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Describes 10 expected levels of competence expected to be achieved by EFL students when using a competence-based syllabus.
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Implementing Specific Competencies &
Rubrics in a Competence-based
Syllabus for ESL Students
November 17th, 2011
Dealing with Competencies. Levels of Linguistic Competencies in ELT. Understanding Competency Concepts. Examples for some kinds of competencies Basic Template for Specific Competencies
Outline
November 17th, 2011
Naming
word=
Describing=
yourPerceptio
ns
Narrating=
Events in sequence
Explaining=
E.g., statistics, details,
etc.
Defining=
Category-item
relationship
Classifying=
Grouping into
categories
Formulating
Hypothesis=
If…
Outlining=
Synthesis /
framework
Levels of Competence- Description
Image ____
concept
November 17th, 2011
1. Speaking Competencies2. Listening Competencies3. Lexical Competencies 4. Reading Competencies5. Grammatical Competencies6. Writing Competencies7. Composition Competencies8. Metacognitive Linguistic Competencies9. Gnoseological Competencies10. Socicultural Competencies
Specific Competencies in a Competence-based Syllabus for ESL students.
November 17th, 2011
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.
1 Speaking Competencies
November 17th, 2011
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 questions
Source: World View Book 2.
Speaking Competencies
November 17th, 2011
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.
2 Listening Competencies
November 17th, 2011
3.1 Using proper verb collocations. 3.2 Explaining English Idioms 3.3 Paraphrasing Phrasal verbs 3.4 Grouping Nouns and adjectives into
categories 3.5 Building up ideas for Physical description 3.6 Outlining Restaurant Terms and Food Items 3.7 Naming Global issues
3 Lexical Competencies
November 17th, 2011
3.1 Proper Verb collocations. VERB + OBJECT (¿ ?)
Rent a video Afford a car Spend time / money Shake hands Hire a taxi
3 Lexical Competencies
November 17th, 2011
3.3 Using Phrasal verbs Go for a walk
out for dinnerahead
To work in an office / a hospital
for “Seguros America”
as an account
Put in, on, out, away, off
3.4 Associating Nouns and categoriesCATEGORY ITEMBody parts eyes, foot, throatSymptom fever, rash, headacheAilments a cold, a backache, a sore throat
3 Lexical Competencies
November 17th, 2011
4.1 Read and outline the topic and main ideas of a text (Paragraph, article, story, ads, etc.) written in English
4.2 Read and write the topic and main ideas of a piece of written English information. Copy at least 3
4.3 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 English 4.5 Read and Answer Wh-questions 4.6 Read and choose if True or False 4.7 Read and rule out the topics that are not in the text
4 Reading Competencies
November 17th, 2011
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
unitsshe likes me / I like her/ I like she/ she likes II hurt my leg / my eyes hurt / my eyes ache
5 Grammatical Competencies
November 17th, 2011
6.1 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.
6 Writing Competencies
November 17th, 2011
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
8.1 Describing a pie graph, a chart, or a table (statistics)
8.2 Understanding and using formal definitions 8.3 Understanding signs, symbols and icons in
English 8.4 Understanding and using Initials and Acronyms in
English 8.5 Understanding and using numbers, dates,
formulae 8.6 Communicating through Non-verbal language 8.7 Understanding Grammar Terminology
(metalanguage)
8 Metacognitve Linguistic Competencies
November 17th, 2011
9.1 To be Vs. not to be (Hamlet complex) 9.2 Regular Vs. irregular verbs 9.3 Word derivation Vs. Word compounding 9.4 Formation of concept Vs. memorizing rules 9.5 Spanish syntax Vs. English syntax 9.6 Rising Intonation Vs. Falling intonation 9.7 Stressed sounds Vs. Unstressed sounds 9.8 Simple tenses Vs. Perfect tenses 9.9 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 watch
9 Gnoseological Competencies
November 17th, 2011
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 language
10 Sociocultural Competencies
November 17th, 2011
Specific competence = Verb + sub-competences = what to do + Indicators = to what extent
Basic Format for Specific Competencies
Specific competence
sub-competences Indicators
Verb what to do to what extent
Asking others about...
Achievements in life
Questions with Did you…?Have your ever…?
Ask no less than 3
questions about past [email protected]
du.niNovember 17th, 2011
Basic Template for Specific Competencies
CENTRO de IDIOMAS
Basic Format for Specific CompetenciesSpecific Competence Sub-competencies Indicators
Verb. What to do? To what extent ?Asking others about... …achievements in life.
Questions with : 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
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 N
1 Student speaks at appropriate pace (fluent enough)
2 Student response is appropriate for the questions
3 Student uses appropriate sentence structure and syntax
4 Student speaks with standard pronunciation
5 Student speaks with expected level of vocabulary
6 Student shows creativity and improvisation
7 Student masters the relevant contents of the course units
8 Student is able to formulate appropriate questions
9 Student needs no further questions for clarification
10 Student demonstrates competence for this level
Student performance 1=
2=
3=
4=
5=
6=
FINAL SCORE STUDENT NAME
Total 10 9.5 9 8.5 7.5 7 6 5.5 5 4 -3
Grade 100 95 90 85 80 75 70 65 60 55 40
Rubrics for Final Oral Exam
November 17th, 2011
Excellent Very Good Good Fair Poor
Telling others what items you need, use, take, buy, carry, and do on vacations
Naming parents occupations and & some others among the most common ones
Naming 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 children
Communicative English I Course 2007-2008(Speaking)Expected Outcomes (competencies)
Asking What- people do, When-people do, and How-people do i n their jobs(They)
Describing some places in the city according to personal point of view
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,
Naming 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 items
Telling Numbers 20-90 in isolation or to quantify items
Telling others what you do / don’t do at home /school / etc.
Telling others what your mother / father does / doesn’t do at home / at work
Telling Numbers 100-1000 in isolation or to quantify items
ANEXO 1
Spelling his/her name with proper pronunciation and intonation
Introducing oneself to other people in a colloquial way
Introducing friends to a third person in formal/ informal conversations
Centro de Idiomas - UAM
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 countries
Asking for / giving information about common office items and equipment.
Telling others how you communicate with your friends and people at home / on the street.
Telling /Asking others about travel plans for vacations
Telling 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 .).
R. Chaviano 27/08/07
Describing garment / shoes color and sizes, and prices.
Describing job skills required for some job positions(type, repair, drive, read, design, manage )
Centro de Idiomas -UAMCommunicative English I Course 2007-2008
play an instrument ) you have or required to get a job position.
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 /photo
(interesting-friendly-crowded, etc )
November 17th, 2011
http://www.eduteka.org/MatrizValoracion.php3, 2002 Ejemplos.http://www.rubrics4teachers.com/esl.php, 2011Competency-Based Syllabus WORKSHOP, R. Chaviano Feb. 2010http://www.utc.arizona.edu/resources/thinkingseries/vol1_6.html Implementing Specific Competencies in a Competence-based
Syllabus for ESL students. R. Chaviano Sep. 27, 2010Rubric for Oral Final Exam- Centro de Idiomas UAM, May, 2010http://www.adprima.com/measurement.htm, 2007Achieving linguistic competence, R. Chaviano Feb. 2003Are Competent or are you Not? R. Chaviano August, 2006Try Out you competencies. R. Chaviano Sept. 2008
Bibligraphic reference
November 17th, 2011
