fatimah bivi

8/2/2019 fatimah bivi

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By:

NOR HIDAYAH BINTI ISHAK

NUR AMIRA EMYLIA BINTI MOHD NOR

HAFIZUDIN BIN JAAFAR

MUHAMAD TARMIDZI BIN SAZALI

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WHY LISTENING?Children start aqcuiring any language through

listening

We ought to assess what we teachRaises childrens motivation and confidence

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Ten things to remember

about assesing listening1.Assess listening comprehension eventhough

it is difficult to assess.

2.Reading texts must be converted to listeningtexts.

3.Give credit fro what students know

4.Dont forget the importance of background

knowledge5.Dont just test what its easy to test


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6.Give students a reason for listening

7.Dont expect full comprehension

8.Accept that skill contamination will occur9.Assess all types of listening

10.Dont forget the cornerstones of goodtesting practice.


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ASSESSMENTSUMMATIVE

FORMATIVE

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Formative assessmentObservation

Testing

Self- assessmentPeer-assessment

Portfolio

Project

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Assessment chart of pupils' progress Unit 14. pupils

'

names

By the end of Unit 14 pupils:

Linguistic skills

know the English word for certain numbers

pronounce numbers correctly

know how to read phone numbers

can find numbers by listening them

spell the numbers correctly

Class: _____________________Teacher:__________________ Date:

__________________

meaning of symbols: vvv=well achieved vv= about average v=needs

more practice


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ADJECTIVESAGE GROUP 8 and above

TIME 10 minutes

DESCRIPTION The children listen and circle the correct items

according to the script

LANGUAGE Lamp, lamb, vase, glass, ship, sheep, cat, hat,

bear, bird, colours

SKILLS adjectives

ASSESSMENT CRITERIA The pupils should make the difference

between certain vowels or consonants

MATERIALS Worksheet 2

PREPARATION Photocopied worksheets for every child.

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IN CLASS 1. The teacher gives out a copy of worksheets.

2. She/ He explains to the children that they are

going to hear the descriptions of five items. On

the worksheet each learner has two choices in

each item. They have to circle the correct

one.

3. The teacher reads the descriptions.

a black cat

a big bird

a blue ship

a fat girl

a short boy

4. The teacher reads the descriptions again

and asks to check the answers.

FEEDBACKThe teacher discusses the correct answers withthe class.

ASSESSMENT OF OUTCOME Students can identify the correct adjectives.


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Circle the correct

picture1.

3.

5.

2.

4.

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VERB

AGE GROUP 8 and above

TIME 10 minutes

DESCRIPTION The children match photos to

pictures following oral

instructions.LANGUAGE Action verbs: eating, drinking, writing,

sleeping, running, reading,

sitting.

SKILLS Listening for specific

information; recognizing actionverbs in the simple

sentences.

ASSESSMENT CRITERIA The pupils should recognize

common action verbs in spoken statements.

MATERIALS Worksheet; scissors; glue; a set of 12


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FEEDBACK Ask the children to exchange worksheets

and check eachothers answers. They mark

them using the marking scheme as

follows:7 = excellent6 = very good5 =good0-4 = try harder

ASSESSMENT OF OUTCOME This activity involves identifying verbs.


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PREPARATION 1. Give two sets of worksheet to students.

2. One set consist of the set of pictures and another set consist

of blank columns with numbered 1-7.

3. Prepare a set of seven statements, for

example,Lily is sleeping, John is drinking etc.

IN CLASS 1. Give out two sets of worksheet.

3. Tell the children to cut out the faces

from the pictures from the work sheet and stick them on the

another set of worksheet with blank column

4.Read the statements with short pauses

between them.5. Read the statements again.

6. Tell the children to stick the pictures on each column with

numbered.


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AGE GROUP 8 and aboveTIME 15 minutes

DESCRIPTION The children listen to a

song and point to the

picturesof the animals that

they heard

in the song

LANGUAGE chicken, dog,

turkey , cow

SKILLS Listening for nouns.

ASSESSMENT CRITERIAThe pupils shouldidentify 17

NOUNS


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Old MacDonald had a farm,

Ee i ee i oh!

And on that farm he had some chickens,

Ee i ee i oh!

With a cluck-cluck here,And a cluck-cluck there

Here a cluck, there a cluck,

Everywhere a cluck-cluck

Old MacDonald had a farm

Ee i ee i oh!


Ee i ee i oh!

And on that farm he had some dogs,

Ee i ee i oh!

With a woof-woof here,

And a woof-woof-woof there

Here a woof, there a woof,

Everywhere a woof-woof


Ee i ee i oh!

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Ee i ee i oh!

And on that farm he had some turkeys,

Ee i ee i oh!

With a gobble-gobble gobble-gobble here,

And a gobble-gobble gobble-gobble there

Here a gobble-gobble, there a gobble-gobble,

Everywhere a gobble-gobble-gobble


Ee i ee i oh!


Ee i ee i oh!

And on that farm he had some cows,

Ee i ee i oh!

With a moo-moo here,

And a moo-moo there

Here a moo, there a moo,

Everywhere a moo-ooo


Ee i ee i oh! 19


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PREPARATION

IN CLASS 1. The teacher explains to the children that

they are going to hear a song. The teacher

will ask them to tell the animals that they

heard in the song2. The teacher lets children listen to the

song.

4. The teacher plays the song repeatedly for

3 times.

FEEDBACK 1. The teacher encourages to sing along.

2. The class discusses the animals that they

identify in the song

3. The students have to point the animals

that they listen in the song to the pictures of

the animals on the flashcard.

ASSESSMENT OF OUTCOME They can identify the correct animals from

listening.


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THANK YOU FORLISTENING!

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