K.K.T.C. MİLLÎ EĞİTİM ve KÜLTÜR BAKANLIĞI Talim ve Terbiye...

38
K.K.T.C. MİLLÎ EĞİTİM ve KÜLTÜR BAKANLIĞI Talim ve Terbiye Dairesi T.R.N.C MINISTRY of NATIONAL EDUCATION and CULTURE Department of Educational Planning and Programme Development TEMEL EĞİTİM ORTAOKUL DÖNEMİ YABANCI DİL İNGİLİZCE DERSİ ÖĞRETİM PROGRAMI ENGLISH LANGUAGE CURRICULUM for LOWER SECONDARY SCHOOLS YABANCI DİL İNGİLİZCE DERSİ ÖĞRETİM PROGRAMI Lefkoşa Nicosia 2005

Transcript of K.K.T.C. MİLLÎ EĞİTİM ve KÜLTÜR BAKANLIĞI Talim ve Terbiye...

Page 1: K.K.T.C. MİLLÎ EĞİTİM ve KÜLTÜR BAKANLIĞI Talim ve Terbiye …talimterbiye.mebnet.net/Ogretim Programlari/ortaokul/2013... · 2013-10-30 · K.K.T.C. MİLLÎ EĞİTİM ve

K.K.T.C. MİLLÎ EĞİTİM ve KÜLTÜR BAKANLIĞI

Talim ve Terbiye Dairesi T.R.N.C

MINISTRY of NATIONAL EDUCATION and CULTURE Department of Educational Planning and Programme Development

TEMEL EĞİTİM ORTAOKUL DÖNEMİ YABANCI DİL İNGİLİZCE DERSİ

ÖĞRETİM PROGRAMI

ENGLISH LANGUAGE CURRICULUM for LOWER SECONDARY SCHOOLS

YABANCI DİL İNGİLİZCE DERSİ ÖĞRETİM PROGRAMI

Lefkoşa Nicosia

2005

Page 2: K.K.T.C. MİLLÎ EĞİTİM ve KÜLTÜR BAKANLIĞI Talim ve Terbiye …talimterbiye.mebnet.net/Ogretim Programlari/ortaokul/2013... · 2013-10-30 · K.K.T.C. MİLLÎ EĞİTİM ve

TABLE of CONTENTS

1. General Introduction to English Language Curriculum

2. Philosophical Foundations

2.1 Rationale Underpinning this Curriculum

2.1.1 Constructivist Approach

2.1.2 What is Common European Framework?

2.1.3 The aim and objectives of Council of Europe

2.2 Democratization

2.3 Usefulness

2.4 Autonomy

2.5 Joy of Learning

2.6 Adaptability

2.7 Creativity

3. General Aims, Objectives and Competences

3.1 Transversal Aims

3.2 Language Aims

3.3 Objectives and Competences

4. Thematic Content

4.1 General Considerations

4.2 Suggested Themes and Vocabulary

5. Language Content

6. Methodology

6.1. General Considerations

6.2 Recommended Approach for the development of the four skills

6.3 Types of Skills

7. Materials

Page 3: K.K.T.C. MİLLÎ EĞİTİM ve KÜLTÜR BAKANLIĞI Talim ve Terbiye …talimterbiye.mebnet.net/Ogretim Programlari/ortaokul/2013... · 2013-10-30 · K.K.T.C. MİLLÎ EĞİTİM ve

8. Measurement and Evaluation

8.1 Error Correction

8.2 Learner’s Assessment

Page 4: K.K.T.C. MİLLÎ EĞİTİM ve KÜLTÜR BAKANLIĞI Talim ve Terbiye …talimterbiye.mebnet.net/Ogretim Programlari/ortaokul/2013... · 2013-10-30 · K.K.T.C. MİLLÎ EĞİTİM ve

1. INTRODUCTION

This curriculum is intended to be used as a guide for the teaching of English language for lower secondary schools in the Turkish Republic of Northern Cyprus. In its entirety it sets out to satisfy the needs and expectations of the various stakeholders in education. It portrays a sensitive outlook to the changing needs/expectations of the learners, the teachers and the society as a whole. It aims to bring Turkish Cypriot lower secondary school learners to A2 and/or B1 level within the Common European framework at the end of 3-year English language instruction. It invites all interested parties to adopt a new perspective which moves away from being "teacher centred" to being "learner centred". The teacher is no longer seen simply as a transmitter of knowledge, but at times s/he takes the role of an advisor, a co-participant, and a resource. The learner too is no longer viewed as a passive recipient, but one who is continually moving towards self-knowledge and self- direction. The learner is empowered to have his/her own agenda and to take responsibility for his/her learning. Above all, the curriculum is a living and dynamic document which is continually evaluated, revised and updated. As such, it is not to be found on the shelves of educational administrators but in the practices of teachers and learners. It is generally accepted that a good curriculum is never written in stone and there is always room for additions and amplifications.

2. PHILOSOPHICAL FOUNDATIONS 2.1 The rationale underpinning this curriculum 2.1.1. Constructivist Approach The philosophy of the curriculum for English in the lower secondary school is in line with that of education as a whole in Cyprus. The curriculum is humanistic, aiming at the development of a 'whole' person, mentally, morally and aesthetically refined, healthy, active and creative, able to promote intercultural understanding, tolerance, cooperation and respect among individuals so that the ideals of democracy, freedom, justice and peace can prevail and the European dimension of education can be realised. 2.1.2 What is the Common European Framework? The Common European Framework provides a common basis for the elaboration of language syllabuses, curriculum guidelines, examinations, textbooks, etc. across Europe. It describes in a comprehensive way what language learners have to learn to do in order to use a language for communication and what knowledge and skills they have to develop so as to be able to act effectively.

Page 5: K.K.T.C. MİLLÎ EĞİTİM ve KÜLTÜR BAKANLIĞI Talim ve Terbiye …talimterbiye.mebnet.net/Ogretim Programlari/ortaokul/2013... · 2013-10-30 · K.K.T.C. MİLLÎ EĞİTİM ve

2.1.3 The aims and objectives of Council of Europe language policy CEF serves the overall aim of the Council of Europe ‘to achieve greater unity among its members’ and to pursue this aim ‘by the adoption of common action in the cultural field’. The work of the Council for Cultural Cooperation of the Council of Europe with regard to modern languages, has derived its coherence and continuity from adherence to three basic principles.

• that the rich heritage of diverse languages and cultures in Europe is a valuable common resource to be protected and developed, and that a major educational effort is needed to convert that diversity from a barrier to communication into a source of mature enrichment and understanding;

• that it is only through a better knowledge of European modern languages that it will be possible to facilitate communication and interaction among Europeans of different mother tongues in order to promote European mobility, mutual understanding and cooperation, and overcome prejudice and discrimination;

• that member states when adopting or developing national policies in the field of modern language learning and teaching, may achieve greater convergence at the European level by means of appropriate arrangements for ongoing cooperation and coordination of policies.(CEF, p.2)

In the pursuit of these principles, the efforts of member governments and non-governmental institutions to improve language learning in accordance with these fundamental principles are encouraged, supported and coordinated by the Council.

A. General measures

1. To ensure, all sections of their populations have access to effective means of acquiring

a knowledge of the languages of other member states as well as the skills in the use of those languages that will enable them to satisfy their communicative needs and in particular:

1.1 to deal with the business of everyday life in another country, and to help foreigners

staying in their country to do so; 1.2 to exchange information and ideas with young people and adults who speak a different

language and to communicate their thoughts and feelings to them; 1.3 to achieve a wider and deeper understanding of the way of life and forms of thought of

other peoples and of their cultural heritage. 2. To promote, encourage and support the efforts of teachers and learners at all levels to apply in their own situation the principles of the construction of language-learning systems (as these are progressively developed within the Council of Europe ‘Modern languages’ programme):

2.1 by basing language teaching and learning on the needs, motivations, characteristics and

resources of learners; 2.2 by defining worthwhile and realistic objectives as explicitly as possible;

Page 6: K.K.T.C. MİLLÎ EĞİTİM ve KÜLTÜR BAKANLIĞI Talim ve Terbiye …talimterbiye.mebnet.net/Ogretim Programlari/ortaokul/2013... · 2013-10-30 · K.K.T.C. MİLLÎ EĞİTİM ve

2.3 by developing appropriate methods and materials; 2.4 by developing suitable forms and instruments for the evaluating of learning programmes.

