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A COMPETENCY-BASED APPROACH

A COMPETENCY-BASED APPROACH. ENGLISH AS A SECOND LANGUAGE AT THE PRIMARY LEVEL A new twist to English. Pamela Cunning Rachel Lalonde Micheline Schinck Wynanne Watts. CYCLE 3 Student’s Books1 and 2. LIDEC. Pedagogical Aspects BALs, CCC and ESL Competencies

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A COMPETENCY-BASED APPROACH

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  1. A COMPETENCY-BASED APPROACH ENGLISH AS A SECOND LANGUAGE AT THE PRIMARY LEVEL A new twist to English Pamela Cunning Rachel Lalonde Micheline Schinck Wynanne Watts CYCLE 3 Student’s Books1 and 2 LIDEC

  2. Pedagogical Aspects BALs, CCC and ESL Competencies They are listed at the beginning of each book. Their presentation is clear and adapted to the reader. They are detailed in the TG. They are made visually understandable for students. Each unit in the SB starts with a presentation of the 3 of them in a visual way (picture of a telephone).

  3. P BAL: Task 1 Making a blah blah blah bank 1 2 3 4 5 6 7 8x 9

  4. m Learning contexts, variety of pedagogical approaches and use of prior knowledge Various resources are provided: references to websites, books, maps, texts, drawings, CDs, help boxes sustain cooperation and interaction between students and between them and the teacher.   An integrated competency and skill based approach suggesting tasks targeting different teaching and learning styles.   The tasks in each unit allow S. reinvest their prior knowledge. Transfer of prior knowledge is also promoted by having S reflect on their learning process and apply what they have learned in different context. The units are LES. Lots of guiding questions and projects with examples. E.g. unit 6. This material is created with a student centred approach. Sts have lots of opportunities to participate actively, to practice ESL C1, to fulfill cooperative work, to develop strategies and to carry out communication activities. The three steps of the pedagogical act are present in every unit.

  5. h Evaluation It supports learning. In the TG, for grade six, at the end of each unit, you can find the following types of grids: observation grid, peer evaluation grid, reflection on our writing, self-evaluation. E.g. The observation grid (pg. 48) The key features of the competencies, the cross curricular competencies and also the evaluation criteria are mentioned on this grid. -observation grid -self evaluation -peer evaluation

  6. Evaluation (cont.) Another type of grid “Peer’ evaluation” (p. 48) is meant for the students to evaluate their peers, thus identifying their strengths and weaknesses. In our example, students evaluate their peers during the presentation of a fashion show. In the TG, we also find the “Self-evaluation grid” (p. 68). It is divided in three parts: A- The intention (I cooperated actively during my project on fashion), B- The competencies (that were targeted through the unit). C- My effort. This grid allows students to see what they did while working on a project, what they did not do, or what mistakes they made and what they should do during a future project to improve their results.

  7. Table of contents Getting StartedTask No 1. Making a Blah Blah BankTask No 2: Making a Stategy Whell Mascot ManiaTask No 1: Playing the Game, Who's Who?Task No 2: Creating a Class Mascot Day by DayTask No 1: Playing the Game. Match and ConquerTask No 2: Doing the Play, A News Bulletin T.V. Game ShowsTask No 1: Writing Recipes for Game ShowsTask No 2: Putting on a Game Show Day Things that Make Me Feel GoodTask No 1: Interviewing FriendsTask No 2: Putting on a Caricature Rally Glad to Be MeTask No 1: Presenting My Poster, Glad To Be MeTask No 2: Making a Class Book of Our Intelligences Holiday Kit Strategy Files

  8. Differentiation and interaction The activities target different types of learning styles (global, aural, kinaesthetic, analytic and visual) , personalities (introvert and extrovert) and intelligences (naturalist, interpersonal, musical): see table p32 in TG1. Interaction is facilitated through oral activities, problem solving tasks, cooperative activities ,etc. There are possibilities of interdisciplinary activities or projects, for example: the story telling event could be connected to the French course.

  9. Sociocultural Aspects This material takes into account the interests, age and developmentof boys and girls. E.g. In book 1, we find topics that interest both boys and girls: hobbies/games, mascots, celebrating events, weather, food, body parts/feelings, occupations. Diversity of Quebec society: It could be better illustrated. There are only 3 Black people and some Chinese on student’s book 2. There are some Natives’ and Arab tales. A fair presentation would be 25% from ethnic groups. There are no traces of discrimination nor sexism.

