Teaching listening assessment
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After listening, students should be able to activate their prior knowledge about the topic, use context clues to predict and confirm meaning, and organize what they hear. They can also recall important words and structures, guess unknown words, discriminate between sounds, use intonation and stress properly, tell the main idea, and use content words in their own sentences.
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Unit 6 preview
Students will discuss life changes and learn conversation strategies to talk about changes in their opinions. They will also brainstorm different personality traits. The lesson focuses on talking about potential regrets over job choices, changes, studies, marriage, and friendships that ended.
Final rubric
The document contains a rubric to evaluate students' oral performance in English with criteria on vocabulary, grammar, and pronunciation. It also contains examples of two students, Esteban and Barbara, being evaluated using the rubric. Esteban receives scores of 3 for vocabulary, 2 for grammar, and 3 for pronunciation. Barbara receives scores of 2 for vocabulary, 1 for grammar, and 2 for pronunciation, indicating needs for improvement in both areas. Checklists are also included that evaluate specific aspects of tasks performed by the students.
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Rubric for teachers to assess the oral performance of students of 4th ESO, who have been doing a group task of photography to review the contents (grammar and voc.) of the Starter Unit of Interface 4, meanwhile they've also activated their previous knowledge.
Listening Skills for Hospitality Grduates
Listening is the art of hearing and understanding what someone is saying. It requires concentration to interpret the meaning of words and sentences spoken. There are different types of listening including appreciative listening, empathetic listening, comprehensive listening, critical listening, attentive listening, relationship listening, and discriminative listening. Effective listening involves making eye contact, being attentive yet relaxed, keeping an open mind, picturing what is said, not interrupting, asking clarifying questions, trying to feel what the speaker is feeling, giving feedback, and paying attention to nonverbal cues. Traits of a good listener include being non-evaluative, paraphrasing, reflecting implications and hidden feelings, inviting further contribution, and responding non-verbally.
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2. Script/Storyboard - An illustrated storyboard is required showing each scene, transitions, audio, and dialogue.
3. Content/Organization - The video must have a clear purpose, compelling information, and logical sequencing of events and ideas with cited sources.
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This document outlines a rubric for evaluating listening skills on a scale of 1 to 5. An excellent listener (5) is attentive, courteous, and sensitive to the ideas and purpose of what they are listening to in order to create a productive discussion. A proficient listener (4) is attentive and courteous and purposefully listens to presentations. A satisfactory listener (3) is courteous and willing to listen to others and accept their ideas.
Activities for-listening-lessons
The document provides several listening activities that can be used in an English classroom without requiring formal listening materials. It describes activities such as having students listen to and draw a story, draw objects based on adjective descriptions, act out dialogs and answer comprehension questions, participate in an alphabet relay race, and use alphabet flashcards. It also recommends including songs in lessons to help students relax, boost energy, and review vocabulary.
Recommended
Unit 6 preview
Students will discuss life changes and learn conversation strategies to talk about changes in their opinions. They will also brainstorm different personality traits. The lesson focuses on talking about potential regrets over job choices, changes, studies, marriage, and friendships that ended.
Final rubric
The document contains a rubric to evaluate students' oral performance in English with criteria on vocabulary, grammar, and pronunciation. It also contains examples of two students, Esteban and Barbara, being evaluated using the rubric. Esteban receives scores of 3 for vocabulary, 2 for grammar, and 3 for pronunciation. Barbara receives scores of 2 for vocabulary, 1 for grammar, and 2 for pronunciation, indicating needs for improvement in both areas. Checklists are also included that evaluate specific aspects of tasks performed by the students.
Performance rubric initial task 4th eso unit 0
Rubric for teachers to assess the oral performance of students of 4th ESO, who have been doing a group task of photography to review the contents (grammar and voc.) of the Starter Unit of Interface 4, meanwhile they've also activated their previous knowledge.
Listening Skills for Hospitality Grduates
Listening is the art of hearing and understanding what someone is saying. It requires concentration to interpret the meaning of words and sentences spoken. There are different types of listening including appreciative listening, empathetic listening, comprehensive listening, critical listening, attentive listening, relationship listening, and discriminative listening. Effective listening involves making eye contact, being attentive yet relaxed, keeping an open mind, picturing what is said, not interrupting, asking clarifying questions, trying to feel what the speaker is feeling, giving feedback, and paying attention to nonverbal cues. Traits of a good listener include being non-evaluative, paraphrasing, reflecting implications and hidden feelings, inviting further contribution, and responding non-verbally.
Rubric video def
This rubric evaluates student video projects based on several criteria:
1. Concept - Students must clearly describe their goals and how each part will contribute to the overall project.
2. Script/Storyboard - An illustrated storyboard is required showing each scene, transitions, audio, and dialogue.
3. Content/Organization - The video must have a clear purpose, compelling information, and logical sequencing of events and ideas with cited sources.
