مكتبة

منصات

الرئيسية المناهج

منهج اللغة الإنكليزية وآدابها

INTRODUCTION

In the spirit of providing better educational opportunities and more meaningful interaction with other cultures, The Plan for Educational Reform (1994) and The New Framework for Education in Lebanon (1995) established the principle of teaching a second foreign language in grades 7 through 12 at the rate of two hours a week.

The curriculum for English as a second foreign language which follows this introduction attempts to turn these objectives into a working curriculum that is in line with the current theories and research findings in the area of second language acquisition and with the recent trends in foreign language curriculum design and teaching methodology.

PRINCIPLES UNDERLYING THE CURRICULUM

The following principles are held to be true and self-evident:

Language learning is learning to communicate. Any language is used by its speakers to express themselves, to interact with others, to gain information (academic and otherwise), and to learn about the world around them.
Language varies. Speakers of a language are aware of the need to vary language use according to the context of communicative interaction, i.e. language varies with variation in topic, participants, setting, purpose, and medium (verbal or written). Moreover, language varies according to academic domains (content areas) and tasks.
Learning a new language is becoming familiar with a new culture.Learners of a new language become aware of new values, norms, thought patterns, and beliefs. As a result of this cultural exposure and of the ensuing analysis of similarities and differences with native culture, learners develop understanding of, respect for, and appreciation of diversity of cultural backgrounds.
Language learning is most effective when it takes place through meaningful, interactive tasks. Language learners will thus learn most when they are engaged in meaningful, purposeful activities of social and cognitive nature in the context of the classroom (content-based instruction) and outside it (social settings).
Language skills are interdependent. Listening, speaking, reading, and writing skills are not thought of by language users as independent skills; they are rather perceived as interdependent where one skill often activates the other skills as well as the paralinguistic skills required for the achievement of effective communication.

FEATURES OF THE CURRICULUM

Guided by the above basic principles, the curriculum for English attempts to develop the use of English for three major purposes: social interaction, academic achievement, and cultural enrichment. We believe that the most effective way to achieve these purposes is through the adoption of a thematic, integrated, content-based approach to teaching and learning. The curriculum embodying this approach is going to be spiral in nature. The same concepts and skills will be taught at various times across the grades, but with increasing levels of complexity and sophistication as we move up.

The following features characterize the curriculum and set it apart from, and hopefully above, the current curriculum and other EFL curricula adopted in similar teaching/learning contexts:

Students following this curriculum will learn content-related information while acquiring English language skills in listening, speaking, reading, and writing. The emphasis on teaching English for academic purposes entails the development of thinking skills. It is for this reason that the new curriculum, in addition to promoting the development of traditional skills, has also emphasized the development of thinking skills.
The new curriculum attempts to develop native-like proficiency in English. More specifically, it stresses both fluency and accuracy, in that order.
The curriculum has set realistic, achievable objectives that the average teacher/material writer can relate to. Furthermore, these objectives have been illustrated with samples of clear, measurable performance tasks that can be easily implemented in the classroom.
Language will be presented to students in its proper cultural context. Though language learning will start with universal themes, the particular characteristics of the culture of English-speaking people will be introduced gradually and where appropriate. The purpose of this is to develop cross-cultural openness, tolerance, and understanding. It is for this purpose that the proposed curriculum highlights foreign language literature at all grade levels and includes a special section on cultural awareness skills.
The curriculum highlights the role of group work in the development of communicative language skills. It thus stresses the need for the creation of an interactive classroom environment. Many of the objectives and performance tasks included in the curriculum call for pair and group work in line with the cooperative learning model of classroom interaction.
Finally, the curriculum emphasizes the development of the proper study skills which will help students develop into independent learners.

PRACTICAL IMPLICATIONS

Below, certain basic principles regarding learning a second foreign language are presented together with their practical implications for learners and learning environment.

The younger learners are, the easier it is for them to learn a foreign language. As the introduction of the second foreign language comes after the "critical age", the learning environment needs to be rich and varied to allow for the most effective learning opportunities.
Knowledge of the native language and of the first foreign language may facilitate learning the second foreign language. "Due to the universal characteristics of human language, adults who know one (or more) language(s)* "know" much about the underlying structure of every language" (Fromkin&Rodman,1988:390). This implies that the
instructional materials and teaching methodology should take this fact into account.
Adult learners normally apply their thinking skills to help them discover patterns in what they learn. Learning for adults is a conscious process; therefore, the teaching of grammar is encouraged once a student has learned basic communication skills.
Learning English as a second foreign language allows learners to follow university education through the medium of English. As English is becoming the international language of trade and communication and of science and technology, students interested in future careers in these fields would be better prepared for that through a content-based curriculum that familiarizes them with the language used in such fields.

