TKT Handout Part 2 2020
TKT Handout Part 2 2020
TKT Handout Part 2 2020
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TKT Practice task
For questions 1 – 6 match the statements with the type of mistakes listed
A–C
Types of mistakes
A. slip
B. interference
C. developmental error
Statements:
a. All beginners confuse the tenses in English
b. The learner was extremely tired. This made her forget lots
of grammar
c. The learner was able to correct his own mistake
d. The learner’s pronunciation was full of sounds from his own
language
e. Nearly all the learners, of whatever mother tongue, made
mistakes with the word order in English present simple
question forms
f. He was very angry so he kept making mistakes
g. The learner kept using vocabulary based on her own
language
Mistakes show problems either with accuracy (using the correct form of the
language) or with communication (sharing information clearly). Learners can
make oral or written mistakes.
Oral mistakes: accuracy, (grammar, pronunciation, vocabulary), or degree of
formality of the language they use.
Written mistakes: grammar, spelling, paragraphing, organisation of
information or punctuation, degrees of formality, etc.
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Let’s analyse the mistakes in this letter
Dear Janet,
Thanks for your letter. I’m absolutely exited that you are coming to visit
me in Brighton. I hope you can stay for a week for I want to show you the
town. There are a lot of things to do in Brighton. I like shoping. We’ve
got all the big famous shops here and there are also many small shops.
You like classic music I think. I will look after a concert for us to see.
Yours sincerely,
Sue
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What ways can you think of for correcting learners’ oral and written
mistakes?
ORAL CORRECTION
1) Time line
2) Finger correction
3) Gestures and facial expressions
4) Phonemic symbols
5) Echo correction (repeating what a student said with a rising
intonation)
6) Identifying the mistake by focusing learners’ attention to it – Are
you sure???
7) Not correcting at the time the mistake is made. (give feedback
after fluency activity)
8) Peer and self- correction
9) Ignoring mistakes (in fluency activities or when the mistakes are
above the learner’s current level, slips might also be ignored)
WRITTEN CORRECTION:
1. Teacher correction
2. Peer correction
3. Self-correction
4. Ignoring the mistake
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GIVING FEEDBACK
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ASSESSMENT
1. At the beginning of the course we might give them a test to find out
what they know and don’t know. This is called a diagnostic test. The
information from the assessment helps us decide what to teach and which
learners need help in which areas of language.
4. At the end of a term or course, we may assess learners to see how well
they have learnt the contents of the whole course. This is called achievement
or summative testing. Learners usually receive a score or mark from this kind
of testing and sometimes feedback on their performance.
5. Sometimes learners take tests to see how good they are at a language.
This kind of test is called a proficiency test. The contents of the test are not
based on a course or syllabus that the learner has followed.
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7. Another way of assessing learners’ work throughout the term is through
a portfolio. This is a collection of learners’ work done during the course,
which the learner puts together and presents to the teacher.
There are many different assessment tasks, e.g. gap-fill, multiple choice
questions, true/false questions, ordering, correcting mistakes, taking part in
interviews, conversations or role-plays, writing letters or compositions,
dictation. There are some important differences between these tasks:
Some tasks are like tasks we use outside the classroom to
communicate. These tasks test communication skills
Some tasks (e.g. gap-fill) test the accuracy of language use. We do not
use them to communicate, and they do not test communication skills.
Some tasks such as gap-fill or choosing between pairs of sounds, just
test one thing, e.g. learner’s knowledge of the past tense, or their
ability to distinguish between sounds
Some tasks, such as compositions or conversations, test many things
together. A composition, for example, tests spelling, handwriting,
punctuation, grammar, vocabulary, organisation of ideas and fluency. A
conversation can test pronunciation, appropriacy, accuracy, fluency
and interaction.
Some kinds of assessment tasks are very easy to mark because they are
either right or wrong (multiple choice, true/false) – these are called
objective tests.
Marking other types of tasks (writing tasks, role-plays, interviews)
involves judging many things together. The mark we give learners
depends on our judgement. These tasks are called subjective tests.
Another kind of assessment method is a portfolio. This is a collection of
learners’ work which the learner created him/herself or with the
teacher, during a course. It often contains comments on the work
written by the teacher, the learner or his classmates. Portfolios can be
used for formal or informal assessment.
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