ENGLISH LANGUAGE CURRICULUM for …masht.rks-gov.net/uploads/2015/10/english11ve-prof.doc · Web...

GRADE ELEVEN ENGLISH LANGUAGE CURRICULUM FOR VOCATIONAL SCHOOLS

IntroductionLearning is a complex process of discovery, collaboration, and inquiry facilitated by language. Composed of interrelated and rule governed symbol systems, language is a social and uniquely human way of representing, exploring, and communicating meaning. Language is an essential tool for forming interpersonal relationship, understanding social situations, extending experiences, and reflecting on thought and action. Language is the principal instrument of thought and the primary basis of all communication. PhilosophyThe program for English language will emphasize the importance of experiencing language in context. Learners’ background knowledge, skills and attitudes will be used as means of developing communicative abilities: interpreting, expressing and negotiating meaning through oral and written texts. As the learners develop communicative skills, they also increase their linguistic awareness and develop language learning skills and strategies.

In the English language program students will acquire various kinds of knowledge, skills and attitudes about:

1. Interpreting, expressing and negotiating meaning (communication).2. Patterns of ideas, behaviours, manifestations, cultural artefacts and symbols (culture).3. Sounds, written symbols, vocabulary, grammar and discourse (language).4. Cognitive, socio-affective and meta-cognitive processes (general language education).

Learners will learn to communicate in English through the processes of ‘reception’, ‘comprehension’, ‘production’ and ‘negotiation’. Reception is receiving the information and decoding the message. Comprehension involves deriving meaning or significance from an oral or written text. Production is expressing meaning by creating oral and written texts to suit different participants, topics, purposes and reasons for communication. Negotiation is the interaction process: participants in the communication process must adjust to the needs and intentions of others. Integral to all three processes are the communicative intents or communicative functions, inquiring, reporting, or describing and so on, which are developed in the experience / communication component. Students will also learn about the language and how to use it: the sound – symbol system, vocabulary, structures and discourse elements that are needed to convey ideas and enhance communication in an oral or written context.

Aims

Following the long-term aims of the English Language Curriculum, in order to communicate effectively and increase their cultural understanding, in grade eleven learners should:

Develop and apply the four language skills; Broaden their linguistic knowledge; Use the target language for real-life purposes in order to make and apply connections within and between learning areas; Develop respect and tolerance for cultures other than their own by increasing their awareness with regards to cultural

similarities and differences; Become active participants in the learning process; Take responsibility for their own learning; Gain the capability to learn with an increasing independence and to monitor their own progress.

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The Scope of Grade Eleven English Language Curriculum 2 hours per week, total 74 hours

COMMUNICATION Enable learners to communicate with an increased degree of fluency and accuracy.

ListeningGeneral objective: Learners should be able to understand a range of familiar statements, questions and instructions for setting tasks.

Specific objectives Suggested language activities Attainment targets

Learners should be able to:

Listen for general meaning and respond orally or in writing;

Listen for specific information and respond; Understand the main points of clear

standard input on familiar matters regularly encountered in, school, leisure, etc;

Understand the main points of broadcast on familiar topics and topics of personal interest.

Follow instructions; Describe briefly objects,

people, places, and events they listen about (orally or in writing);

Summarize in their own words the passage they listened about.

Learners can:

Cope with language spoken at normal speed; Identify and note the main points needing

some repetitions; Understand the main points of topics mostly

encountered in school, leisure etc. Understand the main points of radio, or TV

programmes on topics of personal and professional interest when the delivery is relatively slow and clear.

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ReadingGeneral Objective: Enable learners to read a variety of texts with an increasing level of comprehension and apply their interpretation to everyday situations.



Make use of different reading strategies; Make attempts at reading both intensively

and extensively; Read and interpret the main points of a

simple text. Infer different meanings of words in

context

Matching activities; Finding key words; Inferring (guessing meaning of

words from the context); Multiple choice questions; Data gathering and note-

taking;

Learners can:

Understand and respond to short pieces of writing on subject matter;

Use vocabulary and structures found in reading to respond in speech and/or writing;

Use simple materials from books and multi-media;

Work out the meaning of new words and expressions using context.

