92-pages-GUIDELINES-FOR-SECONDARY-SCHOOLS-All-Streams-and-Sections

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THE TEACHING OF THE FOUR SKILLSSkills within the standards-based frameworkThe standards-based approach suggested in these guidelines sets relatively high expectations with regard tothe teaching of the skills of reading, writing, speaking, and listening. We should work towards creating theconditions necessary for all learners to meet the desired outcomes. For the teaching of these skills to besuccessful, teachers and textbook designers should have the five standards areas (i.e. communications,cultures, connections, comparisons, and communities) referred to earlier in mind. These skills (i.e. literacy)need to be addressed earlier with a view to helping learners (i) meet the standards set forth for all levels and(ii) help learner gradually develop their communicative competence. This encompasses:o Grammatical competence: the mastery of the language code itself.o Socio-cultural competence: the ability to understand and use utterances appropriately indifferent sociolinguistic contexts depending on contextual factors/ clues.o Discourse competence: the ability to combine grammatical forms and meanings to achievea unified or coherent spoken or written text in different genres.o Strategic competence: The ability to make use of verbal and non-verbal communicationstrategies (a) to make up for breakdowns in communication and (b) to boost theeffectiveness of communication 5 .Listening and speaking 6Within this standards-based approach, the aim for the teaching of English in our schools goes beyond thelearners’ ability to know its linguistic components to encompass its authentic real-life uses, as has beenmentioned earlier. This aim can only be achieved through prioritizing their listening and speakingcompetencies. These two skills are tightly interrelated and often function interdependently and/simultaneously in real life situations. A systematic and principled integration of the two is an asset infostering effective oral communication. Such integration reflects real-life and purposeful communication. Itis advisable that particular focus be laid upon the strategies that are inherent to each of them. The teaching ofspeaking and listening should aim at training the learners for real life communication through helping themenhance the competencies that are essential to their use of English in different learning or ‘real’ situationsconfidently. We should ensure that as learners move along the levels of the English language course, theygradually acquire the necessary language knowledge 7 and competencies that are crucial in effective andpurposeful communication. A systematic and reasoned approach to the teaching of listening and speaking5 (See Canale and Swain 1980, and Canale, 1982).6 Our dealing with these two skills first is of no significance whatsoever. Equal importance is given to the other twoskills.7 Both declarative knowledge (what to know) and procedural knowledge (know how) are complementary rather thanmutually exclusive within this approach.9التوجيهات التربوية وبرامج تدريس مادة اللغة الإنجليزية س ت ث ت 2007
requires that they should be treated as processes rather than products. Incidental spoken English in theclassroom should be exploited as a further valuable input.The two coming sections will try to focus on the listening and speaking skills in isolation for pedagogicalreasons.10التوجيهات التربوية وبرامج تدريس مادة اللغة الإنجليزية س ت ث ت 2007
Page 1 and 2: آتابة الدولة المكل
Page 3 and 4: TABLE OF CONTENTSThemesPagesPreface
Page 5 and 6: PART ONE4التوجيهات الت
Page 7 and 8: even when they graduate. The areas
Page 9: PART TWO8التوجيهات الت
Page 13 and 14: Listening content standardsThe guid
Page 15 and 16: Teaching speakingPromoting learners
Page 17 and 18: techniques appropriate to the audie
Page 19 and 20: • Different levels of formality;
Page 21 and 22: • Allow learners to act as group
Page 23 and 24: • Reading and writing are closely
Page 25 and 26: learning; and thus identify their l
Page 27 and 28: - report on reading from different
Page 29 and 30: learners boost their writing compet
Page 31 and 32: Teaching/Learning Language Function
Page 33 and 34: • Information gap tasks ;• Opin
Page 35 and 36: needed. Since new trends in languag
Page 37 and 38: current tendency to focus on commun
Page 39 and 40: TEACHING VOCABULARYA rationaleThe p
Page 41 and 42: instance, creating mental linkages,
Page 43 and 44: learners to ask such questions, wit
Page 45 and 46: LEARNER AUTONOMY AND LEARNER TRAINI
Page 47 and 48: LEARNER TRAININGLearner training re
Page 49 and 50: • Recycle these strategies in pra
Page 51 and 52: teachers can use David Nunan’s (1
Page 53 and 54: CLASSROOM MANAGEMENTClassroom manag
Page 55 and 56: for theme-based textbooks. Teachers
Page 57 and 58: M.E.N. (1996). Recommendations péd
Page 59 and 60: • acquiring independent thought a
Page 61 and 62:
and achieve the objectives set for
Page 63 and 64:
PERFORMANCE BASED ASSESSMENTThe sta
Page 65 and 66:
1. Think about how you would tell a
Page 67 and 68:
writing. For example, a common core
Page 69 and 70:
Performance-based assessment: Vocab
Page 71 and 72:
PART FIVE : Syllabi70التوجيه
Page 73 and 74:
3. Food4. Shopping5. the arts6. sci
Page 75 and 76:
Generate questions about a textInte
Page 77 and 78:
The Second Year Baccalaureate Sylla
Page 79 and 80:
o Speaking content standard 3: lear
Page 81 and 82:
-Past perfect;-Future perfect;-Cond
Page 83 and 84:
التوزيع السنوي لما
Page 85 and 86:
التوزيع السنوي لما
Page 87 and 88:
Appendix ASpeaking and listening sk
Page 89 and 90:
Appendix CListening activities and
Page 91 and 92:
Appendix ESQ4R metnodSurvey the tex
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