Teaching to and at higher proficiency levels

Ms. Beata Berska MA

The Land Forces The Air Force The Navy The Military Police

Studentsunderstand common phrasescan handle everyday situations can hold simple face-to-face communication

can read simple written material can write short notes, complete forms or even write an informal letter

Studentscan follow conversations, including job-related topics, current events and personal newscan hold conversations in everyday social and routine workplace situationscan understand simple , factual texts, often authenticcan write simple correspondence, including brief reports

Studentscan follow conversations including economics, science, politics and professional fieldcan hold conversations on different subjects and deliver briefingscan comprehend authentic written material on general and professional subjectscan write formal correspondence

Students can understand all forms of speech can use language with great precision can comprehend all kinds of written

texts can use English precisely and

accurately in writing

a proficiency-based programme:

„the one that trains students to use the language outside the classroom independently of the materials and activities of the course”

The level of proficiency in English that learners want to reach varies considerably and depends on the reasons and motivations for study. Many learners say they want a very high level of proficiency but need to be guided by teachers to identify the level they really need, and also the areas they need to be proficient in.

PRODUCTIVE SKILLS

RECEPTIVE SKILLS

A product-oriented syllabus focuses on things learnt at the end of the learning process (outcomes) rather than the process itself.

A process-oriented syllabus focuses on the skills and processes involved in learning language. It can be compared with a product-oriented syllabus, which focuses on completed acts of communication, the outputs.

the radiothe televisionthe pressliteraturethe Internet

The design of an Internet-based lesson is largely determined by a teacher's pedagogical approach, her/his technological expertise, and the student’s language proficiency.

a) the universal availability of authentic materials, b) the communication capabilities through networking,c) the multimedia capabilities, d) the nonlinear (hypermedia) structure of the information.

encourage language developmentshow effective ways of self-studyprovide students with appropriate materialsupervise the progress

revise the material consequentlyrecognize core needsidentify the problems at the

beginning of the teaching process

pronunciation (unstressed vowels, connected speech)

grammar (Present Perfect)non-standard Englishphrasal verbsidiomscollocations

Thank you for your kind attention