Adult-centered teaching English. Meeting the needs of learners

1. 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

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: Features and characteristics Adult Learner Needs Psychological Practical Linguistic Teacher’s role Materials to meet the needs

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

6. Learner’s portraitpuzzle

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. Learner’s portrait

9. Adult learner’s needs: • Psychological; • Linguistic; • Practical. Why we teach / they learn?

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

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

14. 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.

15. 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., includingshort 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. CEFhelps 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

19. www.coe.int

20. 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

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

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

44. www.pearsonlongman.com/languageleader/

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

48. Website resource bank www.pearsonlongman.com/totalenglish/