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Transcript of EDO Teacher's Guide
EnglishDiscoveriesOnline
Teacher'sGuide
Copyright1990-2015EdusoftLtd.Allrightsreserved
Copyright1990-2015EdusoftLtd.Allrightsreserved.
COPYRIGHTNOTICEThisdocumentandallrelatedmaterialsarecopyrighted.Allrightsarereserved.Nopartofthesematerialsmaybereproduced,photocopied,transmittedortranslatedintoanyothercomputerorforeignlanguagewithouttheexpresspriorpermissionofEdusoftLtd.Allrequestsforpermissionmustbesubmittedinwriting.
Copyright1990-2015EdusoftLtd.Allrightsreserved.
TableofContentsLettertotheTeacher..........................................................................5Introduction....................................................................................6PARTI:GettingtoKnowEnglishDiscoveriesOnline....................................10TheCourses...................................................................................................................................10TheLearningComponents.........................................................................................................10ExploreMode...........................................................................................................................11PracticeMode...........................................................................................................................13TestMode..................................................................................................................................14SupportTools................................................................................................................................15AssessmentandEvaluationTools............................................................................................15ComponentTests.....................................................................................................................15ExitTests...................................................................................................................................16AlternativeAssessment..........................................................................................................16TheCommunitySite........................................................................17Forums............................................................................................................................................17DiscoveriesMagazine.................................................................................................................18TalkingIdioms..............................................................................................................................18WordZone......................................................................................................................................18TheStudentWorkbook......................................................................18DevelopingWritinginEnglishDiscoveriesOnline.......................................20TheStudentWorkbook...............................................................................................................20ReadingandListeningModelsforWrittenTasks.................................................................20TheTeacher-StudentCommunicationTool...........................................................................20SuggestionsforGivingIndividualFeedback.........................................................................21CorrectionCodes.....................................................................................................................21SummaryChart........................................................................................................................22GeneralWrittenFeedback.....................................................................................................22TheTeacherManagementSystem..........................................................22PARTII......................................................................................23BlendingComputerandClassroomLearning..............................................23GeneralTips:.................................................................................................................................23Warm-upactivitiesforEnglishDiscoveriesOnline.........................................................23Pre-teachingactivitiesbeforestudentsaccessEnglishDiscoveriesOnline................23FocusactivitieswhilestudentsworkwithEnglishDiscoveriesOnline.......................24
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Follow-upactivitiesafterworkingwithEnglishDiscoveriesOnline...........................24GettingStarted...............................................................................25AdditionalTips.............................................................................................................................25SuggestedReading..........................................................................27BooksandArticles.......................................................................................................................27EFLSites,OnlineJournalsandOrganizations.......................................................................27Appendix1:SampleRubrics................................................................28RubricforAssessingOralPresentation...................................................................................28RubricforAssessingProjectWork..........................................................................................29RubricforAssessingWrittenWork.........................................................................................30
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LettertotheTeacher
DearTeacher,WelcometoEnglishDiscoveriesOnline!WearehappytowelcomeyoutothegrowingcommunityofteacherswhohavechosentomakeEnglishDiscoveriesOnlineanintegralpartoftheirteachingcurriculum.AtEdusoft,webelievethatteachersplayavitalroleinimplementingcomputerizedlearningenvironments,foritistheteacherwhodecideshowtointegratethecourseintohis/herteaching.TheinformationinthisTeachersGuide*aimstoprovideyouwiththenecessarytoolstobeginusingEnglishDiscoveriesOnlineeffectively.Inadditiontodetaileddescriptionsandexplanationsofthecoursecontentandobjectives,wehavealsoincludedawealthofpracticalideasandtipsonhowtobestintegrateEnglishDiscoveriesOnlinewithyourclassroomteaching.EnglishDiscoveriesOnlinetakesadvantageoftheInternetandprovideslanguage-learningresourcestoteachersandstudentsanytime,anyplace.ThecontentandfeaturesofEnglishDiscoveriesOnlineareregularlyupdated,somakesuretologinregularlytotheTeachersCornertofindoutaboutallthelatestupdatesandnews.TheTeachersCorneralsocontainsadditionalresourcesandpedagogicalsupport.Welookforwardtobeingintouchwithyouthere.ThankyouforchoosingEnglishDiscoveriesOnline.Wearesureyouandyourstudentswillfindtheprogramexciting,challengingandeffective.Sincerely,EnglishDiscoveriesOnlineTeam
*ForinstructionsontheTeacherManagementSystem(TMS),seetheEnglishDiscoveriesOnlineTMSUsersManual.