3. To promote research and development programmes leading to the introduction, at all educational levels, of methods and materials best suited to enabling different classes and types of student to acquire a communicative proficiency appropriate to their specific needs.

The political objectives of actions in the field of modern languages:

• to equip all Europeans for the challenges of intensified international mobility and closer co-operation not only in education, culture and science but also in trade and industry.

• to promote mutual understanding and tolerance, respect for identities and cultural diversity through more effective international communication.

• to maintain and further develop the richness and diversity of European cultural life through greater mutual knowledge of national and regional languages, including those less widely taught.

• to meet the needs of a multilingual and multicultural Europe by appreciably developing the ability of Europeans to communicate with each other across linguistic and cultural boundaries, which requires a sustained, lifelong effort to be encouraged, put on an organised footing and financed at all levels of education by the competent bodies.

• to award the dangers that might result from the marginalisation of those lacking the skills necessary to communicate in an interactive Europe.

The construction of a comprehensive, transparent and coherent framework for language learning and teaching does not imply the imposition of one single uniform system. On the contrary, the framework should be open and flexible, so that it can be applied, with such adaptations as proved necessary, to particular situations. CEF ( Common European Framework) should be:

• multi-purpose: usable for the full variety of purposes involved in the planning and provision of facility for language learning

• flexible: adaptable for use in different circumstances • open: capable of further extension and refinement • dynamic: in continuous evolution in response to experience in its use • user-friendly: presented in a form readily understandable and usable by those to

whom it is address • non-dogmatic: not irrevocably and exclusively attached to any one of a number of

competing linguistic or educational theories or practices The role of the curriculum in instruction is to provide adequate direction so that the needs of the learners will be satisfied. Other than that, it should be seen as a springboard from which teachers can delve into the pleasures of discovering ways to motivate learners and involve them fully into the learning of English as a foreign language. In this curriculum, linguistic

Page 7: K.K.T.C. MİLLÎ EĞİTİM ve KÜLTÜR BAKANLIĞI Talim ve Terbiye …talimterbiye.mebnet.net/Ogretim Programlari/ortaokul/2013... · 2013-10-30 · K.K.T.C. MİLLÎ EĞİTİM ve

content is held to include not only vocabulary and grammar but notions and functions that the learner needs to communicate. 2.2 Democratisation In the true spirit of democratic curriculum, the teacher offers equal opportunities to all learners so that, irrespective of aptitude/abilities, they can realise their full potential working in mixed ability classes. By encouraging learners to work with each other, accepting each other's strengths and weaknesses and to think critically, the teacher creates in the foreign language classroom a microcosm of a democratic society, which is further strengthened by the techniques actually used in foreign language teaching. These promote cooperation and respect for the views and contributions of others. 2.3 Usefulness The curriculum focuses on what is relevant and significant, for what is perceived as such can be accepted by the main stakeholders in education and pursued as useful. It is realistic, demonstrating a strong link between education and life, for its ultimate aim is the preparation of citizens who will contribute to the social, economic and cultural development of the country. To achieve this aim, the curriculum aspires to encourage the good use of new technologies and innovation so that foreign language education can keep abreast of new developments. 2.5 Autonomy The curriculum is learner-centred. This shift in focus from the teacher to the learner needs to be emphasised for it is by accustoming pupils to assuming responsibility for their own learning and development that they will be helped to grow to be

Page 8: K.K.T.C. MİLLÎ EĞİTİM ve KÜLTÜR BAKANLIĞI Talim ve Terbiye …talimterbiye.mebnet.net/Ogretim Programlari/ortaokul/2013... · 2013-10-30 · K.K.T.C. MİLLÎ EĞİTİM ve

independent thinkers and doers. In such a curriculum, the role of appropriate tasks and learning activities is crucial because it is in this way that flexibility, creativity, and autonomy can be promoted. Lifelong learning, based on the valuable skill of 'learning how to learn', is also cultivated. 2.6 Joy of Learning The curriculum is balanced in terms of joy of learning and utilitarianism. The present curriculum aims to satisfy that need by recommending appropriate thematic content and methodological approaches with emphasis on active learning. Thus, it hopes to motivate learners to integrate their knowledge and study skills willingly, effectively and joyfully into their lives in and outside of the classroom. 2.6 Adaptability

To be effective, the curriculum is subject to review and continuous change. It is never a finished product but always an ongoing process. This ensures that it is at all times in alignment with the needs/expectations of the main stakeholders in educational makers, especially the needs of the state and the learners themselves.

2.7 Creativity

The curriculum avoids being extremely prescriptive for it recognises the need for creativity by the teacher and the learner. However, it also recognises that all learning

Page 9: K.K.T.C. MİLLÎ EĞİTİM ve KÜLTÜR BAKANLIĞI Talim ve Terbiye …talimterbiye.mebnet.net/Ogretim Programlari/ortaokul/2013... · 2013-10-30 · K.K.T.C. MİLLÎ EĞİTİM ve

experiences should be permeated by the philosophy of this curriculum. To promote creativity among learners, the teacher is encouraged to be as creative as possible, an inexhaustible source of inspiring /engaging ideas and techniques. This can be achieved if the teacher makes an effort to go beyond the traditional and to select innovative instructional and assessment methods appropriate for his/her learners, to challenge them, and in so doing, to help to develop their personalities. The teacher becomes a materials developer, a resource manager and promotes learning to learn. The learners engage in meaningful and demanding activities and negotiate meaning in a learning environment that actively supports creativity.

4. GENERAL AIMS, OBJECTIVES and COMPETENCES

English language teaching at the secondary level aspires to promote aims that do not focus on language learning only. It assigns itself the more ambitious role of encompassing aims that are global and transversal in nature. This curriculum is in full conformity with the Common European Framework.

Page 10: K.K.T.C. MİLLÎ EĞİTİM ve KÜLTÜR BAKANLIĞI Talim ve Terbiye …talimterbiye.mebnet.net/Ogretim Programlari/ortaokul/2013... · 2013-10-30 · K.K.T.C. MİLLÎ EĞİTİM ve

Basic User Independent User Proficient User A B C Basic User Independent User Proficient User

A1.1

A1.2

A2.1

B1.1

A2.2 B1.2

B2.1

B2.2

C1

C2

A1 A2 B1 B2 C1 C2 (Breakthrough) (Waystage) (Threshold) (Vantage) (Effective (Mastery) Operational Proficiency) Table 1. Common Reference Levels: global scale

Independent User

B1

Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interests. Can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans.

Basic User

A2 Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.

Page 11: K.K.T.C. MİLLÎ EĞİTİM ve KÜLTÜR BAKANLIĞI Talim ve Terbiye …talimterbiye.mebnet.net/Ogretim Programlari/ortaokul/2013... · 2013-10-30 · K.K.T.C. MİLLÎ EĞİTİM ve

A1 Can understand and use everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.

3.1 Transversal Aims

• to encourage pupils to tap their personal experiences (thus raising self-esteem) • to enable learners to develop an interest in finding out about foreign cultures so

as to develop understanding and tolerance of others • to promote the use of new technologies as a flexible and enjoyable learning tool • to encourage the development of a spirit of cooperation among pupils, as it is

conducive to learning • to create an environment that encourages risk-taking and tolerance of uncertainty • to enable learners to apply analytical and synthesising skills • to promote development of metacognitive skills among learners • to promote the interrelation with other subjects in the school curriculum for the

provision of a more balanced general education and the enrichment of learners' experiential background (cross-curricular approach)

• to establish links with the community (by inviting guest speakers, using materials published by various organisations and initiating projects that involve learners in going out into the community as researchers) so that learning can come closer to life

• to promote the joy of learning • to motivate learners intrinsically and extrinsically.

