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

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AdditionConcessionsIn addition to the new elements to be introduced, it is necessary to recycle the most important language andvocabulary components taught in the previous course when appropriate.81التوجيهات التربوية وبرامج تدريس مادة اللغة الإنجليزية س ت ث ت 2007
التوزيع السنوي لمادة اللغة الإنجليزية بالسنة الثانيةمن سلك البكالورياشعبة الآداب والعلوم الإنسانية مسلك آدابThemesRecommendations1. Programme coverage1. Cultural issues/values2. The gifts of youth3. Advances in science and technology4. Women and power5. Brain drain6. Humour7. Citizenship8. International organizations9. Formal, informal and non-formaleducation10. Sustainable developmentAll learners must cover the 10 units (5 eachsemester) + the four supplementary readingtexts which are supplied in the textbook. Thesereading texts and tasks should be related to thethemes below :a. Cultural issues/values.b. The gifts of youth.c. Women and power.d. Sustainable development.2. Continuous assessment :Teachers assess learners’ performance eitherholistically or analytically. Quizzes and testsshould tap:• The 5 Cs (i.e. skills)• Language: grammar, vocabulary,functions, etc.3. Continuous assessment modes:a) 3 quizzes (15 to 20 minutes) per semester.b) 2 summative tests per semester.82التوجيهات 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
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• Reading and writing are closely
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learning; and thus identify their l
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- report on reading from different
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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: -Past perfect;-Future perfect;-Cond
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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