Assessment summary
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This document provides guidance on assessing various language skills. It discusses approaches to assessing reading, such as top-down and bottom-up processing, and encouraging students to read longer texts. For speaking, it emphasizes the importance of practice and notes factors to consider like stress and intonation. Grammar assessment should evaluate grammatical form, meaning and pragmatic meaning. Pronunciation assessment focuses on building competence and mobility rather than mimicking native speakers. When assessing listening, tasks should have real-life contexts and the teacher should understand students' prior knowledge.
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Assessing skills summary
The document discusses methods for assessing different language skills: listening, speaking, writing, and reading. It provides details on:
- How listening comprehension is an inferential process and spoken language differs from written language.
- The three components of a speaking test: a task, rating scale, and rater, and types of rating scales.
- Requirements for a valid writing assessment, including having students write, using a rubric, and multiple judges.
- Factors to consider when assessing reading like testing multiple abilities and using authentic texts.
- Teachers should use various tasks to assess different skills and ensure reliability through using multiple texts, raters, and testing occasions.
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This document discusses strategies and methods for teaching reading. It outlines various strategies for developing reading skills such as using prior knowledge and making inferences. It then describes different methods for teaching reading, including the alphabetic, phonic, word, phrase, and sentence methods. It concludes by discussing developing reading activities, assessing reading comprehension through various testing methods, and the types of questions used to test reading skills.
TEACHING LEARNING STRATEGIES WITH THE CALLA APPROACH
English language learning (ELL) students face many challenges to academic achievement. Not
only must they learn academic English, but they must also learn content subject matter and
skills. In addition, ELL students are now expected to meet many of the same national and
state standards and assessments as native English speakers. Learning strategies instruction
can help students meet these goals.
Success in Reading Intervention
This document provides tips for reading intervention in three main sections. The first section discusses setting up student groups by mixing abilities and avoiding putting friends together. The second section recommends using curriculum-relevant vocabulary in workshops to improve reading comprehension and writing. The third section offers in-class tips, such as assigning lower-level spelling to struggling readers, using whole-class reading instead of round robin, having one-on-one reading sessions, and incorporating targeted vocabulary into discussions.
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The document discusses three writing techniques: cloze procedure, probes, and modality. Cloze procedure involves deleting words from a passage for students to fill in using context clues, which improves comprehension. Probes are brief, timed writing assessments that evaluate mechanics and conventions using a story starter. Modality in writing expresses certainty, possibility, obligation, and other attitudes using modal words.
Methods and approaches in language teaching
This document discusses different theoretical approaches to language teaching throughout history. Earlier approaches focused on grammar rules, memorization, translation and teacher-centered lessons. Later approaches emphasized communication, inductive grammar instruction, using the target language in class, and considering students' interests and culture. The document contrasts traditional approaches that separated skills, used rote memorization and translation, with more modern approaches that integrate skills, use demonstration and visual aids, and focus on communication from the beginning.
Total Physical Response presentation
This presentation discusses the Total Physical Response (TPR) language teaching method. TPR coordinates speech and physical action to teach language through activities. It was developed by Dr. James Asher based on theories of childhood language acquisition and lowering student stress. In TPR classrooms, the main activity involves students physically responding to imperative commands from the teacher in the target language. The goal is to teach basic speaking skills through listening and acting without pressure to verbally respond.
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Assessing skills summary
The document discusses methods for assessing different language skills: listening, speaking, writing, and reading. It provides details on:
- How listening comprehension is an inferential process and spoken language differs from written language.
- The three components of a speaking test: a task, rating scale, and rater, and types of rating scales.
- Requirements for a valid writing assessment, including having students write, using a rubric, and multiple judges.
- Factors to consider when assessing reading like testing multiple abilities and using authentic texts.
- Teachers should use various tasks to assess different skills and ensure reliability through using multiple texts, raters, and testing occasions.
Pedagogy reading skill development 111 Krishna Veni BATCH 3
This document discusses strategies and methods for teaching reading. It outlines various strategies for developing reading skills such as using prior knowledge and making inferences. It then describes different methods for teaching reading, including the alphabetic, phonic, word, phrase, and sentence methods. It concludes by discussing developing reading activities, assessing reading comprehension through various testing methods, and the types of questions used to test reading skills.
