Enhancing a Competence-Based Syllabus 2011
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Enhancing a Competence-Based Syllabus 2011

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Describes 10 expected levels of competence expected to be achieved by EFL students when using a competence-based syllabus.

Describes 10 expected levels of competence expected to be achieved by EFL students when using a competence-based syllabus.

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Enhancing a Competence-Based Syllabus 2011 Enhancing a Competence-Based Syllabus 2011 Presentation Transcript

  • Implementing Specific Competencies & Rubrics in aCompetence-based Syllabus for ESL Students November 17th, 2011 rodolfo.chaviano@uam.edu.ni
  • OutlineDealing with Competencies. Levels of Linguistic Competencies in ELT. Understanding Competency Concepts. Examples for some kinds of competencies Basic Template for Specific Competencies November 17th, 2011 rodolfo.chaviano@uam.edu.ni
  • Levels of Competence- Description Classifying= Outlining= Describing= Narrating= Explaining= Defining= Formulating Naming Hypothesis= your E.g., word= Events in statistics, Grouping Category- Synthesis / Image Perceptions sequence details, etc. item into categories If… framework ____ relationship concept rodolfo.chaviano@uam.edu.niNovember 17th, 2011
  • Specific Competencies in a Competence- based Syllabus for ESL students.1. Speaking Competencies2. Listening Competencies3. Lexical Competencies4. Reading Competencies5. Grammatical Competencies6. Writing Competencies7. Composition Competencies8. Metacognitive Linguistic Competencies9. Gnoseological Competencies10. Socicultural CompetenciesNovember 17th, 2011 rodolfo.chaviano@uam.edu.ni
  • 1 Speaking Competencies  talking about how often you do things (go out for dinner / attend the theatre/ get take out  to apologize making excuses (being absent to school / from a birthday party /not handing in an assignment)  to narrate past events and achievements (best day in your life /last argument you had / last time you got into trouble/most important achievement so far)  to narrate your life experiences using a time line (year you entered primary-secondary-college / draw a timeline / memorable events)  to describe immediate plans (for vacation / Christmas / Holy week/ family trip)  to give advice to someone (suggest what to carry for a trip / suggest what to do when visiting Nicaragua / suggest what to do when visiting a foreign country –list 3 do’s and 3 don’ts) Source: World View Book 2.November 17th, 2011 rodolfo.chaviano@uam.edu.ni
  • Speaking Competencies  to describe physical appearance (your favourite actor or actress / the president of US / a classmate)  to report a movie you saw ( Kind of / main characters, the plot, and ending)  to describe a job position ( parent’s job, name, place of work, salary, working conditions, benefits, schedule, duties (4)  to describe feeling and behavior (in a funeral / in job interview / speaking in public / when you witness an accident…)  to talk about a keepsake you have ( name, why you keep it, date of acquisition, story behind the keepsake)  to explain in your own words “cultural shock” (a personal experience /differences between your home culture and USA or JAPAN)  asking others about... (frequency, duration, achievements, immediate plans, physical description, life experiences, solutions for big issues in Managua—make 3 questionsSource: World View Book 2.November 17th, 2011 rodolfo.chaviano@uam.edu.ni
  • 2 Listening Competencies  Listen and underline the correct information p.3  Listen and match the photos with the speaker. P. 3, p.31, p.60  Listen and put in the correct order p 7.  Listen and match the apology with the response. P.7  Listen and complete the grid p. 73 WkBk  Listen and complete the words of a song (p 20)  Listen and choose from a list (p 27)  Listen and circle the letter of the correct answer (p31)  Listen and associate with the description p38  Listen and correct the mistake in each sentence. Test A p104  Listen and do following the instruction given in a recorded message in English. (steps to follow 3)  Listen and outline relevant information in a piece of news in English. Topic + main ideas + supporting details.  Listen and write important data, statistics or examples after listening to a story, or a piece of spoken English. p.56  Listen and Speak about the topic, main ideas and supporting information.Source: World View Book 1.November 17th, 2011 rodolfo.chaviano@uam.edu.ni
