Тиллар ўҚитиш методикаси ва таълим технологиялари

Possible answers:
pre-, while and post stages, support with ideas and language, learners were interested because the task was involving and personal etc.

Handout 1 A

Dictate the sentence to your partner.
By the end of the session participants will:
 Be able to define what makes a good writing task
 _____________________________________________
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Handout 1 B

Dictate the sentence to your partner.
By the end of the session participants will:
 ___________________________________________________
 Have experienced a good writing task


Work in pairs. Match stages with definitions.
1) pre-writing tasks a) encourage learners to relate writing to their
own life/experience, gives opportunities to
express own ideas, views and/or do
something with the information they have got
2) while-writing tasks b) prepare for writing, arouse learners’ interest
3) post-writing tasks c) draw on writing itself, help to communicate a
message



PRACTICAL LESSON 15
ASSESSMENT AND TESTING IN TEACHING FOREIGN LANGUAGES
Learning Outcomes
By the end of the session participants will:
 have reflected on language testing in their teaching contexts
 have explored and discussed different question types and principles in language testing
Key Learning Points
 Achievement tests are tests based on the course.
 It is important to test what we teach.
1. Outcomes
Objective: to help participants understand the outcomes of the session
Time: 5 minutes
Materials: none
Interaction: plenary
Procedure:
 Explain the session outcomes to participants:
By the end of the session participants will:
 have reflected on language testing in their teaching contexts
 have explored and discussed different question types for language testing
2. Lead in
Objective: to help participants reflect on language testing procedures used in their teaching contexts.
Time: 10 minutes
Materials: none
Interaction: plenary
Procedure:
 Ask participants the following questions:
- Do you have tests with your pupils? If yes, what do these tests test? (write participants responses on the board as at a later stage you will need to come back to them again)
- Why do you have tests?
- Do you have obligatory tests at your school? If yes, what kind of tests are these?
 Elicit responses to the questions from participants.
 Elicit from participants when each of the tests they mentioned earlier is given and why. Draw a timeline to illustrate when different tests are given taking into account different purposes of the tests. Use the following questions:
- When are the tests conducted and what is the purpose of each of the tests?
- Are these tests based on the course (i.e. syllabus/programme)?
Beginning of the term --------> MSNI 1 --------> MSNI 2 --------> MSNI 3
Note:
MSNI (Uzbek - Majburiy Standart Nazorat Ishi) or СОКР (Russian –
Стандартные Оценочно Контрольные Работы) – an obligatory assessment procedure
 Establish that tests based on the course are called achievement tests (e.g. progress checks and final tests) and that the purpose of this type of the test is to show how much of the course pupils learned.