TESTING WRITING

LIMITED RESPONSE

(Sentence Combining)

“Rewrite the sentences using a relative pronoun.(E.g. ‘I know the girl. She is going out with my cousin.’ > ‘I know the girl who is going out with my cousin.’)”

1)

We visited the town. It lies at the source of the Danube.

We visited the town which lies at the source of the Danube.

2)

I went to a salon. They did body piercing there.

I went to a salon where they did body piercing.

TESTING SPEAKING

LIMITED RESPONSE

(Picture Cues)

“Look at the picture below and tell me…”

1) Where are they?

2) What is happening on the right bottom of the picture?

3) What is the lifeguard doing?

4) What do you think is going to happen now?

5) What is strange in the picture?

TESTING LISTENING

LIMITED RESPONSE

(Picture Cues)

“Listen to the descriptions and circle the correct pictures.”

(Students Hear)
Mimi is a lovely cat who likes spending most of her time outside. She is also a naughty cat who always finds useless things to play. Today, she is playing with an empty box that she found from the outside.

1) Now, she is in this box.
2) She is standing behind the box.
3) She is smiling in front of the box.
4) Oh, she is on the box.
5) Finally, she is under the box.

TESTING READING

TESTING SENTENCE COMPREHENSION

(Picture Cues)

(True / False)

“Look at the picture below and circle ‘T’ for true sentences, circle ‘F’ for false sentences.”

1)

There are three families in the picture. T / F*

2)

They are watching romantic drama on the TV. T / F*

TESTING PRONUNCIATION

LIMITED RESPONSE

(GROUP TESTING: HEARING IDENTIFICATION)

The type of pronunciation testing activity below is “Limited Response” which is done with a group of students. The teacher hands out copied version of the activity to each student in the class. Students listen to two short sentences and decide if they are the same or different. They circle “S” for “same” and “D” for “different”. For example, if they heard, “What a big mouse!” and “What a big mouth!”, the correct response would be “D”.

“Listen to two sentences and decide if they are the same or different.”

“Draw a circle around ‘S’ for ‘same’ or ‘D’ for ‘different’.”

(1)

Students Hear

a) They completely forget about the food quality.

b) They completely forget about the foot quality.

TESTING VOCABULARY

LIMITED RESPONSE (GROUP TESTING)

The type of vocabulary testing activity below is “Limited Response” which is done with a group of young learners. The teacher hands out copied version of the activity to each learner in the class. He shows pictures and says, “Draw a circle around the train.” Then he asks three questions one by one for only very short answers; “Is the train blue?”, “Is the train yellow?” and “What colour is the train?” The whole class answers at the same time; “No”, “No” and “Green”. Lastly, the teacher says, showing the space under the picture, “Give a name to your train.” And the learners are expected to write any name they want. The teacher asks the similar questions below for each mean of transport and the learners do the same things.

1) TRAIN

“Draw a circle around the train.”

“Is the train blue?” (NO)

“Is the train yellow?” (NO)

“What color is the train?” (GREEN)

“Give a name to your train.”

TESTING GRAMMAR

LIMITED RESPONSE (GROUP TESTING)

(Preposition of Place)

The type of grammar testing activity below is “Limited Response” which is done with a group of young learners. The teacher hands out copied version of the activity to each learner in the class. Then he reads the sentences one by one and wants the learners to circle the right pictures according to sentences. The teacher shows the pictures of a cat and he says:

1) This is Molly. Circle the picture that she is in the box.

SAMPLE RESPONSE PAPER (ANALYSING GRAMMAR AND LANGUAGE)

Grammar is one of the most important parts of English or other languages. It is not as simple as teaching of other skills because of its complexity. When we analyze the grammar of any language, we come across grammatical structures, items, rules, patterns and so on. Furthermore, grammar involves some remarkable parts of language such as adjectives, adverbs, verbs, nouns, noun phrases, conjunctions, determiners, prepositions, pronouns, relative clauses and such. In order to be successful in grammar teaching, it is essential that we should understand grammar well before teaching it to our students. So, it requires some research and careful thinking. We can check various grammar books and one or more dictionaries. We can think how we will teach these grammatical things and we can also make a few notes for tomorrow’s lesson. But trying to teach everything we know in a split second is absolutely wrong. We should be prepared for only the subject that we will teach in tomorrow’s lesson. In other words, we shouldn’t try to teach more than one thing or one aspect of the subject at a time. So, when we achieve a fully understanding of grammar teaching, we can make clear what does grammar mean and its form, meaning and function.