* Parenthetical material is not part of original text; it has been added by authors.

GENERAL OBJECTIVES

In line with the principles and guidelines set by CERD for teaching a second language in Lebanese schools and presented in The New Framework for Education in Lebanon (1995), the following general objectives have been suggested for the teaching of English as a second foreign language, starting in the third educational cycle (grade 7).

The development of communicative skills for the expression of basic needs and for basic interactive skills, especially in the academic context.
The development of the ability to communicate (with emphasis on effective reading and writing skills) about topics related to subject matter areas, especially science and mathematics.
The preparation of students to pursue university education through the medium of English.
The development of the ability to work with others in a cooperative learning framework.
The development of understanding and appreciation of the similarities and differences between English language and culture and other languages and cultures the students are familiar with.

NUMBER OF CLASS HOURS

SKILLS	CONTENT	NUMBER OF HOURS
Listening	Content-based illustrated	2 x 30 = 60
Oral Communication	thematic units in the
Reading Comprehension	curriculum
Written communication	Content-based illustrated
Thinking Skills
Study Skills
Cultural Awareness
(INTEGRATED)
		TOTAL : 60

OBJECTIVES FOR ENGLISH AS A SECOND FOREIGN LANGUAGE

INTRODUCTION

Upon completion of the prescribed years of study for English as a second foreign language (grades 7-9 and the 1st, 2nd, and 3rd secondary years, at the rate of 2 hours a week), students are expected to be able to do the following:

LISTENING OBJECTIVES

Demonstrate basic understanding of spoken discourse:

Understand and use basic words and expressions prevalent in classroom language.
Respond to instructions, commands, directions, and questions physically or verbally.
Identify the main points and supporting details.
Match spoken language to print or pictures.

Demonstrate critical understanding of spoken discourse:

Draw inferences related to themes, characters, actions, and events.
Recognize and describe attitudes and emotions.
Make predictions about the conclusion of a story or the results of an experiment.
Distinguish between fact and opinion.
Classify and categorize elements in discourse.
Relate information to personal experience and/or prior knowledge.

Demonstrate enjoyment and interest in spoken discourse:

Memorize and recite poems, jokes, riddles, tongue twisters, etc.
Sing along with songs and rhymes.
Ask for repetitions, clarifications, and explanations.

Demonstrate awareness of the linguistic and organizational eatures of spoken discourse:

Identify dialectal features (syntax, vocabulary choice, and accent).
Identify style and register markers.
Identify key terms emphasized, transitionals used, and turning points.
Identify methods of development (narration, description, definition, argumentation, etc.).

ORAL COMMUNICATION OBJECTIVES

Communicate basic needs and courtesies:

Greet others properly.
Use polite forms of address and requests.
Ask for and give directions.
Ask for repetition and clarification.
Request and give information.
Ask and answer questions.

Speak correctly, coherently, and spontaneously:

Speak in meaningful utterances.
Speak with proper enunciation, stress, and intonation.
Vary stress and intonation to reflect various attitudes and emotions.
Speak with an easy flow, especially when using recurrent classroom language.

Communicate a variety of interactive and transactional tasks:

Express and justify point of view about a certain topic.
Make a presentation on a researched topic.
Describe and comment on events, behaviors, and actions.
Give a speech on a special occasion.

Take part in group activities and discussions:

Participate in group games, surveys, dramatizations, storytelling, etc.
Observe turn-taking rules.
Keep interruptions brief and purposeful.
Take on different roles in a conversation (initiator, developer, commentator, etc.).

READING OBJECTIVES

Demonstrate mastery of word recognition skills:

Recognize frequently used words at sight.
Infer meaning of words and special expressions from context.
Use phonic, morphological, and syntactic clues to get word meaning.

Demonstrate basic understanding of what is read:

Skim and scan text (references, textbooks, magazines, databases, etc.) for information.
Identify events in a story, steps in a lab experiment, ideas in a text, etc...
Answer factual and simple inferential questions about text.
Identify basic terminology and concepts in specialized texts.

