comodoro marzo 2017 - working with young learners

Cambridge Exams for Young LearnersAnalía Ferraro

Analía Ferraro March 2017

Cambridge Exams for Young Learners


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Working with Young Learners


PART ONE

• Present the coming changes in the YL Exams

PART TWO

• Reflect on the skills our students need to develop for YLE• Look at some practical ways in which we can help our learners

develop exam skills in a fun and motivating way and thus, improve their performance

Seminar OverviewIn this talk we will:


PART 1Revised Cambridge English Young Learner TestsAn overview


• Question papers

• Assessment criteria

• Report of results

Changes


Cambridge English: Starters (YLE Starters)


NEW Listening Task - Part 1


NEW Reading & Writing Task - Part 1


NEW Reading & Writing Task - Part 4


• Candidate now asked name• Part 1 now is a conflation of old Parts 1 and 2

(that mainly included non verbal responses)• Additional question added to Speaking Part 2

(“Tell me about …”)

Changes in Speaking Part


NEW Speaking Part “ Tell me about … “


Cambridge English: Movers (YLE Movers)


“Drawing” dropped from Part 5


NEW Listening Task - Part 3


• Task order has been changed (easier coming first)• Total number of questions has been reduced

(from 40 to 35)• Current Part 2 has been removed to allow for a

NEW Part 6, a new Writing Task

Changes in Reading and Writing


Current PART 2 – Removed!


NEW Reading and Writing task


• Candidate now asked name and age (natural way to begin the interview)

• Part 2 story task now has title and names of main characters



NEW Speaking Story Task

Providing the appropriate scaffolding for the story


Cambridge English: Flyers (YLE Flyers)


As in Movers, “Drawing” dropped from Part 5


As in Movers, • Task order has been changed• Current Part 2 has been removed to allow for

the NEW Part 7, a new Writing Task

Changes in Reading and Writing


Current PART 2 – Removed!


NEW Reading and Writing Task


• Candidate now asked name, family name and age

• Part 3 story task now has title and names of characters



NEW Speaking Story Task


Alongside with the new writing tasks, the “can do statements” have been revised

• Moverso Can write short, simple, isolated phrases about everyday

topics and concrete situations

• Flyerso Can write a short message, a story based on pictures

Writing Assessment Changes and Rationale


Speaking Assessment Changes and Rationale

Vocabulary and grammar Range Control Extent Cohesion (not Starters)

Pronunciation

Individual sounds (Word) stress Intonation (not Starters)

Interaction

Reception/responding Support required Fluency/promptness

A revised “marking scheme” has been produced


Ideas for what to do

Strengths

Areas to work on

Results Reporting Changes and Rationale


• Question papers – very few changes o New Starters and Movers Listening tasks o New Movers and Flyers Writing taskso More opportunity to speak during speaking testso Less anxiety• Assessment criteriao New mark schemes for Movers and Flyers writing taskso Updated speaking assessment criteria• Report of resultso Development of a new statement of results

Summary of changes


Free Support and Preparation Materials

January 2017

• new sample tests

• revised word lists

• revised handbook for teachers


April 2017

• brief exam guide

• information for parents and teachers

• word list picture books



April 2017• Classroom posters and activities• Progress charts• Lesson plans



Aug 2017Updated speaking test videos



Games and Online Activities

.-

-

C·-AM=l lllDGI

INGUIH

oWe'll begoing intotown with our friends,

Young Learners

lfow to play )

L«aderboard J

Which one of these pictures has a waterfall in it?


• Progression between YLE levels and on to Key for Schools is even clearer.

• Tasks reviewed to ensure they’re age appropriate, and don’t cause anxiety.

• Improved alignment to CEFR, giving an even clearer view of a learner’s level.

• In addition to shields, candidates will get feedback on how to improve.

• Writing and Speaking marking criteria published so teachers more confident of students’ readiness for test.

Key benefits of the revised tests


WEBINAR

WEBSITE Information about changes

New WEBINAR May 2017

New TESTS available January 2018

WEBINARhttp://bit.ly/2mFyBac


PART 2Preparing kids for YLE Exams in a fun and motivating waySome practical ideas


Children acquire language best:

• in a low-anxiety environment

• through focus on meaning rather than on form

• through the tasks appropriate to their development level

• if they involve many senses and emotions in the acquisition process

• if meaning is established through visual cues

• if there is variety, recycling and repetition


Take into consideration that:

• the brain stores information based on functionality and meaningfulness

• emotions drive attention; attention drives learning and memory

• a relevant, meaningful context is necessary for effective language acquisition

• learner- centered instruction facilitates second-language acquisition


Alfie Kohn (1957) / American author and lecturer in education, parenting and human behaviour


word gamesstorytelling

surveys / graphs / chartsclassifying/categorising

journalist typeportfolio

working with images

singing TPR / moving around

pair or team work

Howard Gardner - Theory of Multiple Intelligences


task

not necessarily a restrictive focus on a single grammatical structure

may have a non-linguistic outcome

exercise

restrictive focuson a single language element

with a linguistic outcome


Turning a Task into a Game

http://www.classtools.net/timer/

http://www.classtools.net/timer/


Memory Game How many true sentences can you make (in a given time)?


