Reading Aloud Advantages It provides good control. Comparison among students is quite simple. It is easy to prepare and to administer.

ister. We can test students pronunciation. It measure oral reading. We can check fluency. It also helps us to check grammar since errors reflect confusion about structure of English. Disadvantages It can be used with young children who havent learned to read English. Neither can be applied to young people or adults with speaking skills more advanced than their reading skills. It doesnt measure interaction skills.

There are two types of reading aloud test: 1. A group of sentences unrelated to each other. o The sentences reflect the specific points being tested. o o He said he didnt care. (intonation) Thats the sixth striped suit shes sold today. (consonant clusters)

Try to limit ourselves to words students know. Limit the number of points to look for. From 1 to 3.

2. A passage of connected prose. o o It can be taken from a reader, a level below the one being studied at the time. It doesnt have to be very long. A

Alternate forms of limited response 1. Mimicry. Students can imitate what they hear without having to know how to read. As an advantage, it is easier for students with imitation skills. It also evaluates short-time memory and listening.

But there is no connection between communicative speech and the ability to imitate.

2. Directed-response role play. Student relays information that you give him to an imaginary person in a role play situation. It is not convenient having other students present during the exam.

3. Variations on visuals a. Students describe orally physical objects, pictures or student-drawn maps of their neighborhood, yard, or living room.

Advantages of limited-response items 1. It includes useful techniques for those with limited language skill. 2. It provides ways of getting the specific responses that you want. 3. The subject matter and the structure and vocabulary are often provided. 4. It tends to be interesting and lifelike. Limitations of limited-response items 1. Fluency and appropriateness are not adequately measured. 2. There is not direct relationship between speaking and reading or imitation skills. 3. Students responses are quite difficult to evaluate for the extension of the reading. Guided Techniques Less control is necessary with intermediate to advanced students but some guidance is needed so that students perform the same kind of tasks. Here is directed-response item:

(controlled) Tell him that its ten oclock. (Its ten oclock.) (guided) Remind him politely of the time. (Excuse me, Mr. Evans. Its almost ten oclock.) The same contrast can be seen in using visuals.

(controlled) Pointing to the child at the right: What did they just do? (They threw a ball.) (guided) Take about a minute and explain some of the main activities in this picture. (Well, some children are playing with a ball, and its about hit a man who is reading a newspaper. And)

There are three guided techniques: paraphrase, explanation and guided role-play o Paraphrase It combines speaking with listening or reading. It can be used at any level. The teacher will read a story and students will listen to her. When she finish, they will tell the story in their own words. o Explanation For using with students beyond beginners. Students read something silently and then interpret or explain the facts to the teacher orally. Also graphs, recipes or math problems can be applied. Students can describe something from their memory.