TEACHING LEARNING STRATEGIES WITH THE CALLA APPROACH
English language learning (ELL) students face many challenges to academic achievement. Not
only must they learn academic English, but they must also learn content subject matter and
skills. In addition, ELL students are now expected to meet many of the same national and
state standards and assessments as native English speakers. Learning strategies instruction
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Success in Reading Intervention
This document provides tips for reading intervention in three main sections. The first section discusses setting up student groups by mixing abilities and avoiding putting friends together. The second section recommends using curriculum-relevant vocabulary in workshops to improve reading comprehension and writing. The third section offers in-class tips, such as assigning lower-level spelling to struggling readers, using whole-class reading instead of round robin, having one-on-one reading sessions, and incorporating targeted vocabulary into discussions.
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The document discusses three writing techniques: cloze procedure, probes, and modality. Cloze procedure involves deleting words from a passage for students to fill in using context clues, which improves comprehension. Probes are brief, timed writing assessments that evaluate mechanics and conventions using a story starter. Modality in writing expresses certainty, possibility, obligation, and other attitudes using modal words.
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This document discusses different theoretical approaches to language teaching throughout history. Earlier approaches focused on grammar rules, memorization, translation and teacher-centered lessons. Later approaches emphasized communication, inductive grammar instruction, using the target language in class, and considering students' interests and culture. The document contrasts traditional approaches that separated skills, used rote memorization and translation, with more modern approaches that integrate skills, use demonstration and visual aids, and focus on communication from the beginning.
Total Physical Response presentation
This presentation discusses the Total Physical Response (TPR) language teaching method. TPR coordinates speech and physical action to teach language through activities. It was developed by Dr. James Asher based on theories of childhood language acquisition and lowering student stress. In TPR classrooms, the main activity involves students physically responding to imperative commands from the teacher in the target language. The goal is to teach basic speaking skills through listening and acting without pressure to verbally respond.
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Total Physical Response is a language teaching method developed by James Asher that uses physical actions in response to verbal commands. In TPR, the instructor gives commands in the target language and students respond with whole-body motions. It is based on the idea that language acquisition in children involves comprehending language before producing it. TPR lessons focus on drilling imperative sentences and limiting new vocabulary at once with little error correction. While engaging for beginners, it is mainly suitable for introductory levels and criticized for its limitations in developing more advanced skills.
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Total Physical Response (TPR) is a language teaching method developed by James Asher in the 1970s that uses physical movement and actions in response to verbal commands to reduce student stress and anxiety. It is based on the idea that coordinating speech with actions improves language learning. Key aspects of TPR include focusing on meaning through movement, using imperative drills, having students act out commands from the teacher, and creating a low-pressure environment for early speaking practice.
Total physical response
1. Total Physical Response (TPR) is a language teaching method introduced by James Asher that focuses on teaching language through physical actions rather than memorization.
2. The goals of TPR are to teach basic speaking skills through comprehension, reduce student stress, and encourage students. It aims to teach oral proficiency at a beginning level using imperative drills.
3. In TPR, the teacher gives commands in the native language for students to physically act out without speaking. This establishes comprehension before speaking. Student and teacher roles evolve from the teacher speaking and students responding non-verbally, to students becoming more verbal while the teacher responds non-verbally.
Tpr power point
Total Physical Response (TPR) is a language teaching method that uses physical movement in response to verbal commands to help students learn a second language. It focuses on listening comprehension over speaking and aims to help students feel comfortable without forcing speech. TPR starts with broad concepts and tolerance for errors before focusing on details. Storytelling is an interactive art that uses words and actions to reveal a story's elements and images while encouraging listeners' imaginations. It presents stories through vocalization, movement, and gesture.
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The document outlines six categories of reading strategies: cognitive strategies which involve manipulating text for understanding; compensation strategies like using context clues; memory strategies such as relating new words to known words; metacognitive strategies involving planning, monitoring, and evaluating one's reading; affective strategies to reduce anxiety; and social strategies like asking others for feedback or verification. Within each category it provides some examples of specific strategies readers may employ.
Total physical response
This document discusses the Total Physical Response (TPR) language teaching method. TPR attempts to teach language through physical activity by having learners act out commands given by the teacher. The objectives of TPR are to teach oral proficiency at a beginning level through comprehension exercises that ultimately aim to develop basic speaking skills. Some advantages of TPR include that it is fun, memorable, and good for kinesthetic learners, while disadvantages include that it does not practice pronunciation or speaking creativity. The document outlines appropriate applications of TPR in the classroom and the roles of both learners and teachers in a TPR-based lesson.
