TEMPLATE FOR LEVEL 3 CURRICULUM DEVELOPMENT BASED ON STANAG 6001, ED. 4

(Global design that could be used for comprehensive template/individual lesson design)

SPEAKING SKILL

CONTENT/CONTEXT
Text Types and Topical Domain / TASKS/FUNCTIONS
Expected from Speaker / Types of Activities (comprehension, vocabulary) / Grammar Content / Lesson Objectives (performance in terms of tasks and accuracy)
Globalization / Discuss an abstract topic / For ex. non-routine role-play situations / Collocations / Practise using appropriate register (formal-informal)
Crime – choosing a villain to release from an over-crowded prison / Support an opinion
Justify a policy
Respond to objections / Problem-solving
discussion / Legal terminology
Conditionals
Connectors
Transitions / At first, informal
Formal register when reporting
Appropriate socio-linguistic competence
Multi-culturalism / Hypothesis / Discussion in small groups
Mind-mapping / Conditionals
Conversational strategies / Produce extended discourse
Appropriate socio-linguistic competence
Military-related professional topic / Clarifying points
Justifying decisions
Responding to challenges / Delivery of briefings – COAs
Pre-training STANAG task verbs / Paraphrasing – active to passive
Synonyms
Command verbs / Discuss special fields of competence with ease

WRITING SKILL

CONTENT/CONTEXT
Topical Domain / TASKS/FUNCTIONS
Expected from Writer / Types of Activities (comprehension, vocabulary) / Grammar Content / Performance Objectives
NATO related issue, such as restructuring
Politics
Education in the military
Education in the military / To discuss an abstract topic
To report on the political situation in Canada
To explain current education issues in the Canadian military
To argue for funds to study abroad / Writing thesis statements
-Vocabulary building
-Identifying descriptive language
-Identifying and constructing stages of the text
-vocabulary building
-nominalisation activities using cause and effect language
-identifying and constructing explanation sequences
-revision of thesis statement writing
-writing up evidence
-writing topic sentences for each argument
-writing supporting sentences for each argument / Transitions
-Complex and expanded noun groups.
- verb ‘to be’
eg. language of definition & language of classification
-organising conjunctions for explanation texts, eg
-- language of cause and effect
-vocabulary of military education
-nominalisation
language of opinion and evaluation
different types of evidence / To practice connecting paragraphs using appropriate transitioning techniques
Write an appropriate situational report for predeployment
Write an explanation
giving the reasons for changes in military education
Write an argument justifying expenditure on study aboard.

LISTENING SKILL

CONTENT/CONTEXT
Text Types and Topical Domain / TASKS/FUNCTIONS
Expected from Listener / Types of Activities (comprehension, vocabulary) / Grammar Content / Performance Objectives (in terms of tasks and accuracy)
Current economic situation in Europe (broadcasts from EU, CNN or BBC updates, reports by top ranking economic officials, interviews with) / Understand details of discussion, express opinion
Comparing contrast opinions
Web-search based report on set topic
Debating on topic
Replacing abstract vocabulary with more concrete, real life ones
Synonymy-building
Antonym-building
Preparing objections / Pre-listening activities
Brain mapping on topic
Listening
Post-listening
Jigsaw listening
Identifying the essential elements of information (main points, supporting arguments, opinions)
Discussing opinions
Summarizing orally or in writing
Making scripts
Recall protocol / Subjunctives
Conditionals
Unless expressions
Modals
Collocations / Able to identify essential points of information
Elicit information
Determine bias in international economics and politics

READING SKILL

CONTENT/CONTEXT
Text Types and Topical Domain / TASKS/FUNCTIONS
Expected from Reader / Types of Activities (comprehension, vocabulary) / Grammar Content / Lesson Objectives (performance in terms of tasks and accuracy)
Ethics in science & technology in newspapers of different nations (drones and collateral damage, landmines, chemical weapons) / Understanding author’s intent, inferential comprehension
Understand implicit information / Summarize in writing the author’s position on issue
Express agreement or disagreement
Identify controversial points / Syntax
Clauses
Collocations
Subjunctives
Modals / Practice identifying writer’s tone
Learn abstract terminology of science, technology and ethics
Identify cohesive markers
Understand discourse organization