Lion s. Voice. Teachers Voice CONTENTS. Issue 4 April Teacher s Corner. Cover Story. Απλά Μαθήµατα Σχολικής Ψυχολογίας. Inside City & Guilds

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1 The Newsletter of PEOPLECERT for City & Guilds English Language Lion s Voice Teachers Voice CONTENTS Teacher s Corner > Fear not the Listening Experience 2 by George Vassilakis Cover Story > Computer Based IESOL Tests 3 by George Vassilakis Απλά Μαθήµατα Σχολικής Ψυχολογίας > Τρόποι στήριξης δυσλεκτικών παιδιών 4 by Despina Dimitraki > Editor s Note Dear Readers, I would like to welcome you all to the fourth issue of our Newsletter where you will find all the necessary information before the important, especially for students, period of the May examinations. George Vassilakis, Director of Language Certification at PEOPLECERT S.A., looks at ways teachers can help their students improve their performance in listening tasks. He also presents us with the new computer based version of the IESOL suite which will give students and teachers more flexibility. The computer-based version is an additional option and will not be replacing the paper based version of the exam which will continue to be offered six times a year. In our psychology column, following our previous issue, Despina Dimitraki, our school psychologist, gives us some basic advice and tips on how to deal with dyslexic students so that their performance improves. Do not forget to take a look at the latest City & Guilds news: a report on our successful teacher development seminar days and the warm welcome we received in 10 different venues information on the new exam material for the support of teachers and language schools details on the professional presentation which will be held in Athens and Thessaloniki by Marisa Constantinides, well-known teacher educator great news about the new, faster computer based marking, which will produce even faster exam results! information on the forthcoming May 2010 exams George Lampropoulos Editor Inside City & Guilds > Teacher Development Seminar Days February-March > City & Guilds at the Athens 2010 TESOL Convention 7 Latest News 8 > May 2010 Examination > Even Faster Results > New Exam Material > Professional presentation by Marisa Constantinides Editorial Team: George Vassilakis Despina Dimitraki George Lampropoulos Spyros Papamichail Design: Communication & CSR Department 1

2 Teacher s Corner by George Vassilakis > Fear not the Listening Experience them listen to the recording a number of times and support their understanding in other ways. Students problems with listening Some of the most common complaints students make about listening are the following: The speakers speak too fast. I can t understand their accent. I didn t have enough time to answer the questions. The questions were too complicated. The questions were too many. I couldn t understand the difference between option A and option B. What makes listening difficult? Admittedly, listening can be challenging by its very nature, as the processing time the listener has at their disposal is always limited. But the real reasons why some students fail the listening component of an exam that is, ostensibly, at the right level for them have to do with two factors that teachers can definitely help them with: listening experience and examination technique training. Listening Experience There are, unfortunately, still teachers who will use the students mother tongue as the main language of communication in the classroom, perhaps mistakenly believing that in this way they can help and support their students more. However, one thing all teachers should bear in mind is that by speaking in the students native language they deprive the students of valuable input for language acquisition and valuable practice in listening and understanding. It is also not unusual, especially at the lower levels, for teachers to stop the recording in the middle of a listening activity if the students are complaining that it is too fast, and read out the tapescript themselves, in a slow and deliberate voice, with unnaturally long pauses, so that the students can complete the tasks more easily. Again, the intention is good here, but the result is that students do not get exposed to English spoken naturally and do not get exposed to any accents other that of the teacher s. It is preferable to have Apart from lack of familiarity with English spoken