New PPT Feb 2017 v2 LJH - ESLMOJO

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Extension TrainingIGCSE® English as a Second Language (0510)

Housekeeping

• Health and safety

• Fire alarms

• Fire safety

• Start-finish, breaks

• Washrooms

• Refreshments

Introductions

Who am I?

Who are you?

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Who are you?

Talk to people in your group and tell each other…

• about your school

• how long you have been delivering the syllabus

• how long you have been teaching.

Timetable

Day 1

08:00- 09:00 Registration09:00- 10:30 Session one10:30- 11:00 Break11:00- 12:30 Session two12:30- 13:30 Lunch13:30- 15:00 Session three15:00- 15:30 Break15:30- 17:00 Session four

Timetable

Day 2

09:00- 10:30 Session one10:30- 11:00 Break11:00- 12:30 Session two12:30- 13:30 Lunch13:30- 15:00 Session three15:00- 15:30 Break15:30- 17:00 Session four

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Timetable

Day 309:00- 10:30 Session one10:30- 11:00 Break11:00- 12:30 Session two12:30- 13:30 Lunch13:30- 15:00 Session three15:00- 15:30 Break15:30- 16:00 Session four

About usCambridge International Examinations prepare school students for life, helping them develop an informed curiosity and a lasting passion for learning. We are part of Cambridge Assessment, a department of the University of Cambridge.

Our international qualifications are recognised by the world’s best universities and employers, giving students a wide range of options in their education and career. As a not-for-profit organisation, we devote our resources to delivering high-quality educational programmes that can unlock learners’ potential.

What is the Cambridge programme?

Cambridge Secondary 1

Cambridge Secondary 1Checkpoint

Cambridge ICT Starters

Cambridge IGCSE®

Cambridge O Level

Cambridge International AS & A Level

Cambridge Pre-U

Cambridge Secondary 111 to 14 years*

Cambridge Secondary 214 to 16 years*

Cambridge Advanced16 to 19 years*

Cambridge Primary

Cambridge Primary Checkpoint

Cambridge ICT Starters

Cambridge Primary5 to 11 years*

*Age ranges are for guidance only

• A global curriculum

• 21st century skills

• International perspective

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What are your personal aims for this course?

The course aims are to:

• overview the 0510/0511 syllabuses

• look at past papers, mark schemes, candidate answers and examiner comments

• discuss teaching ideas and revision tips

• explore lesson planning

• consider assessment methods

• share resources.

Course programme: Day 1Introduction

• focus on the syllabuses.

Skills for reading and writing

• how to develop skills.

Assessment

• types of assessment and feedback.

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Course programme: Day 1Planning

• schemes of work and lesson plans.

Course programme: Day 2Reading

• assessment objectives, mark candidate responses and review examiner comments.

Writing

• assessment objectives, mark candidate responses and review examiner comments.

Changes for 2019

• syllabus updates.

Course programme: Day 3Listening

• specimen listening activity

• mark candidate responses.

Speaking paper

• speaking overview.

Resources

• sharing resources.

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Session 1

Introduction

Understanding the syllabus

Task:

• In groups, look at the syllabus and find the answers to the questions.

0510 / 0511 – Core or Extended

In small groups discuss:

• Which syllabus do you use, 0510 or 0511?

• Which tier do you use, Core or Extended?

• How do you make your decisions?

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Core and Extended

• The Core paper offers grades C-G.

• The Extended paper offers grades A* - E.

• So whereas most candidates aim to sit the Extended tier, the Core paper is an option for candidates who are unlikely to achieve well on the Extended paper.

Core Extended Weighting

Reading and Writing

Paper 11 ½ hours70 marks

Paper 22 hours90 marks

70%

Listening Paper 340 minutes (approximately)

30 marks

Paper 450 minutes (approximately)

40 marks

0510 - 30%0511 – 15%

Speaking Component 510-15 minutes30 marks

Component 6n/a – coursework30 marks

0510 – 0%0511 - 15%

0510 / 0511 Core and Extended papers

CoreGrade C-G

ExtendedGrade A*-E

Session 2

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Reading and writing skills

Task: Work in groups and look at your group’s exam task.

