adult-centered teaching english. meeting the needs of learners anna voronina, pearson-longman...
TRANSCRIPT
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Adult-centered teaching English.Meeting the needs of learners
Anna Voronina,Pearson-Longman teacher trainer,608-54-19 (20)[email protected]; [email protected]
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Aims of the session:
• To speak about the Common European Framework and how Pearson books are related to the system of levels of language competences;
• To show how we can teach with Pearson books in both traditional and creative classrooms;
• To highlight similarities of teaching English and exam training.
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Buzz words in ELT
• Communicative Approach
• The Common European Framework
• Student-centred learning
• The Lexical Approach
• New technology (CD-ROMs, DVDs, Internet resources, blended learning)
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Seminar plan:
Adult Learner Features and characteristics
Needs
Teacher’s role
PsychologicalLinguistic
Practical
Materials to meet the needs
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Questions:
• Who we teach?
• What we teach?
• Why we teach / they learn?
• How we teach?
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Learner’s portrait puzzle
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Adult learners:• Are people with established values, beliefs
and opinions;
• Have accumulated a foundation of life experience and knowledge;
• Are autonomous and self-directed;
• Are goal-oriented;
• Are relevancy-oriented;
• Are practical.
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Learner’s portrait
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Adult learner’s needs:
• Psychological;
• Linguistic;
• Practical.
Why we teach / they learn?
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linguisticpsychological
practical
motivation
self-esteem
learning style
self-assessment skills
communicative competences
appropriatelanguage
level
learning skills
exams taking strategies
goal-orientedlanguage learning
cutting edgetechnology
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What we teach?
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The Common European Framework of Reference for Languages
A European system of levels of language competence:
• Grades and defines language ability, achievement and progress in language learning
• The CEFR is made of a series of competence descriptors: ‘can do’ statements
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CEF levels
CProficient
User
C2 Mastery
C1 Effective proficiency
BIndependent
User
B2 Vantage
B1 Threshold
ABasic User
A2 Waystage
A1 Breakthrough
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CEF scales B1Global scale
• 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 produce simple connected text on topics, which are familiar, or of personal interest. Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans.
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CEF scales B1Overall listening comprehension
• Can understand straightforward factual information about
common everyday or job related topics, identifying both
general messages and specific details, provided speech is
clearly articulated in a generally familiar accent.
• Can understand the main points of clear standard speech
on familiar matters regularly encountered in work, school,
leisure etc., including short narratives.
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Self-assessment grid B1Reception
Listening
• I can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure, etc. I can understand the main point of many radio or TV programmes on current affairs or topics of personal or professional interest when the delivery is relatively slow and clear.
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CEF helps students to:
• reflect on their own language learning experiences and strategies
• assess their own competence
• aim for individual progress in proficiency
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CEF helps teachers to:
• show students what they need to be able to do to reach a certain language level
• choose coursebooks and materials
• design tests and exams
• write a syllabus or curriculum
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www.coe.int
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What is special about teaching an exam class? Give one example that shows a difference between exam
classes and non-exam classes
• EXAM CLASSES • NON-EXAM CLASSES
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Teaching for Exams
Important things to keep in mind:
• Students need to know English at particular level;
• Students need to have exam skills;
• Students need to know about the exam.
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International Language Exams
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How we teach? Longman books’ philosophy
• Student-centered approach;
• Balance of language knowledge and communicative skills development;
• System of activities for various learning style development;
• Plenty of doing;
• Lifelong learning skills development;
• Self-assessment skills development.
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Language Leader levels
A2
B1
B2
Bas
ic u
ser
Inde
pend
ent u
ser
С1
Pro
fici
ent u
ser
CAE
PTE A1
PTE L1KET
PTE L2PET
FCE PTE L3
PTE L4
A1
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• Five Levels from A2 to C1- factual rather than lifestyle
content- adult and sophisticated design- scenario spreads that lead to
a final communicative task- a strong focus on study skills- a stimulating and
comprehensive writing syllabus
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STUDY SKILLS• HOW TO READ FASTER AND MORE EFFECTIVELY• HOW TO WORK WELL IN GROUPS – TEAMWORK• HOW TO IMPROVE STUDENTS’ VOCABULARY• HOW TO DEVELOP STUDENTS’ LISTENING AND
NOTE-TAKING• HOW TO DESCRIBE GRAPHICS, CHARTS AND
TABLES• HOW TO MAKE INFORMAL/FORMAL
PRESENTATIONS• HOW TO REFERENCE SOURCES FOR
DISSERTATIONS• HOW TO PARAPHRASE & AVOID PLAGIARISM
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www.pearsonlongman.com/languageleader/
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Total English levels
A2
B1
B2
C1
A1
Bas
ic u
ser
Inde
pend
ent
user
Pro
ficie
nt u
ser
CAE
FCE
PET
KET
PTE L4
PTE L3
PTE L2
PTE L1
PTE A1
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Website resource bank
www.pearsonlongman.com/totalenglish/
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Total English Portfolio
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Teacher Support
• Teach rich, varied lessons using the Teacher’s Book with thorough teaching notes, photocopiable activities and DVD worksheets
• Get all the test material you could ever need using the Test Master CD-ROM, with fully editable tests for all stages of the course
• Add more variety to the course using the Companion Website with photocopiables and webquests for every unit
• Total English portfolio available for all levels of the series
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linguisticpsychological
practical
motivation
self-esteem
learning style
self-assessment skills
communicative competences
appropriatelanguage
level
learning skills
exams taking strategies
goal-orientedlanguage learning
cutting edgetechnology
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Teacher’s role• Choose appropriate language material
to meet practical, linguistic and psychological needs of students;
• Base explanation on Ss’ actual knowledge and life experience,
• Guide Ss in developing learning skills;
• Use a variety of teaching methods to support different learning styles;
• Be patient!
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“It is a supreme art of the teacher to awaken joy in creative expression and knowledge”
– Albert Einstein
“We have to do the best we can. This is our sacred human responsibility”
– Albert Einstein