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TPR (Total Physical Response) is a language teaching method that uses physical movement in response to verbal commands to help reduce stress and inhibitions. It was developed by Dr. James Asher based on observations that children first develop listening comprehension before speaking when acquiring their first language. In TPR lessons, the teacher gives commands for students to act out, focusing on meaning over form. This aims to make language learning more natural and stress-free.
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This document discusses different approaches to teaching language systems and aspects of language. It covers:
1) The deductive approach where students are given explanations or rules and then apply them to examples.
2) The inductive approach where students see examples first and try to deduce the rules.
3) Using gestures, pictures, and actions to explain meanings of words, grammar points, and pronunciation.
4) Having students practice language through repetition, personalized examples, and correcting any mistakes.
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The document discusses effective language assessment practices. It emphasizes that assessment should be a democratic process that engages students and provides clear, ongoing feedback to improve learning. Effective assessments use multiple, authentic tasks that integrate skills, are aligned to instruction, and are fair for all students. The document provides recommendations for formative assessment, using different assessment types, contextualizing tasks, empowering students, and ensuring assessments are valid and unbiased. Overall, it promotes the idea that assessment should guide and enhance the learning process rather than simply evaluate students.
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The document discusses various metacognitive strategies used in language learning including:
1) Directed attention to focus on general or specific aspects of a task, self-monitoring performance, self-evaluation, and self-reinforcement.
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Total Physical Response
Total Physical Response (TPR) is a language teaching method that uses physical movement in response to verbal commands to help students learn a language. It was introduced in the 1960s and is based on theories of how children acquire their first language through listening before speaking. TPR reduces student stress and anxiety by not requiring spoken responses. Effective use of TPR involves preparing scripts, recycling language, and incorporating humor to keep students engaged.
Total Physical Response
Total Physical Response (TPR) is a language teaching method developed by James Asher based on how children acquire their first language. It is based on the theory that memory and language acquisition are enhanced through physical movement and response. In TPR lessons, the instructor gives students commands in the imperative mood and students respond through physical actions without stress or speaking. The goal is to develop oral fluency through associating language with movement.
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This research proposal aims to study the relationship between reading fluency and comprehension. It hypothesizes that a balanced focus on both fluency and comprehension strategies, rather than emphasizing one over the other, could improve student reading ability. The study will be conducted with 12th grade students in Puerto Rico and evaluate the impact of different reading strategies on fluency and comprehension levels over one school year. The results are expected to show a correlation between fluency and comprehension, suggesting the need for a balanced reading curriculum. Further research will also be recommended due to the limited scope of this initial study.
Tpr cut ajrina
Total Physical Response (TPR) is a language teaching method that uses physical movement to react to verbal commands. It was developed in the 1960s in response to high dropout rates in second language classes. TPR is based on principles that understanding of a target language should come before speaking, through actions responding to spoken words. The teacher uses imperative commands for students to act out, aiming to produce learners capable of basic communication without forcing early speech. TPR lessons focus on high frequency vocabulary through physical drills and role plays, developing understanding before speaking skills.
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Teachers should focus on improving students' reading skills as it is important for developing other language abilities. There are three stages for teaching reading: pre-reading, while-reading, and post-reading. Each stage has specific strategies to prepare students, aid comprehension during reading, and check understanding after reading. Some examples include making predictions, using context clues, and summarizing. Following this structured approach can help students learn to independently comprehend and analyze texts.
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Total Physical Response is a language teaching method developed by James Asher that uses physical actions in response to verbal commands. In TPR, the instructor gives commands in the target language and students respond with whole-body motions. It is based on the idea that language acquisition in children involves comprehending language before producing it. TPR lessons focus on drilling imperative sentences and limiting new vocabulary at once with little error correction. While engaging for beginners, it is mainly suitable for introductory levels and criticized for its limitations in developing more advanced skills.
aprendizaje autonomo prueba
This document describes metacognitive and task-based strategies for content and language learning. Metacognitive strategies involve planning, monitoring, and evaluating a task. Task-based strategies include using background knowledge, making inferences, and applying organizational skills like note-taking, summarizing, and using graphic organizers. The strategies provide tools for learners to set goals, check comprehension, seek resources, and work with others to complete learning tasks.