Comprehend and interpret what is read:

Make plausible predictions of outcomes.
Relate information to real life, experiences, and prior knowledge.
Suggest a different conclusion to a story.
Identify bias, attitudes, intentions, faulty evidence, false conclusions, etc...

Demonstrate awareness of linguistic and organizational features of the text:

Identify elements of informal language (deviant structures, and slang).
Identify and explain register markers.
Identify key terms, discourse markers, transitionals, etc...
Explain how knowledge varies to suit context, speaker, topic, purpose, and audience.

Read for pleasure and enjoyment:

Report on extensive reading highlighting points of interest.
Consult magazines, newspapers, references, atlases, encyclopedias, and computer database for more information on topics read.
Learn by heart and read aloud favorite poems, quotations, proverbs, etc...
Exchange stories, magazines, computer discs, and books.

WRITTEN COMMUNICATION OBJECTIVES

Demonstrate ability to communicate meaningful, purposeful messages:

Supply biographical information on forms.
Write short messages, notes, and letters.
Explain opinion in relation to a topic.
Paraphrase/translate important messages and notices.
Write a set of directions with illustrations (map to one's house)
Write a report on a topic in a subject matter area.
Write journals.

Demonstrate ability to reinterpret input:

Recognize ideas in tables, graphs, charts, etc...
Write short research papers.
Express and support a point of view in relation to textual information.
Describe and comment on an incident or an experiment.
Participate in group writing (reading other’s writing and writing to continue the sequence of events).
Revise individually, in a pair, or in a group to ensure proper and adequate treatment of topic.

Demonstrate ability to write accurately, fluently, and coherently:

Write grammatical, meaningful sentences using the proper punctuation marks.
Write using proper register.
Use technical vocabulary and discourse features that characterize the content area one is writing about.
Use formal and informal language as required by the task (social, academic personal, etc...)
Maintain thematic unity in the produced text.
Use appropriate transitionals, paragraphing, sentence length, etc.
Develop paragraphs adequately

THINKING SKILLS OBJECTIVES

Demonstrate ability to synthesize information taken from various disciplines:

Relate information across content areas.
Make an oral or written presentation on an inter-disciplinary topic.
Reorganize texts in new forms (e.g. chart out textual information).

Demonstrate ability to interpret written and spoken discourse critically:

Make plausible predictions based on textual information.
Make appropriate generalizations and judgments.
Classify, organize, and categorize information.
React properly to what is said or heard.

Demonstrate ability to approach and perform tasks in a logical manner:

Analyze and synthesize facts.
Use analogies and inferences.
Make outlines, take notes, and brainstorm.

Demonstrate ability to transfer learning:

Relate textual information to previous knowledge.
Apply learned strategies in the acquisition of new information and in solving new problems.
Draw on first and first foreign language knowledge to reinforce concepts and skills.

CULTURAL AWARENESS OBJECTIVES

Demonstrate familiarity with typical customs and behaviors in the target language as presented in authentic texts (newspapers, film, radio and television programs):

Identify appropriate protocol in relation to socialization.
Identify customs, habits, and special occasions.
Identify famous historical events.

Demonstrate appreciation of the similarities and differences in cultural and rhetorical patterns between native and target languages:

Explain the similarities and differences in concepts of space and time.
Explain the similarities and differences in approach to problems and to communicative tasks.
Identify similarities and differences in attitudes towards work.
Identify stereotypes and pre-conceived ideas of others in the two cultures.

Develop understanding, appreciation, and empathy towards the target culture:

Recognize and explain stereotypes and generalization.
Explain differences between native and target language cultural patterns objectively.
Promote what one considers positive aspects of the target culture.

Understand the cultural bases of meaning:

Explain frequently-used idiomatic expressions and proverbs.
Explain the connotations of words.

STUDY SKILLS OBJECTIVES

Develop effective organizational skills:

Make plans for how to use study time.
Set goals to be achieved.
Maintain an organizer or an agenda.

Demonstrate ability to synthesize information from various sources:

Take notes.
Consult a wide range of reference materials.
Draw outlines of presentations.
Use illustrations and graphic organizers.

Develop library and research skills:

Identify and use the various sections of the library.
Consult and use computer databases and programs.
Locate relevant information in references, encyclopedias, atlases, charts, indices, documentaries, etc...)