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IntroductionLanguageteachingmethodologyhasundergonemanyfar-reachingchangesoverrecentdecades.Acommunicativeapproachtolanguagelearninghasreplacedformermethodologiesthatfocusedmainlyongrammaticalandstructuralaspectsoflanguage.Thecommunicativeapproachreflectscurrentresearchintopsychoandsocio-linguistics.Thisresearchinformsusaboutthecommunicativenatureoflanguageandtheneedforstudentstobeawareoftheirroleinnegotiatingmeaning,usingsuitablelanguageforavarietyofsettingsandinteractions,anddevelopingstrategiesforlearning.Thetheoreticalbasisthathasbroughtaboutthesechangesinmethodologyisconstructivistlearningtheory,whichpositsthatlearningisaprocessbywhichindividualsconstructtheirownknowledgethroughmeaningfulinteractionswithnewinputandwithotherstudents.TheoristssuchasLevS.Vygotsky(1978),JeromeBruner(1986,1990),andJeanLaveandEtienneWenger(1990)arguethatwhenstudentsareactivelyengagedinrelevantandmeaningfulcollaborativeactivities,comprehensionandretentionareenhanced.Constructivistlearningtheorythereforerecommendsthatteachersencourageknowledgeconstructionbyprovidingmultipleperspectivesandoutcomesinthelanguageclassroomandbygivingstudentstheopportunitytobecomeactiveparticipantsinthelearningprocessbyprovidingthemwitharangeoftasksfromwhichtochoose.ResearcherssuchasHowardGardner(1993)havealsoshownthatstudentshavedifferentlearningstylesandpreferences,andthattheymaylearnindifferentwaysandatdifferentpaces.Thishasresultedinamovementtowardsalearner-centeredapproachinteachingmethodology.ThesetheorieshaveinfluencedthedevelopmentofComputerAssistedLanguageLearning(CALL).MarkWarschauerandRichardKernoutlinetheimplicationsofthelatesttheoriesofsecondlanguageacquisitionintheintroductiontotheirbook,Network-basedLanguageTeaching:ConceptsandPractice(2000):Communicativecompetences:Teachingnolongerfocusesondiscretegrammaticalstructures,butratheraimstoencouragestudentstoimprovetheirabilitytocommunicate.Creativeexpression:Insteadofencouragingstudentstomemorizerulesandvocabulary,wenowencouragethemtotrytoexpressthemselvesinthetargetlanguage.Negotiationofmeaning:Studentsneedtoprogressandbeassessedintermsoftheircomprehensionofmeaningratherthanwhattheymaybeabletomechanicallyproduce.Theynowneedtobeabletounderstandthemainidea,findexamplesandspecificinformation,andinferandseerelationshipssuchascauseandeffect.Importanceofcultureandliterature:Languagecannotbeseparatedfromitscultureandliteratureandstudentsneedtobeabletouselanguagethatisappropriateforthesetting.Authenticmaterials:Learnersneedtobeexposedtoauthenticandreal-lifetextsandlanguage.CALLisparticularlysuitedtothesenewapproachesforanumberofreasons.Firstly,computerizedmaterialprovidesawidevarietyofmediasound,text,pictures,videowhichcanbecombinedinanynumberofwaystoprovidestudentswithamuchricherexperienceofthetargetlanguage.Thecomputerizedmaterialalsoallowsstudentstoencountermultiplerepresentationsofknowledge.multi-mediaprovideopportunitiestoexperiencelanguageinavarietyof
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media,eachofwhichcanservetoreinforcetheotherAddtothisabilitytoseeandhear,anelementofdoingandparticipation,thenweshouldhaveapowerfullearningtool(PaulBrett,1998).Inaddition,CALLencouragesstudentstointeractwiththelearningmaterial,ratherthanbepassiveconsumersofinformation.Languagelearningsoftwareenablesstudentstochecktheirwork,receiveinstantfeedback,andchoosetheirlearningmaterials.Languagelearningsoftwarecancaterfordifferentlearnerstylesbyprovidingawiderangeofmaterialsandactivitiesfromwhichstudentscanchoose.Studentsworkattheirownpace,concentratingonthetopicsthatinterestthemorlanguageareastheyfeeltheyneedtoreinforce.Thecomputerisnon-judgmental;itdoesntgettiredorimpatientandisavailablewheneverand,increasingly,whereverthestudentchoosestostudy.ThelatestdevelopmentinCALLisNetwork-BasedLanguageTeaching(NBLT),atermcoinedbyKernandWarschauer.NBLTinvolvesusingcomputersthatareconnectedtoeachothereitherlocallyviaanintranetorgloballyviatheInternet.Theintroductionofanetwork-basedelementtocomputerizedlanguagelearningradicallyincreasesitscommunicativepotential.NBLTrepresentsanewanddifferentsideofCALL,wherehuman-to-humancommunicationisthefocus(KernandWarschauer).ThankstotheInternet,languagestudentscancommunicatewithotherstudentsanytime,anyplace.Communicationcanbeeitheronaone-to-onebasis,usingemailandchat,orwithmanypeople,usingforumsorbulletinboards.Similarly,communicationcanbesynchronousandtakeplaceinreal-time(chat,instantmessages,discussiongroups)orasynchronous(email,bulletinboards,forums).TheInternethastheaddedadvantageofprovidingstudentswithaccesstoanunlimitedsourceofauthenticinformationinthetargetlanguageandthepossibilitytocreateandpublishtheirownmaterial.BothCarolA.Chapelle(2001)andKernandWarschauerarguethattheimpactoftheInternetonsocietyingeneralhasleadtoaredefinitionofthetermcommunicativecompetence.Forward-lookingmembersoftheprofessionhavesuggestedthatthenatureofcommunicativecompetencehaschangedinaworldwherecommunicationoccurswithcomputersandwithotherpeoplethroughtheuseofcomputers(Chapelle).Inadditiontofocusingonthetraditionallanguageskillsandcommunicativesocio-linguisticcompetencies,teachersarenowresponsibleforhelpingstudentsacquirenewlanguageandliteracyskillsofeffectiveuseofinformationtechnology(Warschauer,2001).Forexample,studentsneedtobemoreproficientthaneverbeforeatsearchingfor,finding,comprehending,interpretingandevaluatinginformation.Readingnowinvolvesbeingabletofollowtextsthatmaycontainhyperlinks,richgraphics,videoandsoundanimation.TocommunicateeffectivelyontheInternetandparticipateinitscommunities,studentsneedtoknowhowtowriteemails,joininchatsanddiscussiongroupsandpostmessagesonbulletinboards.InadditiontothefactthatNBLTencouragesstudentcommunication,italsohastheimportantadvantageofdirectlyfosteringtheskillsthatstudentsneedinordertosucceedintheinformationtechnologyage.Blendedlearningiscurrentlyoneoftheleadingtrendsincomputer-assistedlanguagelearning(CALL).Essentiallyitcombinese-learningtoolswithtraditionalclassroominstructiontoensuremaximumeffectiveness.Thesynergyproducedbyblendingandintegratingthetwocomponentshasaprofoundimpactonlearning:Studentsarepreparedforthetopicfocusedoninthecomputerprogramandtheirworldknowledgeisactivated.Studentsareprovidedwithafocusforthecontentofthecomputerlesson.Vocabularyandfunctionsarereviewed,reinforcedandexpandedoninteacher-ledlessons.
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Studentsengageincommunicativeactivitiesthatrequireinteraction(sharinginformationandopinions).Allfourlanguageskills(listening,reading,speakingandwriting)areintegratedandgrammarandvocabularyarepresentedandpracticedincontext.Ateachermediatesbyservingasafacilitatorwhofostersapositivelearningenvironmentandprovidespositivefeedback.Studentsareactiveparticipantsengaginginrelevantreal-lifesimulatedtasks.Sincelearningisseenasasocialactivity,studentsaremorelikelytobesuccessfulifthereisconversation,interactionandproductionoflanguage.Studentssharetheirlearningstrategies,thusenhancingtheirownandtheirpeersabilitytolearnbetter.Metacognitivereflectionprovidesopportunitiesforsharedlearning.Activitiesthatengagethemind(predicting,choosing,rating,analyzing)provideopportunitiesforcognitiveandlanguagedevelopment.Studentsusecontextsthatarerelatedtotheirpersonallives,expressingtheirbeliefs,opinionsanddesires.Studentsassimilatenewknowledgebybuildingonpriorknowledge.Allpartsofthelessonsarelinkedtoeachother,providinganexplicitpathforlearningtotakeplace.Repeatedexposureandthoughtpromotesignificantlearningandinternalization.Motivation,relevanceandsuccess-basedlessonsprovidethemosteffectiveconditionsforlearning.