Concentrate !


Yes - No


doll

radio

ball

cow

spider

kite

frog

Listen and Remember!


tree

apple

hat

girl

cupboard

duck

chair

Pay attention!


treeapple

hat girl

cupboard chair

What is missing?


• Put up the correct letter• Sit on the correct chair• Say the other two sentences

Choose the correct option


Focusing attention

Teach children chunksIn this picture …but in this picture …

Using the negativeThis hipo has got flowers but this hipo hasn’t got flowers

Saying the same with other wordsI can see/ there is/ she has got

• Memory game • Provide the correct version (only one picture described)• Spot the differences (only one picture displayed)• Rephrasing (in turns)


• Complete the series (lexical fields)• Tutti frutti / Stop the bus• Paper Race

Teach children chunksThis picture is different because … and the others are… (or alternatives)

Work with umbrella termsLemon/ pineapple/orange – fruit

I guess …I think …I don´t know …


Spelling

• Guess what it is • Classifying (same sound)• Bingo


ayday

eesee

ered

iepie

oaboat

uecue

arcar

AHJK

BCDEGPTVZ(US)

FLMNSXZ (BrE)

IY

O QUW

R

Awareness


Question Formation

W-H questions

Yes/No questions


Generating questions My aunt loves cats! She has two: Romeo and Juliet. She went on holiday to France

last month but she did not take her cats because she stayed at a hotel.

She loves cats!

She went to France.

She went last month

Because she stayed at a hotel

What

Where

When

Why

on holiday

?

?

?

?


Who is afraid of grammar?


Sorting out


W-H WORD

Sorting out

AUXILIARY

SUBJECT

VERB

COMPLEMENT/S


Children are …


Group A Anna reads a magazine in the garden every Sunday morning

Group B Hilary listens to music by the

pool at the weekend

Group C Sylvia meets a friend near the school on Monday afternoon

Group D James plays chess in the park

on Saturday

http://iteslj.org/Lessons/Bekiri-QuestionGame/

http://iteslj.org/Lessons/Bekiri-QuestionGame/


StoriesMovers Part 2 & Flyers Part 3


Name:

Title:

Who?Where?What?

First…

Then…

After that…

Finally …

Using Graphic Organizers


Name:

Title:

Who?Where?What?

First…

Then…

After that…

Finally …

STORY GRAPHIC ORGANIZER

Useful Vocabulary


Cambridge Exams for Young LearnersAnalía Ferraro August 2016

Storytelling



Story Time



This is the story of a very tall man called Mr Big: his house is big, his car is big and his cat is also big!

He is so big and strong that he breaks all his pens.

Reconstructing the story

He needs a big pen SO he goes to the shops to buy one

BUT he forgets the ink SO he makes his own ink.He mixes and mixes and mixes and puts in a lot of water and fills his pen.



He writes MOUSE and at once, a mouse appears.“Wow … this pen in magic!”, he says.“What can I write next?”, he says. “Write FISH”, says the cat.“Write CHEESE”, says the mouse.

BUT Mr Big writes MRS BIG …

Suddenly, the door bell rings and Mrs Big is there!

They get married and the big cat and the magic mouse go to the wedding.Mr Big, Mrs Big, the big cat and the magic mouse live happily ever after with the help of the magic pen!



This is the story of a very tall man called Mr Big: his house is big, his car is big and his cat is also big!He is so big and strong that he breaks all his pens. He needs a big pen SO he goes to the shops to buy one BUT he forgets the ink SO he makes his own ink.He mixes and mixes and mixes and puts in a lot of water and fills his pen.He writes MOUSE and at once, a mouse appears.“Wow … this pen in magic!”, he says.“What can I write next?”, he says. “Write FISH”, says the cat.“Write CHEESE”, says the mouse.BUT Mr Big writes MRS BIG …Suddenly, the door bell rings and Mrs Big is there!They get married and the big cat and the magic mouse go to the wedding.Mr Big, Mrs Big, the big cat and the magic mouse live happily ever after with the help of the magic pen!