Demonstrate use of effective study strategies:

Use K-W-L
Use pre-reading techniques.
Skim, scan, and skip as needed.

GRADE OBJECTIVES

GRADE OBJECTIVES - GRADE SEVEN ( LEVEL I )

LISTENING OBJECTIVES

Understand a set of high frequency words and expressions.
Demonstrate basic understanding of spoken discourse (short exchanges).
Demonstrate relational comprehension of spoken discourse.
Demonstrate enjoyment of special types of spoken discourse.

ORAL COMMUNICATION OBJECTIVES

Demonstrate ability to express basic needs, interests, and courtesies.
Demonstrate ability to communicate in a variety of social and academic situations.
Communicate in a participatory manner.

READING OBJECTIVES

Demonstrate the ability to use skills for word recognition and comprehension.
Demonstrate relative fluency in reading aloud.
Read for pleasure and enjoyment.

WRITTEN COMMUNICATION OBJECTIVES

Demonstrate ability to perform basic writing tasks related to familiar contexts.
Demonstrate ability to communicate meaningful, purposeful information.

THINKING SKILLS OBJECTIVES

Develop metacognitive strategies to help process language.
Develop strategies to gain understanding of information.

STUDY SKILLS OBJECTIVES

Develop basic library skills.
Develop study strategies.
Develop textbook awareness skills.

CULTURAL AWARENESS OBJECTIVES

Develop familiarity with target language customs presented in authentic spoken and written texts.
Compare target language speakers' customs with one's own.

GRADE OBJECTIVES - GRADE EIGHT ( LEVEL II )

LISTENING OBJECTIVES

Develop basic understanding of spoken discourse (sentences and dialogues).
Demonstrate ability to interpret spoken discourse
Demonstrate awareness of the linguistic features of spoken discourse.

ORAL COMMUNICATION OBJECTIVES

Demonstrate ability to convey basic information related to familiar topics.
Demonstrate ability to communicate in social and academic situations.
Demonstrate awareness of the rules of spoken discourse.

READING OBJECTIVES

Demonstrate basic understanding of what is read.
Demonstrate ability to interpret what is read.
Demonstrate awareness of the linguistic and organizational features of text.

WRITTEN COMMUNICATION OBJECTIVES

Demonstrate ability to write short sentences about familiar topics.
Demonstrate ability to write accurately.
Demonstrate ability to perform basic academic writing tasks.

THINKING SKILLS OBJECTIVES

Develop logical thinking strategies.
Demonstrate ability to think logically

STUDY SKILLS OBJECTIVES

Develop organizational skills
Develop advanced library skills.
Develop familiarity with books, dictionaries, and computers.

CULTURAL AWARENESS OBJECTIVES

Develop familiarity with typical behaviors in target language culture.
Develop empathy toward target language culture.

GRADE OBJECTIVES - GRADE NINE ( LEVEL III )

LISTENING OBJECTIVES:

Develop basic understanding of short passages of spoken discourse.
Demonstrate advanced understanding of spoken discourse.
Demonstrate critical understanding of spoken discourse.

ORAL COMMUNICATION OBJECTIVES

Demonstrate ability to communicate effectively in social and academic situations.
Demonstrate ability to speak fluently and accurately.

READING OBJECTIVES

Demonstrate ability to read texts, at a reasonable rate, with understanding.
Demonstrate critical understanding of what is read.
Demonstrate awareness of rhetorical features of text.

WRITTEN COMMUNICATION OBJECTIVES

Demonstrate ability to produce short pieces of academic writing.
Demonstrate ability to write correctly, coherently, and fluently.

THINKING SKILLS OBJECTIVES

Develop problem-solving skills.
Develop critical thinking skills.

STUDY SKILLS OBJECTIVES

Develop reading rate.
Develop library-based research skills.

CULTURAL AWARENESS OBJECTIVES

Demonstrate awareness of various customs, traditions, behaviors, and facts related to the target language culture.
Develop understanding of culturally significant expressions.

GRADE OBJECTIVES – FIRST SECONDARY ( LEVEL IV )

LISTENING OBJECTIVES

Develop basic understanding of relatively long passages of spoken discourse.
Demonstrate critical understanding of spoken discourse.
Demonstrate awareness of linguistic and organizational features of spoken discourse.