Speaking

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General Objective: Enable learners to communicate orally with some degree of fluency and accuracy on familiar topics.



Produce language with some degree of accuracy related to pronunciation and intonation;

Express feeling, opinions, likes and dislikes and preferences, agreements and disagreements;

Describe themselves and other people’s physical appearance and character;

Describe objects, places and events.

Dialogues/Role play;

Conversation;

Interviews;

Retelling stories.

Learners can:

Initiate, develop and end conversations; Express opinions, likes and dislikes, and

preferences with some hesitancy at times; Discuss matters of personal and/or topical

interest. Express their own experiences by describing

their feelings, circumstances regarding the places, events etc.

Writing General Objective: Enable learners to write with some accuracy for specific purposes and different audiences.



Write short simple texts; Write texts on familiar topics with fair

degree of accuracy. Describe, objects, places, and events; Describe themselves and other people’s

physical appearance and character. Identify and analyze their own and their

peers’ common mistakes.

Filling in forms and applications;

Writing notes, messages and e-mails;

Advertisements, invitations and thank you letters;

Writing an ending of a story. Gap-filling exercises Use the calendar and record

their daily tasks

Learners can:

Fill in forms and applications; Produce short pieces of writing related to past

and present events and future plans; Make attempts at writing (diaries, short essays,

and simple stories). Find the common errors they make and correct

them in their own work Identify errors in a text and correct them

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UNDERSTANDING AND USING ENGLISHIncrease learners’ awareness and deepen their cognitive and meta-cognitive skills.

Language StructuresGeneral objective: Enable learners to gain and apply knowledge of particular aspects of the structure of the target language.

Specific objectives Suggested language activities Attainment targetsLearners should be able to:

Recognize and understand the function of parts of speech;

Make attempts at exploring rules and regularities;

Gain an increasing independence in learning particular aspects of sound system of English such as: Spelling and pronunciation; Individual sounds and sounds in

group. Word stress

Get your tenses right; Fill the gaps; Jigsaw sentences; Classify words into categories

(e.g. people/objects, activities, qualities...).

Learners can:

Recognize and apply basic sentence patterns; Recognise the difference between statements,

questions, commands, and responses; Use the language with some degree of self-

confidence; Identify and apply word stress.

Vocabulary General objective: Enable learners to develop their knowledge and skills related to areas such as vocabulary building and register.

Specific objectives Suggested language activities Attainment targetsLearners should be able to:

Use vocabulary found in reading to respond in speech and/or in writing;

Understand and use new vocabulary found in context;

Recognize and make use of synonyms, and antonyms;

Word building, word lists; Word families; Collocations; Matching words to word

(synonyms, opposites).

Learners can:

Use mono and bilingual dictionaries; Store and recall new words; Explain words and expressions in their own

words.

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Deal with, and make use of word families.

Discourse General objective: Enable learners to develop their understanding of some discourse concepts and elements exposing them to a range of situations involving communication within and beyond classroom settings.



Listen and compare information; Recognize discourse features in spoken

texts (e.g. words, expressions signalling introduction and conclusion;

Demonstrate knowledge of different types of social relations;

Use familiar topics for conversation.

Dialogue practice; Listening to a conversation and

modelling it into a role play; Reading a story and ending it. Writing beginnings and

endings of letters Telling stories of the most

interesting events in school

Learners can:

Use English for classroom interaction; Initiate a maintain and end conversation; Take turns at talking and listening. Demonstrate gained confidence during the

conversation while discussing familiar topics

MAKING CONNECTIONS Enable learners to make and apply subject matter connections in order to reinforce content and skill of other subject areas.



