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Action Orientation: What is it and how can we foster it in instruction?

Getting ready for (just about) anything. Action Orientation: What is it and how can we foster it in instruction?. OR. The dreaded B-word. I think I know!. I don‘t get it. I can do this already. BOREDOM. The CEFR. What does CEFR stand for?.

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Action Orientation: What is it and how can we foster it in instruction?

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  1. Getting ready for (just about) anything Action Orientation: What is it and how can we foster it in instruction? OR....

  2. The dreaded B-word I think I know! I don‘t get it... I can do this already... BOREDOM

  3. The CEFR What does CEFR stand for? Common Educational Frame of Reference for English Common European Framework of Reference for Languages Council of Europe Framework for Referring to Languages

  4. The CEFR Approach Action Orientation • “Handlungsorientierter Ansatz” • What learners have to learn to do in order to use English for communication • What knowledge and skills learners have to develop to act effectively in society

  5. The CEFR Levels • Descriptors & can-do statements for each level, divided into 5 skills: • Production • speaking • writing • Reception • listening • reading • Interaction C2 C1 Proficient User B2 B1 Independent User A2 A1 BasicUser

  6. CEF ALTE Cambridge The CEFR Levels A1 Breakthrough A2 Level 1 KET B1 Level 2 PET B2 Level 3 FCE C1 Level 4 CAE C2 Level 5 CPE Compatibility

  7. The CEFR A common framework? • Do we have a common basis for syllabi, curricula, exams, textbooks, etc.? • Do we agree on what language learners have to learn to do in order to use English for communication? • Do we agree on what knowledge and skills they have to develop to act effectively? • Do we agree on how proficiency and progress is to be measured at each stage of learning?

  8. E8 Standards

  9. New Curriculum

  10. New Syllabi

  11. CEFR Skills Are your students ready for... • initiating, sustaining and closing discussions? • addressing audiences? • making transactions in public life? • understanding gist and details of announcements, reports, and presentations? • skimming and scanning and guessing meanings of unfamiliar words in the texts they read?

  12. CEFR Skills Which 3 skills will you not find? flexibility sustained monologue turn-taking test-taking conversation shopping dictation writing dialogues addressing audiences sociolinguistic appropriacy

  13. CEFR Skills And others you’ll find... • vocabulary range • vocabulary control • grammatical accuracy • spoken fluency • spoken interaction • goal-oriented co-operation • informal discussions with friends • interviewing and being interviewed • thematic development

  14. CEFR-Based Goals • Ich kann kurze Sätze verstehen (A1). • Wenn mir das Thema bekannt ist, kann ich einfache Texte im Großen und Ganzen verstehen. (A2) • Wenn mir das Thema bekannt ist, kann ich einfache Dialoge verstehen, z.B. über Familie. (A2) • Ich kann einfache Fragen stellen und auf solche Fragen antworten, z.B. fragen, wie alt jemand ist und sagen, wie alt ich bin. (A1) • Ich kann an einfachen Gesprächen teilnehmen und Interviewfragen beantworten, z.B. über Familien. (A2) • Ich kann Personen in wenigen, ganz einfachen Sätzen beschreiben, z.B. Mitglieder einer Familie. (A1) • Ich kann Wörter und Sätze richtig abschreiben. (A1) • Ich kann einen kurzen Text über mich verfassen. (A1) • Ich kann Personen in kurzen, einfachen Sätzen beschreiben und die Sätze mit „und“, „aber“, „oder“, „weil“ verbinden, z.B. meine Familie. (A2)

  15. Action Orientation Imagine it’s lunchtime & you’re hungry. • What can you do about it if you are: • at home? • shopping? • at school? • with friends?

  16. CEFR Domains We act according to the situation. • The CEFR identifies 4 domains for action: • personal • public • educational • occupational

  17. Personal Domain If it’s lunchtime and I’m at home, I might... • warm-up leftovers • cook something • make a sandwich • grab a snack • order take-out and: • be alone or with others • sit at the table, eat in front of the TV, or stand at a bar operations people objects

  18. Personal Domain and something might happen: • the phone rings • the doorbell rings • a family member comes home • I spill my glass of juice • the lasagne explodes in the microwave • the electricity goes out • ... events

  19. Personal Domain • Reading: a note about leftovers in the fridge or the baking instructions on a frozen food package. • Writing: a note to your family explaining you have gone to get something to eat and when you will return. • Monologue: Oh, no! The lasagne! • Interaction: call a pizza delivery place and order a pizza. texts

  20. Action-oriented tasks Which tasks are action-oriented? Look at the picture. What are they doing? Tell us about your room, Johnny. Answer in a full sentence, please! For your homework, learn the irregular verbs. Learn the dialogue on page 17 by heart. Copy the text and change the words. What does gehen mean in English? Talk about your best friend for as long as you can without stopping. What colour is my sweater? Interview a classmate about his/her favourites. Then write a report.

  21. Action-oriented tasks Which exercise is action-oriented? A B

  22. Action-oriented tasks Which exercise is action-oriented? A B

  23. Action-oriented tasks Which exercise is action-oriented? A B

  24. Writing skills Test specifications • To convey emotionsPersonal story, diary, letter, postcard • To informReport, form, directions, instructions, simple technical description • To convince, persuadeStatement of opinion, letter of application, letter of advice • To entertain, delight, pleaseStories – beginnings, endings, based on pictures • To keep in touchPostcards, letters, emails to be continued in the workshop....

  25. Speaking skills Test specifications • Reporting and describingEvents, experiences, feelings, reactions, hopes and dreams, comparing objects and people • Re(Telling)Stories, narratives, things • Giving reasons and explanationsExpository discourse, argumentative discourse, personal statements • Personal conversationsGreet / depart, invite or request to join, sympathise, ask for and give information, ask for and give advice, ask for and express preference, express feelings and attitudes, initiate, maintain and close a conversation to be continued in the workshop....

  26. Reading skills Test specifications • Skimming/gisttext typetopicpurpose • Scanning/detailspecific details • Understandingexplicit main ideas (vs. details)facts, opinions, definitionslogical organisationcohesive relationshipsdeducing • Lexis – guessing meaning to be continued tomorrow....

  27. Listening skills Test specifications • Direct meaningGistMain info / fact-opinionDetails • Inferred meaningInferring/deducingSpeaker‘s attitudeConnecting to situationConnecting to functionGuessing meaning • Phonology to be continued tomorrow....

  28. Listening skills Test specifications • Direct meaningWhat is it about?What are the three tips? What does Adam think about...?Why is it a good idea to...? • Inferred meaningWhy do you think Adam...?How does Adam feel about...?Where are they?How does Adam show he is angry?What does „outrageous“ mean? • Phonology – Who has a strong accent? to be continued tomorrow....

  29. Dynamic skills soziale Kompetenz kommunikative Kompetenz interkulturelle Kompetenz Lernen lernen

  30. Keywords descriptors action orientation domains CEFR/GERS events 5 skills texts test specs levels accuracy objects boredom E8 can-dos chewing the KUDs

  31. Reflection What does this mean for me? What do I want to remember? What do I need or want to do now?

  32. Resources • The CEFR – pdfs online or order print version! • www.oesz.at for handbooks, tasks and help with assessing levels • www.uni-klu.ac.at/ltc/inhalt/266.htm Sprachtestzentrum for test specs and other info • Standardstraining Englischby Rainer Brock (öbv) • www.webenglish.hu from the Hungarian British Council links to BBC Learning English content (B1) • www.dialang.org for online self-assessment and tips • Current coursebooks and materials • Your imagination 

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