UNIVERSITI MALAYSIA SABAH

SCHOOL OF EDUCATION AND SOCIAL DEVELOPMENT HT 06 B. Ed TESL

TE 30503 LANGUAGE TESTING AND ASSESSMENT LECTURER: DR. LEE KEAN WAH & MS YOON SOOK JHEE ASSESSMENT TASK 1

ABIGAIL DAVID PUAH BEVERLY BENEDICT CHIAM DAYANG NOR EZZATI BINTI AWANG GUNTOR MELDA DAHALAN ZEURICCA JOHNNY MAJAMIN

BT 10110004 BT 10110026 BT 10110037 BT 10110104 BT 10110220

Activity 1 Activity Learning Outcome Band Performance Standard Descriptors Evidence Role play Able to invite, accept, or decline through conversation. 3 B3 Use knowledge acquired through listening, speaking, reading and writing. B3 DL1 Inviting someone to a function through a conversation. B3 DL1 E1 Able to invite and accept or decline invitations.

Reference: Chapter 1 Form Four English Textbook, Page 4-5. Number of students: 25 students Period: 40 minutes Description of activity: The class will be divided into 5 groups which consist of 5 students. Draw will be done to determine each students role in the role play. The role will be the person who will invite (1 person), the person who will accept (2 person), and the person who will decline (2 person). Next, teacher will distribute a cue card to each student. Students are required to converse and act according to the cue cards given. Teacher will give students 5 minutes to discuss in their respective groups. Later, each group is given 5 minutes to do the role play in front of the class. For example, the person who is in charge of inviting will be given cue card Sisters wedding. It means, the person must converse and act in a way whereby he or she wants to invite his or her friends to her sisters wedding.

Worksheet Task Based on the role you are given, you are going to orally invite a friend to a function and accepting or declining an invitation. Refer to the situation in the cue card given and act accordingly. Cue cards: Situations

Sisters wedding Watching movie in cinema

Birthday party School canteen

Trip to the museum

Example Situation 1: Sisters wedding (Student 1=inviting student 2 & 3=accepting student 4 & 5=declining)

Student 1: Hi everyone. Student 2, 3, 4 & 5: Hi Emily. Student 1: Next Saturday is my sisters wedding. It will be held at my house. I would be glad if you could come. Student 2: Thats great! Ill be there. Student 4: Im sorry I dont think I can make it. I already have other plan next Saturday. Student 5: Me too. I have group discussion. By the way, thank you for inviting me. Student 1: Its alright. How about you John? Student 3: Sure, I would love to come. (This is just a guideline to students. They are encouraged to use their own creativity to make the conversation sounds more authentic.)

Activity 2 Activity Learning Outcome Band Performance Standard Descriptors Evidence How to use? Listen and able to understand instructions. 3 B3 Use knowledge acquired through listening, speaking, reading and writing. B3 DL2 Listening to announcements and instructions and processing information. B3 DL2 E1 Able to convey main ideas and supporting details.

Reference: Chapter 13 Form Four English Textbook, page 235. Number of students: 25 students Period: 40 minutes Description of activity: In this activity, teacher will divide students into 5 groups. Next, teacher will distribute a set of pictures to each group. These pictures are about the steps on how to use a fire extinguisher. The pictures will be cut individually and jumble up. For the first part, teacher will ask students to look at the pictures and asks them to predict and arrange the pictures in sequence on how use a fire extinguisher. Discussion among group members is expected in this part. After a few minutes, teacher will read instructions on how to use a fire extinguisher to the class. Students will check their pictures and rearrange if necessary. After teacher observed that each group manage to get the sequence correctly, teacher will then distribute a worksheet to each student. In order to complete the worksheet, students will listen once again about the instructions on how to use a fire extinguisher. As the students listen they will fill in necessary information in the worksheet. The sequence of pictures earlier will be the guideline to students as well. Here, teacher can either repeat the instructions for the students to check their answers or teacher can ask a few students to write their answers on whiteboard and do correction immediately. After the correction is made, teacher will ask the students to do an essay about How to use a fire extinguisher as homework.