EnglishDiscoveriesOnlinehasbeendevelopedinaccordancewiththeabovetheoriesandapproaches.Itconsistsofinteractivemultimediacourses,aCommunitySite,andaTeacherManagementSystem(TMS).Thecoursesprovideawiderangeofreal-lifetextsandinteractiveactivities,aswellasvarioussupporttoolsandtheoptionforstudentstochecktheirwork,clarifytheirmistakesandgetinstantfeedback.Thecoursesaredividedintotopic-basedunitstomakethematerialmorerelevantandmeaningful,andtoaidintegrationintothecurriculumsothatthelearningprocessismoreeffective.TheCommunitySiteallowsstudentstocommunicateinEnglishforrealpurposes.Theemail,instantmessagingandchatfeaturesfamiliarizestudentswiththetypesoflanguage,genres,discourseandbehaviortheywillencounterinonlinecommunities,outsidethelearningsituation.Themagazineofferscurrentarticleswrittenatthelevelofthestudent,withguidingquestionsthatilluminatethetexts.Games,incidentallearningandsuggestedInternetsitesarealsoavailabletothestudent.TheTMSallowsteacherstoadaptandcustomizetheprograminordertocatertothespecificneedsoftheirstudents.ThefocusinallsectionsoftheprogramistouseEnglishasameansofcommunicationwiththeaimofdevelopinginthestudentthecompetenciesrequiredtobeasuccessfullife-longlearnerinthe21stcentury.
References
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Brett,P.AnIntuitive,TheoreticalandEmpiricalPerspectiveontheEffectivenessQuestionforMultimedia.MultimediaCALL:TheoryandPractice.Ed.KeithCameron.Exeter:ElmBankPublications,1998.8193.Bruner,J.ActualMinds,PossibleWorlds.Cambridge,MA:HarvardUniversityPress,1986.Bruner,J.ActsofMeaning.Cambridge,MA:HarvardUniversityPress,1990.Chapelle,C.A..ComputerApplicationsinSecondLanguageAcquisition:Foundationsforteaching,testingandresearch.Cambridge:CambridgeUniversityPress,2001.Gardner,H.MultipleIntelligences:TheTheoryinPractice.NY:BasicBooks,1993.Lave,J.&Wenger,E.SituatedLearning:LegitimatePeripheralParticipation.Cambridge,UK:CambridgeUniversityPress,1990.Vygotsky,L.S.MindinSociety.Cambridge,MA:HarvardUniversityPress,1978.Warschauer,M.MillennialismandMedia:Language,Literacy,andTechnologyinthe21stCentury,1999.
Warschauer,M.TheDeathofCyberspaceandtheRebirthofCALL.InBrett,P.(ed.)CALLinthe21stCentury.CD-ROMpublishedbyESADE-IATEFL,2001.
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PARTI:GettingtoKnowEnglishDiscoveriesOnline
TheCoursesEnglishDiscoveriesOnlinecoursesareofferedatfiveCEFR-alignedlevels:A1,A2,B1,B2-Part1,andB2-Part2.Eachcourseismadeupofmultipletopic-basedunits.Eachunitcoversthefollowinglearningcomponents:listening,reading,speaking,grammar,andvocabulary.Thecoursesprovidestudentswithaccesstohundredsofhoursofreal-lifespokenandwrittenEnglish.Studentsreadtextsfromavarietyofauthenticgenres,listentoEnglishspokenbynativespeakersininterestingcontextsatavarietyoflevels,andfocusonagrammaticalunderstandingofinteractions.Withineachlearningarea,thereisarangeoftoolsdesignedtoprovidestudentswiththesupportneededtoworkeffectivelyandindependently,suchasthespokenversionofwrittentexts,scriptsoflisteningpassages,translations,dictionary,visualaids,etc.
TheLearningComponentsListening,Reading,Speaking,Vocabulary,andGrammar
AllthecomponentsconsistofanExploreandPracticemode.TheListening,Reading,Grammar,andVocabularycomponentsalsoprovideaTestmode.
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ExploreModeIntheExploremode,studentsareexposedtoavarietyoforalandwrittentexts.IntheListeningcomponent,studentscanwatchavideoorlistentovoicemailandradioprograms.IntheReadingcomponent,studentscanreadavarietyoftexttypessuchaspostcards,stories,advertisements,letters,noticesandarticles.IntheSpeakingcomponent,studentscanlistentoreal-lifedialoguessetineverydaysituationsandactedoutonananimatedscreen.Theanimatedcharactersaddtotheauthenticityofthespeakingsample.
Theemphasishereisonfunctionallanguage,suchasaskingforinformation,acceptingorrejectinganinvitation,apologizing,etc.TheGrammarcomponentprovidesstructuresincontextusinganimated,humorousexamples.Studentswatchahumorousanimatedexampleofthestructurebeingusedincontext,usuallyinadialogue.
IntheExploremode,studentsareencouragedtobeactiveanddirecttheirownlearning.However,itismosthelpfulifstudentsareprovidedwithataskthatwillhelpthemfocusonthecontents/format/languageoftheExplorepassage.Studentsshouldbeencouragedtoexplorethepassageasmanytimesastheylike.Themorestudentsareexposedtothetext,themorecomfortabletheywillbewithit.
Studentsareprovidedwithinteractivelearningtoolstoaidthemintheirexploration.Itisimportanttodrawtheirattentiontotheuseofthesetools.
IntheListeningcomponent,studentscanbenefitfromthesupportofthewrittentextwhiletheyarelisteningbyclickingSeeScript.Thehighlightingofthescriptasthetextisspokenisaneffectivevisualaidthathelpsstudentsfollowtherecording.Theymaydecidetolistenwiththehelpofthescriptthefirstfewtimesandthenlistenwithoutit.StudentscanalsolistentoanindividualsentenceasmanytimesastheywishbyclickingHearPart.Thisisrecommendedforlonger,morecomplexsentences,orsentenceswithneworunfamiliarvocabulary,pronunciationorstructures.Ifthereareunfamiliarwordsinthepassage,studentscanlookthemupintheEnglishDiscoveriesdictionary.Ifstudentswanttopracticetheirspeakingskills,theycanusetheRecordYourselftool.WhenworkinginInternetExplorertheRecordYourselftoolwillprovidestudentsfeedbackontheirfluencyandpronunciation.