ORAL COMMUNICATION OBJECTIVES

Demonstrate ability to perform advanced oral communication tasks in academic contexts.
Demonstrate awareness of the linguistic and organizational features of effective spoken discourse.
Demonstrate ability to work with others on projects.

READING OBJECTIVES

Demonstrate basic understanding of authentic texts in various content areas.
Demonstrate the ability to synthesize and assimilate new information.
Demonstrate increasing awareness and appreciation of linguistic and stylistic features of text.

WRITTEN COMMUNICATION OBJECTIVES

Demonstrate ability to produce different forms of writing at the paragraph level.
Demonstrate ability to write in a systematic fashion.
Demonstrate ability to work with others to produce pieces of writing.

THINKING SKILLS OBJECTIVES

Develop ability to evaluate information.
Demonstrate ability to assimilate and synthesize information gained from different sources.

STUDY SKILLS OBJECTIVES

Develop strategies for improving study and learning.
Develop test-taking strategies.
Develop research skills.

CULTURAL AWARENESS OBJECTIVES

Demonstrate increasing awareness of cultural patterns of target language.
Develop increasing understanding of culturally significant expressions.

GRADE OBJECTIVES – SECOND SECONDARY ( LEVEL V )

LISTENING OBJECTIVES

Develop understanding of spoken discourse (authentic material).
Demonstrate ability to assimilate new information presented in spoken discourse.
Demonstrate ability to relate language structures to communicative purposes.

ORAL COMMUNICATION OBJECTIVES

Demonstrate ability to manipulate language for purposes of effective communication.
Demonstrate ability to perform a range of oral communication tasks in academic contexts

READING OBJECTIVES:

Demonstrate ability to read varied texts efficiently.
Demonstrate the ability to infer and interact with text.
Demonstrate awareness and appreciation of the language used in specialized texts (literature, science, mathematics, etc.).

WRITTEN COMMUNICATION OBJECTIVES

Demonstrate ability to produce various writing forms of varying lengths.
Demonstrate ability to manipulate the language effectively.

THINKING SKILLS OBJECTIVES

Develop information for relevance, accuracy, and adequacy.
Identify and interpret presented arguments.

STUDY SKILLS OBJECTIVES

Demonstrate ability to synthesize information.
Improve test-taking strategies.

CULTURAL AWARENESS OBJECTIVES

Demonstrate understanding of cultural attitudes, values, and stereotypes.
Develop understanding of target language culture.

GRADE OBJECTIVES – THIRD SECONDARY ( LEVEL IV )

LISTENING OBJECTIVES

Demonstrate understanding of spoken discourse (authentic and standardized testing materials).
Demonstrate ability to evaluate arguments presented in spoken discourse.
Demonstrate awareness of the sociolinguistic and rhetorical features of the language.

ORAL COMMUNICATION OBJECTIVES

Demonstrate ability to handle complex speaking tasks.
Demonstrate versatility in the application of sociolinguistic conventions.

READING OBJECTIVES

Demonstrate ability to infer hidden meaning and process information effectively.
Demonstrate ability to evaluate and judge the content of reading materials.
Demonstrate awareness and appreciation of the sociolinguistic and sociocultural features of text.

WRITTEN COMMUNICATION OBJECTIVES

Demonstrate ability to reinterpret audio, written, and visual input.
Demonstrate ability to perform complex writing tasks in content areas.
Demonstrate ability to write fluently, coherently, and accurately.

THINKING SKILLS OBJECTIVES

Demonstrate ability to apply critical thinking skills in their assimilation of and reaction to presented information.
Demonstrate ability to apply critical thinking skills to research activities.

STUDY SKILLS OBJECTIVES

Use a variety of texts from various content areas effectively.
Improve test-taking strategies.
Follow academic lectures and presentations.
Practice taking tests.

CULTURAL AWARENESS OBJECTIVES

Demonstrate understanding of cultural situations, attitudes, and beliefs.
Demonstrate awareness of cultural allusions in text.

THEMES

THEMES - GRADE SEVEN

The following themes are suggested for Grade Seven (Level 1). They are to be considered tentative; teachers/authors can add, modify, or treat them in more detail as found appropriate.

My Family
Our House
Food
Wild Life
The Countryside
Healthy Habits
T.V. Programs and Movies
Seasons and Holidays
Dinosaurs
Shopping
Outdoor Activities

THEMES - GRADE EIGHT

The following themes are suggested for Grade Eight (Level 2). They are to be considered tentative; teachers/authors can add, modify, or treat them in more detail as found appropriate.

