By: NOR HIDAYAH BINTI ISHAK NUR AMIRA EMYLIA BINTI MOHD NOR HAFIZUDIN BIN JAAFAR MUHAMAD

TARMIDZI BIN SAZALI

WHY LISTENING?
Children start aqcuiring any language through

listening We ought to assess what we teach Raises childrens motivation and confidence

Ten things to remember about assesing listening

1.Assess listening comprehension eventhough it is difficult to assess. 2.Reading texts must be converted to listening texts. 3.Give credit fro what students know 4.Dont forget the importance of background knowledge 5.Dont just test what its easy to test

6.Give students a reason for listening 7.Dont expect full comprehension 8.Accept that skill contamination will occur 9.Assess all types of listening 10.Dont forget the cornerstones of good testing practice.

ASSESSMENT
SUMMATIVE FORMATIVE

Formative assessment
Observation Testing Self- assessment Peer-assessment Portfolio Project

Assessment chart of pupils' progress Unit 14.

pupils ' names

By the end of Unit 14 pupils: Linguistic skills know the English word for certain numbers pronounce numbers correctly know how to read phone numbers can find numbers by listening them spell the numbers correctly Class: _____________________Teacher:__________________ Date: __________________

meaning of symbols: vvv=well achieved vv= about average v=needs more practice

ADJECTIVES
AGE GROUP TIME DESCRIPTION LANGUAGE SKILLS 8 and above 10 minutes The children listen and circle the correct items according to the script Lamp, lamb, vase, glass, ship, sheep, cat, hat, bear, bird, colours adjectives The pupils should make the difference certain vowels or consonants

ASSESSMENT CRITERIA between MATERIALS PREPARATION

Worksheet 2 Photocopied worksheets for every child.

IN CLASS

1. The teacher gives out a copy of worksheets. 2. She/ He explains to the children that they are going to hear the descriptions of five items. On the worksheet each learner has two choices in each item. They have to circle the correct one. 3. The teacher reads the descriptions. a black cat a big bird a blue ship a fat girl a short boy 4. The teacher reads the descriptions again and asks to check the answers. FEEDBACK The teacher discusses the correct answers with the class. ASSESSMENT OF OUTCOME Students can identify the correct adjectives.

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Circle the correct picture

1. 3. 4. 5. 2.

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VERB
AGE GROUP TIME DESCRIPTION pictures instructions. LANGUAGE sitting. SKILLS information; verbs in the sentences. Listening for specific recognizing action simple 8 and above 10 minutes The children match photos to following oral Action verbs: eating, drinking, writing, sleeping, running, reading,

ASSESSMENT CRITERIA The pupils should recognize common action verbs in spoken statements. MATERIALS Worksheet; scissors; glue; a set of
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FEEDBACK

ASSESSMENT OF OUTCOME

Ask the children to exchange worksheets and check eachothers answers. They mark them using the marking scheme as follows:7 = excellent6 = very good5 = good0-4 = try harder This activity involves identifying verbs.

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PREPARATION 1. Give two sets of worksheet to students. 2. One set consist of the set of pictures and another set consist of blank columns with numbered 1-7. 3. Prepare a set of seven statements, for example,Lily is sleeping, John is drinking etc. IN CLASS 1. Give out two sets of worksheet. 3. Tell the children to cut out the faces from the pictures from the work sheet and stick them on the another set of worksheet with blank column 4.Read the statements with short pauses between them. 5. Read the statements again. 6. Tell the children to stick the pictures on each column with numbered.

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NOUNS
AGE GROUP TIME DESCRIPTION song pictures they heard in the song LANGUAGE turkey , cow SKILLS ASSESSMENT CRITERIA identify chicken, dog, Listening for nouns. The pupils should
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8 and above 15 minutes The children listen to a and point to the of the animals that

 Old MacDonald had a farm,

Ee i ee i oh! And on that farm he had some chickens, Ee i ee i oh! With a cluck-cluck here, And a cluck-cluck there Here a cluck, there a cluck, Everywhere a cluck-cluck Old MacDonald had a farm Ee i ee i oh! Old MacDonald had a farm, Ee i ee i oh! And on that farm he had some dogs, Ee i ee i oh! With a woof-woof here, And a woof-woof-woof there Here a woof, there a woof, Everywhere a woof-woof Old MacDonald had a farm Ee i ee i oh!
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 Old MacDonald had a farm,

Ee i ee i oh! And on that farm he had some turkeys, Ee i ee i oh! With a gobble-gobble gobble-gobble here, And a gobble-gobble gobble-gobble there Here a gobble-gobble, there a gobble-gobble, Everywhere a gobble-gobble-gobble Old MacDonald had a farm Ee i ee i oh! Old MacDonald had a farm, Ee i ee i oh! And on that farm he had some cows, Ee i ee i oh! With a moo-moo here, And a moo-moo there Here a moo, there a moo, Everywhere a moo-ooo Old MacDonald had a farm, Ee i ee i oh!
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PREPARATION IN CLASS

FEEDBACK

1. The teacher explains to the children that they are going to hear a song. The teacher will ask them to tell the animals that they heard in the song 2. The teacher lets children listen to the song. 4. The teacher plays the song repeatedly for 3 times. 1. The teacher encourages to sing along. 2. The class discusses the animals that they identify in the song 3. The students have to point the animals that they listen in the song to the pictures of the animals on the flashcard. They can identify the correct animals from listening.

ASSESSMENT OF OUTCOME

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THANK YOU FOR LISTENING!

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