BILC Professional Seminar 10-15 OCTOBER 2010 Varna, Bulgaria Teaching to and at higher proficiency levels Ms. Beata Berska MA

WSNJO Łódź, Poland

STUDENTS Elementary Intermediate Advanced

The Land Forces The Air Force The Navy The Military Police Polish Armed Forces The Land Forces The Air Force The Navy The Military Police

LEVEL I Students understand common phrases can 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

LEVEL II Students can follow conversations, including job-related topics, current events and personal news can hold conversations in everyday social and routine workplace situations can understand simple , factual texts, often authentic can write simple correspondence, including brief reports

LEVEL III Students can follow conversations including economics, science, politics and professional field can hold conversations on different subjects and deliver briefings can comprehend authentic written material on general and professional subjects can write formal correspondence

LEVEL IV 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

PROFICIENCY 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”

LEVEL OF PROFICIENCY 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.

SKILLS PRODUCTIVE SKILLS RECEPTIVE SKILLS

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

PROCESS-ORIENTED SYLLABUS 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.

RESOURCES the radio the television the press literature the Internet

THE 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.

THE FEATURES 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.

TEACHERS’ TASKS show effective ways of self-study encourage language development show effective ways of self-study provide students with appropriate material supervise the progress revise the material consequently recognize core needs identify the problems at the beginning of the teaching process

POTENTIAL PROBLEMS pronunciation (unstressed vowels, connected speech) grammar (Present Perfect) non-standard English phrasal verbs idioms collocations

THE CEILING

bighorns

The Buffalo Bill Dam on the Shoshoni River at Cody , Wyoming ....

Thank you for your kind attention