Cefr new-curr

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Cefr new-curr

  1. 1. THE RATIONALE BEHIND THENEW CURRICULUM AND THE COURSEBOOKS
  2. 2. SESSION OUTLINE• The need for a change• Key concepts in the new curriculum• CEFR as the driving force• Incorporating the CEFR and the new concepts into the new course books• A sample lesson from the program
  3. 3. WINDS OF CHANGE
  4. 4. The World Is Changing
  5. 5. Traditional Approaches Recent Approaches• Memorization • Teaching English as it is • Learner-centeredness• Teacher-centeredness • Learning rather than• Rote- learning teaching • Teaching technology and• Short term study habits the internet• Structures as a course • Promoting autonomy and subject awareness • Teaching English as a means of communication
  6. 6. THE KEY CONCEPTS OF THE NEW CURRICULUM• Learner Centered Approach• Communicative competence• Intercultural competence• Study Skills• Self-assessment• Four language skills• Cooperative learning• Learning to learn• Learner autonomy• Cross curricular• Socio-affective skills• CEFR
  7. 7. The new curriculum has beenprepared in the light of CEFR
  8. 8. What do these initials stand for?• C…………….• E……………..• F………........• R……………..
  9. 9. COMMON EUROPEAN FRAMEWORK OF REFERENCES FOR LANGUAGES• COMMON• EUROPEAN• FRAMEWORK• REFERENCES
  10. 10. COMMON EUROPEANFRAMEWORK of REFERENCE (CEFR) LEARNING, TEACHING,ASSESSMENT
  11. 11. What is CEFR ?Common European Framework of References for Languages: teaching, learning and assessment• a single framework for all aspects of language teaching and learning: planning, instruction, and assessment & a common criteria for a description of language competencies.• designed by the Council of Europe
  12. 12. Main aim: to provide a standart methodof assessment, planningsyllabuses,materials, and teachertraining programs throughoutEurope which applies to alllanguages in Europe.
  13. 13. WHY CEFR?• Mobility among the members of the Council of Europe• Paying respect to other languages and cultures• To assist learners, teachers, course designers, examining bodies and educational administrators to situate, coordinate their efforts and cooperate among educational institutions in different countries
  14. 14. Internationally Recognized Examinations• C2 level 5 CPE (Cer.of Pro.in Eng.)• C1 level 4 CAE (Cer. in Adv. Eng.)_________________________________• B2 level 3 FCE (First Cer. in Eng.)• B1 level 2 PET (Prelimin. Eng. T.)_________________________________• A2 level 1 KET (Key English Test)• A1 entry - YLE (Young Learners)• Add a link Özcan Demirel, July 13, 2009 Antalya 15
  15. 15. EUROPASS CVMother tongue(s)Other language(s) Self-assessment Understanding Speaking WritingEuropean level (*) Listening Reading Spoken Spoken interaction production Language C1 B2 C2 B2 B2 Language (*) Common European Framework of Reference for Languages
  16. 16. Language Levels C2PROFICIENT C1USERINDEPENDENT B2USER B1 10th Grade A.2.3. 9th Grade A2 A.2.2. 8th GradeBASIC USER A.2.1. 6th & 7 th Grade A1 4 th & 5th Grade
  17. 17. CAN DO STATEMENTSThe levels are described in the form of Can Do statementse.g. “Can give directions” or “Can introduce him/herself”ANDThis gives teachers and students concrete goals from real life situations.
  18. 18. Basic User: A1GLOBALLY: SPECIFICALLYCan understand and use Can understand instructionsfamiliar everyday expressions addressed carefully andand very basic phrases slowly to him or her and follow short simpleCan introduce him/herself and directionsothersCan ask and answer questions Can understand short simpleabout personal details messages on postcardsCan interact in a simple way Can ask people for things andprovided the other person give people thingstalks slowly and clearly and isprepared to help.
  19. 19. LINKING THE KEY CONCEPTS OF THE CEFR AND THE NEW CURRICULUM TO THE COURSE BOOKS
  20. 20. LEARNER CENTERED APPROACH Peer check MEB; Unique, 2008,9th Grade, p. 128
