2010 Secondary Education Curriculum in English - amazonia.fiocruz.br

2010 Secondary Education Curriculum in English - was

Today, scientific and methodological literatures are devoted to the issues of teaching English language as a foreign language. The author points out that the use of beneficial curriculum tools that allows optimizing the learning process, increasing the motivation of students and in some cases, reduces the time learning. However, the creation of a full-fledged teaching language curriculum and program require large material and time expenditures, participation of teachers, methodologists, programmers, animators, etc. International Journal of Research. User Username Password Remember me. Font Size. Article Tools Print this article. Indexing metadata. How to cite item. Finding References. 2010 Secondary Education Curriculum in English

Chapter High School.

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Students shall be awarded one credit for successful completion of this course. The strands focus on academic oracy proficiency in oral expression and comprehensionauthentic reading, and reflective writing to ensure a literate Texas.

The strands are integrated and progressive with students continuing to develop knowledge and skills with increased complexity and nuance in order to think critically and adapt to the ever-evolving nature of language and literacy. Strands include the four domains of language listening, speaking, reading, and writing and their application in order to accelerate the acquisition of language skills so that students develop high levels of social and academic language proficiency.

Although some strands may require more instructional time, each strand is of equal value, may be presented in any order, and should be Englisb throughout the year.

Additionally, students should engage Currriculum academic conversations, write, read, and be read to on a daily basis with opportunities for cross-curricular content and student choice. As skills and knowledge are obtained in each of the seven strands, students will continue to apply earlier standards with greater depth to increasingly complex texts in multiple genres as they become self-directed, critical learners who work collaboratively while continuously using metacognitive skills.

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To demonstrate this knowledge throughout the stages of English language acquisition, comprehension of text requires additional scaffolds such as adapted text, translations, native language support, cognates, summaries, pictures, realia, glossaries, bilingual dictionaries, thesauri, and other modes of comprehensible input. ELLs can and should be encouraged to use knowledge of their first language to enhance vocabulary development; vocabulary needs to be in the context of connected discourse so that it is meaningful. Strategic use of the link first language is important to ensure linguistic, affective, cognitive, and academic development in English.

Instruction must be linguistically accommodated in accordance with the English Language Proficiency Standards ELPS and the student's English language proficiency levels to ensure the mastery of knowledge and skills in the required curriculum is accessible. For a further understanding of second language acquisition needs, refer to the ELPS and proficiency-level descriptors adopted in Chapter 74, Subchapter A, of 2010 Secondary Education Curriculum in English title relating to Required Curriculum. The student develops oral language through listening, speaking, and discussion. The student is expected to:. A engage in meaningful and respectful discourse by listening actively, responding appropriately, and adjusting communication to audiences and purposes.

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B follow and give complex oral instructions to perform specific tasks, answer questions, or solve problems and complex processes. C give a presentation using informal, formal, and technical language effectively to meet the needs of audience, purpose, and occasion, employing eye contact, speaking rate such as pauses for effect, volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively; and. D participate collaboratively, building on the ideas of others, contributing relevant information, developing a plan for consensus building, and setting ground rules for decision making.

The student uses newly acquired vocabulary expressively. A use print or digital resources such as glossaries or technical dictionaries to clarify and Educatiob understanding of the precise and appropriate meaning of technical or continue reading vocabulary.

B analyze context to distinguish between the denotative and connotative meanings of words; and.]