Developing a Developing a Proficiency-Based Proficiency-Based

SyllabusSyllabus

Karen SacreDefense Language

Institute English Language Center

Recipe

Start with a Proficiency Scale: ILR / STANAG 6001 / CEFR

Analyze it in terms of Content/Context (C) Tasks/Functions (T) Accuracy (A)

Develop overall design Wide sampling of topics/notions (C) Use of corpora/word frequency lists

(C) Function/task-based lessons (T) Emphasis on language skills (T) Comprehensive grammar coverage

(A) Emphasis on performance (A)

Establish terminal/lesson objectives

Create level-appropriate activities

Proficiency Levels

"0" - Non-functional

"1" - Survival

"2" - Working (concrete)

"3" - Professional (abstract)

"4" - Tailored

"5" - Educated Native Speaker (ENS)

Skill Level Trisections

Content

Tasks

Accuracy

Skill Level Trisections

• Content: the theme or topic (influenced by setting, interlocutors,

etc.) through vocabulary/cultural references

• Tasks: linguistic functions or behaviors; attitudes expressed; tones conveyed

through vocabulary/structure/delivery• Accuracy: acceptability/quality of message

through structure/fluency/pronunciation

Examples of Content

• Level 1 (Survival)– Everyday survival/workplace needs– Minimal courtesy requirements

• Level 2 (Concrete)– Family, background, work, travel– Current events

• Level 3 (Abstract)– Practical, social, professional topics– Special fields of interest/competence

Examples of Tasks

• Level 1 (Survival)– Ask/answer questions– Participate in short

conversations • Level 2 (Concrete)

– Describe, report on, narrate – Give directions/instructions

• Level 3 (Abstract)– Hypothesize– Support opinions

Accuracy

• Structural• Phonological• Semantic• Cultural

Examples of Accuracy

• Level 1 (Survival)– Accuracy evident only with

predictable content• Level 2 (Concrete)

– Acceptable to a native speaker NOT used to dealing with internationals; some miscommunication

• Level 3 (Abstract)– Errors virtually never interfere

with understanding and rarely disturb a native speaker

Integrating Tasks Social Conventions Description Asking/Giving Info Directions Narration Instructions Hypothesizing Opinions

Reservations Banking Buying/Selling Invitations Medical Appointments/Problems Food Services/Repairs Renting

Integrating Situations

Establishing Objectives

For Listening Understand phonemes (seg./supraseg.)

Identify main points/supporting details of an oral text Draw inferences from oral texts Understand conversations/oral messages Understand oral instructions, warnings, and announcements Understand oral presentations (reports, demonstrations, briefings, short lectures)

Establishing Objectives

For Speaking Produce phonemes in context Give oral instructions and warnings Participate in classroom dialogs/ discussions. Participate in conversations, both informal and military, and deliver oral messages Draw inferences from oral texts

Establishing Objectives For Reading

Apply decoding and word attack skills Skim for general info; scan for details Determine word meaning from context Use the dictionary to find word meaning Comprehend meaning conveyed through contextual reference/inference Identify main point(s)/supporting details Recognize and follow paragraph structure

Establishing Objectives For Reading

Derive meaning from phrases/incomplete sentences in notes, outlines, captions, labels, standard forms and messages

Summarize written texts

Improve reading efficiency through use of speed-building strategies

Comprehend written academic and technical materials, charts/tables/ graphs, diagrams/maps

Establishing Objectives For Writing

Write from dictation, using semantic, morphological and syntactic clues

Write words, phrases, short sentences to complete forms/charts/tables/diagrams, and produce short informal messages

Produce written notes, using an appropriate style of note-taking

Write assignments in military format/ descriptive, narrative, expository styles

Objectives

In this lesson you will:1. identify group discussions according to

their purpose.2. practice expressing opinions and engaging

in hypothetical situations as these relate to group discussions.

3. complete an outline from a written text.4. organize the main points of your

presentation in outline form.5. read authentic articles from military

magazines and answer comprehension questions.

English Skills for Staff Officers, p. 3-2

Sample Objectives

Designing Activities

• Set level-specific tasks, determined by– Students’ proficiency level– Targeted language skill

• Ensure content level is appropriate• Determine acceptable degree of

accuracy/correction strategies/ timing– Structure– Pronunciation

Proficiency Beyond Level 2

• Authentic input– Radio/films/TV broadcasts– Native speakers– Newspapers/magazines written for natives

• Opportunities for interaction with native speakers; immersion

• Extended speaking/writing tasks on abstract topics

Specific Activities for

Specific Skills and Levels

Listening: STANAG 1

Listen to dialogs/paragraphs/…& Fill in diagram/chart/map/form/cloze ex.