  • 3 Lexical Competencies3.1 Using proper verb collocations.3.2 Explaining English Idioms3.3 Paraphrasing Phrasal verbs3.4 Grouping Nouns and adjectives into categories3.5 Building up ideas for Physical description3.6 Outlining Restaurant Terms and Food Items3.7 Naming Global issuesNovember 17th, 2011 rodolfo.chaviano@uam.edu.ni
  • 3 Lexical Competencies3.1 Proper Verb collocations. VERB + OBJECT (¿ ?) Rent a video Afford a car Spend time / money Shake hands Hire a taxiNovember 17th, 2011 rodolfo.chaviano@uam.edu.ni
  • 3 Lexical Competencies3.3 Using Phrasal verbs Go for a walk out for dinner ahead To work in an office / a hospital for “Seguros America” as an account Put in, on, out, away, off3.4 Associating Nouns and categories CATEGORY ITEM Body parts eyes, foot, throat Symptom fever, rash, headache Ailments a cold, a backache, a sore throatNovember 17th, 2011 rodolfo.chaviano@uam.edu.ni
  • 4 Reading Competencies4.1 Read and outline the topic and main ideas of a text (Paragraph, article, story, ads, etc.) written in English4.2 Read and write the topic and main ideas of a piece of written English information. Copy at least 34.3 Read and summarize the main ideas of a story in a paragraph of 50‐100 words.4.4 Identify the characters, setting, and plot, and ending of a short narrative written in English4.5 Read and Answer Wh-questions4.6 Read and choose if True or False4.7 Read and rule out the topics that are not in the textNovember 17th, 2011 rodolfo.chaviano@uam.edu.ni
  • 5 Grammatical Competencies 5.1 use regular and irregular verbs properly 5.2 fix a grammar mistake 5.3 rewrite a sentence adding or removing information 5.4 demonstrate what’s wrong in the sentence 5.5 build up compound and complex sentences 5.6 rule out inappropriate structures/syntactical units she likes me / I like her/ I like she/ she likes I I hurt my leg / my eyes hurt / my eyes acheNovember 17th, 2011 rodolfo.chaviano@uam.edu.ni
  • 6 Writing Competencies6.1 Write simple and compound sentences with proper word order and verb tense. (use provided hints)6.2 Write descriptive or expository paragraphs of about 50‐100 words ( select one out of 3 topics)6.3 Write a brief account in order to summarize the main ideas in a text in English. (100 words) Teacher provides text. Etc.November 17th, 2011 rodolfo.chaviano@uam.edu.ni
  • 7 Composition Competencies 7.1 identify sentence components (parts of speech) 7.2 differentiate types of sentences 7.3 separate ideas with conjunctions and punctuation marks (coherence) 7.4 name and use punctuation marks 7.5 understanding paragraph structure 7.6 creating coherence and unity (transition words) 7.7 applying spelling rules 7.8 classifying kinds of paragraphs, Etc.November 17th, 2011 rodolfo.chaviano@uam.edu.ni
  • 8 Metacognitve Linguistic Competencies8.1 Describing a pie graph, a chart, or a table (statistics)8.2 Understanding and using formal definitions8.3 Understanding signs, symbols and icons in English8.4 Understanding and using Initials and Acronyms in English8.5 Understanding and using numbers, dates, formulae8.6 Communicating through Non-verbal language8.7 Understanding Grammar Terminology (metalanguage)November 17th, 2011 rodolfo.chaviano@uam.edu.ni
  • 9 Gnoseological Competencies9.1 To be Vs. not to be (Hamlet complex)9.2 Regular Vs. irregular verbs9.3 Word derivation Vs. Word compounding9.4 Formation of concept Vs. memorizing rules9.5 Spanish syntax Vs. English syntax9.6 Rising Intonation Vs. Falling intonation9.7 Stressed sounds Vs. Unstressed sounds9.8 Simple tenses Vs. Perfect tenses9.9 Syntagmatic units Vs. paradigmatic units e.g, para /parado /parador/paradero since 2005 / as far as the traffic light / until next month a watch pocket / a pocket watchNovember 17th, 2011 rodolfo.chaviano@uam.edu.ni
  • 10 Sociocultural Competencies good evening Vs. good night go to bed Vs. go to sleep home Vs. house win the Oscar Vs. to be awarded I have 20 years Vs. I am 20 years old To walk the dog Vs. take the dog out To eat soup Vs. to drink soup To go sightseeing Vs. to go walking / on foot / to go window shopping One word concept Vs. multiword concept: a light switch / interruptor Sintagma Vs. single words Carne de—vaca, venado, cerdo Vs. beef, venison, pork I’m going home / I’m going to my house I was in my house / I was at home Body languageNovember 17th, 2011 rodolfo.chaviano@uam.edu.ni
  • Basic Format for Specific Competencies Specific competence = Verb + sub-competences = what to do + Indicators = to what extent Specific competence sub-competences Indicators Verb what to do to what extent Asking others about... Questions with Ask no less than Achievements in life Did you…? 3 questions about Have your ever…? past eventsNovember 17th, 2011 rodolfo.chaviano@uam.edu.ni
