Teach International

Online TESOL Course – Unit 7

Unit 7 – Student Assessment and Specific Areas

Giving Instructions and Eliciting Information

Learning how to give clear instructions and to elicit information from students are very important skills for
EFL/ESL teachers, but can be difficult to master when you first start out teaching. You need to learn to train
yourself in giving concise and clear instructions and to elicit, rather than always give, information. Let’s look at
each of these skills and what is involved in doing them well.

Giving Instructions

In the previous sections, we looked at the importance of demonstrating new activities, and not explaining them.
When you explain things in English to EFL/ESL students, they will have difficulties in comprehending what you
want them to do, as too much difficult, superfluous language is normally used. Can you remember the two
techniques of Split Personality Teacher and using a volunteer student to help you with demonstrating tasks?
These are great techniques to use so that you avoid a long-winded blah blah blah style explanation! But what
about the other instructions you are likely to give in your lesson? There will be many words and phrases that
come up time and again, lesson after lesson. These should be kept the same, and at their most simplistic. This
way, your students will learn those expressions, without you even having taught them explicitly. Using high
frequency words will make it easier for you to manage your classroom of students, especially if they are at a
lower level. For example, an inexperienced teacher may say these types of expressions:

“Ok everybody get together now with your partner to do this task.”
“Everyone find someone to work together with, working with your neighbour will do.”
“You need to find a partner to do this task, so turn to the person behind you and work with them”

Instead, it would be better to just say “work in pairs”, and use gestures to indicate which pair each student
should work with. Every time you want your students to work in a pair, be consistent with using the statement
“work in pairs” and cut out the other long expressions that will just confuse them! Thinking about useful high
frequency words will make your instructions much clearer and your students happier!

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Eliciting Information

The word eliciting basically means asking your students questions so that you are drawing out information,
ideas and language from your students and helping them to find the answer for themselves. By eliciting from
your students, rather than you telling them everything, you are able to involve your students in the lesson
and keep them active in the learning they are doing. Another benefit of eliciting is that you are minimising
the amount of talking that you do, and in turn you are giving your students more opportunities to speak—
great for keeping up the 80/20! Whenever you elicit information, you are also given an opportunity to hear how
well your students are progressing and to see what they do and don’t know, and for you to give them
feedback and reinforcement.

A lot of elicitation involves you asking questions to your students to guide them in understanding new language.
For example, if you are teaching some children the names of the animals, you may have pictures of the various
animals, or even some props. You could hold up the animal and ask, “what animal is this?” If any students
know, they will put up their hand or call out the answer. If they get it right, give some positive feedback and
then get the whole class to repeat what that student said. In this way, you are encouraging your students to be
involved in their own learning, by drawing upon their current knowledge, and you aren’t simply telling them
everything yourself.

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Elicitation is also useful for gauging comprehension. Another phrase which a lot of teachers use, is “do you
understand?”; however, this is not a good question to ask. Whenever an EFL/ESL teacher asks this question,
it is likely all the students will say ‘yes’, even if they are unclear about what to do or what they have just learnt.
They may believe they understand (when in fact they don’t!), or may be too shy or nervous about admitting
that they are unsure or don’t know the answer in front of their classmates. It is much better if you can elicit your
students’ understanding (or lack thereof!). The way that you can do this is through use of concept checking
questions.

For example, let’s say you have just taught your students the past tense, and this is the board work you have
used:

Before presenting the drill work dialogue, you raised interest in the concept of the past tense by eliciting some
personal information from your students. You have asked a few students “What did you do yesterday after
class?”, “What did you do last week?”, What did you do yesterday?” Then, you have drilled the dialogue a few
times, and have also demonstrated the past tense usage using the timeline. Now, rather than saying “Ok, do
you all understand when we use the past tense?” (which will just lead to a chorus of “yes!” from your students),
you can find out whether they actually do understand by asking questions. You could say: “Did Pete return
from holidays yesterday?”, “When did Pete watch the soccer?”, When did Pete start back at work?”, “What did
Pete do on holiday?”, “Did Pete return from holidays tomorrow?”. You could also further elicit the target
language by asking your students questions which this time encourage them to transfer their own ideas to the
situation. “When did you last go on holiday?”, “What did you do?”, etc.

