English Curriculum 2020 by Ruaa

Больше похоже на это

TAG QUESTION

от Elvira Ortiz

การออกแบบบรรจุภัณฑ์สำหรับกรอบโทรศัพท์หน้าขนมเค้ก

от Darada wijitrtongseang

12 THINGS TO DO IN QUARANTINE

от Mindomo Team

SUBJECT AND OBJECT

от Dayana Gavilima

الاسم: رؤى حاج يحيى * تخطيط خريطة عقل (خريطة ذهنية) توضح جميع مركبات المنهاج الجديد في اللغة الإنجليزية ومركباتها الفرعية بحيث تظهر خريطة العقل مدى فهمك للمنهاج.

English Curriculum 2020 For Junior High School

List of Figures

List of Tables

Table of Contents

References

National Institute for Testing and Evaluation. (2016). Common European Framework of Reference for Languages (CEFR) Hebrew Version. NITE, Israel

Kitao, K. (1996). Why do we teach English? The Internet TESL Journal, 2(4), 1-3. http://iteslj.org/Articles/Kitao-WhyTeach.html

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

Israel Ministry of Education (2018). Revised English Curriculum. Pedagogical Secretariat, Ministry of Education. http://meyda.education.gov.il/files/HaarachatOvdeyHoraa/Englishcurriculum.pdf

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

Crystal, D. (2003). The Cambridge Encyclopedia of the English Language. Cambridge University Press.

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

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

Byram, M. & Parmenter L. (Eds.) (2012). The Common European Framework of Reference: The globalization of language education policy. Multilingual Matters.

Alsagoff, L. (2012). Principles and practices for teaching English as an international language. New York: Routledge.

Global Can-do Statements

Basic User II- A2

Can-do descriptors

Adjective /adverb forms

Noun Forms

Verb forms

Clauses

Table 6

9th Grade

8th Grade

7th Grade

Plurilingual and pluricultural competence

Spoken fluency

Pragmatic

Sociolinguistic

Orthographic control

Phonological control

Linguistic

Activities

Written interaction

Spoken interaction

Spoken production

Spoken reception

Format of the grammar component

Figure 2

Examples

Operative can-do statement

Global can-do statement

Structure

Description of the grammar component

Grammar development

Evolving usage and accuracy

Emerging production

Mostly receptive

Grammatical constructions

Use in terms of pragmatic appropriacy

Meaning

Structure or form

The Lexical Bands

Table 5

Independent User II

Independent User I

Basic User II

Basic User I

Pre-basic User

Table 4

Grade Level

Lexical Band

Level

Sources for Can-do Statements and Format of Presentation

Format of Presentation

Figure 1

Source

Activity

Sources

(GEPF)

(AUS)

(GSE)

CEFR

Levels of Progression

Table 3

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

A. Principles underlying language learning and language teaching

Table 1

Curriculum Components

Grammar

a lists of structures

Vocabulary

words and chunks

bands

Domains

Personal domain

Public domain

Occupational domain

Educational domain

Can-do Statements

Operative

Global

interdependent dimensions

Communicative Competences

Pragmatics

Sociolinguistic competence

Linguistic competence

phonological and orthographic control.

grammatical accuracy phonological and orthographic control.

vocabulary size and depth

General linguistic range

Language activities

Mediation

Interaction

Production

Written production

Oral production

Reception

Written reception

Oral reception

Alignment with the (CEFR)

Introduction