Select topic/main idea/(un)true statements Ask/answer questions Create oral or written summary Take dictation Pantomime; follow oral instructions Take a role in the dialog Solve a problem

Start at the each time.

Student AAsk for directions

to:

5. Joes Snack Bar

6. Downtown Cinema

7. School

8. Gym

88

Oak St.

6 5

Maple Avenue32

nd

7 33

rd 34

th

Elm St.

St.

St.

St.

Poplar St.

Pine St.

bus stop8

8

6

Sample Listening Activity

ALC BOOK 8 Lesson 2, p. 165

Listening: STANAG 2

Listen to dialogs/paragraphs/…& Follow directions Select from verbal/graphic options Answer questions State/write main idea, topic, title, details

Summarize; outline Take notes/dictation Complete cloze exercise/outline Pass on a message/warning

Sample Listening ActivityListenin

gBox OutlinesListen to the paragraphs. Write the correct information

in the boxes.

ALC BOOK 9 Lesson 1, p. 12

Travel

land water sky

car ship plane

Listening: STANAG 3

Listen to text on a professional or abstract topic, hypothetical situation, etc. …. &

Select/make inferences Summarize Paraphrase Take notes Make outline

Sample Listening Activity

Exercise 23One Tough Cookie

Listen to the biography of

the individual in the picture

and take notes on theinformation you hear.

After you finish listening,

answerthe following questions,then listen to the

recordingagain to verify youranswers.

American Military English: Air Force Topics, p. 2-37

Speaking: STANAG 1

Give/follow instructions

Answer questions

Ask for/provide information (self/family)

Role-play Social interactions Survival situations

Sample Speaking ActivityDialogs At the bankRead the information on your card and have a conversation

with a partner. CustomerYou want:•to open a checking account•to know when you will get checks•to deposit money into your new account

TellerYou want::•the customer to complete forms for the new account•the customer to fill out a deposit slip

CustomerYou want:•to cash a check•to withdraw money from your savings account

TellerYou want::•to see some identification•to know how the customer wants the cash•the customer to fill out a withdrawal slip

ALC BOOK 9 Lesson 1, p. 11

Speaking: STANAG 2

Ask for/provide info (self, work, world) Describe Narrate Instruct

Answer questions Pass on messages Formulate topic, title, main idea of oral text Role-play (situations with complications)

Speaking Activity Cards – describing things

this building the blackboard or whiteboard

a dictionary a dollar

your chair a dime

your pen the map

the clock your hat

ALC BOOK 7 Lesson 1, p. 163

Sample Speaking Activity

1A

• CustomerYou would like to return a shirt you bought last week because it is too big. You don’t want to exchange it. You want a refund.

• SalespersonA customer comes in to return a shirt. Offer to exchange it or refund the money. 1B

3A

• CustomerYou are dissatisfied with the service at a garage. The mechanic worked on your car’s brakes, but he didn’t fix them. Call the garage.

• MechanicYou worked on the customer’s brakes. You guarantee your work. Talk with the customer.

3B

11

5A

• CustomerYou ordered a meal in a restaurant. The food is too greasy to eat. You want the waiter to bring you something different.

•WaiterAsk the customer what’s wrong with the meal. Find out what the customer wants to exchange the greasy food for.

5BALC BOOK 11 Lesson 3, p. 171

Speaking: STANAG 3 Participate in guided discussions, debates, problem-solving/decision- making activities Take part in unfamiliar role-plays Hypothesize Express and support opinions Analyze/summarize lectures Give presentations/briefings/lectures

Prepared Spontaneous

You’re a management analysis officer, and one of your

airmen has a crippled child. This airman is very important

to the accomplishment of your mission. He has only one car

and drives his child to a special education class every

morning. The child’s classes begin at 0800. You allow the

airman to come in 45 minutes late every day so he can

drive his child to school. A. This is a clear case of partiality….B. If the airman’s tardiness doesn’t impair his

productivity and mission accomplishment, the permission granted is proper…..

C. … According to your responsibility to higher headquarters, you cannot allow this to happen.

D. How you run your ship is your own business…

* Adapted from Leadership and Management, ATC Officer Training School, USAF

Activity: Selection and Discussion.Read the following situations.* Select the correct

solution to each situation. Be prepared to defend your

answers.

