Cefr material workshop
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CEFR Material Workshop. CEFR linking to We Speak Criteria and Syllabus . 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

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CEFR Material Workshop

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Cefr material workshop

CEFR Material Workshop

CEFR linkingtoWeSpeakCriteria and Syllabus


Syllabus

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.


Activities

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


Grammar

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


Vocabulary

Vocabulary

  • A presentation of the vocabulary through a dialogue or text

  • interactive exercise(s)

The composition of the activity includes:


Listening reading comprehension

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


Business communication 1 to 1 activity

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.


Group communication

GroupCommunication

STRUCTURE

0-5 minutesOutline 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 minutesTopic 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 minutesControlled 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 minutesCase 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 minutesError correction and feedback

6. Error correction and feedback


Follow up activity

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.


Types of exercise

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


Unit structure

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…


Activity structure

Activitystructure

0-5 minutesOutline Objectives/Warm-up engagement

Objectives: Talking about your job, your boss and colleagues.

Introductions and socializing

Icebreaker: The Magic wand

5- 15 minutesTopic discussion

What makes a good boss?

My ideal job?

Read article and discuss the questions

15- 25 minutesControlled language practice

Question and answer drilling re. job

25 - 50 minutesCase study and Role-plays: Selling your job

50 – 60 minutesError correction and feedback


Warm up engagement

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?


Topic discussion

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?


Topic discussion ii

Topicdiscussion (II)

Whatpersonalitytypes do youassociatewiththefollowingjobs?

A DoctorA P.A.Anaccount managerA designer

A HR managerA PolicemanA project managerAnengineer

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?


Controlled language practice

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.


Case study and roleplay

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?


Case study and roleplay ii

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.


University of ulster objectives

UNIVERSITY OF ULSTER OBJECTIVES

Link ISUS syllabus with CEFR

Convalidatecontentwith CEFR Descriptors


Criteria

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)


Cefr framework descriptors

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.


Cefr validation through trainers and students

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


Pedagogical checklist

PEDAGOGICAL CHECKLIST

  • LearnerProfile

  • StimulatingInteraction

  • Form and Function

  • Authenticity

  • Coherence

  • User-friendly

  • Durability

  • Likeability


Internal validity

INTERNAL VALIDITY

DevelopmentWorkflow

DevelopedApprovedPilot

DevelopedRejectedModifiedApprovedPilot


External validity university of ulster

EXTERNAL VALIDITY – UNIVERSITY OF ULSTER

Approvalworkflow

Approval 1 Approval 2 Pilot


External validity university of ulster1

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


Isus and cefr comparatives

ISUS AND CEFR COMPARATIVES


Isus units

ISUS UNITS


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