• What skills will your learners need?

• How will you teach these skills?

• How will you support lower ability learners?

• How will you stretch and challenge higher ability learners?

Active LearningWhat is active learning?

Active Learning: the teacher’s role

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Active Learning: the learner’s role

Active Learning

Task:

• Work in groups and look at your group’s task.

• Think of an active learning approach.

• Feedback your ideas at the end of the task.

Flipped Learning:

• What is flipped learning?

• Flipped learning is where students study (a language point) at home before the class and use the class time to put the theory into practice, usually in group situations.

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Bloom’s Taxonomy:

Increasing

difficulty

Flipped Learning:

https://www.youtube.com/watch?v=ukakMrpsVPE

Session 3 – Assessment and feedback

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Assessment

• What are the different stages of assessment?

• When do you assess your learners?

• What comes first, planning or assessment?

Assessment

Initial assessment…

• is a crucial part of the learning journey.

• provides the information needed to decide a learner's starting point

• is the benchmark from which learners' progress and achievement can be measured

• needs to be done with learners rather than to them.

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Summative and formative assessment

Formative Summative

continuous at the end

during the learning process to modify teaching and learning activities to improve learner attainment.

• end of unit test• final exam

Formative / assessment for learning

1. Share the learning objectives.

2. Explain the success criteria.

3. Involve learners in peer / self assessment.

4. Give quality feedback.

Task:

• Work in small groups.

• Choose one of the exam tasks from the reading and writing paper.

• Create a formative assessment activity for this task.

• Think about resources you could use.

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Feedback

All feedback should:• be positive• be meaningful to learners• have the outcomes fed back into planning.

Feedback can be:

• oral feedback is potentially the most effective form of feedback.

Giving feedback

Oral Written Non-verbal

The most effective marking is when work is marked together face-to-face, however there are many ways of marking.

Learner’s work covered in red ink can be very demotivating.

Motivate, don’t discourage

Here are some ways to make correction more positive.• Peer correction. • Do not mark anything incorrect. • Use different colours – not just red!• Correct only one type of error.

Giving feedback – marking

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Session 4 – Planning

Planning

Why plan?

• To ensure that you cover all of the curriculum content for each stage, within the time you have available.

What do you need to plan?• complete coverage of the E2L content• progression and continuity• detailed lessons, with clear learning objectives that the

learners will understand.

Planning

Other things to consider when planning:

• use a mix of teaching and learning styles in delivery –according to your learners’ needs

• ensure that all resources are available to deliver a successful lesson.

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Schemes of workWhat do you need to consider when planning a scheme of work?

Schemes of work – key factors

• initial, formative and summative assessment

• different teaching approaches

• learning resources and activities

• past assessment material

• differentiation

• stretch and challenge

• sequencing

• bridging the gap.

Schemes of work

https://teachers.cie.org.uk/

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Schemes of work

Topic areas:• Unit 1: Travel and transport

• Unit 2: Shop ‘til you drop

• Unit 3: Science and nature

• Unit 4: Witness and fitness

• Unit 5: Family and lifestyles

• Unit 6: In the public eye

• Unit 7: Let’s celebrate

• Unit 8: Planet Earth

Lesson Planning

• Warm-up / review

• Introduction to the lesson

• Presentation

• Practice

• Evaluation.

Lesson Planning

Warm-up / review• encourages learners to use what they have been taught in

previous lessons.

Introduction to a new lesson• focuses the learners’ attention on the objective of the new

lesson and relates the objective to their lives.

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Lesson Planning

Presentation• introduces new information, checks learner comprehension of

the new material, and models the tasks that the learners will do in the practice stage.

Practice• provides opportunities to practice and apply the new language

or information.

Lesson Planning

Evaluation• enables the instructor and learners to assess how well they

have grasped the lesson.

Reading and writing – lesson plan

• Choose a skill needed for the reading and writing paper and use a text provided to create a lesson plan in your group.

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Session 5

Reading and writing

Assessment objectives 1 – reading

• Identify and retrieve facts and details.