Adolescence
Pollution
My Country
Healthy Bodies
Transportation
Table Manners
Handicrafts
Entertainment
Nutrition
Science Fiction

THEMES - GRADE NINE

The following themes are suggested for Grade Nine (Level 3). They are to be considered tentative; teachers/authors can add, modify, or treat them in more detail as found appropriate.

Keeping Fit
Outer Space
Villains
Endangered Species
Modern Technology
Rain Forests
War and Peace
Music
City Life
The Earth

THEMES - FIRST SECONDARY

The following themes are suggested for Grade Ten (Level 4). They are to be considered tentative; teachers/authors can add, modify, or treat them in more detail as found appropriate.

Western Culture and Traditions
Super Stars
Volcanoes
Marine Life
Addiction
Hobbies
Birds
Speed
Famous Mountains in My Country
Infra-Structure

THEMES - SECOND SECONDARY

The following themes are suggested for Grade Eleven (Level 5). They are to be considered tentative; teachers/authors can add, modify, or treat them in more detail as found appropriate.

Biographies of Contemporary Figures
Marriage
Recycling
Superstitions
Medical Discoveries
Old Age
Overpopulation
Ethnic Relations
Traveling
Social Differences

THEMES - THIRD SECONDARY

The following themes are suggested for Grade Twelve (Level 6). They are to be considered tentative; teachers/authors can add, modify, or treat them in more detail as found appropriate.

Citizenship (Rights and Obligations)
Career Opportunities
Media
Resolutions
Economic Issues
Alcoholism
The Importance of Agriculture
Lebanese Literary Figures
Lebanese Hospitality
Computers
Immigration

SCOPE AND SEQUENCE

INTRODUCTION

Below, we present the development of the objectives for each language skill from one grade to another. It is clear that the objectives and concepts are stressed at various times across the grades, but with increasing levels of complexity and sophistication as students move from one grade to the next.

LISTENING COMPREHENSION OBJECTIVES

1. Demonstrate basic understanding of spoken discourse:

(Grade 7)	:	Recognizing and discriminating aspects of discourse such as words, word categories, phonemic distinctions and semantic cues to meaning.
(Grade 8)	:	Identifying sociolinguistic facts about texts such as participants, situations, topics and the like.
(Grade 9)	:	Understanding the main idea of what is heard such as the main quality of the product being in an advertisement and so forth.
(Grade 10)	:	Understanding the more specific information and details about what is heard.
(Grade 11)	:	Understanding both the main ideas and the supporting details about what is heard.
(Grade 12)	:	Understanding the main idea, details and nuances of what is heard.

2. Demonstrate critical understanding of spoken discourse:

(Grade 7)	:	Demonstrating relational understanding of what is heard.
(Grade 8)	:	Interpreting what is heard.
(Grade 9)	:	Inferring from and transferring of what is heard.
(Grade 10)	:	Explaining certain aspects of what is heard.
(Grade 11)	:	Synthesizing what is heard.
(Grade 12)	:	Evaluating what is heard.

3. Demonstrate awareness of types of spoken discourse:

(Grade 7)	:	Recognizing features of discourse (stress, intonation, pause, etc.).
(Grade 8)	:	Identifying text types (poem, song, journal article, etc.).
(Grade 9)	:	Analyzing elements of spoken discourse.
(Grade 10)	:	Relating of discourse features (intonation, stress, rhythm, etc.) to intent and attitude.
(Grade 11)	:	Relating of linguistic and organizational features to communicative purpose.
(Grade 12)	:	Relating of sociolinguistic features to intent, attitude and communicative purpose.

ORAL COMMUNICATION OBJECTIVES

1. Demonstrate ability to express basic needs/courtesies and communicate in social situations:

(Grade 7)	:	Introducing oneself and giving information.
(Grade 8)	:	Giving instructions and expressing interests and desires.
(Grade 9)	:	Initiating and participating in conversations.
(Grade 10)	:	Participating in role plays.
(Grade 11)	:	Providing spontaneous reactions to what is heard.
(Grade 12)	:	Varying language use to fit topics, purpose and audience.

