Dr. AMI RATHOD
Assistant Professor,
Lokmanya Tialk Teachers Training College (CTE),Dabok
Janardan Rai Nagar Rajasthan Vidyapeeth (Deemed To Be) University
UDAIPUR (RAJ.)
313022
Mob-9829302820
This document provides techniques for teaching English word stress. It discusses that stress is a major characteristic of English with strong and weak syllables. There are no consistent rules for stress in English as it is a mixture of Germanic and Romance languages. Improperly placed stress can cause misunderstanding. Stress placement may also indicate grammatical function by changing a word's part of speech. The document then outlines rules for stress placement in two-syllable words, compounds, prefixes, suffixes, and noun/verb homographs. It concludes with teaching ideas like exercises contrasting stress patterns in words.
This document discusses the structure of noun phrases. It explains that a noun phrase consists of a determiner and a nominal, and the nominal can contain pre-modifiers like adjectives and post-modifiers like prepositional phrases. It provides examples of different types of determiners like articles, demonstratives, and possessives. It also discusses how nouns, adjectives, prepositional phrases and other elements can be arranged within the nominal to modify the head noun.
Phonology is the study of how sounds are organized and used in languages. A phonological system includes an inventory of sounds and their features, and rules for how sounds interact. Phonology studies syllable structure, stress, accent, and intonation. It analyzes the sound patterns of a particular language by determining significant sounds and how native speakers interpret them. Phonemes are the smallest units that can change meaning, like in minimal pairs. Phonology differs from phonetics in that phonology analyzes a language's sound patterns while phonetics analyzes all human sounds regardless of language.
The document contains examples and exercises on morphology from different languages. It covers topics like [1] estimating vocabulary size and identifying morphemes in English words, [2] rules of noun formation and verb conjugation in languages like Zulu, Dutch, and Swahili, [3] examples of morphological processes like reduplication in Samoan, and [4] distinguishing real words from non-words. The exercises aim to build skills in morphological analysis across multiple languages.
Introduction to Language and Linguistics 005: Morphology & SyntaxMeagan Louie
Introduction to Language and Linguistics 005: Morphology & Syntax - In which we review the notion of morphological restrictions (word-internal distributional patterns), and introduce the idea of syntactic restrictions (word-external distributional patterns). Frame Sentences are introduced as a diagnostic for lexical category, and Phrase Structure Rules are introduced as a way to account for Frame Sentences (i.e., patterns in lexical word order). Hocket's design feature PRODUCTIVITY is discussed, and the difference between the Chomsky-style generative approach and a Skinner-style behaviourist approach mentioned.
This document discusses phonology and phonetics. Phonology is the study of sound patterns in language, while phonetics is the physical properties and production of speech sounds. A phoneme is a meaningful sound unit in a language, represented between slashes. An allophone is a phonetic realization of a phoneme. For example, the 'p' sound in 'paper' and 'spill' are allophones of the phoneme /p/ in English. Phonemes contrast meaning between words, like 'rowing' vs. 'mowing', while allophones do not change meaning. The minimal pairs test examines if two sounds can change the meaning of words when swapped, like "take" vs. "tape".
This document provides a review of morphology concepts including:
1. Examples of words being identified as simple or complex and marking bound morphemes.
2. Exercises identifying parts of speech and morphological processes like compounding, affixation, and derivation.
3. Practice analyzing word structure by underlining roots and circling affixes and drawing tree structures.
4. Examples are provided from textbooks and papers on morphology to illustrate concepts for students.
The document discusses different types of compounds including endocentric compounds where the semantic head determines the category of the compound, exocentric compounds where the semantic head is outside the compound, and coordinative compounds which have more than one semantic head. It also discusses the morphological head of compounds which determines inflectional properties and can differ from the semantic head. Examples of compounds in different languages like English, Spanish, Korean, Mandarin Chinese, and Czech are provided to illustrate these concepts.
This document provides techniques for teaching English word stress. It discusses that stress is a major characteristic of English with strong and weak syllables. There are no consistent rules for stress in English as it is a mixture of Germanic and Romance languages. Improperly placed stress can cause misunderstanding. Stress placement may also indicate grammatical function by changing a word's part of speech. The document then outlines rules for stress placement in two-syllable words, compounds, prefixes, suffixes, and noun/verb homographs. It concludes with teaching ideas like exercises contrasting stress patterns in words.
This document discusses the structure of noun phrases. It explains that a noun phrase consists of a determiner and a nominal, and the nominal can contain pre-modifiers like adjectives and post-modifiers like prepositional phrases. It provides examples of different types of determiners like articles, demonstratives, and possessives. It also discusses how nouns, adjectives, prepositional phrases and other elements can be arranged within the nominal to modify the head noun.
Phonology is the study of how sounds are organized and used in languages. A phonological system includes an inventory of sounds and their features, and rules for how sounds interact. Phonology studies syllable structure, stress, accent, and intonation. It analyzes the sound patterns of a particular language by determining significant sounds and how native speakers interpret them. Phonemes are the smallest units that can change meaning, like in minimal pairs. Phonology differs from phonetics in that phonology analyzes a language's sound patterns while phonetics analyzes all human sounds regardless of language.
