TESOL Worksheet

MANAGEMENT PLANS/ COMPETENCY DEV’T ACTIVITIES

CYNTHIA L. SORIO

List down Management Plans and Competency Development Activities for each CC Domain.

GRAMMATICAL COMPETENCE

Grammatical competence is the understanding and application of grammar in meaningful

contexts. In other words, it is the linguistic ability to apply knowledge of language rules and systems.
Furthermore, grammatical competence is regarded as a foundation for developing communicative
competence.
Information gap activities
The absence of information among those who share information is referred to as an information
gap. The information gap is the source of communication because there will be no real communication
unless both sender and receiver know the information. According to Scrivener (2005), one has
information in information gap activities.
However, the other does not have it, forcing them to communicate. "Information gap activities
necessitate the exchange of information among all participants, each of whom possesses some piece of
information unknown to all other participants but required by all other participants to solve the
problem." Grammatical activities with information gaps allow students to practice using grammar
SOCIO-LINGUISTIC COMPETENCE

Socio-linguistic competence refers to the rules and functions of language in socio-cultural

contexts. Sociolinguistic competence entails adapting one's grammatical forms to the context in which
communication takes place. The age, status, and gender of the participants, as well as the formality of
the setting, are all taken into account. When traveling to a different culture, these situational factors
may necessitate different speech reactions than in one's native culture.
One useful strategy is to help learners become analysts themselves. For example, teachers can play a
video clip of a dinner conversation and have learners compare the interaction, such as choice of topic
and turn taking, with what they are familiar with. Such a clip should be used as a prompt to promote
critical reflection rather than as a stereotype of a particular culture.
DISCOURSE COMPETENCE
To produce effective discourse, we employ a variety of devices, including cohesion and
coherence, paralinguistic tools, various communicative functions, and conversational principles. Some
of these, such as cohesion and function, can be explicitly taught. Others gain experience in managing
discourse through activities such as guided and free conversation, roleplaying, drama, and presentations.

QUESTIONNAIRES

Questionnaires can be beneficial and worthwhile because they require both the questioner and
the respondent to exchange ideas. They encourage natural, interactive language use. When using a
questionnaire to practice communicative grammar, the teacher can either give the students topics to
prepare questions on or give them the skeleton of questions that will be used as the prompt for the
survey. Questionnaires can be used to practice all types of communicative questions in meaningful
contexts.

ROLE-PLAYING

Role-playing can be guided or unguided. In guided role-play, students are given role cards that
contain basic information about their roles such as name, age, appearance, personality, and point of
view, whereas in free role-play, students choose their roles and prepare role cards. Real-play is a type of
role play in which the characters and situations are drawn from real life. Simulation is a large-scale role-
playing game in which all participants take turns. Using role play, real play, and simulation, students can
practice and apply a variety of grammatical structures.

STRATEGIC COMPETENCE

Strategic competence is a verbal or nonverbal communicative strategy employed by the user.

When communication breaks down, continue communicating.
Strategic competence is the ability to successfully communicate one's meaning to
communicative partners, particularly when problems arise during the communication process. Because
communication breakdowns occur and must be overcome not only in a foreign language but also in
one's mother tongue, strategic competence is relevant to both L1 and L2. Strategic competence, on the
other hand, is critical for foreign language learners because it involves strategies to be used when
communication is difficult. A lack of strategic competence may account for situations in which students
with strong grammar and a diverse vocabulary become stuck and unable to carry out their
communicative intent.

FILLERS

Fillers are an important part of learners' strategic competence because these invaluable
delaying or hesitation devices can be used to carry on the conversation in times of difficulty, when
language learners would otherwise end up feeling increasingly desperate and grinding to a halt. Fillers
can range from very short structures (well; I mean; actually; you know) to almost phrases (in fact; to be
quite honest; now let me think; I'll tell you what; I see what you mean; and so on).

GOING OFF THE POINT

Another important aspect of strategic competence is the ability to smoothly 'disengage' when
you don't want to, or simply cannot, answer a question. Students will gain a lot of confidence if they
learn how to evade the answer or slant the conversation in a desired direction, because they will know
they can stay in control of the conversation even if something unexpected happens. These are the kinds
of abilities that a language examinee will find especially useful in an oral exam, and the following two
exercises were very well received by our students on examination preparation courses.

DICTOGLOSS

Dictogloss is an interactive and communicative variant of traditional dictation. It is a type of

dictation in which students listen to the entire text and reconstruct it rather than sentence by sentence.
Dictogloss is an engaging, motivating, and communicative method of teaching ESL grammar. Dictation
and dictogloss can be used to practice a wide range of grammatical items.