MODEL
PRESENTATION PROPOSAL FORM
Model PPF for a more theoretical
presentation.
Name of presenter:
Jane Smith
DNI:
XXXXXX
Place of Work:
English
School
Title:
What’s in a Level?
Type of
Pres:
Talk
Language:
English
Student
Age
AGen
Student
Level:
LGen
Teacher
Exp
T2,3
Area
Codes:
TEA
Pract/theory
3
Length:
60 min
Equipment:
OHP
Scheduling
NOT Friday p.m. Sat and Sun am
Repeat:
Yes
Title: (4 words)
What’s in a
Level?
Biodata: (57 words)
Jane Smith has been teaching EFL
since 1992, and has taught in Sweden, Italy and Spain. She holds an MSc in
Teaching English from Columbia University and is the author of Sharing
Ideas (Via Publishing, 2002), a resource book for new teachers. She
currently teaches general English in Barcelona and works as a teacher trainer
throughout Spain.
Abstract: (60 words)
What are teachers’
perceptions of what students should be able to do to be placed at a certain
level? Do we share the same notions of ability for the different levels? Come
along and see how your perceptions shape up against others, let’s examine
our differences where they exist and look at how we can work towards ironing
them out.
Outline: (269 words)
Note: It’s a good idea to divide your outline into
stages, label them clearly, give some brief information of what the focus will
be, who will do what, and how long you expect the activity to take. Your
outline can be in note form.
·
Introduction:
(5 mins)
Read through abstract -
explain presentation in a little more detail.
·
Warmer (10 mins)
Done in
groups, scribe to report results – on board. Groups discuss the following
questions (given out on a slip of paper):
-
In your teaching environment what
‘in house’ words or labels do you use to describe different levels?
(e.g. elementary, 4º ESO
etc.)
-
What about your coursebooks,
teaching materials?
-
What about your
students?
-
Does the term intermediate mean
the same in all cases?
-
Are your students
‘level’ tested? If so, how are levels determined? Which materials do
you use? What skills do you test? How do you report the scores?
·
Questionnaire
and answers (15 mins)
Give ‘level’ descriptors
(from examination handbooks). Explain briefly a – f (ie. based on
Cambridge Examinations, where a = pre-KET, b = KET, c = PET, d = FCE, e = CAE,
f = CPE. Participants guess level of a student who can successfully complete
the stated task. Done individually then compared in pairs. Give answers and ask
for general feedback.
·
Present the
results of survey (10 mins)
The same questionnaire was
administered to 20 practising teachers. Give brief background to teachers. Give
overview of results (OHP). Invite comments / ask for suggestions for different
interpretations.
·
OHP –
Present problems with language used for describing levels (15
mins)
Negatively-worded statements,
vagueness, jargon-ridden, length – with examples. Groups choose one.
Re-write. Cross-grouping – test out on others. Report findings to whole
group (if time).
·
Conclusion (5
mins)
Summarise the desirability for
clarity for students, teachers, institutions (both nationally and
internationally). Invite final comments. Talk through references.
Deadline: October
31st 2005
