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The document discusses 21st century skills that students need to develop to effectively communicate and collaborate in an increasingly globalized world. It outlines skills such as communication, collaboration, critical thinking, creativity, technology literacy, flexibility, initiative, social-cultural skills, productivity, leadership, and responsibility. Developing these skills will allow students to engage in meaningful conversations across cultures, share ideas, solve problems from different perspectives, respond to new ideas innovatively, access and evaluate information ethically, and inspire others to be understanding of diverse views.
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2) Two main approaches to teaching culture are outlined: a static approach focusing on facts about artifacts and institutions, and a dynamic approach involving active engagement and understanding processes and practices.
3) An intercultural framework is recommended that combines cultural content, learning as an active process, and developing intercultural competence and identity. This moves beyond just learning about another culture to making choices in real communication.
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Grade 10 CG: https://www.slideshare.net/secret/vh1D6zn9bsJcfd
DepED K to 12 English Grade 7 Curriculum Guide (CG) --> 1-10-2014
This document provides a summary of the K to 12 English curriculum in the Philippines. It discusses the philosophy, guiding principles, outcomes and conceptual framework of the curriculum. The curriculum aims to develop students' communicative competence and multiliteracy skills. It is designed based on principles such as spiral progression, interaction, integration and contextualization. The curriculum teaches students to understand language, cultures and apply language skills and strategies to interpret and construct meaning. It prepares students for a globalized world through enhancing their critical thinking, literacy and ability to communicate in English.
DepED K to 12 English Curriculum Guide (CG) Grade 1 to Grade 10 ---> 01.30.2014
Download Link: http://jafiles.net/file/0Y96n4
Grade 7 CG: https://www.slideshare.net/secret/yv6aHmrmhhxHiZ
Grade 8 CG: https://www.slideshare.net/secret/dKCqdPaQyeIqB
Grade 9 CG: https://www.slideshare.net/secret/uA7uYzbXYXPv8g
Grade 10 CG: https://www.slideshare.net/secret/vh1D6zn9bsJcfd
Finalenglishcggrade901 140515191010-phpapp01
This document provides the curriculum guide for teaching English to grade 9 students in the Philippines. It outlines the philosophy, principles, needs of learners, outcomes, and conceptual framework for the curriculum. The philosophy states that language is central to intellectual, social and emotional development. The principles discuss language acquisition theories and the importance of an integrated, learner-centered approach. The needs of Generation Z learners are described as being highly technology-savvy but having reduced attention spans. The outcomes aim to develop communicative competence and multiliteracies. The conceptual framework provides guidance on teaching language through principles like spiral progression and contextualization.
DepEd K to 12 ENGLISH CURRICULUM GUIDE GRADE 9
This document outlines the K to 12 English curriculum guide for the Philippines Department of Education. It discusses the philosophy that language is central to intellectual, social, and emotional development. It also describes the needs of today's learners, known as Generation Z, who have grown up with technology and rely heavily on social media but have reduced attention spans. The goals of the language arts curriculum are to develop students' communicative competence, ability to understand other content areas, and prepare them for their future careers through strong language skills.
k-12 Curriculum Guide English Grade 10
This document provides the K-12 English curriculum guide for the Philippines Department of Education. It outlines the philosophy, principles, context and outcomes of the English language curriculum. The curriculum is designed to develop students' communicative competence and functional literacy through a focus on meaning, accuracy and the conventions of English. It acknowledges that today's students are digital natives who are highly influenced by technology and need skills to analyze complex information. The ultimate goal is for students to effectively apply English language skills in interacting with others, understanding other subjects, and preparing for their future careers.
Chapter 1 bilingual advantage
This document discusses considerations for promoting success for English language learners. It addresses defining bilingualism, the benefits of bilingualism for individuals and societies, and the effects of bilingualism on children according to research. While bilingual education has challenges in the U.S., the document outlines strategies like using students' native language in instruction, collaborative teaching, and challenging instruction to promote deep proficiency in both languages.