2. Demonstrate ability to communicate in academic situations:

(Grade 7)	:	Asking/answering questions about materials studied.
(Grade 8)	:	Comparing between two objects, ideas, concepts, etc.
(Grade 9)	:	Presenting information in chronological sequence.
(Grade 10)	:	Making short presentations to present and justify positions, describe actions, discuss pros and cons, etc.
(Grade 11)	:	Commenting on classmates' presentations and discussing themes and issues under consideration.
(Grade 12)	:	Making presentations and giving formal speeches on a variety of topics.

3. Demonstrate awareness of the protocols of spoken discourse:

(Grade 7)	:	Joining in conversations at appropriate transition points.
(Grade 8)	:	Speaking with approximate pronunciation, stress, and intonation.
(Grade 9)	:	Speaking with an easy flow using learned and adapted utterances.
(Grade 10)	:	Varying stress and intonation to reflect emotions and attitudes.
(Grade 11)	:	Using words, specialized language, imagery, and gestures to convey meaning.
(Grade 12)	:	Using appropriate structures, vocabulary, and tone to convey meaning and maintain interest.

READING COMPREHENSION OBJECTIVES

1. Demonstrate basic understanding of what is read:

(Grade 7)	:	Decoding words, phrases, and statements.
(Grade 8)	:	Identifying the sequence of events, characters, setting, and plot.
(Grade 9)	:	Identifying the main idea and supporting details.
(Grade 10)	:	Understanding causal relations and the interaction between characters and actions.
(Grade 11)	:	Understanding motives behind actions and authors' intent and point of view.
(Grade 12)	:	Understanding hidden meaning, bias, exaggeration, irony, sarcasm, etc.

2. Demonstrate critical understanding of what is read:

(Grade 7)	:	Distinguishing fact from opinion and fact from fiction.
(Grade 8)	:	Relating textual information to previous experience and knowledge.
(Grade 9)	:	Distinguishing between main ideas and supporting details.
(Grade 10)	:	Understanding similarities and differences between two systems, operations, actions and/or attitudes.
(Grade 11)	:	Transferring knowledge from one situation to another and from one content area to another.
(Grade 12)	:	Synthesizing and assimilating new information.

3. Demonstrate awareness of the linguistic, organizational, and rhetorical features of texts:

(Grade 7)	:	Demonstrating proper intonation and stress patterns in reading aloud.
(Grade 8)	:	Identifying and explaining organizational patterns (spatial, chronological, logical, etc.).
(Grade 9)	:	Identifying topic sentences and elements of coherence and cohesion.
(Grade 10)	:	Identifying level of formality (style) and specialized features (register).
(Grade 11)	:	Identifying deviations from standard forms in usage, word order, pronunciation and meaning.
(Grade 12)	:	Identification and explanation of culturally-loaded expressions.

WRITTEN COMMUNICATION OBJECTIVES

1. Demonstrate ability to perform basic writing tasks and convey meaningful and purposeful information:

(Grade 7)	:	Writing simple sentences and filling out of simple forms.
(Grade 8)	:	Writing simple sentences and filling out of simple forms.
(Grade 9)	:	Expressing reactions, feelings, points of view, likes and dislikes.
(Grade 10)	:	Writing of news reports, rules for a game, steps in an experiment, descriptions, commentaries, and so forth.
(Grade 11)	:	Writing interviews, dialogues, discussions, business letters, etc.
(Grade 12)	:	Writing directions/ instructions for solving problems.

2. Demonstrate ability to produce academic writing:

(Grade 7)	:	Writing answers to simple questions based on what is covered in class.
(Grade 8)	:	Arranging scrambled sentences in correct order and supplying missing details.
(Grade 9)	:	Writing book reports.
(Grade 10)	:	Writing commentaries on actions and motives and /or analysis of findings of experiments.
(Grade 11)	:	Writing articles for the school paper.
(Grade 12)	:	Writing well-researched and well-documented essays and reports.

3. Demonstrate ability to write correctly, coherently, and fluently:

(Grade 7)	:	Completing short phrases/sentences with appropriate words.
(Grade 8)	:	Writing grammatical, meaningful sentences using proper punctuation and spelling.
(Grade 9)	:	Writing well-organized paragraphs observing the proper rules of coherence, cohesion, and word choice.
(Grade 10)	:	Exploring, drafting, revising, and editing of own writing.
(Grade 11)	:	Varying style and register according to topic and audience using appropriate transitionals and terminology.
(Grade 12)	:	Ensuring accuracy, precision, and variation of style and register.

