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Meth Wednesday Chapter 12 - Coggle Diagram
Meth Wednesday Chapter 12
Three criteria of a good test [T.M.]
It will
not
be
too troublesome to mark
lt will provide
clear results
that serve the purpose for which it was set.
A good test will seem
fair
and
appropriate
to the students
Kinds of errors (Ny.Ggy.)
Lexical
Grammar
Pronunciation
Intonation
Rhythm
Traditional 'pen-and-paper' tests (usually made up of 2 types of question) B.Á.
Discrete item tasks (ie testing specific individual language points) B.Á.
marked objectively (there's a clear correct answer, every marker would give the same marks) G.L.
language systems are easier to test objectively G.L.
Integrative tasks (ie a number of items or skills tested in the same question) B.Á.
marked subjectively (the marking depends on the personal decision of the marker) G.L.
language skills tend to be tested subjectively G.L.
Errors and correction
T.B.M.
Decision 3
: When to deal with it?
accuracy
focused immediate correction
later
not at all
fluency
later
brief, unobtrusive, immediate correction
not at all
Decision 4
: Who will correct it?
self - correction
student - student
teacher - student
small group
all class
coursebook/reference books
Decision 5:
Which technique use to it?
Indicate that anerror has been made
Invite correction, help your students towards the correction.
Decision 2
: Whether to deal with it?
depends on the aim of the activity
the aim can be working on fluency or accuracy L.K.
Decision 1
: What kind of errors has been made?
pronunciation
grammar
lexis
How to indicate the error? R. T.
Tell them that there is an error
Facial expressions, gestures
Repeat the sentence
Echoing with intonation change
Ask a question
Write the sentence on the board
Exploit the humour in the error
Ask a one-word question L.K.
Draw spaces or boxes on the board according to the number of words in the incorrect sentence L.K.
Using dictionaries (D.E)
Printed
Heavy to carry
Two types
Monolingual
Bilingual
Can be more helpful on lower levels
Problems
Deficient grammatical informations
Many different translation
Usually lack of example sentences
Lack of important collocations
Usually idiosyncratic pronunciation
Expensive, but lifetime buy
Digital
By the time, they have become more reliable
On the spot pronunciation
Time-efficient and more helpful
Timelines (B.J.)
Helps to make the flow of time visible
Students can see how tenses differ from each other
A timeline is a line representing time
The left side represents
Past
The right side represents
Future
You should mark the present moment as
Now
Timelines may oversimplify verb forms
Some tenses are difficult to illustrate
Timelines are one way to help students understand grammar...
...but some students might have problems understanding them
Some common discrete-item testing techniques (Sz.K.)
Gap-fill
single sentence (B.A.)
cloze (B.A.)
multiple choice (B.A.)
using given words or other clues (B.A.)
transforming a given word (B.A.)
Sentence transformation
Using given words (Sz.Zs.)
following a given instruction (Sz.Zs.)
Sentence construction and reconstruction
rearranging words (Sz.Zs.)
using given words (Sz.Zs.)
finding and correcting mistakes (Sz.Zs.)
situational (Sz.Zs.)
Two-option answers
true or false (Sz.Zs.)
correct or incorrect (Sz.Zs.)
defined options (Sz.Zs.)
Matching
pictures and words (Sz.Zs.)
placing words in correct sets, lists etc (Sz.Zs.)
grammatical labelling (Sz.Zs.)
putting jigsaw pieces together (Sz.Zs.)
some ideas when assessing speaking (B.A.)
prepare a list of criteria and assess students based on that (a list of 'can dos')
if there are too many students, use different working arrangements (eg pairwork & group work) & extend assessment over a few classes
do a variety of speaking tasks, eg:
narrating a picture story
role-play
pairwork info-gap
whole class discussions
"three learners with one teacher"
Designing discrete and integrative questions P.J.
Assessing speaking P.J.
Speaking tasks P.J.
Prepare criteria P.J.
Self-assessment P.J.
Testing (L.D)
you can test aniything that has been studied
four language systems: reading, writing, grammar and lexis
four language skills: speaking listening phonology and function
Using English in class (M.N.)
use lots of listening material - surround Sts with the sound of English
put English-language posters on the wall
have short, clearly demarcated sections of the lesson when English is the first language - at other times, other languages are possible
only "hear" English
spend a lot of time on fluency work without correction
respond positively to every effort at using English
negotiate the ground rules with the students or let them set rules completely by themselves
discuss the point of the activity, lesson, course - agree how it will be done, why using English is important
don't tell learners off for not using English, but keep operating in English yourself
establish that you are delighted for them to speak anything at all; communication is your priority, rather than accuracy
Using learners' L1 in the EFL classroom (S.J)
It has a bad reputation but can actually be very useful
You can use it even if you don't speak their L1 or if they have different L1s
Activities
Mediation
English whispers: a sentence is given to the 1st student, who then whispers it into the next student's ear and so on. The final version is usually different from the original version
Diplomatic affairs : two students pretend to be mbassadors who need to communicate, two other students (or just one) pretend they are the translator. Variation: there is a mistranslation that results in a diplomatic incident
Translation: role play a situation when you help a colleague who doesn't speak English get his point across
Uses
summarise a document (briefly)
put new grammatical item in perspective
pronunciation differences and similarities
several ways of translating the same sentence