Cue picture

Text read by teacher How to use a fire extinguisher. Fire extinguisher is a very useful tool that can discharge matter that inflammable to put out fire and be found in almost any buildings emergency compartment. The purpose of it is to put out small fire or manageable fire incident. It is important for you to know how to operate one just in case a fire incident occurred. In order to use a fire extinguisher there are a few steps that needs to be followed. The process are very simple and easy just remember PASS. PASS is actually stands for Pull, Aim, Squeeze and Sweep. Firstly, you need to pull the pin located at the top of the metal tube. This will unlocks the operating lever and allows you

to discharge the extinguisher. Some extinguishers may have other lever-release mechanisms. Next, aim the nozzle low at the base of the fire. After that, squeeze the lever above the handle. This discharges the extinguishing agent. Releasing the lever will stop the discharge. However, some extinguishers have a button instead of a lever. Lastly, sweep from side to side. Moving carefully toward the fire, keep the extinguisher aimed at the base of the fire and sweep back and forth until the flames appear to be out. Watch the fire area. If the fire reignites, repeat the process. Worksheet (with suggested answers) Listen carefully to the description of how to use a fire extinguisher. As you listen, complete the chart below. Fire Extinguisher What is it? Useful tool that can discharge matter that inflammable to put out fire

Use to

put out small fire or manageable fire incident.

How to use

There are

steps. Just remember the acronym

PASS

Pull the pin located at the top of the metal tube to unlock lever.

Aim the nozzle low at the base of the fire.

Process

Squeeze the lever above the handle. This discharges the extinguishing agent. Releasing the lever will stop the discharge.

Sweep from side to side. Moving carefully toward the fire, keep the extinguisher aimed at the base of the fire and sweep back and forth until the flames appear to be out.

Activity 3 Activity Learning Outcome Reading journey Students reading skills improve. Able to relate the question with what they have read and come out with the correct answer. Band Performance Standard Descriptors Evidence 3 B3 Use knowledge acquired through listening, speaking, reading and writing. B3 DB1 Reading and identifying information in a linear/non-linear text. B3 DB1 E1 Able to identify main ideas and supporting details in a linear/non-linear text by

Reference: Chapter 3, Chapter 4, Chapter 5 and Chapter 7 Form Four English Textbook. Number of students: 25 students Period: 40 minutes Description of activity: This activity requires students to read the texts and identify the main ideas as well as supporting details to answer the questions. As the start of this activity, the first 5 minutes are allocated for introduction period where the teacher will show the students two pictures related to the texts. These pictures are intended to give prior insight on what type of reading texts that they will be reading. The teacher will explains briefly to the students about the pictures and do a brief discussion with the class. Next, the teacher will distribute two comprehension texts, text A and text B. Students are given 10 minutes to read through the texts. After students have finish reading teacher will check for their understanding through a Q&A session and clarify any vocabulary that the students find difficult to understand. Next, teacher distributes two comprehension questions about the two texts they have read earlier. Time allocated for them to answer the comprehensions is 10 minutes.

After 10 minutes, students will be asked to switch papers with their friends and do peer checking. Student can compare his or her answers with peer and discuss the wrong answer. Lastly, teacher can also do class discussion to do correction.

Pictures Text A Mobile phone

Text B - Dophine

Reading Text A Read the text below.

