Presentation on theme: "Adult-centered teaching English. Meeting the needs of learners"— Presentation transcript:
1Adult-centered teaching English. Meeting the needs of learners Anna Voronina,Pearson-Longman teacher trainer,(20)
2Aims 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.
3Buzz words in ELT Communicative Approach The Common European Framework Student-centred learningThe Lexical ApproachNew technology (CD-ROMs, DVDs, Internet resources, blended learning)I’d like to start with a question “What are the buzz words in ELT today?” What do we mean by modern approaches in ELT?
4Seminar plan: Features and Adult Learner characteristics Needs PsychologicalPracticalLinguisticTeacher’s roleMaterials to meetthe needs
5Questions: Who we teach? What we teach? Why we teach / they learn? How we teach?
7Adult 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.We need to demonstrate respect for different beliefs, value systems and lifestyles. Let students know that they are entitled to their opinions but that everyone in the room may not share their beliefs. And they also have to respect that.Have accumulated a foundation of life experience and knowledge (incl. work-related activities, family responsibilities, and previous education); It means that in many cases we need to base the choice of topics, language and explanation of new material depending on students’ knowledge, interests and experience.Autonomous and self-directed; - they are people with basic learning strategies and skills, they know their individual easiest way of perceiving language material and information, i.e. how they learn better. As teachers we need to use a variety of teaching methods, such as auditory, visual and participatory, organize pair and group work activities to give each of the students a chance to make most of the class. Choose the appropriate level of challenge, don’t spoon-feed the learners.Goal-oriented; upon enrolling in a course, they usually know what goal they want to attain. They, therefore, appreciate an educational program that is organized and has clearly defined elements. We need to show our students how this class will help them to reach their goals. (“Can do” statements, lesson aims)Relevancy-oriented;- students must see a reason for learning something. Learning has to be applicable to their future professional needs to be really valuable to students.Practical. – adult learners are people who tend to have a problem-centred orientation to learning. Many of students start working when they are still in the university. We need to focus their attention on the aspects of a lesson most useful to them.All six features influence the adult learner MOTIVATION
12The 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 learningThe CEFR is made of a series of competence descriptors: ‘can do’ statementsThe Common European Framework is a common European system of levels of language competence, which allows transparent comparison between language ability and qualifications in different languages. It is relevant to the European Language Portfolio, in that all ELPs make specific reference to the CEFR for defining language competence.The CEFR is made up of a series of competence descriptors, or ‘can do’ statements, that refer to the ability of the learner in terms of the four skills and with particular emphasis on their ability to communicate and understand.
13Effective proficiency CEF levelsCProficient UserC2MasteryC1Effective proficiencyBIndependent UserB2VantageB1ThresholdABasic UserA2WaystageA1BreakthroughThere are 6 CEF levels.These levels are used by examination boards, materials writers, course designers, and provide a transparent standard against which to benchmark courses, coursebooks, examinations and tests.
14CEF scales B1 Global 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.There are 6 CEF levels.These levels are used by examination boards, materials writers, course designers, and provide a transparent standard against which to benchmark courses, coursebooks, examinations and tests.
15CEF scales B1 Overall 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.
16Self-assessment grid B1 ReceptionListeningI 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.
17CEF helps students to:reflect on their own language learning experiences and strategiesassess their own competenceaim for individual progress in proficiencyStudents need to learn to:reflect on their own language learning experiences and strategiesassess their own competenceselect their best work for the dossierHow can we help them to do this?
18CEF helps teachers to:How to integrate the Portfolio into lessonsdon’t spend whole lessons on Portfolio workdon’t do ‘extra’ work for the Portfoliowhen planning lessons, homework and other assignments, think about projects, roleplays, writing tasks which might be suitable for the Dossier.when looking at the “learning aims” of a unit in your textbook, think about the self-assessment descriptions. Are the students learning a new communication skill described in the Portfolio?use the self-assessment descriptions to help you when planning tests and examinations.think about using self-assessment as part of your regular progress tests because this will encourage students to think about their own communicative competence.show students what they need to be able to do to reach a certain language levelchoose coursebooks and materialsdesign tests and examswrite a syllabus or curriculum
20What is special about teaching an exam class What is special about teaching an exam class? Give one example that shows a difference between exam classes and non-exam classesEXAM CLASSESNON-EXAM CLASSES
21Teaching 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.
23How 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.
24Language Leader levels Proficient userLanguage Leader levelsС1CAEPTE L4Independent userPTE L3B2FCEB1PETPTE L2Basic userLanguage Leader Elementary correlates with A2 level,Pre-Intermediate – starts with A2 and comes to the beginning of B1, Intermediate covers B1, Upper Intermediate – correlates with B2KETPTE L1A2A1PTE A1
25Five 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
43STUDY SKILLS HOW TO READ FASTER AND MORE EFFECTIVELY HOW TO WORK WELL IN GROUPS – TEAMWORKHOW TO IMPROVE STUDENTS’ VOCABULARYHOW TO DEVELOP STUDENTS’ LISTENING AND NOTE-TAKINGHOW TO DESCRIBE GRAPHICS, CHARTS AND TABLESHOW TO MAKE INFORMAL/FORMAL PRESENTATIONSHOW TO REFERENCE SOURCES FOR DISSERTATIONSHOW TO PARAPHRASE & AVOID PLAGIARISM
54Teacher SupportTeach rich, varied lessons using the Teacher’s Book with thorough teaching notes, photocopiable activities and DVD worksheetsGet all the test material you could ever need using the Test Master CD-ROM, with fully editable tests for all stages of the courseAdd more variety to the course using the Companion Website with photocopiables and webquests for every unitTotal English portfolio available for all levels of the series
61Teacher’s role Be patient! 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!
62“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”