תוכנית לימודים

עדכון 11.9.17

מקשר:

ענת פינקלשטיין

סגל:

אהרון גינה, גוטברג נורה, רשא שהואן, ציפרוני שירלי, סמית פיליפ, הרציג דניאלה, שימחי רונית, רוזנפלד יפה, מוזיקובסקיה אליזבתה, קלרמן גלית, פץ אמסלם יואננה, לובל ליביה, חאג' יחיא עדן

סביבה לימודית

כיתה י'- Master Class

Literature for 4/5 points

Making sense

That's Right for 3 points

כיתה יא - High Point

Literature for 4/5 points

Module B log

כיתה יב Literature for 4/5 points

 

מבנה ארגוני

הלמידה היא על פי רמות לימוד של 3,4,5 יח"ל.

בשכבת י' 5 ש"ש

בשכבת יא 4 ש"ש

בשכבת יב 5 ש"ש

 

רציונאל

שימוש בשפה האנגלית כאמצעי לחשוף את התלמידים לתרבויות ונושאים מגוונים. המטרה היא לשפר את השימוש בשפה המדוברת והכתובה ושיפור הבנת הנקרא.

תכני  הלימוד כללי

חיבור אל הציר השכבתי

 

הקשר בין המקצוע לחזון הבית ספרי

 

תכני הלימוד בשכבת  י'

הבנת הנקרא, הבנת הנשמע, כתיבה וספרות.

 

 

תכני הלימוד בשכבת י"א       

הבנת הנקרא, הבנת הנשמע, כתיבה וספרות.

 

 

תכני הלימוד בשכבת  י"ב      

הבנת הנקרא, הבנת הנשמע, כתיבה, ספרות והכנה לבחינה בע"פ.

 

הערכה

 

 

הערכה פנימית

בחינת הבגרות הפנימית היא בספרות אנגלית:

מודול B תלקיט בספרות

מודול D בחינה פנימית

מודול F בחינה פנימית






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רציונאל:
 

At the beginning of the twenty-first century, English is without question the major language in the world, with 350,000,000 native speakers, another 350,000,000 second language speakers, and 100,000,000 fluent foreign language speakers. English is now solidly entrenched in Israel as the "first foreign language," as defined in the Policy on Language Education in Israeli Schools (Ministry of Education, 1995, 1996). For Israelis, whatever other languages they may use, English is the customary language for international communication and for overcoming barriers to the flow of information, goods and people across national boundaries. English is the language most generally associated with international trade and tourism, with higher education and research, and with the electronic media. It is the language that, after Hebrew and Arabic, is considered the most valuable asset of a plurilingual Israeli citizen. For all these reasons, it is the foreign language for which there is the strongest local demand. Therefore, it is imperative to aim for the highest achievable standards of excellence for the teaching of English as a Foreign Language in Israeli schools. That is the goal of this document: to set the standards for the teaching of English in Israel, in schools under the supervision of the Ministry of Education.


What is a national curriculum? It is a blueprint for constructing coursebooks, syllabi, teaching materials and lesson plans. It is a document that represents a consensus of professionals in the field, and will be further refined as teachers and textbook writers add their interpretations


When, a little over a decade ago, the previous curriculum (Ministry of Education, 1988) was written, it was still reasonable to assume that the vast majority of Israeli pupils had their earliest contact with English in their fourth or fifth grade classes, and that their main exposure to the language was in school. It was therefore feasible and appropriate to write a curriculum, that included a list of the structural items (grammar and vocabulary) that would provide pupils with a basic control of the language. The circumstances today, and even more so in the foreseeable future, are quite different. More and more pupils have extensive contact with English before beginning formal English instruction, whether through radio, television, computers, family, travel or meeting overseas visitors. Most pupils, at whatever age they start learning English in school, have already learned words and phrases of the language. Any simple listing of items to be taught will therefore be arbitrary and over-rigid.

 
Influenced by these considerations, the Curriculum Committee explored alternative approaches. The comprehensive discussions that led to the present document began with a two-day meeting of the English Advisory Committee in 1994 at which a list of Proficiency Guidelines was drafted. Organized according to the traditional division of language proficiency into the four skills of listening, speaking, reading and writing, these guidelines provided an invaluable map for the revisions of the matriculation examinations (Bagrut), that were published in June 1996. They served also as a starting point for the work of the Curriculum Committee, which began its thorough study chaired at first by Professor Elite Olshtain.


After extensive investigation of curricular models used in other countries, the Committee has devised a model it believes to be best suited to Israeli pupils. It incorporates principles that have been refined in recent efforts by national educational systems to develop higher standards of excellence in foreign language teaching and in other fields. This curriculum not only affirms the national need to set standards in order to equip pupils with the knowledge of English that the modern world demands, but it also serves as the basis for quality education.


As a consequence of our studies, discussions and debates among the committee members and colleagues, we have adopted a framework intended to set out as clearly as possible the goals of the curriculum and to make as explicit as possible the ways in which we believe these goals can be met. We have left to coursebook writers, schools and teachers as much freedom as possible in choosing the methodology; we confidently leave it to them to add the creative imagination that will bring the teaching of English alive.
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