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IntheReadingcomponent,studentscanchoosetolistentothetextwhiletheyarereadingit.Theycanhearitonceortwiceorasmanytimesastheywish,andthendecidetoreaditontheirownwithouttherecordedsupport.Iftheywanttohearaspecificsentencereadoutagain,theycanclickHearPart.Theycandothisasmanytimesastheywantandforasmanysentencesastheywant.StudentscanclicktheMainIdeabuttontoviewthemostimportantidea/sinthetext.Thiscanhelpthemfocustheirattentionontheimportantinformationinthetextratherthanondetails,whichmaybelessimportantforoverallcomprehension.ByclickingtheKeyWordsoption,studentscanviewtheimportantwordsinthetext.Byclickingoneachone,theyreadanexampleofthewordinasentenceandcanhearit.Thiscanbeaneffectivewayforlearnerstoexpandtheirvocabulary.Thewordsarepresentedinthecontextofastoryorarticleandtheyareusuallyreenteredinthepracticeandtestsections.Ifthereareunfamiliarwordsinthepassage,studentscanlookthemupintheEnglishDiscoveriesOnlinedictionary.
IntheSpeakingcomponent,studentscanalsoaccessandfollowthescriptofthedialoguebyclickingSeeScript.Thesentencebeingreadishighlightedtohelpstudentsfollowwithoutanydifficulty.StudentscanalsofocusonspecificpartsofthescriptbyclickingHearPart.Ifthereareunfamiliarwordsinthedialogue,studentscanlookthemupintheEnglishDiscoveriesOnlinedictionary.TheRecordYourselfoptionallowsthelearnertohear,record,andgetfeedback(InternetExploreronly)onanysentenceinthedialogue.
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IntheGrammarcomponent,studentscanclickSeeExplanationandreadanexplanationintheirmothertongueaboutthestructure,itsformanduses.
PracticeModeIntheListeningandReadingcomponents,thePracticemodeisdesignedtohelpstudentsfocusonthepassagespresentedinExplorethroughavarietyofinteractiveexercisesandactivitiesthatconcentrateoncomprehensionofcontent,vocabularyanddiscoursemarkers.Thismodefocusesonskillsandstrategies,suchasunderstandingmainideasandsupportingdetails,understandingpurposeandaudience,drawinginferences,followingsequenceofevents,understandingdetailedinformation,etc.Studentsanswersareevaluatedimmediatelyandstudentscanlearnfromthefeedbacktheyreceive.Whiledoingthepracticeactivities,studentsshouldbeencouragedtoaccesstheExplorepassages.Learnersshouldalsobeencouragedtotrytocompletetheactivities,thenCheckAnswersandonlyifnecessarytoSeeAnswers.
IntheSpeakingcomponent,studentsareexposedtotwokindsofpractice:PracticeI:Studentsplaythepartofoneofthecharactersinthedialogue.Theyselectthecharactertheywishtoplayandfollowtheinstructionsonscreen.Theirspeechisevaluatedbytheprogramsspeechevaluationtechnology,whichonlyallowsthemtocontinuewiththedialogueiftheirinputiscloseenoughtothemodel(InternetExploreronly).Oncompletingthedialogue,studentscanreplaytheentirerecording,listentothemselvestakingpartinit,andre-recordsectionstheyfeelneedimprovement.
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PracticeII:Somespeakinglessonshaveasecondpracticetype.PracticeIItakestheformofabranchingdialogue.Studentsdeterminetheprogressionofthedialoguebyselectingfromthreeoptions.Theyrecordtheirchoiceandthedialoguecontinuesaccordingly.Theycandothispracticemanytimes,eachtimeselectingotheroptions,therebycreatingnumerousdialogues.
TheGrammarcomponentprovidesstudentswitharangeofexercisesfortheconsolidationofthestructurethatisbeingtaught.Studentscanworkthroughthepracticeexercises,checkthemselvesaftereachoneandconsolidatetheirknowledgeandmasteryofthegrammarpoint.
TestModeThismodeisavailablefortheListening,Reading,Grammar,andVocabularycomponents.Studentscanevaluatetheircomprehensionofthelisteningandreading
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passages,theirproficiencyinthegrammaticalstructures,andunderstandingofnewvocabulary.Thetestisinteractiveanduser-friendly.Studentscanpagebetweenthequestions,changetheiranswersandsubmittheirworkwhentheyareready.Thecomputerchecksstudentsanswersandtheycanseetheirresults.Teachersandstudentshavearecordofthetestscores.
SupportToolsThecoursesareaccompaniedbyanumberoftoolsaimedatprovidingstudentswithsupportintheprogram:BilingualaudiolearnersdictionaryStudentsprogressrecordOptionalmother-tonguesupportSpeech-recognitionenginetoevaluatestudentsspokeninput(onlyavailableinInternetExplorer).
AssessmentandEvaluationTools
ComponentTestsTheprogramprovidesstudentswiththeopportunitytochecktheircomprehensionofeachcomponent.ThetestsarebasicallyshortquizzesthatfocusonthemainpointsoftheExploremode.Resultsarepresentedintheformofapercentagegradeandawritten
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comment.ThepassinggradeforthesetestsissetintheonlineTMS.ItisimportantforstudentstorealizethatthePracticemodewillhelpthemsucceedintheTest.
ExitTestsMidtermandFinaltestsforeachofthefivecoursesareavailable.Thetestsincludetworeadingcomprehensionpassages,grammarquestionsandashortwritingtaskallrelatedtotheunitsinthecourse.Answerkeysfortheteacherareavailable.Theanswerkeysalsoincludecriteriaforassessingthewritingtask.
AlternativeAssessmentWesuggestexpandingonworkdoneinEnglishDiscoveriesOnlinewithaclassprojectinvolvingbothofflineandonlinecollaborativetasks.Ideally,theprojectsshouldprovideachoiceoftasks,whichtakeintoaccountdifferentlearnerstylesandintelligences.Projectsprovidestudentswiththeopportunitytosynthesizewhattheyhavelearnedintheunitandallowforthereentryofthecontentandlanguagefunctionsassociatedwiththetopic.Thecriteriaforassessmentoftheprojectcanbesetbytheteacherand/ornegotiatedwiththestudents.Thesecriteriaservebothasachecklistforworkinprogressaswellasatoolforself/peer/teacherassessment.Attheendoftheproject,studentsshouldbeencouragedtoreflectandgivefeedbackonboththeprocessandtheproductoftheproject.