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The document discusses the Total Physical Response (TPR) method for teaching second languages. TPR involves using physical movement and gestures to demonstrate comprehension of commands in the target language. Some variations of TPR include using body movements, objects, pictures, and storytelling. While TPR is effective for very beginner language acquisition through multisensory learning, it may have limitations for developing proficiency and handling the language for natural purposes. The method works best when integrated into a broader language learning program over an extended period of time.
Total physical response
Total Physical Response (TPR) is a language teaching method developed by James Asher in the 1970s that uses physical movement and actions in response to verbal commands to reduce student stress and anxiety. It is based on the idea that coordinating speech with actions improves language learning. Key aspects of TPR include focusing on meaning through movement, using imperative drills, having students act out commands from the teacher, and creating a low-pressure environment for early speaking practice.
Total physical response
1. Total Physical Response (TPR) is a language teaching method introduced by James Asher that focuses on teaching language through physical actions rather than memorization.
2. The goals of TPR are to teach basic speaking skills through comprehension, reduce student stress, and encourage students. It aims to teach oral proficiency at a beginning level using imperative drills.
3. In TPR, the teacher gives commands in the native language for students to physically act out without speaking. This establishes comprehension before speaking. Student and teacher roles evolve from the teacher speaking and students responding non-verbally, to students becoming more verbal while the teacher responds non-verbally.
Tpr power point
Total Physical Response (TPR) is a language teaching method that uses physical movement in response to verbal commands to help students learn a second language. It focuses on listening comprehension over speaking and aims to help students feel comfortable without forcing speech. TPR starts with broad concepts and tolerance for errors before focusing on details. Storytelling is an interactive art that uses words and actions to reveal a story's elements and images while encouraging listeners' imaginations. It presents stories through vocalization, movement, and gesture.
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The document discusses deductive and inductive approaches to teaching grammar. A deductive approach presents grammar rules first before examples, while an inductive approach presents examples for students to infer rules from. Both approaches have advantages and disadvantages. The document also provides examples of grammar exercises for different grammar points and discusses techniques like repetition and distributed practice to reinforce grammar concepts.
Reading Strategies Inventory
The document outlines six categories of reading strategies: cognitive strategies which involve manipulating text for understanding; compensation strategies like using context clues; memory strategies such as relating new words to known words; metacognitive strategies involving planning, monitoring, and evaluating one's reading; affective strategies to reduce anxiety; and social strategies like asking others for feedback or verification. Within each category it provides some examples of specific strategies readers may employ.
Total physical response
This document discusses the Total Physical Response (TPR) language teaching method. TPR attempts to teach language through physical activity by having learners act out commands given by the teacher. The objectives of TPR are to teach oral proficiency at a beginning level through comprehension exercises that ultimately aim to develop basic speaking skills. Some advantages of TPR include that it is fun, memorable, and good for kinesthetic learners, while disadvantages include that it does not practice pronunciation or speaking creativity. The document outlines appropriate applications of TPR in the classroom and the roles of both learners and teachers in a TPR-based lesson.
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The document discusses various approaches to teaching language systems, including deductive and inductive approaches. It also discusses methods for explaining meaning, language construction, and providing practice and correction. Some key teaching methods include using visual aids to explain meaning, demonstrating intonation patterns, using flashcards, repetition for practice, and correcting errors carefully without being intrusive.
Totalphysicalresponse 091223125050-phpapp02 (1)
TPR (Total Physical Response) is a language teaching method that uses physical movement in response to verbal commands to help reduce stress and inhibitions. It was developed by Dr. James Asher based on observations that children first develop listening comprehension before speaking when acquiring their first language. In TPR lessons, the teacher gives commands for students to act out, focusing on meaning over form. This aims to make language learning more natural and stress-free.
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This document discusses different approaches to teaching language systems and aspects of language. It covers:
1) The deductive approach where students are given explanations or rules and then apply them to examples.
2) The inductive approach where students see examples first and try to deduce the rules.
3) Using gestures, pictures, and actions to explain meanings of words, grammar points, and pronunciation.
4) Having students practice language through repetition, personalized examples, and correcting any mistakes.
