Adult-centered teaching English.Meeting the needs of learners

Anna Voronina,Pearson-Longman teacher trainer,608-54-19 (20)avmos@longman.ru; voronina.anna21@gmail.com

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.

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)

Seminar plan:

Adult Learner Features and characteristics

Needs

Teacher’s role

PsychologicalLinguistic

Practical

Materials to meet the needs

Questions:

• Who we teach?

• What we teach?

• Why we teach / they learn?

• How we teach?

Learner’s portrait puzzle

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.

Learner’s portrait

Adult learner’s needs:

• Psychological;

• Linguistic;

• Practical.

Why we teach / they learn?

linguisticpsychological

practical

motivation

self-esteem

learning style

self-assessment skills

communicative competences

appropriatelanguage

level

learning skills

exams taking strategies

goal-orientedlanguage learning

cutting edgetechnology

What we teach?

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

CEF levels

CProficient

User

C2 Mastery

C1 Effective proficiency

BIndependent

User

B2 Vantage

B1 Threshold

ABasic User

A2 Waystage

A1 Breakthrough

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.

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.

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.

CEF helps students to:

• reflect on their own language learning experiences and strategies

• assess their own competence

• aim for individual progress in proficiency

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

www.coe.int

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

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.

International Language Exams

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.

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

• 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

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

www.pearsonlongman.com/languageleader/

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

Website resource bank

www.pearsonlongman.com/totalenglish/

Total English Portfolio

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

linguisticpsychological

practical

motivation

self-esteem

learning style

self-assessment skills

communicative competences

appropriatelanguage

level

learning skills

exams taking strategies

goal-orientedlanguage learning

cutting edgetechnology

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!

“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

avmos@longman.ru; voronina.anna21@gmail.com;

Questions

Opinions

Seminar materials requests

THANK YOU!