Your SlideShare is downloading. ×
0
[Plenary 1] Duncan Rayner Student Language Levels And Teaching Practices
[Plenary 1] Duncan Rayner Student Language Levels And Teaching Practices
[Plenary 1] Duncan Rayner Student Language Levels And Teaching Practices
[Plenary 1] Duncan Rayner Student Language Levels And Teaching Practices
[Plenary 1] Duncan Rayner Student Language Levels And Teaching Practices
[Plenary 1] Duncan Rayner Student Language Levels And Teaching Practices
[Plenary 1] Duncan Rayner Student Language Levels And Teaching Practices
[Plenary 1] Duncan Rayner Student Language Levels And Teaching Practices
[Plenary 1] Duncan Rayner Student Language Levels And Teaching Practices
[Plenary 1] Duncan Rayner Student Language Levels And Teaching Practices
[Plenary 1] Duncan Rayner Student Language Levels And Teaching Practices
[Plenary 1] Duncan Rayner Student Language Levels And Teaching Practices
[Plenary 1] Duncan Rayner Student Language Levels And Teaching Practices
[Plenary 1] Duncan Rayner Student Language Levels And Teaching Practices
[Plenary 1] Duncan Rayner Student Language Levels And Teaching Practices
[Plenary 1] Duncan Rayner Student Language Levels And Teaching Practices
[Plenary 1] Duncan Rayner Student Language Levels And Teaching Practices
[Plenary 1] Duncan Rayner Student Language Levels And Teaching Practices
[Plenary 1] Duncan Rayner Student Language Levels And Teaching Practices
[Plenary 1] Duncan Rayner Student Language Levels And Teaching Practices
[Plenary 1] Duncan Rayner Student Language Levels And Teaching Practices
[Plenary 1] Duncan Rayner Student Language Levels And Teaching Practices
[Plenary 1] Duncan Rayner Student Language Levels And Teaching Practices
[Plenary 1] Duncan Rayner Student Language Levels And Teaching Practices
[Plenary 1] Duncan Rayner Student Language Levels And Teaching Practices
[Plenary 1] Duncan Rayner Student Language Levels And Teaching Practices
[Plenary 1] Duncan Rayner Student Language Levels And Teaching Practices
[Plenary 1] Duncan Rayner Student Language Levels And Teaching Practices
[Plenary 1] Duncan Rayner Student Language Levels And Teaching Practices
[Plenary 1] Duncan Rayner Student Language Levels And Teaching Practices
[Plenary 1] Duncan Rayner Student Language Levels And Teaching Practices
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

[Plenary 1] Duncan Rayner Student Language Levels And Teaching Practices

840

Published on

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
840
On Slideshare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
22
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide
  • Transcript