THINKING SKILLS OBJECTIVES

1. Develop strategies to process language:

(Grade 7)	:	Examining titles, illustrations, and first sentences to predict content.
(Grade 8)	:	Paraphrasing oral and written text.
(Grade 9)	:	Transferring knowledge from one situation to another.
(Grade 10)	:	Drawing logical inferences and conclusions.
(Grade 11)	:	Identifying main theses, points of view, and supporting details.
(Grade 12)	:	Identifying and formulating minor and major premises and hypotheses.

2. Develop strategies to retrieve, organize and evaluate information:

(Grade 7)	:	Relating information to personal world knowledge.
(Grade 8)	:	Categorizing objects, words, and concepts and organizing information in notes, outlines, charts and so forth.
(Grade 9)	:	Distinguishing relevant from irrelevant information and identifying overgeneralizations.
(Grade 10)	:	Examining relevance and usefulness of evidence.
(Grade 11)	:	Critiquing treatment of subject and validity of data and conclusions.
(Grade 12)	:	Discussing implications of arguments and findings.

STUDY SKILLS OBJECTIVES

1. Develop library and research skills:

(Grade 7)	:	Consulting dictionaries for meaning, parts of speech, and pronunciation.
(Grade 8)	:	Locating and checking materials out of library.
(Grade 9)	:	Using reference materials in school projects.
(Grade 10)	:	Collecting relevant materials from varied library sources.
(Grade 11)	:	Developing working bibliographies and reference lists.
(Grade 12)	:	Using working bibliographies and lists to complete research projects.

2. Developing effective study strategies:

(Grade 7)	:	Implementing know-wonder-learn techniques.
(Grade 8)	:	Organizing assignments and materials properly.
(Grade 9)	:	Improving reading rate and fluency.
(Grade 10)	:	Managing tasks and taking legible notes.
(Grade 11)	:	Arranging information in a logical and systematic fashion.
(Grade 12)	:	Completing of simulated timed test-taking activities and diagnosing weaknesses.

3. Develop dictionary, computer, and textbook awareness skills:

(Grade 7)	:	Examining headings subheadings, and tables of content.
(Grade 8)	:	Identifying various functions of a dictionary, i.e. pronunciation, meaning, derivation, etc.
(Grade 9)	:	Jotting down relevant notes from books.
(Grade 10)	:	Consulting multimedia programs.
(Grade 11)	:	Consulting databases and on-line research facilities.
(Grade 12)	:	Utilizing a variety of books, reference materials and computer programs.

CULTURAL AWARENESS OBJECTIVES

1. Develop familiarity with target language customs and behavior:

(Grade 7)	:	Identifying patterns of social interactions and folklore symbols.
(Grade 8)	:	Producing appropriate forms of greetings, address, inquiry, leave-taking, etc.
(Grade 9)	:	Developing appropriate rules relative to non-verbal communication i.e., distance, gestures, eye contact, gestures, touching, etc.
(Grade 10)	:	Learning and practicing typical behavior relative to standing in line, eating, shopping, etc.
(Grade 11)	:	Studying and explaining biases, values, traditions, etc.
(Grade 12)	:	Distinguishing between dominant cultural norms and odd individual behavior.

2. Develop empathy toward target culture:

(Grade 7)	:	Identifying cultural features of the target language.
(Grade 8)	:	Participating in cultural activities i.e., songs, Halloween, Thanksgiving, etc.
(Grade 9)	:	Researching and reporting about national holidays, dishes, sports, etc.
(Grade 10)	:	Researching and describing systems of government, historical events, attitudes toward minorities, women, strangers, etc.
(Grade 11)	:	Adopting and practicing of what is perceived as good habits and appropriate codes of behavior.
(Grade 12)	:	Identifying and appreciating common elements across cultures.

3. Develop understanding of culturally-loaded expressions:

(Grade 7)	:	Making lists of terms that have cultural connotations.
(Grade 8)	:	Making lists of idiomatic expressions.
(Grade 9)	:	Identifying and explaining cultural and idiomatic expressions.
(Grade 10)	:	Identifying and explaining elements of humor in cartoons, jokes, comedies, etc.
(Grade 11)	:	Identifying proverbs and understanding their cultural connotations.
(Grade 12)	:	Comparing proverbs across cultures.

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