vysokých OECD | Foto: Český

PaedDr. Eva Lange

Čeští maturanti / studenti na vysokých školách v zemích OECD | Foto: Český rozhlas (2012)

1. Increase motivation levels

2. Learn the right kind of language skills

3. Succeed in academic studies

4. Improve the way study

5. Get ahead of peers

6. Improve the CV

7. Get a better job – more opportunities

BEFORE

Stressed

Insecure

Responsible

Nervous

Challenged

Great

Happy

DURING

Stressed

Nervous

Concentrated

Frustrated

Stupid

Anxious

“go blank”

Room is closing in on you

Lack of time

AFTER

Relieved

Unmotivated

Nervous

Clueless (about what to expect)

Feelings of fail, panic..

It could be harder

Motivating

Inspiring

Persistent

Patient

Gives confidence

Teaches in an interesting way

IELTS (in-person) score on a graded scale

TOEFL (online, face-to-face) both valid for 2 years only

PEARSON Test of English (PTE)

Versant

Maturita

PET

FCE

CAE

CPE pass or fail exam

TOEIC

BEC (Business English)

BULATS (Business English)

OPI, OPIC

Reading comprehension

Listening comprehension

Speaking

Written Expression

Use of English (Grammar use etc.)

– Cambridge exams

Teach yourself grammar before you teach others

Learn the difference between inductive and deductive teaching, and how to use both

- inductive – bottom-up method, discovery process,

- deductive - less effective, often used,

Keep learning and keep trying

Plan your ESL lesson

The main features of inductive teaching:

- It starts with examples

and asks learners to find rules

- Information is not

directly supplied by the teacher

- Independent thinking is

developed in this strategy

- The students learn to

analyze and process the information

- Authentic learning is

achieved

- Completing a table

- Sorting or grouping

- Finding information in

a text

- Answering questions

- Sequencing

- Writing a reflection

- Text completion

- Multiple choice

- Fill in the blank

- True – False

- Matching

- Sequencing

- Completing a graphic

organizer

- Show your students the headline and ask them to say / write the words which are connected with the given topic (predicting the vocabulary),

- Which words have you found in the

text? - Find all the numbers, what do they

describe? (amount of money? year? age?)

- Mark all the commas in the text (Where? Why?)

- Mark all the negative sentences (What tense it is?)

- In paragraphs find the word(s)

which describe(s): - A: there were many people at the

concert (well attended) - B: a place where people meet for

an organized event (venue) - C: people or company that

organizes or provides money for an artistic performance or a sporting event

(promoters) - D: the physical or mental energy

that you need to do something; something that takes a lot of energy

(effort)

LISTENING STRATEGIES

1. Prediction – What could the passage be about?

2. Background knowledge – What do I already know about this topic?

3. Activate topic vocabulary – Which words/phrases do I already know in this subject?

4. Sounding out – What would the words sound like in English?

5. Cognates – Listen for words that sound like English words!

6. Resemblance – Listen for words that sound like other words that I know

7. Intonation – Use intonation to assess the information focus!

8. Grammar – Use grammar to assess the importance of individual words

9. Extraction – list for the gist of the passage, not every single word

LISTENING STRATEGIES

10. Extra linguistic clues – Use background noise, music, and more to help you to understand

11. Visual clues – Use visuals to help you understand (location, gestures…)

12. Genre – What kind of listening passage is it? (news, report, interviews, comedy, documentary…)

13. Tone – What is the tone of the passage? (neutral, persuasive, satirical, argumentative…)

14. Audience – Who is the intended audience? (children, adults, teenagers, scientists, sports fans, shoppers…)

15. Context – Use the context to help you understand individual words

16. Inference – I have heard the word “in several times, it could mean”…

17. Logic – What can´t it mean? “x”

18. From meaning to form – Use listening to practise / extend your vocabulary and grammar knowledge

TASKS: - Write first 5 words of

each speaker. - Write 5 (adjectives,

adverbs…) you have heard in the listening

- Which words have you

heard? (give a list of vocab, tick or cross the words)

- What tenses have you

identified? (examples?)

- Write a short review of

each speaker´s opinion

TASKS with the SCRIPT: - Listen to the speaker

and mark the intonation,

- Try to repeat the

sentences - Mark the words which

are new / difficult to pronounce (practise the pronunciation)

- Mark the tenses /

vocabulary, structures…

- Rewrite the script in

your own words (try to use new vocabulary)

Fluency and coherence

Lexical resource

Grammatical range

Pronunciation

Accuracy

Repeat the question

Q: Tell me about the movie that you enjoyed.

S: A movie that I enjoyed…

Remark on the question

- That´s an interesting question.

- Let me think about that.

- That´s a long story, let me give you the short version.

Say that you are thinking

- Well…

- Let me see…

- Oh, gosh, well…

Use markers

- Well firstly…..secondly… and then…

- Mind map

- Making the sentences

- Miming

- The endless president´s

speech

- The page in the students ´book

- Marking the vocabulary

- Exam tip

- Listening

- What do you remember?

- Homework?

PREWRITING STRATEGIES

1. Brainstorming – listing

2. Clustering – mind mapping

3. Freewriting – highlight the most interesting ideas

4. Looping - 5-10 minute free-writing after another

5. The Journalist´s Questions –

5 W's and 1 H: Who?, What?, Where?, When?, Why?, How?

Do not edit, do not stop

A good introduction paragraph

Convince the reader that your essay is worth reading.

Start your introduction broad, but not too broad.

Try to avoid clichés.

Provide only helpful, relevant information.

Provide relevant background, but don’t begin your true argument.

A good conclusion paragraph

Remind the reader of the thesis statement and answer the question, “So What?”

Give the essay a sense of completion and closure

Leave the reader with a final, lasting impression

Make the reader glad that he or she read your paper

Writing tasks: - Rewrite the task

so it has the same meaning

- Mark the linking words

- Mark all the

commas in the text (where?why?)

- Find and mark

the tenses in the text

(past simple, passive voice…etc.) - Rewrite the text into the past tense

Divide your time (and track your time)

Choose the materials you want to work with (books, CDs, tests…)

Change the activities

- routines,

- tiredness, concentration,

- low score of lesson exercises

Let your student feel that he/ she knows or has learnt something new,

Boost your student´s self-esteem and inner motivation