ppt 3PS SYLLABUS and its components.pptx

This presentation aims at highlighting the main concepts that will help novice teachers understand the syllabus and its relation to the curriculum and country's vision regarding the objectives of teaching English as a foreign language

1. Introducing the syllabus of 3rd year primary school (3PS) NATIONAL CURRICULUM BOARD

2. * Why introducing English in Primary School? NATIONAL CURRICULUM BOARD

3. NATIONAL CURRICULUM BOARD القانون التوجيهي (الفقرة6،المادة 2) Law of Orientation التحكم في اللغات الأجنبية واسعة الانتشار، ضروري من أجل المساهمة الفعلية والفعالة في المبادلات الثقافية والاكتساب المباشر للمعرفة العالمية تطوير تعليم اللغات الأجنبية لتمكين التلميذ الجزائري من التحكم الحقيقي في لغتين أجنبيتين، عند نهاية التعليم الأساسي الإدراج المبكر للغات متعددة، معترف به لدى مختلف البلدان، خصوصا في بلدان المغرب وفي كل الدول العربية تقريبا، كعامل ضروري للنجاح في عالم الغد ومن ثم، فإنه يجب العناية بسياسة عقلانية ومتبصرة في اللغات الأجنبية، تأخذ في الحسبان مصلحة المتعلم الجزائري فقط ومكانة الجزائر بين الأمم ، وذلك لاكتساب العلم والتكنولوجيا والثقافة العالمية إن أحادية اللغة لا تساعد على تنمية البلاد وهي لا تسمح لا بالتفتح على العالم ولا باكتساب المعارف والمعلومات العلمية الحاصلة خارج الوطن، مما يعيق كل حوار خصب مع الثقافات والحضارات الأخرى .

4. Act 1: In groups , say what you know about : CURRICULUM SYLLABUS Course book NATIONAL CURRICULUM BOARD

5. Which term was the most difficult to define? Why? NATIONAL CURRICULUM BOARD

6. Act 2:Read the 3 definitions then associate each one with the right title ( handout 1) curriculum syllabus COURSE BOOK NATIONAL CURRICULUM BOARD

7. Feedback 1 course book 2 curriculum 3 syllabus NATIONAL CURRICULUM BOARD

8. Discuss … NATIONAL CURRICULUM BOARD

9. 1/ Can you teach without : the curriculum document ? the syllabus document ? the course book ? 2/ Where does each document bring its principles from ? The curriculum ………. The syllabus………. The course book…………. NATIONAL CURRICULUM BOARD

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11. 3/ Which document shall we adapt and which one should we keep as a reference ? DISCUSS… NATIONAL CURRICULUM BOARD

12. GLOBAL COMPETENCE 3PS Syllabus LINGUISTIC RESOURCES TARGET COMPETENCES DOMAINS RESOURCES CROSS-CURRICULAR-RESOURCES VALUES NATIONAL CURRICULUM BOARD CROSS-CURRICULAR-COMPETENCES

13. Domains Oral Written NATIONAL CURRICULUM BOARD

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15. TARGET COMPTETENCES NATIONAL CURRICULUM BOARD

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18. TASK:Put the value in the appropriate column . The learner exchanges and communicates with friends from English-speaking countries to widen her/ his friendship. the learner demonstrates respect towards others. the learner is proud of being Algerian, Muslim, Arab and Amazigh . S/he respects her/his nation’s constant fundamental tenets. NATIONAL CURRICULUM BOARD

19. National identity National conscience citizenship Openness to the world The learner is proud of being Algerian, Muslim, Arab and Amazigh . S/he respects her/his nation’s constant fundamental tenets. The learner demonstrates respect towards others. Exchanges and communicates with friends from English-speaking countries to widen her/ his friendship. NATIONAL CURRICULUM BOARD

20. CROSS-CURRICULAR COMPETENCES NATIONAL CURRICULUM BOARD

21. What is a Cross-curricular Competency? An interrelated set of attitudes, skills and knowledge Applied in appropriate contexts for successful living and learning Applied across all subject/discipline areas NATIONAL CURRICULUM BOARD

22. Why crosscurricular competencies? A student-centred approach Personalized learning Provide consistency across subject/discipline areas and in assessing and reporting NATIONAL CURRICULUM BOARD

23. Task 3 On the flipcharts that you were supplied with , fill in the table below NATIONAL CURRICULUM BOARD

24. -discovers the relationship between the context, paralinguistic features and the meaning of words and expressions. considers the strategies of decoding symbols to achieve others’ understanding. -make use of the context and paralinguistic features to identify the meaning of words and expressions. NATIONAL CURRICULUM BOARD

25. -Considers speech act when interacting. Achieve readability through the appropriate use of the features of writing. reacts to verbal and non-verbal messages to show understanding Implement the features of writing letters appropriately. responds to oral messages. NATIONAL CURRICULUM BOARD

26. discovers the importance of words and chunks used in oral interaction.  selects the appropriate words and chunks to interact orally. Communicate the decoding strategies to peers. exploit the linguistic repertoire and paralinguistic features to interact orally. Values others’ writings. NATIONAL CURRICULUM BOARD

27. employ the strategies of decoding symbols as required. Considers the strategies of decoding symbols to achieve others’ understanding. Demonstrates understanding of the strategies of decoding symbols. Demonstrates understanding of the features of writing. NATIONAL CURRICULUM BOARD

28. Cross- curricular competences Intellectual Methodological Communicative Personal and social NATIONAL CURRICULUM BOARD

29. correction NATIONAL CURRICULUM BOARD

30. Cross- curricular competences Intellectual Methodological Communicative Personal and social -discover sthe relationship between the context, paralinguistic features and the meaning of words and expressions. -discovers the importance of words and chunks used in oral interaction.  - Demonstrates understanding of the strategies of decoding symbols. - Demonstrates understanding of the features of writing. -make use of the context and paralinguistic features to identify the meaning of words and expressions. -exploit the linguistic repertoire and paralinguistic features to interact orally. -employ the strategies of decoding symbols as required. -Implement the features of writing letters appropriately. -reacts to verbal and non-verbal messages to show understanding -selects the appropriate words and chunks to interact orally.   -Communicate the decoding strategies to peers. -Achieve readability through the appropriate use of the features of writing. -responds to oral messages. -Considers the strategies of decoding symbols to achieve others’ understanding. -Values others’ writings. -Considers speech act when interacting. -Considers the strategies of decoding symbols to achieve others’ understanding. NATIONAL CURRICULUM BOARD

31. 1) Linguistic resources ( lexis,grammar,pronunciation ) 2) Cross- Curricular - Resources - Intellectual - methodological -communicative - Personal and social Resources NATIONAL CURRICULUM BOARD

32. Cross- Curricular - Resources NATIONAL CURRICULUM BOARD

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34. TASK: Put the Cross- Curricular Resources in the right box NATIONAL CURRICULUM BOARD

35. -React to verbal and non verbal messages to show understanding -Discover the relationship between the context, paralinguistic features and the meaning of words and expressions. -Respond to oral messages. -Make use of the context and paralinguistic features to identify the meaning of words and expressions. NATIONAL CURRICULUM BOARD

36. INTELLECTUAL METHODOLOGICAL COMMUNICATIVE PERSONAL AND SOCIAL -Discover the relationship between the context, paralinguistic features and the meaning of words and expressions. -Make use of the context and paralinguistic features to identify the meaning of words and expressions. -React to verbal and non verbal messages to show understanding -Respond to oral messages. NATIONAL CURRICULUM BOARD

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