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... Havestudentsdoacommunicativetaskonthetopic
(communicativeoutput)
Wheninstructorshavetheopportunity to developpartorallofthe
coursecurriculum,theycandevelopaseriesofcontextsbasedonthe
realworldtasksthatstudentswillneed to performusingthelanguage,
andthen teach grammarandvocabularyinrelation 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
AssessingGrammarProficiency
AuthenticAssessment
Justasmechanicaldrillsdonot teach studentsthelanguage,
mechanicaltestquestionsdonotassesstheirability to useitin
authenticways.Inorder to provideauthenticassessmentofstudents’
grammarproficiency,anevaluationmustreflectreal‐lifeusesof
grammarincontext.Thismeansthattheactivitymusthaveapurpose
otherthanassessmentandrequirestudents to demonstratetheirlevel
ofgrammarproficiencybycompletingsometask.
To developauthenticassessmentactivities,beginwiththetypesof
tasksthatstudentswillactuallyneed to dousingthelanguage.
Assessmentcanthentaketheformofcommunicativedrillsand
communicativeactivitieslikethoseusedintheteachingprocess.
Forexample,theactivitybasedonaudiotapesofpublicaddress
announcementscanbeconvertedintoanassessmentbyhaving
studentsrespondorallyorin writing to questionsaboutasimilartape.
Inthistypeofassessment,theinstructorusesachecklistorrubric to
evaluatethestudent’sunderstandingand/oruseofgrammarin
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
wheretheir skills arestrongandweak.Thiswillrequiregivingyour
studentsabaselinetest to determinetheircurrentskilllevels.
Onceanestimatedbaselinescorehasbeenestablished,carefully
reviewyourstudents’skilllevelsanddevelopastudyplanthatwill
helpraiselowerscoresandstrengthenthehigherscores.
Irregularityofskilllevels(strongverbal skills andveryweak writing
scores,forexample)arenotuncommonandworkingonraisingthe
lowerlevel skills will,mostlikely,yieldthequickestresults(ETS
researchsuggeststhisistrue).
Studentswilloftenwant to studyintensivelyforshortperiodsoftime,
buttheywillgenerallybemoresuccessfulwithdistributedpractice
overlongerperiodsoftime.
Baseline,practiceand
progresstestsshouldbe
takenunderconditions
ascloseaspossibleas
thoseatatestingcenter.
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35
TheTOEIC Writing TestFormat
...
OvertGrammarInstruction
Adultstudentsappreciateandbenefitfromdirectinstructionthat
allowsthem to applycriticalthinking skills to languagelearning.
Instructorscantakeadvantageofthisbyprovidingexplanationsthat
givestudentsadescriptiveunderstanding(declarativeknowledge)of
eachpointofgrammar.
Downloadthegrammarebookfor
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. Skills testing
Studentstakeeitherthe“Academic”or“GeneralTraining”sectionsin
readingand writing thelisteningandspeakingsectionsarethesame
forbothformsofthetest.Thetotaltesttimeisabout2hoursand45
minutesandconsistsofthefollowing:
... Speaking(11–14minutes).
TheListening,Readingand Writing testsaredoneinonesitting.The
Speakingtestmaybeonthesamedayorup to sevendaysbeforeor
aftertheothertests.
D.PracticeTestingandrecalibratinggoals
Afterareasonableperiodofstudy,haveyourstudentstakeaprogress
testandre‐evaluatetheirgoalsbasedontheirperformance.Notwo
studentswillbeexactlythesameandgoalsshouldbeindividualized.
FreeResourcesfromIELTS
DownloadavarietyofPDFfiles
thatprovideassistanceand
instructionforallthesections
oftheIELTSexaminationaswellastheIELTS
GuideforTeachersat:
http://www.ielts.org/teachers.aspx
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43
To addressthedeclarativeknowledge/proceduralknowledgedichotomy,
teachersandstudentscanapplyseveralstrategies.
1....