Mobile Phones
Once they were beyond the reach of ordinary folk like you and me. Owned by a privilege few tycoons and rich businessmen- mobile phones were a symbol of status, wealth and power. Initially, these phones were big and bulky but they were carried around with much pride, for merely owning a handphone was enough to get bearer many an admiring stare. Today, mobile phones have evolved into smaller compact versions that are light and easy to carry. They are no longer considered a luxury but a necessity. As they become more affordable and popular, they are slowly replacing public telephones as the vital line of communication. Mobile phones are now owned by people from all walks of life, including teenagers. The wide range of mobile phones available in the market indicates the popularity of this item. Queuing up at public telephones to keep in touch with friends and family will soon be a thing of the past. With the mobile phone, we no longer have to worry about collecting small change, buying phone cards or looking for a public telephone that works. It is so convenient to make a call using a mobile phone, provided one remembers to keep the battery charged. Having mobile phones enables parents to keep tabs on their children and allows the children to get in touch with their parents in case of emergency. Jegathesan, a father of three explains, with three teenagers who are always in and out of the house, I have to know their whereabouts. So I bought each a mobile phone with instructions to keep their phone switched on at all times. In this way, I can check on them from time to time. Sixteenyear-old Fairuz says My mother is a workaholic. When she is immersed in a project, she forgets time. I used to wait for hours for her to pick me up from my tuition classes. With a mobile phone now, I can call to remind her. Mobile phones enable people to seek help in times of emergency. For example, a fishing enthusiast whose boat had sprung weak was able to call for help using his mobile phone. He was rescued. Another person who was attacked by a bear while mountain climbing was not only able to seek help but also warn other climbers of the danger ahead of them. Even in instance where one is involved in an accident or caught in a traffic jam, has missed the bus or forgotten ones homework, a mobile phone can help solve the problem and reduces worries. Many people are so dependent on the convenience a mobile phone offers that few will think of leaving home without it.

Worksheet 1- Comprehension questions for text A Based on what you have read, answer the following questions. 1) Since mobile phones are more affordable and popular nowadays, it is said to be slowly replacing public phones as the vital line of communication. TRUE/FALSE (Answer : True)

2) Which of the following is not the advantage of having a mobile phone? a. b. c. d. Seek help in times of emergency Keeping in touch to know someones whereabouts To warn people of danger As a symbol of power (Answer:

D)

3) From the passage, Fairuz describes his mother as? a. b. c. d. A successful businesswoman A workaholic Mean Uncaring

(Answer:

B)

4) According to the passage, what are the disadvantages of using public telephone that makes people prefer having a mobile phone? i. ii. iii. iv. a. b. c. d. Needs to collect small change Queuing up in line Big, bulky and hard to carry around Troubles in having to look for a public phone that works i and iv i, ii, and iii i,ii and iv ii and iii

(Answer :

C)

5) What is the condition Jegathesan has imposed on his three teenage children? a. b. c. d. To look after their mobile phone To use their mobile phone only when necessary They must not switch off their mobile phone They have to report and update to him regarding their whereabouts (Answer : C)

6) One of the main ideas/point in the passage describes how people have become very dependent on mobile phones. TRUE/ FALSE (Answer : TRUE)

Reading text B Read the text below.

DOLPHINS
Dolphins are regarded as the friendliest creatures in the sea and stories of them helping drowning sailors have been common since Roman times. The more we learn about dolphins, the more we realize that their society is more complex than people previously imagined. They look after other dolphins when they are ill, care for pregnant mothers and protect the weakest in the community, as we do. Some scientists have suggested that dolphins have a language but it is much more probable that they communicate with each other without needing words. Could any of these mammals be more intelligent than man? Certainly the most common argument in favor of man's superiority over them that we can kill them more easily than they can kill us is the least satisfactory. On the contrary, the more we discover about these remarkable creatures, the less we appear superior when we destroy them.

Worksheet 2 Comprehension questions for text B Based on what you have read, answer the following questions. 1) Dolphins are regarded as ___________________________. (Answer : The friendliest creature in the sea) 2) What is the common story about dolphin that popular during Roman times? ______________________________________________________________ 3) Dolphin is a mammal? TRUE/FALSE (Answer : TRUE) 4) Just like us humans, dolphins also _______________________ , ________________________ and _____________________________ . (Answer : look after other dolphins when they are ill, care for pregnant mothers and protect the weakest in the community)

Activity 4 Activity Learning Outcome Find the meaning Students are able to understand the meaning of words from contextual clues and dictionary. Band Performance Standard 3 B3 Use knowledge acquired through listening, speaking, reading and writing. Descriptors B3 DB1 Reading and identifying information in a linear/non-linear text. Evidence B3 DB1 E2 Able to find the meaning of unfamiliar words by using contextual clues.