The document contains examples and exercises on morphology from different languages. It covers topics like [1] estimating vocabulary size and identifying morphemes in English words, [2] rules of noun formation and verb conjugation in languages like Zulu, Dutch, and Swahili, [3] examples of morphological processes like reduplication in Samoan, and [4] distinguishing real words from non-words. The exercises aim to build skills in morphological analysis across multiple languages.
Introduction to Language and Linguistics 005: Morphology & SyntaxMeagan Louie
Introduction to Language and Linguistics 005: Morphology & Syntax - In which we review the notion of morphological restrictions (word-internal distributional patterns), and introduce the idea of syntactic restrictions (word-external distributional patterns). Frame Sentences are introduced as a diagnostic for lexical category, and Phrase Structure Rules are introduced as a way to account for Frame Sentences (i.e., patterns in lexical word order). Hocket's design feature PRODUCTIVITY is discussed, and the difference between the Chomsky-style generative approach and a Skinner-style behaviourist approach mentioned.
This document discusses phonology and phonetics. Phonology is the study of sound patterns in language, while phonetics is the physical properties and production of speech sounds. A phoneme is a meaningful sound unit in a language, represented between slashes. An allophone is a phonetic realization of a phoneme. For example, the 'p' sound in 'paper' and 'spill' are allophones of the phoneme /p/ in English. Phonemes contrast meaning between words, like 'rowing' vs. 'mowing', while allophones do not change meaning. The minimal pairs test examines if two sounds can change the meaning of words when swapped, like "take" vs. "tape".
This document provides a review of morphology concepts including:
1. Examples of words being identified as simple or complex and marking bound morphemes.
2. Exercises identifying parts of speech and morphological processes like compounding, affixation, and derivation.
3. Practice analyzing word structure by underlining roots and circling affixes and drawing tree structures.
4. Examples are provided from textbooks and papers on morphology to illustrate concepts for students.
The document discusses different types of compounds including endocentric compounds where the semantic head determines the category of the compound, exocentric compounds where the semantic head is outside the compound, and coordinative compounds which have more than one semantic head. It also discusses the morphological head of compounds which determines inflectional properties and can differ from the semantic head. Examples of compounds in different languages like English, Spanish, Korean, Mandarin Chinese, and Czech are provided to illustrate these concepts.
This document provides an overview of phonology, discussing its key concepts and units of analysis. It defines phonology as the study of sound patterns in language and identifies its three major units as segments, syllables, and features. It examines topics such as minimal pairs, contrastive sounds, allophones, and phonotactics. It also discusses language-specific variations and how sounds that contrast in one language may not in another. Overall, the document provides a concise introduction to fundamental concepts in phonological analysis.
This document contains exercises on phonetic transcription and phonology. It includes tasks like writing phonetic symbols for sounds in words, transcribing words phonetically, identifying errors in phonetic transcriptions, matching phonetic symbols to descriptions, comparing phonetic features of sounds, and applying phonological rules. The exercises analyze phonetic details in English at the level of sounds, syllables, words, and sentences.
This document provides an overview of phonetics and phonology in the English language. It begins by defining phonetics and phonology, and discussing segmental and suprasegmental features. It then provides charts of the consonant and vowel phonemes in English, including their place and manner of articulation. The document discusses allophones, assimilation, and other connected speech processes. It also addresses syllables, stress, intonation, and other suprasegmental features of English pronunciation. In summary, the document is a reference on the sound system of English, covering its individual speech sounds and rules of pronunciation.
A root is the core of a word with nothing attached, a stem can have grammatical affixes added, and a base can have any affix, whether derivational or grammatical, added. The document provides examples to illustrate the differences, such as "like" being a root, "dislike" a base, and "disliked" a stem, as well as multi-word terms with roots and affixes forming bases.
Phonology is the study of sound systems of language. It examines the patterns of sounds and how phonemes and their allophones form these patterns. The document provides an introduction to phonology including defining key terms like phone, phoneme, and allophone. It also outlines some major units of phonological analysis like segments, syllables, and features. The conclusion states that phonologists make explicit statements about sound patterns in languages to understand the principles underlying how sounds are patterned.
The document discusses how words are modified in connected speech from their isolated forms through various phonetic processes like assimilation, elision, vowel reduction, strong and weak forms, liaison, and contractions. It provides examples of each process and explains how they systematically alter words between and within utterances to form a fluent speech stream while still maintaining cues to word boundaries through features like stress, vowel length, and consonant allophones. The extent of variation depends on the formality of the speech.
This document provides an overview of phonetics and phonology. It discusses phonetics as the study of human speech as a physical phenomenon, including articulation, acoustics, and perception. Key concepts in articulatory phonetics are the anatomy of vocal organs, air stream mechanisms, voicing, and places and manners of articulation. Acoustic phonetics examines speech acoustics using the source-filter model. Phonology is the study of how sounds interact in languages at the conceptual level, including phonemic inventories, allophony, phonological rules, syllables, prominence, and tones. Computational phonology involves modeling these phonological concepts computationally.
The document discusses key concepts in phonetics and phonology, including:
1. Phonetics studies the physical properties of speech sounds, while phonology examines how sounds function and are organized in a language.
2. Speech sounds are called phones in phonetics and phonemes in phonology. Phonemes represent abstract linguistic units that can distinguish meaning, while phones are concrete sound realizations that are in complementary distribution.
3. Phonetics also examines segmental features of individual sounds as well as suprasegmental features like pitch, length, and loudness that span larger units of speech. It has applications in language teaching, speech technology, and forensic investigations.
