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Abstract
During this workshop teachers will have the opportunity to discuss and consider the issues
surrounding establishing students’ language levels 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.
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Student language levels and teaching practices
29 April 2009Duncan Rayner
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AimsTo 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
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ESTABLISHING LEVEL
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What is the significance of level?
How are students’ language levels linked to the expectations of……..?
schools parents students
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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?
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ESTABLISHING GOALS
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Setting GoalsAt 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
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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?
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Setting GoalsImagine 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 ________.
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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
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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.
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Achieving Goals
How will you achieve your goals?
What teaching practices work best with your pupils?
Which skills do you focus on and why?
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Teaching practices
LANGUAGE SKILLS
STUDY
SKILLS
COGNITIVE SKILLS
What do we teach?
Ho
w d
o w
e te
ach
?
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Teaching practices
SPEAKING LISTENING
READING WRITING
What do we teach?
Ho
w d
o w
e te
ach
?
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TEACHING PRACTICESfor classes with students of
similar level
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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?
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Speaking activities: interaction
Communication and meaning
Confidence building
Whole class, teams, groups or pairs
What we teach
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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
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Examples…
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TEACHING PRACTICESfor classes with students of
mixed level
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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?
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Speaking activities: repetition
Sounds and rhythm of English
Confidence building
Whole class, groups or pairs
Whatwe teach
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Speaking activities: repetition
Chain games
Sequences
Letter chants
Chants and songs
Whatwe teach
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Speaking activities: support
Whatwe teach
practicing pronunciation of key vocabulary using rhymes
reading out loud
memorising short sentences
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Speaking activities: challenge
Whatwe teach
Doing mini role-plays
Creating new sentences from a model sentences
Providing model language/answers for the class
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Speaking activities: extension
Whatwe teach
Interviewing other students Practicing new vocabulary Using a model to answer questions based on
personal experiences or familiar situations
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Examples
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Summary
establishing students’ levels
establishing appropriate goals
teaching practices for classes with students of similar level for classes with students of mixed level
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Cambridge ESOL Support
establishing students’ levelspretesting, testing, sample tests
establishing appropriate goalsALTE, CEFR, Exam Syllabus
teaching practices TKT Teachers resource site
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University of Cambridge
ESOL Examinations
1 Hills Road, Cambridge, CB1 2EU, UK
Tel: +44 1223 553355
Keep up to date with what's new via the Cambridge ESOL website
www.CambridgeESOL.org