Reference: Chapter 9 Form Four English Textbook, page 162-163. Number of students: 25 students Period: 40 minutes Description of activity: Students will be divided into 5 groups of 5 students. For this activity, the teacher must inform his or her students in advance to bring a dictionary for this particular lesson. The teacher should also prepare at least two dictionaries for this lesson just in case some of the students forgot to bring their dictionary. Firstly, the teacher will explain to students about contextual and dictionary meaning. Moreover, teacher can also give some examples to make the explanation more understandable. The teacher will divide the class into 5 groups. After that, each group will be given a worksheet. In this worksheet, there is a short passage and two tables for them to complete. Each group will receive a different worksheet and teacher will give instruction to students. In this worksheet, there are two parts. The first part is the table for contextual meaning and students are not allowed to use the dictionary to find the meaning. Time allocated for this activity is 10 minutes. In order to find the meaning, they

must refer and find the contextual meaning from the passage given. On the other hand, the second part is the table for dictionary meaning. Time allocated for this activity is 5 minutes. For this part, students are allowed to use their dictionary to search the meaning of the word. In this activity, students are encouraged to discuss with their group members by giving opinions and cooperate in group work. Throughout the activity, students might find that some words may have different meaning although it is the same word. Thus, this activity will increase students awareness about word meaning in different context. After 15 minutes, a representative from each group will share their findings to the class. As a follow up activity, teacher asks students to copy all the words they have learned today including the meaning in their exercise book and write a sentence for each. Important note: 1. While doing this activity, answers given by students for dictionary meaning may vary since there are more than one meaning may be found in the dictionary. Teacher can accept all meanings given by students as long as it is obtain from the dictionary. 2. Answers given by students for contextual meaning can either be correct or incorrect. Teacher is advice to accept reasonable and correct answers which reflects the usage of the words in the passage.

Worksheet 1 Instruction: Read the passage below and answer question 1 based on passage below. There were days when I just refused to get out of bed. All I wanted to do was lie in bed and go back to sleep. No matter how much I slept, I still woke up feeling tired. Going to school was such an agony for me. I could not concentrate. I was not interested in what was happening around me in class. I refused to do my homework and so I was scolded by my teachers. These are statements expressed by teenagers who went through a period of depression.

1. Find the contextual meaning for the bold words in the passage. Word lie agony expressed period Contextual meaning

2. Use dictionary to find the dictionary meaning for words below. Word lie agony expressed period Dictionary meaning

Worksheet 2 Instruction: Read the passage below and answer question 1 based on passage below. Depression is a medical condition that can affect anyone irrespective of age. Youths are not spared. In fact, a medical report showed that 20% of adolescents in Malaysia go through periods of depression. Youth get stressed over a number of things - exams, family problems, a failed relationship or something as trivial as getting a drivers license. When these challenges accumulate and they fear they may not be able to cope, more often than not, these youths may end up either engaging in unhealthy activities like experimenting with drugs, or getting involved in gangsterism to release pent-up stress; or they may withdraw from society.

1. Find the contextual meaning for the bold words in the passage. Word periods trivial accumulate engaging Contextual meaning

2. Use dictionary to find the dictionary meaning for words below. Word periods trivial accumulate engaging Dictionary meaning

Worksheet 3 Instruction: Read the passage below and answer question 1 based on passage below. The onset of depression can be gradual or sudden, brief or long term. It can be hidden or masked; or it may look like normal mood changes that teenagers go through, making it difficult for parents to pick up signs of depression in their children. Although clinical depression may be difficult to discern in some, a key indicator of depression is a drastic change in the persons eating and sleeping patterns. Other vital observable indicators of depression are marked changes in mood and behaviour ranging from sadness, uncontrollable crying, withdrawal, and sudden disinterest in activities previously enjoyed, to feelings of hopelessness and suicidal thoughts.

