmatic

Spoken fluency

Plurilingual and pluricultural competence

Grammar

Table 6
Grammatical Structures for Grades 7, 8 and 9

Can-do descriptors

Clauses

Verb forms

Noun Forms

Adjective / adverb forms

Global Can-do Statements

Basic User II- A2 (Intermediate)

Reception

Spoken reception

Written reception

Production

Spoken production

Written production

Interaction

Spoken interaction

Written interaction

Mediation

Language A = communication source

Language B = communication output

References