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

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The First Year Baccalaureate SyllabusBy the end of the first year Baccalaureate course, the students are expected to perform the following:SpeakingEngage in conversations effectively, using suitable conversation management skills and appropriatecommunication strategiesExpress personal feelings and emotions (anger, happiness, doubt etc…)Respond to direct questions, instructions, suggestions, offers, visual input etc…Respond to factual, referential and inferential questionsMake predictions about a reading or listening material.Make a prepared oral presentation about a topic of general and/or personal interestReact to classmates’ talks and/or presentationsReport other people’s talks (or conversations) effectively.ListeningIdentify the topic of an aural textIdentify the main ideasDistinguish the main idea from supporting detailsRespond to referential questions based on an aural textRespond to inferential questions based on an aural textDistinguish implicit information from explicit informationDeduce the meaning of words from the context of an aural textTransfer information to complete forms, tables, graphs etc…ReadingMake predictions about a reading text using the title, captions, pictures, first or last sentence of aparagraph etc…Identify the main idea of paragraphs or the whole textDeduce the meaning of unfamiliar wordsScan for specific informationSkim for gist or general impressionMake inferences: informational, explanatory, prepositional and pragmaticRecognize referents73التوجيهات التربوية وبرامج تدريس مادة اللغة الإنجليزية س ت ث ت 2007
Generate questions about a textInterpret information presented in diagrammatic formWritingBuild paragraphs using a topic sentence and supporting detailsDevelop a text using an outlineUse the appropriate cohesive devices where necessarywrite coherent textsOrganize short essays to support or reject o point of view (an idea, an attitude etc…)Extract and synthesize information from several sources and present it in a coherent text using theappropriate organization, discourse markers and transitionsTrans-code information from a diagram, chart, map, etc. into written textUse capital letters and punctuation correctlyRevise, edit and rewrite own workSuggested writing tasksInformal, formal letters (requesting information, applying for a job, complaining, etc. and writing e-mails, CVs, ads, memosBrief biographical texts chronologically orderedExplanations of processes (e.g.: recycling waste paper, making films…)Film reviewsShort essays on a variety of interesting/relevant topics related to the textbook contentTopicsOur cultural heritageSociety and social problemsEducationTravelHealth/ welfareMediaEcologyLeisure/entertainmentCelebrationsHuman rights74التوجيهات 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;
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• 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: 3. Food4. Shopping5. the arts6. sci
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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