GUIDE FOR THE PRESENTATION OF A LESSON BASED ON THE APPROACH TO TEACHING COMPETENCES 1- MODELLING THE LANGUAGE 1) SET THE OBJECTIVE OF THE LESSON 2) IDENTIFY THE LANGUAGE TO BE LEARNT 3) LOOK FOR / CREATE MODELS OF SITUATIONS AND CONTEXTS WHERE THE LANGUAGE IS BEING USED. THIS SHOULD BE THE PART WHERE STUDENTS ARE MADE AWARE OF THE PURPOSE OF THE LANGUAGE. 4) ANY AUDIO OR/AND VISUAL RESOURCE CAN BE USED FOR MODELLING 2- KNOWLEDGE 1) TEACH / PROVIDE ALL LINGUISTIC INFORMATION NEEDED TO ACQUIRE COMPETENCE: GRAMMAR, VOCABULARY, IDIOMATIC EXPRESSIONS, ETC. 2) USE RESOURCES FROM: COURSEBOOKS, WORKBOOKS, SELF-ACCESS CENTERS, INTERNET, ETC. 3. PRACTICE 1) SERIES OF ACTIVITIES THAT WILL HELP LEARNERS MASTER THE LANGUAGE 2) THESE MAY BE A VARIETY OF ACTIVITIES: PRACTICE ACTIVITIES FROM THE COURSEBOOK INTERNET RESOURCES SELF-ACCESS RESOURCES PLATFORM ACTIVITES, ETC. 4. EVALUATION 1) ESTABLISH PRODUCT AND/OR PERFORMANCE EVIDENCE 2) ESTABLISH MARKING CRITERIA: ANALYTIC AND/ OR HOLISTIC NOTE: PLEASE INDICATE TIMING FOR THE WHOLE LESSON. A competence based approach to teaching a language hand-out 5 CHECKLIST FOR THE DEVELOPMENT STAGES OF THE COMPETENCE-BASED APPROACH TO TEACHING 1.1 Does the model show 1.1.1 the language to be learned 1.1.2 the context / situation 1.1.3 the objective / purpose of the language 1.2 How many models does the teacher use? ________ Stage 1: MODEL Stage 2: KNOWLEDGE Stage 3 PRACTICE 1.4 Does the teacher highlight / emphasize on the language? 1.5 Does the model reflect real language use? 1.6 Do you understand from the model why this language might be useful to you? 1.7 Does the teacher indicate what is expected of the students at the end of the entire lesson? 2.1 Does the teacher provide the knowledge needed to acquire the language competence? 2.2 Do you think there is still something that needs to be taught ? 3.1 Are the students given practice in class? 4.1 Is there product or performance evidence to be shown at the end of the entire lesson? 4.2 Does the test operation correspond to the purpose of the model/s of the language / competence? 4.2 Will the test operation enable the student to use the language? 4.3 Does the teacher specify the marking criteria? 4.4 Is the marking criteria enough to check if the student has already acquired the language competence? 4.5 Did the teacher carry out any other evaluation during any of stages 2 and 3? (continuous evaluation) 5. Was timing considered in the planning of the lesson? 6. Does the teacher specify what will follow after this lesson? eoccena/june2009 Comments / Observations 1.3 Do the students get involved in the modeling stage? 3.2 Are the students given opportunities to get practice using virtual/technological resources? 3.3 Was self-access considered for practice? Stage 4 EVALUATION Pls. check yes no yes no yes no How? Why do you think so? Specify.