This document provides an overview of the study of language and linguistics. It discusses what language is, the components of language including phonemes, morphemes, lexemes, syntax and context. It also describes the main branches of linguistics such as phonology, morphology, syntax, semantics, and comparative philology. Traditional grammar and its rules are explained.
This document provides an overview of English phonology. It discusses topics such as strong and weak syllables, vowel sounds like schwa, diphthongs, and syllabic consonants. It also covers stress patterns in simple and complex words, including prefixes, suffixes, and compounds. Other aspects of connected speech explained are rhythm, assimilation, elision, linking, and intonation. The document is intended to teach the key concepts of English pronunciation and phonetic transcription.
This document discusses prosodic phonology and its key components. It covers syllable structure, word stress, sentence and phrase stress, and intonation. Syllable structure is examined in terms of onset, nucleus, and coda. Word stress patterns are described for monosyllabic, bisyllabic, and multisyllabic words. Sentence stress focuses on content and structure words. Intonation conveys meaning through pitch, rhythm, and sentence stress and serves attitudinal, accentual, grammatical, and discourse functions.
Grammar can be defined as the systematic study and description of language. It involves the study of syntax, morphology, phonology, semantics and pragmatics. Noam Chomsky was one of the most influential linguists of the 20th century who was interested in grammaticality and how humans use a finite set of structures and rules to produce an infinite number of grammatically correct sentences. According to Chomsky, humans are born with an innate language acquisition device and universal grammar that helps children learn the rules of their native language.
Allophone & allomorph and sound pattern of languageMono Momon
1. Allomorphs are different pronunciations of the same morpheme. For example, the plural morpheme -s has allomorphs [s], [z], and [iz]. The choice of allomorph depends on phonological rules, not morphology.
2. Phonology is the study of sound patterns in a language. Each phoneme has one or more allophones, which are the actual sounds used in different environments. For example, [i] and [æ] are allophones of different vowel phonemes in English.
3. Allophones are phonetic realizations of phonemes that vary based on surrounding sounds. For example, the phoneme /t/ has
This document provides a detailed phonetic analysis of vowels in English. It examines tongue position, length, rounding, and nasality of vowels. Tongue position is described based on height in the mouth and which part of the tongue is highest. Length distinguishes long from short vowels. Rounding refers to whether the lips are rounded or spread. The document also discusses how vowels can be distinguished from consonants based on obstruction of air flow and ability to form a syllable nucleus. Diagrams are used to illustrate different tongue positions for front, central, and back vowels.
This document discusses word formation and morphology. It begins by defining different types of morphemes such as free morphemes, bound morphemes, bases, prefixes, and suffixes. It then explains common word formation processes like affixation and compounding. The document discusses how to segment words into their constituent morphemes and analyze the meaning and function of different affixes. It notes there are sometimes ambiguities in segmentation and different possible analyses. Overall, the document provides an overview of key concepts in word formation and morphological analysis.
This document is a student paper on phonological rules in English. It defines phonology and phonological rules, explaining that rules describe how underlying phonemes are realized as surface allophones based on neighboring sounds. The paper then describes five common types of phonological rules: assimilation, dissimilation, deletion, insertion, and metathesis. It provides examples for each type and concludes that studying these rules helps understand how mental language is translated to spoken language.
This document discusses English word stress and provides examples. It covers topics such as:
1. What stress is from the speaker and listener perspectives.
2. Stress patterns differ more in English than other languages.
3. Conventions used to indicate stressed and unstressed syllables.
4. Factors that influence stress placement in words including historical origin, affixation, and grammatical function.
3 sentences or less.
Primary School Teachers' Training Portfolio at CDELTEP JakartaBintang Emas
1. The document contains a reflection from an English as a Foreign Language teacher on assessments conducted with students. It discusses using performance-based assessments to better understand student achievement.
2. It provides examples of good assessment elements like questions coming from taught materials and establishing appropriate timing and grading.
3. Tasks include matching vocabulary with pictures, completing sentences by filling in missing words from a spoken paragraph, and describing procedures for a classroom activity to identify student hobbies.
This document provides suggestions for English language activities focused on family and friends that begin with listening and speaking. The activities:
1) Start with word-level activities where students respond through gestures and words and progress to using simple sentences.
2) Are meant to help students comprehend short statements, respond in short answers, use familiar words in context, and make simple sentences and questions.
3) Include activities like guessing family relationships, identifying names that start with letters, describing relationships, textbook questions, identifying incorrect sentences, a class quiz, describing classmates, and one-word friend descriptions.
4) Suggest involving all students, using L1 when needed, observing students, and handing activities over to students in
This document provides an overview of phonology, discussing its key concepts and units of analysis. It defines phonology as the study of sound patterns in language and identifies its three major units as segments, syllables, and features. It examines topics such as minimal pairs, contrastive sounds, allophones, and phonotactics. It also discusses language-specific variations and how sounds that contrast in one language may not in another. Overall, the document provides a concise introduction to fundamental concepts in phonological analysis.
This document contains exercises on phonetic transcription and phonology. It includes tasks like writing phonetic symbols for sounds in words, transcribing words phonetically, identifying errors in phonetic transcriptions, matching phonetic symbols to descriptions, comparing phonetic features of sounds, and applying phonological rules. The exercises analyze phonetic details in English at the level of sounds, syllables, words, and sentences.
