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... Havestudentsdoacommunicativetaskonthetopic
(communicativeoutput)
Wheninstructorshavetheopportunity to developpartorallofthe
coursecurriculum,theycandevelopaseriesofcontextsbasedonthe
realworldtasksthatstudentswillneed to performusingthelanguage,
andthen teach grammar andvocabularyinrelation to thosecontexts.
Forexample,studentswhoplan to travelwillneed to understand
publicaddressannouncementsinairportsandtrainstations.
Instructorscanuseaudio‐tapedsimulations to provideinput; teach
thegrammaticalformsthattypicallyoccurinsuchannouncements;
andthenhavestudentspracticebyaskingandansweringquestions
aboutwhatwasannounced.
How to Teach TOEFLTOEICIELTSandMore
How to Teach TOEFLTOEICIELTSandMore
50
Assessing Grammar Proficiency
AuthenticAssessment
Justasmechanicaldrillsdonot teach studentsthelanguage,
mechanicaltestquestionsdonotassesstheirability to useitin
authenticways.Inorder to provideauthenticassessmentofstudents’
grammar proficiency,anevaluationmustreflectreal‐lifeusesof
grammar incontext.Thismeansthattheactivitymusthaveapurpose
otherthanassessmentandrequirestudents to demonstratetheirlevel
of grammar proficiencybycompletingsometask.
To developauthenticassessmentactivities,beginwiththetypesof
tasksthatstudentswillactuallyneed to dousingthelanguage.
Assessmentcanthentaketheformofcommunicativedrillsand
communicativeactivitieslikethoseusedintheteachingprocess.
Forexample,theactivitybasedonaudiotapesofpublicaddress
announcementscanbeconvertedintoanassessmentbyhaving
studentsrespondorallyorinwriting to questionsaboutasimilartape.
Inthistypeofassessment,theinstructorusesachecklistorrubric to
evaluatethestudent’sunderstandingand/oruseof grammar in
context.
Mechanicaltestsdoserveone
purpose:Theymotivatestudents to
memorize.Theycanthereforeserveas
prompts to encouragememorization
ofirregularformsandvocabulary
items.Becausetheytestonlymemory
capacity,notlanguageability,theyare
bestusedasquizzesandgiven
relativelylittleweightinevaluating
studentperformanceandprogress.
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C. How to useastudybook
Onceyouhavechosenastudymanual,readthedirectionscarefully.
Typically,thefirst10‐40pagesofamanualwillgiveverydetailed
instructionson how to beststudyforthetest,test‐takingtips,and
basicinformationaboutthetest.Asmartinstructor[you]willtakethe
testatleastoncesotheyknowexactlywhatisentailed.
Buildingagoodstudyplanisanessentialfirststepinhelpingyour
students.But,first,youmustknowtheskilllevelofyourstudentsand
wheretheirskillsarestrongandweak.Thiswillrequiregivingyour
studentsabaselinetest to determinetheircurrentskilllevels.
Onceanestimatedbaselinescorehasbeenestablished,carefully
reviewyourstudents’skilllevelsanddevelopastudyplanthatwill
helpraiselowerscoresandstrengthenthehigherscores.
Irregularityofskilllevels(strongverbalskillsandveryweakwriting
scores,forexample)arenotuncommonandworkingonraisingthe
lowerlevelskillswill,mostlikely,yieldthequickestresults(ETS
researchsuggeststhisistrue).
Studentswilloftenwant to studyintensivelyforshortperiodsoftime,
buttheywillgenerallybemoresuccessfulwithdistributedpractice
overlongerperiodsoftime.
Baseline,practiceand
progresstestsshouldbe
takenunderconditions
ascloseaspossibleas
thoseatatestingcenter.
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35
TheTOEICWritingTestFormat
...
Overt Grammar Instruction
Adultstudentsappreciateandbenefitfromdirectinstructionthat
allowsthem to applycriticalthinkingskills to languagelearning.
Instructorscantakeadvantageofthisbyprovidingexplanationsthat
givestudentsadescriptiveunderstanding(declarativeknowledge)of
eachpointof grammar.
Downloadthe grammar ebookfor
thiscourseat:
www.TEFLeBooks.com /grammar. pdf
andworkallthewaythroughit.
How to Teach TOEFLTOEICIELTSandMore
2
How to Teach
TOEFL®TOEIC®IELTS®
andOtherStandardizedExaminations
SecondEdition
Copyright©TEFLeBooksdotcom
Allrightsreserved.
Permissiongranted to reproducepartsofthis
publicationaslongasattributionisnoted.
ThisebookwasdevelopedincooperationwithTEFLBootCamp
To helpusdoabetterjobofhelpingyou,wewouldappreciate
youropinionaboutthisebook.Pleasetakeourfast,easyand
confidentialsurveyhere:CLICKHERE
How to Teach TOEFLTOEICIELTSandMore
30
C.Skillstesting
Studentstakeeitherthe“Academic”or“GeneralTraining”sectionsin
readingandwriting—thelisteningandspeakingsectionsarethesame
forbothformsofthetest.Thetotaltesttimeisabout2hoursand45
minutesandconsistsofthefollowing:
... Dosubstitutiondrillsforirregularverbs
How to Teach TOEFLTOEICIELTSandMore
36
D.PracticeTestingandrecalibratinggoals
Afterareasonableperiodofstudy,haveyourstudentstakeaprogress
testandre‐evaluatetheirgoalsbasedontheirperformance.Notwo
studentswillbeexactlythesameandgoalsshouldbeindividualized.
FREEResources:
ReviewtheSampleTests(PDF)
and
takealookatthe
TOEICSpeakingandWriting
ExamineeHandbook(PDF)
.
How to Teach TOEFLTOEICIELTSandMore
37
VI. Grammar
GoalsandTechniquesforTeaching Grammar fromthe
GeorgetownUniversityLanguageResourceCenter
Thegoalof grammar instructionis to enablestudents to carryouttheir
communicationpurposes.Thisgoalhasthreeimplications:
...