AUGUST 4 , 2009 CÁTEDRA  ALICIA  GOYENA Barros Blancos Montevideo  CLE 4
<ul><ul><li>English as a Lingua Franca </li></ul></ul><ul><ul><li>Better possibilities </li></ul></ul><ul><ul><li>Recognit...
<ul><li>Objectives of the program </li></ul><ul><li>To allow students to broaden their range of possibilities and their in...
<ul><li>September 2008 project started </li></ul><ul><li>7 schools and CLE´s in Montevideo </li></ul><ul><li>70 students f...
<ul><li>December 20, 2008 Final Exam (Level B1) </li></ul><ul><li>50 students sat the final exam </li></ul><ul><li>45 stud...
<ul><li>Second semester 2009 </li></ul><ul><li>Over 350 students sat for diagnostic test </li></ul><ul><li>155 CB students...
<ul><li>Throughout this process we have been responsible for : </li></ul><ul><ul><li>designing the curricula </li></ul></u...
<ul><li>It has two parts: a) Written paper </li></ul><ul><li>b) Oral interview  </li></ul><ul><li>Marking is done by the A...
<ul><li>Reading comprehension </li></ul><ul><li>Different texts (very short stories, documents, letters, emails and a vari...
<ul><li>Part B – Oral Interview </li></ul><ul><li>Candidates interact with another candidate and two external examiners. <...
WORKSHOP 4 August, 2009
<ul><li>Make a list of differences between exam classes and non- exam classes. How different are they, in your opinion? </...
<ul><li>How would you help these students develop better study habits? </li></ul><ul><li>Student  A  makes very similar mi...
<ul><li>Which of the following activities are “teaching” and which are “testing”? </li></ul><ul><li>Filling in gaps in a w...
<ul><li>Have a positive attitude to exams </li></ul><ul><li>Enjoy the discipline of exam teaching </li></ul><ul><li>Manage...
 
<ul><li>How to teach for exams  </li></ul><ul><li>by Sally Burgess and Katie Head, series editor Jeremy Harmer, Longman 20...
<ul><li>E-mail us at </li></ul><ul><ul><li>[email_address] </li></ul></ul><ul><li>and visit our blog </li></ul><ul><li>acr...
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How To Be A Successful Exams Teacher

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How To Be A Successful Exams Teacher

