Presentation Transcript

1. CEFR Material Workshop

   CEFR linkingtoWeSpeakCriteria and Syllabus
2. Syllabus Levels: ENGLISH has 9 levels (L1 - L9). Units: Each level is composed of the following units: Levels 1 and 2 have 10 units (for now) Levels 3-9 have 20 units One unit takes between 2 hours and 2 hours 10 minutes to complete.
3. Activities Activities: Each unit currently contains 5 different activities, each pertaining to a specific activity type category. Grammar Vocabulary Listening / Reading Comprehension Business 1-to-1 Communication Follow-up As part of the Leonardo Project we will be adding Business Group communication
4. Grammar The composition of the activity includes: an explanation of the grammar point and interactive exercise(s) Length: The activity should take the student 30 minutes to complete
5. Vocabulary A presentation of the vocabulary through a dialogue or text interactive exercise(s) The composition of the activity includes:
6. Listening / Reading Comprehension The composition of the activity includes: A Reading comprehension or Listening comprehension Interactive exercise(s) Length: The activity should take the student 30 minutes to complete
7. Business Communication 1-to-1 Activity The composition of the activity includes a discussion or role-play topic related to Business language that is to be carried out in the telephone class. Length: The activity should take the student and teacher 30 minutes to complete.
8. GroupCommunication STRUCTURE 0-5 minutes Outline Objectives/Warm-up engagement 1. Objectives should be taken from ISUS activities 2. Warm up activity should be fun and simple and should quickly involve each and every participant, including the teacher. 5- 15 minutes Topic discussion 3. This could include a BRIEF reading or text and some discussion questions which will prepare the students for the rest of the material in the class. 15- 25 minutes Controlled language practice 4. The language should be taken from the grammar and/vocabulary activities from the ISUS unit. The examples used should relate to the class topic. Have clear language aim. Design activities which will drill language focus and which will involve all student participants. If necessary include language focus. 25 - 50 minutes Case study/roleplays 5. The topic should be taken from the ISUS unit (comprehension, speaking or follow up activities). Design activity so that all students can fully participate. 50 – 60 minutes Error correction and feedback 6. Error correction and feedback
9. Follow-up Activity The composition of the activity includes: An e-mail, a letter, an article etc written by the developer which is related to the material covered in the unit with exercises. This is NOT a free writing activity for the students. Typically the exercise would be one of the following Ordering the sentences to make a complete e-mail Spotting the mistakes Fill in the gaps with two choices. Length: The activity should take the student 10 minutes to complete.
10. Types of exercise Matching Order the words to make a phrase/sentence/question/etc., Order sentences to make a conversation/ letter/monologue/etc. Multiple choice True & False Gap fill Identify and correct the error Classification/Categorizing
11. UnitStructure 6.01 6.01G - Review of future forms 6.01V - Formal introductions 6.01RC - My job 6.01S - Working as a team 6.01GS – How to get on in your career 6.01W - A good boss is…
12. Activitystructure 0-5 minutes Outline Objectives/Warm-up engagement Objectives: Talking about your job, your boss and colleagues. Introductions and socializing Icebreaker: The Magic wand 5- 15 minutes Topic discussion What makes a good boss? My ideal job? Read article and discuss the questions 15- 25 minutes Controlled language practice Question and answer drilling re. job 25 - 50 minutes Case study and Role-plays: Selling your job 50 – 60 minutes Error correction and feedback
13. Warm-up engagement Warm-up game – The Magic Wand You have just found a magic wand that allows you to change three work related activities. You can change anything you want. How would you change yourself, your job, your boss, coworkers, an important project, etc.? Why it is important to make the change?
14. Topicdiscussion Read the text and discuss the questions below as a group. ‘Finding a careerthatbestfitsyourpersonalityprofilemaybe a factor toconsiderwhenthinkingaboutprofessionalsuccess. Fartoooften, peoplestartoutoncareerpathsforthewrongreasons, mainlytaking a job "whilethey figure outwhattheywantto do" and nevermovingon. Being at a crossroads in yourlife and notknowingwhichroad leads many of usto a ditchwhichwefinddifficulttoclimbout of. Peoplewhoexcel in theircareers are usuallyhighlymotivated and energizedbytheirjobs. Theywake up in themorningeagertogettoworkbecausetheircareerletsthemtakeadvantage of the natural preferences and strengths of theirpersonality. Theirjobisnot a chore tobeenduredbut a vehicletoexercisetheirtalents. Theyachievethemostimportant of things in jobsatisfaction: "a fit" withwhothey are.’ Do youagreewiththatsomejobsfit a certainpersonality?
15. Topicdiscussion (II) Whatpersonalitytypes do youassociatewiththefollowingjobs? A Doctor A P.A. Anaccount manager A designer A HR manager A Policeman A project manager Anengineer Do youthinkyourjobfitsyourpersonality? Why / Whynot? Do youprefer a structuredenvironment, oris a variety of tasks more important? Do youthrive in crisis situations and workbetterunderpressure? Wouldyouratherworkprimarilybyyourself, or as a member of a team? Are you a big-picturethinker, or do youexcel in makingsureallthedetails of a job are completed? What do youthinkyour ideal jobwouldbe?
16. Controlledlanguagepractice Short Q&A Work in a group taking it in turns to ask and answer the following questions. Use the key sentences below in the example. What is your job? How did you end up in your job? How long have you been in your job? What does your job involve? What do you most enjoy about your job? What is the most challenging part of your job? I am a Training Manager. I started out working as a consultant for a different company and ran specialized courses. I saw the advertisement for training manager and came for an interview and got the job. I have been working here for 3 years now. It mainly involves identifying what our employees’ needs in terms of training and setting up courses for them. I really enjoy seeing people flourish as they learn new sets of skills. Managing the budget and telling people that we can’t afford to send them on courses.
17. Case Study and Roleplay Situation: You are at a team-building conference. Challenge 1 – Mingle around the coffee machine Make a note of your favorite topic for socializing. Eg. The weather, clothes, music, books, work etc. Your trainer will choose someone to kick-off and then you should take it in turns in speaking. Trainer: Lovely day, isn’t it? Student 1. Oh yes, the weather here is so hot. In Berlin it was cold this mornig Student 2. How was your flight? Student 3. It was fine. I had to get up early though. How was yours?
18. Case Study and Roleplay (II) Challenge2 – My ideal job Youhavebeenaskedtomake a short presentationonyourjob as youhavenominatedit as ‘the ideal job’. You can invent a jobbutitdoeshavetosoundlikeitcouldbe a real job! Makea list of the positive points of yourjob. e.g.fun, challenging, exciting, varied, workwithlots of people, learn a lot, a lot of socializinginvolved, important, takebigdecisionsetc Make a list of the positive pointsaboutworkingforyourcompany. Flexible workinghours, possibility of workingfrom home, greatatmosphere, no closedoffices, greatbenefits and perks. Recommendyourjobto a personalitytype Wouldsuitsomeonewhoiscreative, meticulous, organized, funny, hard-working, likesworkingunderpressure. Givea short presentation. Everyonewill vote forthejobthatmost appeals tothem and explainwhy.
19. UNIVERSITY OF ULSTER OBJECTIVES Link ISUS syllabus with CEFR Convalidatecontentwith CEFR Descriptors

