Final objectives of the third grade of mainstream
secondary education - KSO
MODERN FOREIGN
LANGUAGES[1]
ENGLISH
FRENCH
1 Listening
The pupils are able to
1 determine the general subject, identify the
main idea and select relevant information in announcements, warnings, public
announcements and instructions , which are formulated in a way that is
not too complex.
2 determine the general subject, identify the
main idea, select relevant information, formulate a spontaneous view/evaluation and follow the train
of thought in texts which are formulated and structured in a way that is not
too complex and which are supported by visual material viz.:
- informative texts
such as a TV news item;
- prescriptive texts such
as instructions for use, or directions , an advertising message;
- narrative texts
such as a report, a film, a fragment of a serial.
3 determine the general subject and formulate
a spontaneous view/evaluation in simply formulated and simply structured
artistic-literary texts supported by visual material.
4 understand the discussion partner to participate
in a not too complex direct conversation and in a simple telephone conversation.
The texts with regard to final objectives 1-4:
- concern situations in daily life, possible
work situations and occasionally involve subjects of a more general
nature;
- provide redundant information and are fairly
concrete;
- are presented in a normal speaking voice and
are clearly articulated;
- do not deviate very much from standard language
The pupils are able to
5 use the practical knowledge required to perform
the listening task:
- with regard to form, meaning and the real
context for the use of words and grammatical constructions;
- with regard to pronunciation , speech rhythms
and patterns of intonation;
- with regard to the socio-cultural diversity
in the French-speaking/English-speaking world.
6 apply learning strategies in planning, carrying
out and evaluating their listening tasks, which promote the achievement of
the listening objective:
- using relevant prior knowledge related to
content and expanding it at the same time;
- using practical knowledge and expand it at
the same time;
- determining the listening objective;
- not becoming distracted by the fact of not
being able to understand everything in a stream of words.
7 reflect on the individual character of the spoken language. This means
that they:
- are familiar with the basic forms of interaction;
- are familiar with non-verbal behaviour;
- are able to draw conclusions with regard to
the intentions and emotions of the writer.
8 use communication strategies. This means that
they:
- can say that they do not understand something
and ask what something means;
- make use of visual material, context, redundancy;
- ask someone to speak more slowly, repeat something,
show something, spell something, say something in different words;
Attitudes
9 * The pupils are prepared to:
- show an interest in what the speaker is saying;
- listen attentively and without prejudice;
- respect listening conventions;
- identify with the speaker’s socio-cultural
and emotional world;
- be open to aesthetic experiences.
2 Reading
The pupils are able to
10 determine the general subject, identify the
main idea, formulate a spontaneous view/evaluation, follow the train of thought, select relevant information, recognise the structure and composition of
the text in:
- informative texts such
as a diagram, a table, statistics, a note, a newspaper article, a job advertisement,
a letter, an e-mail, a hypertext, which are formulated and structured
in a way that is not too complex;
- prescriptive texts such
as a manual, an operating instruction, a safety regulation, an instruction,
which are formulated and structured in a way that is not too complex;
- narrative texts such
as a (travel) story , which are formulated and structured in a way that is
not too complex;
- simply formulated and simply structured polemic
texts such as a reader’s letter, a review in a magazine for the young.
11 determine the general subject, identify the
main idea, formulate a spontaneous view/evaluation in simply formulated and
simply structured artistic-literary texts such as a poem, a cartoon, a short
story.
The texts with regard to final objectives 10 and 11:
-
concern situations in daily life, possible
work situations and occasionally involve subjects of a more general
nature;
-
are generally fairly short;
-
are generally fairly concrete, provide redundant
information and hardly contain implicit information.
The pupils are able to:
12 use the practical knowledge required to perform
the reading task:
- with regard to form, meaning and the real
context for the use of words and grammatical constructions;
- with regard to spelling and punctuation;
- with regard to the socio-cultural diversity
in the French/English-speaking world.
13 apply learning strategies in planning, carrying
out and evaluating their reading tasks which promote the achievement of the
reading objective:
- using relevant prior knowledge related to
content and expanding it at the same time;
- using practical knowledge and expanding it
at the same time;
- determining the reading objective;
- identifying the type of text;
- interpreting the lay-out (e.g. subtitles);
- not becoming distracted by the fact of not
being able to understand all the words in a text;
- indicating important information;
- building hypotheses about the content or meaning
of a text.
