AUGUST 4 , 2009

CÁTEDRA ALICIA GOYENA

English as a Lingua Franca

Better possibilities

Recognition in the academic field

Recognition in the workplace

English acquired in Ed.Secundaria

Understanding of other cultures

Strategy development

Intrinsic Motivation

CEFR

Hard work

Community commitment

WHAT DO THESE IDEAS HAVE IN COMMON?

AC

CR

ED

ITAT

ION

Objectives of the program

1. To allow students to broaden their range of possibilities

and their interest in their future development in society.

2. The need to know how much our students in Educación

Secundaria have learned in their transit through CB and

BD.

3. To reinforce students´own cultural identity and a better

understanding of other cultures.

4. To get recognition at the academic circle and workplace,

that will give students in the Public sector the same

possibilities students at the private sector have.

September 2008 project started

7 schools and CLE´s in Montevideo

70 students from BD started (selected by their

teachers who passed a placement test)

2-month intensive course

Six-hour weekly basis

Teachers selected after an official call

Bibliography and materials were bought by CES

A mid-term was applied

2008

December 20, 2008 Final Exam (Level B1)

50 students sat the final exam

45 students passed it ( 90%)

May 17th, 2009 (ceremony at IAVA)

Mid-April courses for Level A2 started in 7

sites with students selected in 2008.

A mid term was applied Mid-June

Training for teachers August 4th, 2009

Final Exam will be August 14th, 2009

2009

Second semester 2009

Over 350 students sat for diagnostic test

155 CB students passed

138 BD students passed

Courses for BD students will start mid -August

Throughout this process we have been

responsible for :

designing the curricula

choosing the bibliography

suggesting extra material

producing placement and mid-term tests

writing the final examination

supporting the practising teachers

organizing training sessions / workshops

contact with teachers via internet or face-to-face on a regular basis

It has two parts: a) Written paper

b) Oral interview

Marking is done by the AccreditationCommission.

Part A – Written paper

1. Listening comprehension

Different text types (dialogues, announcements, speeches, etc) are used.

The audio materials used have been recorded by native and non-native speakers in ordinary situations.

2. Reading comprehension

Different texts (very short stories, documents,

letters, emails and a variety of articles).

3. Grammar and vocabulary

Sts. must complete tasks using the correct

grammatical structure, the appropriate

function, and the pertinent lexis in

communicative contexts.

4. Writing. Sts. must produce different types of

texts (letters, emails, messages, postcards,

notices, etc.) using the adequate format,

structure and vocabulary.

Part B – Oral Interview

Candidates interact with another candidate and two external examiners.

Dialogues: exchanging personal information

Resolving problems following cues (pictures, graphics, questionnaires, prompt cards).

Expansion and discussion of the main topic, expressing personal opinions briefly.

WORKSHOP

4 August, 2009

Make a list of differences between exam classes and

non- exam classes. How different are they, in your

opinion?

Say whether you agree or disagree with the following statements.

If possible, discuss them with a colleague. If you disagree with any

of the statements, rewrite them to reflect your own opinion

1. Teaching an exam class is easier than teaching a non-exam

class because the learners are more motivated.

2. Learners in exam classes make more demands on the teacher

than learners in non- exam classes.

3. You will be a better exam class teacher if you liked taking

exams yourself when you were at school.

4. In an exam class, all the work should be exam-focused.

5. If a student fails an exam, it is the teacher´s fault.

NON- EXAMS CLASSES

How would you help these students develop betterstudy habits?

1. Student A makes very similar mistakes in all his writtenwork. When you return his homework, he checks themark, then puts it away in his file and doesn´t look at itagain.

2. Student B comes to you at the end of every class to askyou to explain bits of vocabulary from her out-of-classreading.

3. Student C completes homework exercises on grammar and vocabulary, but never hands in an essay.

4. Student D started the course well, but seems to have lostinterest and is missing some lessons.

5. Student E failed the speaking part of his exam last year, and is worried that he will do so again this year.

6. Student F gets her older brother to help her with herhomework, and her results are much better than when sheworks on her own in class.

Which of the following activities are “teaching” and which are “testing”?

1. Filling in gaps in a written text.

2. Organizing vocabulary into meaning groups.

3. Predicting the content of a reading text.

4. Answering true/false questions about some listeningmaterial.

5. Discussing the grammar of a set of examplesentences with similar meaning.

6. Writing a timed essay.

7. Reading a piece of dialogue aloud.

8. A multiple choice exercise on prepositions.

9. Brainstorming ideas for an essay.

Have a positive attitude to exams

Enjoy the discipline of exam teaching

Manage time effectively

Have a thorough knowledge of the exam

Listen to students´concerns

Try to lower students´anxieties

Give honest and direct feedback on st´s performance.

Maintain motivation high through the course

Foster autonomous learning

You name it ( ? )

How to teach for exams

by Sally Burgess and Katie Head, series editor Jeremy

Harmer, Longman 2005, Essex - England

To read more about CEFR

www.coe.int (Council of Europe)

www.coe.int/portfolio

www.alte.org/can_do/general.php

www.cvc.cervantes.es/obref/marco/ (Spanish)

E-mail us at

acreditacioncesingles@gmail.com

and visit our blog

acreditacionesces.blogspot.com