at natural speed, with a natural rhythm and in different accents, though, a lot of the problems students have with listening are due to lack of awareness of how the phonological system works. Many students expect that all words will be spoken clearly, have no idea that certain syllables are routinely weakened, that certain sounds in certain positions will simply be omitted, that other sounds will be inserted, etc. Very few would understand, for instance, upon hearing /lᴐ:rənᴐ:də/ that what the speaker is actually saying is law and order, as they would have been expecting to hear something like /lᴐ: ənd ᴐ:rdər/! And while it may justifiably not be a high priority to teach students to produce phenomena like elision, linking and assimilation, it is clearly necessary that they at least recognise them if they are to understand English spoken naturally! Examination Technique Training Having made sure that the students get adequate exposure to spoken English, the teacher should then consider what types of tasks are included in the examinations that their students wish to take and see to it that the students become familiar with these task types and aware of their peculiarities as well as any tips or tricks that will help them do better. It will be necessary to look at a few practice papers with the students, so that the structure and content of the exam does not come as a surprise to them, and so that the peculiarities of the specific exam are revealed to them. However, there are some general guidelines which pertain to most, if not all, public exams, and which I think it would be useful for students to follow: Make the most of the time you have Do not just stare into space while waiting for the recording to play! Take advantage of the time and look at the questions: try to guess something about the speakers and the topic, prepare yourself for the text, and, more importantly, focus on what the question is asking so that once the recording starts playing you know which part to pay more attention to. Be aware of the aim of each exercise Not all listening exercises are the same: some may require detailed understanding, some may focus on the intentions and/or relationships of the speakers, some may focus on functional language, others may expect you to infer what the speakers imply. For example, in the City & Guilds Communicator Exam, Listening Part 1 focuses on recognition of context and function and does not require detailed understanding of absolutely everything the speakers say, while Part 3 requires learners to extract specific information mentioned in the text. Avoid word-spotting! If you hear a phrase and you see the exact same phrase in one of the options of a multiple choice question, chances are this option will not be the correct answer. The correct answer is likely to use different words to express the same meaning, so it is the meaning that you should be focusing on, not the words. Do not worry about your grammar! This is a comprehension test, so the important thing is to demonstrate that you have understood what you heard, not to construct perfectly grammatical sentences. When you are asked to answer a question in your own words, worrying about the grammar and spelling will waste you valuable time; grammar and spelling mistakes, however, will not cost you anything as long as the meaning is clear. Get on with it! It may be that there are questions you cannot answer; try not to waste time brooding over them, because that may result in you missing the next question, too! The recording is not going to wait for you, so if you can t answer a question, move on to the next one. You can return to the ones you still have unanswered at the end. 2

3 Cover Story > Computer Based IESOL Tests PEOPLECERT and City & Guilds work together to offer for the first time globally the Computer Based version of the IESOL examination suite. The computer-based test will not replace, but will be offered in addition to the paper-based exams, which will continue to be held six times a year. Candidates, teachers and language schools will have the flexibility to choose between paper- or computer-based exams, as they both lead to the exact same certificate and both will continue to be offered. The new online English language assessment system clearly represents the way forward, targets the candidates future needs and aims to make teachers and students lives easier by providing services that