1. Find the contextual meaning for the bold words in the passage. Word brief discern drastic withdrawal Contextual meaning

2. Use dictionary to find the dictionary meaning for words below. Word brief discern drastic withdrawal Dictionary meaning

Worksheet 4 Instruction: Read the passage below and answer question 1 based on passage below. There are times when signs of depression are hidden or masked. Instead of overtly expressing their sadness teenagers may express boredom and irritability engage in risky activities or give assurances to their parents that everything is fine. One thing is for sure youths do not openly tell their parents Hey mom, dad, guess what? Im depressed. Depression is an illness an upset in the brain chemistry that has to be diagnosed and treated early. Otherwise it can lead to devastating effects on family relationships friendships and the ability to function properly in school or at work.

1. Find the contextual meaning for the bold words in the passage. Word overtly boredom treated devastating Contextual meaning

2. Use dictionary to find the dictionary meaning for words below. Word overtly boredom treated devastating Dictionary meaning

Worksheet 5 Instruction: Read the passage below and answer question 1 based on passage below. Youths going through depression may not recognise that these problems can be treated or they may be discouraged from seeking professional help due to shame. Left untreated, prolonged depression may lead to failure at school or work, withdrawal or even suicide. Talking about your problem to trusted adults like your parents, teachers or the school counsellor could help. But, if you are not prepared to share your problems with someone you know, you can seek professional help from counsellors via the telephone or through the Internet. This may be a good alternative as a counsellor can offer advice from a neutral perspective.

1. Find the contextual meaning for the bold words in the passage. Word prolonged counsellor via perspective Contextual meaning

2. Use dictionary to find the dictionary meaning for words below. Word prolonged counsellor via perspective Dictionary meaning

Activity 5 Activity Learning Outcome Watch and Write Students able to use at least 5 adjective and do simple description about the video they have watched. Band Performance Standard 3 B3 Use knowledge acquired through listening, speaking, reading and writing. Descriptors Evidence B3 DT1 Writing a short description. B3 DT1 E1 Able to write a short description using adjectives/adverbs in a paragraph.

Reference: Chapter 7 Form four English Textbook. Number of students: 25 students Period: 40 minutes Description of activity: This activity will be done individually. The students will watch a short video about a commercial from Mc Donald. Teacher will play the Mc Donald commercial and asks students to watch and understand what the video is about. Teacher can repeat the video if necessary. Next, teacher distributes a worksheet to each student and asks them to write a short essay about the disadvantages of fast food using at least 5 adjectives they know. Teacher will give 10 minutes to the students to do the task. After 10 minutes, teacher will choose 3 students to present their short essays in front of the class and write down the adjectives that they have used in their essay on the whiteboard. Then teacher will ask other students verbally what other adjectives have they used besides the one on the whiteboard. Teacher will list down all the adjectives given by the students and discuss the meaning of each with the class. Then teacher will take students work (the short essay) and asks them to write a sentence for each adjectives which they have just discussed as homework. Today,

we might assume that most students would know about this popular fast food chain. However, there might still be children who never had any burgers from Mc Donald in their entire life. Hence, this video would be a great opportunity to expose them to things which are both familiar and not familiar to some students.

Worksheet Task Write an essay titled Disadvantages of fast food in not more than 120 words. Include at least five adjectives in your essay. ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________

Reference Brown, H. D., & Priyanvada Abeywickrama. (2010). Language Assessment: Principles

and

Classroom practices. New York: Pearson Longman.

Tan, P. L., & Ng, A. K. L. (2002). English form 4 textbook. Selangor Darul Ehsan: Mutiara Cemerlang Sdn Bhd.

Video attachment McDonalds commercial videos for activity 5.