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A Closer Look at the A Closer Look at the TSA Listening and TSA Listening and
Speaking AssessmentSpeaking Assessment
A Closer Look at the A Closer Look at the TSA Listening and TSA Listening and
Speaking AssessmentSpeaking Assessment
Part 1Part 1
Speaking Speaking AssessmentAssessment
Common Problems Common Problems (1)(1)
Inhibition• Real-time exposure to an audience Worried about making mistakes Fear of criticism / losing face / shy
of the attention Feel unnatural to speak a foreign
language
Solution 1: Group / Pair Solution 1: Group / Pair WorkWork
• Start all speaking activities with group / pair work
Lower anxiety Encourage collaborative relationships Student security Encourage negotiation of meaning Immediate feedback from listeners
Note!Big groups • Should maximize the
amount of communicative practice
Solution 2: Teacher’s Solution 2: Teacher’s RoleRole
• Teachers as Models Always model the activity with
students Remind students of the key
grammar Teach/review essential vocabulary
before the activity starts Ss need the knowledge of linguistic
forms, meanings and functions
• Minor errors are tolerated The purpose of communicative
approach is fluency, instead of accuracy
e.g. Step 1: Jumbled Conversation (paying compliments)•Put Ss into pairs. • Instruct them to, choose from the word box, write sentences
under the person who said them. •Remind them to write in correct order.
Step 2: Modeling• Keep Ss in pairs.• Instruct Ss to do the following role-play:
Imagine your friend buys something new and you think it’s great! Complete the dialogue with your partner and practice the dialogues.
Students apply the knowledge to negotiate meaning
e.g. Step 1 - Matching Dialogues
•Ss read the two dialogues of people making suggestions.
•Ss have to match the picture to the correct dialogue.
Step 2: Modeling the Dialogue• Put Ss into pairs• They have to suggest things to do
together at weekend• Use the sentences they learnt
from the Matching Exercise to help
e.g. Class Survey
•Ss walk around the class & try to find someone to match each of the descriptions.
•Ss choose a partner. Find out two additional facts about their partners that are not on the list.
•Ss have to tell what they learnt about their partners.
Common Problem (2)Common Problem (2)
Lack of Interest & Low Motivation / Participation
• English is an alien language to Ss (tendency to use mother-tongue)
• Ss have nothing to say (they can’t think of anything to say / they lack sufficient vocabulary)
Solution: Carefully chosen Solution: Carefully chosen ActivitiesActivities
• Authentic / Realistic Topics & Tasks Ss can relate using ideas from their
own experience & transfer what they learn to the outside world
Motivating & stimulating
• Base the activities on easy language Encourage the use of authentic & na
tural language Activities which promote communic
ation
• Offer cues (e.g. picture cues)
e.g. Step 1 - Describing Pictures (WH-Questions)
•Tell Ss that Penny & Richard are in class together.
•They have to find out what they are doing by studying the picture.
Step 2: Describing someone in the class• All students should describe someone in
the class and answer the following questions about them:
1.Where is the person sitting?2.Who is he/she sitting next to?3.What is he/she wearing?4.What is the person doing?
• Students are encouraged to write more sentences about the person they have chosen
Step 3: Guessing• Put students into pairs.• They have to take turns to guess
who their partner described in Step 2 by asking WH-questions
e.g. Making Oral Invitation•Put Ss into groups of 3 and give each group a set of cards, face
down•They must take turns taking a card from the deck, and
extending an invitation•Model the sentence structure “Would you like to …”•Encourage Ss to set a day and time, such as “…on Tuesday
night at 9 o’clock.”
e.g. Step 1: Guess the room
•Put Ss into groups & explain that they’re going to take turns comparing them
•Give each Ss a copy and tell them to choose one of the rooms, but not to tell the rest of the group which room they have chosen
•They take turns to describe their room & their group mates must guess which room is being described.
spacious
messy
neat
stylish
small cramped
modern
peacefulbright
old-fashioned
dark
noisy
e.g. Step 2: Comparing the 4 rooms•Give these adjectives to each group and they should
describe the rooms using the adjectives.
e.g. Completing a Story
•Put Ss into pairs.•Tell Ss that they
each have the same story as their partners, but with different parts missing.
•They have to ask each other questions to find out what is missing.
Common Problem (3)Common Problem (3)Wrong Pronunciation• More in-class listening practice• EMI in classrooms• Self-access http://international.ouc.bc.ca/pronu
nciation/
Part 2Part 2
Listening Listening AssessmentAssessment
Suggested Listening Suggested Listening PracticesPractices
1. Vocabulary Building – Vocab Network
Computer
Keyboard
Type words
mouse
Give commands
Screen
speakers
Angry Glad / Happy
Puzzled
Upset / Sad
Vocab Building (Con’t) – Help Ss Anticipate Answers
2. Make use of the Tape script
• To raise awareness of keywords
Let’s try this!http://www.systemassessment.edu.hk/P3-L-Sample3.wma
Peter: What does Sue like?Mary: She loves ____________. Let’s buy some for her. Can we buy some chocolate bars?Peter: That’s a good idea. But… Sue’s got ____________ today. She’s can’t have chocolates.Mary: What about canned food? We can buy some pork or beefPeter: I like __________ better.