3.2Language Aims Language activities

The language learner/user’s communicative language competence is activated in the performance of the various language activities, involving reception, production, interaction or mediation (in particular interpreting or translating). Each of these types of

Page 12: K.K.T.C. MİLLÎ EĞİTİM ve KÜLTÜR BAKANLIĞI Talim ve Terbiye …talimterbiye.mebnet.net/Ogretim Programlari/ortaokul/2013... · 2013-10-30 · K.K.T.C. MİLLÎ EĞİTİM ve

activity is possible in relation to text in oral or written form, or both. As processes, reception and production (oral and/or written) are obviously primary, since both are required for interaction. In this Framework, however, the use of these terms for language activities is confined to the role they play in isolation. Receptive activities include silent reading and following the media. They are also of importance in many forms of learning (understanding course content, consulting text books, works of difference and documents). Productive activities have an important function in many academic and professional fields (oral presentations, written studies and reports) and particular social value is attached to them (judgments made of what has been submitted in writing or of fluency in speaking and delivering oral presentations). In interaction at least two individuals participate in an oral and/or written exchange in which production and reception alternate and may in fact overlap in oral communication. Not only may two interlocutors be speaking and yet listening to each other simultaneously. Even where turn-taking is strictly respected, the listener is generally already forecasting the minder of the speaker’s message and preparing a response. Learning to interact thus involves more than learning to receive and to produce utterance. High importance is generally attributed to interaction in language use and learning in view of its central role in communication. In both the receptive and productive modes, the written and/or oral activities of mediation make communication possible between person’s who are unable, for whatever reason, to communicate with each other directly. Translation or interpretation, paraphrase, summary or record, provides for a third party a (re)formulation of a source text to which this third party does not have direct access. Mediating language activities – (re)processing and existing text – occupy an important place in the normal linguistic functioning of our societies.

• to encourage active listening to comprehensible input from a variety of sources (native speakers, radio, television)

Page 13: K.K.T.C. MİLLÎ EĞİTİM ve KÜLTÜR BAKANLIĞI Talim ve Terbiye …talimterbiye.mebnet.net/Ogretim Programlari/ortaokul/2013... · 2013-10-30 · K.K.T.C. MİLLÎ EĞİTİM ve

• to enable young learners to use both oral and written English for • practical communication purposes • to aid learners in processing realistic, semi-authentic and authentic material at the

appropriate level of proficiency • to sensitise young learners to language appropriacy, especially in relation to

context, audience and purpose • to give equal importance to both accuracy and fluency in communication • to help learners develop an awareness of the nature of language and how it works

in practice (discovery approach) • to make learners aware of language learning strategies • to raise the learners' awareness of their individual learning styles • to encourage learners to develop a positive attitude towards language learning in

general and the learning of English in particular.

4.3 Objectives and Competences 1. Productive activities and strategies

Productive activities and strategies include both speaking and writing activities. 1.1 Oral production (speaking) activities OVERALL ORAL PRODUCTION B1 can reasonably fluently sustain a straightforward description of one of a variety of

subjects within his/her field of interest, presenting it as a linear sequence of points A2 give a simple description or presentation of people, living or working conditions, daily

routines, likes/dislikes, etc. as a short series of simple phrases and sentences linked into a list

A1 produce simple mainly isolated phrases about people and places SUSTAINED MONOLOGUE: Describing experience B1 give straightforward descriptions on a variety of familiar subjects within his/her field of

interest reasonably fluently relate a straightforward narrative or description as a linear sequence of points give detailed accounts of experiences, describing feelings and reactions relate details of unpredictable occurrences, e.g. an accident relate the plot of a book or film and describe his/her reactions describe dreams, hopes and ambitions describe events, real or imagined narrate a story

A2 tell a story or describe something in a simple list of points, describe everyday aspects of his/her environment e.g. people, places, a job or study experience

Page 14: K.K.T.C. MİLLÎ EĞİTİM ve KÜLTÜR BAKANLIĞI Talim ve Terbiye …talimterbiye.mebnet.net/Ogretim Programlari/ortaokul/2013... · 2013-10-30 · K.K.T.C. MİLLÎ EĞİTİM ve

give short, basic descriptions of events and activities describe plans and arrangements, habits and routines, past activities and personal experiences use simple descriptive language to make brief statements about and compare objects and possessions explain what he/she likes or dislikes about something describe his/her family, living conditions, educational background, present or most recent job describe people, places and possessions in simple terms

A1 describe him/herself, what he/she does and where he/she lives SUSTAINED MONOLOGUE: Putting a case (e.g. in a debate) B1 develop an argument well enough to be followed without difficulty most of the time

briefly give reasons and explanations for opinions, plans and actions A2 No descriptor available A1 No descriptor available PUBLIC ANNOUNCEMENTS B1 deliver short, rehearsed announcements on a topic pertinent to everyday occurrences in

his/her field which, despite possibly very foreign stress and intonation, are nevertheless clearly intelligible

A2 deliver very short, rehearsed announcements of predictable, learnt content which are intelligible to listeners who are prepared to concentrate

A1 No descriptor available ADDRESSING AUDIENCES B1 give a prepared straightforward presentation on a familiar topic within his/her field

which is clear enough to be followed within difficulty most of the time, and in which the main points are explained with reasonable precision take follow up questions, but may have to ask for repetition if the speech was rapid

A2 give a short, rehearsed presentation on a topic pertinent to his/her everyday life, briefly give reasons and explanations for opinions, plans and actions cope with a limited number of straightforward follow up questions

A1 read a very short, rehearsed statement- e.g. to introduce a speaker, propose a toast 1.2 Written production (writing) activities OVERALL WRITTEN PRODUCTION B1 write straightforward connected texts on a range of familiar subjects within his/her field

of interest, by linking a series of shorter discrete elements into a linear sequence A2 write a series of simple phrases and sentences linked with simple connectors like ‘and’,

‘but’ and ‘because’ A1 write simple isolated phrases and sentences CREATIVE WRITING

Page 15: K.K.T.C. MİLLÎ EĞİTİM ve KÜLTÜR BAKANLIĞI Talim ve Terbiye …talimterbiye.mebnet.net/Ogretim Programlari/ortaokul/2013... · 2013-10-30 · K.K.T.C. MİLLÎ EĞİTİM ve

B1 write straightforward, detailed descriptions on a range of familiar subjects within his/her field of interest write accounts of experiences, describing feelings and reactions in simple connected text write a description of an event, a recent trip- real or imagined narrate a story

A2 write about everyday aspects of his/her environment, e.g. people, places, a job or study experience in linked sentences write very short, simple imaginary biographies and simple poems about people

A1 write simple phrases and sentences about themselves and imaginary people, where they live and what they do

REPORTS AND ESSAYS B1 write short, simple essays on topics of interest

summarise, report and give his/her opinion about accumulated factual information on familiar routine and non-routine matters within his/her field with some confidence write very brief reports to a standard conventionalised format, which pass on routine factual information and state reasons for actions

A2 No descriptor available A1 No descriptor available PLANNING B1 rehearse and try out new combinations and expressions, inviting feedback

work out how to communicate the main point(s) he/she wants to get across, exploiting any resources available and limiting the message to what he/she can recall or find the means to express

A2 recall and rehearse an appropriate set of phrases from his/her repertoire A1 No descriptor available COMPENSATING B1 define the features of something concrete for which he/she can’t remember the word

convey meaning by qualifying a word meaning something similar (e.g. a truck for people = bus) use a simple word meaning something similar to the concept he/she wants to convey and invites ‘correction’ foreignise a mother tongue word and ask for confirmation

A2 use an inadequate word from his/her repertoire and use gesture to clarify what he/she wants to say

Page 16: K.K.T.C. MİLLÎ EĞİTİM ve KÜLTÜR BAKANLIĞI Talim ve Terbiye …talimterbiye.mebnet.net/Ogretim Programlari/ortaokul/2013... · 2013-10-30 · K.K.T.C. MİLLÎ EĞİTİM ve

identify what he/she means by pointing to it (e.g. ‘I’d like this, please’) A1 No descriptor available MONITORING AND REPAIR B1 correct mix-ups with tenses or expressions that lead to misunderstandings provided the

interlocutor indicates there is a problem ask for confirmation that a form used is correct start again using a different tactic when communication breaks down

A2 No descriptor available A1 No descriptor available 2. Receptive activities and strategies These include listening and reading activities 2.1 Aural reception (listening) activities OVERALL LISTENING COMPREHENSION B1 understand straightforward factual information about common everyday or job related

topics, identifying both general messages and specific details, provided speech is clearly articulated in a generally familiar accent understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure etc., including short narratives

