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ACTFL American Council for the Teaching of Foreign Language
Design of Objectives <ul><li>Use ACTFL guidelines to: </li></ul><ul><li>Establish a performance level to be attained by th...
Listening <ul><li>ACTFL guidelines: Listening </li></ul><ul><ul><li>Novice   </li></ul></ul><ul><ul><li>Intermediate  </li...
Speaking <ul><ul><li>Novice   </li></ul></ul><ul><ul><li>Intermediate  </li></ul></ul><ul><ul><li>Advanced  </li></ul></ul...
Reading <ul><ul><li>Novice   </li></ul></ul><ul><ul><li>Intermediate  </li></ul></ul><ul><ul><li>Advanced </li></ul></ul><...
Writing <ul><ul><li>Novice   </li></ul></ul><ul><ul><li>Intermediate  </li></ul></ul><ul><ul><li>Advanced </li></ul></ul><...
Listening: descriptors <ul><li>Novice-Low  Understanding is limited to occasional isolated words, such as cognates, borrow...
Speaking: descriptors <ul><li>General Description  -The Novice level is characterized by the ability to communicate minima...
Designing the Daily Lesson Plan <ul><li>Planning Phase: </li></ul><ul><li>I. Content: A. Topic B. Objectives C. Grammar/Vo...
Teaching Phase <ul><li>IV. Activites:  </li></ul><ul><li>A. Setting the stage </li></ul><ul><li>B. Providing Input/Engagin...
Reflection Phase <ul><li>V. Adaptations to Lesson: How did the lesson change as I taught it? </li></ul><ul><li>VI. Self-Re...
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Emil Pulido on ACTLF

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Are you familiar with ACTLF? What does it mean? Are you teaching a foreign language in the U.S.?

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Transcript of "Emil Pulido on ACTLF"

  1. 1. ACTFL American Council for the Teaching of Foreign Language
  2. 2. Design of Objectives <ul><li>Use ACTFL guidelines to: </li></ul><ul><li>Establish a performance level to be attained by the end of a given program </li></ul><ul><li>Use proficiency principle for both unit and daily planning </li></ul>
  3. 3. Listening <ul><li>ACTFL guidelines: Listening </li></ul><ul><ul><li>Novice </li></ul></ul><ul><ul><li>Intermediate </li></ul></ul><ul><ul><li>Advanced </li></ul></ul><ul><ul><li>Superior </li></ul></ul><ul><ul><li>Distinguished </li></ul></ul>
  4. 4. Speaking <ul><ul><li>Novice </li></ul></ul><ul><ul><li>Intermediate </li></ul></ul><ul><ul><li>Advanced </li></ul></ul><ul><ul><li>Superior </li></ul></ul>
  5. 5. Reading <ul><ul><li>Novice </li></ul></ul><ul><ul><li>Intermediate </li></ul></ul><ul><ul><li>Advanced </li></ul></ul><ul><ul><li>Superior </li></ul></ul><ul><ul><li>Distinguished </li></ul></ul>
  6. 6. Writing <ul><ul><li>Novice </li></ul></ul><ul><ul><li>Intermediate </li></ul></ul><ul><ul><li>Advanced </li></ul></ul><ul><ul><li>Superior </li></ul></ul>
  7. 7. Listening: descriptors <ul><li>Novice-Low  Understanding is limited to occasional isolated words, such as cognates, borrowed words, and high-frequency social conventions. Essentially no ability to comprehend even short utterances. </li></ul><ul><li>Novice-Mid  Able to understand some short, learned utterances, particularly where context strongly supports understanding and speech is clearly audible. The listener requires long pauses for assimilation and periodically requests repetition and/or a slower rate of speech. </li></ul><ul><li>Novice-High  Able to understand short, learned utterances and some sentence-length utterances, particularly where context strongly supports understanding and speech is clearly audible. Comprehends words and phrases from simple questions, statements, high-frequency commands, and courtesy formulae. May require repetition, rephrasing, and/or a slowed rate of speech for comprehension. </li></ul>
  8. 8. Speaking: descriptors <ul><li>General Description  -The Novice level is characterized by the ability to communicate minimally with learned material. </li></ul><ul><li>Novice-Low  Oral production consists of isolated words and perhaps a few high-frequency phrases. Essentially no functional communicative ability. </li></ul><ul><li>Novice-Mid  Oral production continues to consist of isolated words and learned phrases within very predictable areas of need, although quantity is increased. Vocabulary is sufficient only for handling simple, elementary needs and expressing basic courtesies. </li></ul><ul><li>Novice-High  Able to satisfy partially the requirements of basic communicative exchanges by relying heavily on learned utterances but occasionally expanding these through simple recombinations of their elements. Can ask questions or make statements involving learned material. </li></ul>
  9. 9. Designing the Daily Lesson Plan <ul><li>Planning Phase: </li></ul><ul><li>I. Content: A. Topic B. Objectives C. Grammar/Vocabulary D. Goal Areas </li></ul><ul><li>II. Learner: What do I know about my learners? </li></ul><ul><li>III. Materials </li></ul>
  10. 10. Teaching Phase <ul><li>IV. Activites: </li></ul><ul><li>A. Setting the stage </li></ul><ul><li>B. Providing Input/Engaging learners </li></ul><ul><li>C. Guided Participation </li></ul><ul><li>D. Extention </li></ul><ul><li>E. Informal or Formal Assessment </li></ul><ul><li>F. Closure </li></ul>
  11. 11. Reflection Phase <ul><li>V. Adaptations to Lesson: How did the lesson change as I taught it? </li></ul><ul><li>VI. Self-Reflection on Lesson Effectiveness: </li></ul><ul><li>Did I achieve my lesson objectives? What worked? What did not? Why? </li></ul>
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