TLLC - Functions - Topics - Forms - Lexis - Competency


If a language function represents a communicatively productive instance of language activity, skills may then be seen as the building blocks of these functions. In our curriculum, as it has been developed to this point, language skills describe the cognitive, linguistic/communicative, and academic abilities that contribute to a student's capacity to perform a particular language function. Wikipedia gives us the following definition:

"A skill is the learned capacity to carry out pre-determined results often with the minimum outlay of time, energy, or both."

Thus, each skill that makes up the following list increases a student's ability to carry out our own pre-determined results (functions). As a CEFR-based curriculum, we separate our general language skills into more specific receptive, productive, interactive, and mediative skills, which together form the basis of what we actually intend to TEACH our students. Through our instruction, both as RP and IM teachers, and through all of the supporting practice and materials we provide our students, we aim to impart these skills.

Similar to the functions section, please consider the following questions as you review the following list of B1 level skills:

1. Are the skills relevant to our program? Why or why not?
2. Do any of the items listed as "skills" seem to be out of place? Why is this? Could they actually be functions that were miscategorized? Are they too specific or too general?
3. Is the language used to express attainment of each skill within each area (R, P, I, and M) clear and appropriate?
4. Are there any skills that have clearly been left out?
5. For A1, A2, and B2 teachers, which target skills do you notice that are not included, but must be accounted for at your level?

This page has been edited 5 times. The last modification was made by
- MatthewBenton MatthewBenton on Jun 29, 2011 12:47 am