Presents the core requirements for teachers of English in Israel, which outline the core knowledge and performance that graduates and practicing teachers should shave mastered. These requirements are divided into five domains, and each of the domains includes standards. Both knowledge and performance benchmarks are defined for each standard.…

Provides a rationale for content-based instruction and demonstrates how project work can be integrated into content-based classrooms. Outlines the primary characteristics of project work, introduces project work in its various configurations, and presents practical guidelines for sequencing and developing a project. (Author/VWL)

Discusses project work, describes what it is, why it should be used, and how its aims are defined. Highlights classroom management during project periods and provides a list of project goals that relate to domains and benchmarks of the English-as-a-Foreign-Language curriculum in Israel. (Author/VWL)

Describes a performance-based task, within real-life contexts structured specifically for a ninth grade English-as-a-Foreign-Language class. The task--a book project--was used as an alternative assessment of the acquisition and application of English studies as a foreign language in Israeli schools. (Author/VWL)

Suggests that long-term project and performance-based tasks that meet the standards described in the Israeli English curriculum are the key to reviving students' interest in the English classroom. Provides a sample project and assessment rubrics. (Author/VWL)

Describes a book writing project implemented by one Israeli English-as-a-Foreign-Language teacher. Pupils decide what they want to write about and what format the project will take. The project incorporates many of the principles and practices outlined in the English curriculum. It requires extensive writing and reading, drafting, rewriting and…

Describes one Israeli English-as-a-Foreign-Language teacher's experience having her seventh grade students write a collection of fairy tales, which she subsequently published. The teacher provided a worksheet that helped students learn to sequence and use descriptive language. The Worksheet is appended. (Author/VWL)

Focuses on how teachers can remain professionally inspired and advocates the need for different kinds of communities to help encourage and maintain inspiration for teaching(Author/VWL)

Describes on Israeli English-as-a-Foreign-Language teacher's action research project that focused on how to teach reading comprehension in English to a class of ninth grade boys. Outlines the teacher's goals, implementation of the project, and thoughts on the outcomes. (Author/VWL)

Describes on Israeli English-as-a-Foreign-Language teacher's experience with a multimedia project in Grade 11 5-point Bagrut classes and with Grade 10 native speakers. (Author/VWL)

Describes a project that dealt with two short stories in a different way. The stories were part of the Oral Bagrut exam for Grade 11 students. The stories were taught in English class and concentrated on theme and vocabulary. (Author/VWL)

Describes an Anne Frank project, an interdisciplinary project designed for English-as-a-Foreign-Language students in Israel. The project was conceived of for Grade 11 students, because they learn about the Holocaust in history and are tested on it in the history Bagrut examination. (Author/VWL)

Describes a radio program in an English-as-a-Foreign-Language classroom in Israel. Classrooms of English students listen carefully to daily broadcasts, waiting to solve the brain teaser. Personal messages and catchy music follow the program. The project has encouraged students to use English actively and purposefully. Evaluation of the broadcasts…

Presents a project on addiction prepared for an inservice training course for English-as-a-Foreign-Languages teachers at the Wide Angle Teachers' Center, Branco Weiss Institute for the Development of Thinking (Israel). Project goals included integrating information from different sources, formulating research questions, working in groups, and…

Provides an overview of the Israeli standards-based curriculum for the teaching of English in Israeli schools. Includes the standards for the four domains of language learning and the standards and benchmarks for one of the domains: social interaction. (Author/VWL)