Supplementing your coursebook intelligently with C1 learners Carol Waites United Nations Centre for Learning and Multilingualism, Geneva For PP: https://sites.google.com/site/etasconferencepapers/etas-conference-2019
Topics 1. What are your objectives? What theory is behind it? • 2. Building your programme • 3. Listening skills • 4. Use tools sensibly: use the dictionary intelligently • 5. Vocabulary size • 6. Speaking skills • 7. Reading skills • 8. Writing skills • 9. Grammar • 10. Further tips on authentic exposure • 11. Results • 2
1. What are your objectives? My advanced courses: • We have three levels to get from B2 – C1. • Our terms are twelve weeks 3-4 hours a week. • My objectives: • To pass the Language Proficiency Exam (multiple • choice similar to TOEFL but more analytical) To move them from B2 to C1 level – to move off the so- • called “intermediate plateau”. Their objectives on entry: • To pass the LPE • 3
1. B2 – C1 level transformation – key objectives Need to relearn learning strategies. • Get rid of old strategies (see questions) • Adopt new strategies (see answers) • Engage students in regular discussions. • Key concepts: No pain, no gain. Become a user of English, not a student of English Results will come through fast. 4
Topics 1. What are your objectives? What theory is behind it? • 2. Building your programme • 3. Listening skills • 4. Use tools sensibly: use the dictionary intelligently • 5. Vocabulary size • 6. Speaking skills • 7. Reading skills • 8. Writing skills • 9. Grammar • 10. Further tips on authentic exposure • 11. Results • 5
2. Building your programme Let’s look at the way we build the programme. • Choose your textbook: • What textbooks do you use for students aspiring to C1 • level? How do you get them off the intermediate plateau? • 6
2. What are the most important areas to focus on? Discuss Listening • Reading • Writing • Speaking • Grammar • Vocabulary • 7
Main references and resources https://padlet.com/ckwaites/ETAS2019 • 8
2. Weave additional material into your course – get inspired • Balance traditional teaching with accessing authentic materials. • (Watch Stephen Krashen with his comprehensible input theory to get inspired). (born 1941) : professor emeritus at the University of Southern California, • Read https://www.universeofmemory.com/how- many-words-you-should-know/ Bartosz Czekala. 9
2. Stephen Krashen’s theories – British Council view Examples for C1, depending on whether exam • preparation or not: Navigate C1 • Keynote Advanced • Spotlight on CAE • Life Advanced • No matter what your textbook, make room for • autonomous activities. Wean them off study mode and onto using English mode. 10
2. Weave additional material into your course Use flipped learning techniques • Make smart learning an essential component. • Allocate marks to it. • Always follow through on tasks set. • Get them to find their own authentic tasks and share • with their peers. 11
2. Main apps and getting started: reading and listening What apps do they use / recommend? • News Republic – (Apple) • BBC • TED • Guardian • Netflix • Get them discussing and recommending. Set a task on • the autonomous programme to show and tell. 12
2. Have an autonomous program – objectives To encourage flipped learning : regular preparation of • reading texts before the lesson. To increase vocabulary size: ban the dictionary (or on • first reading) but discuss useful words in class – encourage reflective learning. To improve grammar knowledge: reflective techniques • (underline useful structures, expressions) To practise speaking skills : presentations and speak • about your favourite TV series …. 13
Topics 1. What are your objectives? What theory is behind it? • 2. Building your programme • 3. Listening skills • 4. Use tools sensibly: use the dictionary intelligently • 5. Vocabulary size • 6. Speaking skills • 7. Reading skills • 8. Writing skills • 9. Grammar • 10. Further tips on authentic exposure • 11. Results • 14
3. Student quote on listening Students say ‘Oh yes, I once watched a TED talk.’ Response: Watch one every day – go to TED and subscribe to their email updates. 15
3. Student quote on subtitles Student: I can’t understand the accents and they speak too fast on TV. What do you say? Subtitles or none? • Which language? • 16