This document provides an overview of phonetics and phonology in the English language. It begins by defining phonetics and phonology, and discussing segmental and suprasegmental features. It then provides charts of the consonant and vowel phonemes in English, including their place and manner of articulation. The document discusses allophones, assimilation, and other connected speech processes. It also addresses syllables, stress, intonation, and other suprasegmental features of English pronunciation. In summary, the document is a reference on the sound system of English, covering its individual speech sounds and rules of pronunciation.
A root is the core of a word with nothing attached, a stem can have grammatical affixes added, and a base can have any affix, whether derivational or grammatical, added. The document provides examples to illustrate the differences, such as "like" being a root, "dislike" a base, and "disliked" a stem, as well as multi-word terms with roots and affixes forming bases.
Phonology is the study of sound systems of language. It examines the patterns of sounds and how phonemes and their allophones form these patterns. The document provides an introduction to phonology including defining key terms like phone, phoneme, and allophone. It also outlines some major units of phonological analysis like segments, syllables, and features. The conclusion states that phonologists make explicit statements about sound patterns in languages to understand the principles underlying how sounds are patterned.
The document discusses how words are modified in connected speech from their isolated forms through various phonetic processes like assimilation, elision, vowel reduction, strong and weak forms, liaison, and contractions. It provides examples of each process and explains how they systematically alter words between and within utterances to form a fluent speech stream while still maintaining cues to word boundaries through features like stress, vowel length, and consonant allophones. The extent of variation depends on the formality of the speech.
This document provides an overview of phonetics and phonology. It discusses phonetics as the study of human speech as a physical phenomenon, including articulation, acoustics, and perception. Key concepts in articulatory phonetics are the anatomy of vocal organs, air stream mechanisms, voicing, and places and manners of articulation. Acoustic phonetics examines speech acoustics using the source-filter model. Phonology is the study of how sounds interact in languages at the conceptual level, including phonemic inventories, allophony, phonological rules, syllables, prominence, and tones. Computational phonology involves modeling these phonological concepts computationally.
The document discusses key concepts in phonetics and phonology, including:
1. Phonetics studies the physical properties of speech sounds, while phonology examines how sounds function and are organized in a language.
2. Speech sounds are called phones in phonetics and phonemes in phonology. Phonemes represent abstract linguistic units that can distinguish meaning, while phones are concrete sound realizations that are in complementary distribution.
3. Phonetics also examines segmental features of individual sounds as well as suprasegmental features like pitch, length, and loudness that span larger units of speech. It has applications in language teaching, speech technology, and forensic investigations.
This document provides an overview of the study of language and linguistics. It discusses what language is, the components of language including phonemes, morphemes, lexemes, syntax and context. It also describes the main branches of linguistics such as phonology, morphology, syntax, semantics, and comparative philology. Traditional grammar and its rules are explained.
This document provides an overview of English phonology. It discusses topics such as strong and weak syllables, vowel sounds like schwa, diphthongs, and syllabic consonants. It also covers stress patterns in simple and complex words, including prefixes, suffixes, and compounds. Other aspects of connected speech explained are rhythm, assimilation, elision, linking, and intonation. The document is intended to teach the key concepts of English pronunciation and phonetic transcription.
This document discusses prosodic phonology and its key components. It covers syllable structure, word stress, sentence and phrase stress, and intonation. Syllable structure is examined in terms of onset, nucleus, and coda. Word stress patterns are described for monosyllabic, bisyllabic, and multisyllabic words. Sentence stress focuses on content and structure words. Intonation conveys meaning through pitch, rhythm, and sentence stress and serves attitudinal, accentual, grammatical, and discourse functions.
Grammar can be defined as the systematic study and description of language. It involves the study of syntax, morphology, phonology, semantics and pragmatics. Noam Chomsky was one of the most influential linguists of the 20th century who was interested in grammaticality and how humans use a finite set of structures and rules to produce an infinite number of grammatically correct sentences. According to Chomsky, humans are born with an innate language acquisition device and universal grammar that helps children learn the rules of their native language.
Allophone & allomorph and sound pattern of languageMono Momon
1. Allomorphs are different pronunciations of the same morpheme. For example, the plural morpheme -s has allomorphs [s], [z], and [iz]. The choice of allomorph depends on phonological rules, not morphology.
2. Phonology is the study of sound patterns in a language. Each phoneme has one or more allophones, which are the actual sounds used in different environments. For example, [i] and [æ] are allophones of different vowel phonemes in English.
3. Allophones are phonetic realizations of phonemes that vary based on surrounding sounds. For example, the phoneme /t/ has
This document provides a detailed phonetic analysis of vowels in English. It examines tongue position, length, rounding, and nasality of vowels. Tongue position is described based on height in the mouth and which part of the tongue is highest. Length distinguishes long from short vowels. Rounding refers to whether the lips are rounded or spread. The document also discusses how vowels can be distinguished from consonants based on obstruction of air flow and ability to form a syllable nucleus. Diagrams are used to illustrate different tongue positions for front, central, and back vowels.
This document discusses word formation and morphology. It begins by defining different types of morphemes such as free morphemes, bound morphemes, bases, prefixes, and suffixes. It then explains common word formation processes like affixation and compounding. The document discusses how to segment words into their constituent morphemes and analyze the meaning and function of different affixes. It notes there are sometimes ambiguities in segmentation and different possible analyses. Overall, the document provides an overview of key concepts in word formation and morphological analysis.