A2 understand enough to be able to meet needs of a concrete type provided speech is clearly and slowly articulated understand phrases and expressions related to areas of most immediate priority (e.g. very basic personal and family information, shopping, local geography, employment) provided speech is clearly and slowly articulated

A1 follow speech which is very slow and carefully articulated, with long pauses for him/her to assimilate meaning

UNDERSTANDING CONVERSATION BETWEEN NATIVE SPEAKERS B1 generally follow the main points of extended discussion around him/her, provided

speech is clearly articulated in standard dialect A2 generally identify the topic of discussion around him/her, when it is conducted slowly

and clearly A1 No descriptor available LISTENING AS A MEMBER OF A LIVE AUDIENCE

Page 17: K.K.T.C. MİLLÎ EĞİTİM ve KÜLTÜR BAKANLIĞI Talim ve Terbiye …talimterbiye.mebnet.net/Ogretim Programlari/ortaokul/2013... · 2013-10-30 · K.K.T.C. MİLLÎ EĞİTİM ve

B1 follow a lecture or talk within his/her own field, provided the subject matter is familiar and the presentation straightforward and clearly structured follow in outline straightforward short talks on familiar topics provided these are delivered in clearly articulated standard speech

A2 No descriptor available A1 No descriptor available LISTENING TO ANNOUNCEMENTS AND INSTRUCTIONS B1 understand simple technical information, such as operating instructions for everyday

equipment follow detailed directions

A2 catch the main point in short, clear, simple messages and announcements understand simple directions relating to how to get from X to Y, by foot or public transport

A1 understand instructions addressed carefully and slowly to him/her and follow short, simple directions

LISTENING TO AUDIO MEDIA AND RECORDINGS B1 understand the information content of the majority of recorded or broadcast audio

material on topics of personal interest delivered in clear standard speech understand the main points of radio news bulletins and simpler recorded material about familiar subjects delivered relatively slowly and clearly

A2 understand and extract the essential information from short, recorded passages dealing with predictable everyday matters which are delivered slowly and clearly

A1 No descriptor available 2.2 Visual reception (reading) activities OVERALL READING COMPREHENSION B1 read straightforward factual texts on subjects related to his/her field and interest with a

satisfactory level of comprehension A2 understand short, simple texts on familiar matters of a concrete type which consists of

high frequency everyday or job-related language understand short, simple texts containing the highest frequency vocabulary, including a proportion of shared international vocabulary items

A1 understand very short, simple texts a single phrase at a time, picking up familiar names, words and basic phrases and rereading as required

READING CORRESPONDENCE B1 understand the description of events, feelings and wishes in personal letters well enough

to correspond regularly with a pen friend A2 understand basic types of standard routine letters and faxes (enquiries, orders, letters of

Page 18: K.K.T.C. MİLLÎ EĞİTİM ve KÜLTÜR BAKANLIĞI Talim ve Terbiye …talimterbiye.mebnet.net/Ogretim Programlari/ortaokul/2013... · 2013-10-30 · K.K.T.C. MİLLÎ EĞİTİM ve

confirmation etc.) on familiar topics understand short, simple personal letters

A1 understand short, simple messages on postcards READING FOR ORIENTATION B1 scan longer texts in order to locate desired information, and gather information from

different parts of a text, or from different texts in order to fulfil a specific task find and understand relevant information in everyday material such as letters, brochures and short official documents

A2 find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus, reference lists and timetables locate specific information in lists and isolate the information required (e.g. use the ‘Yellow Pages’ to find a service or tradesman) understand everyday signs and notices: in public places, such as streets, restaurants, railway stations; in workplaces, such as directions, instructions, hazard warnings

A1 recognise familiar names, words and very basic phrases on simple notices in the most common everyday situations

READING FOR INFORMATION AND ARGUMENT B1 identify the main conclusions in clearly signalled argumentative texts

recognise the line of argument in the treatment of the issue presented, though not necessarily in detail recognise significant points in straightforward newspaper articles on familiar subjects

A2 identify specific information in simpler written material he/she encounters such as letters, brochures and short newspaper articles describing events

A1 get an idea of the content of simpler informational material and short simple descriptions, especially if there is visual support

READING INSRUCTIONS B1 understand clearly written, straightforward instruction for a piece of equipment A2 understand regulations, for example safety, when expressed in simple language

understand simple instruction on equipment encountered in everyday life-such as a public telephone

A1 follow short, simple written directions (e.g. to go from X to Y) 2.3 Audio-visual reception activities WATCHING TV AND FILM B1 understand a large part of many TV programmes on topics of personal interest such as

interviews, short lectures, and news reports when the delivery is relatively slow and clear follow many films in which visuals and action carry much of the storyline, and which are delivered clearly in straightforward language

Page 19: K.K.T.C. MİLLÎ EĞİTİM ve KÜLTÜR BAKANLIĞI Talim ve Terbiye …talimterbiye.mebnet.net/Ogretim Programlari/ortaokul/2013... · 2013-10-30 · K.K.T.C. MİLLÎ EĞİTİM ve

catch the main points in TV programmes and familiar topics when the delivery is relatively slow and clear

A2 identify the main point of TV news items reporting events, accidents etc. where the visual support the commentary follow changes of topic of factual TV news items, and form an idea of the main content

A1 No descriptor available 2.4 Reception strategies IDENTIFYING CUES AND INFERRING (Spoken & Written) B1 identify unfamiliar words from the context on topics related to his/her field and interests

extrapolate the meaning of occasional unknown words from the context and deduce sentence meaning provided the topic discussed is familiar

A2 use an idea of the overall meaning of short texts and utterances on everyday topics of a concrete type to derive the probably meaning of unknown words from the context

A1 No descriptor available 3. Interactive activities and strategies 3.1 Spoken interaction activities OVERALL SPOKEN INTERACTION B1 communicate with some confidence on familiar routine and non-routine matters related

to his/her interest and professional field, exchange, check and confirm information, deal with less routine situations and explain why something is a problem, express thoughts on more abstract, cultural topics such as films, books, music etc. exploit a wide range of simple language to deal with most situations likely to arise whilst travelling, enter unprepared into conversation on familiar topics, express personal opinions and exchange information on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and current events)

A2 interact with reasonable ease in structured situations and short conversations provided the other person helps if necessary, manage simple routine exchanges without undo effort; ask and answer questions and exchange ideas and information on familiar topics in predictable everyday situations communicate in simple and written tasks requiring a simple and direct exchange of information on familiar and written matters to do with work and free time, handle very short social exchanges but is rarely able to understand enough to keep conversation going of his/her own accord

A1 interact in a simple way but communication is totally dependant on repetition at a slower rate of speech, rephrasing and repair, ask and answer simple questions, initiate and respond to simple statements in areas of immediate need or on very familiar topics

Page 20: K.K.T.C. MİLLÎ EĞİTİM ve KÜLTÜR BAKANLIĞI Talim ve Terbiye …talimterbiye.mebnet.net/Ogretim Programlari/ortaokul/2013... · 2013-10-30 · K.K.T.C. MİLLÎ EĞİTİM ve

UNDERSTANDING A NATIVE SPEAKER INTERLOCUTOR B1 follow clearly articulated speech directed at him/her in everyday conversation, though

will sometimes have to ask for repetition of particular words and phrases A2 understand enough to manage simple routine exchanges without undo effort

generally understand clear, standard speech on familiar matters directed at him/her, provided he/she can ask for repetition or reformulation from time-to-time understand what is said clearly, slowly and directly to him/her in simple everyday conversation; be made to understand if the speaker can take the trouble

A1 understand everyday expressions aimed at the satisfaction of simple needs of a concrete type, delivered directly to him/her in clear, slow and repeated speech by a sympathetic speaker understand questions and instructions addressed carefully and slowly to him/her and follow short, simple directions

CONVERSATION B1 enter unprepared into conversations on familiar topics

follow clearly articulated speech directed at him/her in everyday conversation, though will sometimes have to ask for repetition of particular words and phrases maintain a conversation of discussion but may sometimes be difficult to follow when trying to say exactly what he/she would like to express and respond to feelings such as surprise, happiness, sadness, interest and indifference