Self-Evaluation:TheMyProgressreportallowsstudentstoassesstheirprogress.Studentprogressiscalculatedintermsofcompletionofcoursematerialandcomponenttestresults.Studentsalsoreceiveanaveragecompletionandtestscoreforeachunitandoverallprogressforthecoursetheyaretaking.StudentprogressisalsocalculatedintermsofcomponentsandstudentscanviewanalternativebreakdownbasedontheirprogressinthedifferentListening,Reading,Speaking,Vocabulary,andGrammarsections.
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TheCommunitySite(communicationtoolsonlyavailableonline)
Inadditiontothecourses,yourstudentshaveaccesstotheEnglishDiscoveriesOnlineCommunitySite.TheCommunitySiteenablesstudentstodeveloptheironlinecommunicationskillsinanenvironmentthathasbeenspecificallydesignedwiththeirneedsinmind.Thescreensareclearanduser-friendly,andthelanguageandtaskssuittheirlevel.Atthesametime,communicationtoolssuchasemail,mirrorthoseusedinrealonlinecommunities.Real-timecommunicationwithotherstudentsgiveslearnersasenseofsecurityandconfidencethatmaynotexistinotheronlinesituations.Theonlinelearnerscommunityprovidesopportunitiesforauthenticcommunicationwherestudentscandevelopimportantskillssuchasprovidingandaskingforinformation,negotiating,clarifying,turntaking,etc..
Forums(onlyavailableonline)
TheCommunitySiteForumsprovidestudentswiththeperfectplacetodiscussavarietyofissues.Therearefiveforumsinall,eachcoveringsubjectsasdiverseasartsandentertainment,business,high-tech,andlearningEnglish.Allfiveforumsarecloselymoderated.Aswellasmoderatingdiscussion,theModeratorisalsoavailabletogiveadviceonissuesconcerninglanguagelearningandgrammar.TeacherscanalsoopenandmoderateindividualclassforumsviatheTMS.
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DiscoveriesMagazineTheDiscoveriesMagazineoffersstudentstheopportunitytoimprovetheirreadingandcomprehensionskillsandprovidesabasisfordiscussion.Regularlyupdatedarticlescoverawealthoftopicalissues,rangingfromBusinesstotheEnvironment.Pre-readingquestionspreparestudentsforthearticles,whilemultiplechoicequestionschecktheirunderstanding.AddedhelpisprovidedbytheautomatedGlossary.ACheckandAnswerfeaturegivesstudentsinstantfeedbackonhowtheyaredoing.ExtensiveArchivescontainallPreviousIssuesaswellastopics.
TalkingIdiomsThisfeatureprovidesstudentswitharegularlyupdatedbankofcommonEnglishidioms.Idiomaticlanguage,whichiscommonineverydayspeech,innewspaperarticlesandonTV,oftencausesdifficultiesforstudents.Theidiomsinthisfeaturearepresentedwithanimationandsoundandareaccompaniedbyanexplanationandanexampleincontexttohelpstudentslearnandrememberthem.
WordZoneWordZoneisdesignedtohelpstudentsconsolidatetheirvocabularyandlanguageinanenjoyableandmotivatingwaywhilecompetingagainstotherusers.Thelexicalitemsandstructuresinthegamescoincidewiththoseintheonlinecourses.Practicethroughgamesprovidesadditionalexposuretoandreentryoftheitems,therebyaidingintheiracquisition.
TheStudentWorkbookTheEnglishDiscoveriesOnlineStudentWorkbookhasbeenspeciallydesignedtocomplementtheEnglishDiscoveriesOnlinecourses.ThereisoneworkbookforallfivelevelsofEnglishDiscoveriesOnline(A1,A2,B1,B2-Part1,andB2-Part1).Theworkbookisattractivelydesignedwithoriginalartworkandhasafull-colorcover.Theworkbookisbasedonacommunicativeapproachtolearningandthereforepromotespersonalizationofmaterial,aswellasclassdiscussionandpairorgroupwork.Thematerialisaccessibleandsuccess-orientedsoastobestencourageprogressinlearningEnglish.Theworkbookactivitiescarefullyintegratethecontentandstructuresoftheonlinecoursealongwiththetopicofeachunit.EachunitoftheworkbookcorrespondsdirectlywithaunitintheEnglishDiscoveriesOnlineCourse.EveryunitoftheworkbookisdividedintoListening,Reading,SpeakingandGrammarsections,whichcorrespondtothecomponentsintheonlineunit.TheListeningsectionsprovideadditionalexposuretothethreelisteninggenresfromtheonlinecoursevoicemailmessages,radioprogramsandTVvideoclips.Ifstudentshaveaccesstoataperecorderorpersonalstereo,manyoftheseactivitiescanberecordedsotheycanchecktheirpronunciationandlistening
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comprehension.Ifstudentsdonthaveaccesstosuchequipment,theycanbeencouragedtoreadtheirworkaloudorrole-playthedifferentdialoguesandsituationsinfrontoftheclass.TheReadingsectionsprovidestudentswithadditionalreadingcomprehensionpracticeandvocabularyenrichmentforthepostcards,adsandstoriesintheonlinecourse.Thissectionalsoprovidesstudentswithmodelsonwhichtobasetheirowntexts.Teacherscanthenhavestudentssharetheirworkwiththeclass,createaclassportfolioordecoratetheclassroomwithfinishedsamples.TheSpeakingsectionsreinforcethefunctionspresentedintheonlinecoursedialogues.Theyencouragestudentstopracticespecificlanguageandsentencestructuresinavarietyofreal-lifesituations.Teacherscanaskstudentstorole-playthedialoguesthatarepracticedinthespeakingsections.Ifstudentshaveaccesstovideoortaperecordingequipment,theycanrecordthemselvestomaketheactivityevenmoreauthentic.TheGrammarsectionspresentstudentswiththemaingrammarpointsoftheonlineunitwithinthecontextoftheunittheme.Everyefforthasbeenmadetopresentthegrammarcontextuallyandnotsimplytodrillformationandstructure.Here,asintheothersections,teacherscanencouragestudentstobecreative,actoutroleplays,producemenus,posters,shortstories,etc.inordertohavethempracticethetargetlanguagestructuresasnaturallyaspossible.Throughouttheworkbook,specialemphasisisplacedonwritingandspeakingskills,sothatstudentscanexpressthemselvesfreelywheneverpossible,inauthenticsituations.Manyoftheactivitiesintheworkbookaresuitableforpairandgroupworkandaredesignedtoprovideastimulatingclassroomfollow-uptothecomputercomponents.Ifstudentsarestudyingalone,inaself-accesssituation,theycanomitthepartneractivitiesorhaveafamilymemberorfriendpracticewiththem.TheworkbookisaccompaniedbyananswerkeyfortheteacherwhichisavailableontheEnglishDiscoveriesOnlineCDandwithinthecourselessonplans.Teachersshoulddevotesomeclasstimetoreviewingstudentsanswerstotheworkbookactivitiesanddiscussinganyproblemsorquestionstheymighthaveregardingthematerial.Werecommendusingthisworkbookinparallelwithstudentsonlinestudies.Asstudentscompleteacomponentinthecourse,theyshoulddothecorrespondingsectionintheirworkbookeitherinthenextclassroomlesson,orforhomework.EachworkbookcontainscopiesoftheExploretextsfromtherelevantEnglishDiscoveriesOnlinecourse.Thesetextsareincludedsothatstudentsandteacherscanrefertothecontentwhentheyareawayfromthecomputer.