SAMPLE RESPONSE PAPER (LISTENING COMPREHENSION)

In ESL/EFL classrooms, there are four main skills; listening, reading, writing and speaking. Each of these language skills is very important on its own, but listening is the most challenging part of language teaching. Being able to understand what they hear has always been a difficult task for learners. It has been also difficult for teachers to teach listening. Foreign language learners find it difficult to catch the words and sentences because of the speed and the level. Because teachers aren’t aware of unique features of listening skill, they can’t teach how to listen effectively. When we were in high school, teachers didn’t pay attention to listening skill. What they did is just playing the recording and expecting us to listen and choose the correct answers. By doing this, they thought that we could improve our listening skill, but it didn’t work. Now we will examine listening and its historical overview and cognitive process and classroom applications in detail.

SAMPLE RESPONSE PAPER (ACADEMIC READING)

Reading is one of the most important skills that must be taught to foreign language learners because it is the main factor for the other skills such as writing, speaking and listening. It has a very important role in our ordinary and academic lives. In many countries, people learn English to read books in English for their professions. The situation is same in most universities in Turkey. The language that is used in class is English and the students in these universities have to be good readers in order to be successful.

SAMPLE LESSON PLAN (YOUNG LEARNERS) (STORYTELLING)

Number of Learners: 24

Age of Learners: 6-12

Level of Learners: Elementary – Pre-Intermediate

Duration: 45 minutes

Subject: The Little Red Hen

Skills: Speaking and writing (drawing)

Inter-language: Past simple tense, modals (can, have to)

Materials: Handouts, pictures, masks, flashcards, role cards

Objectives:

To help the learners understand the story.

To guide the learners into storytelling.

To teach the learners how to do storytelling.

SAMPLE LESSON PLAN (YOUNG LEARNERS) (INTEGRATED)

Number of Learners: 24

Age of Learners: 10 - 11

Level of Learners: Intermediate

Estimated Duration: 40’ 40’ 40’ (Three-hour lesson)

Grammar Point: Imperatives

Subject: Classroom Rules

Skills: Listening (vocabulary and grammar), reading, speaking and writing

Inter-language: Past simple tense, present simple tense, present continuous tense

Materials: Handouts, pictures, flashcards, envelops, song

SAMPLE LESSON PLAN (INTEGRATED)

Topic: Causatives

Number: 25

Age of learners: 15-16

Level of learners: Intermediate level

Duration: 45 min

Skills: Reading, writing, speaking, listening

Materials: Pictures, flashcards, handouts, audio script, board game

SAMPLE LESSON PLAN (GRAMMAR)

Age: 13-14

Level: Intermediate

Duration: 20 minutes

Number of Students: 24

Skills: Reading, speaking, writing

Materials: Flashcards, pictures, handouts, electronic devices, role cards.

Objectives: By the end of the lesson, students will have learnt the form, the meaning and the function (making simple suggestions) of “should”. They will be able to use this grammar structure.

SAMPLE LESSON PLAN (SPEAKING)

Number of Learners: 24

Age of Learners: 14 - 15

Level of Learners: Intermediate

Duration: 25 minutes

Subject: Technology Fair

Skills: Speaking, listening, writing

Materials: Handouts, pictures, realias

Aim: By the end of the lesson, learners will have learnt how to express their reasons for doing something and their suggestions for how to do something. They develop the ability to express themselves and exchange information in target language.

SAMPLE LESSON PLAN (WRITING)

Number of Learners: 24

Age of Learners: 14 - 15

Level of Learners: Intermediate

Estimated Duration: 45 minutes

Grammar Point: Conjunctions

Subject: Introducing Our School

Skills: Writing, speaking

Materials: Pictures, flashcards, newspapers, magazines

SAMPLE LESSON PLAN (READING)

Number of Learners: 30

Age of Learners: 16

Level of Learners: Intermediate

Estimated Duration of the Presentation: 25’

Skills: Reading, speaking, writing

Materials: Handouts, pictures

SAMPLE LESSON PLAN (LISTENING)

Number of Learners: 24

Age of Learners: 16

Level of Learners: Intermediate

Estimated Duration of the Presentation: 25’

Skills: Listening, reading, speaking and writing

Materials: Handouts, pictures, role cards

SAMPLE LESSON PLAN (YOUNG LEARNERS)

DURATION:

20 minutes

AGE LEVEL:

12 years old (6th grade students)

LINGUISTIC LEVEL:

Intermediate

SUBJECT:

Daily routines

AIMS:

Teaching vocabulary about daily routines and using it in a sentence

SOCIAL FOCUS:

Students will be able to create simple sentences about daily routines by using “the present simple tense” and they will be able to do group/pair work in tasks and games. They also will be able to do complex activities.  

SAMPLE LESSON PLAN (VERY YOUNG LEARNERS)

DURATION:

15 minutes

AGE LEVEL:

6 years old (preschool kids)

LINGUISTIC LEVEL:

Elementary

SUBJECT:

Describing weather

AIMS:

Teaching vocabulary about weather conditions

SOCIAL FOCUS:

Students will be able to pronounce words after the teacher and they will be able to do group/pair work in tasks and games. They also will be able to use puppets and realia.