Microsoft Word language assessment theory with practice

structures that employed in descriptions:
(1) Subject + (DOES/DO NOT) + Have/Has + Adjective + N 
(1a) I/You/We/They have blue eyes. 
(1b) She/He has white teeth. 
(1c) You do not have brown eyes. 
 
(2) My/Your/His/Her/Our/Their + N + to BE + (NOT) + Adjective 
(2a) My nose is small. 
(2b) His/Her ayes are blue/black/green. 
(2c) Their hair is not curly. 
 
(3) Subject + to BE + (NOT) + Adjective 
(3a) I am tall. 
(3b) She/He is not plump. 
(3c) They are well built. 
 
(4) DOES/DO + (NOT) + Subject + HAVE + Adjective + N? 
(4a) Does she have wavy hair? 
(4b) Do they have big foreheads? 
(4c) Does not she have red hair? 
 
B: They learned the vocabulary items needed to describe the physical 
appearance of people 
(1) hair 
(2) eyes 
(3) height/weight 
•Before introducing ‘Personality Features’, the teacher probes students’ 
knowledge of the previously discussed topic (i.e., the T uses RPLE as an 
informal formative assessment tool). How much new material the T is 
going to introduce will depend on the answers of the students: 

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Language Assessment - Theory with Practice
172 
 
(5a)
Teacher (T): Beren, can you describe your hair? 
Beren: I short black hair. 
T: Wonderful, you HAVE short black hair. Remember, we use HAVE 
when we talk about the features we ‘possess’. 
In his/her feedback, the teacher repeats the rule for using HAVE after 
s/he notices that it is missing in Beren’s sentence 
Learning point: Formative assessment feedback can be very helpful during 
oral work.
However, the T should select the most appropriate way to react 
after s/he notices the problem. The decision should be given after 
considering the stage of the lesson, the type of the activity and the mistake, 
and the particular student who made a mistake (Harmer, 2007).
In Example (5a), the T, after considering the rules of sentence formation in 
the mother tongue of the student (i.e., Turkish is a language in which 
verbless sentences are possible) and the importance of such a mistake in 
English, decides to repeat the rule once again. 
 
(5b)
T: Jale, look at this picture and describe Mary. 
Jale: Mary are tall, short, slim. 
T: Oh, interesting, what do ‘tall’ and ‘short’ mean? Let me show you.
[Note: The T notices that there are both grammar and vocabulary 
usage problems in this answer and chooses to focus on the more 
problematic one]. 
Ali and Suzan come to the board, please.
[Note: Ali and Suzan are the tallest and shortest students in this class]. 
Ok, look, Ali IS tall, and Suzan IS short.
[Note: The T emphasises the verb IS in the sentences but does not 
explain the rule one more time]. 
So, a person cannot be both TALL and SHORT. Ok? Now, look at Mary 
again and describe her. 
[Note: This time the T enunciates the adjectives TALL and SHORT 
to focus Jale’s attention on their meaning]. 
Jale: Mary are tall and slim. 
T: Great
[Note: Noticing that the grammar problem continues even after the 
echoing feedback, the T takes a note and decides to spend some class 
time revising this topic in class.]