enhance their flexibility and make decision making easier. Is it different from the paper-based exam? ELT professionals should rest assured that the computer-based version of the IESOL exams is exactly the same exam that their students have been taking with pen and paper and leads to the exact same qualification. We have developed an alternative medium through which to take the same exam, so as to give teachers and students the flexibility to be tested and certified in whichever manner they want, whenever they want. The difference is that the computer-based exam will be offered much more frequently and that, due to its very nature, it allows us to issue results much faster, only 10 working days after the test is taken! Of course, it is clear that the computer-based version is aimed at candidates who know their way around a computer; and in fact, the younger generation seems to be more comfortable working on a computer than working with pen and paper! The other differences between the two versions are basically cosmetic: the computer-based interface has given us the chance to use more colour and a more attractive layout and there are also a few small things such as the fact that the computer warns you if you have exceeded the word limit in certain parts of the test and also lets you know how much time you have left. Another difference is that the listening component of the computer-based test will make use of headphones, thus making sure that the quality of the audio is perfect and there is no external noise affecting the candidate s understanding. What are the advantages of the computer-based test? The computer-based testing environment does offer some further advantages, due to its very nature: More flexible administration, as everything, including registration, invigilator allocation, scheduling, marking and certification is done automatically. Better control of the examination environment, with the listening component being carried out with the use of headphones. Better service to the students, with results coming out within ten days and registration periods significantly reduced. The long-term plan is for PEOPLECERT, as of next year, to offer the IESOL computerbased test nationwide, on an on-demand basis, at all six levels, allowing registration twenty-four hours before the exam, providing very rapid results, with the utmost security and flexibility to all stakeholders. What kind of support is there for students and teachers? In addition to the support already available (handbooks, DVDs, practice papers, past papers), we have planned the following to specifically support preparation of students wishing to take the computerbased test: A demo and interactive tutorial which we will be sending to centres and language schools and which you will also be able to download from our site, Sample tests, which are already available to download from our website Mock exams which students will be able to take at authorised centres for a small fee; these mock exams will be marked by City & Guilds assessors and a full report on each student's performance will be produced. Why a computer-based exam? Since the beginning of the project, we tried very hard to retain all the characteristics of the paper-based candidate s experience present, while trying to offer greater flexibility, increased security and an even more friendly examination experience. The feedback we got from the teachers and students who participated in our extensive trialing of the computer-based test indicates that we have succeeded. From an academic point of view, the computer-based exam gives us the opportunity to analyse candidate results and determine the level of difficulty of each item much more readily, so that the exam can become even more reliable and valid than it already is. The computer-based testing platform we have developed also incorporates behind-the-scenes components which can give us fast and accurate statistical data on the performance of the candidates as well as the assessors. This will obviously enhance the quality of the test as a whole. 3

4 Απλά Μαθήµατα Σχολικής Ψυχολογίας by Despina Dimitraki > Tρόποι στήριξης δυσλεκτικών παιδιών Όπως είδαµε στο προηγούµενο τεύχος, η δυσλεξία είναι µία από τις πιο συνήθεις µαθησιακές δυσκολίες. Ο ρόλος του καθηγητή σε αυτές τις περιπτώσεις είναι πολύ σηµαντικός ώστε ο µαθητής να αποκτήσει την αυτοπεποίθηση που χρειάζεται και να βελτιώσει την επίδοσή του. Παρακάτω θα δούµε µερικούς βασικούς και πρακτικούς τρόπους µε τους οποίους ο καθηγητής µπορεί να συµβάλει ουσιαστικά στη βοήθεια των δυσλεκτικών µαθητών. 4