  • Basic Template for Specific Competencies CENTRO de IDIOMAS Basic Format for Specific Competencies Specific Competence Sub-competencies Indicators Verb. What to do? To what extent ?Asking others about... Questions with :…achievements in life. Did you…? Ask no less than 3 questions about past events Have you ever…?Communicative English _______ UNIT _____________ R. Chaviano. November 28th, 2011 November 17th, 2011 rodolfo.chaviano@uam.edu.ni
  • Rubrics for Final Oral Exam Criteria / symbol G= Good 1 F = Fair 0.5 N=Needs Improvement G F N G F N G F N G F N G F N G F N1 Student speaks at appropriate pace (fluent enough)2 Student response is appropriate for the questions3 Student uses appropriate sentence structure and syntax4 Student speaks with standard pronunciation5 Student speaks with expected level of vocabulary6 Student shows creativity and improvisation7 Student masters the relevant contents of the course units8 Student is able to formulate appropriate questions9 Student needs no further questions for clarification10 Student demonstrates competence for this level Student performance 1= 2= 3= 4= 5= 6= FINAL SCORE STUDENT NAME November 17th, 2011 rodolfo.chaviano@uam.edu.ni
  • ANEXO 1 Centro de Idiomas - UAM Communicative English I Course 2007-2008 (Speaking)Expected Outcomes (competencies) Excellent Very Good Good Fair PoorSpelling his/her name with proper pronunciation and intonationIntroducing oneself to other people in a colloquial wayIntroducing friends to a third person in formal/ informal conversationsNaming parents occupations and & some others among the most common onesNaming the 5 continents, countries, and citiesNaming possession of your own, and family belongings. (my-your-his-her-his-its )Naming clothing items for male, females and childrenNaming and describing foods and drinks your regularly have.Telling people about your favorite things (movie, food, TV show)Telling Numbers 0-19 in isolation or to quantify itemsTelling Numbers 20-90 in isolation or to quantify itemsTelling Numbers 100-1000 in isolation or to quantify itemsTelling others what you do / don’t do at home /school / etc.Telling others what your mother / father does / doesn’t do at home / at workTelling others how you communicate with your friends and people at home / on the street.Telling others what items you need, use, take, buy, carry, and do on vacationsTelling /Asking others about travel plans for vacationsTelling counts and non-counts nouns apart. (much sugar, many bananas )Expressing location of items in the room (on, next to, in front of, above, etc .).Expressing quantities (much, many, a lot of, etc .)Talking about what you do on local holidays and festivities (eat, drink, and play what? )Asking / Telling nationalities from Latin American and European countriesAsking for / giving information about common office items and equipment.Asking What- people do, When-people do, and How-people do i n their jobs(They)Asking What- X does, When- X does, and How- X does at home ( He /She)Asking /Telling people types of transportation is used to travel to Atlantic Coast / Corn Island, etc.Asking for / Giving information at the shopping center. (location & prices)Asking for / Expressing skills (read a map, type fast, design a website, speak French, play an instrument ) you have or required to get a job position.Describing some places in the city according to personal point of view (interesting-friendly-crowded, etc )Describing public places in the neighborhood(there is a market, a small hotel, a nice restaurant )Describing a room at home with or without a picture /photoDescribing garment / shoes color and sizes, and prices.Describing job skills required for some job positions(type, repair, drive, read, design, manage ) Centro de Idiomas -UAM R. Chaviano 27/08/07 Communicative English I Course 2007-2008 November 17th, 2011 rodolfo.chaviano@uam.edu.ni
  • Thank you very much Enjoy your day! November 17th, 2011 rodolfo.chaviano@uam.edu.ni
  • Bibligraphic reference http://www.eduteka.org/MatrizValoracion.php3, 2002 Ejemplos. http://www.rubrics4teachers.com/esl.php, 2011 Competency-Based Syllabus WORKSHOP, R. Chaviano Feb. 2010 http://www.utc.arizona.edu/resources/thinkingseries/vol1_6.ht ml Implementing Specific Competencies in a Competence-based Syllabus for ESL students. R. Chaviano Sep. 27, 2010 Rubric for Oral Final Exam- Centro de Idiomas UAM, May, 2010 http://www.adprima.com/measurement.htm, 2007 Achieving linguistic competence, R. Chaviano Feb. 2003 Are Competent or are you Not? R. Chaviano August, 2006 Try Out you competencies. R. Chaviano Sept. 2008November 17th, 2011 rodolfo.chaviano@uam.edu.ni