THE RATIONALE BEHIND THE NEW CURRICULUM AND THE

COURSEBOOKS

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

WINDS OF CHANGE

The World Is Changing

Traditional Approaches

• Memorization

• Teacher-centeredness

• Rote- learning

• Short term study habits

• Structures as a course subject

Recent Approaches

• Teaching English as it is

• Learner-centeredness

• Learning rather than teaching

• Teaching technology and the internet

• Promoting autonomy and awareness

• Teaching English as a means of communication

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

The new curriculum has been prepared in the light of CEFR

What do these initials stand for?

• C…………….

• E……………..

• F………........

• R……………..

COMMON EUROPEAN FRAMEWORK OF REFERENCES FOR LANGUAGES

• COMMON

• EUROPEAN

• FRAMEWORK

• REFERENCES

COMMON EUROPEAN FRAMEWORK of REFERENCE

(CEFR)

LEARNING, TEACHING,ASSESSMENT

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

What is CEFR ?

Main aim:

to provide a standart method of assessment, planning syllabuses,materials, and teacher training programs throughout Europe which applies to all languages in Europe.

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

Özcan Demirel, July 13, 2009 Antalya 15

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

Mother tongue(s)

Other language(s)

Self-assessment Understanding Speaking Writing

European level (*) Listening Reading Spoken interaction

Spoken production

LanguageC1 B2 C2 B2 B2

Language

(*) Common European Framework of Reference for Languages

EUROPASS CV

PROFICIENT USER

C2C1

INDEPENDENT USER

B2B1 10th Grade

BASIC USER A2

A.2.3. 9th Grade A.2.2. 8th Grade A.2.1. 6th & 7 th Grade

A1 4 th & 5th Grade

Language LevelsLanguage Levels

CAN DO STATEMENTS

The levels are described in the form of Can Do statements

e.g. “Can give directions” or “Can introduce him/herself”

AND

This gives teachers and students concrete goals from real life situations.

Basic User: A1GLOBALLY:Can understand and use familiar everyday expressions and very basic phrases

Can introduce him/herself and others

Can ask and answer questions about personal details

Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.

SPECIFICALLY Can understand instructions

addressed carefully and slowly to him or her and follow short simple directions

Can understand short simple messages on postcards

Can ask people for things and give people things

LINKING THE KEY CONCEPTS OF THE CEFR AND THE NEW

CURRICULUM TO THE COURSE BOOKS

LEARNER CENTERED APPROACHPeer check

MEB; Unique, 2008,9th Grade, p. 128

Learner autonomy Writing Skill:Can improve effective writing strategies.

MEB; Breeze, 2008,9th Grade, p. 82

MEB; Unique, 9th Grade, Teacher’s Book, 2008, p. 126

MEB; Breeze, 9th Grade, 2008, p. 62

Learning to LearnCooperative Learning

Speaking production:B. 1. Can initiate maintain and close simple face to face conversation

on topics that are familiar or of personal interest. Types of Holiday

Activity.3. Work in pairs and talk with your partners and use theprompts in the box. I would prefer….. because I wouldn’t prefer….. because e.g. What kind of holiday would you prefer? Why/Why not?

(MEB, Breeze, 200?, 230 )

Study Skills

Writing 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.

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?

Communicative Competence

Speaking 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.

MEB; Breeze, 9th Grade, 2008, p. 119

MEB, Time for English, 2006, 4th Grade,p.8

A.1.1. can establish basic social contact by using the simplest Everyday polite forms of : greetings and farewells; introductions; saying please, thank you, sorry etc.

Speaking production:

Intercultural competence

Speaking production:A.2.3: give information about cultures andinternational events.

MEB; My English, 7th Grade,2008, p. 110

MEB; Unique, 2008, 9th Grade, p. 81

Reading : A.2.3. Can understand short texts about society and social life.

MEB; Breeze, 9th Grade,2008, p. 8

MEB, Breeze,2006,10th Grade

Speaking Interaction: A.2.3.exchange infromation about society and social life.

MEB; Breeze, 9th Grade, 2008, p. 9

Four Language Skills

ReadingListeningSpeaking interaction Speaking production Written interaction

Written production

MEB; Unique, 9th Grade, Teacher’s Book, 2008, p. 1

MEB; Breeze, 9th Grade,2008, p. 50

READIN

G

1

2

3

4

Integration of Four Skills

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).

SOSYAL BİLGİLER (5. SINIF)ÜNİTE 2: ADIM ADIM TÜRKİYE

İNGİLİZCE (5. SINIF)UNIT 1: MY COUNTRY

ÜNİTE 3: BÖLGEMİZİ TANIYALIM

UNIT 2: MY REGIONUNIT 3: MY TOWN

ÜNİTE 6: TOPLUM İÇİN ÇALIŞANLAR

UNIT 14: HELPING EACH OTHER

Sample for Cross Curricular Matching

Cross CurricularStudy

MEB, My English, 2008, 6th Grade

MEB; My English, 2008, 7th Grade,p. 127

Socio-affective skills

Speaking Production: A.2.3. Can express feelings and opinions about literature, music and art.

MEB; Breeze, 9th Grade,2008, p. 65

MEB; Breeze, 9th Grade, 2008, p. 85

Self Assessment

MEB; My English, 2008, 7th Grade, 148

Can review their development on a concrete basis.

MEB; Unique, 2008, Teacher’s Book,9th Grade, p. 128

Practice makes PERFECT!!!• Being more competent means to be able to carry out more and more

activities

competences activities

• Sample from curriculum of 10 th Grade.

• Tasks of the teachers.• Descriptors 9.sınıf dinleme.doc