TeachingEnglish
Course Planning
Submitted by Brendan on 11 August, 2009 - 15:14
I am currently developing courses for people to learn English. All levels and all ages so I am splitting them up. Need to do some form of assessment to see what level of ability is in the classes. Any pointers on assessment?
More importantly I am trying to develop a course that will bring learners from beginner to proficient. For each level, does anyone have an idea of how long a course should be designed for? I do not have a clue!
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Hi
It's quite an effective way to produce or rather gather language material for different levels of learners despite it makes you more perfect day by day by going through the definitions on sights of various writers.
The best thing to do in the class is to tell the students what the term Autonomy is that leads the students to a great success by browsing through the resources for learning at their own pace and space.
Also encourage them to keep a private English learning diary to note down their search and then have that re-checked by your vision.
One may also start teaching English with the use of A, An, The, It, This, That, Those, These and also the excessive use of Thanks, Sorry, Please and Excuse me.
Abdussami Bajwa
First of all let us be clear on the hard fact that it is superficial to categorise students on the basis of their present standing with respect to the English Language and decide on the duration of each program.
I have been constantly reiterating on the point that we need to be students of the English Language throughout our life. Coming to the English Language you need to gauge where your students stand with respect to all the 12 tenses, non finites ( Participle, Infinitive and Gerund ) and Articles.
In case you are particular about having a standard for assessment you could have a test of 20 questions covering the aforesaid areas and see where they stand. In terms of splitting up the batches you can probably segregate them age wise. Once this task is done with, you can identify participants who have a good score and have them mentor other participants. The mentoring process needs to be timed carefully and you also have to decide which age group would be open to mentoring Your also need to plan your style of training and delivery for each group. When you group people taking their age as the benchmark, it will ensure there are no ego clashes.
All the best.
Brendan,
Have a look at this:
Cambridge ESOL is often asked about the number of study hours required to reach a certain examination level. It is not possible to give a categorical answer to this, as hours of study required will vary depending upon several factors such as the candidates’ language learning background, the intensity of the study, the inclinations and age of the individual as well as the amount of study/exposure outside of lesson times. The following figures are, however, sometimes quoted as an approximate guideline:
Framework
Why not use placement tests to assess the entry level of your Ss? (see Oxford Placement Test)
Hope this helps!
Best
Claire