  10. English Culture -Present in tales, pictures, rhymes, and units about traditional celebrations such as Christmas and Halloween. E.g. ST2 Unit 6 Holiday Kit. -It could be considered a timeless material due to some famous people that are presented who will remain famous. Different themes are also presented that will always be part of a language course for beginners. e.g. clothing and accessories, activities (hobbies, sports, games), occupations, feelings, etc. -Recent data and theories:Tiger Woods’s biography and J.K. Rowling’s vs Lucille Teasdale’s, and Bill Gates’s

  11. Material Aspects (durability, legibility, accessibility of information) -Hard book cover, excellent quality of book paper for durability. -Legible font (appropriate type and right size) -A lot of attractive colourful comic pictures but a very limited number of photos of real people: SB1 pp 45,125,126 &129 -Children friendly . -Strategies are presented in The Strategy Wheel –p17 then indicated at the beginning of some activities, e.g. PREDICT SB1 pp21.

  12. Accessibility of Information (cont.) -At the end of SB, students will find two useful resources: a Holiday Kit pp133-140 (that is a culture capsule including different events celebrated in Quebec) and a Strategy File pp 141-143 (to help them choose which strategy they need for a particular task). -For the accessibility of information, it could be useful to mention the unit numbers on each page.

  13. Quality of the Audio and Video Recordings& User Friendly Material -Clear recording. Good sound quality. Pacing appropriate to primary students but not always challenging bilingual students except in listening activities (e.g. riddles). -User friendly material: The TG is presented in a binder, well organized, huge but still easy to consult. -For SB, each unit is attributed a different colour for a better accessibility. -Each activity is represented with an icon that indicates whether it is for listening p3, reading p21, writing p11,singing p12, speaking p13, etc.

  14. Components of the Material, Instructions and Suggested Time: - Some grids on SB and on the TG. E.g. SB2 p 63. -Pictures: lots of them, they are nice and helpful. -Concise instructions: e.g. Listen, read, match. Instructions could be more explicative on SB although they are clear on the TG. -A project with excellent instructions on SB 2 pp 85, 96, & 138-9(On SB 2 some units have better instructions than others. e.g. pp 94-95). -Suggested time is indicated on the TG for every activity e.g. TG1, fascicle 1 , p5.

  15. ICT’s -Suggestion for ICTs: The Internet (websites (TG 2 p. 71, p. 66 – unit 3 , e-mail), CDs, and computer projects for some of the units. -Needed material is suggested on the TG. E.g. SB, tape or CD, handout number, strategy wheel, teacher’s handout, or website.

  16. Advertising Aspects and Web Sites -Free of all forms of advertising: Absence of brand names, of company logos that might promote and encourage consuming. -Absence of editorial promotion too. -Web sites: Provide ready-made lesson plans and activities such as web quests and on-line stories. -There are lists of theme-related websites in TG. -Only one website is mentioned in SB for the students to consult in order to find more about Winnie.

  17. Conventional Aspects -The language used is appropriate even in informal situations, no slang. - Toponymy respected (The place names of a region or language). -Linguistic revision carried out by the consultant Gélyne. -International System of units: Doesn’t apply (no size nor measuring reference...)

  18. Complimentary material Strategy kit and flash cards of very good quality (cards, plasticized).

  19. Final Reflection and Advice: Students at this level need to widen their vocabulary. The target vocabulary is reinvested most of the time through oral activities or matching activities. The materials could include more variety concerning vocabulary activities. It would be useful to recycle some target words from the readings in each unit and have the students use them in other activities such as games, ranking and sequencing activities, writing personalized sentences with the new words etc.

  20. Final Reflection and Advice (cont.) -Most of the time the listening material is presented in the students’ books for them to build morpho-phonemic connections. Thus gap filling activities could ensure that students are building them while reading. It could also be more challenging for students to have comprehension questions, or activities to verify or support their understanding. e.g. To complete mind maps or graphic organizer based on the listening, brainstorming activities using the vocabulary they have learned. -It would be useful to add a glossary or a word bank at the end of the book for the students to consult before using a dictionary. -Another suggestion would be to give names to the characters that appear throughout the book, this would make the situations dealt with in the different units look more realistic especially during the characters’ interactions.

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