Stop motion presentational speaking rubric-vogel
This document contains rubrics for evaluating a stop-motion animation video project at two proficiency levels: Novice-Mid and Novice-High. The rubrics assess students on how well they complete the task, how comprehensible their presentation is, the extent and accuracy of their vocabulary use, their language control, how well organized their presentation is, and how well they capture and maintain their audience's attention. Criteria for meeting, approaching, or falling below expectations are provided within each category at each proficiency level.
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This document outlines a rubric for evaluating listening skills on a scale of 1 to 5. An excellent listener (5) is attentive, courteous, and sensitive to the ideas and purpose of what they are listening to in order to create a productive discussion. A proficient listener (4) is attentive and courteous and purposefully listens to presentations. A satisfactory listener (3) is courteous and willing to listen to others and accept their ideas.
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The document provides several listening activities that can be used in an English classroom without requiring formal listening materials. It describes activities such as having students listen to and draw a story, draw objects based on adjective descriptions, act out dialogs and answer comprehension questions, participate in an alphabet relay race, and use alphabet flashcards. It also recommends including songs in lessons to help students relax, boost energy, and review vocabulary.
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The document discusses using listening activities to teach young learners English. It recommends using pictures, facial expressions, or recordings to support listening activities. These activities help learners comprehend speech, learn vocabulary, focus on details, and understand stories without knowing every word. The document also provides an example listening activity about a bike race story for students to practice their listening skills.
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The blog presentation rubric examines publishing/finished look criteria like visual presentation, formatting, and personality.
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Listening Activity
The document discusses using listening activities to teach young learners English. It recommends using pictures, facial expressions, or recordings to support listening activities. These activities help learners comprehend speech, learn vocabulary, focus on details, and understand stories without knowing every word. The document also provides an example listening activity about a bike race story for students to practice their listening skills.
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This document provides information about an English listening activity that aims to improve students' listening skills, help them get accustomed to hearing the target language, and distinguish between sounds and words. The activity involves students listening to a conversation and then answering questions about it. It is meant to be used during English listening classes, such as one about food, as it will help students better understand spoken English and learn new vocabulary words.
Writing assessment
The document discusses various aspects of writing assessment including: the writing process, purposes and genres of writing, authentic assessment through prompts and rubrics, stages of writing development, monitoring student progress, and strategies like summaries, self-assessment, and peer assessment. Key points include that writing is a process, assessment should be authentic through meaningful prompts and clear rubrics, and strategies like conferencing and sharing rubrics can help connect assessment to instruction.
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Procedure Guidelines - An example of performance rubrics
The document outlines guidelines for performing cardiopulmonary resuscitation (CPR) for adults, children, and infants. It provides 10 steps for CPR including: assessing the scene and victim, calling for help, opening the airway, providing breaths, checking for a pulse, beginning 2 minutes of chest compressions, rechecking the pulse and signs of circulation, providing rescue breaths if the pulse is present but breathing is absent, and placing the victim in a recovery position after 2 minutes. It also provides criteria for evaluating CPR performance including preparedness, completeness, consistency, confidence, timing, and instruction clarity. A second set of criteria evaluates the utilization of emergency resources including preparedness, knowledge of equipment use, and delegation
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The document outlines 7 principles for teaching speaking skills: focus on fluency and accuracy depending on the objective, provide intrinsically motivating techniques that appeal to student interests and goals, encourage the use of authentic language in meaningful contexts, provide appropriate feedback and correction, capitalize on the natural link between speaking and listening, give students opportunities to initiate oral communication, and encourage the development of speaking strategies. It also provides suggestions for designing effective classroom speaking activities.
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The document discusses the four macro skills of communication: listening, speaking, reading, and writing. It states that these are the fundamental skills needed to learn any language. When learning a new language, one must engage in balancing practice across all four of these skills. The skills that are not practiced will be weaker. The document then provides more details on each individual skill.
Letter-writing Lesson Plan
This document provides a lesson plan for teaching letter writing. The objectives are for students to be able to compose a letter based on a familiar topic. The lesson plan introduces letter writing and its purposes such as thanking, inviting, or exchanging ideas. It includes showing students a letter model and discussing the address, greeting, body, closing, and signature. Students are then guided to write their own letter using the introduced format and components of a good letter.
RUBRICS - ALL GRADES
The document contains rubrics for evaluating writing, speaking, and blog presentations.
The writing rubric assesses ideas/content, organization, voice, word choice, sentence fluency, conventions, and publishing/finished look.
The speaking rubric evaluates objectives, preparation, structure, comprehension, verbal techniques, fluency, and presentation.