  1. 1. AUGUST 4 , 2009 CÁTEDRA ALICIA GOYENA Barros Blancos Montevideo CLE 4
  2. 2. <ul><ul><li>English as a Lingua Franca </li></ul></ul><ul><ul><li>Better possibilities </li></ul></ul><ul><ul><li>Recognition in the academic field </li></ul></ul><ul><ul><li>Recognition in the workplace </li></ul></ul><ul><ul><li>English acquired in Ed.Secundaria </li></ul></ul><ul><ul><li>Understanding of other cultures </li></ul></ul><ul><ul><li>Strategy development </li></ul></ul><ul><ul><li>Intrinsic Motivation </li></ul></ul><ul><ul><li>CEFR </li></ul></ul><ul><ul><li>Hard work </li></ul></ul><ul><ul><li>Community commitment </li></ul></ul>WHAT DO THESE IDEAS HAVE IN COMMON? ACCREDITATION
  3. 3. <ul><li>Objectives of the program </li></ul><ul><li>To allow students to broaden their range of possibilities and their interest in their future development in society. </li></ul><ul><li>The need to know how much our students in Educación Secundaria have learned in their transit through CB and BD. </li></ul><ul><li>To reinforce students´own cultural identity and a better understanding of other cultures. </li></ul><ul><li>To get recognition at the academic circle and workplace, that will give students in the Public sector the same possibilities students at the private sector have. </li></ul>
  4. 4. <ul><li>September 2008 project started </li></ul><ul><li>7 schools and CLE´s in Montevideo </li></ul><ul><li>70 students from BD started (selected by their teachers who passed a placement test) </li></ul><ul><li>2-month intensive course </li></ul><ul><li>Six-hour weekly basis </li></ul><ul><li>Teachers selected after an official call </li></ul><ul><li>Bibliography and materials were bought by CES </li></ul><ul><li>A mid-term was applied </li></ul>2008
  5. 5. <ul><li>December 20, 2008 Final Exam (Level B1) </li></ul><ul><li>50 students sat the final exam </li></ul><ul><li>45 students passed it ( 90%) </li></ul><ul><li>May 17th, 2009 (ceremony at IAVA) </li></ul><ul><li>Mid-April courses for Level A2 started in 7 sites with students selected in 2008. </li></ul><ul><li>A mid term was applied Mid-June </li></ul><ul><li>Training for teachers August 4th, 2009 </li></ul><ul><li>Final Exam will be August 14th, 2009 </li></ul>2009
  6. 6. <ul><li>Second semester 2009 </li></ul><ul><li>Over 350 students sat for diagnostic test </li></ul><ul><li>155 CB students passed </li></ul><ul><li>138 BD students passed </li></ul><ul><li>Courses for BD students will start mid -August </li></ul>
  7. 7. <ul><li>Throughout this process we have been responsible for : </li></ul><ul><ul><li>designing the curricula </li></ul></ul><ul><ul><li>choosing the bibliography </li></ul></ul><ul><ul><li>suggesting extra material </li></ul></ul><ul><ul><li>producing placement and mid-term tests </li></ul></ul><ul><ul><li>writing the final examination </li></ul></ul><ul><ul><li>supporting the practising teachers </li></ul></ul><ul><ul><li>organizing training sessions / workshops </li></ul></ul><ul><ul><li>contact with teachers via internet or face-to-face on a regular basis </li></ul></ul>
  8. 8. <ul><li>It has two parts: a) Written paper </li></ul><ul><li>b) Oral interview </li></ul><ul><li>Marking is done by the Accreditation Commission. </li></ul><ul><li>Part A – Written paper </li></ul><ul><li>Listening comprehension </li></ul><ul><li>Different text types (dialogues, announcements, speeches, etc) are used. </li></ul><ul><li>The audio materials used have been recorded by native and non-native speakers in ordinary situations. </li></ul>
  9. 9. <ul><li>Reading comprehension </li></ul><ul><li>Different texts (very short stories, documents, letters, emails and a variety of articles). </li></ul><ul><li>Grammar and vocabulary </li></ul><ul><li>Sts. must complete tasks using the correct grammatical structure, the appropriate function, and the pertinent lexis in communicative contexts. </li></ul><ul><li>Writing . Sts. must produce different types of texts (letters, emails, messages, postcards, notices, etc.) using the adequate format, structure and vocabulary. </li></ul>
  10. 10. <ul><li>Part B – Oral Interview </li></ul><ul><li>Candidates interact with another candidate and two external examiners. </li></ul><ul><li>Dialogues: exchanging personal information </li></ul><ul><li>Resolving problems following cues (pictures, graphics, questionnaires, prompt cards). </li></ul><ul><li>Expansion and discussion of the main topic, expressing personal opinions briefly. </li></ul>
  11. 11. WORKSHOP 4 August, 2009
  12. 12. <ul><li>Make a list of differences between exam classes and non- exam classes. How different are they, in your opinion? </li></ul><ul><li>Say whether you agree or disagree with the following statements. If possible, discuss them with a colleague. If you disagree with any of the statements, rewrite them to reflect your own opinion </li></ul><ul><li>Teaching an exam class is easier than teaching a non-exam class because the learners are more motivated. </li></ul><ul><li>Learners in exam classes make more demands on the teacher than learners in non- exam classes. </li></ul><ul><li>You will be a better exam class teacher if you liked taking exams yourself when you were at school. </li></ul><ul><li>In an exam class, all the work should be exam-focused. </li></ul><ul><li>If a student fails an exam, it is the teacher´s fault. </li></ul>NON- EXAMS CLASSES
  13. 13. <ul><li>How would you help these students develop better study habits? </li></ul><ul><li>Student A makes very similar mistakes in all his written work. When you return his homework, he checks the mark, then puts it away in his file and doesn´t look at it again. </li></ul><ul><li>Student B comes to you at the end of every class to ask you to explain bits of vocabulary from her out-of-class reading. </li></ul><ul><li>Student C completes homework exercises on grammar and vocabulary, but never hands in an essay. </li></ul><ul><li>Student D started the course well, but seems to have lost interest and is missing some lessons. </li></ul><ul><li>Student E failed the speaking part of his exam last year, and is worried that he will do so again this year. </li></ul><ul><li>Student F gets her older brother to help her with her homework, and her results are much better than when she works on her own in class . </li></ul>
  14. 14. <ul><li>Which of the following activities are “teaching” and which are “testing”? </li></ul><ul><li>Filling in gaps in a written text. </li></ul><ul><li>Organizing vocabulary into meaning groups. </li></ul><ul><li>Predicting the content of a reading text. </li></ul><ul><li>Answering true/false questions about some listening material. </li></ul><ul><li>Discussing the grammar of a set of example sentences with similar meaning. </li></ul><ul><li>Writing a timed essay. </li></ul><ul><li>Reading a piece of dialogue aloud. </li></ul><ul><li>A multiple choice exercise on prepositions. </li></ul><ul><li>Brainstorming ideas for an essay. </li></ul>
  15. 15. <ul><li>Have a positive attitude to exams </li></ul><ul><li>Enjoy the discipline of exam teaching </li></ul><ul><li>Manage time effectively </li></ul><ul><li>Have a thorough knowledge of the exam </li></ul><ul><li>Listen to students´concerns </li></ul><ul><li>Try to lower students´anxieties </li></ul><ul><li>Give honest and direct feedback on st´s performance. </li></ul><ul><li>Maintain motivation high through the course </li></ul><ul><li>Foster autonomous learning </li></ul><ul><li>You name it ( ? ) </li></ul>
  16. 17. <ul><li>How to teach for exams </li></ul><ul><li>by Sally Burgess and Katie Head, series editor Jeremy Harmer, Longman 2005, Essex - England </li></ul><ul><li>T o read more about CEFR </li></ul><ul><li>www.coe.int (Council of Europe) </li></ul><ul><li>www.coe.int/portfolio </li></ul><ul><li>www.alte.org/can_do/general.php </li></ul><ul><li>www.cvc.cervantes.es/obref/marco/ (Spanish) </li></ul>
  17. 18. <ul><li>E-mail us at </li></ul><ul><ul><li>[email_address] </li></ul></ul><ul><li>and visit our blog </li></ul><ul><li>acreditacionesces.blogspot.com </li></ul>

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