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