This document is a student paper on phonological rules in English. It defines phonology and phonological rules, explaining that rules describe how underlying phonemes are realized as surface allophones based on neighboring sounds. The paper then describes five common types of phonological rules: assimilation, dissimilation, deletion, insertion, and metathesis. It provides examples for each type and concludes that studying these rules helps understand how mental language is translated to spoken language.
This document discusses English word stress and provides examples. It covers topics such as:
1. What stress is from the speaker and listener perspectives.
2. Stress patterns differ more in English than other languages.
3. Conventions used to indicate stressed and unstressed syllables.
4. Factors that influence stress placement in words including historical origin, affixation, and grammatical function.
3 sentences or less.
Primary School Teachers' Training Portfolio at CDELTEP JakartaBintang Emas
1. The document contains a reflection from an English as a Foreign Language teacher on assessments conducted with students. It discusses using performance-based assessments to better understand student achievement.
2. It provides examples of good assessment elements like questions coming from taught materials and establishing appropriate timing and grading.
3. Tasks include matching vocabulary with pictures, completing sentences by filling in missing words from a spoken paragraph, and describing procedures for a classroom activity to identify student hobbies.
This document provides suggestions for English language activities focused on family and friends that begin with listening and speaking. The activities:
1) Start with word-level activities where students respond through gestures and words and progress to using simple sentences.
2) Are meant to help students comprehend short statements, respond in short answers, use familiar words in context, and make simple sentences and questions.
3) Include activities like guessing family relationships, identifying names that start with letters, describing relationships, textbook questions, identifying incorrect sentences, a class quiz, describing classmates, and one-word friend descriptions.
4) Suggest involving all students, using L1 when needed, observing students, and handing activities over to students in
1. The document provides teaching techniques and strategies for various language skills including listening, speaking, reading, and writing. It also discusses classroom management strategies and techniques for teaching grammar and vocabulary.
2. Specific techniques discussed include dictations, discussions of song lyrics, jigsaw puzzles, using pictures to teach grammar, drilling grammar patterns, and games to practice vocabulary.
3. The document emphasizes making language learning meaningful, memorable, and fun for students through using engaging activities and examples relevant to students' lives.
Activities and warm-up games that will encourage English as a Second Language (ESL) students to speak.
Speaking and Listening activities with a few reading and writing components thrown in.
These activities will help ESL students improve their speaking and listening skills.
This document discusses what four Silent Way teachers say to their students in the classroom. It provides a list of phrases they commonly use, grouped into categories. Some key phrases include "Say it again!" to check pronunciation or structure, "Show your sentence on the word charts" to identify word or pronunciation problems, and "Problem!" to indicate an issue without specifying it, requiring students to self-correct. The goal is for students to work on the language themselves through feedback, rather than being directly corrected by the teacher.
The document discusses potential problems in classroom management and language teaching. It addresses issues like not checking students' understanding of instructions, asking vague questions like "do you understand", having a fear of genuine feedback, lacking authority, focusing on the fastest students, and failing to create rapport. It emphasizes checking comprehension, being authentic, showing respect, developing empathy, and balancing work on language skills and systems.
This document discusses assessment tools and processes for evaluating learning in English, Filipino, and mother tongue subjects. It provides details on the specific assessment tools used for different grade levels and subjects, which include tests of alphabet knowledge, phonological awareness, listening comprehension, word reading, and more. Scoring rubrics are also included to standardize how students' responses are evaluated. The assessment results will be used to determine students' ability levels and tailor lesson plans to meet their strengths and weaknesses.
The direct method by beny i.n. nadeak, s.pdBeny Nadeak
The Direct Method
The Direct Method has one very basic rule: No translation is allowed. In fact, the Direct Method receives its name from the fact that meaning is to be conveyed directly in the target language through the use of demonstration and visual aids, with no resource to the students’ native language (Diller 1978).
This lesson plan outlines a Spanish language class with the objective of students being able to get to know a new friend. The lesson sequence includes a warm up activity, work on grammar points like gerunds and infinitives, a conversation model to analyze, and an activity where students create their own conversations to act out. Feedback is provided through board work and corrections. The plan aims to create opportunities for complex language use through various speaking activities and practice.
The document provides guidelines for writing different types of test questions and assessing various skills. It discusses how to write effective multiple choice, matching, listening, speaking, vocabulary, grammar, reading comprehension, and cloze test questions. Key recommendations include using a variety of question formats and levels of difficulty, ensuring questions test the intended skill/content, avoiding tricks or ambiguity, and maintaining parallel structure within test items. Providing clear instructions and samples at an appropriate difficulty level for students is also emphasized.
This document discusses strategies for balancing fluency and accuracy in language teaching. It emphasizes that fluency activities should allow students to use what they know without introducing new grammar or vocabulary, in order to build confidence and practice. Accuracy activities should focus on language, and can include controlled activities and error correction. The document provides examples of fluency activities like discussions, problem-solving tasks, and role-plays, as well as accuracy activities like dictation and peer correction. It stresses the importance of being clear about the objective of each activity and allowing students to work at their own level.
