Download - fatimah bivi
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By:
NOR HIDAYAH BINTI ISHAK
NUR AMIRA EMYLIA BINTI MOHD NOR
HAFIZUDIN BIN JAAFAR
MUHAMAD TARMIDZI BIN SAZALI
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WHY LISTENING?Children start aqcuiring any language through
listening
We ought to assess what we teachRaises childrens motivation and confidence
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Ten things to remember
about assesing listening1.Assess listening comprehension eventhough
it is difficult to assess.
2.Reading texts must be converted to listeningtexts.
3.Give credit fro what students know
4.Dont forget the importance of background
knowledge5.Dont just test what its easy to test
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6.Give students a reason for listening
7.Dont expect full comprehension
8.Accept that skill contamination will occur9.Assess all types of listening
10.Dont forget the cornerstones of goodtesting practice.
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ASSESSMENTSUMMATIVE
FORMATIVE
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Formative assessmentObservation
Testing
Self- assessmentPeer-assessment
Portfolio
Project
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Assessment chart of pupils' progress Unit 14. pupils
'
names
By the end of Unit 14 pupils:
Linguistic skills
know the English word for certain numbers
pronounce numbers correctly
know how to read phone numbers
can find numbers by listening them
spell the numbers correctly
Class: _____________________Teacher:__________________ Date:
__________________
meaning of symbols: vvv=well achieved vv= about average v=needs
more practice
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ADJECTIVESAGE GROUP 8 and above
TIME 10 minutes
DESCRIPTION The children listen and circle the correct items
according to the script
LANGUAGE Lamp, lamb, vase, glass, ship, sheep, cat, hat,
bear, bird, colours
SKILLS adjectives
ASSESSMENT CRITERIA The pupils should make the difference
between certain vowels or consonants
MATERIALS Worksheet 2
PREPARATION Photocopied worksheets for every child.
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IN CLASS 1. The teacher gives out a copy of worksheets.
2. She/ He explains to the children that they are
going to hear the descriptions of five items. On
the worksheet each learner has two choices in
each item. They have to circle the correct
one.
3. The teacher reads the descriptions.
a black cat
a big bird
a blue ship
a fat girl
a short boy
4. The teacher reads the descriptions again
and asks to check the answers.
FEEDBACKThe teacher discusses the correct answers withthe class.
ASSESSMENT OF OUTCOME Students can identify the correct adjectives.
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Circle the correct
picture1.
3.
5.
2.
4.
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VERB
AGE GROUP 8 and above
TIME 10 minutes
DESCRIPTION The children match photos to
pictures following oral
instructions.LANGUAGE Action verbs: eating, drinking, writing,
sleeping, running, reading,
sitting.
SKILLS Listening for specific
information; recognizing actionverbs in the simple
sentences.
ASSESSMENT CRITERIA The pupils should recognize
common action verbs in spoken statements.
MATERIALS Worksheet; scissors; glue; a set of 12
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FEEDBACK Ask the children to exchange worksheets
and check eachothers answers. They mark
them using the marking scheme as
follows:7 = excellent6 = very good5 =good0-4 = try harder
ASSESSMENT OF OUTCOME This activity involves identifying verbs.
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PREPARATION 1. Give two sets of worksheet to students.
2. One set consist of the set of pictures and another set consist
of blank columns with numbered 1-7.
3. Prepare a set of seven statements, for
example,Lily is sleeping, John is drinking etc.
IN CLASS 1. Give out two sets of worksheet.
3. Tell the children to cut out the faces
from the pictures from the work sheet and stick them on the
another set of worksheet with blank column
4.Read the statements with short pauses
between them.5. Read the statements again.
6. Tell the children to stick the pictures on each column with
numbered.
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AGE GROUP 8 and aboveTIME 15 minutes
DESCRIPTION The children listen to a
song and point to the
picturesof the animals that
they heard
in the song
LANGUAGE chicken, dog,
turkey , cow
SKILLS Listening for nouns.
ASSESSMENT CRITERIAThe pupils shouldidentify 17
NOUNS
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Old MacDonald had a farm,
Ee i ee i oh!
And on that farm he had some chickens,
Ee i ee i oh!
With a cluck-cluck here,And a cluck-cluck there
Here a cluck, there a cluck,
Everywhere a cluck-cluck
Old MacDonald had a farm
Ee i ee i oh!
Old MacDonald had a farm,
Ee i ee i oh!
And on that farm he had some dogs,
Ee i ee i oh!
With a woof-woof here,
And a woof-woof-woof there
Here a woof, there a woof,
Everywhere a woof-woof
Old MacDonald had a farm
Ee i ee i oh!
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Old MacDonald had a farm,
Ee i ee i oh!
And on that farm he had some turkeys,
Ee i ee i oh!
With a gobble-gobble gobble-gobble here,
And a gobble-gobble gobble-gobble there
Here a gobble-gobble, there a gobble-gobble,
Everywhere a gobble-gobble-gobble
Old MacDonald had a farm
Ee i ee i oh!
Old MacDonald had a farm,
Ee i ee i oh!
And on that farm he had some cows,
Ee i ee i oh!
With a moo-moo here,
And a moo-moo there
Here a moo, there a moo,
Everywhere a moo-ooo
Old MacDonald had a farm,
Ee i ee i oh! 19
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PREPARATION
IN CLASS 1. The teacher explains to the children that
they are going to hear a song. The teacher
will ask them to tell the animals that they
heard in the song2. The teacher lets children listen to the
song.
4. The teacher plays the song repeatedly for
3 times.
FEEDBACK 1. The teacher encourages to sing along.
2. The class discusses the animals that they
identify in the song
3. The students have to point the animals
that they listen in the song to the pictures of
the animals on the flashcard.
ASSESSMENT OF OUTCOME They can identify the correct animals from
listening.
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THANK YOU FORLISTENING!