a closer look at the tsa listening and speaking assessment

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A Closer Look at A Closer Look at the TSA Listening the TSA Listening and Speaking and Speaking Assessment Assessment

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Page 1: A Closer Look at the TSA Listening and Speaking Assessment

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

Page 2: A Closer Look at the TSA Listening and Speaking Assessment

Part 1Part 1

Speaking Speaking AssessmentAssessment

Page 3: A Closer Look at the TSA Listening and Speaking Assessment

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

Page 4: A Closer Look at the TSA Listening and Speaking Assessment

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

Page 5: A Closer Look at the TSA Listening and Speaking Assessment

Note!Big groups • Should maximize the

amount of communicative practice

Page 6: A Closer Look at the TSA Listening and Speaking Assessment

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

Page 7: A Closer Look at the TSA Listening and Speaking Assessment

• Minor errors are tolerated The purpose of communicative

approach is fluency, instead of accuracy

Page 8: A Closer Look at the TSA Listening and Speaking Assessment

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.

Page 9: A Closer Look at the TSA Listening and Speaking Assessment

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

Page 10: A Closer Look at the TSA Listening and Speaking Assessment

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.

Page 11: A Closer Look at the TSA Listening and Speaking Assessment

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

Page 12: A Closer Look at the TSA Listening and Speaking Assessment

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.

Page 13: A Closer Look at the TSA Listening and Speaking Assessment

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)

Page 14: A Closer Look at the TSA Listening and Speaking Assessment

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

Page 15: A Closer Look at the TSA Listening and Speaking Assessment

• 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)

Page 16: A Closer Look at the TSA Listening and Speaking Assessment

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.

Page 17: A Closer Look at the TSA Listening and Speaking Assessment

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

Page 18: A Closer Look at the TSA Listening and Speaking Assessment

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

Page 19: A Closer Look at the TSA Listening and Speaking Assessment

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.”

Page 20: A Closer Look at the TSA Listening and Speaking Assessment

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.

Page 21: A Closer Look at the TSA Listening and Speaking Assessment

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.

Page 22: A Closer Look at the TSA Listening and Speaking Assessment

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.

Page 23: A Closer Look at the TSA Listening and Speaking Assessment
Page 24: A Closer Look at the TSA Listening and Speaking Assessment

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/

Page 25: A Closer Look at the TSA Listening and Speaking Assessment

Part 2Part 2

Listening Listening AssessmentAssessment

Page 26: A Closer Look at the TSA Listening and Speaking Assessment

Suggested Listening Suggested Listening PracticesPractices

1. Vocabulary Building – Vocab Network

Computer

Keyboard

Type words

mouse

Give commands

Screen

speakers

Page 27: A Closer Look at the TSA Listening and Speaking Assessment

Angry Glad / Happy

Puzzled

Upset / Sad

Vocab Building (Con’t) – Help Ss Anticipate Answers

Page 28: A Closer Look at the TSA Listening and Speaking Assessment

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.