PPT.pdf

Diana Burga

ExerciseComplete with the correct clothing vocabulary:

I like wearing ______ but I prefer ______.

My mother bought a new ______ in the mall and dad bought a pair of ______.

Hannah is a big fan of the hippie style so she wears ____ and ______ all the time.

Michael had to buy ____ but got ____ instead.

My family wanted to pick Josies ____.

Presentation techniques and introductory activities Warmers and lead-ins

Before going into any exercise, we must have an introductory activity to activate background knowledge (to make students remember) or to introduce the topic (to present).

These can be either a warmer or a lead-in:

Warmer: doesnt necessarily have to do with the subject, it is an activity that a teacher uses at the beginning of a lesson to give the class more energy, to make students aware that they are, in fact, in English class.

Lead-in: this type of activity does necessarily have to do with the subject taught. Its an activity or activities used to prepare students to work on a text or main task. A lead-in often includes an introduction to the topic of the text or main task and possibly study of some new key language required for the text or main task.

Common ways of presenting a language Activity-based: through games, songs, matching,

competitions, etc.

Communicative: discussions, dialogues, acting out, miming, etc.

Visual aids: videos, pictures, posters, realia, etc.

Functional: selecting a text, extracting information, eliciting information.

Types of activities and tasks for language and skills development Teaching terms

Prompting: when the teacher gives clues that allow the student to either know what the answer is or helps him further his productive skills.

Eliciting: when a teacher asks careful questions to get students to give an answer.

Drilling: if a teacher is focusing on the target language of a lesson, they usually choose a model sentence, which they write on the board. The teacher often models the language as well, by saying it clearly before drilling the students.

MatchIntroductory activities

A. Asking concept questions.

B. Eliciting language.

C. Doing a warmer.

D. Miming.

E. Setting the scene.

F. Explaining.

G. Drilling.

1. Asks the students to look at pictures of Paris before they listen to a recording about tourists attractions there.

2. Asks the students to repeat sentences after her.

3. Checks whether the students understand when the new language is used.

4. Does a short game with the students to give them energy.

5. Asks the students for examples of different kinds of fruit and writes them on the board.

6. Does an action which shows the meaning of a new word.

Answer key1. E

2. G

3. A

4. C

5. B

6. D

Frameworks for activities and tasks Presentation-Practice-Production (PPP): the teacher presents the

language, gets students to practice it in exercises and then asks students to use the same language in a communicative way.

Task Based Learning (TBL): the main focus for students is on the task itself.

Total Physical Response (TPR): a way of teaching in which the teacher presents language items as instructions and the students have to do exactly what the teacher tells them.

Lexical approach: A way of analyzing language that is based on lexical items such as words, multi-word units, collocations and fixed expressions rather than grammatical structures.

Grammar-translation: A teacher presents a grammar rule and vocabulary lists and then students translate a written text from their own language into the second language.

Test-teach-test: the teacher asks students to do a task without any help (this is the first test). The teacher then presents the new language (teach), then asks the students to do another task (this is the second test).

Guided discovery: A way of teaching in which teachers provide examples of the target language and then guide the students to work out the language rules for themselves.

Assessment types and tasks Purposes for assessment

Diagnostic test: used to identify problems that students have with language.

Placement test: used at the beginning of a course to identify a students level of language and find the best class for them.

Achievement test: used to see how well students have learnt the language taught in class.

Formative test: when a teacher gives students feedback on their progress during a course, rather than at the end of it so that they can learn from the feedback.

Progress test: used during a course in order to assess the learning up to that point

Proficiency test: the contents of a proficiency test are not chosen according to what has been taught, but according to what is needed for a particular purpose.

TEST SAMPLES

Diagnostic test

This is a DIAGNOSTIC TEST because it identifies problem areas for students before the

beginning of the course
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Proficiency assessment

This is a PROFICIENCY ASSESMENT because it tests

certain areas of knowledge that allows the examiner to check the

level of the student (A1) Source: ESOL Cambridge KET sample

Achievement test (3rd grade Reading)

This is an ACHIEVEMENT TESTbecause it is assessing how well

students have learnt the language taught in class

Source: Ohio Department of Education

Placement test

This is a PLACEMENT TESTbecause it identifies a students level of language and find the

best class for themSource: CCSF English

Placement test

Progress test

This is a PROGRESS TEST because it is assessing the learning up to that point

Source: Star Players 2

Methods of assessment

Self assessment: when students decide for themselves if they think their progress or language use is good or not.

Peer assessment: when students give feedback on each others language.

Portfolio: a collection of work that a student uses to show what they have done in preparation for a particular course or exam.

Informal assessment: when a teacher decides whether a student is doing well or not, or whether a course is successful or not, but without a test or an official report or grade.

Formal assessment: when a teacher judges students work through a test and then gives a formal report or grade to students, to say how successful or unsuccessful they have been.

MatchMethods Examples

1. Self assessment

2. Peer assessment

3. Portfolio

4. Informal assessment

5. Formal assessment

A. Ill keep a close watch on my students but they dont need to know!

B. I try to encourage learner autonomy.

C. Students should record their own progress so they can look back on it.

D. The principal is asking for the test records.

E. My students need to learn to deal without the teacher, they need to interact.

The design and purpose of a range of assessments, tasks and activitiesAssessment criteria for judging students writing may be:

Accuracy: the use of correct forms of grammar, vocabulary and pronunciation. In an accuracy activity, students typically give more attention to correctness.

Spelling and punctuation: the correct graphic representation of words or the symbols or marks used to organize writing into clauses, phrases and sentences to make the meaning clear.

Organization of ideas: how well students can put together their concepts, the use of resources, coherence in the text, clarity of ideas, etc.

Homework For next class, design an assessment (or find one)

mentioning:

TOPIC

PURPOSE (diagnostic, progress, etc.)

METHOD (self assessment, formal, peer, etc.).

CRITERIA (accuracy, spelling, etc.)

1. Topic: food and animals

2. Purpose: diagnostic. I want to know how much ss remember from last years

course before I develop the first unit

3. Method: formal. I want to check their knowledge and the grade will go on their

permanent record. At the end of the month, Ill take a new test to evaluate

their progress.

4. Criteria: for accuracy, Ill check the use of vocabulary and correct grammar (subject-verb agreement); for spelling ,Ill check if they

wrote the vocabulary correctly (ELEPHANT instead of ELEFANT).

Documents

PPT.pdf