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

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ENGLISH LANGUAGE GUIDELINES FOR SECONDARYSCHOOLS: COMMON CORE, FIRST YEAR, AND SECONDYEAR BACCALAUREATEAll Streams and SectionsNovember 20071التوجيهات التربوية وبرامج تدريس مادة اللغة الإنجليزية س ت ث ت 2007
TABLE OF CONTENTSThemesPagesPreface 3Part One 4Standards-based Approach: An overview 5Teaching through standards: A lesson plan 7Part Two 8The teaching of the four skills 9Listening and speaking- Teaching listening- Teaching speakingReading and writing- Teaching reading- Teaching writingTeaching language functions 30Teaching grammar 33Teaching Vocabulary 38Part Three 43Learner autonomy and learner training 44Classroom management 52Project work 57Part Four 61Performance-based assessment 62Part Four:Syllabi- Common Core Syllabus- First year Baccalaureate syllabus- First year Baccalaureate syllabus- Second year Baccalaureate syllabusAppendices 85-90921702التوجيهات التربوية وبرامج تدريس مادة اللغة الإنجليزية س ت ث ت 2007
Page 1: آتابة الدولة المكل
Page 5 and 6: PART ONE4التوجيهات الت
Page 7 and 8: even when they graduate. The areas
Page 9 and 10: PART TWO8التوجيهات الت
Page 11 and 12: requires that they should be treate
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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92-pages-GUIDELINES-FOR-SECONDARY-SCHOOLS-All-Streams-and-Sections

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