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... Havestudentsdoacommunicativetaskonthetopic
(communicativeoutput)
Wheninstructorshavetheopportunity to developpartorallofthe
coursecurriculum,theycandevelopaseriesofcontextsbasedonthe
realworldtasksthatstudentswillneed to performusingthelanguage,
and thenteachgrammar and vocabularyinrelation to thosecontexts.
Forexample,studentswhoplan to travelwillneed to understand
publicaddressannouncementsinairports and trainstations.
Instructorscanuseaudio‐tapedsimulations to provideinput;teach
thegrammaticalformsthattypicallyoccurinsuchannouncements;
and thenhavestudentspracticebyasking and answeringquestions
aboutwhatwasannounced.
How to TeachTOEFLTOEICIELTS and More
How to TeachTOEFLTOEICIELTS and More
50
AssessingGrammarProficiency
AuthenticAssessment
Justasmechanicaldrillsdonotteachstudentsthelanguage,
mechanicaltestquestionsdonotassesstheirability to useitin
authenticways.Inorder to provideauthenticassessmentofstudents’
grammarproficiency,anevaluationmustreflectreal‐lifeusesof
grammarincontext.Thismeansthattheactivitymusthaveapurpose
other thanassessment and requirestudents to demonstratetheirlevel
ofgrammarproficiencybycompletingsometask.
To developauthenticassessmentactivities,beginwiththetypesof
tasksthatstudentswillactuallyneed to dousingthelanguage.
Assessmentcanthentaketheformofcommunicativedrills and
communicativeactivitieslikethoseusedintheteachingprocess.
Forexample,theactivitybasedonaudiotapesofpublicaddress
announcementscanbeconvertedintoanassessmentbyhaving
studentsrespondorallyorinwriting to questionsaboutasimilartape.
Inthistypeofassessment,theinstructorusesachecklistorrubric to
evaluatethestudent’sunderstanding and/ oruseofgrammarin
context.
Mechanicaltestsdoserveone
purpose:Theymotivatestudents to
memorize.Theycanthereforeserveas
prompts to encouragememorization
ofirregularforms and vocabulary
items.Becausetheytestonlymemory
capacity,notlanguageability,theyare
bestusedasquizzes and given
relativelylittleweightinevaluating
studentperformance and progress.
How to TeachTOEFLTOEICIELTS and More
24
C.How to useastudybook
Onceyouhavechosenastudymanual,readthedirectionscarefully.
Typically,thefirst10‐40pagesofamanualwillgiveverydetailed
instructionsonhow to beststudyforthetest,test‐takingtips, and
basicinformationaboutthetest.Asmartinstructor[you]willtakethe
testatleastoncesotheyknowexactlywhatisentailed.
Buildingagoodstudyplanisanessentialfirststepinhelpingyour
students.But,first,youmustknowtheskilllevelofyourstudents and
wheretheirskillsarestrong and weak.Thiswillrequiregivingyour
studentsabaselinetest to determinetheircurrentskilllevels.
Onceanestimatedbaselinescorehasbeenestablished,carefully
reviewyourstudents’skilllevels and developastudyplanthatwill
helpraiselowerscores and strengthenthehigherscores.
Irregularityofskilllevels(strongverbalskills and veryweakwriting
scores,forexample)arenotuncommon and workingonraisingthe
lowerlevelskillswill,mostlikely,yieldthequickestresults(ETS
researchsuggeststhisistrue).
Studentswilloftenwant to studyintensivelyforshortperiodsoftime,
buttheywillgenerallybemoresuccessfulwithdistributedpractice
overlongerperiodsoftime.
Baseline,practice and
progresstestsshouldbe
takenunderconditions
ascloseaspossibleas
thoseatatestingcenter.
How to TeachTOEFLTOEICIELTS and More
35
TheTOEICWritingTestFormat
...
OvertGrammarInstruction
Adultstudentsappreciate and benefitfromdirectinstructionthat
allowsthem to applycriticalthinkingskills to languagelearning.
Instructorscantakeadvantageofthisbyprovidingexplanationsthat
givestudentsadescriptiveunderstanding(declarativeknowledge)of
eachpointofgrammar.
Downloadthegrammarebookfor
thiscourseat:
www.TEFLeBooks.com/grammar.pdf
and workallthewaythroughit.
How to TeachTOEFLTOEICIELTS and More
2
How to Teach
TOEFL®TOEIC®IELTS®
and Other StandardizedExaminations
SecondEdition
Copyright©TEFLeBooksdotcom
Allrightsreserved.
Permissiongranted to reproducepartsofthis
publicationaslongasattributionisnoted.
ThisebookwasdevelopedincooperationwithTEFLBootCamp
To helpusdoabetterjobofhelpingyou,wewouldappreciate
youropinionaboutthisebook.Pleasetakeourfast,easy and
confidentialsurveyhere:CLICKHERE
How to TeachTOEFLTOEICIELTS and More
30
C.Skillstesting
Studentstakeeitherthe“Academic”or“GeneralTraining”sectionsin
reading and writing—thelistening and speakingsectionsarethesame
forbothformsofthetest.Thetotaltesttimeisabout2hours and 45
minutes and consistsofthefollowing:
...
How to TeachTOEFLTOEICIELTS and More
12
B.Introduction to TestDevelopment
Validity
Howdoweknowwhetheratestmeasurestheabilityinwhichweare
interested?Evenifatestisperfectlyreliable and virtuallyerror‐free,
howdoweknowifitismeasuringtheabilitieswewantit to measure
and notsomethingelse?Thisistheidea and centralconcernofvalidity,
and ultimatelyinvolvesthekindsofjudgmentsthatcanbedrawnfrom
testscores.
Let'sconsideramathtestconsistingonlyofwordproblems.Thetest
scorecouldappropriatelybeused to indicatethestudent'sability to
solvemathproblemsthatrequirereading;thatwouldbeavaliduseof
thetestscore.However,usingthetestscoreasarepresentationofthe
student'smathabilityingeneralmightnotbevalid,especiallyifthe
studentwasnotfluentinthelanguageinwhichthewordproblems
werewritten.
Peoplewhodeveloptestsanalyzetheminseveralways to determine
theappropriate(i.e.,valid)useoftestscores.Let'sreviewsomeofthe
issuesconsideredindeterminingthevaliduseoftestscores:
How to TeachTOEFLTOEICIELTS and More
47
Forcurriculathatfollowasequenceoftopics,instructorsneed to
developactivitiesthatrelatethetopicaldiscourse(use) to meaning and
form.
Provideoralorwritteninput(audiotape,readingselection)that
addressesthe...