The blog presentation rubric examines publishing/finished look criteria like visual presentation, formatting, and personality.
How to improve Speaking skill
This document discusses strategies for teaching speaking skills to English language learners. It begins by defining speaking and comparing it to other skills. It then explores reasons why students may be reluctant to speak, including feeling embarrassed about mistakes and lack of confidence. Common mistakes teachers make are also examined, such as not providing enough input before speaking activities. The document provides suggestions for developing speaking skills, such as creating a supportive environment, allowing time for thinking, and providing maximum opportunities for students to speak. Finally, it discusses different types of speaking activities teachers can use, including information gap activities, role plays, discussions and interviews.
Rubrics presentation
A rubric is an assessment tool that measures student performance based on a set of criteria rather than a single score. It provides a scoring guide to evaluate students based on a full range of criteria. Rubrics are a formative assessment that become part of the teaching and learning process. The document provides examples of rubrics to assess students' listening, speaking, reading, writing, vocabulary, and grammar skills as well as rubrics for class participation and portfolios. Advantages of using rubrics include improving student performance by clarifying expectations, promoting self-assessment, providing feedback, and reducing grading time.
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Five Tips to help Students Speak in English
The document provides five tips to help students speak English: 1) Praise students for speaking English and encourage them to speak without fear of mistakes. 2) Set goals and provide clear instructions for activities, modeling activities for students. 3) Ask questions that require students to think personally and express their own opinions to develop speaking and listening skills. 4) Vary activities from simple to more meaningful to communicative to maintain student attention and involvement. 5) Use team competitions to motivate students to express themselves well and try to win.
How to Present & Practice Grammar in the Classroom
This document discusses presenting and practicing grammar in English language teaching. It begins by defining grammar and explaining its importance in language learning. It then describes two main methods for presenting grammar: the deductive and inductive methods. The deductive method involves explicitly teaching rules first and then providing examples, while the inductive method uses examples to help students infer rules themselves. The document also distinguishes between mechanical and meaningful practice activities, providing examples of each. It concludes by offering suggestions for effective grammar instruction, such as teaching useful rules in context and allowing practice opportunities.
Teach English Intonation
This document discusses teaching English intonation. It defines intonation as the variation in volume and pitch over a sentence. There are three main intonation patterns: rise-fall, fall-rise, and flat. The rise-fall pattern indicates the speaker has finished, fall-rise can show surprise, disagreement or a need for response, and flat intonation means the speaker doesn't have much to say. Techniques for teaching intonation include using nonsense words, gestures, songs, and marking intonation patterns on a board with arrows.
Towards better pronunciation
The document provides an overview of phonetics and pronunciation teaching. It discusses the objectives of improving pronunciation, defines phonetics and phonology, and explains the difference between them. It also describes features of good pronunciation, the articulation process, segmental and suprasegmental features, and rules for teaching pronunciation including using minimal pairs and sets. The goal is for participants to understand pronunciation at an articulatory level and effectively teach English sounds and prosody.
How to create Motivation in classroom?
The document discusses motivation in the classroom. It defines motivation as a goal-directed behavior that arouses and maintains action. Motivation is important because it allows students to learn faster and better, facilitates the learning process, and creates a desire to learn. There are two types of motivation: intrinsic from internal interests and extrinsic from external pressures. Teachers can motivate students by dividing them into groups, pairing high and low ability students, using supportive feedback, role-playing activities, and incorporating real-world materials and audio/visual aids into lessons.
The cycle that the teacher must follow in all kinds of lessons
The teacher should follow a routine in every lesson that includes presentation of new material using aids, student practice of the material through controlled, guided, or free activities, and assessment of student understanding through questions. This routine of presentation, practice, and assessment helps the teacher introduce material, engage students, and check learning, ensuring all aspects are covered during the lesson.
Seven Effective Techniques for Presenting grammar
The document outlines 7 techniques for presenting grammar:
1. Using realia like objects to elicit sentences in the target tense.
2. Using pictures to have students make sentences noting differences in tenses.
3. Creating situations using people students know to present examples in the target tense.
4. Finding a song text containing the tense to design a worksheet for students to complete.
5. Using a reading passage focused on the tense with comprehension questions in the target form.
6. Drawing a timeline to place an example sentence and elicit more from students.
7. Directly explaining the tense form, usage, and common words before providing examples.
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Teaching listening assessment
- 15. After the listening lesson students could be able to: * know their reason for listening. * activate what they know about the topic. * use their background knowledge and context to predict and confirm meaning. * recall important words and structures. * guess unknown words and expressions. * organize what they hear. * discriminate between sounds. * use expressions in real life situations. * use intonation and stress when saying grammatical structures. * tell the main idea of the listening text. * use content words in sentences of their own. * understand and use reduced forms.