When you elicit the answers, make sure you get the students to respond using full sentences, so don’t accept
just the answer “yesterday”; instead encourage the response “Pete started back at work yesterday”, and get
the whole class to choral the answer whenever a student gives the correct answer. You will soon know by how
well everyone answers your concept checking questions, just how well your students have actually learnt the
new material you have taught.

A fantastic technique for checking whether or not students understand your demonstration of an activity is to
ask a student in the class to explain in English what they are about to do. This not only gives a student a
chance to speak in English, but you will soon see whether they know what to do, without using that “do you
understand?” phrase!

Activity Tasks:
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Student Errors and Interlanguage

Learning a language is a very difficult thing to do and an essential part of the process of language learning is
making errors. When a person starts studying a new language, and when in learning the language they use a
grammar rule incorrectly, or they pronounce a word on the wrong way, or they write something using incorrect
spelling, that person is actually using Interlanguage. Also referred to as ‘interlanguage grammar’ this is defined
as the intermediate grammars that ESL students create on their way to acquiring the complete grammar of the
target language (Fromkin, Rodman and Hyams, 2007, p. 549).

Therefore, when your students make mistakes in their speech, or when they write, or during tasks, do not think
of these errors as a bad reflection on yourself or your students. In fact, when your students do make errors,
this shows you that they are progressing and learning! An important part of progress is feeling confident enough
to experiment with English, taking risks and making attempts to communicate and use new structures learnt in
class. When you hear students make mistakes in the way they produce English (their Interlanguage!) then it’s
important to figure out what error they have made, but don’t necessarily tell your students what they did wrong.
It is more valuable for your students to be aware they made an error, but try and get them to figure out what
the error actually was, and then correct themselves.

This does not mean that you don’t take any notice when you hear one of your students say something in the
wrong way. You will still have a very active role in error correction. In order to guide your students to
understanding their error, there are a number of things which you must do. You first need to decide what kind
of error has been made; then you must decide whether it is useful or necessary to deal with that error. You
also have to decide when you will deal with it if you are going to, and then how you will deal with the error.

For example, imagine your students are working on an activity to encourage their fluency, and as you are
facilitating, you hear a student use an idiomatic expression incorrectly. In this instance, you would probably
decide not to correct that error at that time. This is because the error made by the student is not related to the
work you have just taught, and because you probably don’t want to disrupt the fluency and flow of the
conversation taking place. Instead, you may decide to write that idiom on the board as your students finish the
task, and then afterwards you could review this phrase with the whole class, or if it is something you haven’t
even taught yet, then you may decide not to focus on this error at all at this stage.

However, at another time, you may have just taught the second conditional, and your students are doing an
activity to practise using the second conditional. As you facilitate, you hear a student use the conditional
incorrectly. In this instance, you want your students to focus on their accuracy, so you may decide to stop that
student, and ask them to repeat what they just said. Then ask them what they think they said wrong, and see
if they can self-correct. You could also get another class group member to help them identify what was said
incorrectly. In this way, you are really getting the student to think about the mistake, and they will be less likely
to make it again in the future. It is important throughout the whole correction process that you keep the mood
upbeat and positive, as you also don’t want your students’ self-confidence to decrease.

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Teaching Mixed Abilities

With every class of students that you teach, you will find that even within a particular level, there will be differing
ability levels among that group of students. Some may be better at reading, and others better at speaking.
Some might excel in productive tasks, but not be so great at receptive tasks, and in other students it will be
the complete opposite! It is also likely that some students will learn more quickly than others and that all of the
students in the class will have different interests, motivations and levels of confidence. Even when you have a
class of 12 students, you will find these mixed abilities in different areas a challenge at times, but it is even
more pronounced with a large class! You need to make sure that the stronger students don’t get bored, and
that the weaker students don’t get frustrated. You really need to think about how you can best use the teaching
techniques such as grouping, your teaching materials, resources and activities/games to the advantage of all
your students.