• Understand and select relevant information.

• Recognise and understand ideas, opinions and attitudes.

• Understand what is implied but not actually written.

Assessment objectives 2 - writing

• Communicate clearly, accurately and appropriately.

• Convey information and express opinions effectively.

• Employ and control a variety of grammatical structures.

• Demonstrate knowledge and understanding of a range of appropriate vocabulary.

• Observe conventions of paragraphing, punctuation and spelling.

• Employ appropriate register / style.

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Reading – exercise 1

• Look at the Core and Extended set of questions.

Questions:

• Is the text the same?

• Are the questions the same?

Reading and writing Core and Extended

• Look at exercises 2 to 7 on the core and extended papers.

• Discuss the differences you can find in small groups.

• Report back your findings.

Reading and writing – Core paper

Task: Look at the candidate’s responses and use the mark scheme to grade the responses.

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Reading and writing – Extended paper

Task: Look at the candidate’s responses and use the mark scheme to grade the responses.

Session 6 - 2019 syllabus updates

2019 syllabus updates

Paper 1 and 2

Total marksCore = 60

Extended = 80

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• Exercise 2 has a different style of reading question.

• The form fill activity has been removed.

• The note-taking and summary are separate tasks on both the core and extended papers.

• Exercise 6 (formally 7) could be a report, review or an article.


Core Extended Weighting

Reading and Writing

Paper 11 ½ hours60 marks

Paper 22 hours80 marks

0510 - 70%0511 - 60%

Listening Paper 340 minutes (approximately)

30 marks

Paper 450 minutes (approximately)

40 marks

0510 - 30%0511 - 20%

Speaking Component 510-15 minutes30 marks

0510 - 0%0511 - 20%


Speaking assessment: • Component 5 is available only (component 6 has been

removed).

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End of the reading and writing section

Session 7

Listening paper

Assessment objectives 3 – listening

• Identify and retrieve facts and details.

• Understand and select relevant information.

• Recognise and understand ideas, opinions and attitudes.

• Understand what is implied but not actually stated.

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Listening assessment objectives 3Core paper Extended paper

Understand simple information Understand and select from a range of information

Identify and retrieve some facts from material

Identify and retrieve facts, details and important points and themes from a range of material

Recognise some ideas, opinions and attitudes

Recognise and understand ideas, opinions and attitudes and explore the connections between them

Identify the important points or themes including attitude and relationships between speakers

Begin to understand what is implied but not actually spoken

Understand what is implied but not actually spoken

Listening syllabus

Core Extended

Questions 1-7 are identical on the core and extended papers

On the extended paper question 8 is extra and worth 10 marks

Listening paper

• Each listening track contains the answer and a distractor. A distractor is information that could be confused with the answer.

• Listen to the tracks for questions 1-4.

• Listen for the answer and the distractor.

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Listening – common errorsQuestions 1-4

Word count (3 words maximum)

Some candidates do not follow the task instructions.

Listening – common errors

Questions 1-4


Some candidates do not follow the task instructions.

Listening – common errorsQuestions 1-4


A teaching strategyTry writing some listening questions, but keep changing the maximum word count. This will focus learners on reading the instructions. Once you have got the point across then you can use the practice questions but when you mark them, be strict on the word count.

Remember that the answer does not have to be written as a full sentence.

E.g. water on floor or in first car

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Generally punctuation is not assessed.

Her mothers present.

The girls friend.

Roberts birthday.


It’s a listening exam; does spelling matter?

• Yes, spellings have to be accurate phonetic attempts, have the same number of syllables and not make another word.

For example:

choclate reel (real is the answer)


• Question 5

• Again, there is a word count. 1-2 words only.

• In addition to this, repeated words are not allowed.

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• On the gap fill activities, answers must be grammatically correct.

• For example:

(a special) spoon spoons


Question 6

The instructions are to use each letter only once.

Even though this is the correct answer for speaker 5, it does not get awarded a mark as it is used twice.


Question 6

These letters are not written clearly enough to be awarded a mark.

