Post on 28-Jan-2018
transcript
Top Tips for Selectividad Success
Brian Engquist
What is Selectividad?
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A) A choice of fathers
B) A festival, along with Navidad and El Día de la Hispanidad
C) A university entrance exam
What is Selectividad?
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The best way to evaluate our students
The perfect way to force teachers to teach to the test
An old-fashioned exam they keep saying they’ll change but never do
Limited in the skills it assesses (no speaking or listening!)
Fear of the unknown! Pressure!
A lot depends on exams!
How can we take the sting out of Selectividad?
Continued language and skills
development
Exam
practice
An understanding of the demands of
the exam.
Lively activities which lighten
the load!
Strategies to meet the
demands
Predictability!
The exam
The text
250 – 280 wordsAuthentic, adapted
Comprehension questions
Use of English
Writing
The text
250 – 280 wordsAuthentic, adapted
Comprehension questions
Multiple choiceTrue / false with justification
What is desirable in a text?
A topic which relates to their interests or aspirations. Students have to be able to relate to the text: we want to get them interested in Reading!
Pictures to help students make predictions about the text and to arouse their interest.
A title which gets students thinking: it’s not necessarily a summary of the text.
Vocabulary and grammar to be taught later contextualised within the text.
A degree of challenge
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Ideal reading material for use in class?
Predict and personalisePREDICT! What is the text going to be about? Look at the pictures below and behind the text. Predict the title. Reveal the title. Any further predictions?
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PERSONALISE! What would you like to study at university? Why? What job would you like to do in the future? What will you need to do this job?
FOCUSING PREDICTIONSWhere are the students looking? How do their faces look? Do they look happy? Do they look worried?Why?
Which grammar point is contextualised?
The conditional! A firm favourite among selectividad examiners. More on that later!
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Post Reading Gist questions. Can be done orally in pairs and fed back to the class. Get students speaking !
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Strategies for approaching selectividad-style questions
What can students notice about the grammar point before it is taught?
Can we put a strategy into action?
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TIPIn class, get students to explain why the right answer is right and why wrong answers are wrong (as in the T/F questions).
Use of English
Questions 7 – 12 : 6 of 11 types
Questions 13 – 17 : 5 of 7 types
Vocabulary Grammar
What types of questions will our students face? A) Vocabulary
Synonyms
Opposites
Defenitions
Odd one out
Word transformations
Fill in the gaps
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Synonyms and opposites: teach strategies and provide practice
Opposites and synonyms: a memory game
How many did you get?
hot
boring
car
often, frequently
recently
remember
leave
buy
Taboo: synonyms, rephrasing, time pressure!
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Into threes. One person turn around!
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AMNESIA
Forget
Memory
Remember
Head
Bump
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AMNESIA
Forget
Memory
Remember
Head
Bump
Follow up
1.What synonyms can students find in the cards?
Jealousy=envy juvenile=youngobjective=goal assignment=task
2.Can they come up with synonyms for the other words?
Remember = recall, jail = prison, delinquent = criminal
Word transformations
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Exploit the text!
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What’s the verb of quick?
What types of questions will our students face? B) Grammar
Active / passive
Reported / direct speech
Make a questionLinking words Correct the mistakes
Sentence transformation
Complete the sentence
Put words in order
Relative clauses
Examiners’ favourite grammar points
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Active / passive
Relative clauses
Reported / direct speech
Plenty of practice in these areas…
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Games too…ask the teacher!
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The whole class write ten questions on the board: things they want to know about the teacher.
Half the class leave the room. The other half asks the teacher the questions and notes down the responses.
This half leaves the room, the other half comes in, asks the same questions and writes down the responses.
The teacher only tells the truth to one group.
Students are paired off (one from each group). They tell each other what they asked and what they were told. They try to decide who the teacher was telling the truth to.
A) “I asked the teacher how old she was and she told me she was 16.”
B) “I asked the same question, but she told me she was 36.”
(Inductive) teaching
Pointing out
Students noticing
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Production
The steps
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Top quality selectividad essay!
Lots of demands…
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Build up the skills gradually!
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Show them what success looks like
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Analyse a model essay on a similar topic
Develop the skills required for selectividad
Cada párrafo contiene una idea relevante informativamente, sin divigar
El texto estáclaramente repartido en párrafos
Which skills?
Las ideas se introducen con los conectores adecuados
Memory race
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What have we done?
Shown students what success looks like and given them inspiration for their essay
Built up two skills required at selectividad:
The correct use of paragraphs
The correct use of a variety of linking words
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Onto the task…
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Planning: brainstorming ideas and vocabulary
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Let’s make it cooperative!
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Brainstorming ideas
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We’re ready to write… almost!
What success looks like: a model essay
Develop the skills required at selectividad(paragraphs, linkers)
Brainstorm for ideas and vocabulary
Don’t forget…
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Continued language and skills
development
Exam
practice
An understanding of the demands of
the exam.
Lively activities which lighten
the load!
Strategies to meet the
demands
Tests and Beyond l 21/11/1565
Any Questions?
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brian.engquist@pearson.com
http://eltlearningjourneys.com