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.