Table of Contents
Introduction
Alignment with the (CEFR)
Curriculum Components
interdependent dimensions
Language activities
Reception
Oral reception
Written reception
Production
Oral production
Written production
Interaction
Reception
Production
Mediation
Reception
Production
Interaction
Communicative Competences
Linguistic competence
General linguistic range
vocabulary size and depth
grammatical accuracy phonological and
orthographic control.
phonological and orthographic control.
Sociolinguistic competence
Pragmatics
Can-do Statements
Global
Operative
Domains
Educational domain
Occupational domain
Public domain
Personal domain
Vocabulary
words and chunks
bands
Grammar
a lists of structures
Principles to Guide Teaching Practice
A. Principles underlying language learning and language teaching
Table 1
B. Principles underlying beginning language learning and teaching
Table 2
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
English Curriculum 2020
CEFR Global Scale
Revised English Curriculum 2018
Sources for Can-do Statements and Format of Presentation
Sources
CEFR
(GSE)
(AUS)
(GEPF)
Format of Presentation
Figure 1
Activity
Global
Operative
Source
Vocabulary
The Lexical Bands
Table 4
Level
Lexical Band
Grade Level
Table 5
Level
Pre-basic User
Basic User I
Basic User II
Independent User I
Independent User II
Grammar
Grammatical constructions
Structure or form
Meaning
Use in terms of pragmatic appropriacy
Description of the grammar component
Grammar development
Mostly receptive
Emerging production
Evolving usage and accuracy
Format of the grammar component
Figure 2
Structure
Global can-do statement
Operative can-do statement
Source
Examples
Basic User II
Activities
Reception
Spoken reception
Written reception
Production
Spoken production
Written production
Interaction
Spoken interaction
Written interaction
Mediation
Communicative Competences
Linguistic
Phonological control
Orthographic control
Sociolinguistic
Pragmatic
Spoken fluency
Plurilingual and pluricultural competence
Grammar
Grammar development
Mostly receptive
Emerging production
Evolving usage and accuracy
Table 6
7th Grade
8th Grade
9th Grade
Can-do descriptors
Clauses
Verb forms
Noun Forms
Adjective /adverb forms
Global Can-do Statements
Basic User II- A2
Reception
Spoken reception
Written reception
Production
Spoken production
Written production
Interaction
Spoken interaction
Written interaction
Mediation
References
Alsagoff, L. (2012). Principles and practices for teaching English as an international language.
New York: Routledge.
Byram, M. & Parmenter L. (Eds.) (2012). The Common European Framework of Reference: The
globalization of language education policy. Multilingual Matters.
Council of Europe (2011). Common European Framework of Reference for Languages:
Learning, Teaching, Assessment. Council of Europe.
https://www.coe.int/en/web/language-policy/home?e1_en.asp
Council of Europe (2018). Common European Framework of Reference for Languages:
Learning, Teaching, Assessment. Companion Volume with New Descriptors. Council of
Europe. https://rm.coe.int/cefr-companion-volume-with-new-descriptors2018/1680787989
Crystal, D. (2003). The Cambridge Encyclopedia of the English Language. Cambridge
University Press.
ECOSTAR. (2017). CEFR-Aligned Framework for English in Higher Education in Israel.
https://tempus-ecostar.iucc.ac.il/wp-content/uploads/2016/04/FRAMEWORK-ATARwith-preface.pdf
Israel Ministry of Education (2018). Revised English Curriculum. Pedagogical Secretariat,
Ministry of Education.
http://meyda.education.gov.il/files/HaarachatOvdeyHoraa/Englishcurriculum.pdf
Israel Ministry of Education (forthcoming). Guidelines for the Teaching of Englishat the PreFoundation Level. Pedagogical Secretariat, Ministry of Education.
http://meyda.education.gov.il/files/Mazkirut_Pedagogit/English/prefoundationcando.pdf
Kitao, K. (1996). Why do we teach English? The Internet TESL Journal, 2(4), 1-3.
http://iteslj.org/Articles/Kitao-WhyTeach.html
National Institute for Testing and Evaluation. (2016). Common European Framework of
Reference for Languages (CEFR) Hebrew Version. NITE, Israel
English Curriculum 2020
For Junior High School
List of Tables
Table 1
Table 2
Table 3
Table 4
Table 5
Table 6
List of Figures
Figure 1
Figure 2