The document outlines guidelines for teaching, learning, and evaluation processes for the 2015-2016 school year. It identifies the premises for changing education, potential solutions for better education, and challenges English as a foreign language teachers may face. It also matches language domains, such as communication, connection, comparison, culture, and community, with school levels from elementary to high school. Finally, it analyzes specific communicative and pragmatic competences mentioned in the evaluation referential for each school level.

1. GREEN ENERGY
Methodological Guidelines inMethodological Guidelines in
Teaching-Learning-EvaluationTeaching-Learning-Evaluation
Process for 2015-2016 School YearProcess for 2015-2016 School Year
Methodological Guidelines inMethodological Guidelines in
Teaching-Learning-EvaluationTeaching-Learning-Evaluation
Process for 2015-2016 School YearProcess for 2015-2016 School Year
Presenter: Olga Morozan, AC, ISE

3. It’sIt’s 11 o’clocko’clock
2121stst
Century EducationCentury Education
IdentifIdentify:y:
(a)(a)the premises for changing the education;the premises for changing the education;
(b)(b) the solutions for a better education;the solutions for a better education;
(c)(c)the problems/challenges EFL teachers meet in teaching/learning/evaluationthe problems/challenges EFL teachers meet in teaching/learning/evaluation
process to ensure the 21process to ensure the 21stst
century education. .century education. .
IdentifIdentify:y:
(a)(a)the premises for changing the education;the premises for changing the education;
(b)(b) the solutions for a better education;the solutions for a better education;
(c)(c)the problems/challenges EFL teachers meet in teaching/learning/evaluationthe problems/challenges EFL teachers meet in teaching/learning/evaluation
process to ensure the 21process to ensure the 21stst
century education. .century education. .

4. Create a coherent paragraph using the words

5. • National Curriculum for Foreign Languages (2010)
• Studying Planning-Framework , 2015-2016
(Planul-cadru de învăţămînt pentru învă ămînt primar,ț
gimnazial i liceal, anul de studii 2015 – 2016,ș
aprobat prin ordinul nr.312 din 11 mai 2015)
• Standards for Foreign Languages Studying Efficiency
• Evaluation Referential
• CEFRL
• Language Competences
• Language Domains
• Learning Activities

6. ELEMENTARY SchoolELEMENTARY School
MIDDLE School (Gymnasium)MIDDLE School (Gymnasium)
High-SchoolHigh-School

8. Oral &Written
-Reception -Production;
-Interaction - Mediation (i.e.sumarizing,
paraphrasing, interpreting
or translating).

9. Language domains:
a. develops a proper and adequate response to a social request;
(communication)
b. develops interdisciplinary competences: knowledge on linguistic and cultural
interferences;
(connection)
c. develops methodic competences; self-formation, self-guiding, and self-
evaluating skills;
(comparison)
d. regards intercultural aspects (knowledge about other countries and their
personalities);
(culture)
e. develops civic competence: attitudes and values formation.
(community)

10. Match Language Domains with School Levels:
School level
Elementary
A1
Gymnasium
A2
High-school
B1
Language
Domains

11. Language Domains across School Levels:
School level
Elementary
A1
Gymnasium
A2
High-school
B1
Language
Domains
•Communication
•Culture
(Initiation into
Connection)
•Communication
•Culture
•Connection
•Comparison
(Initiation into
Community)
•Communication
•Culture
•Connection
•Comparison
•Community

12. It’s 2 o’clock
Guidelines for LTP and UP?
(Group work)

13. Long-term Planning
Date Specific
compete
nces
Subcomp
etences
Units Lesson
Theme
Nr.
hours
Learning/
evaluation
activities
(general
presentation)
Note
s

14. Unit Planning
Date Content
(Lesson
Theme)
Subcompet
ence
Lesson
Stages
Objec
tives
Proced
ure
Materia
ls
Time Evaluat
ion
Notes
12.09. All About
USA
Evocation
Realizatio
n of
meaning
Reflection
Extension
14.09 Evocation
Realizatio
n of
meaning
Reflection
Extension
Competences: 1. _____________ 2._______________
Subcompetences: 1.____________ 2.___________ 3.______________

15. It’s 3 o’clock
Research and practical topic proposed for academic year
2015-2016 by the Ministry of Education is:
• Communicative and pragmatic competences
assessment . Producing written and oral messages:
Criteria, descriptors and rubrics.
Analyze the Evaluation Referential Identify the above
mentioned competences specific for each school
level:
1. elementary,
2. gymnasium,
3. high-school.

16. Treapta primară:
• 7.2. Poveste te, oral sau scris, conţinutul unui text scurt i simplu (ex.ș ș
poveste/ povestire simplă), cu suportul unor imagini, respectînd
succesiunea logică a secvenţelor.
Treapta gimnazială:
• 1.4.Exprimă opinia personală în raport cu textul i cultura studiate.ș
• 4.1.1.Realizează comunicarea monologată, relatînd o intîmplare/un ir deș
acţiuni sau descriind unele aspecte din anturajul său cotidian (de ex.
persoane, locuri, experienta profesională sau colară).ș
Treapta liceală :
• 2.5.Exprimă succinct opinii personale privitor la rezultatele comparatiilor
realizate în cadrul activitatilor de invatare sau în mod autonom.
• 5.1.1. Redactează propriile texte i alte texte funcţionale, complexe,ș
structurate din punctul de vedere al gramaticii, al regulilor de punctuaţie,
al lexicului i ortografiei i al utilizării conectorilor logici.ș ș
• 6.2.1.Participă spontan în conversaţii pe teme de interes, utilizînd un limbaj
clar i simplu.ș

17. Principles:
1.Involving students in decision making
2. Providing competence-based approach
( formation & development )
3. Ensuring inter-/intra-disciplinary connection
4.Success and authenticity of competence-based
assessment
5. Developing values through values

19. It’s 4 o’clock:
How could we integrate this into EFL
teaching?

20. What’s Poverty to You?
(working with handouts)

21. Reflect your thoughts in 1 statement.

22. 1-min Speech
•
A. Brainstorming -15 seconds
What? agree
Why ? survival, human rights
Example: terrorist kids
Conclusion: risk
B. Presenting your speech in 1 minute

23. Rubric Generator

24. Evaluation Referential