This document provides guidance and activities for teaching vocabulary to English language learners. It discusses the importance of vocabulary learning and recommends focusing instruction on 5-8 key words per lesson. It outlines three stages of vocabulary learning: initial exposure, manipulating words, and deeper understanding. A variety of interactive activities are described that target each stage, like using the keyword method, vocabulary cards, acting out words, and creating associations. The document emphasizes the need for both direct instruction and indirect learning opportunities, as well as frequent spaced review, to help students fully learn and retain new words.
The document provides details on activities from English Teacher Support Unit 1 that focus on developing listening and speaking skills in students. The activities start simply, allowing students to respond through gestures, words and simple sentences. They progress to activities where students ask and answer questions and describe classmates. The goal is for students to feel comfortable communicating in English through meaningful, engaging themes like family and friends. Teachers are encouraged to modify activities as needed and involve students in pair and group work to maximize participation.
This document describes seven vocabulary activities that can be used in primary school English classes. It discusses the importance of vocabulary in language learning and presents classroom activities focused on teaching vocabulary through graphic organizers, songs, videos, worksheets, interactive presentations, dictionaries, and miming games. The activities target vocabulary related to body parts, Halloween, clothes, fruit, and animals. Examples are provided for how to implement each activity, including instructions, materials, and worksheets.
Primary School Teachers' Training Portfolio at CDELTEP JakartaBintang Emas
This document contains a reflection from an English teacher in Indonesia on conducting language assessments with students. It includes 5 tasks:
1. The teacher prefers performance-based assessments to better capture students' achievement in English.
2. A good test should include questions from taught materials, an appropriate balance of easy/moderate/difficult questions, proper wording for students, sufficient timing, and grading.
3. One task involves matching vocabulary terms with their definitions.
4. Another involves listening to a short talk and identifying words within word pairs.
5. The final task provides procedures for a lesson on hobbies, including a class survey and student presentations.
The document discusses various methods for assessing and teaching spelling skills. It covers:
1) Stages of spelling development in children from ages 3-8.
2) Diagnostic and criterion-referenced spelling tests that can assess skills and identify areas of weakness.
3) Informal assessment techniques like dictated spelling tests and constructing informal spelling inventories.
This document provides guidance and examples for using Total Physical Response (TPR) language teaching techniques in the classroom. TPR involves students physically acting out commands given in the target language by the teacher. The document outlines basic TPR procedures and provides 4 units of sample TPR activities focusing on parts of the body, colors, classroom objects, and verbs of movement. The activities start very simple and become more complex. They are intended to build students' comprehension without pressure to speak.
The document discusses oral work and teaching speaking skills to young children learning English as a foreign language. It outlines several methods for presenting new language orally, including using puppets and mascots. It also describes controlled practice activities like telling time and guided practice with limited choices. Role plays and dialogues are recommended as they require using language naturally. Free activities focus on meaning over correctness and include pairwork, groupwork, and whole class games and questionnaires to encourage speaking. Correcting mistakes is important for proper learning. Overall, oral work requires balancing practice opportunities both in and out of the classroom while making the learning fun and accessible for young learners.
This document discusses different language teaching methods that are appropriate for different age groups. It summarizes 6 methods: 1) Direct Method, which uses only the target language and avoids translation; 2) Grammar-Translation Method, which focuses on reading/writing through translation; 3) Audio-Lingual Method, which uses drills to teach language habits; 4) Total Physical Response, which uses physical actions to teach comprehension; 5) Silent Way, which minimizes teacher speaking to focus learning on students; and 6) Task-Based Learning, which uses real-world tasks as the basis for language practice and production. The document provides examples and explanations of techniques for each method.
This lesson plan outlines activities for a class on providing personal information. It includes the following:
1. The class will be divided into groups to write verbs in past participle as a warm up activity.
2. Vocabulary on countries and a map activity to locate them. Sample questions students can ask each other to practice.
3. A listening activity with conversations providing personal information. A related information gap activity in pairs.
4. To wrap up, students will take turns discussing the personal information of people in the listening conversations.
Similar to TESTS TO EVALUATE LISTENING SKILLS (20)
The document discusses three levels of teaching content:
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313022
Mob-9829302820
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Assistant Professor,
Lokmanya Tialk Teachers Training College (CTE),Dabok
Janardan Rai Nagar Rajasthan Vidyapeeth (Deemed To Be) University
UDAIPUR (RAJ.)
313022
Mob-9829302820
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TESTS TO EVALUATE LISTENING SKILLS
1. TESTS TO EVALUATE LISTENING SKILLS
Dr. AMI RATHOD
Assistant Professor,
Lokmanya Tialk Teachers Training College (CTE),Dabok
Janardan Rai Nagar Rajasthan Vidyapeeth (Deemed To Be) University
UDAIPUR (RAJ.)
313022
Mob-9829302820
Language is basically a skill; it involves four skills listening, speaking
reading and writing. English language has been taught as a second language
in India. Unfortunately, in Indian classrooms it is not taught as a skill based
subject; it is taught as content based subject like science and humanities. The
teachers emphasize facts, idea and information more than the development
of skills. This leads to colossal national loss as most of the students,
especially from rural areas and government schools are not able to listen and
speak second language properly after studying it for years together.
Responsible causes may be listed out but I want to emphasize only one,
which is evaluation system which is limited to “achievement” with respect
to particular syllabi. The students use to memorize the answers given in the
textual exercises and rules of grammar which help them to pass the exam.