20. CRITERIA

    CEFR framework. Pedagogical Checklist and Content Validity . Operational validity: Pilot Results Internal validity of standard setting ( TE workflow) External validation (University of Ulster workflow)
21. CEFR FRAMEWORK DESCRIPTORS Independent User B2 Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.
22. CEFR VALIDATION THROUGH TRAINERS AND STUDENTS PilotTestingResults 58% Activitiesweregraded at 4 orover 32% Activitesweregradedbetween 3.5 and 3.9 10% Activitesneedtoberevised and modified. ISUS PILOT TESTING PHASE 1.pptx
23. PEDAGOGICAL CHECKLIST LearnerProfile StimulatingInteraction Form and Function Authenticity Coherence User-friendly Durability Likeability
24. INTERNAL VALIDITY DevelopmentWorkflow DevelopedApprovedPilot DevelopedRejectedModifiedApprovedPilot
25. EXTERNAL VALIDITY – UNIVERSITY OF ULSTER Approvalworkflow Approval 1 Approval 2 Pilot
26. EXTERNAL VALIDITY – UNIVERSITY OF ULSTER CEFR PRINCIPLES AND LEVELS FULLY IMPLEMENTED IN SYLLABUS LEARNING OBJECTIVES DERIVED FROM CEFR ‘CAN DO’ DESCRIPTORS ACTIVITY VALIDITY FOR CEFR LEVELS
27. ISUS AND CEFR COMPARATIVES
28. ISUS UNITS