A2 establish social contact: greetings and farewells; introductions giving thanks generally understand clear, standard speech on familiar matters directed at him/her, provided he/she can ask for repetition or reformulation from time-to-time participate in short conversations in written context on topics of interest express how he/she feels in simple terms, and express things handle very short social exchanges but is rarely able to understand enough to keep conversation going of his/her own accord, though he/she can be made to understand if the speaker will take the trouble use simple everyday polite forms of greeting and address make and respond to invitations, suggestions and apologies say what he/she likes and dislikes

A1 make an introduction and use basic greeting and leave-taking expressions ask how people are and react to news understand everyday expressions aimed at the satisfaction of simple needs of a concrete type, delivered directly to him/her in clear, slow and repeated speech by a sympathetic speaker

INFORMAL DISCUSSION (WITH FRIENDS) B1

follow much of what is said around him/her on general topics provided interlocutors avoid very idiomatic usage and articulate clearly express his/her thoughts about abstract or cultural topics such as music, films, explain why something is a problem

Page 21: K.K.T.C. MİLLÎ EĞİTİM ve KÜLTÜR BAKANLIĞI Talim ve Terbiye …talimterbiye.mebnet.net/Ogretim Programlari/ortaokul/2013... · 2013-10-30 · K.K.T.C. MİLLÎ EĞİTİM ve

give brief comments on the views of others compare and contrast alternatives, discussing what to do, where to go, which to choose, etc. generally follow the main points in an informal discussion with friends provided speech is clearly articulated in standard dialect give or seek personal views and opinions in discussing topics of interest make his/her opinions and reactions understood as regards solutions to problems or practical questions of where to go, what to do, how to organise an event (e.g. an outing) express belief, opinion, agreement and disagreement politely

A2

generally identify the topic of discussion around him/her when it is conducted slowly and clearly discuss what to do in the evening, at the weekend make and respond to suggestions agree and disagree with others discuss everyday practical issues in a simple way when addressed clearly, slowly and directly discuss what to do, where to go and make arrangements to meet

A1 No descriptor available FORMAL DISCUSSION AND MEETING B1 follow much of what is said that is related to his/her field, provided interlocutors avoid

very idiomatic usage and articulate clearly put over a point of view clearly, but has difficulty engaging debate take part in routine formal discussion of familiar subjects which is conducted in clearly articulated speech in the standard dialect and which involves the exchange of factual information, receiving instructions or the discussion of solutions to practical problems

A2

generally follow changes of topic in formal discussion related to his/her field which is conducted slowly and clearly exchange relevant information and give his/her opinion on practical problems when asked directly, provided he/she receives some help with formulation and can ask for repetition of key points if necessary say what he/she thinks about things when addressed directly in a formal meeting, provided he/she can ask for repetition of key points if necessary

A1 No descriptor available GOAL-ORIENTED CO-OPERATION

(e.g. Repairing a car, discussing a document, organising an event) B1

follow what is said, though he/she may occasionally have to ask for repetition or clarification if the other people’s talk is rapid or extended explain why something is a problem, discuss what to do next, compare and contrast alternatives give brief comments on the views of others generally follow what is said and, when necessary, can repeat back part of what someone has said to confirm mutual understanding make his/her opinions and reactions understood as regards possible solutions or the question of what to do next, giving brief reasons and explanations invite others to give their views on how to proceed

Page 22: K.K.T.C. MİLLÎ EĞİTİM ve KÜLTÜR BAKANLIĞI Talim ve Terbiye …talimterbiye.mebnet.net/Ogretim Programlari/ortaokul/2013... · 2013-10-30 · K.K.T.C. MİLLÎ EĞİTİM ve

A2

understand enough to manage simple, routine tasks without undue effort, asking very simply for repetition when he/she does not understand discuss what to do next, making and responding to suggestions, asking for and giving directions indicate when he/she is following and can be made to understand what is necessary, if the speaker takes the trouble communicate in simple and routine tasks using simple phrases to ask for and provide things, to get simple information and to discuss what to do next

A1 understand questions and instructions addressed carefully and slowly to him/her and follow short, simple directions ask people for things, and give people things

TRANSACTIONS TO OBTAIN GOODS AND SERVICES B1 deal with most transactions likely to arise whilst travelling, arranging travel or

accommodation, or dealing with authorities during a foreign visit cope with less routine situations in shops, post offices, banks, e.g. returning an unsatisfactory purchase, make a complaint deal with most situations likely to arise when making travel arrangements through an agent or when actually travelling e.g. asking passenger where to get off for an unfamiliar destination

A2 deal with common aspects of everyday living such as travel, lodgings, eating and shopping get all the information needed from a tourist office, as long as it is of a straightforward, non-specialised nature ask for and provide everyday goods and services get simple information about travel, use public transport: buses, trains, and taxis, ask and give directions, and buy tickets ask about things and make simple transactions in shops, post offices or banks give and receive information about quantities, numbers, prices, etc. make simple purchases by stating what is wanted and asking the price order a meal

A1 ask people for things and give people things handle numbers, quantities, cost and time

INFORMATION EXCHANGE B1 exchange, check and confirm accumulated factual information on familiar routine and

non-routine matters within his/her field with some confidence describe how to do something, giving detailed instructions summarise and give his or her opinion about a short story, article, talk, discussion, interview, or documentary and answer further questions of detail find out and pass on straight factual information ask for and follow detailed directions obtain more detailed information

A2 understand enough to manage simple, routine exchanges without undue effort deal with practical everyday demands: finding out and passing on straightforward factual information

Page 23: K.K.T.C. MİLLÎ EĞİTİM ve KÜLTÜR BAKANLIĞI Talim ve Terbiye …talimterbiye.mebnet.net/Ogretim Programlari/ortaokul/2013... · 2013-10-30 · K.K.T.C. MİLLÎ EĞİTİM ve

ask and answer questions about pastimes and past activities give and follow simple directions and instructions, e.g. explain how to get somewhere communicate in simple and routine tasks requiring a simple and direct exchange of information exchange limited information on familiar and routine operational matters ask and answer questions about what they do at work and in free time ask for and give directions referring to a map or plan ask for and provide personal information

A1 understand questions and instructions addressed carefully and slowly to him/her and follow short, simple directions ask and answer simple questions, initiate and respond to simple statements in areas of immediate need or on very familiar topics ask and answer questions about themselves and other people, where they live, people they know, things they have indicate time by such phrases as next week, last Friday, in November, three o’clock

INTERVIEWING AND BEING INTERVIEWED B1 provide concrete information required in an interview/consultation (e.g. describe

symptoms to a doctor) but does so with limited precision carry out a prepared interview, checking and confirming information, though he/she may occasionally have to ask for repetition if the other person’s response is rapid or extended take some initiatives in an interview/consultation (e.g. to bring up a new subject) but is very dependent on interviewer in the interaction use a prepared questionnaire to carry out a structured interview, with some spontaneous follow up questions

A2 make him/herself understood in an interview and communicate ideas and information on familiar topics, provided he/she can ask for clarification occasionally, and is given some help to express what he/she wants to answer simple questions and respond to simple statements in an interview

A1 reply in an interview to simple direct questions spoken very slowly and clearly in direct non-idiomatic speech about personal details

3.2 Written interaction activities OVERALL WRITTEN INTERACTION B1 convey information and ideas on abstract as well as concrete topics, check information

and ask about or explain problems with reasonable precision write personal letters and notes asking for or conveying simple information of immediate relevance, getting across the point he/she feels to be important

A2 write short, simple formulaic notes relating to matters in areas of immediate need A1 ask for or pass on personal details in written form

Page 24: K.K.T.C. MİLLÎ EĞİTİM ve KÜLTÜR BAKANLIĞI Talim ve Terbiye …talimterbiye.mebnet.net/Ogretim Programlari/ortaokul/2013... · 2013-10-30 · K.K.T.C. MİLLÎ EĞİTİM ve

CORRESPONDENCE B1 write personal letters giving news and expressing thoughts about abstract or cultural

topics such as music, films write personal letters describing experiences, feelings and events in some detail

A2 write very simple personal letters expressing thanks and apology A1 write a short simple postcard NOTES, MESSAGES & FORMS B1 take messages communicating enquiries, explaining problems

write notes conveying simple information of immediate relevance to friends, service people, teachers and others who feature in his/her everyday life, getting across comprehensibly the points he/she feels are important

A2 take a short, simple message provided he/she can ask for repetition and reformulation write short, simple notes and messages relating to matters in areas of immediate need

