I will start to talk in chapter one about the necessary terms “Common European Framework” and its levels, the “Bildungsstandards” and the German curriculum for English as a second language. I will give an insight of the main points of these systems and will show the differences and similarities between them. In chapter two I will show a “competence oriented lesson” in view of the listening and reading skills and their competence development by the backward planning method.
Table of Contents
Introduction:
Chapter 1: theoretical part
1.1 The Common European Framework
1.2 Levels of CEF
1.3 CEF and Bildungsstandards
1.4 Bildungsstandards and the Curriculum
Chapter 2: teaching lesson
2.1 The learner group:
2.2 Object analysis
2.3 Didactically considerations
2.4 Methodical considerations
Chapter 3: Conclusion
Chapter 4: References
Chapter 5: Appendix
Objectives and Core Topics
This paper explores the integration of competence-oriented teaching within the English as a second language classroom, specifically examining how the Common European Framework (CEF) and national educational standards influence modern lesson planning. It evaluates the shift from traditional input-oriented instruction to outcome-based approaches, aiming to demonstrate how structured frameworks enhance student communicative competence.
- Theoretical foundations of the Common European Framework (CEF)
- Implementation of Bildungsstandards in German curricula
- Methodology of "backward planning" in lesson design
- Practical application through a competence-oriented teaching unit on Ellis Island
- Development of listening and reading skills in foreign language acquisition
Excerpt from the Book
1.5 Backward planning
The term “backward planning” describes a method to plan a teaching lesson from the main point of teaching a competence in mind. Starting out from this point and leaving topics and methods beside, it concentrates on the competences firstly and then concentrates on tasks and topics - so the lesson will be planned backwards. It concentrates on the outcome instead of the input. “In einem solchen outcome orientierten Ansatz bestimmen sich die Inhalte eines Lehr- und Bildungsgangs also von seinem Ende her” (Hallet 2006: 21).
Summary of Chapters
Introduction: This section establishes the necessity of a paradigm shift in language teaching, moving from traditional grammar-based input to an output-oriented system defined by the Common European Framework.
Chapter 1: theoretical part: This chapter outlines the structural relationship between the CEF, German Bildungsstandards, and the school curriculum, highlighting how these frameworks define measurable learning outcomes.
Chapter 2: teaching lesson: This practical chapter details a specific English lesson plan regarding Ellis Island, demonstrating how backward planning is utilized to foster reading and listening competencies.
Chapter 3: Conclusion: The conclusion synthesizes the findings, affirming that prioritizing outcome-based competence over purely method-driven instruction is essential for effective modern language education.
Chapter 4: References: This section lists the academic sources and curriculum documents used throughout the research.
Chapter 5: Appendix: The appendix provides a detailed procedural table of the described teaching lesson, including phases, actions, and media usage.
Keywords
Competence Oriented Teaching, Common European Framework, CEF, Bildungsstandards, Backward Planning, English as a Second Language, ESL, Communicative Competence, Curriculum Development, Language Acquisition, Lesson Planning, Ellis Island, Intercultural Competence, Output-Orientation, Didactics
Frequently Asked Questions
What is the primary focus of this term paper?
The paper examines how competence-oriented teaching models, derived from the Common European Framework, are applied to reform and improve English language instruction in German schools.
What are the central themes discussed in the research?
Key themes include the impact of the CEF and Bildungsstandards on curricula, the shift toward output-oriented education, and the practical application of backward planning techniques.
What is the core objective of the work?
The aim is to clarify the importance of the Common European Framework in second language acquisition and demonstrate how it informs a structured, competence-based planning approach for teachers.
Which scientific method is employed to structure the lesson?
The paper promotes the "backward planning" method, which prioritizes the desired learning outcomes and competences before determining specific tasks and topics.
What does the main part of the work cover?
The main part is divided into a theoretical discussion of educational frameworks and a concrete example of a lesson plan focused on historical and cultural topics related to Ellis Island.
Which keywords characterize this publication?
The research is best characterized by terms such as Competence Oriented Teaching, Bildungsstandards, Backward Planning, Communicative Competence, and Curriculum Development.
How does the author define the "backward planning" approach?
Backward planning is defined as a lesson design method that starts by identifying the required competence (the outcome) and then develops the necessary tasks to achieve that specific goal, reversing the traditional focus on input.
Why is the "Ellis Island" topic suitable for this learner group?
The author argues that the topic is highly motivating for 8th-grade students because it connects with their own diverse cultural backgrounds and provides a clear historical context for reading and listening activities.
What role do the Bildungsstandards play in the curriculum?
The author explains that Bildungsstandards do not replace the existing curriculum but rather enhance it by providing descriptive skill targets and measurable competence levels.
- Quote paper
- Nadine Custer (Author), 2012, Competence Oriented Teaching. From Form and Function to Intercultural Communicative Competence, Munich, GRIN Verlag, https://www.grin.com/document/263870