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DevelopingWritinginEnglishDiscoveriesOnline
TheStudentWorkbookEnglishDiscoveriesOnlineStudentWorkbookcontainsawiderangeofwritingtaskstohelpgivestudentspracticeinthisimportantskill.Theworkbookprovidesmodelsforguidedwriting,suchaspersonalandbusinessletters,postcards,stories,dialoguesandreports.Checklistsandwordbanksthathelpstudentscomposetheirworkgenerallyaccompanythesemodels.Eachunitofthecoursehasatleastonesuchtaskaswellasnumerousshortersentencesleveltasks.StudentsaregivenpracticeinbothformalandinformalwrittenEnglishandaregiventheopportunitytodrawfromtheirpersonalexperiencesandcreativity.Intheprocessoftheteachertrainingexamplesofrubricsforassessingwrittenpresentationswillbeprovidedanditissuggestedthatteachersuseself-assessmentandpeercorrectionaswellasprocesswritinginordertohelpstudentsfulfilltheirpotentialinthisarea.TeacherscanalsorefertotheTeachersGuide.
ReadingandListeningModelsforWrittenTasksTheReadingandListeningcomponentsofEnglishDiscoveriesOnlineprovidestudentswithexposuretoarangeoftexttypes,suchasletters,articles,reports,compositions,storiesandpostcards,whichcanserveasamodelforawiderangeofwritingtasks.Moreover,accordingtotheTOEICExamineeHandbook(1988),ReadingandListeningtestscanprovideanindirectmeasureofspeakingandwriting.Studieswithlargesamplesofnon-nativespeakersofEnglishhaveconfirmedastronglinkbetweenTOEICresultsandanoralinterview.Smallerstudieshaveshownasimilarlinkwithwritingskills.ThusstudentswhoimprovetheirreadingandlisteningskillsbyusingtheEnglishDiscoveriesOnlineprogramwillalmostcertainlybeindirectlyboostingtheirabilitytowriteinEnglish.
TheTeacher-StudentCommunicationTool(onlyavailableonline)OneoftheimportantcharacteristicsoftheInternetisthatitenableseasycommunicationbetweenstudentsregardlessoftimeorplace.EnglishDiscoveriesOnlinemakesthemostofthiscapabilitybyprovidinganonlineteacher-studentcommunicationtoolwhichfosterswritingskills.Teacherscanusethistooltosetstudentswritingassignments,sendthemmodelsandsampleanswersandgivethemchecklists.Studentscantheneasilysendtheirassignmentsbacktotheteacherforassessment.Thistoolfacilitatesthecreationofwritingassignmentsforclasses,orevenindividualstudentsandhelpsteacherskeeptrackoftheworktheirstudentshavesentthem.
Copyright1990-2015EdusoftLtd.Allrightsreserved.
CodeComment
wwwrongword
nnnotnecessary
wfwrongfrom
ttense
wowordorder
npnewparagraphneeded
spspelling
jjointheideatogether
ppunctuation
?whatdoyoumean?
mwmissingword
SuggestionsforGivingIndividualFeedbackToaddvariety,youcouldtryallofthefollowingapproachesoveraperiodoftime.
CorrectionCodesOneofthemostcommonwaystogivefeedbackonwritingistouseacorrectioncodeforannotatingstudentswork.
ExamplecorrectioncodeStudentsshouldreceiveacopyofthecodeandshouldbecomefamiliarwithusingit.Awayforteacherstofamiliarizestudentswiththiscodeistohandoutapieceofwritingthathasbeenassessedwiththecodeandgetthestudentstomakethecorrections.Tomaketheself-correctionmorechallenging,teacherscanputthecodesattheendofeachlinesothatthestudenthastoreadthrougheachlineforproblems.Asanalternativetocodes,teacherscanwritethenumberofproblemsattheendoftheline.Tomakeitevenmorechallenging,theycouldputthenumberofproblemsattheendofeachparagraphorthewholepieceofwriting.
Copyright1990-2015EdusoftLtd.Allrightsreserved.
WritingFeedbackSummary
VerygoodGoodSatisfactoryCouldbebetter
GeneralPresentation
OverallTask
Organization
Interest
Grammar
Vocabulary
Punctuation
Spelling
SummaryChartSummarychart:togetherwiththecorrectioncode,itisagoodideatohaveachartthatgivesoverallideasonthesubmittedwork.Teachersshouldattachacopyofthecharttotheirstudentsworkwhentheyhanditback.
Here'sanexample:GeneralWrittenFeedbackAnotherapproachisforteacherstowriteafewparagraphsaboutthestrengthsandweaknessesofthepieceofwritingortotaketimetoexplainface-to-facetotheirstudentswhattheycandotoimprove.
TheTeacherManagementSystemFordetailedguidelinesandinstructionsonusingtheTMS,seetheTMSUsersManual.
Copyright1990-2015EdusoftLtd.Allrightsreserved.
PARTII
BlendingComputerandClassroomLearningthesearchformeaningandpatternsisabasicprocessinthehumanbrain.Infact,thehumanbrainmayresistlearningfragmentedfactsthatarepresentedinisolation.KathyLake,IntegratedCurriculum,SchoolImprovementResearchSeries.
