SESSION 2/3 REFLECTION

In the classroom disccus important aspect about the competencies and the descriptive indicators within each strand are organized around four communicative competence areas. Each of these strands has an additional communicative focus: auditory discrimination, pronunciation, fluency and editing as shown in the chart below.
Listening Strand-specific Competency: Auditory Discrimination
Auditory discrimination is the ability to hear specific sounds and words, and to recognize changes in tone and other nuances of spoken English.
Speaking Strand-specific competency: Pronunciation
Pronunciation involves the ability to produce the sounds and intonations of English effectively so that the speaker is understood. Accents are expected and accepted.
Reading Strand-specific Competency: Fluency                  
Fluency relates to the rate, ease and accuracy with which a student decodes and comprehends a text in English.
Writing Strand-specific Competency: Editing

Editing is the process of reviewing, revising and refining a text for the purpose of improving it based on English language conventions (spelling, punctuation and grammar), word choice, the form of the text, and its intended audience and purpose.


In this way, a checklist will include items which students must answer and will reflect the various levels of learning. Consider, for example, the following:     

1.   The knowledge dimension is represented by such skills as listing, labeling, and memorizing. The following questions provide examples of these skills. Do you live with your parents? Do you live with your brothers/sisters? How many family members do you live with?;

2.   Comprehension involves the students’ ability to describe and identify their own families. These skills could be determined using the following questions. Is your family nuclear or extended (do you live with your parents and siblings? or do you live with grandparents, aunt/uncle?);

3.   Application includes the ability to apply information to a specific situation. In this case, having a student illustrate his/her family tree using the key vocabulary words and locating people in the proper positions would indicate that this skill has been mastered.

4.   Analysis requires students to compare their performance with others. This could be done asking students make comparisons between his/her family tree and that of a classmate.

5.   Synthesis is the skill of being able to take information and, for example, determine patterns. It involves putting information together in new and original ways. Students could, as a demonstration of this ability, write a paragraph about their family which might show how it relates to other families or whether it conforms to “typical” family structures.

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