Reinforce their knowledge and skills developed in other subjects;

Listen to, speak, read, and write about subject matter information;

Listen to/watch different programmes of various events in English;

Relate the information studied in other subjects to their learning of the foreign language.

Listen and guess; Listen and do; Problems and puzzles; Sharing and requesting

information. Fill out different level

appropriate crosswords

Learners can:

Use English to reinforce knowledge of other subject areas;

Produce short clear texts on a range of subjects and explain viewpoints on topical issues;

Show evidence of becoming life-long learners. Demonstrate the ability to relate different topics

to the foreign language learning.

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ENGLISH IN THE WORLD General objective: Increase learners’ awareness with regards to cultural similarities and differences.



Gain some background knowledge on the main aspects of everyday life, school and community;

Recognize customs and manners of other people;

Identify common cultural values and attitudes of the English speaking world;

Demonstrate understanding of interpersonal relations within the family.

Daily activities; Working hours and/or leisure

activities; Family relations; Visiting; Greeting and leave taking; Eating and drinking habits. Sports and other related activities Shopping, Law and order

Learners can:

Identify issues of cultural diversity and make comparisons;

Foster cultural awareness of other cultures and tradition and act accordingly;

Show respect for ethnic, religious and cultural diversity by writing e-mails and greeting cards on special occasions (national and religious holidays).

Demonstrate awareness of different interaction patterns between people of different cultures

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GRADE ELEVEN – TOPICAL CONTENT

1. What a wonderful world

The town where I live The world around us Rules and freedom of behaviour

2. Environment

Is there a future for us? Tomorrow’s world Escape from the big city

3. Food and drinks

Following a recipe Typical meals Mind your manners

4. Health

Don’t smoke, eat apples! Drugs and alcohol damage your health Computer games and children

5. Welcome

Make yourself at home Hospitality and hostility around the world Making Friends

7. Etertainment Weddings, parties and invitations National celebrations Special occasions

6. Home sweet home Do’s and don’ts What home means to people in different countries My neighbourhood

8. News and media

Cultural events Mass media A matter of taste

Note to the teachers: In order to achieve the targeted aims and objectives of Grade 11 Curriculum, and cover the topical content of Grade 11 syllabus, teachers should select teaching materials from course-book(s) and other sources of intermediate level. These materials should primarily be age and profile appropriate, which means that they should be dedicated to teenagers and/or young adults. It remains in the teacher’s domain to select teaching materials that may be type and profile appropriate, which (s) he may use either as alternative or as supplementary material in the English language teaching program. Although it is estimated that within a school year, approximately 8 content areas should be covered, it is the teacher’s responsibility to plan the number of topical areas (units) and the composition of it, in accordance with the total amount of hours dedicated to English in particular types of vocational schools and/or particular profiles. In addition, teachers may plan an amount of 15 – 20% of overall teaching materials, which she/he may use with a particular profile of learners in order to cover specific professional needs and meet the requirements of particular vocational schools.

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Methodology

The Communicative Approach and Task – Based Learning The overall aim of the English Language Curriculum is to enable learners to communicate successfully. Successful communication means getting our message across to others effectively. The communicative approach to language learning aims at facilitating genuine interaction with others, regardless whether they live in the neighbourhood, in a distant place, or on another continent.

In language learning, the attention of the learners may be focused on particular segments, or on the language as a whole. In cases when we want to focus learners’ attention on particular segments, then a segment may be a grammatical structure (a tense), a language function (expressing gratitude), a vocabulary area (food and drinks), or a phonological feature (stress or particular sounds).

On the other hand, when attention is focused on the language as a whole, learners, through a wide range of language activities, use the language for practical and realistic purposes. In other words, they act as genuine users of the language. Participating actively in communicative language activities, they in fact play roles, simulate situations related to real life, and learn through personalisation. In the earlier stages of learning, learners should be allowed to use gestures, body language, facial expressions, mime, drawings and so on. When they learn by doing, they realise that language is a powerful means of communication and will use it as such.

