This is a board game for use in teacher training. Players can use a dice and counter. They take turns to throw the dice and move. They should explain the pronunciation error in the sentence they land on, and match it with one of the causes in 1-5 at the top of the board.
It’s notoriously difficult to give meaningful feedback to learners after they have ‘done’ a speaking activity – but is this the end of the story? In this session, we’ll consider an approach which will help us generate appropriate feedback for a variety of classroom speaking tasks and for learners at different levels.
The Common European Framework of Reference (CEFR) is an indispensable tool for the realisation for the Bologna Process in the European Higher Education Area. It offers guidance for teaching, learning and assessment of languages for communication purposes.
Many learners of English are now required to take an end-of-course speaking test, which teachers have to design, administer and assess. In this presentation, we’ll examine characteristics of practice tests which provide useful pointers for in-house test design.
ELT teachers have used attainment tests for many purposes - to evaluate, assess, or even threaten students! But they can also be a force for motivation. We will investigate how typical tests and question types (mainly testing grammar) may impact on student motivation, and look at ways to design, adapt and use them to increase their motivational value.
How can we 'mark' students’ oral production? In this session, we will look at suitable tasks for classroom assessment. We will then look at criteria with which both teacher and students can evaluate speaking. You will leave the session with strategies for creating ‘marking menus’ which are balanced and appropriate for different tasks and levels.
In 2004, after giving a presentation on the Eurpopean Language Portfolio (ELP) at the TESOL-Spain National Convention, I was invitied to write a series of articles for English Teaching professional (ETp) http://www.etprofessional.com.
The second article on the Eurpoean Laguage Portfolio (ELP) describes how the Dossier is intended to be used. I also refer to my own teaching experiences about 30 years ago, when I was inadvertently using a kind of ELP Dossier with a group of rather educationally jaded secondary school kids.
This last article on the Eurpoean Language Portfolio (ELP) describes how the Passport draws on records and work referenced and stored in the Biography and Dossier. It represents a comprehensive summary of an individual's learning achievement in foreign languages.
Providing feedback is one of the most commonly conceived functions of a teacher, yet, according to Nunan (1991), the ultimate effect of feedback is often doubtful. How do we tend to respond to students' written work? What messages are we sending to our students as a result? Is the ultimate effect really, as Nunan suggests, doubtful? What are the implications for our teaching?
