Here are the yearly plans for 6, 7 and 8 grades. We still need to work on the yearly plans for the following year, I believe.

Above, updated version of Grade 3 Functions .

Updated Core Grammar Usage A1 Gr3 is here:

Matthew (thanks a lot) revised and updated the topic lists based on our notes. Here are A1 and A2 level topic lists.(November 2011)

Recorded below are older posts from earlier in the year. Most of these documents are either out-of-date, are irrelevant to the project as it currently stands, or are already linked through the relevant pages on the sidebar. This page is merely being used as an archive of previous work.



Posted below are the most up-to-date lists of function objectives for each CEFR-based Terakki reference level (A1 through
B2) and of skills objectives (for R, P, I, and M) for the B1 level. Any feedback is you may have is welcome.


Posted below are the skills objectives discussed in our meeting last week. Please have a look and let me know if you have any specific questions. I'll post again in the next week with an updated action plan for the last month and a half of the term.


For the past few weeks, I have been working through the pain-staking process of writing a set list of B1 functional descriptors to be used as a basis for our curriculum. The goal has been to set these descriptors so that the A1, A2, and B2 descriptors could be either generalized or extended from the B1 list (of course, I chose B1 due to my position in the middle school and my general familiarity with the program here).

After reviewing suggested descriptors in the CEFR, the EAQUALS Core Inventory, a set of B1 textbooks in use or under consideration for use by our department, several CEFR-based online sources, and the department's own planning materials from the last two years, I have come up with the following list. In the last two weeks, Meara Heubach has met with me and we have worked on refining the list by asking ourselves if each function listed is relevant, at the right level of generality/specificity, fits our program, whether each one stands alone or if it can be subsumed under a different function, whether any functions are not covered by this list, whether each item represents a self-contained functional objective without drawing from the realm of skills, lexicon, grammar, or topic, each of which will include its own objectives or learning goals, etc.

The result of this work is below, in which the 37 functional descriptors that we have decided on are listed in the same table format with which you are all familiar:

The next step for us is to work through creating a similar list for the Skills Objectives, and so on. I have already written a master list for Listening and Reading, and while I feel good about these lists, I plan to put them through the same process, and thus will wait to post them until I feel they are set. In the meantime, I welcome the TCDC members in the elementary and high schools to begin work on creating your own lists of functional descriptors for your respective levels (A1, A2, and B2). If any of you need any help or guidance, I would be glad to meet with you to discuss things.


Matthew Benton


English Curriculum Outline

This is a general outline of the two main sections of the Terakki English Curriculum document currently in planning. The first section details the Curriculum Foundations portion of the document, in which a general overview of the department, background information on the linguistic theory and general approaches and methodologies used by the department in its English education program, and other general program considerations are provided. Following the Foundations, the Curriculum Contents detail the department's placement, planning, instruction, methodology, and assessment processes, beginning with a general statement of overall teaching and learning goals and objectives in 5 stages of the Terakki Language Learning Continuum (TLLC), and becoming progressively more specific to the level of a year-by-year, grade-by-grade chronological education plan implementing all language learning aspects included in the general TLLC.

(prepared by Matthew Benton with input from Chris Judd)

Terakki Language Learning Continuum (TLLC) Sample Stage

The TLLC gives a brief statement of our department's overall learning goals in terms of several language aspects, including language functions, forms, content, lexicon, skills, and competency. Please note that this sample will be updated to reflect a basic distinction between RP and IM, which Philip Franklin would like to be part of this most general organizational framework.

(researched and prepared by Matthew Benton)

TLLC Competency Scale

The TLLC competency scale will apply a summative rubric to track students' progress within any particular CEFR reference level. For each level, a student may progress from "entering" to "reaching" in terms of his/her ability to perform in all language abilities required at the particular level. This competency scale will also be useful in systematizing materials design and testing. Please note that this is just a sample, and the template may be adjusted according to the decision of the Curriculum Development Committee.

(prepared by Matthew Benton with input from Philip Franklin)

Curriculum Objectives Template

After the TLLC has been agreed upon and written out for each reference level, the objectives for each language area featured on the TLLC must be delineated and correlated to the other language areas, along with the instructional practices, competency levels, and evaluation considerations that each of these objectives entails. The following templates for the A2 and B1 levels feature function-based level descriptors (objectives) along with a partially-completed chart correlating each objective to other all other language aspects and methodological considerations. Please note that a general explanation of each language aspect is included in the first file below, while a key for the coding system will follow, although this is merely a sample system and should not be considered final.

(researched and prepared by Matthew Benton)

Yearly Plan Template

The following chart will serve as a planning template each August as each school and grade level sets its plan for the year according to the curricular targets as set forth in the TLLC and objective charts, and taking into account the variety of other educational aspects accounted for in the chart's column headings. Please note the following explanation/abbreviation:

CORRELATES - The OBJECTIVES column refers to function-based objectives, and in the CORRELATES column, a coded list of skills, grammar, lexicon, and general topics will be included.
COMP - Competency Level (TLLC), 1-6

(prepared by Matthew Benton)


Coded Grammar Points with CEFR Reference Level Categorizations

Here is a general list, taken from the EAQUALS core inventory, of English language grammar points that are coded and charted by reference level. The next step in coding may be to add the reference sublevel next to the code to specify a certain feature when writing objectives charts or yearly plans. For example, in this system the code AUX-B2.2 would refer to "modals of deduction and speculation."

(transcribed and coded by Matthew Benton)

Teacher Development

February 17th, 2011

Please see this page for links to pages and files relevant to program development at different levels. The two files linked below offer us an excellent way to assess our teachers, both incoming and returning, using a framework and set of terminology highly compatible with our CEFR base. With the teacher profiling grid, we will be able to systematically take into account a broad range of qualifications and competences when evaluating our teachers. I have shown it to Philip and offer it here to anyone else who is interested. The documents are the result of EAQUALS and Eurocentres Foundation research and were presented at the International Meeting on Training, Quality and Certification in Foreign Language Teaching in Siena, Italy from 9-10 February 2009. Please note that the actual profiling grid is on the last page of the first document.



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- fulya.M fulya.Mon Dec 30, 2011 4:09 am