Since communication basically means sending and receiving messages, learners should develop the four language skills, which are the core of communication. Development of receptive skills, that is of listening and reading skills, will enable learners to receive messages and, depending on tasks they are expected to fulfil, select essential information. However, since language skills do not occur in isolation, but are normally integrated for communicative purposes, after having received a message, learners should be able to make decisions, and respond appropriately. In a situation which involves language, their response is a communicative function, which is performed by one of the productive skills either by speaking or by writing.

The Learning - Centred Classroom

The objective of learning centred teaching is to make teachers aware of the importance of learner autonomy in the classroom. The teacher is required to do more preparation before the lesson, and less stand up teaching in the classroom. But it doesn’t mean that the teacher should sit back and relax. The teacher has a role, to support and help learners. The learners learn more actively and with enjoyment. The environment requires a learning centred approach that relies on participant’s share in the learning, and responsibility for furthering discussion. In all cases learners need clear guidelines and preparation for effective discussion participation.

The major aims, or set of aims will relate to the development of learning skills. Such aims may include the following:

To provide learners with efficient learning strategies;

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To assist learners identify their own preferred ways of learning; To develop skills to negotiate the curriculum; To encourage learners to adopt realistic goals and a timetable to achieve these goals; To develop learners’ skills in self-evaluation.

The Use of the Mother Tongue in the ClassroomContrary to the principles of the direct method and natural approach in language learning, which favour exclusive use of the target language, excluding the mother tongue completely from the classroom, most recent approaches today suggest that the use of the mother tongue at particular stages of foreign language learning may prove useful.While there is clearly a place for the mother tongue in the classroom, teachers should make efforts to keep the use of the mother tongue to a minimum. Instead of translating words and/or asking learners to translate, they should demonstrate, act, use simple drawings and/or pictures, explain, and give simple definitions. If teachers readily intervene with translation, as soon as learners are provided with an ‘equivalent’ word or expression, as soon as their curiosity is satisfied, they may lose interest in that particular item. In consequence, the English word or expression is easily forgotten and cannot be easily recalled. This method is easiest for teacher and learner, but may be the least memorable.

The Role of Grammar If we see language as a building, the words as building blocks or bricks, and grammar as the architect’s plan, than we must admit that without a plan, even a million bricks do not make a building. Similarly, one may know a million English words, but if s/he does not know how to put them together, s/he cannot speak English ( Sesnan, 1997).

In the light of this statement, the question is not whether to teach grammar or not, but how to teach it. We should consider which approach to adopt in teaching grammar, whether to teach form before meaning, or meaning before form, and what strategies and techniques to use in order to enable learners to put their knowledge of grammar into use and communicate effectively. It is the teacher’s responsibility to estimate which approach would yield best effects at a particular stage of learning, or with a particular class.

At this level of education, learners should be ready not only to notice the regularities in language, but also to make a conscious effort to work out the rules. They should be ready to deal with more complex sentences, including coordinated and subordinated clauses. Therefore, teachers should increase the learners’ awareness about their progress in learning, as well as to encourage them to work independently and keep record of their own learning. Teachers should constantly bear in mind the fact that grammar is knowledge in the mind, and not rules in a book.

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Assessment and EvaluationThere are many reasons for assessing learners. Some of them are:

to compare learners with each other; to see if learners have reached a particular standard; to help the learners’ learning; to check if the teaching programme is successful.

Teaching means changing the learner. Teachers will always want to know how effective their teaching has been - that is, how much their pupils have changed. This change can be in the amount of English learners know, in the quality of the English they use, and in their ability to use English.

The general word for measuring the change is assessment. Naturally if we want to asses how much pupils have changed, we have to know exactly what they already know and what they can already do.

There are different types of assessment (or evaluation):

Self assessment (self - evaluation) relies on:

The amount of effort spent in research; The amount of organization; The amount of effort spent on writing.

