17-Practice and tasks for language and skills development. © Ushbu termin o’quvchining yangi lug’atni, functional exponents ni, grammatical structures ni, sub-skills ni (reading, listening, writing, speaking ga tegishli) practice va extend (kengaytirish) qilishiga yordam beradigan “activity” lar va “task” lar hisoblanadi. Turli nomdagi va turli maqsadlardagi “activity"lar va “task” lar mavjud.1 Match the activity to its name. Please note that some of these activities have not been mentioned before in the uni Name Activity A Brainstorming 1 Tasks which involve discussing and/or getting information in order to solve a problem B Sentence completion 2 Moving round the class to discuss or find out something, from one classmate after the other Extension tasks 3, Making or completing diagrams showing relationships between words © Making mind/word maps 4 Listing or shouting out ideas or language quickly E Surveys. 5 Imagining what something is like / building up a picture of something in your head prompted by another person (usually the teacher) F Visualisation 6 Activities usually done at the end of the lesson to give further practice in target language or to consolidate language from a text G Categorisation 7 Supplying words to finish a sentence H Problem solving 8 Finding out what others think about a topic, often by completing a questionnaire AKT 1 Mingling 9 Putting words into groups according to a feature they have |" in commonFor questions 1-7, match the descriptions with the teaching activities listed A-H. There is one extra option which you do not need to use. Teaching activities A problem solving B arole-play 5 € labelling - D choral drilling E form filling F agame G asurvey H project work Descriptions 4 The teacher says a word and asks all the learners to repeat it together. 2 The teacher puts learners in pairs and asks one of them to act as a lost tourist asking the way, and the other as a local person giving directions. 3 The learners use maps to work out the best way to get from X to Y. 4 The leamers listen to a tape and complete a timetable. 5 The learners ask all their classmates their opinion about something and then note it down. 6 The learners go to the local museum, the library and the Internet to find out about dinosaurs. They then make an exhibition of wall posters about them. 7 The leamers choose names of objects from a list and write the names under pictures of the objects.[18-Assessement types and task: * Assessment—o'quychining salohiyatiga qarab uning bilimini baholash. © Assessment tasks — ustozning o'quvchilarni baholash uchun qo’llaydigan task lari Informal assessment — odatda ustozning o'quvchilarni ma'lum davr mobaynida kuzatib borishi, ularning task ni yaxshi yoki yomon bajarayotganlariga comments (izoh/ar) berishi. Bu assessment da faqat ustoz bermaydi comments ni, o'quvchilar biri-birilariga ham berishadi. Formal assessment — o'quvchilarni testlar yoki imtihonlar natijasida baholab borish.* O'quvchilarni formal assessment ga binoan baholash turlari: 1) diagnosed,test / assessment — o'quv jarayonining (kurslarning, o'quy yilining) boshlanishidan avvaho'quvehilatning kuchsiz, kuchli, bilimi va ko’nikmalari (skills) ni bilib olishga qaratilgan test. Nomidan ma’lm *oldindan diagnoz qo’yish o'quvchiga; 2) placement test / assessment — daraja imtihoni. Odatda o_quv dargohlariga kirishda o'quvchining bilimini qaysi darajada ekanligini tekshirishga, bilib olishga qaratilgan test turi, Odatda bu test yangi o"quvchilarga mo'ljallangan bo'ladi, Bundan magsad — ularning bilim Saviyasini, darajasini bilib olib, shunga mos guruhga, sinfga joylash hisoblanadi; 3) progress test / aSsessment — odatda ta’limning (masalan, til o qitishning) ma'lum bir bosqichini yakunlab, o'quychilarning o’sha bosgichda bilimlarni qay tarzda egallaganliklarini, o'zlashtirganliklarini tekshirib olishga mo'jallangan test turi. Masalan, kursda bir oyda 12 dars o'tdingiz, endi shu 12 ta dars bo'yicha o'quvchilarni sinovdai¥ o'tkazish. Ushbu test turidan so’ng o'quvchilarga ularning kuchli va qiynalayotgan jihatlari bo yicha feedbacks bera olamiz; continuous assessment = classroom-based assessment (yoshi kichikrog sinflardagt nomi). 