A1 write numbers and dates, own name, nationality, address, age, date of birth or arrival in the country, etc. such as on a hotel registration form

3.3 Interaction strategies TAKING THE FLOOR (TURNTAKING) B1 intervene in a discussion on a familiar topic, using a suitable phrase to get the floor

initiate, maintain and close simple, face-to-face conversation on topics that are familiar or of personal interest

A2 use simple techniques to start, maintain, or end a short conversation initiate, maintain and close simple, face-to-face conversation ask for attention

A1 No descriptor available CO-OPERATING B1 exploit a basic repertoire of language and strategies to help keep a conversation or

discussion going summarise the point reached in a discussion and so help focus the talk repeat back part of what someone has said to confirm mutual undertsanding and help keep the development of ideas on course, invite others into the discussion

A2 indicate when he/she is following A1 No descriptor available

ASKING FOR CLARIFICATION B1 ask someone to clarify or elaborate what they have just said

Page 25: K.K.T.C. MİLLÎ EĞİTİM ve KÜLTÜR BAKANLIĞI Talim ve Terbiye …talimterbiye.mebnet.net/Ogretim Programlari/ortaokul/2013... · 2013-10-30 · K.K.T.C. MİLLÎ EĞİTİM ve

A2 ask very simply for repetition when he/she does not understand ask for clarification about key words or phrases not understood using stock phrases say he/she didn’t follow

A1 No descriptor available **Communicative language processes NOTE-TAKING (LECTURES, SEMINARS, ETC.) B1 take notes during a lecture which are precise enough for his/her own use at a later date,

provided the topic is within his/her field of interest and the talk is clear and well-structured take notes as a list of key points during a straightforward lecture, provided the topic is familiar, and the talk is both formulated in simple language and delivered in clearly articulated standard speech

A2 No descriptor available A1 No descriptor available PROCESSING TEXT B1 collate short pieces of information from several sources and summaries them for

somebody else paraphrase short written passages in a simple fashion, using the original text wording and ordering

A2 pick out and reproduce key words and phrases or short sentences from a short text within the learner’s limited competence and experience copy out short texts in printed or clearly handwritten format

A1 copy out single words and short texts presented in standard printed format **Communicative language competences **Linguistic competences GENERAL LINGUISTIC RANGE B1 have a sufficient range of language to describe unpredictable situations, explain the

main points in an idea or problem with reasonable precision and express thought on abstract or cultural topics such as music and films have enough language to get by, with sufficient vocabulary to express him/herself with some hesitation and circumlocutions on topics such as family, hobbies and interests, work, travel, and current events, but lexical limitations cause repetition and even difficulty with formulation at times

A2 have a repertoire of basic language which enables him/her to deal with everyday situations with predictable content, though he/she will generally have to compromise the message and search for words produce brief everyday expressions in order to satisfy simple needs of a concrete type: personal details, daily routines, wants and needs, requests for information use basic sentence patterns and communicate with memorized phrases, groups of a few

Page 26: K.K.T.C. MİLLÎ EĞİTİM ve KÜLTÜR BAKANLIĞI Talim ve Terbiye …talimterbiye.mebnet.net/Ogretim Programlari/ortaokul/2013... · 2013-10-30 · K.K.T.C. MİLLÎ EĞİTİM ve

words and formulae about themselves and other people, what they do, places, possessions etc. have a limited repertoire of short memorized phrases covering predictable survival situations; frequent breakdowns and misunderstandings occur in non-routine situations

A1 have a very basic range of simple expressions about personal details and needs of a concrete type

***Lexical competence VOCABULARY RANGE B1 have a sufficient vocabulary to express him/herself with some circumlocutions on most

topics pertinent to his/her everyday life such as family, hobbies and interests, travel, and current events

A2 have sufficient vocabulary to conduct routine, everyday transactions familiar situations and topics have a sufficient vocabulary for the expression of basic communicative needs have a sufficient vocabulary for coping with simple survival needs

A1 have a basic vocabulary repertoire of isolated words and phrases related to particular concrete situations

VOCABULARY CONTROL B1 show good control of elementary vocabulary but major errors still occur when

expressing more complex thoughts or handling unfamiliar topics and situations A2 control a narrow repertoire dealing with concrete everyday needs A1 No descriptor available **Grammatical competence GRAMMATICAL ACCURACY B1 communicate with reasonable accuracy in familiar contexts; generally good though with

noticeable mother tongue influence, errors occur, but it is clear what he/she is trying to express use reasonably accurately a repertoire of frequently used ‘routines’ and patterns associated with more predictable situations

A2 use some simple structures correctly, but still systematically makes basic mistakes-for example tends to mix up tenses and forget to mark agreement; nevertheless, it is usually clear what he/she is trying to say

A1 show only limited control of a few simple grammatical structures and sentence patterns in a learnt repertoire

**Phonological competence PHONOLOGICAL CONTROL B1 pronunciation is clearly intelligible even if a foreign accent is sometimes evident and

occasional mispronunciations occur A2 pronunciation is generally clear enough to be understood despite a noticeable foreign

accent, but conversational partners will need to ask for repetition from time to time

Page 27: K.K.T.C. MİLLÎ EĞİTİM ve KÜLTÜR BAKANLIĞI Talim ve Terbiye …talimterbiye.mebnet.net/Ogretim Programlari/ortaokul/2013... · 2013-10-30 · K.K.T.C. MİLLÎ EĞİTİM ve

A1 pronunciation of a very limited repertoire of learnt words and phrases can be understood with some effort by native speakers used to dealing with speakers of his/her language group

** Orthoepic competence ORTHOGRAPHIC CONTROL B1 produce continuous writing which is generally intelligible throughout

spelling, punctuation and layout are accurate enough to be followed most of the time A2 copy short sentences on everyday subjects-e.g. directions how to get somewhere

write with reasonable phonetic accuracy (but not necessarily fully standard spelling) short words that are in his/her oral vocabulary

A1 copy familiar words and short phrases e.g. simple signs or instructions, names of everyday objects, names of shops and set phrases used regularly spell his/her address, nationality and other personal details

**Sociolinguistic competence SOCIOLINGUISTIC APPROPRIATENESS B1 perform and respond to a wide range of language functions, using their most common

exponents in a neutral register be aware of the salient politeness conventions and acts appropriately be aware of, and looks out for signs of, the most significant differences between the customs, usages, attitudes, values and beliefs prevalent in the community concerned and those of his or her own

A2 perform and respond to basic language functions, such as information exchange and requests and express opinions and attitude in a simple way socialise simply but effectively using the simplest common expressions and following basic routines handle very short social exchanges, using everyday polite forms of greeting and address, make and respond to invitations, suggestions, apologies, etc.

A1 establish basic social contact by using the simplest everyday polite forms of: greetings and farewells; introductions; saying please, thank you, sorry, etc.

**Pragmatic competences **Discourse competence FLEXIBILITY B1 adapt his/her expression to deal with less routine, even difficult, situations

exploit a wide range of simple language flexibly to express much of what he/she wants A2 adapt well rehearsed memorized simple phrases to particular circumstances through

limited lexical substitution expand learned phrases through simple recombination of their elements

A1 No descriptor available

Page 28: K.K.T.C. MİLLÎ EĞİTİM ve KÜLTÜR BAKANLIĞI Talim ve Terbiye …talimterbiye.mebnet.net/Ogretim Programlari/ortaokul/2013... · 2013-10-30 · K.K.T.C. MİLLÎ EĞİTİM ve

TURNTAKING B1 intervene in a discussion on a familiar topic, using a suitable phrase to get the floor

initiate, maintain and close simple face-to-face conversation on topics that are familiar or of personal interest

A2 use simple techniques to start, maintain, or end a short conversation initiate, maintain and close simple, face-to-face conversation ask for attention

A1 No descriptor available THEMATIC DEVELOPMENT B1 reasonably fluently relate a straightforward narrative or description as a linear sequence

of points A2 tell a story or describe something in a simple list of points A1 No descriptor available COHERENCE AND COHESION B1 link a series of shorter, discrete simple elements into a connected, linear sequence of

points A2 use the most frequently occurring connectors to link simple sentences in order to tell a

story or describe something as a simple list of points link groups of words with simple connectors like ‘and’, ‘but’ and ‘because’

