Michael Grogan Wells Cathedral School Fuzhou 2013 Teaching and Testing Failure oriented Stressful Individualistic Competitive Context-less Culture bound Teacher controlled Measures success in marks Success oriented Relaxing Group oriented Collaborative Context sensitive Culture sensitive Allows learner control Measures success in many ways 6 Task Framework 7 (Baker, 2006:181) 8 1. Making connections with childrens experiences and activating what children already know 2. Providing the space and opportunity to actively use existing knowledge. 3. Providing opportunities for children to talk around a topic and rephrase it in their own language. 4. Providing visual frameworks to clarify/organise speaking, listening and thinking / using key visuals/graphic organisers. 5. Using objects and pictures. 6. Moving from the specific (example/case studies/personal accounts) to the general (generalisations, rules, principles) 9 Form and Function Teaching grammar for communication and testing Using Timelines Some and Any The rule: Four sentences: I like some English food I dont like some English food I like any English food I dont like any English food 14 Match the sentences with the representation Where is the rule? If the concepts of limitation and quantity are used then : Some = limited Any = unlimited Teaching Conditionals If you press the red button you get coffee If you do that again I will tell the teacher If you were nicer to him he would be nicer to you! Unit 5 Reading Text 18 Visualthesauruus.com Word building collocations and opposites problem problematic Problem solving solution Severe Slight Massive The cline Never Sometimes Always Task: How would you help EAL learners understand this text? 22 23 Large classes Signal / Attention getter One thing false and three things true Group Leaders Board plan icons and menus surprise! Sorry, what did he say? Face to face Dictogloss 24 More large classes Why Listen and stand Anagram The spy, the enforcer, the resourcer, the double Thank you!