O’zbekiston respublikasi oliy ta’lim, fan va innovatsiyalar vazirligi andijon davlat chet tillari instituti ingliz tili o’qitishning integrallashgan kursi kafedrasi chet tillarni o’qitishning integrallashgan kursi
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- Time: 80 minutes
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And whiskers on kittens,
Bright copper kettles And warm woolen mittens. Brown paper packages Tied up with string. These are a few of my favorite things. Cream colored ponies, And crisp apple strudel. Doorbells and sleigh bells And schnitzel with noodles. Wild geese that fly With the moon on their wings These are a few of my favorite things. Girls in white dresses with blue satin sashes. Snowflakes that stay on my nose and eyelashes. Silver white winters that melt into songs These are a few of my favorite things. 6Match the following words in column A with their definitions in column B
Match the following words in column A with their definitions in column B
copper – red-brown metal mitten – a type of glove whiskers – long hairs that grow near the mouth of some animals ponies – small horses sleigh – a vehicle pulled by animals and used for travelling over snow fluffy – soft bunnies – rabbits steaming – very hot string – a thin rope strudel – a type of pastry with fruit inside schnitzel – cutlets noodles – a type of long thin pasta that cook quickly sashes – long wide belts melt (into) – change into Raindrops on roses, And whiskers on kittens, Bright copper kettles And warm woolen mittens. Brown paper packages Tied up with string. These are a few of my favorite things. Cream colored ponies, And crisp apple strudel. Doorbells and sleigh bells And schnitzel with noodles. Wild geese that fly With the moon on their wings These are a few of my favorite things. Girls in white dresses with blue satin sashes. Snowflakes that stay on my nose and eyelashes. Silver white winters that melt into songs These are a few of my favorite things. Lesson 5-6. Assessment of acquired knowledge of a foreign language in different age groups. Part 1-2
Warm-up (5 min) Ask students the following questions: How do you feel about assessment? Did you like the way you were assessed at school? Why? In what ways should theassessment of children (aged 6-12) differ from the assessment of teens/adults? Elicit random answers. Activity 1 Issues in YL assessment Objective: to raise students’ awareness of issues in assessing young learners Time: 40 minutes Materials: Handout 1, Handout 2 and/or Power Point presentation Procedure: Distribute Handout 1 and ask students to read the text about assessing young learners, underline main ideas. Invite discussion on the text. Invite discussion by asking the following questions: Why is it difficult to assess young learners? Why traditional assessment tools will not be effective if applied to YLs? What techniques can be used? Make a presentation (if possible, using Power Point) using handout 2. Activity 2 Assessment tools Objective: to let students explore assessment tools for young learners Time: 30 minutes Materials: Handout 3, Handout 4 A or B or C for each group Procedure: Distribute Handout 3 to everyone and put students into 3 groups. Provide one of the 3 samples of techniques for assessing young learners’ progress and achievement (Handout A or B or C). Ask students to read the descriptions and discuss them while filling in the table. Round up (5 min) Summarise the main points of the lesson and assigns homework. Homework Ask students to read appropriate literature (or do aninternet search) and find 3 techniques for assessing young learners. They are to present the one they liked best and be ready to discuss with class. Teaching different age groups Assessing young learners Handout 1, Activity 1
Assessment has various purposes – formative, for assessing progress and summative for assessing whether instructional goals have been achieved. It has been noted in the literature that young learners may not perform to the best of their ability on formal standardised tests due to the time and pressure constraints and general lack of experience with this mode of assessment. In addition, the use of tests has a strong impact on the self-esteem of young learners particularly on whether they perceive themselves as ‘successful’ or not which will then affect their attitudes toward learning the language and future achievements (Wortham, 2005). In order to allow pupils to demonstrate what they know and can do, assessment in the foreign language should be a natural outcome of what they do in the classroom setting. When assessing young learners, the following considerations should be kept in mind: • Assessments should be an integral part of the teaching / learning process – each lesson is an opportunity for assessment. • Methods of assessment should recognize that young children need familiar contexts and familiar activities which ‘mirror’ the things they do regularly in class, in order to be able to demonstrate their abilities. • Information on all dimensions of learning should be monitored: affective and social as well as linguistic and cognitive. • The emphasis of assessment should be on “Can Do” – finding out what the pupils can do and what they still need help with. • Assessments should be appropriate to age level in terms of content and cognitive demands. • The teacher should find time to sit with each pupil individually to reflect on learning and allow the pupil to express his/her feelings about his/her learning. In the young learner classroom, the teacher should focus on formative assessment activities - to provide information which will benefit the pupils’ learning as well as inform instruction. To this end, assessment should be viewed as an ongoing process of collecting information on the pupils’ abilities, difficulties and progress. The most effective means of collecting this information is by observing pupils in the classroom setting, recording their performance as they are engaged in activities and reviewing samples of their work over time. In addition to on-going informal assessments, periodic summative assessment procedures can be used to measure achievements and indicate what goals have been achieved after an extended period of instruction. (Bejarano Y, C.Gordon. Considerations for Teaching and Assessing Young LearnersLearning English as a Foreign Language http://www.eadventure.co.il/?ItemId=2819)
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