Didactic Situation

In the process of Assessment of Communicative Language Competence (reading) pupils find it difficult to identify the
main ideas of the text. How do you overcome the situation? Which are the solutions?

Nr Steps Criteria Content

1. Defining the problem found in Give argumentation on Reading plays an important role in developing knowledge. Through reading students
the proposed situation the timeliness of the issue can absorb all the information, experience and ideas provided in books.
addressed in the context Analyzing the proposed situation I have defined some problems:
of the proposed situation 1) lack of interest toward reading;
2) lack of background knowledge;

3) lack of vocabulary;

4) unaware on the parts of the paragraph.

2. Explanation of the notion Demonstrates knowledge Education is constantly evolving and introducing teachers to new or
derived from the proposed and application of different techniques to employ in class. So, identifying the main
background. educational policy idea allows students to explore, discuss, and meaningfully construct
documents in the context concepts and relationships in contexts that involve real-world
 of the problem identified problems and projects that are relevant to the learner. The main idea of
in the proposed situation paragraph tells us what the author wants to know about the topic. The writer in one
or more sentences within the paragraph usually directly states the main idea. Once
the people can find the topic, they are ready to find the main idea. The main idea is
That’s
the point of the paragraph. It is the most important thought about the topic.
why it is necessary to integrate elements Assessment of
Communicative Language Competence - these related activities are
found in the context of linguistic communication tasks that aim to
develop the student's communication skills in carrying out activities
that involve reception, production, interaction, and mediation
(especially translation and interpretation activities), with each of
these modes of activity possibly being performed in oral form, in
written form, or in both forms. By mobilizing both reception and
production, mediation activities in their written and / or oral form
require the production of an accessible (re) formulation of the text
for a third person from a source to which the third party does not
have direct access, through translation or interpretation, a written
summary, or a report.

3. Justification of the identified Refers to relevant Why is identifying the main idea important? Finding the main idea is a key to
understanding what you read. The main idea ties all of the sentences in the
problem bibliographic sources /
paragraph or article together. Once you identify the main idea, everything else
demonstrates knowledge in the reading should click into place.
of the literature and
Finding the main idea is critical to understanding what you are
provides scientific
reading. It helps the details make sense and have relevance, and
substantiation in the
 context of the proposed provides a framework for remembering the content.
situation

4. Contextualization of the Identifies and presents its The issue is directly met in:
problem at curriculum level own model for solving 3. Teacher’s guide
(competență, unitate de the problem, in the 4. Methodological directive
5. Common European Framework of Languages
competență, unitate de context of the proposed
6. National curriculum reference framework
conținut și clasa), după caz și situation. 7. Evaluation Reference of specific Competences to pupils
altor documente de politici
educaționale (instrucțiuni, 1. Specific Competence Nr SC 2. Sociolinguistic competence: The use of
ghid, programe, repere linguistic structures, demonstrating the functionality of the language within the
framework of the social contact.
metodologice, metodologii 2. SC4. (Pluri- / inter-) cultural competence: Appropriation of elements specific
etc.) în care se reflectă to the culture of the target language countries, showing broadmindedness and
problema respectivă. motivation for intercultural dialogue.

Competence Unit – oral/written/online Interaction-mediation

2.1. Identifying key words or phrases in order to discover the main idea in the
texts that address everyday topics.
4.1. Determination of factual information and main ideas in literary/non-literary
texts of the allophone cultural heritage.
.
Usage of language
To recognize keywords • To approve • To request and provide information • To locate
(people, objects) • To imitate • To ask and answer questions • To express (moods,
emotions, attitudes) • To confirm / deny • To identify the lexis specific to the
instructions
 Activities
• Associating the (read / listened / watched) message with the appropriate image. •
Deduction of the meanings of some words / expressions. • Filling in short gapped
texts / comics with words / phrases / drawings. • Choosing the correct answer based on
the text which has been read or on the audiovisual aids. • Perception of the key
information. • Categorization and classification of objects / properties / phenomena. •
Completing concept maps. • Arranging / associating words / statements short, simple /
texts. • Changing the title of a text. • Identifying the meaning of idiomatic expressions

. Learning products:
• Word clouds / word squares. • Concept maps. • Informative texts / advertisements /
announcements. • Surveys. • Electronic messages. • Letters. • Posters in traditional and
digital forma•

5. Listing 2-3 bibliographic Demonstrates, in the Bibliographic sources that address this topic are:
sources or authors that address context of arguments,
1.National Curriculum –Foreign Language 2018
the given problem the application of
student-centered 2. Teacher’s guide
principles.
3. Common European Framework of Reference for Languages

6. Presentation of the own model Demonstrates knowledge To solve this problem I recommend the following methods:
of solving the problem: 2-3 of the notions and
relevant methods that ensure contents specific to the How to Find the Main Idea
the solution of the problem discipline.
and a recommendation for Make a summary
 colleagues
1) Identify the Topic

Read the passage through completely, then try to identify the topic. Who
or what is the paragraph about? This part is just figuring out a topic like
"cause of World War I" or "new hearing devices;" don't worry yet about
deciding what argument the passage is making about this topic.

2) Summarize the Passage

After reading the passage thoroughly, summarize it in your own words

in one sentence. Pretend you have just ten to twelve words to tell
someone what the passage is about—what would you say?

3) Look at the First and Last Sentences of the Passage

Authors often put the main idea in or near either the first or last
sentence of the paragraph or article, so isolate those sentences to see if
they make sense as the overarching theme of the passage. Be careful:
sometimes the author will use words like but, however, in
contrast, nevertheless, etc. that indicate that the second sentence is
actually the main idea. If you see one of these words that negate or
qualify the first sentence, that is a clue that the second sentence is the
main idea.

4) Look for Repetition of Ideas

If you read through a paragraph and you have no idea how to summarize
it because there is so much information, start looking for repeated
words, phrases, or related ideas.
7. Argumentation that the Demonstrates You can't comprehend the subject matter if you haven't identified
proposed model is relevant consistency in the
and correlates with the succession of ideas, the topic, the main idea, and the supporting details.
principles of student centered correctness in expression,
approach logical, convincing,
reasoned.