Language proficiency is totally neglected, thus, teachers as well as students
never bother about the development of proficiency in listening, speaking,
reading and writing. The national curriculum Frame work 2005 asserts “The
goals for a second language curriculum are two fold: attainment of a basic
proficiency, such as is acquired in natural language learning, and the
development of the language into an instrument for abstract thought and
knowledge acquisition through literacy”.
2. To develop this basic proficiency the learner must be allowed to listen
second language daily through different mediums eg. tape, T.V. radio,
telephonic conversations etc. through which he will develop auditory images
of phonemic components such as the use of vowel and consonant sounds,
stress, accent, pitch, pause, juncture, intonation and the rhythm of language
in isolation and in combination and also the perceptions, identification and
their discrimination from the mother tongue equivalents and acquisitions or
development of communicative competence at the receptive level and which
gradually lead to productive level that is speaking and writing. Tests should
be used to ascertain whether or not the student has attained specific
proficiency. According to Adrian Doff “They (tests) tell the teacher what the
students can and can not do, and therefore how successful the teaching has
been; and they show what areas need to be taught in the future. They tell the
students how well they are progressing, and where they need to focus their
attention as learners. Regular tests also encourage students to take their
learning seriously, and give them a series of definite goals to aim towards”.
In the words of Robert Lado, “Language is built of sounds, intonation,
stress, morphemes, and words having meanings that are linguistic and
cultural. The degree of mastery of these elements does not advance evenly
but goes faster in some and slower in others. Each of these elements of
language constitutes a variable that will want to test. They are
pronunciations, grammatical structure, the lexicon and cultural meanings”.
Thus, testing is a significant aspect of any teaching programme; in language
testing, it is the language that must be tested. Testing of second language is
different from that of other subjects so, listening, speaking, reading and
writing skills should be tested in it.
3. It would be very exhaustive to discuss all types of tests therefore here;
I am going to discuss the sample types of listening only, tests for to
understand Vocabulary and Structures. Though these may or may not be
new for you all but such types of tests are not in use in Indian class rooms.
Thus, to recall, rethink and reorganize these types of tests in second
language classes I am presenting the same here.
Understanding Vocabulary
Vocabulary Discrimination test
Sample type 1 KEY WORD PLUS PICTURE
You will hear two (or three) words. On your answer sheet indicate which
word corresponds to the picture
A Lion
B fish
C elephant
To place the word being tested in a more natural context, such utterances
may be used as:
A Here is a Lion
B Here is a fish
C Here is a elephant
Correct response: B
4. Sample type 2 KEY WORD PLUS PICTURES
You will here a word or sentence. Look at the pictures on the board and
select the one corresponding to the utterance you have just heard.
A I see the cherry
B That is the Cherry.
Correct response: B
Completion tests
Sample type 3 COMPLETION ITEMS: EXPLICIT
DISCRIMINATION
You will hear a single sentence, followed by sentences A and B (and C).
Choose the sentence that best completes the idea expressed in the initial
sentence.
He should always tell the truth.
A I don’t want him to go upstairs.
B I don’t want him to lie.
Correct response: B
Sample type 4 COMPLETION ITEMS: INPLICIT
DISCRIMINATION
You will hear a single sentence, followed by sentence A and B. Choose the
sentence that best completes the idea expressed in the initial sentence.
We live on the “third” floor and the Sharma’s live above us.
5. A So, the Sharma’s apartment is on the “Second” floor.
B So, the Sharma’s apartment is on the “fourth” floor.
Correct response: B
Body-movement tests
Sample type 5 CARRY OUT INSTRUCTION
Listening comprehension may be assessed by asking the students to carry
out specific instructions, such as raising their left hands or opening their
books. Body-movement tests are more practical in the freer, more mobile
atmosphere of the elementary School. It may be used as games or as
informal tests.
Sample type 6 SIMPLE COMMANDS:
Each student is told to perform an action for example, the teacher might
suggest:
Sanjay, raise your right hand.
Rupa, go to the blackboard.
Sample type 7 DISCRIMINATION OF COMMANDS
The student individually or in groups is told to perform an action.
When the teacher fails to use a command forms, the students are not
to respond. Those who react inappropriately to a sentence are sent to
the back of the group. They continue playing and benefit from
observing the students in front of them. The winner is the student
standing at the front of the group at the end of the test.
6. Stand up.
Sit down.
Open your books.
I have a pencil.
Sample type 8 COMMNADS WITH VISUALS
The range of vocabulary and grammar tested in body-movement tests can be
increased through the use of pictures or poster cards. For instance, if the
students have been learning the names of buildings, and if pictures of these
vocabulary items have been mounted on cardboard, a listening quiz could be
set up as follows. Place all the cards on the tray. Then tell each student how
to manipulate one or more cards.
Rani, give the temple and the hotel to Suresh.
Sanjay, take the school and place it between the hospital and the post office.
To encourage careful listening, the teacher should give the commands at
normal to fast conversational speed.
Body-movement tests may be scored on a three point scale:
2 points= The student carried out the command correctly after hearing it
only once.
1 point= The student carried out the wrong command, but was able to
correct himself/herself without hearing it repeated again.
0 point= The student carried out the wrong command on the second try.
7. Drawing tests
Elementary school students enjoy drawing tests. Students may use pencils or
crayons if color is used in the instructions. A short quiz might be composed
of four or five pictures.
Sample type 9 DRAWING SIMPLE VERSION
Draw a flower= pink
Draw a circle = blue.
