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ORGANIZATION OF THE
SENIOR SECONDARY
ENGLISH LANGUAGE
CURRICULUM
Design:
The Senior Secondary English
Language Curriculum seeks to
build on the effective learning
and teaching practices
promoted in basic education.
Learning Targets
The Subject target of English Language is for
learners to develop an ever improving
capability to use English:
To think and communicate
To acquire, develop and apply knowledge;
To respond and give expression to experience
Interpersonal Strand
To establish and maintain
relationships and routines in school,
community and work situations
To converse, discuss, compare, argue
and justify points of view about
feelings, interests, preferences,
ideas, experiences and plans
Knowledge
Strand
To provide or find out, select , analyze,
organize and present information on
familiar and unfamiliar topics
To interpret and use more extensive and
complex information through processes
or activities such as: ordering, describing,
defining, classifying, comparing,
explaining, justifying, predicting,
inferring, summarizing, synthesizing,
evaluating and drawing conclusions
Experience
Strand
To develop a response to a wider range
of imaginative or literary texts through
activities such as:
o Participating in the presentation of texts
o Identifying, interpreting and discussing
themes
o Appreciating the use of language including
rhythm and rhyme ,other sound patterns
and rhetorical devices
Learning
Objectives
Forms and Functions;
Skills and Strategies; and
Attitudes
Forms and
Functions
Language Items and communicative Functions
Language Items include a range of Grammatical
forms and structures that learners need to
develop as they perform the communicative
functions. Learners at senior secondary should
already have encountered most of the essential
structures of English and have applied them in
various situations.
Vocabulary
The vocabulary items that learners encounter, acquire and
at each key stage vary with the tasks and the amount of
language support that learners experience in the learning
process. Learners at senior secondary level need to be
exposed to a wide range of vocabulary Items, including
Phrasal verbs, idioms, and fixed expressions to help them
to communicate and carry out various learning tasks
effectively. In selecting these vocabulary items, teachers
should pay attention to such factors as learners needs,
including those related to the understanding of topics in
other content subjects, the distinction between vocabulary
for recognition and active use, frequency of use and
occurrences across different texts type
In addition, it is essential to
introduce senior secondary learners
to a range of vocabulary- building
strategies, such as:
1. Knowledge of word formation
-------Learners can increase their
word power by understanding the
various ways in which words are
built:
o Affixation
___is a process of adding prefixes (e.g.
un-, dis-) and suffixes (e.g.-ly, -able).
o Compounding
-----is the formation of a word from two or
more separate words. The awareness of
compounding may enable learners to
guess the meaning of new words such
as childcare, bookworm, and fire
engine.
2.Collocation
-----refer to the combination that the
word enters into with other words.
Example:
oSynonymy
relations of sameness
o Antonymy
relations of oppositeness
o Homonymy
Words with the same spelling
but different in meanings
These things will help learners to
extend their vocabulary and
sensitivity in the choice of words
6.Recording Words
- A strategy used by the learners to write
down the unfamiliar words encountered
for them to expand their power words.
7.Retaining words
- It helps learners to develop a range of
effective means for retaining the words
they come across, so that their repertoire
of vocabulary can be enlarged. This can
be done by asking learners to make word
lists and develop strategies to aid memory
through creating their own associations
and mental images of the new words.
Text-types
-refer to the different forms of speech and
writing
Skills and Strategies
In order for learners to be able to use English
effectively for the purposes described in the
learning targets, it is essential that they develop
competence in the kills in reading, listening,
speaking and writing. Learners also have to
develop language development Strategies in
order to become motivated, independent and
responsible for their own learning.
Listenin
g
-Listen for information, ideas, intended
meanings, views, attitudes and feelings in
a variety of spoken texts.
Understand and interpret spoken texts in
a range of situations and for different
purposes
Identify details that support a main idea
Predict the likely development Ideas
Understand the use of discourse markers
Establish and infer meanings from clues
Speaking
- Present Information, Ideas,
Intended Meaning, Views,
Attitudes and feelings Clearly,
Coherently and Appropriately in
a variety of contexts
Present feelings, Views and
arguments coherently and
convincingly with suitable reasoning,
suggestions and strategies for
various contexts and purposes
Reading
-Understand, interpret and
analyze a Variety of written texts
Use linguistic and contextual clues,
knowledge of feature of different
text- types and knowledge of the
world to determine the meaning of
the written text
Identify main and supporting ideas
Relate cause to effect
Relate evidence to conclusion
Writing
-Present information, Ideas,
views, Attitudes and feelings Clearly,
coherently and Appropriately in a
Variety of written texts
Plan and produce coherent and
structured and texts
Organize and integrate information
and ideas, and write texts
appropriate to the context, purpose
and audience
Language Development
Strategies
1. Develop thinking skills
o
o
o
5 Self- motivation
o Identify tangible goals for self
development
o Take every opportunity to
practice as much as possible
and try to look out for or create
these opportunities
oDevelop endurance and
tolerance in the face of
hardships
o Overcome shyness and inertia
by deliberately urging oneself
Attitudes
- The o development of positive attitudes,
along with knowledge and skills, is an integral
part of the curriculum. The development of
some attitudes, such as confidence in using
English, is likely to be important to all learning
activities. Others, such as awareness of English
as an International Language of
communication, will only be consciously
developed in a specific task. Opportunities for
exploring, developing and encouraging positive
attitudes should be provided in learning tasks.
CARENIOSA DAY
TO ALL!
SA WAKAS
NAHUMAN
NAJUD!!!!!!!!!!!!!!