5 Σηµειώσεις και σχεδιαγράµ- µατα κατά την παράδοση στον πίνακα Ζητήστε τους να επαναλάβουν µε δικά τους λόγια ενώ εσείς δείχνετε τα επιµέρους σηµεία πάνω στο σχεδιάγραµµα. Στο τέλος της παράδοσης µια φωτοτυπία µε την περίληψη του µαθήµατος θα βοηθούσε σηµαντικά. Σηµειώσεις και σχεδιαγράµ- µατα και στη µελέτη στο σπίτι Με αυτόν τον τρόπο ο µαθητής καλλιεργεί την αφαιρετική του σκέψη ενώ παράλληλα κερδίζει χρόνο κάνοντας από εκεί τις επαναλήψεις. Γράφοντας τις ση- µειώσεις µε δικά του λόγια µπορεί να τις αποµνηµονεύσει καλύτερα ενώ παράλληλα εξασφαλίζεται η κατανόηση όσων γράφει αφού δεν θα µπορούσε διαφορετικά να κρατήσει σηµειώσεις. Θέση στην τάξη Ζητήστε τους να καθήσουν στα µπροστινά θρανία ώστε να µπορείτε να τους ελέγχετε πιο εύκολα. Φροντίστε επίσης να τους αποµακρύνετε από τα παράθυρα ώστε να µειώσετε, όσο είναι δυνατόν, τις πηγές διάσπασης της προσοχής τους. Επιείκεια στα λάθη Μην είστε αυστηροί µαζί τους όταν δεν ανταποκρίνονται στις εργασίες που τους αναθέτετε. Αυτό πολλές φορές συµβαίνει όχι γιατί δεν θέλουν ή δεν ξέρουν, αλλά επειδή δεν έχουν κατανοήσει ή σηµειώσει ακριβώς τα όσα έχετε ζητήσει να κάνουν. Black out Πολλές φορές µπορεί να α- ντιµετωπίσετε το φαινόµενο να έχουν κολλήσει σε κάποιο συγκεκρι- µένο σηµείο του µαθήµατος. Σε αυτή την περίπτωση µην επιµένετε προχωρήστε παρακάτω και επιστρέψτε αργότερα. Καθαρή και σταθερή οµιλία Κατά την παράδοση κρατάτε καθαρή και σταθερή οµιλία, χρωµατίστε την µε ένταση και ζωντανέψτε την µε κίνηση. Αναζητήστε τη συµ- µετοχή των µαθητών αγγίζοντάς τους είτε µε ένα βλέµµα είτε µε µια κίνηση χωρίς όµως να διακόψετε τη ροή του λόγου σας. Γραφικός χαρακτήρας Γράφετε καθαρά στον πίνακα µε µεγάλα γράµµατα και αρκετή απόσταση µεταξύ των γραµµών χρησιµοποιώντας µαρκαδόρους διαφορετικών χρωµάτων ή και υπογράµµιση στις γραµµές. Πριν σβήσετε οτιδήποτε έχετε γράψει στον πίνακα, σιγουρευτήτε ότι οι µαθητές έχουν µεταφέρει σωστά στα τετράδιά τους όλα όσα χρειάζονται. Εξέταση ώστε βαρύτητα στην προφορική εξέταση και λιγότερη στα tests, στα οποία αναζητήστε περισσότερο την γνώση σηµείων του µαθήµατος και όχι τις πλήρεις απαντήσεις. Κοκκινισµένο γραπτό Αποφεύγετε να σηµειώνετε πολλά ορθογραφικά ή και συντακτικά λάθη στις εργασίες τους. Ένα κοκκινισµένο γραπτό θα προσπαθήσουν να το αγνοήσουν ενώ µια επιδοκιµασία στα θετικά σηµεία µε σύντοµη προτροπή για τα αδύνατα δίνει ώθηση για περισσότερη προσπάθεια. Επιβράβευση Επιβραβεύετε πάντα την προσπάθεια και όχι αποκλειστικά και µόνο το αποτέλεσµα. Με αυτό τον τρόπο δίνετε µια ώθηση στους µαθητές να προσπαθήσουν περισσότερο και όχι να τα παρατήσουν νιώθοντας πως είτε προσπαθώ, είτε όχι, το αποτέλεσµα είναι το ίδιο. Παράδοση-µονόλογος Ελέγχετε συχνά ότι σας παρακολουθούν και δεν έχουν αρχίσει να ταξιδεύουν. Αυτό µπορείτε να το κάνετε εύκολα µε ερωτήσεις σε σχέση µε το µάθηµα κατά τη διάρκεια της παράδοσης. Φράσεις που θα πρέπει να αποφεύγετε Όταν πρέπει να επιµείνετε για κάτι, µην τους λέτε ποτέ είναι εύκολο. Για εκείνους δεν είναι απλά και σταθερά πείτε τους πρέπει να γίνει. Συνοψίζοντας, µην ξεχνάτε πως ένα δυσλεκτικό παιδί ΕΝ προοδεύει: Με επανάληψη της ίδιας τάξης Με επαναλήψεις µόνο της διδακτέας ύλης Με το πέρασµα του χρόνου Με τιµωρίες, αυστηρότητα και πίεση Με απόδοση κατηγοριών και ευθυνών µε σκοπό να φιλοτιµηθεί Βιβλιογραφία Κολιάδης, Μ. (1994) Οργανωτικά-διοικητικά σχήµατα και ψυχοπαιδαγωγικά µοντέλα αντιµετώπισης των µαθησιακών δυσκολιών στο χώρο του σχολείου. Στο Καϊλα, Μ., Πολεµικός, Ν., Φιλλίπου, Γ., (επιµ.). Άτοµα µε ειδικές ανάγκες, τοµ.α, Ελληνικά Γράµµατα Μαυροµµάτη. (1995) Η κατάρτιση του προγράµµατος αντιµετώπισης της υσλεξίας Στασινός,., (1999) (επιµ) Μαθησιακές δυσκολίες του παιδιού και του εφήβου, Gutenberg Φλωράτου Μαρία-Μάρθα (1998) µαθησιακές δυσκολίες και όχι τεµπελιά: ιδακτικά προγράµµατα για την αντιµετώπιση προβληµάτων στο σχολείο και στο σπίτι σε Ανάγνωση, Γραφή, Ορθογραφία, Εκδόσεις Οδυσσέας Χρυσοχόου, Β. (1986) (επιµ.) Αρλέτ Μπουρσιέ Αντιµετώπιση της δυσλεξίας, Εκδόσεις Κέδρος

