CBC An overview Task 1 Match the terminology

CBC An overview

Task ( 1 ) Match the terminology with the definitions : y competences 2 – General competences 3 – Specific competences 4 – Curriculum 5 – Curriculum standards the system of learning experiences and opportunities that are planned for children and young people through their education. Knowledge, skills, values, attitudes, beliefs to be acquired by the end of the Secondary Education. They are cross-curricular. 1 the quality level to be achieved by students in attaining the specific competences 4 5 Specialized, topic-based competences students are supposed to display by the end of each 3 grade Subject-based knowledge, skills and attitudes/values embedded/ integrated in students’ expect-ed outcomes by the end of grade 12. 2

Task ( 2 ) Write the number of the competence and the range: Speaking about age appropriate topics such as science applying the knowledge acquired in other subjects. . 2 -4 Writing about events using descriptive details and clear event sequence and correct spelling sequence. . . 4 -2 Following agreed upon rules of discussion such as turn taking and avoiding interruptions while listening to different texts from different sources. . . . 1 -3

Task ( 3 ) Write the type of the ranges A range of. . . . . realities Using simple words, expressions and sentences to express themselves about self, family, food and other items in small conversations or individual speech 2. 1. A range of ……………… operations 2. 2. . Responding to simple communicative situations in mini dialogues related to everyday topics A range of …………… attitudes. 2. 3. Building up positive personal motivation to speak with peers and adults using simple phrases and sentences connections A range of ……………. . . 2. 4. Using the knowledge and abilities acquired in other subjects when produc-ing sounds of English or speaking about their family or school

Task ( 4) Write the competences and ranges that the following curriculum standards meet: Students are able to : Mention the overall idea and the purpose of different texts on familiar topics. . 3 -1 Identify the main idea in a speech , ask relevant questions and make simple predictions about talks they listen to. . . 1 -2 Write short paragraphs using precise language and specific vocabulary to convey different ideas. . . . 4 -1

If you are going to explain the following part of the textbook , what are the: _ The competences and ranges you will deal with? _ The resources that you can depend on? _ Extra activities you can design? _ The assessment tools you are going to use?

3 -2 _ The competences and ranges you will deal with? 3 -1 _ The resources that you can depend on? Real objects Pictures video clip _ Extra activities you can design? 1 - Bringing tow bottles of water into class. One of the bottles has clean water while the other one has dirty water. It will be clear from the colour and the impurities in the dirty water. _ Distributing handouts on students and asking them to compare the water in the two bottles referring to: a – which one is better and why? b – what may happen if someone drinks from the two bottles? ( Critical Thinking ) 2 - Asking students to work in groups and design a poster that shows the importance of saving water. ( Creative Thinking ) _ The assessment tools you are going to use? Worksheets Quizzes Observation

Task ( 5) Write the type of thinking (logical – critical – creative ) Write some things that we need water for. Logical thinking Connect the 9 dots using four straight line. Once you start drawing the lines , Don’t stop until the 9 dots have been connected. Critical thinking What is pronounced as one letter , written with three letters and belongs to all animals. Critical thinking Design a poster that shows your love to your country. Creative thinking