Sample type 10 DRAWING COMPLEX VERSION
Draw a pink flower if you are a girl, a purple flower if you are a boy.
Draw a blue circle if your name begins with a vowel, a yellow circle if your
name begins with a consonant.
Draw a green star if you are wearing white socks, an orange star if your
socks are not white.
Picture test
The potential of picture tests In language classes has not been exploited in
Indian classes the possibilities are many, even for the teacher who does not
feel artistically gifted. Magazine picture, cut out and mounted on cardboard,
can be shown to the class while the items are being read. Overhead
transparencies are also easy to prepare.
Sample type 11 SINGLE ITEM PICTURES: TRUE-FALSE
FORMAT
Look at the pictures in that I hold up. For each picture, indicate whether the
statement you hear is true or false.
This is a tree.
Correct response: true
8. Sample type 12 SINGLE ITEM PICTURE: MULTIPLE-
CHOICE FORMAT
In this type of item, several pictures are prepared for each sentence. Look at
the pictures. Indicate which picture corresponds to the statement you hear.
The boy is running:
Correct response: A
Sample type 13 SINGLE ITEM PICTURES: MATCHING
FORMAT
The teacher prepares ten pictures corresponding to new vocabulary items:
these could be ten flash cards or magazine pictures that can be fastened to
the board. Ten simple line drawings could be prepared on an overhead
transparency. Each of the ten pictures is labeled sequentially from A to J.
You will hear ten sentences about foods. Each sentence; write the letter that
corresponds to the food that is mentioned.
1. My mother loves ice cream.
2. I never have soup for breakfast.
Sample type 14 MULTIPLE ITEM PICTURES: TRUE-FALSE
FORMAT
One picture that may be used for a sequence of items saves the teacher much
time in preparing visuals. You will hear a series of sentences about this
9. picture. Decide whether each sentence is true or false according to the
picture. Indicate your answer as follows: A = true, B = false.
Here is a clock
It is blue.
It is now nine o’clock.
A child enters the room.
It is a girl.
Sample type 15 MULTIPLE ITEM PICTURES:FILL-IN
FORMAT
The teacher prepares a drawing on a board with arrows pointing to the
vocabulary items to be tested.
You will hear Seema’s mother telling her to set the table. Write the number
of each statement in the circle corresponding to the item she mentions.
1. Take the large plates.
2. We will use the red napkins today.
3. Each person should have one fork.
10. Sample type 16 MULTIPLE ITEM PICTURES: ABCD
FORMAT
In this type of item, four pictures are selected to represent different scenes or
situations.
You will hear a series of questions or statement. Listen carefully and decide
which picture each statement refers to. Mark the corresponding A,B,C, or D
on your answer sheet.
It’s snowing.
They are going to the movies.
Hari is at home.
It is very hot.
Do you often watch TV?
11. UNDERSTANDING STRUCTURES
In order to understand the second language, the students must be able to
identify the syntax and the grammar of a language does not if self imply the
ability to use these elements is speaking; it is none the less true that unless
the students can recognize patterns, they will not be able to employ them
with assurance and accuracy.
Picture tests
Picture items can be developed to test whether the student understands the
syntax and structure of the target language.
Sample type 17 SINGLE ITEM PICUTRES
You will hear two sentences for each picture. Indicate which sentence
described the picture most accurately.
A Mona runs fast, but Gaurav runs faster than she does.
B Mona runs fast, but Gaurav runs less quickly than she does.
Correct response: A
12. A The child gives the mother the book.
B The mother gives the child the book.
Correct response: A
Sample type 18 MULTIPLE CHOICES WITHOUT
CONTEXT
For items of this type, the students are given ABCD answer sheets and are
told distinction to listen for. Common problem areas include identification
of tenses of number, and of gender.
You will hear a series of short sentences. Decide whether the last word of
the sentence is masculine, feminine, or neuter. Indicate your answer as
follows: A= masculine, B= feminine C= neuter.
A. I’m buying the table
B Punit is taking the lamp.
C We are selling the bed.
Correct responses: A,B,C
Sample type 19 MULTIPLE CHOICE WITH SITUATIONAL
CONTEXT
There are four children in the Chadha’s family: Rajeev, Ravina and the
twins Sonu and Monu. Can you tell which ones the relative are talking
13. about? If you hear the pronoun “him” mark column A for Rajeev. If you
hear the pronoun “her” mark column B for Ravina. If you hear “them” mark
column C for sonu and monu.
1. I don’t see him.
2. Mr.Nagar is with them.
3. Grandmother just adores her.
In conclusion I want to say that these are some of the sample tests, this can
be used and prepared by English Language Teachers according to their
convenience and standard of the students. Using such types of test may help
students to develop language proficiency. Tests for speaking, reading and
writing may also be prepared by the teachers; it all needs the creativity and
the sensitivity towards second language teaching. It requires fewer resources
and less time on the part of teacher if he really wants his child to be
proficient in second language. So there is a need of paradigm shift. The need
14. is to shift our thinking towards proficiency in second language rather than
achievement. Are we ready to do that?
References:
NCERT (2005): National curriculum framework, New Delhi, NCERT
Doff, Adrian (1988) Teach English: Trainer’s Hand Book, Cambridge
University Press.
Lado, Robert (1961) Language testing Landon. Longman.
www2h.com/details/listeningskilltest.html
www.queendon.com/tests