In this session, we examine scaffolding, and how it helps students overcome barriers and reach lesson goals. We explore how scaffolding supports students to understand new language and carry out language tasks, investigate how to plan scaffolding into lesson stages to help students move from form-focused practice to fluency-focused, consider ways to monitor student performance, and learn how to use scaffolding to support specific language skills.
In this session we show how Pearson English courses and assessments work together, within the framework of the Global Scale of English, to create a purposeful, well-structured educational experience. Taking Roadmap and the Benchmark Test as examples, we study the differences, connection and interplay between course, course-based assessment and proficiency assessment for adult learners. The session aims to give teachers practical advice on how to structure their end-to-end teaching programme - identifying and addressing skills gaps and monitoring progress throughout.
Language abilities change over time especially if there have been long gaps. This session shows how the formative information provided in the English Benchmark Young Learners (6-14 years) and the Benchmark Test (14 years plus) can be used throughout the learning cycle to identify each student's needs and monitor how their needs are changing so teachers can plan lessons for individuals as well as the whole class.
In this highly practical session, we explore ways in which we can help our students become better at learning and remembering vocabulary. Teaching good word-learning habits is always a worth-while objective, but never more so than in the current climate. The more efficient the students are, the more likely they will be able to overcome interruptions to their learning and make up for lost time. Examples of good practice are taken from Focus Second Edition.
In the months of lockdown, primary students may have missed out on a lot of learning – but even more crucially, they will have missed out on opportunities of working together. In this session, we look at how to structure communicative and collaborative activities to make the most of the course topics, using Now I Know as an example.