Their story



This is the story of a very tall man called Mr Big: his house is big, his car is big and his cat is also big!He is so big and strong that he ________all his pens. He ________ a big pen SO he ________ to the shops to ________ one BUT he ________ the ink SO he ________ makes his own ink.He ________ and ________ and ________ and puts in a lot of water and fills his pen.He ________ MOUSE and at once, a mouse ________.“Wow … this pen in magic!”, he says.“What can I ________ next?”, he says. “________ FISH”, says the cat.“________ CHEESE”, says the mouse.BUT Mr Big writes MRS BIG …Suddenly, the door bell ________ and Mrs Big is there!They get married and the big cat and the magic mouse ________ to the wedding.Mr Big, Mrs Big, the big cat and the magic mouse live happily ever after with the help of the magic pen!

Do away with verbs



This is the story of a very tall ________ called Mr Big: his ________ is big, his ________ is big and his ________ is also big!He is so big and strong that he ________all his ________. He ________ a big ________ SO he ________ to the ________ to ________ one BUT he ________ the ________ SO he ________ makes his own ________He ________ and ________ and ________ and puts in a lot of water and fills his ________.He ________ ________ and at once, a ________ ________.“Wow … this ________ in magic!”, he says.“What can I ________ next?”, he says. “________ ________”, says the ________.“________ ________”, says the ________.BUT Mr Big ________ MRS BIG …Suddenly, the door bell ________ and Mrs Big is there!They get married and the big ________ and the magic ________ ________ to the wedding.Mr ________, ________ ________ , the big ________ and the magic ________ live happily ever after with the help of the magic ________!

Do away with nouns



This is the story of a very ________ ________ called Mr Big: his ________ is ________, his ________ is ________ and his ________ is also ________!He is so ________ and ________ that he ________all his ________. He ________ a ________ ________ SO he ________ to the ________ to ________ one BUT he ________ the ________ SO he ________ makes his own ________He ________ and ________ and ________ and puts in a lot of water and fills his ________.He ________ ________ and at once, a ________ ________.“Wow … this ________ in magic!”, he says.“What can I ________ next?”, he says. “________ ________”, says the ________.“________ ________”, says the ________.BUT Mr Big ________ MRS BIG …Suddenly, the door bell ________ and Mrs Big is there!They get married and the ________ ________ and the ________ ________ ________ to the wedding.Mr ________, ________ ________ , the ________ ________ and the ________ ________ live happily ever after with the help of the magic ________!

Do away with adjectives


This is the story of a very ________ ________ called Mr Big: his ________ is ________, his ________ is ________ and his ________ is also ________!He is so ________ and ________ that he ________all his ________. He ________ a ________ ________ he ________ to the ________ to ________ one he ________ the ________ he ________ makes his own ________He ________ and ________ and ________ and puts in a lot of water and fills his ________.He ________ ________ and at once, a ________ ________.“Wow … this ________ in magic!”, he says.“What can I ________ next?”, he says. “________ ________”, says the ________.“________ ________”, says the ________. Mr Big ________ MRS BIG … , the door bell ________ and Mrs Big is there!They get married and the ________ ________ and the ________ ________ ________ to the wedding.Mr ________, ________ ________ , the ________ ________ and the ________ ________ live happily ever after with the help of the magic ________!

Focusing on connectives


http://www.storyjumper.com/

https://www.commonsense.org/education/top-picks/apps-and-sites-for-storytelling




https://www.spellingcity.com/

https://www.spellingcity.com/


http://learnenglishkids.britishcouncil.org/en/archived-word-games/hangman/clothes




https://www.mystorybook.com

https://www.mystorybook.com/


http://www.dvolver.com/moviemaker/make.html

http://www.dvolver.com/moviemaker/make.html


http://www.cambridgeenglish.org/learning-english/games-social/monkey-puzzles-world-tour/

Online Resources






http://www.cambridgeenglish.org/learning-english/games-social/monkey-puzzles/




http://www.cambridgeenglish.org/learning-english/parents-and-children/activities-for-children/




http://www.cambridgeenglish.org/learning-english/parents-and-children/activities-for-children/sing-and-learn/




SAMPLE PAPERShttp://www.cambridgeenglish.org/exams/young-learners-english/

http://www.cambridgeenglish.org/exams/young-learners-english/

http://www.cambridgeenglish.org/exams/young-learners-english/


COMPUTER-BASED SAMPLE TESTShttp://ylesample.atamts.com/

http://ylesample.atamts.com/


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comodoro marzo 2017 - working with young learners

Education