3. Student quote on time Students say ‘I don’t have time !’ Teacher can say: Change your free time into English time – so all your news programs, newspapers, films, TV programs, series, etc. will be in English. 17
3. LISTENING SKILLS Here are some examples of things they can watch in their free time – see the padlet. Start listening to real English. Change your habits. In addition to the news, watch real TV series, watch films, entertainment programmes, documentaries, whatever you like. http://padlet.com/ckwaites/listening 18
3. Have a recommended listening padlet https://padlet.com/ckwaites/listening • 1. Crime police series • Blacklist • The fall • Luther • The Good Wife (also legal) • 2. Politics • House of cards • 3. Humour • Modern Family • Political comedy: John Oliver Last Week Tonight • 4. Documentary • TED talks • 19 ABC foreign correspondent •
3. Listening padlet http://padlet.com/ckwaites/listening 20
Topics 1. What are your objectives? What theory is behind it? • 2. Building your programme • 3. Listening skills • 4. Use tools sensibly: use the dictionary intelligently • 5. Vocabulary size • 6. Speaking skills • 7. Reading skills • 8. Writing skills • 9. Grammar • 10. Further tips on authentic exposure • 11. Results • 21
4. Use tools sensibly. Dictionaries – pluses and minuses https://padlet.com/ckwaites/dictionaryresources • 22
4. Dictionary use What are the advantages and disadvantages of the • dictionary at B2+ level? Discuss What other tools do your students use? • 23
4. Ditch the dictionary Teacher: Ditch the dictionary Problems with using a dictionary: It gives your brain a holiday. You don’t notice the context. It holds you back. You lose the train and you don’t remember the word or the meaning. Check instead what it might mean from the context. Think about whether it is a positive or negative sentence, the word is often explained in the text or a synonym is 24 used beside it.
4. How to use a dictionary intelligently Teacher: If you use a dictionary: Use a dictionary as you would in your own language. Don’t look up unknown words. 25
Topics 1. What are your objectives? What theory is behind it? • 2. Building your programme • 3. Listening skills • 4. Use tools sensibly: use the dictionary intelligently • 5. Vocabulary size • 6. Speaking skills • 7. Reading skills • 8. Writing skills • 9. Grammar • 10. Further tips on authentic exposure • 11. Results • 26
5. Use tools sensibly. First, let’s look at vocabulary size One of the main objectives of students is to increase • their vocabulary size. How can we measure vocabulary size? • 27
5. Vocabulary size: statistics https://padlet.com/ckwaites/vocabsize 28
5. Vocabulary size: statistics http://testyourvocab.com/blog.php 29
5. Vocabulary size: statistics 30
5. Vocabulary size for non-natives To test your vocabulary size: • https://my.vocabularysize.com/ for English • https://www.universeofmemory.com/how-many-words-you-should- • know/ Language Level Number of Base Words Needed A1 500 A2 1000 B1 2000 B2 4000 C1 8000 31 C2 16000
5. Vocabulary size: B2+-C1+ level 5000 words (B2+) 5000 words allow you to understand about 98% of most ordinary texts (Nation (1990) and Laufer (1997)). Such a vocabulary size warrants also accurate contextual guessing (Coady et al., 1993; Hirsh & Nation, 1992; Laufer, 1997). 10000 words (C1+) 10000 words allow you to understand about 99% of most texts (Nation (1990) and Laufer (1997)). This is the pinnacle of language learning. A counterpart to having the vocabulary of a college graduate. 32
5. Student quote on vocabulary Student: I write my vocabulary down in a notebook and memorize it every night. But I don’t feel my vocabulary level is improving. Reponse: You need to meet a new word in a context at least eight times before it starts ringing a bell. Then you have to actually notice it another five times before you know it. It can be faster if you need it. 33
Topics 1. What are your objectives? What theory is behind it? • 2. Building your programme • 3. Listening skills • 4. Use tools sensibly: use the dictionary intelligently • 5. Vocabulary size • 6. Speaking skills • 7. Reading skills • 8. Writing skills • 9. Grammar • 10. Further tips on authentic exposure • 11. Results • 34
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