1. BILC Professional Seminar 10-15 OCTOBER 2010 Varna, Bulgaria
Teaching to and at higher proficiency levels Ms. Beata Berska MA

2. WSNJO Łódź, Poland

8. STUDENTS
Elementary
Intermediate
Advanced

9. The Land Forces The Air Force The Navy The Military Police
Polish Armed Forces
The Land Forces
The Air Force
The Navy
The Military Police

10. LEVEL I
Students understand common phrases can handle everyday situations can hold simple face-to-face communication can read simple written material can write short notes, complete forms or even write an informal letter

11. LEVEL II
Students
can follow conversations, including job-related topics, current events and personal news
can hold conversations in everyday social and routine workplace situations
can understand simple , factual texts, often authentic
can write simple correspondence, including brief reports

12. LEVEL III
Students can follow conversations including economics, science, politics and professional field can hold conversations on different subjects and deliver briefings can comprehend authentic written material on general and professional subjects can write formal correspondence

13. LEVEL IV
Students can understand all forms of speech can use language with great precision can comprehend all kinds of written texts can use English precisely and accurately in writing

14. PROFICIENCY
a proficiency-based programme:
„the one that trains students to use the language outside the classroom independently of the materials and activities of the course”

15. LEVEL OF PROFICIENCY
The level of proficiency in English that learners want to reach varies considerably and depends on the reasons and motivations for study. Many learners say they want a very high level of proficiency but need to be guided by teachers to identify the level they really need, and also the areas they need to be proficient in.

16. SKILLS
PRODUCTIVE SKILLS
RECEPTIVE SKILLS

17. PRODUCT-ORIENTED SYLLABUS
A product-oriented syllabus focuses on things learnt at the end of the learning process (outcomes) rather than the process itself.

18. PROCESS-ORIENTED SYLLABUS
A process-oriented syllabus focuses on the skills and processes involved in learning language. It can be compared with a product-oriented syllabus, which focuses on completed acts of communication, the outputs.

19. RESOURCES
the radio
the television
the press
literature
the Internet

20. THE INTERNET
The design of an Internet-based lesson is largely determined by a teacher's pedagogical approach, her/his technological expertise, and the student’s language proficiency.

21. THE FEATURES
a) the universal availability of authentic materials, b) the communication capabilities through networking, c) the multimedia capabilities, d) the nonlinear (hypermedia) structure of the information.

22. TEACHERS’ TASKS show effective ways of self-study
encourage language development
show effective ways of self-study
provide students with appropriate material
supervise the progress
revise the material consequently
recognize core needs
identify the problems at the beginning of the teaching process

23. POTENTIAL PROBLEMS
pronunciation (unstressed vowels, connected speech) grammar (Present Perfect) non-standard English phrasal verbs idioms collocations

24. THE CEILING

25. bighorns

26. The Buffalo Bill Dam on the Shoshoni River at Cody , Wyoming ....

27. Thank you for your kind attention