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Abstract During this workshop teachers will have the opportunity to discuss and consider the issues surrounding establishi...
Student language levels  and teaching practices 29 April 2009 Duncan Rayner
Aims <ul><li>To discuss </li></ul><ul><li>establishing students’ levels </li></ul><ul><li>establishing appropriate goals <...
ESTABLISHING LEVEL
What is the significance of  level ? <ul><li>How are students’ language levels linked to the expectations of……..? </li></u...
How do you establish  level ? <ul><li>How much importance should you place on these sources of information? </li></ul><ul>...
ESTABLISHING GOALS
Setting Goals <ul><li>At the end of this course/term/year, what do I want students to be able to do? </li></ul><ul><li>LAN...
Support <ul><li>Where do you get support to help you establish your goals? </li></ul><ul><ul><li>National curriculum </li>...
Setting Goals <ul><li>Imagine you are establishing goals for a new class.  What goals would you set? </li></ul>Activity <u...
<ul><li>Can read  simple  texts </li></ul><ul><li>Can deal with personal messages and gain some information from in format...
Sample Goals: B1 <ul><li>Can  understand the main points of clear standard input on familiar matters regularly encountered...
Achieving Goals <ul><li>How will you achieve your goals? </li></ul><ul><ul><li>What teaching practices work best with your...
Teaching practices What do we teach? How do we teach? COGNITIVE SKILLS STUDY  SKILLS LANGUAGE SKILLS
Teaching practices What do we teach? How do we teach? WRITING READING LISTENING SPEAKING
TEACHING PRACTICES for classes with students of similar level
Interaction patterns <ul><li>In a typical English lesson what percent of the time…   </li></ul>How  we teach <ul><li>does ...
Speaking activities: interaction <ul><li>Communication and meaning </li></ul><ul><li>Confidence building </li></ul><ul><li...
Speaking activities: interaction <ul><li>Games and quizzes: </li></ul><ul><ul><li>e.g. Definitions, Memory games, Hot Seat...
<ul><li>Examples… </li></ul>
TEACHING PRACTICES for classes with students of mixed level
Interaction patterns <ul><li>In a typical English lesson what percent of the time…   </li></ul>How  we teach <ul><li>does ...
Speaking activities: repetition <ul><li>Sounds and rhythm of English </li></ul><ul><li>Confidence building </li></ul><ul><...
Speaking activities: repetition <ul><li>Chain games </li></ul><ul><li>Sequences </li></ul><ul><li>Letter chants </li></ul>...
Speaking activities:  support <ul><li>practicing pronunciation of key vocabulary using rhymes </li></ul><ul><li>reading ou...
Speaking activities:  challenge What we teach <ul><li>Doing mini role-plays </li></ul><ul><li>Creating new sentences from ...
Speaking activities:  extension What we teach <ul><li>Interviewing other students </li></ul><ul><li>Practicing new vocabul...
<ul><li>Examples </li></ul>
Summary <ul><li>establishing students’ levels </li></ul><ul><li>establishing appropriate goals </li></ul><ul><li>teaching ...
Cambridge ESOL Support <ul><li>establishing students’ levels </li></ul><ul><li>pretesting, testing, sample tests </li></ul...
University of Cambridge ESOL Examinations 1 Hills Road, Cambridge, CB1 2EU, UK Tel: +44 1223 553355 [email_address] k s [e...
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[Plenary 1] Duncan Rayner Student Language Levels And Teaching Practices

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

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

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