- •16.6.4.6. Interpretation tests
- •16.6.4.7. Correction tests
- •16.6.4.8. Free-response tests
- •16.7. Conclusions
- •17. Teaching English in the primary classroom
- •17.1. Identifying priorities and their implications
- •17.2. Natural capacities and instincts children bring to the classroom
- •17.2.1. Children’s ability to grasp meaning
- •17.2.2.Children’s creative use of limited language resources
- •17.2.3. Children’s capacity for indirect learning
- •17.2.4. Children’s instinct for play and fun
- •17.2.5. The role of imagination
- •17.2.6. The instinct for interaction and talk
- •17.3. Attitude goals and content goals
- •17.3.1. High priority of attitude goals
- •17.3.2. The special nature of language
- •17.3.3. The significance of the way we check understanding
- •17.3.4. The significance of the way we treat mistakes
- •1 7.3.5. Making language exercises into real exchanges
- •17.3.6. Teaching language lessons in the target language
- •17.4. Realistic English as the intended product
- •17.4.1. Stimulation vs. Settle down activities
- •17.4.2. Mental engagement and actual occupation
- •17.4.3. Choosing the style to suit the mood
- •17.4.4. Keeping the lesson simple
- •17.4.5. Reusing materials
- •17.4.6. Reusing a core of ideas
- •17.5. Conclusions
- •18. Special techniques for problem classes
- •18.1.2.1. An initial presentation lesson for understanding only
- •18.1.2.2. Presenting a new structure with one verb only
- •18.1. Dealing with weak classes
- •18.1.1. Limitations of aims and objectives
- •18.1.2. Simplification of material
- •18.1.2.1. An initial presentation lesson for understanding only
- •18.1.2.2. Presenting a new structure with one verb only
- •18.1.3. Tighter control over learner production
- •18.2. Dealing with large classes
- •18.2.1. Teaching room
- •18.2.2. Group work
- •18.2.3. The English corner and the English walls
- •18.2.4. Blackboard
- •Station
- •18.3. Dealing with mixed ability classes
- •18.3.1. Flexible grouping arrangements
- •18.3.2. Dictation
- •18.3.3. Reading comprehension
- •18.3.4. Writing
- •18.3.5. Drama
- •18.4. Disruptive behaviour
- •18.4.1. Causes of discipline problems
- •18.4.1.1. The teacher
- •18.4.1.2. The students
- •18.4.1.3. The institution
- •18.4.2. Action in case of indiscipline
- •18.5. Conclusions
- •Glossary
- •Bibliography
16.7. Conclusions
In this talk we have determined aims, object and function of control in language teaching. We have come to the conclusion than the main functions of control are the feedback, assessment, teaching and developing functions. We have learnt that control can perform its functions only if it is purposeful, representative, objective and systematic.
We have considered the criteria for classification of control activities, their forms and kinds. We have pointed out the difference between skill control (reading skill control, speaking skill control, writing skill control and listening skill control) and habit control (receptive and reproductive lexical and grammatical habit control). We have also dwelt upon tests as a specific means of control and stated their advantages and disadvantages. We have found out that tests should meet the requirements of validity, reliability, differential capacity and should be of practical and economical character. We have made an attempt at classifying tests according to their origin, purpose and object and sorted out which types and kinds of tests are appropriate for a definite control situation.
Discussion
What is the aim and object of control in language teaching?
List all the functions of control in language teaching. Dwell upon the feedback function in detail.
Characterise the assessment function of control.
How are the teaching and developing functions of control realised?
What requirements should control meet? What is to be taken in account to make it purposeful and representative?
Is it possible to ensure entirely objective control? Prove your point.
What kinds of control ensure its systematic character?
Outline the major criteria for classifying forms of control. Dwell upon the control of speaking skill. Give your own examples of control activities.
Dwell upon the control of receptive skills. In what way does controlling reading differ from controlling listening?
Dwell upon the control of writing skill. Give your own examples of control activities.
What is the principal difference between skill control and language acquisition control? Dwell upon the grammatical habit control.
How would you control your students’ receptive and reproductive lexical habits?
What are advantages and disadvantages of a test as a specific means of control?
List all the major requirements to tests. Dwell upon test validity and reliability.
Give the general outline of test classification. Characterise habit and skill tests.
Describe the test structure. What kinds of expected answers do you know?
List all kinds of test items you know. Give examples of different kinds of completion tests.
What could you use alternative choice tests or matching tests for? Prove your point.
What could you use interpretation tests or correction tests for? At what stage of learning are they appropriate? In what way do they differ from free-response tests?
17. Teaching English in the primary classroom
1
In
this talk we
will try and
identify skills and instincts a child brings to learning L2
at school. We
are to consider
how the children’s ability to grasp meaning, creative use of
limited language resources and the capacity for indirect learning,
as well as instinct for play and fun and their
imagination
are to be made an advantage. We
will see how setting goals for teaching children is different from
those for adult learners. The
considerations of stir/settle, the concepts of mental engagement and
actual occupation, and the comments about variation and simplicity
will
become a focus of the
highlight too.
17.2. Natural capacities and instincts children bring
to the classroom
17.2.1. Children’s ability to grasp meaning
17.2.2. Children’s creative use of limited language
resources
17.2.3. Children’s capacity for indirect learning
17.2.4. Children’s instinct for play and fun
17.2.5. The role of imagination
17.2.6. The instinct for interaction and talk
17.3. Attitude goals and content goals
17.3.1. High priority of attitude goals
17.3.2. The special nature of language
17.3.3. The significance of the way we check
understanding
17.3.4. The significance of the way we treat mistakes
17.3.5. Making language exercises into real exchanges
17.3.6. Teaching language lessons in the target language
17.4. Realistic English as the intended product
17.4.1. Stimulation vs. settle down activities
17.4.2. Mental engagement and actual occupation
17.4.3. Choosing the style to suit the mood
17.4.4. Keeping the lesson simple
17.4.5. Reusing materials
17.4.6. Reusing a core of ideas
17.5. Conclusions