This document provides guidance on effective elements for English presentations. It discusses four important factors: content, language structure and organization, non-verbal communication, and presenter affect. Content should be interesting and persuasive to the audience. Language use should have clear organization and structure, as well as appropriate vocabulary. Non-verbal elements like eye contact and gestures are also important. Presenters should convey confidence through passion and low anxiety. Effective slides should have a clear structure, balance text with visuals, and guide the audience through signposts and transitions. Presenters must manage their time and the amount of information to fit the allotted time.
The document discusses the importance of using communicative teaching methods that are student-centered and interactive, focusing on meaningful exchanges and discourse rather than isolated grammar points. It provides examples of communicative classroom activities and emphasizes integrating language skills, using authentic materials, and making classes more learner-centered and interactive.
This document discusses integrated skills performance tests and their development. It begins by explaining the importance of integrated skills assessment based on theories of language competence. It then outlines some benefits and challenges of conducting integrated skills tests for classes that require skill integration. Finally, it analyzes the evaluation criteria of the TOEFL iBT as an example of an integrated skills test and provides some examples of possible integrated performance tests for different types of language classes based on those criteria and considerations of validity and practicality. The examples include both controlled and project-based assessment tasks.
This document discusses assessment literacy for language teachers. It explains that assessment literacy refers to the knowledge and skills teachers need regarding assessment, evaluation, and testing. It is important for setting global standards. The document outlines some of the issues with over-reliance on numerical test scores and argues that teachers need to understand different assessment methods and choose those appropriate for their classroom goals and situations. It also discusses criterion-referenced assessment and the increasing focus on performance-based evaluation in language teaching.
This document provides guidance on effective elements for English presentations. It discusses four important factors: content, language structure and organization, non-verbal communication, and presenter affect. Content should be interesting and persuasive to the audience. Language use should have clear organization and structure, as well as appropriate vocabulary. Non-verbal elements like eye contact and gestures are also important. Presenters should convey confidence through passion and low anxiety. Effective slides should have a clear structure, balance text with visuals, and guide the audience through signposts and transitions. Presenters must manage their time and the amount of information to fit the allotted time.
The document discusses the importance of using communicative teaching methods that are student-centered and interactive, focusing on meaningful exchanges and discourse rather than isolated grammar points. It provides examples of communicative classroom activities and emphasizes integrating language skills, using authentic materials, and making classes more learner-centered and interactive.
This document discusses integrated skills performance tests and their development. It begins by explaining the importance of integrated skills assessment based on theories of language competence. It then outlines some benefits and challenges of conducting integrated skills tests for classes that require skill integration. Finally, it analyzes the evaluation criteria of the TOEFL iBT as an example of an integrated skills test and provides some examples of possible integrated performance tests for different types of language classes based on those criteria and considerations of validity and practicality. The examples include both controlled and project-based assessment tasks.
This document discusses assessment literacy for language teachers. It explains that assessment literacy refers to the knowledge and skills teachers need regarding assessment, evaluation, and testing. It is important for setting global standards. The document outlines some of the issues with over-reliance on numerical test scores and argues that teachers need to understand different assessment methods and choose those appropriate for their classroom goals and situations. It also discusses criterion-referenced assessment and the increasing focus on performance-based evaluation in language teaching.