الجمعة، 25 أبريل 2014

ENGLISH CURRICULUM FOR SCHOO

-Criterion-related standards require the explicit definition of terminal behavior, in reference to the entry behaviors necessary for the next level or module of instruction. (See Modules for the prerequisites for the introduction of new instructional objectives);
- The standard which the performance of all learners must meet is the standard of acceptability specified in the teaching objective(s). The meeting of this standard is the prerequisite for the introduction of new instructional objectives;
- All learners must meet the standard of acceptability not in a single objective but in all objectives;
-Tests should relate to the principles of validity, reliability, practicality and efficiency, the four concepts are related and the teacher/tester should strike a balance among them ;
- The nature of the test must reflect the approximate proportion of emphasis of the module or the course;
- Tests should have a beneficial backwash effect on teaching and learning;
- Test specifications should state the test content, methods, and the competencies to be measured;
-The test format must allow for a good sampling of the content of the module or the course;
-The trialling and analysis of test items must be carried before their being administered;
- The final test must be a proficiency test that measures what learners can do in English.

General aims
In conformity with the guidelines outlined in the National Charter for Education and Training, the general aims of this curriculum which will be implemented within three years can be summarized as follows:
- to contribute to the achievement of the aims related to education in general and the teaching of languages in particular;
- to develop competencies as demonstrable application of knowledge, skills, strategies, abilities and study-skills acquired by individual learners;
- to raise learners' awareness of the gains of learning a foreign language;
- to give learners the opportunity to develop cross-cultural communication competency ;
- to enable learners to discover the learning strategies that suit them best, so that they can learn more effectively, and by extension, take on more responsibility for their own learning;
- to give them a sense of confidence in the use of English in real communication settings.

Specific aims
The specific aims for each of the four skills (reading, listening, speaking and writing) are outlined below :

Reading
Learners will demonstrate the ability to
- read a text quickly just to understand the main idea(s) [Skimming] ;
- have a specific point in mind and to look for it quickly in a text [Scanning] ;
- read a whole text very carefully for specific information [Reading for detaill] ;
-use linguistic information in a text to infer word-meanings [Structural analysis, contextual clues];
-use information in a text to recognize referents;
-determine purpose(s) for reading written text.

Listening and Speaking
Learners will demonstrate the ability to
- identify the general idea (s) of spoken text [Listening for gist] ;
- have a specifie point in mind and to listen just for that [Selecting and rejecting strategies];
- listen to a whole spoken text very carefully for specific information [Listening for detail)] ;
- listen and respond thoughtfully and respectfully to others;
- speak clearly and expressively, using correct pronunciation and intonation;
- use and understand spoken language appropriate to the topic, purpose, and/or audience;
- contribute to verbal interactions.

Writing
Learners will demonstrate the ability to
-write a single paragraph with a topic sentence that expresses a basic idea, with several concretely expressed sentences that develop the idea;
- write a single paragraph using chronological order;
- write a simple explanation of a process that follows a chronological order.
 

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