3. Choose the right word. Speaking Assessment: Pronunciation Word to be used: intonation, rhythm, sounds, stress A) Pronunciation describes how well your utterances are comprehensible to the listener. You will be assessed on things such as ........, which means how well you pronounce strong and weak syllables within individual words.
B) It also relates to ........, which is your ability to connect words together naturally with stress on appropriate words.
C) Your use of ........ should be possible to express a range of attitudes and meanings.
D) You should also be able to pronounce individual ........ (for example consonant clusters, vowels and dipthongs) effectively.
4. Choose the right word. Speaking Assessment: Interactive Communication Word to be used: hesitation, initiate, repair, turn taking A) This criteria relates to your ability to get dialogues started that is ........ communication.
B) It also describes how well you respond appropriately to utterances without too much .........
C) It covers how good you are at ........ during conversations or discussions.
D) Finally, it relates to your ability to ........ conversation when the unexpected happen such as interrupting, gaining control or .....
Task 5. Choose the right answer that characterizes the word feedback. a) The reason for using feedback is to help learners to understand their language use and performance better, and so become more autonomous.
b) Informal assessment is often followed up by feedback to the learners on the suggestions for how to improve.
c) We use the information from formative assessment to decide if we need to continue teaching this area or not, and to give learners reactions on their strengths and difficulties in learning in this area.
Task 6. Match the tasks (1-4) to the types of assessment (a-d): 1. Listening hard to the learners communicating at the end of the lesson to see how well they are using the targets.
2. An end-of-week written test to see what needs recycling.
3. Setting an end-of-course examination to see who goes up to the next level.
4. Stopping in the middle of a lesson and getting the learners to tell you what they have learned so far.
a) formal, summative testing; b) informal, summative testing;
c) formal, formative testing; d) informal, formative testing;