2 turga bo'linadi — a) formative test / assessment — joriy nazorat. O'quvchining dars davomida, unit lar davomida, kurs davomiyligi (masalan, har haftada bir marta) paytida berilayotgan bilimlarni qandayo"zlashtirayotganliklarini bilib olishga qaratilgan test turi. Barcha testlar o"quy jarayoni davom etayotganda olinadi. Bu ustozga yoki o'gituvchilar jamoasiga o'quvchilarning fanlarni qaytarzda o'zlashtirayotganliklarini, fanlarni o'zlashtirishdagi kuchli yoki qiynalayotgan jihattrini bilib olishga yordam beradi. Ustozlar ushbu natijalardan so'ng o'quvchilarga feedbacks berishadi. Formative assessment o'gituvchi tomonidan, peer-evaluation yoki self-evaluation shaklida ham bo'ladi. Odatda ushbu assessment turida baholar qo'yilmaydi, feedbacks beriladi; b) summative assessment = achievement test — o'quv jarayonining mutlaq yakunida (masalan, yil oxirida, kurs tugayotganda, sinfdan sinfga o tishda, chorak yakunida) olinadigan test turi. Bunda butun dasturning o'quvchilar tomonidan qanday o'zlashtirilganligini tekshirib olinadi. O"quvchilar odatda bu kabi testlardan so’ng baholanishadi. Baholar quyidagicha bo'lishi mumkin: foizda, 4-5 ko'rinishida, failed / passed ko'rinishida. Summative assessment ga misollar— a mid-term exam, a final project, a paper or a senior recital (musiqiy bilimlarni qanday o ‘zlashtirganiigi).4) portfolio assessment — o'quychining qilgan ishlari (masalan, darsga doir chizgan rasmlari, bajargan testiari, project work lari) jamlanmasining baholanishi. Bunda o‘quvchi o'quv jarayoni davomida o'2 ishlarini jamlab boradi va chorak, vil oxirida ustoziga topshiradi. Portfolio da o'quvchining writing lari, turli project larning baholangan natijalari kiritilishi ham mumkin. 5) proficiency test - o'quvchining ma‘lum bir fanni, masalan, Ingliz tilini gay darajada bilishini umumiy baholab beruvchi test turi. Masalan, IELTS, CEFR. Ushbu test turi aynan belgilangan muddatda emas (masalan, har chorakda emas, yil yakunida emas), ixtiyoriy davrda tashkillashtirilishi mumkin. Bu testing maktab yoki o’quy markazlaridagi dasturlarga umuman alogasi yo'g, ya’ni xohlagan paytda topshirish mumkin. Diagnostic, placement, progress, summative va proficiency test larning barchasi formal assessment ga / testing ga kiradi. Bularning barchasi imtihon muhiti tarzida, o’quychilarning o'z partalarida, sokin muhitda, belgilangan vaqt ichida, o'gituvchi yoki biror rasmiy shaxs tomonidan olib boriladigen tarzida olib boriladi. O’gituvchining o‘quvchilarni baholab borishining yana ko’plab turlari mavjud. Masalan, multiple-choice questions, gap-fill (gap yoki matn ichidagi bo ‘sh joylarnito Idirish), table completion for listening yoki reading for specific information.Objective and subjective assessment — 1) Objective assessment — fagatgina bitte javobdan iborat bo'lgan testlarni, imtihonlarni baholash turi. Masalan, multiple-choice, true/false, gap-fills, matching-tasks. Bu assessment da o’gituvchi o'zining baholash uslubini yoki aqliy salohiyatin’ €mas, javobi aniq va tekshirishda chugur mulohaze talab etilmaydigan baholashni amalga oshiradi, Bu turdagi baholashning afzalliklariga testning tezda amalga oshirilishi, baholashning aniq qolipi borligini misol qilsa bo ladi; 2) Subjective assessment — ushbu turdagi baholashda o gituvchio'zining tekshirish mahoratini Ishga soladi. Masalan, essays, interviews, role- plays, group discussions, compositions larni ushbuassessment turiga kiritsa bo'ladiFor questions 1-6, match the teachers’ descriptions of assessment tasks with the assessment task features listed A, B and C. You will need to use some of the options more than once. n= & a Assessment task features A subjective B_ objective C formal Teachers’ descriptions | have to give my students a test at the end of the year so the students can get a grade. | asked the students to do a multiple-choice test from their coursebook then mark it themselves with an answer key. They didn’t show me their results. The students discussed a topic in groups and | listened to get an impression of their level. The students listened to one another giving presentations then gave feedback on them. | often ask my students to do short gap-fill tasks which there is only one answer to. They keep a record of their scores. The students hand in pieces of work throughout the term for me to mark.Choose the correct term from the box below for the types of test described. A. Placement test B. Diagnostic test C. Progress test jency test —_E. Achievement test . This type of test is used during a course in order to assess the learning up toa particular point in the course. 2. This type of test is used to see how well students have learned the language and skills taught in class. These tests are often at the end of term or end of the year and test the main points of what has been taught in that time. 3. This type of test is often used at the beginning of a course in a language school in order to identify a student's level of language and find the best class for them. 4. This type of test is used to identify problems that students have with language or skills. The teacher tries to find out what language problems students have. It helps the teacher to plan what to teach in future. 5. This type of test is used to see how good students are at using the language. The contents of this type of test are not chosen according to what has been taught, but according to what is needed for a particular purpose.