How To Be A Successful Exams Teacher

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