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Question 7

If there are 2 ticks = no mark

If an incorrect answer is not clearly crossed out = no mark


Question 7

If an incorrect answer is given, it needs to be clearly crossed out.


• It matters where learners write their answers.

If 2 correct answers are written on line 1 and an incorrect answer is on line 2, only 1 mark will be awarded.

If the correct answer is written on a line plus an incorrect answer, no mark is given.

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Listening – general tips

• Practise keeping to the maximum word count.

• Practise giving key information only / note form.

• Practise gap fill activities – good grammar fit / accurate word count / write numbers.

• Practise matching speakers to what is said / fill in boxes clearly.

• Practise multiple choice style questions.

Listening extended paper 1

Task 1:

Look at questions 1-8, use the tapescript and the mark scheme to mark the candidates answers.

Listening extended paper 2

Task 2:

Look at questions 1-8, use the tapescript and the mark scheme to mark the candidates answers.

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End of session 7 - Listening

• What key points have you learned from the listening session?

• What will you implement into your teaching?

Session 8 – Speaking

Speaking

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Component 5: oral assessment (0510)

Part A Give the candidate’s name and number

Part B Warm up conversation (2-3 minutes / not assessed)

Part C Give the candidate an oral assessment card (2-3 minutes preparation)

Part D Conversation based on the oral assessment card (6-9 minutes)

Centres receive a range of oral assessment cards with teacher’s notes. The teacher selects 1 card for each candidate.

Speaking assessment criteria grid


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Speaking component 5

Task:

Mark the two samples using the assessment criteria grid.

End of session 8 – Speaking

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Session 9 – Resources

All Cambridge endorsed,and suggested support materials can be found in the Resource Centre on the public website

www.cie.org.uk/i-want-to/resource-centre/

Support materials and resources

Resources

www.breakingnewsenglish.com

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Resources - books

Resources - books

Resources - books

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Resources

• Cambridge IGCSE English as a second language (with CD), HodderEducation: Reynolds, J, - ISBN 9781444191622

• English as a Second Language for Cambridge IGCSE Student Book (with CD), Oxford University Press: Akhurst, Bowley, Dyer, Roberts -ISBN 9780198392880

• Cambridge IGCSE English as a Second Language Student Book (with CD), Collins Education, UK: Burch, A, Koshy, S, Pepper, L and Watkins, E - ISBN 9780007438860

• Summary and Note-Taking Revised Edition, Cambridge University Press: Barry, M. ISBN 9780521140928

Sharing good practice

• What resources do you use?

• Have you got any further recommendations?

• Do you use the forum on Teacher Support?

Reflection

• What have I learned during this training session?

• How will it impact on my teaching?

• Action points.

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Question papers, mark schemes and principal examiner reports

PDF copies of these can be found on:

• Teacher Support http://teachers.cie.org.uk

• www.cie.org.uk

• Syllabus Support CD-ROM

Also available in hard copy via publications list.

Core documents

http://cie.org.uk/teaching-and-learning/

We’ve produced a series of resources to support the teaching and learning in your school. They explore different aspects of educational practice, from designing a curriculum to improving the quality of classroom activity.

Teaching and Learning

Feedback

• Please make sure you fill in the Survey Monkey feedback form that will be emailed to you after today’s training.

• We value your feedback and use it to improve our products and our training.

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• [email protected]

• For more information about future courses please go to the training events calendar at www.cie.org.uk/events

Reminders – How to keep in touch

Reminders – How to keep in touch

Social Networks

• www.facebook.com/cie.org.uk

• Twitter - @CIE_Education- #cambridgetraining

http://linked.in/cambridgeteacher

Cambridge PDQs – your next step?

www.cie.org.uk/pdq

You can:

• find PDQ programmes available locally in approved Cambridge centres

• take part in programmes led by accredited trainers, quality assured by Cambridge

• apply new ideas and approaches in your reflective practice in your context

• develop the quality of your teaching and leadership to enhance the quality of your learners’ learning

• achieve recognised certification to help your career development

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Thank you

New PPT Feb 2017 v2 LJH - ESLMOJO

Documents

Transcript of New PPT Feb 2017 v2 LJH - ESLMOJO