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

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Common Core SyllabusAt the end of the common core (or level 2), students are expected to perform the following:A- listening:1- identify the topic of a text.2- Identify the participants and their roles.3- Identify the setting of a text4- Identify the main idea of a text.5- Respond to referential questions based on aural texts6- Identify core vocabularyB- Speaking:1- articulate sounds in isolated word forms.2- Articulate sounds in connected speech.3- Produce basic intonation patterns.4- Recite songs and rhymes individually and chorally.5- Talk about self, family, immediate environment, or issues of interest.6- Describe a sequence of events.7- Describe a process.8- Express likes, dislikes, interests, dreams, apology and gratitude.9- Make a rehearsed oral presentation about a familiar topic.10- Respond verbally to direct questions, instructions, suggestions, offers and visual inputs.11- Give directions and instructions.12- Ask questions about different matters.C- Reading:1- make predictions about a reading text.2- Identify the main idea of a text.3- Answer factual questions.4- make inferences about a reading text.5- Scan text for specific information.6- Skim for the gist or general impression.7- Deduce the meaning of unfamiliar words from the context.8- Recognize referenceD- Writing:1- copy a short text accurately.2- Spell frequently used words correctly.3- Arrange scrambled words into sentences.4- Arrange scrambled sentences into paragraphs.5- Complete sentences by supplying the missing word or group of words.6- Construct sentences following a model.7- Produce a short text following a model.8- Combine sentences using connectors.9- Write short messages to friends or relatives;10- Use capitalisation and punctuation correctly11- Review, edit and rewrite own work.Themes and topics1. Personal relations2. Education71التوجيهات التربوية وبرامج تدريس مادة اللغة الإنجليزية س ت ث ت 2007
3. Food4. Shopping5. the arts6. science and technology7. recreation8. health and welfare9. environment and ecology10. economyFunctions1. Introducing oneself & others / Greeting people2. Giving and eliciting information / Exchanging personal information3. Expressing preferences4. Expressing opinions / Agreeing & disagreeing5. Expressing likes & dislikes6. Requesting & offering7. Expressing abilities8. Describing past events9. Expressing possibility10. Inviting11. Talking about quantities & amounts12. Requesting & offering help13. Making suggestions14. Asking for permissionStructural contentTenses: simple present / present progressive( expressing an action in progress and expressing future) simplepast/ present perfect + already, yet, ever, never/ futureModals: Can = may (be allowed to) Can ( be able to)May = could (possibility)Must / mustn’t /don’t have toQuestions: Yes/ no.Wh questions: where, who, how, what, how many, how much how old, what time, when,why,whose etc…Question tagsAnswers: short (subject- auxiliary/modal) + long answersPronouns: all: personal, objective, demonstrative reflexive, possessiveComparative and superlative formsConjunctionsPrepositions (place and time)DeterminersIntensifiers and quantifiersRegular and some irregular pluralsGenitive (’s)72التوجيهات التربوية وبرامج تدريس مادة اللغة الإنجليزية س ت ث ت 2007
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آتابة الدولة المكل
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TABLE OF CONTENTSThemesPagesPreface
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PART ONE4التوجيهات الت
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even when they graduate. The areas
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PART TWO8التوجيهات الت
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requires that they should be treate
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Listening content standardsThe guid
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Teaching speakingPromoting learners
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techniques appropriate to the audie
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• 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: PART FIVE : Syllabi70التوجيه
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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