14 reflect on the individual character of the
written language. This means that they:
15 use communication strategies. This means
that they:
- deduce the meaning of words they do not know
from the context;
- make efficient use of traditional and electronic
sources and databases;
- use supporting visual materials (photographs,
cartoons, tables and diagrams).
Attitudes
16
* The pupils are prepared to:
- read without prejudice and concentrate on
what they wish to find out;
- identify with the socio-cultural world of
the writer;
- reflect on their own reading behaviour;
- be open to aesthetic experiences;
3 Speaking/engaging in conversations
The
pupils are able to:
17 provide and ask information and formulate
a spontaneous view on the subjects they are interested in;
18 provide and ask information about documents
such as an illustration, a form, an instructions guide, a design, a quotation;
19 formulate a spontaneous view/evaluation about
texts they have listened to or which they have read;
20 give a short description of an action, an event or an experience;
21 have a conversation which is not too complex;
22 have a simple telephone conversation.
The texts to be produced with regard to final objectives
17-22:
- concern situations in daily life and possible
work situations;
- are simply formulated and presented at a speed
which does not affect comprehension;
- put the emphasis on efficiency rather than
on correct form.
The pupils are able to
23 use the practical knowledge which
is necessary to make use of the spoken language/conversation:
- with regard to form, meaning and the real
context of words and grammatical constructions;
- with regard to pronunciation, speech rhythms
and patterns of intonation;
- with regard to the socio-cultural diversity
in the French-speaking/English-speaking world.
24 apply learning strategies in planning,
carrying out and evaluating their speaking tasks/conversation tasks, which
promote the achievement of the speaking objective:
- using the relevant prior knowledge related
to content;
- using practical knowledge and expanding it
at the same time;
- collecting information, also by using electronic
sources, and incorporating the information;
- in a common speaking task, dividing the tasks
, discussing these together, helping each other, keeping agreements, making
use of each other’s contributions and presenting the results together.
25 reflect on language and the use
of language. This means that they:
- are familiar with the basic forms of interaction;
- are familiar with non-verbal behaviour.
26 use communication strategies.
This means that they:
- make use of non-verbal behaviour;
- say that they do not understand something,
ask the other person to repeat something, indicate something;
- repeat something themselves to confirm that
they have understood the other person;
- check with the conversation partner if the
formulation is correct.
Attitudes
27 * The pupils are willing
to
- listen carefully in order to speak well;
- speak and participate in a conversation.
4 Writing
The pupils are able to:
28 complete forms and questionnaires;
29 write an announcement;
30 write a formal and an informal letter and an e-mail.
The texts to be produced with regard to final objectives
28-30:
concern situations in daily life and possible work situations;
- are generally fairly short and formulated
in a simple and comprehensible way;
- demonstrate a fairly high level of correct
form in predictable use of language (standard formulae) but focus more on
effectiveness than on correct form in their own formulations.
The pupils are able to
31 use the practical knowledge required
to correctly perform the writing task:
- with regard to form, meaning and the real
context of the use of words and grammatical constructions;
- with regard to spelling and punctuation;
- with regard to the socio-cultural diversity
in the French-speaking/English-speaking world.
32 apply learning strategies in planning,
carrying out and evaluating their writing tasks, which promote the achievement
of the writing objective:
- using relevant prior knowledge related to
content;
- using practical knowledge and expanding it
at the same time;
- collecting information, also by using electronic
sources and incorporating the information;
- taking into account the target audience;
- using an appropriate lay-out.
33 reflect on the individual character
of the written language. This means that they:
- know that the written language is more formal
and structured than the spoken language;
- understand the significance of spelling, punctuation
and lay-out;
- are familiar with the composition of a written
text.
34 use communication strategies.
This means that they:
- independently consult traditional and electronic
sources;
- make use of the possibilities of ICT in the
writing process;
- make use of a model.
Attitudes
35 * The pupils are prepared
to:
- critically re-read the texts they have written
to check form and content, and to learn from previous mistakes;
- devote attention to the presentation of their
written texts;
- where necessary, look up the spelling of a
word;
- have their important texts checked by someone
who has a good command of the French/English language.
Attitudes have been indicated by* in the margin,
for checking by the inspectorate.
[1] The attainment targets must be achieved, irrespective of the institutional
powers based on Education Decree II.
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