Assessing language skills
The document discusses effective language assessment practices. It emphasizes that assessment should be a democratic process that engages students and provides clear, ongoing feedback to improve learning. Effective assessments use multiple, authentic tasks that integrate skills, are aligned to instruction, and are fair for all students. The document provides recommendations for formative assessment, using different assessment types, contextualizing tasks, empowering students, and ensuring assessments are valid and unbiased. Overall, it promotes the idea that assessment should guide and enhance the learning process rather than simply evaluate students.
Cognitive strategies and metacognitives strategies
The document discusses various metacognitive strategies used in language learning including:
1) Directed attention to focus on general or specific aspects of a task, self-monitoring performance, self-evaluation, and self-reinforcement.
2) Planning goals and strategies before beginning a task, monitoring comprehension and production during a task, and evaluating effectiveness after a task.
3) Managing own learning by determining best learning styles, arranging study conditions, seeking practice, and focusing attention.
Total Physical Response
Total Physical Response (TPR) is a language teaching method that uses physical movement in response to verbal commands to help students learn a language. It was introduced in the 1960s and is based on theories of how children acquire their first language through listening before speaking. TPR reduces student stress and anxiety by not requiring spoken responses. Effective use of TPR involves preparing scripts, recycling language, and incorporating humor to keep students engaged.
Total Physical Response
Total Physical Response (TPR) is a language teaching method developed by James Asher based on how children acquire their first language. It is based on the theory that memory and language acquisition are enhanced through physical movement and response. In TPR lessons, the instructor gives students commands in the imperative mood and students respond through physical actions without stress or speaking. The goal is to develop oral fluency through associating language with movement.
The Effects of Fluency on Reading Comprehension
This research proposal aims to study the relationship between reading fluency and comprehension. It hypothesizes that a balanced focus on both fluency and comprehension strategies, rather than emphasizing one over the other, could improve student reading ability. The study will be conducted with 12th grade students in Puerto Rico and evaluate the impact of different reading strategies on fluency and comprehension levels over one school year. The results are expected to show a correlation between fluency and comprehension, suggesting the need for a balanced reading curriculum. Further research will also be recommended due to the limited scope of this initial study.
Tpr cut ajrina
Total Physical Response (TPR) is a language teaching method that uses physical movement to react to verbal commands. It was developed in the 1960s in response to high dropout rates in second language classes. TPR is based on principles that understanding of a target language should come before speaking, through actions responding to spoken words. The teacher uses imperative commands for students to act out, aiming to produce learners capable of basic communication without forcing early speech. TPR lessons focus on high frequency vocabulary through physical drills and role plays, developing understanding before speaking skills.
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How to teach_a_-pdp-_reading_lesson (3)
This document discusses reading lessons and provides guidance on using reading aloud in the classroom. It outlines the typical steps in a reading lesson as pre-reading, during/while reading, and post-reading activities. Pre-reading involves preparing students for the text, such as reviewing vocabulary. During reading consists of comprehension questions and exercises. Post-reading allows the teacher to evaluate students' understanding through activities like summarization. The document also advises that students do not learn to read through reading aloud and that it should only be used in the classroom in limited ways, such as the teacher reading aloud while students follow along silently.
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Integrating receptive and productive skills in a reading
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Methodology information, about university students
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Since languages exist there have been many studies about it
The document discusses the importance of pronunciation and accent in language. It notes that pronunciation represents social roles and that while language is a formal system of communication, dialects are region-specific varieties of a language. The document provides examples of different dialects of English spoken in Papua New Guinea and surrounding areas. It concludes that it is important for English teachers to be familiar with some of the variations in accent and dialects to teach the language properly and help students recognize its diverse forms.
The history of the english language
The document discusses the importance of understanding the development of the English language for teachers. It provides context on how the language was formed through invasions of British tribes, combining aspects of different languages. This context helps teachers provide background to students on the universal history behind the formation of English as one of the most widely spoken languages globally.
Assessment summary on teeaching skills
This document provides guidance on assessing various language skills. It discusses approaches to assessing reading, such as top-down and bottom-up processing, and encouraging students to read longer texts. For speaking, it emphasizes the importance of practice and notes factors to consider like stress and intonation. Grammar assessment should evaluate grammatical form, meaning and pragmatic meaning. Pronunciation assessment focuses on building competence and mobility rather than mimicking native speakers. When assessing listening, tasks should have real-life contexts and the teacher should understand students' prior knowledge.