6 Inside City & Guilds > Τeacher Development Seminar Days / February - March 2010 The City & Guilds Language Certification Department received once again a very warm welcome by ELT professionals during the Teacher Development seminar days in February and March. More than 800 teachers, language school owners and publishers attended the seminars across 10 cities in Greece. Teachers and school owners had the chance to meet with the members of the Language Certification Department and exchange ideas on ELT issues. The first presentation, given by Academic Associate George Lampropoulos, gave teachers practical ideas and tips on how to help improve their students performance in the City & Guilds exams, while the workshop on Developing and Assessing Speaking presented by George Vassilakis, Language Certification Director, dealt with activities, that can be used in class to improve oral communication. Teachers received a pack with educational material such as the new City & Guilds CEFR aligned Practice Tests for all levels along with free sample copies of books kindly offered by various publishers for different levels. George Vassilakis, Language Certification Director, presenter of the Academic Workshop in Athens George Lampropoulos, presenter of the Test Tasks and Students Performance seminar ELT Professionals during the Teacher Development seminar day in Athens 6

7 > City & Guilds at the Athens 2010 TESOL Convention The ELT community was given one more chance to meet up at the TESOL Convention which took place on Saturday 13 th and Sunday 14 th March Teachers, school owners and publishers had the chance to meet with colleagues, attend ELT workshops and presentations and get informed by various exam bodies and publishers. City & Guilds was once again present at such an important ELT event giving the chance to all ELT members to get informed about the City & Guilds exams and the new Computer based (CB) exam option given to all candidates of all levels. All members who visited the City & Guilds stand had the opportunity to have hands-on experience of the CB test and see how the City & Guilds exams are becoming even friendlier and flexible. Exam Practice material, including the recently released Past Paper December 2009, was also given to all teachers who visited the City & Guilds stand. The City & Guilds stand with laptops ready to run the new, user-friendly CB test Members of the City & Guilds team having their photo taken before welcoming and informing ELT professionals! 7

8 Latest News As the May examination dates approach, we would like to remind you that you can register your students either online or through the post. Details on the dates and the registration procedure you can find at Also, remember that if you want to register your students in a city which is not included below, you just need to call the Exams Administration Department on and we will look into your request. Faster results Acknowledging teachers, parents, and even more importantly, students impatience to get their results as soon as possible after every exam period, City & Guilds has once again tried to minimise the waiting period for the issuing of the exam results. After the introduction of the answer sheet in January 2010, we have now introduced, as of March 2010, a new way of marking all IESOL papers and ISESOL recordings. The new computer-based marking system allows all trained markers to mark the students scripts even faster and in an even more reliable way. New exam material City & Guilds aims at supporting teachers and producing material for the preparation of their students. New exam preparation booklets have been produced for each level and will be offered to all teachers for free in the next IP exhibition in Athens and Thessaloniki. Among other material, the booklets include the recently released December 2009 IESOL and ISESOL papers and the new Computer based demo test. So, come along and visit us at the City & Guilds stand and get your own free copies! Professional presentation by Marisa Constantinides Do not miss out on the presentation which will take place on Saturday 8 th and Sunday 9 th May in Athens and Thessaloniki, exclusively for the Teachers Club members. Marisa Constantinides, teacher educator, founder and Director of the Centre for English Language and Training (CELT), will present ways of using the Internet and social networking sites (facebook, twitter, youtube etc) in foreign language teaching. Also, George Vassilakis will present the background to computer based testing and ways of preparing for exams with the use of computers. So, make sure you register and become a member of the Teachers Club and you will soon be contacted with details on the time and venue of the event. 8