Assignment2.2 fabiola pérez_palma
This document contains an evaluation of a language teacher's certification. The evaluator checked boxes indicating the teacher is aware of socio-cultural aspects of language and able to sensitize learners to cultural differences. Comments note the teacher introduced grammar through an interesting theme and culture, and students participated actively. The evaluator praised the teacher's empathy and use of materials. The original evaluation also found the teacher successfully combined revising verb tenses to discuss different cultures.
English curriculum guide grades 1 10 december 2013
This document provides the K-12 curriculum guide for teaching English in the Philippines. It outlines the philosophy, principles, needs of learners, outcomes, and conceptual framework for the English curriculum. The philosophy states that language is central to intellectual, social and emotional development. The principles of the curriculum are based on theories of language acquisition and learning. It describes the context of Generation Z learners who are digital natives comfortable with technology. The outcomes aim to develop communicative competence and multiliteracies. The conceptual framework provides guidance on integrating language skills through a learner-centered approach based on principles of spiral progression, interaction, integration and construction of meaning.
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Final english cg grade 9 01.30.2014 edited as of 3.11.2014 (1) 3182014
Final english cg grade 9 01.30.2014 edited as of 3.11.2014 (1) 3182014
DepED K to 12 English Grade 8 Curriculum Guide (CG) --> 1-10-2014
DepED K to 12 English Grade 8 Curriculum Guide (CG) --> 1-10-2014
DepED K to 12 English Grade 7 Curriculum Guide (CG) --> 1-10-2014
DepED K to 12 English Grade 7 Curriculum Guide (CG) --> 1-10-2014
DepED K to 12 English Curriculum Guide (CG) Grade 1 to Grade 10 ---> 01.30.2014
DepED K to 12 English Curriculum Guide (CG) Grade 1 to Grade 10 ---> 01.30.2014
English curriculum guide grades 1 10 december 2013
English curriculum guide grades 1 10 december 2013
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21st centuryinfographic
- 1. Skills Meet Emerging Technologies Communication Students as effective communicators use languages to engage in meaningful conversation, to understand and interpret spoken language and written text, and to present information, concepts, and ideas. Collaboration Students as collaborators use their native and acquired languages to learn from and work cooperatively across cultures with global team members, sharing responsibility and making necessary compromises while working toward a common goal. Critical Thinking & Problem Solving Students as inquirers frame, analyze, and synthesize information as well as negotiate meaning across language and culture in order to explore problems and issues from their own and different perspectives. Creativity & Innovation Students as creators and innovators respond to new and diverse perspectives. They use language in imaginative and original ways to make useful contributions. Information Literacy Students as informed global citizens access, manage, and effectively use culturally authentic sources in ethical and legal ways. Media Literacy Students as active global citizens evaluate authentic sources to understand how media reflect and influence language and culture. Technology Literacy Students as productive global citizens use appropriate technologies when interpreting messages, interacting with others, and producing written, oral, and visual messages. Flexibility & Adaptability Students as flexible and adaptable language learners are open-minded, willing to take risks, and accept the ambiguity of language while balancing diverse global perspectives. Initiative & Self-Direction Students as life-long learners are motivated to set their own goals and reflect on their progress as they grow and improve their linguistic and cultural competence. Social & Cross-Cultural Skills Students as adept language learners understand diverse cultural perspectives and use appropriate socio-linguistic skills in order to function in diverse cultural and linguistic contexts Productivity & Accountability Students as productive and accountable learners take responsibility for their own learning by actively working to increase their language proficiency and cultural knowledge. Leadership & Responsibility Students as responsible leaders leverage their linguistic and cross-cultural skills to inspire others to be fair, accepting, open, and understanding within and beyond the local community. Created by Lauren Rosen Please note: This is a suggested list and in no way an exhaustive list of the possible tools to support the World Languages 21st Century Skills.