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“I cannot teach anybody anything, I can only make them think.” Socrates Key features of NME for upper-secondary school Evaluation and testing in the modern classroom
What is evaluation? Evaluation in NME-10,11 Getting ready for exam with NME
Round-up. Evaluation: where in the series?
Book structure 10 units (8 lessons) Lesson 1-6 - aimed at development of
language skills, grammatical and lexical competence
Lesson 7 - progress check in grammar and vocabulary
Lesson 8 - provides an opportunity for informal assessment by teacher through project work based on integration of skills
Extensive reading - exposure to modern literary and media-based texts and will give extensive reading practice in line with the Russian tradition of ‘home reading’
List of active vocabulary Grammar reference
UNIT 1 What’s in a language
UNIT2 People and places
UNIT3 A job for life?UNIT4 MysteriesUNIT5 TV or not TV?UNIT6 World of
scienceUNIT7 Understanding
artUNIT8 Crime and
punishmentUNIT9 The way we liveUNIT10 Whose world
is it?
Key features of NME-10,11 complete set (SB+TB+WB+cassette) issue-based syllabus topics selected – reflect the interests of
students at this age helps Ss succeed in examinations ( Unified
National Examination) wider educational role:
Helps Ss develop as citizens Enhances Ss’ social and critical thinking skills Helps Ss take more responsibility for their own
learning Contents Chart in the SB
What is evaluation?
Widely used in teaching in different forms:Self/peer/T evaluationTestsInformal feedback
Involves different forms of evaluation
Can be used for formal evaluationShould not be the only form of evaluation
Evaluation
Teaching
Testing
Evaluation in the Student Book
Once a criminal –
always a criminal SB-11, p.120
Listening Are Ss answers evaluated
in the activity?
Pair work (self-evaluation) Multiple choice exercise
(exam format)
Evaluation in the Student Book
Translation
What kind of evaluation is done in the task?
Peer/self evaluation Process oriented activity
1 .Individual work with dictionaries (E-R)
2. Group work (new version)
3. Exchange translations (reverse translation: R-E)
4. Comparing Ss’ versions with the original
Evaluation in the Student BookWritingBook 10, p.28-29
What is the purpose of the activity? To practice all steps of the writing process To practice evaluating results of the group work To perceive evaluation as a criteria based activity
Evaluation in the exercise: (criteria - see TB, p.28) C. – on the level of ideas F. – evaluation inside groups ( Language Support) H. – “cross-groups” evaluation ( Evaluation criteria)
Evaluation in the Student Book
Writing Book 11 Ex.5, p.43, Ex.4, p.47Which of the exercises is process/product oriented?
Where can you find a possibility for self/peer/teacher evaluation?
Ex.5, p.43product-orientedexam format taskteacher-evaluation
Ex.4, p.47process-orientedpeer-evaluation (4B)self-evaluation (4C)
Evaluation in the Student Book
Language WorkBook 10, p.67Is it a fluency or accuracy-focused activity?
What is a teacher’s role? Part A: to comment and explain Part B: to monitor Ss’ work
How do Ss evaluate their performance? Peer-evaluation ( part B)
Evaluation in the Student BookSpeaking, Book 10, p.67What is the purpose of the activity? to practice “long-turn” speaking (exam-format task) to build up Ss’ confidence
Is it a fluency or accuracy focused activity?What are the roles of Ss in a group?How do Ss evaluate their performance?
How should a Teacher evaluate Ss’ performance in such activities? no interruptions post activity feedback
Evaluation in the Student BookLesson 7 Book11, p.51-53What are the objectives of the lesson? Progress check in grammar and vocab Development of self-evaluation skills
Is the lesson fluency or accuracy-focused?
What is the teacher’s role? monitoring identifying problem areas giving feedback
Evaluation in the Student BookLesson 8, Book 11, p.54-55 the final lesson of the unit practices integrated skills develops self-evaluation skills
What is the teacher’s role? Comment at the end of the lesson Ask Ss to comment on the activity Draw Ss’ attention to best answers, typical mistakes etc. Try not to be critical but give some practical advice
Evaluation in the Student Book
Lesson 8Book11, p.69, TB, p.172, Book10 , p.71, TB10, p.171
Evaluation cards: criteria based adapted for the activity for Ss – question form - clear scale for Ts – criteria explanation - exam oriented (task achievement)
Getting ready for exam with NME The course fits in with Russian National Curriculum Guidelines prepares Ss to succeed in examinations
By the end of the course Ss will operate at the language level required by Russian
National Curriculum Guidelines build up their confidence in communicating in a foreign
language get familiar with the examination format practise exam-type activities (on the lessons,
independently)
Final Evaluation: Unified National examExam task SB exercise
Listening
1. Matching speakers with statements SB11-U1 SB11-U7
2. True/False SB11-U7
3. Multiple-choice SB-11, p.120
4. Note-taking SB11-U1, SB11-U2
Reading
1. Matching texts with headings/statements SB-11, p.51, U2
2. Which text says what SB-10,Sample test-1, U7
3. Multiple choice SB-10,Sample test-1
4. True/False SB-11, Sample test 2
Final Evaluation: Unified National exam
Exam task SB exercise
Use of English
1. Word formation SB-10,Sample test-1, U1, U9
2. Word formation ( including grammar items) SB-11, p.52, SB-11,Sample test-1
3. Multiple choice ( lexical cloze) SB-11, p.53, U1, U2
Writing
1. informal letter SB-10,Sample test-1
2. for and against essay SB-10, p.28-29, SB-11, p.43
Speaking
1. monologue (2-minute talk) SB11-U1
2. problem-solving discussion SB-10, p.67
Underlined activities have been discussed during the session
Evaluation: Why? What? How? Where?
Why? to check Ss progress to identify problems to help Ss cope with
language problems end of term grading formal assessment exam preparation
Evaluation: Why? What? How? Where?
How? Teacher evaluation Peer/self-evaluation
A teacher is one who makes himself progressively unnecessary."
Thomas Carruthers
Evaluation: Why? What? How? Where?
Results- “food for thought”:
how to interpret?
learning from error giving feedback ( T-S, S-S)
draw Ss’ attention to positive aspects, typical mistakes etc.
avoid being critical give some practical advice
Evaluation: Why? What? How? Where?
Where?
SB Lesson 1-6
SB Lesson 7 Check your grammar and vocabulary
SB Lesson 8 Express Yourself
to deal with mistakes in the round-up at the end of the activity with support and encouragement of the T
to allow Ss to check their own progress in grammar and vocabulary through accuracy-type activities
to develop self-evaluation skills and learner’s autonomy, as a part of study skills
to allow T to evaluate Ss’ progress to invite Ss to evaluate their own and
their peers’ performance in the lesson, using simple criteria
to develop independent study habits
Evaluation: Why? What? How? Where?Where? TB, Sample tests
WB,Exam Practice
To prepare Ss to succeed in examinations
Exam-type tasks– reading, writing, grammar, vocabulary
to develop independent study habits
to invite Ss to take responsibility for their own learning
to get familiar with the examination format
to identify problem areas
Evaluation in the NME series: main principles Achievement oriented ( not marks) Learning from error Confidence building Developing learner independence Group work/cooperation