NME for upper-NME for upper-secondary schoolsecondary school

“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

Evaluation in the modern classroom Why??? How?

What? When?

Results: how to interpret?

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

In-course evaluation (Lesson 1-6)

“Once a mistake – always… ?

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?

What? Grammar and

vocabulary Language skills

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

What is evaluation?Evaluationthe process of making a judgment or forming an opinion, after considering something carefully

Teachinghelping students to learn something

Testingthe activity whose main purpose is to convey how well the testee knows or can do something.