ALC BOOK 33 Lesson 2, p. 26

Reading: STANAG 1

Alphabetize

Classify

Extract information from maps, tables, diagrams, drawings, etc.

Skim/scan text

Answer comprehension questions

Formulate topic/title/main idea

Use contextual references/clues

Sample Reading ActivityReading Topics, titles, and main ideas

A. Many changes happen in the winter. The days get shorter and the nights are longer. The temperature is colder, and it often snows. The sky is often cloudy. Trees lose their leaves, and sometimes lakes and rivers freeze in the cold weather. Many animas go under the ground to sleep. In the wintertime, people say inside their houses a lot and wear heavy coats when they go outside.

1. What is the topic of this paragraph:

2. What is the main idea of this paragraph? 3. What is the best title of this paragraph? ALC BOOK 9, p. 104

ALC BOOK12, p. 94

Reading: STANAG 2

Use dictionary Recognize paragraph structure Skim for main idea; scan for specifics Answer comprehension questions Complete cloze exercises Formulate topic/title/main idea Get info from diagrams, maps, tables, graphs Time reading to improve speed

Scan the text to find answers to the questions.

An Important Weapon for Democracy

An editorial is an expression of personal opinion or comment

about any event or topic that is of interest to the public. The

expression may be in written form like a newspaper or magazine

article, or it may be a radio or television comment. In the United

States, many editorials are made by newspapers, magazines, and

broadcast stations concerning public issues or political candidates. People...When…

1. Does the first paragraph give the author’s personal opinion about editorials? What does it say?

ALC BOOK 26, p. 84

Sample Reading Activity

Reading: STANAG 3

Read authentic texts for native readers

Summarize/paraphrase (orally/ in writing)

Participate in a discussion/debate

Identify writer’s role, the intended recipient, and purpose Draw inferences; identify overtones

Complete problem-solving/decision- making activity

Sample Reading Activity

Use of Force The proper use of force is critical in a peacekeeping

operation. The improper use of force to attain a short-term tactical successcan lead to a long-term strategic failure. In the future more and more military operations will require participants to applyvarying degrees of force, ranging from the individual decision of a soldier to pull the trigger to a company-level response. From peace operations to… As political realities change…

1. What is critical in a peacekeeping operation?2. What will military operations require in the future?

Source: Captain David G. Bolgiano, “Firearms Training System: A Proposal for Future ROE Training,” from Infantry (July-August 1996, p. 44). Reprinted by permission.

English Skills for Staff Officers, p. 4-14

Writing: STANAG 1

Label diagrams, maps, charts

Take dictation (word and sentence)

Punctuate (sentence and paragraph)

Combine sentences (compound)

Take notes (key words)

Outline

Summarize

Write a paragraph with a guide

Writing: STANAG 2

Take messages/notes Punctuate paragraph Take dictation (sentence) Combine sentences (complex/embedded)

Write short expository/narrative paragraphs Complete cloze exercises/survey Develop topic/sentence outlines Summarize/paraphrase

Exercise 9Part I: InstructionsWork in pairs or groups of three, and write

instructionsfor one of the activities assigned by your instructor.

You may be asked to exchange your instructions with

those of another group. Check their instructions and make changes if necessary. You may be asked to roleplay

the instructions written by another group.

1. Polish boots or shoes2. Clean a rifle3. Load and fire a weapon4. Report to an officer of higher rank

Sample Writing Exercise

American Military English: Army Topics, Book 1, p. 4-19

Writing: STANAG 3

Based on a prompt, write expository, narrative, descriptive, persuasive essays including

Abstract vocabulary Embedded discourse

Prompt sets the scene for the task Identifies writer’s role, the intended recipient, and purposeIncludes any other pertinent contextual information to clarify the writing task

Sample Writing ExerciseExercise 13In one page or less, discuss the four components of leadership –the led, the leader, the situation, and communication – as theyrelate to your own personal experience.

Exercise 15After reading the selection “What a Leader Must Do,” discuss in writing the ways the leader provides purpose, direction, and motivation. Use the questions as a guide in your discussion.

1. What are two things a leader must teach his soldiers?

2. What advantage is there to including subordinates in the planning process?

3. What is one consequence of oversupervision?4. What does counseling require?

English Skills for Staff Officers, p. 4-14