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Adult-centered teaching English. Meeting the needs of learners Anna Voronina, Pearson-Longman teacher trainer, 608-54-19 (20)

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Presentation on theme: "Adult-centered teaching English. Meeting the needs of learners Anna Voronina, Pearson-Longman teacher trainer, 608-54-19 (20)"— Presentation transcript:

1 Adult-centered teaching English. Meeting the needs of learners Anna Voronina, Pearson-Longman teacher trainer, (20)

2 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.

3 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)

4 Seminar plan: Adult Learner Features and characteristics Needs Teachers role Psychological Linguistic Practical Materials to meet the needs

5 Questions: Who we teach? What we teach? Why we teach / they learn? How we teach?

6 Learners portrait puzzle

7 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.

8 Learners portrait

9 Adult learners needs: Psychological; Linguistic; Practical. Why we teach / they learn?

10 linguistic psychological practical motivation self-esteem learning style self-assessment skills communicative competences appropriate language level learning skills exams taking strategies goal-oriented language learning cutting edge technology

11 What we teach?

12 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

13 CEF levels C Proficient User C2Mastery C1Effective proficiency B Independent User B2Vantage B1Threshold A Basic User A2Waystage A1Breakthrough

14 CEF 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.

15 CEF 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.

16 Self-assessment grid B1 Reception 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.

17 CEF helps students to: reflect on their own language learning experiences and strategies assess their own competence aim for individual progress in proficiency

18 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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20 What is special about teaching an exam class? Give one example that shows a difference between exam classes and non-exam classes EXAM CLASSESNON-EXAM CLASSES

21 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.

22 International Language Exams

23 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.

24 Language Leader levels A2 B1 B2 Basic user Independent user С1 Proficient user CAE PTE A1 PTE L1 KET PTE L2 PET FCE PTE L3 PTE L4 A1

25 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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43 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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47 Total English levels A2 B1 B2 C1 A1 Basic user Independent user Proficient user CAE FCE PET KET PTE L4 PTE L3 PTE L2 PTE L1 PTE A1

48 Website resource bank /

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52 Total English Portfolio

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54 Teacher Support Teach rich, varied lessons using the Teachers 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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60 linguistic psychological practical motivation self-esteem learning style self-assessment skills communicative competences appropriate language level learning skills exams taking strategies goal-oriented language learning cutting edge technology

61 Teachers 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!

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 – Albert Einstein

63 Questions Opinions Seminar materials requests THANK YOU!


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