GeneralTips:Warm-upactivitiesforEnglishDiscoveriesOnlineItisadvisabletousewarm-upactivitiestointroducethetopicoftheonlineunitthatstudentswillbeworkingon.If,asrecommended,youareworkingonarelatedtopicinclass,thisiswhereyoucanconnecttheonlinematerialtowhatstudentshavealreadylearned.Inaddition,alivelywarm-upactivityfocusesstudentsonthetopicandincreasestheirinterestandmotivation.Theseactivitiesalsoelicitstudentspriorknowledge;helpingyoutoassesstheirleveloflanguageandtheirknowledgeofthetopic.Writethenameoftheonlineunitontheboardandbrainstormstudentsassociationswiththattopic.Elicitrelevantknowledgetheymayhavefromtheunittheyareworkingoninclass.Writesomequotationsorcontroversialstatementsassociatedwiththetopicontheboardandaskstudentstocommentonthem.(Note:thesestatementscanevenbetakenfromtheunititself.)Askstudentstorelatetheirownexperienceofthetopic.Bringinvisualorauralmaterialsrelatedtothetopic(pictures,popsongs,posters,etc.)anddiscussthemwiththeclass.
Pre-teachingactivitiesbeforestudentsaccessEnglishDiscoveriesOnlineWerecommendpre-teachingkeyvocabularyandgrammarstructureswhichstudentswillencounterintheirEnglishDiscoveriesOnlineunits.Thisway,studentswillfinditeasiertounderstandandretainwhattheylearnonline.Writekeyvocabularyfromtheunitontheboardandhelpstudentsdesignaconceptmaporcategorizethevocabularyintopartsofspeech,opposites,andareasofmeaning.Havestudentsformsentences,shortdialogueswithkeyvocabularyandstructuresfromtheunitcomponenttheyareabouttostudy.
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Havestudentspredictlistening/readingtextsbasedonkeyvocabulary,phrasesortitlesfromthetexts.ShowtheTVcomponentwithoutsoundandasktheclasstoguesstheconversation/situation.Havestudentsreconstructreadingtextsorspeakingdialoguesfromjumbledsentencesorparagraphs.
FocusactivitieswhilestudentsworkwithEnglishDiscoveriesOnlineInadditiontothepracticeandtestexercisesthatareincludedinEnglishDiscoveriesOnline,youcangiveyourstudentsadditionaltaskstocompletewhiletheyareworkingontheprogram.Inthisway,youcanfurtherintegrateyourstudentscomputerandclassroomlearning.Havestudentschecktheanswerstoanypre-readingorlisteningactivitiesyoumayhavesetthem.(Seeabove.)Ifyouhavebeenstudyingaparticularlearningstrategyinclass,suchaslookingforthemainidea,encourageyourstudentstousethisstrategywhiletheyareworkingintheonlinecourse.Havestudentsmakenotesaboutthetextsaspreparationforasummarizingactivity.Havestudentslistwordsandphraseswhichtheyfounddifficult.Devoteclasstimetoreviewingthesewordsandphrasesorhavestudentshelpeachotherinpairsorsmallgroups.
Follow-upactivitiesafterworkingwithEnglishDiscoveriesOnlineIfyoufollowupwithEnglishDiscoveriesOnlinematerialinclass,yourstudentswillbeabletoconsolidatewhattheyhavelearnedandusetheirnewskillsandknowledgeinacreativeandmeaningfulway.Encouragestudentstoperformrole-playsbasedonmaterialtheyhavecoveredinEnglishDiscoveriesOnline,particularlyintheSpeakingcomponent.Studentscanwrite,actoutordescribewhattheythinkmighthavehappenedbeforeoraftertheeventsofthereading,listeningorspeakingtexts.Assignstudentswritingactivitiesbasedonthereadinggenres,e.g.,writingaletter,postcard,articleorstoryoftheirown.Studentscanproducetheirownanswermachinemessages,radioshows,andinterviewsbasedonthedifferentEnglishDiscoveriesOnlinelisteninggenres.
Copyright1990-2015EdusoftLtd.Allrightsreserved.
GettingStarted
Oftenourinitialexperienceswithaprogramorlearningmaterialsaffectourlaterattitudesandperformance.ItisthereforeveryimportantthatthestudentsentryintotheEnglishDiscoveriesOnlinecourseisbothsmoothandsuccessful.Ifyourschoolhasanoverheadprojector,youcanuseittodemonstratethecourseandthesitetoyourstudents:1.Giveabriefintroductionabouttheprogramandhowyouwillbeusingit.ShowstudentshowtoaccesstheEnglishDiscoveriesOnlinesite.GointotheInternetbrowserandtypetheInternetaddressoftheEnglishDiscoveriesOnlinesiteoraccessitfromtheFavoriteslistorfromthedesktopshortcuticon.Orifworkingoffline,havestudentsaccesstheEnglishDiscoveriesOnlineiconontheirdesktop.2.Makesureeachstudenthasbeengivenausernameandpassword.(SeeTMSUser'sManualfordetails.)ExplaintostudentsthattheywillhavetheirownusernamesandpasswordsthattheywilltypeineverytimetheyenterEnglishDiscoveriesOnline.3.Demonstratethecomponentsandfeaturesofaunitatalevelsuitedtoyourstudents.(Seesamplehandoutforasuggestedpath.)4.Havestudentsgotothecomputerandaccessthecourses.Makesureeachstudenthasbeengivenausernameandpassword.(SeeTMSUsersManualfordetails.)5.Havestudentspracticeusingthecoursethemselves.Youcangivethemahandoutwithspecificinstructionsorletthemexploreontheirown.
Ifyourschooldoesnthaveaprojectorand/oryourstudentsarefamiliarwithcomputersandtheInternet:1.WritetheInternetaddressofthecourseontheboardoronacardtapedtoeachcomputer.Ifworkingoffline,directstudentstotheEnglishDiscoveriesOnlineiconontheirdesktop.2.AssigntheGettingToKnow.3.Whentheyhavefinishedgettingtoknowthecourseanditsfeatures,encouragestudentstogointotheCommunitySite.Note:Foreasyreference,bringtoeachcomputersessionaprintoutofyourclasslist(includingtheirusernamesandpasswords)fromtheTMS.
