Action Orientation: What is it and how can we foster it in instruction?

Getting ready for (just about) anything

Action Orientation:Action Orientation:

What is it and how can we What is it and how can we foster it in instruction?foster it in instruction?

Getting ready for Getting ready for

(just about) anything(just about) anythingOR....OR....


The dreaded B-word

I can do this

already...

I don‘t get it...

I think I know!


The CEFR

What does CEFR stand for?

a. Common Educational Frame of Reference for English

b. Common European Framework of Reference for Languages

c. Council of Europe Framework for Referring to Languages


The CEFR Approach

Action Orientation

“Handlungsorientierter Ansatz”

What learners have to learn to do in order to use English for communication

What knowledge and skills learners have to develop to act effectively in society


C2C1

Descriptors & can-do statements for each level, divided into 5 skills:Production speaking writingReception listening readingInteraction

Proficient User

B2B1

Independent User

A2A1

BasicUser

The CEFR Levels


CompatibilityCEF ALTE Cambridge

A1Breakthroug

h

A2 Level 1 KET

B1 Level 2 PET

B2 Level 3 FCE

C1 Level 4 CAE

C2 Level 5 CPE

The CEFR Levels


The CEFR

A common framework?

Do we have a common basis for syllabi, curricula, exams, textbooks, etc.?

Do we agree on what language learners have to learn to do in order to use English for communication?

Do we agree on what knowledge and skills they have to develop to act effectively?

Do we agree on how proficiency and progress is to be measured at each stage of learning?


E8 Standards


New Curriculum


New Syllabi


CEFR Skills

Are your students ready for...

initiating, sustaining and closing discussions?

addressing audiences?

making transactions in public life?

understanding gist and details of announcements, reports, and presentations?

skimming and scanning and guessing meanings of unfamiliar words in the texts they read?


CEFR Skills

flexibility

shoppingconversation

test-taking

turn-taking

sustained monologue

Which 3 skills will you not find?

writing dialoguessociolinguistic appropriacy

dictationaddressing

audiences


CEFR Skills

And others you’ll find... vocabulary range vocabulary control grammatical accuracy spoken fluency spoken interaction goal-oriented co-operation informal discussions with friends interviewing and being interviewed thematic development


CEFR-Based Goals

• Ich kann kurze Sätze verstehen (A1).• Wenn mir das Thema bekannt ist, kann ich einfache

Texte im Großen und Ganzen verstehen. (A2)• Wenn mir das Thema bekannt ist, kann ich einfache

Dialoge verstehen, z.B. über Familie. (A2)• Ich kann einfache Fragen stellen und auf solche Fragen

antworten, z.B. fragen, wie alt jemand ist und sagen, wie alt ich bin. (A1)

• Ich kann an einfachen Gesprächen teilnehmen und Interviewfragen beantworten, z.B. über Familien. (A2)

• Ich kann Personen in wenigen, ganz einfachen Sätzen beschreiben, z.B. Mitglieder einer Familie. (A1)

• Ich kann Wörter und Sätze richtig abschreiben. (A1)• Ich kann einen kurzen Text über mich verfassen. (A1) • Ich kann Personen in kurzen, einfachen Sätzen

beschreiben und die Sätze mit „und“, „aber“, „oder“, „weil“ verbinden, z.B. meine Familie. (A2)


Action Orientation

What can you do about it if you are:

at home?

shopping?

at school?

with friends?

Imagine it’s lunchtime & you’re hungry.


CEFR Domains

The CEFR identifies 4 domains for action:

personal

public

educational

occupational

We act according to the situation.


Personal Domain

warm-up leftovers cook something make a sandwich grab a snack order take-outand: be alone or with others sit at the table, eat in front of the TV,

or stand at a bar

operations

people

objects

If it’s lunchtime and I’m at home, I might...


Personal Domain

and something might happen: the phone rings the doorbell rings a family member comes home I spill my glass of juice the lasagne explodes in the microwave the electricity goes out ...

events


Personal Domain

Reading: a note about leftovers in the fridge or the baking instructions on a frozen food package.

Writing: a note to your family explaining you have gone to get something to eat and when you will return.

Monologue: Oh, no! The lasagne! Interaction: call a pizza delivery place and

order a pizza.

texts


Action-oriented tasks

Which tasks are action-oriented?

Answer in a full sentence, please!

Copy the text and change the words.

Tell us about your room, Johnny.

What does gehen mean in English?

For your homework, learn the irregular

verbs.

What colour is my sweater?

Look at the picture. What are they

doing?

Talk about your best friend for as long as

you can without stopping.

Learn the dialogue on page 17 by

heart.

Interview a classmate about his/her favourites. Then write a

report.


Action-oriented tasks

Which exercise is action-oriented?

A

B


Writing skills

To convey emotionsPersonal story, diary, letter, postcard

To informReport, form, directions, instructions, simple technical description

To convince, persuadeStatement of opinion, letter of application, letter of advice

To entertain, delight, pleaseStories – beginnings, endings, based on pictures

To keep in touchPostcards, letters, emails

Test specifications

to be continued in the workshop....


Speaking skills

Reporting and describingEvents, experiences, feelings, reactions, hopes and dreams, comparing objects and people

Re(Telling)Stories, narratives, things

Giving reasons and explanationsExpository discourse, argumentative discourse, personal statements

Personal conversationsGreet / depart, invite or request to join, sympathise, ask for and give information, ask for and give advice, ask for and express preference, express feelings and attitudes, initiate, maintain and close a conversation

Test specifications

to be continued in the workshop....


Reading skills

Skimming/gisttext typetopicpurpose

Scanning/detailspecific details

Understandingexplicit main ideas (vs. details)facts, opinions, definitionslogical organisationcohesive relationshipsdeducing

Lexis – guessing meaning

Test specifications

to be continued tomorrow....


Listening skills

Direct meaningGistMain info / fact-opinionDetails

Inferred meaningInferring/deducingSpeaker‘s attitudeConnecting to situationConnecting to functionGuessing meaning

Phonology

Test specifications



Listening skills

Direct meaningWhat is it about?What are the three tips? What does Adam think about...?Why is it a good idea to...?

Inferred meaningWhy do you think Adam...?How does Adam feel about...?Where are they?How does Adam show he is angry?What does „outrageous“ mean?

Phonology – Who has a strong accent?

Test specifications



Dynamic skills


Keywords

descriptorstexts events

domainsCEFR/GERS

action orientation

E8chewing the KUDs

test specsboredom

can-dosobjects

levels accuracy5 skills


Reflection

What do I want to remember?

What does this mean for me?

What do I need or want to do now?


Resources

The CEFR – pdfs online or order print version! www.oesz.at for handbooks, tasks and help with assessing levels www.uni-klu.ac.at/ltc/inhalt/266.htm Sprachtestzentrum for test specs and other info Standardstraining Englisch by Rainer Brock (öbv) www.webenglish.hu from the Hungarian British Council links to BBC Learning English

content (B1) www.dialang.org for online self-assessment and tips Current coursebooks and materials Your imagination

Action Orientation: What is it and how can we foster it in instruction?

Documents

Transcript of Action Orientation: What is it and how can we foster it in instruction?