English Curriculum 2020 For Junior High School

Più simili a questo

SUBJECT AND OBJECT

da Dayana Gavilima

COMMUNICATIVE COMPETENCE --- Is based on three models

da karina rocio silva vargas

Zoho CRM

da Baraa Muhammed

Math 1510 Mindmap - Number Theory

da Jennifer Krause

English Curriculum 2020 For Junior High School

Table of Contents

References

Global Can-do Statements

Basic User II- A2 (Intermediate)

Basic User II (A2)

Can-do descriptors

Adjective / adverb forms

Noun Forms

Verb forms

Clauses

Table 6 Grammatical Structures for Grades 7, 8 and 9

Communicative Competences

Plurilingual and pluricultural competence

Spoken fluency

Pragmatic

Sociolinguistic

Orthographic control

Phonological control

Linguistic (Band II Vocabulary and Grammatical Elements)

Activities

Language B = communication output

Language A = communication source

Written interaction

Spoken interaction

Written production

Spoken production

Written reception

Spoken reception

Grammar - Foreword by Prof. Elite Olshtain

Grammatical constructions in English can be characterized by three dimensions:

3) use in terms of pragmatic appropriacy

2) meaning

1) structure or form,

Traditional grammar teaching

Meaning

Form

Format of the grammar component

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

Examples

Global can-do statement

Structure

Description of the grammar component

Mastery of grammar:

Evolving usage and accuracy

Emerging production

Mostly receptive

Vocabulary - Foreword by Prof. Batia Laufer

The Lexical Bands

Table 5 Vocabulary Targets for Each Level

Independent User II (B2)

Independent User I (B1)

Basic User II (A2)

Basic User I (A1)

Pre-basic User (Pre A1)

Grades

Table 4 Vocabulary Bands for Each Level

Grade Level

Lexical Band

Level

Sources for Can-do Statements and Format of Presentation

The format of the presentation of can-do statements

Figure 1 Presentation format of activities and can-do statements

Source

Operative can-do statement

Global can-do statement

Activity

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

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

the Australian Curriculum (AUS)

the Global Scale of English (GSE)

CEFR

Levels of Progression

Table 3 Comparison of Levels

Revised English Curriculum 2018

CEFR Global Scale

English Curriculum 2020

Principles to Guide Teaching Practice

F. Principles underlying the integration of ICT

E. Principles underlying classroom assessment

D. Principles underlying the design of tasks

C. Principles underlying the selection of materials

B. Principles underlying beginning language learning and teaching

Table 2 Principles of Beginning Language Learning and Language Teaching

A. Principles underlying language learning and language teaching

Table 1 Principles of Language Learning and Language Teaching

Curriculum Components

Grammar

comprises lists of structures

Vocabulary

Words and Chunks

Bands

Domains

Personal domain

Public domain

Occupational domain

Educational domain

Can-do Statements

operative Can-do Statements

global Can-do Statements

Interdependent dimensions:

language activities

Mediation

Mediation involves:

Interaction

reception

production

Production

written production

Oral production

Reception

written reception (reading comprehension)

oral reception (listening comprehension)

communicative competences:

Pragmatics

Sociolinguistic competence

Linguistic competence

phonological and orthographic control

grammatical accuracy

vocabulary size and depth

general linguistic range

Alignment with the (CEFR) for languages

Introduction