  21. 21. Learner autonomyWriting Skill: Can improve effective writing strategies. MEB; Breeze, 2008, 9th Grade, p. 82
  22. 22. MEB; Unique, 9th Grade,Teacher’s Book, 2008, p. 126
  23. 23. MEB; Breeze, 9th Grade,2008, p. 62
  24. 24. Learning to Learn Cooperative LearningSpeaking production:B. 1. Can initiate maintain and close simple face to face conversation on topics that are familiar or of personal interest. Types of HolidayActivity.3. Work in pairs and talk with your partners and use theprompts in the box.I would prefer….. becauseI wouldn’t prefer….. becausee.g. What kind of holiday would you prefer? Why/Why not? (MEB, Breeze, 200?, 230 )
  25. 25. Study SkillsWriting Skill: Write short simple notes , messages or letters related to the topic. (MEB, Spot on, 2010, 129) Activity. B.2.Listen to the conversation and take some notes about the program.
  26. 26. Listening Skill: can identify the significant information in short messages or recoreded announcements.(MEB, Breeze,9th Grade, 2008, 108)A Trip to New Zeland• Activity 2. Listen to Karen’s messages on Roy and Mark’s answering machines. When are they going to New Zeland?
  27. 27. Communicative CompetenceSpeaking production:A.2.3: can handle very short social exchangeseven though they don’t understand enough toKeep the conversation going themselves.A.2. can express himself/ herself understood in short contributions, even though pauses, false starts and reformulation are very evident.
  28. 28. MEB; Breeze, 9th Grade, 2008, p. 119
  29. 29. Speaking production:A.1.1. can establish basic socialcontact by using the simplestEveryday polite forms of :greetings and farewells;introductions; saying please,thank you, sorry etc. MEB, Time for English, 2006, 4th Grade,p.8
  30. 30. Intercultural competenceSpeaking production:A.2.3: give information about cultures andinternational events. MEB; My English, 7th Grade, 2008, p. 110
  31. 31. MEB; Unique, 2008,9th Grade, p. 81
  32. 32. Reading :A.2.3. Can understand short texts about society andsocial life.MEB; Breeze, 9th Grade,2008, p. 8
  33. 33. MEB, Breeze,2006,10th Grade
  34. 34. Speaking Interaction:A.2.3.exchange infromation about society andsocial life. MEB; Breeze, 9th Grade, 2008, p. 9
  35. 35. Four Language Skills Reading Listening Speaking interaction Speaking production Written interaction Written production
  36. 36. MEB; Unique, 9th Grade,Teacher’s Book, 2008, p. 1
  37. 37. 1Integration of Four Skills 2 D IN REA G 3 4 MEB; Breeze, 9th Grade, 2008, p. 50
  38. 38. Cross Curricular Studies in Primary School Curriculum• “By bringing together several disciplines and making content connections across subjects (subjects: mathematics, science, arts, music, social studies, etc.) in the classroom, we can show learners that a topic is relevant, related to their real world and previous experience.” (MEB, 2004, 22).
  39. 39. Sample for Cross Curricular MatchingSOSYAL BİLGİLER (5. İNGİLİZCE (5. SINIF)SINIF) UNIT 1: MY COUNTRYÜNİTE 2: ADIM ADIMTÜRKİYEÜNİTE 3: BÖLGEMİZİ UNIT 2: MY REGIONTANIYALIM UNIT 3: MY TOWNÜNİTE 6: TOPLUM UNIT 14: HELPINGİÇİN ÇALIŞANLAR EACH OTHER
  40. 40. Cross CurricularStudyMEB, My English, 2008,6th Grade
  41. 41. MEB; My English, 2008,7th Grade,p. 127
  42. 42. Socio-affective skillsSpeaking Production:A.2.3. Can express feelingsand opinions about literature,music and art. MEB; Breeze, 9th Grade, 2008, p. 65
  43. 43. MEB; Breeze, 9th Grade, 2008, p. 85
  44. 44. Self AssessmentMEB; My English, 2008,7th Grade, 148  Can review their development on a concrete basis.
  45. 45. MEB; Unique, 2008,Teacher’s Book,9th Grade, p. 128
  46. 46. Practice makes PERFECT!!!• Being more competent means to be able to carry out more and more activities competences activities
  47. 47. • Sample from curriculum of 10 th Grade.
  48. 48. • Tasks of the teachers.• Descriptors 9.sınıf dinleme.doc

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