The Clash of Civilizations
This report summarizes and analyzes Samuel Huntington's article "The Clash of Civilizations". Huntington argues that future conflicts will occur along cultural and religious lines between civilizations, rather than ideological or economic divisions. He defines civilizations based on common language, history, religion, and customs. Huntington predicts clashes between civilizations will increase due to factors like modernization weakening national identity, anti-Western sentiment, and economic regionalization fostering an "us vs. them" mentality. While conflicts may not all be violent, divisions along Islamic fault lines appear more threatening. The analysis discusses how kin-country rallying could exacerbate clashes and the implications of heightened civilization consciousness.
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Crimea held a referendum where 96% voted to join Russia after protests in Ukraine led to a change in government. Russia recognized the referendum results and said Crimea sees its future as part of Russia. However, the US did not recognize the vote and warned Russia not to make further moves toward other parts of Ukraine. The author believes Crimea has the right to join Russia if that is what its people want.
Comparative essay
This comparative essay analyzes views on language learning strategies for speaking skills from two books. Rebecca Oxford's book emphasizes language learning strategies and their importance for developing communicative competence. She describes direct strategies like memory, cognitive, and compensation strategies. Brian Tomlinson's book emphasizes the role of grammar for spoken language and introduces features like "tails." While Oxford focuses on strategies, Tomlinson emphasizes constructing materials that expose learners to key spoken language features. Both provide guidance for teachers in developing speaking abilities in learners.
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Reflection
The document discusses how a text about the origins and development of the English language relates to the topic being discussed in class. The text presented the origins of English with the arrival of different tribes over time and their contributions to culture and the language. It also showed differences between old and modern English with examples and explained reasons for changes in the language. The text was entirely related to class discussions and helped understand what the teacher wanted students to learn.
Language varieties
The document discusses language varieties and the differences between dialects and languages. A dialect is a variety of language spoken in a particular region, while a language is a formal system of communication. There are many dialects even within languages, such as English having different dialects in places like Papua New Guinea, the Solomon Islands, and Europe. Whether American English is considered a dialect of or separate language from British English is still debated by linguists. Dialects differ from each other in pronunciation, grammar, syntax, and vocabulary, while accents only affect pronunciation.
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Assessment summary
- 1. Assessment summary Assessing reading - Aproaches to reading: Top- Down and Bottom-up - Top-down: From generaal ideas to especific details. - Bottom-up: especific details to general ideas. - Reading must be tested through meaningful and interesting texts. - Students should be encouraged to read longer texts, rather than short snippets. - A reading test can be tested though deifferent ways; short answer questions, multiple choice items, sequencing tasks - Your assessment should match your reading program. - It can be used either authentic or adapted texts. - Students should be encouraged to read longer texts, rather than short snippets Assessing speaking - The use of oral communication must happen at the same time of learning the theory of the language. - It is useful to achieve communicative goals effectively. - It motivates further learning. - While assessing speaking there are many factors to take into considerations, for example: the stress, intonation, syntax, etc. - Some things assessed through speaking are: paraphrasing, overgeneralization, etc. - The tasks used could be open, guided or closed. - The interaction is also tested in speaking. - To assess speaking are used rating sclaes. Assessing grammar - The main goal og language use is communication, and for that it is needed grammatical knowledge and pragmatical knowledge. - In assessing gramar there are 3 main ideas; the grammatical form, the grammatical meaning (literal and intended), and the pragmatical meaning (implied). - Inthe pragmatic meaning there are 4 main subjects: acceptability, appropiateness, conventionality and naturalness. - Articulated porpuse. - The process to construct a grammar test can be linear or not linear. - According to Bachman and Palmer (1996) the organization of a tests is: 1- Design, 2- Operationalization, and 3- Administration.
- 2. - Assessing pronunciation. - We should assess for building competence use of language. - The students must have mobility in pronunciation. - It is not ideal to students try to yalk as a native english speaker. Assessing listening. - Listening skills are good for academic success. - The assessment of listening is the less developed and understood. - Can be Bottom-up or Top-down approaches. - The task must have a real life situaction. - The teacher must be aware of the previous knowledge befor preparing the task. - The question must be ordered in the sequency in which they are going to appear in the listening. - Teacher must use the same type of tests used for practising at the time of assessing listening. - Students can answer short questions about the listening. - It can be assessed through a dictation. - Students can also transfer infromation from the listening to a chart. - The principal method used is the note-taking. -