A1 link words or groups of words with very basic linear connectors like ‘and’ or ‘then’ **Functional competence SPOKEN FLUENCY B1 express him/herself with relative ease, despite some problems with formulation resulting

in pauses and ‘cul-de-sacs’, he/she is able to keep going effectively without help keep going comprehensibly, even though pausing for grammatical and lexical planning and repair is very evident, especially in longer stretches of free production

A2 make him/herself understood in short contributions, even though pauses, false starts and reformulation are very evident

Page 29: K.K.T.C. MİLLÎ EĞİTİM ve KÜLTÜR BAKANLIĞI Talim ve Terbiye …talimterbiye.mebnet.net/Ogretim Programlari/ortaokul/2013... · 2013-10-30 · K.K.T.C. MİLLÎ EĞİTİM ve

construct phrases on familiar topics with sufficient ease to handle short exchanges, despite very noticeable hesitation and false starts

A1 manage very short, isolated, mainly pre-packaged utterances, with much pausing to search for expressions, to articulate less familiar words, and to repair communication

PROPOSITIONAL PRECISION B1 explain the main points in an idea or problem with reasonable precision

convey simple, straightforward information of immediate relevance, getting across which point he/she feels is most important express the main point he/she wants to make comprehensibly

A2 communicate what he/she wants to say in a simple and direct exchange of limited information on familiar and routine matters, but in other situations he/she generally has to compromise the message

A1 No descriptor available

4. THEMATIC CONTENT 4.1 General Considerations

• The prevailing emphasis in English language teaching is on using the language to accomplish a purpose: to communicate with others. To enable the learners to do so effectively, the thematic content of courses in all three grades should be rich and inherently interesting so that it will be appealing. The following general considerations should be kept in mind.

• Topics and lexis should be characterized by variety. • They should be suitable for the age and interests of the learners. • They should encompass as many disciplines as possible and not just serve as

vehicles for the presentation of structures. • Authentic materials should be used as much as possible. • Though cognitive development is important, the material used should also offer

opportunities for fun (songs, games, crosswords) and moral development. • At a later stage in secondary schools, the aesthetic value of language can be

addressed. • Whenever possible, local issues should be incorporated into instruction as learners

seem to want to find out more about their own heritage while learning English. 4.2 Suggested Themes and Vocabulary The themes and vocabulary that follow are in no way prescriptive. They are meant to be suggestions for exploration in class with the ultimate aim of realizing curricular objectives. They were arranged in an order that progresses from the most immediate, and consequently most accessible for learners at this age, to the most general, which is expected to be treated at higher levels in the students' schooling. An effort was made to include topics that promote world understanding and cultural appreciation.

Page 30: K.K.T.C. MİLLÎ EĞİTİM ve KÜLTÜR BAKANLIĞI Talim ve Terbiye …talimterbiye.mebnet.net/Ogretim Programlari/ortaokul/2013... · 2013-10-30 · K.K.T.C. MİLLÎ EĞİTİM ve

Thematic Categories 1. Personal Identification 2. House and House, Environment 3. Daily Life 4. Free Time and Entertainment 5. Travel 6. Relations with other people 7. Health and Body Care 8. Education 9. Shopping 10. Food and Drink 11. Services 12. Places 13. Language 14. Weather

5. LANGUAGE CONTENT Themes are the vehicles by which teachers and learners consider the functions of the language. The language content proposes to exemplify these functions through providing passive input and promoting productive use.

6. METHODOLOGY 6.1 General Considerations Language learning is a complex process, the mechanisms of which are still the subject of investigation and speculation by researchers. As such, it requires flexibility of approach. The present curriculum adopts a sensible eclectic approach to suit the needs and diverse learning styles of learners, emphasising the communicative aspect of foreign language learning. It advocates the use of techniques from both time- honoured and marginal methods to ensure variety and the creation of an effective learning/teaching environment. What this means in actual practice is that both focusing and defocusing activities have an important role to play in the language classroom. Research is a valuable activity that promotes the integration of ail the skills. Therefore, it is encouraged for all learners. Finally, developing metacognitive skills of learners is of high priority in this curriculum. In this way, the learners will acquire those skills that will help them to become lifelong learners.

Page 31: K.K.T.C. MİLLÎ EĞİTİM ve KÜLTÜR BAKANLIĞI Talim ve Terbiye …talimterbiye.mebnet.net/Ogretim Programlari/ortaokul/2013... · 2013-10-30 · K.K.T.C. MİLLÎ EĞİTİM ve

6.2 Recommended Approach for the Development of the Four Skills 6.2.1 Considering the Question of a Natural Order of Skills In the past, educators used to recommend the order: listening, speaking, reading and writing, based on the assumption that learning a foreign language is like learning one's mother tongue, where a 'natural order' of skills indeed exists. This order may work with young learners but the age group targeted by this curriculum already has knowledge of one language, so all the skills can be practised at the same time in any combination justified by the teaching/learning context. 6.3 Types of Skills The skills are traditionally divided into receptive (listening, reading) and productive (speaking, writing). At this point, the need to pay due attention to a fifth skill that is beginning to emerge in modern society must be mentioned. The visual skill (viewing and representing) is assuming increasing importance that is why it is necessary to include it in the objectives to be pursued. Learning how to learn needs to be added

as well because of its usefulness in facing the challenges of modern times that require developing the ability for lifelong learning. Although the skills are presented separately in the curriculum guide, this does not mean that they should be treated so in actual practice. On the contrary, they should be integrated so that one reinforces the other.

6.3.1 Receptive Skills (Listening and Reading) Listening and reading are receptive in the sense that the learners first receive input before other assigned tasks bring the productive skills into play for the creation of some kind of-output. They are certainly not passive because learners have to focus their attention and utilise various techniques to deduce meaning from what is heard/read. These skills are demanding because learners have to deal with material they have not encountered before in that same form. The more inherently interesting and the closer to their knowledge of the world the

Page 32: K.K.T.C. MİLLÎ EĞİTİM ve KÜLTÜR BAKANLIĞI Talim ve Terbiye …talimterbiye.mebnet.net/Ogretim Programlari/ortaokul/2013... · 2013-10-30 · K.K.T.C. MİLLÎ EĞİTİM ve

material is, the easier it is for learners to deal with it successfully. However, it should also be challenging in the sense that it should be of a slightly higher level than the learners feel entirely comfortable with ("comprehensible input' Krashen). Otherwise, it will not be possible for language gains to occur. 6.3.1.1 Listening Comprehension

Listening, especially to materials delivered at the speed and rate of a native speaker and providing comprehensible input, offers exposure to the target language and can help to increase communicative competence. In foreign language learning, listening is usually more demanding than reading because learners have no control over the speed of delivery and this taxes their powers of concentration. However, it is a valuable skill because it forces the learners, among other things, to tolerate uncertainty, an ability which is equally useful in reading. 6.3.1.2 Reading Comprehension Reading is a skill that can be used to stimulate and sharpen the learners' intellect because it makes demands on comprehension (distinguishing between fact and opinion, drawing inferences, recognizing relationships). It can help improve the learners' vocabulary and grammatical competence because words/structures are found in context. It can also enrich the learners* knowledge of the world, especially if the teaching materials come from a variety of disciplines. In principle, reading is easier than listening because learners can refer back to the text as many times as they wish. This is why this skill lends itself to both top-down and bottom-up processing. 6.3.2 Productive Skills (Speaking and Writing) The skills of speaking and writing are productive in the sense that they lead to immediate output. The learners have more control over the content because they decide what to say/write and how exactly to say/write it. The two skills, however,