Group assessment (group - evaluation) can be done by:

Evaluating individual learner progress within the group; Awarding group and individual marks.

This fosters cooperation among the learners, they promote higher achievement, greater motivation, and a more positive attitude towards the subject area and greater social skills.

Individual assessment (evaluation) is more readily accepted by learners, shows learners activity, his/her participation level in the group activity, willingness to respect the viewpoints of others.

Combination of group and individual assessment - the group component may foster the spirit of cooperation, and the individual component may permit the recognition of individual contributions.

The use of work samples, portfolios and projects. These folders or portfolios may be used to collect samples of a range of learners’ work over the course of a term or a year. All these may reflect the learners’ overall development and show learners’ progress.

If teachers want to find out how effective their teaching has been, or if they want to evaluate the learners’ progress the tests are used. Tests are conducted in class by the teacher. They measure the results of learners’ performance. Teaching and testing always go hand-

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in-hand. Questions are often asked to check if the learners have understood what has been said. Equally, they may be asked to find out whether a particular point needs to be taught. We instinctively know why we ask a question: whether it is to teach or to test something.

Evaluation is seen as wider than testing. Testing may be a successful tool in evaluation, but we also think there are other criteria for assessing someone’s performance. Evaluation is not limited to numbers or just giving learners marks. Instead of trying to count or measure learner’s ability to make useful contribution to the class, we can simply judge whether s/he makes a contribution or not, and sometimes we will have to justify, negotiate, and possibly modify our opinions. Evaluation looks for illumination: How did you learn that? Why did you learn that? This means that we are doing something with the learner, rather than to the learner. By asking these questions, we learn a lot of extra information, such as: What the learner thinks s/he is learning; what the learner thinks is easy / difficult; what the learner enjoys / hates doing in the class; where the teaching programme and the learner don’t meet; where the teaching programme need re-designing.

With evaluation we attempt to help the learner to learn, so it is not an assessment, in fact it is aid to learning. In other words, we can use assessment procedure to develop and improve, not only the learner, but also the teaching programme and even the school.

Note to the teachers: For further methodological guidelines concerning the topics discussed above as well as those related to how to teach language skills and vocabulary, how to manage the classroom, and similar topics, see A Comprehensive Handbook of ELT Methodology (A Handbook for English Language Teachers).

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Band Descriptors for Assessing Language Skills

Band Listening Speaking Reading Writing

Fluency Accuracy

5 Can understand all the message

Does task very well. Little or no hesitation

Good pronunciation, use of vocabulary and grammar

Can understand all the text Work is well organised. Good punctuation. Few or no mistakes

4 Can understand most of the message

Does the task well. Some hesitation

Good pronunciation, vocabulary and grammar. A few mistakes

Can understand most of the text

Work is mostly well organised Good punctuation. A few mistakes

3Can understand some of the message

Does the task adequately. Quite a lot of hesitation

Pronunciation, vocabulary and grammar are adequate.. Quite a lot of mistakes but it is possible to understand the learner

Can understand some of the text

Some problems with the message and/or punctuation and/or organisation, but it is possible to understand the message

2Can understand a little bit of the message

Does not do the task adequately. A lot of hesitation

Pronunciation, vocabulary and grammar are limited. It is difficult to understand the learner

Can understand a little bit of the text

Problems with the message and/or punctuation and/or organisation. It is difficult to understand the message

1Can understand very little of the message

Is not really able to do the task at all

Very hard or impossible to understand the learner.

Can understand very little or none of the text

Significant problems with the message and/or punctuation and/or organisation. It is almost impossible to understand the message

The table above sets out bands which describe levels of achievement in the four skills. This band descriptors are intended to apply to specific tasks (e.g. listening to a story, talking about a picture, reading about an invention, writing a letter), as an aid to the teacher and learner in assessing performance. It is of course perfectly possible for a learner to perform to different bands of achievement for different task and different skills.

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