AdditionalTips1.Beforeeachlessonatthecomputer,makesureyourstudentsknowwhichunitorsectionofthecoursetheyaresupposedtobeworkingon.Ifthewholeclassisdoingthesameassignment,writethepathontheblackboard.Forawholeclassworkingonthesameassignment:EnglishDiscoveriesOnline/MyCoursesB1/Education/Reading-CollegeforKids2.UtilizetheGettingStartedsessiontointroduceandpracticevocabularyandlanguageconnectedtotheInternetandcomputers.
Copyright1990-2015EdusoftLtd.Allrightsreserved.
Someusefulwordsare:ClickMouseIconScrollScreenInternet
CommunityInstantmessagingChatEmailBrowserBackNext
Copyright1990-2015EdusoftLtd.Allrightsreserved.
SuggestedReading
ThissectioncontainssuggestedresourcesforteachersinterestedinmoreinformationonthesubjectofteachingEnglishandonusingcomputersandtheInternetinEnglishteaching.BooksandArticlesDudeney,G.TheInternetandtheLanguageClassroom:APracticalGuideforTeachers.Cambridge:CambridgeUniversityPress,2000.Hardisty,D.&Windeatt,S.CALL.Oxford:OxfordUniversityPress,1989.Higgins,J.Language,LearnersandComputers.London:Longman,1988.Jones,C.&Fortescue,S.UsingComputersintheLanguageClassroom.London:Longman,1987.Levy,M.ComputerAssistedLanguageLearning:ContextandConceptualization.Oxford:ClarendonPress,1997.Shea,V.TheCoreRulesofNetiquette.AlbionPress,1994.
Sperling,D.DaveSperlingsInternetActivityWorkbook.PrenticeHallRegents,1999.Teeler,D.withGray,P.HowtoUsetheInternetinELT.Essex:Longman,2000.Warschauer,M.,&Healey,D.ComputersandLanguageLearning:AnOverview.LanguageTeaching,31(1998),57-71.
EFLSites,OnlineJournalsandOrganizationsCALICO(ComputerAssistedLanguageLearningConsortium)DavesESLCafEUROCALL(EuropeanAssociationforComputerAssistedLanguageLearning)http://www.eurocall.orgGuardianUnlimitedTEFLsectionIATEFL(InternationalAssociationofTeachersofEnglishasaForeignLanguage)
LanguageLearning&TechnologyNetiquetteGuideTESOLOnline(TeachersofEnglishtoSpeakersofOtherLanguages)
TheLinguisticFunlandTheInternetTESLJournalTheTowerofEnglish
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CommunicativeAbilityandAccuracyRating
UnderstandsquestionsInteractsfluentlyGivesextendedanswersCorrectuseofcomplexlanguagestructuresRichvocabularyComprehensiblepronunciation15
UnderstandsquestionswithsomerephrasingInteractswithsomehesitationGivessingle-sentenceanswersCorrectuseofsimplelanguagestructuresBasicvocabularyMostlycomprehensiblepronunciation10
Hasdifficultyunderstandingquestions;requiresfrequentrepetitionandrephrasingInteractswithdifficultyGivessimplephrasesand/orsingle-wordanswersIncorrectuseofsimplelanguagestructuresLimitedvocabularyPoorpronunciation5
Appendix1:SampleRubrics
Thissectioncontainssamplerubricsforteachersinterestedinusingalternativeassessmenttoolssuchasprojectworkandoralandwrittenpresentations.
RubricforAssessingOralPresentationCopyright1990-2015EdusoftLtd.Allrightsreserved.
GeneralAccuracyRating
ConsistentlyusescomplexlanguagestructuresVocabularyistopic-relatedandidiomaticComprehensiblepronunciation15
CorrectuseofsimplelanguagestructuresVocabularyistopic-relatedMostlycomprehensiblepronunciation10
IncorrectuseofsimplelanguagestructuresVocabularyislimitedPoorpronunciation5
WrittenPresentationSkillsRating
Presentationiswell-organizedandincludes:introduction,summaryofmainideasandconclusionPresentationissustainedanddetailed(talksforaboutthreeminutes)PersonalperspectiveisincludedPresentationisspokenratherthanreadfromnotes15
PresentationisorganizedbutlacksoneelementoftheabovePresentationisadequatebutnotdetailed(talksforabouttwominutes)PersonalperspectiveishardlyrelatedtoPresentationismostlyspokenratherthanreadfromnote10
PresentationisdisorganizedPresentationisshort(stopstalkingafteroneminute)PersonalperspectiveisnotincludedPresentationisreadfromnotes5
OralPresentationSkillsRating
UnderstandsquestionsGivesrelevantanswersGivesclearexplanationsallthetime15
UnderstandsquestionswithsomerephrasingGivessingle-sentenceanswersGivesclearexplanationssomeofthetime10
Hasdifficultyunderstandingquestions;requiresfrequentrepetitionandrephrasingGivessimplephrasesand/orsingle-wordanswersGivesunclearornoexplanations5
Total
RubricforAssessingProjectWorkCopyright1990-2015EdusoftLtd.Allrightsreserved.
ContentandOrganizationRating
ConsistentlyusescomplexlanguagestructuresVocabularyistopic-relatedandidiomaticComprehensiblepronunciation15
CorrectuseofsimplelanguagestructuresVocabularyistopic-relatedMostlycomprehensiblepronunciation10
IncorrectuseofsimplelanguagestructuresVocabularyislimitedPoorpronunciation5
VocabularyRating
Presentationiswell-organizedandincludes:introduction,summaryofmainideasandconclusionPresentationissustainedanddetailed(talksforaboutthreeminutes)PersonalperspectiveisincludedPresentationisspokenratherthanreadfromnotes15
PresentationisorganizedbutlacksoneelementoftheabovePresentationisadequatebutnotdetailed(talksforabouttwominutes)PersonalperspectiveishardlyrelatedtoPresentationismostlyspokenratherthanreadfromnote10
PresentationisdisorganizedPresentationisshort(stopstalkingafteroneminute)PersonalperspectiveisnotincludedPresentationisreadfromnotes5
LanguageUseRating
UnderstandsquestionsGivesrelevantanswersGivesclearexplanationsallthetime15
UnderstandsquestionswithsomerephrasingGivessingle-sentenceanswersGivesclearexplanationssomeofthetime10
Hasdifficultyunderstandingquestions;requiresfrequentrepetitionandrephrasingGivessimplephrasesand/orsingle-wordanswersGivesunclearornoexplanations5
Total
RubricforAssessingWrittenWorkCopyright1990-2015EdusoftLtd.Allrightsreserved.