Page 33: K.K.T.C. MİLLÎ EĞİTİM ve KÜLTÜR BAKANLIĞI Talim ve Terbiye …talimterbiye.mebnet.net/Ogretim Programlari/ortaokul/2013... · 2013-10-30 · K.K.T.C. MİLLÎ EĞİTİM ve

have many differences. In the language classroom, as in real life, speaking is more widely practiced than writing. The speaker usually gets immediate feedback while the writer does not, as there is no face-to-face interlocutor to ask for clarification. Finally, learners are expected to be more accurate and organize their thoughts more carefully when they write than when they speak. These may be the reasons why writing is considered to be so difficult. 6.3.2.1 Speaking Speaking gives the learners the opportunity not only to answer questions and display their knowledge but also to express their own ideas and feelings (in personalized tasks), using English as a vehicle. Finding ways to incorporate this skill in output of learners can also be used to improve other aspects of language learning activities so that motivation may be increased is a challenge for the teacher. 6.3.2.2 Writing The function of writing is to communicate a message while at the same time reinforcing the new language learnt when engaging in the other skills. In the classroom it aims at consolidation, but it could also serve creative uses of the foreign language. It is perhaps the most difficult of the basic skills because it requires the language user to pay attention to content, use and usage, if the written communication is to be meaningful and of an acceptable standard. Pupils must become aware of the need for logical progression, especially in terms of time sequencing and causality. They must also observe all the conventions related to this skill. Learners can become good writers if they are provided with activities from real life which are practical, entertaining and easy to implement. These can be guided and simple in the first two grades of the lower secondary school/gymnasium (making lists,

Page 34: K.K.T.C. MİLLÎ EĞİTİM ve KÜLTÜR BAKANLIĞI Talim ve Terbiye …talimterbiye.mebnet.net/Ogretim Programlari/ortaokul/2013... · 2013-10-30 · K.K.T.C. MİLLÎ EĞİTİM ve

preparing posters, timetables, invitations, writing short journal entries) but they must become more demanding in the final year of compulsory education, with extended writing covering all the basic forms. 7. MATERIALS Materials that appeal to learners and personalize the learning process are to be used to encourage the development of the skills. Realistic and semi-authentic materials should be used at the beginning of lower secondary foreign language instruction. Such materials, as they are controlled, expose the learners to complex structures and demanding language and serve as a non-discouraging transition to authentic materials. Authentic materials of various types, lengths, and degrees of difficulty are the ideal because the learners are exposed to natural language that can enhance their ability to deal with real life situations and develop their competence and performance. When choosing the materials appropriate for the level of the learners, the principle of comprehensible input plus one should be observed. This means that learners should be challenged with all kinds of materials that are slightly beyond the level at which they feel comfortable. In this way, they will need to make more effort to reach the linguistic objectives set and exercise their intellect. It is worthwhile for teachers to develop supplementary materials appropriate for their learners' needs. Learners are also encouraged to participate in this process in collaboration with the teacher and their peers.

8. Measurement and Evaluation

8.1 Error Correction

Increasing accuracy in all the skills requires correction. If this is to be conducive to English language learning, it has to be constructive and offered at the right time. It is constructive if error is seen as a necessary step in the learning process, a sign of experimentation with the language and its correction leads to raising awareness and reinforcing a rule. Allowing a learner to correct himself/herself or encouraging peer correction can make the practice even more acceptable among learners at this level. The right time for error correction is also very important. When the focus of a task or problem-solving activity is on form then immediate correction is recommended, while

Page 35: K.K.T.C. MİLLÎ EĞİTİM ve KÜLTÜR BAKANLIĞI Talim ve Terbiye …talimterbiye.mebnet.net/Ogretim Programlari/ortaokul/2013... · 2013-10-30 · K.K.T.C. MİLLÎ EĞİTİM ve

if the focus is on use and meaning then delayed correction works best.

8.2 Learner Assessment Learner assessment is an essential component of the curriculum. It reflects the philosophy, general aims, objectives to be attained within skills, and teaching method(s). Assessment is a continuous and systematic process, which takes place over an extended period of time, and focuses on the whole language spectrum. It is a useful instrument that serves both pedagogical and administrative purposes. Pedagogically, assessment of linguistic abilities and general attitudes, aims to

• provide feedback on learners’ progress to both learners and teachers • reinforce learning and learner motivation (positive backwash effect) and • identify problem areas for remedial treatment.

Administratively, it leads to assigning a grade to each learner, which affects promotion to the next class. This curriculum advocates the addition of comments relevant to the learners’ performance and potential. The background of the learners also needs to be taken into consideration. Based on the more enlightened view that in mixed ability classes learners that possess different types of intelligences coexist, educators are expected to use not only norm- referenced but also criterion-referenced types of assessment to ensure that the objectives are met. Norm-referenced assessment compares individual test results to group results in order to report individual outcomes in terms of relative standing in the group. Criterion-referenced assessment, on the other hand, aims at ascertaining a learner's performance with respect to a defined set of criterion behaviours. This enables the learner to see how much progress s/he has achieved.

8.2.1 Types of Assessment Until now, learners have been assessed in a more traditional way, using paper and pencil instruments which focused mainly on the cognitive domain. In this curriculum,

Page 36: K.K.T.C. MİLLÎ EĞİTİM ve KÜLTÜR BAKANLIĞI Talim ve Terbiye …talimterbiye.mebnet.net/Ogretim Programlari/ortaokul/2013... · 2013-10-30 · K.K.T.C. MİLLÎ EĞİTİM ve

however, in accordance with its humanistic aspect, assessment takes various forms, with special emphasis on criterion-referenced types which take into account the affective and metacognitive domains. These types are presented below.

8.2.2 Tests 8..2.2.1 Diagnostic Tests

Diagnostic tests measure the efficiency or inefficiency of the skills under consideration and thus lead both the teacher and the learners to the source of success or the reason for failure. In this way, remedial instruction can be provided accordingly.

8.2.2.2Achievement Tests

Achievement tests measure the extent to which each learner has acquired specific knowledge of skills as the result of instruction. They are used for either placement or the provision of feedback in the short or long term.

8.2.2.3 Quizzes These are short, timed tests (usually 10-15 minutes long) that can give immediate feedback regarding the degree to which the learners have grasped the material that has been covered recently. Whenever possible, learners, working in groups or pairs, can produce, administer and correct these quizzes. In this way they become partners in a process previously considered to be the teacher's responsibility.

8.2.2.4 Teacher observation

This type of assessment involves observation of the learner at work on an activity. It can occur with groups or individuals. Impressionistic evaluation of learners' performance is acceptable, especially if it is recorded at least over a year so as to lead to the creation of a learner profile (anecdotal records). However, for more objectivity, systematic observation with pre-set criteria that can be easily recorded on checklists or rating scales is advisable.

8.2.2.5Documentation

Page 37: K.K.T.C. MİLLÎ EĞİTİM ve KÜLTÜR BAKANLIĞI Talim ve Terbiye …talimterbiye.mebnet.net/Ogretim Programlari/ortaokul/2013... · 2013-10-30 · K.K.T.C. MİLLÎ EĞİTİM ve

This method is very similar to teacher observation but it includes the coordination with other colleagues to observe learners’ performance/behaviour across subjects. This is common practice at the end of each term. Its real potential as an instrument for monitoring learner performance on a broad basis, however, could be improved if it is based on a more structured procedure leading to reliable learner profiling.

8.2.2.6 Learner self-assessment

This is an integral part of learning how to learn. The goal is to allow learners to reflect on their performance and indicate how they themselves rate their linguistic ability and the degree to which they have attained the aims of the curriculum. Self- assessment can be holistic or focus on specific items provided by the teacher.

8.2.2.7Classwork/Homework

This work reflects performance and involvement in and out of class activities. It documents work attempted, provides positive feedback and reinforces learning. Homework especially reduces anxiety and promotes research skills and self-direction

8.2.2.8 Portfolio

A portfolio is a purposeful collection of learner work that exhibits to the learner and to others the learner's efforts, progress and achievements in one or more areas. A portfolio, which can be either a working portfolio (work accumulated during the term/year) or a showcase portfolio (displaying a learner's best work) is an instrument of assessment that:

• reveals a range of skills and understandings • supports instructional goals • values learner and teacher reflection • shows changes and growth over a period of time • promotes appreciation of learning • provides for continuity in education. • Portfolios include: • drawings that learners can explain or describe • products of a class language experience based on a story read in class • poetry or other types of creative writing • letters, invitations, greeting cards • activities in which learners participate • audio tapes showing learners’ progress • journals of class activities

Page 38: K.K.T.C. MİLLÎ EĞİTİM ve KÜLTÜR BAKANLIĞI Talim ve Terbiye …talimterbiye.mebnet.net/Ogretim Programlari/ortaokul/2013... · 2013-10-30 · K.K.T.C. MİLLÎ EĞİTİM ve

• learning logs • visual products such as maps, bulletin boards, models • writing samples • any work learners feel is important to keep in a portfolio