    • 1. Abstract During this workshop teachers will have the opportunity to discuss and consider the issues surrounding establishing students’ language level s and teaching towards these. The workshop will also offer practical examples of using Cambridge ESOL assessment to help establish students’ language level and to teach towards desired language levels.
    • 2. Student language levels and teaching practices 29 April 2009 Duncan Rayner
    • 3. Aims
      • To discuss
      • establishing students’ levels
      • establishing appropriate goals
      • teaching practices
        • for classes with students of similar level
        • for classes with students of mixed level
      • To share
      • experiences
      • ideas
      • best practice
    • 4. ESTABLISHING LEVEL
    • 5. What is the significance of level ?
      • How are students’ language levels linked to the expectations of……..?
            • schools
            • parents
            • students
    • 6. How do you establish level ?
      • How much importance should you place on these sources of information?
        • FORMAL
        • Previous teacher’s
        • reports
        • Previous coursework
        • Test results
        • INFORMAL
        • Chats with previous teachers
        • Chats with students
        • Observation
      OTHER ?
    • 7. ESTABLISHING GOALS
    • 8. Setting Goals
      • At the end of this course/term/year, what do I want students to be able to do?
      • LANGUAGE SKILLS
      • speaking
      • listening
      • reading
      • writing
      • grammar
      • vocabulary
      • STUDY
      • SKILLS
      • complete
      • work within a
      • given time
      • period
      • etc
      • COGNITIVE SKILLS
      • deduce
      • question
      • etc
    • 9. Support
      • Where do you get support to help you establish your goals?
        • National curriculum
        • School syllabus
        • Common European Framework of Reference for Languages (CEFR)
        • Course books
        • Other?
    • 10. Setting Goals
      • Imagine you are establishing goals for a new class. What goals would you set?
      Activity
      • The students are approximately the same language level
      • There are _________ student in the class
      • They study English _________ hours per week
      • They are aged _______ to ________.
    • 11.
      • Can read simple texts
      • Can deal with personal messages and gain some information from in formation texts
      • Can understand basic facts given in announcements e.g. at railway station
      • Can convey basic meaning in very familiar or highly predictable situations
      • Can produce only limited discourse
      Sample Goals: A2
    • 12. Sample Goals: B1
      • Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure etc.
      • Can deal with most situations likely to arise whilst travelling in an area where the language is spoken.
      • Can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans.
    • 13. Achieving Goals
      • How will you achieve your goals?
        • What teaching practices work best with your pupils?
        • Which skills do you focus on and why?
    • 14. Teaching practices What do we teach? How do we teach? COGNITIVE SKILLS STUDY SKILLS LANGUAGE SKILLS
    • 15. Teaching practices What do we teach? How do we teach? WRITING READING LISTENING SPEAKING
    • 16. TEACHING PRACTICES for classes with students of similar level
    • 17. Interaction patterns
      • In a typical English lesson what percent of the time…
      How we teach
      • does the teacher talk to the whole class?
      • does the teacher talk to only one child?
      • do children talk/work together in pairs?
      • do children talk/work together in small group?
      • do children talk as a class to the teacher?
    • 18. Speaking activities: interaction
      • Communication and meaning
      • Confidence building
      • Whole class, teams, groups or pairs
      What we teach
    • 19. Speaking activities: interaction
      • Games and quizzes:
        • e.g. Definitions, Memory games, Hot Seats, Reading races, Noughts and crosses, Word Association
      • Class surveys / information exchanges
      • Mind maps and brainstorming
      • Reading aloud
      • Storytelling
      What we teach
    • 20.
      • Examples…
    • 21. TEACHING PRACTICES for classes with students of mixed level
    • 22. Interaction patterns
      • In a typical English lesson what percent of the time…
      How we teach
      • does the teacher talk to the whole class?
      • does the teacher talk to only one child?
      • do children talk/work together in pairs?
      • do children talk/work together in small group?
      • do children talk as a class to the teacher?
    • 23. Speaking activities: repetition
      • Sounds and rhythm of English
      • Confidence building
      • Whole class, groups or pairs
      What we teach
    • 24. Speaking activities: repetition
      • Chain games
      • Sequences
      • Letter chants
      • Chants and songs
      What we teach
    • 25. Speaking activities: support
      • practicing pronunciation of key vocabulary using rhymes
      • reading out loud
      • memorising short sentences
      What we teach
    • 26. Speaking activities: challenge What we teach
      • Doing mini role-plays
      • Creating new sentences from a model sentences
      • Providing model language/answers for the class
    • 27. Speaking activities: extension What we teach
      • Interviewing other students
      • Practicing new vocabulary
      • Using a model to answer questions based on personal experiences or familiar situations
    • 28.
      • Examples
    • 29. Summary
      • establishing students’ levels
      • establishing appropriate goals
      • teaching practices
        • for classes with students of similar level
        • for classes with students of mixed level
    • 30. Cambridge ESOL Support
      • establishing students’ levels
      • pretesting, testing, sample tests
      • establishing appropriate goals
      • ALTE, CEFR, Exam Syllabus
      • teaching practices
        • TKT
        • Teachers resource site
    • 31. University of Cambridge ESOL Examinations 1 Hills Road, Cambridge, CB1 2EU, UK Tel: +44 1223 553355 [email_address] k s [email_address] Keep up to date with what's new via the Cambridge ESOL website www.CambridgeESOL.org

    ×