If you have some students who are weaker than the rest of the class, and some who are much stronger than
the average, then you can accommodate for these students in the activities you plan. For every activity, have
an extension task for the students who work more quickly. You could also make some self-access materials
available at the front of the class, for students to come and get if they want some extra practice. These can be
handouts which you have prepared and keep on-hand for students to work on individually if they have time.
Self-access materials could be grammar exercises, word games, crosswords, search words, or questions or
quizzes which need to be answered. They can be anything really that keeps all the students busy, interested
and learning.

You will find that the average and stronger students don’t need as much of your time, so make sure that you
give your time to the weaker students, and encourage them to at least complete part of the task thoroughly
and correctly. This doesn’t mean you ignore the other students completely, but only provide help to them if
they ask for it.

Also, utilise the different levels which you have in your class when you plan the student groupings. For longer
tasks it might be better to put the stronger students all together so they can complete a slightly harder task,
and put the weaker students together to complete an easier task. Sometimes, you may decide that the weaker
students will benefit from working with stronger students, so you may have a mixed ability group for some
tasks. It will depend upon the type of task, the length of time you will spend on it, and also what you want your
students to achieve from the activity.

Testing and Assessing

It will usually depend on which type of school you are teaching at as to whether or not you will be involved with
testing your students. At a chain school, it might be the school’s policy to test the students at the end of every
week, or month, or term. Or, your school may have no policy on tests, but you still may decide to test your
students at the end of a unit, to check your students’ understanding of the content you have taught. It is quite
common if teaching at a government run school to be asked to assist the local teachers with preparing and
administering tests. Whichever situation you work in, it is fairly likely that at some stage of your teaching, you
will have to prepare a test of some kind for your students!

Many people freak out when they hear a mention of the words test or assessment. However, tests are important
things to include in your teaching, as they have many benefits for your students. Students are often more
motivated to study if they know they will be tested. A test also provides you with a guide to how your students
are performing, so you know which areas, if any, you need to revise and review in the future. Usually, tests will
comprise of items or questions, will include a stimulus material such as a text to read or a dialogue to listen to,
and a task that requires a response. The responses are then scored based upon set criteria.

There are very formal exams, and less formal ones, but usually the tests that students do will be either a
proficiency test, diagnostic test or an achievement/progress test. A proficiency test will usually be given to
students when they first enrol at a school, to see what level their English is at so they can be placed in an
appropriate class. Some proficiency tests are very high-stakes. Tests such as IELTS, TOEFL and TOEIC will
be looked at a bit more closely in the following units.

A diagnostic test will have the purpose of finding out what your students’ strengths and weaknesses are so
that you can find ways to assist and further their ability and success. Progress tests or achievement tests are

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what you will probably prepare and issue in order to see how well your students have learnt the material which
you have been teaching.

It is important that tests are a valid indicator of your students’ knowledge and/or ability. In order to be valid,
you must ensure that the test is assessing what it is meant to be assessing! For example, if you are testing
reading skills, then the test must only have questions that require the skill of reading, and should not require
any other skill to complete the test successfully. As well as being valid, a test must be developed so that it is
reliable. A reliable test is one that provides your students with a fair outcome which truly shows you what each
student’s ability level is.

There are many different forms a test can take. You have probably experienced or at least been exposed to
many of the commonly used testing techniques, such as multiple-choice exams, reading comprehension tests,
short answer tests, and giving a presentation. Some tests are easier to prepare than others, and some are
also easier to mark! You need to consider how time consuming a test is going to be for you to create, for your
students to do and for you to mark when you plan to have one!

When deciding upon the type of test that should be given to your class, you might also want to consider whether
you will use direct or indirect testing. A direct test is one in which the student is evaluated in the most realistic
situation as possible. That is, if you want to test how well a student can order food from a menu, then you
should create a lifelike restaurant situation with a menu, table, and a waiter/ress to take the order. You would
mark the students’ performance based upon criteria you have developed. An indirect test is one such as a
multiple-choice test, when a student is tested in a particular skill, but not in a realistic situation. Just as we
teach communicatively, we should also try and test communicatively. This means you should aim to make the
test as direct as possible, although you need to balance this need with time and money constraints. More than
likely, the school you are working at will provide you with guidelines as to the type of assessment they wish
you to use and may even give you the test to simply distribute and then mark.

If you do write a test, make sure you can answer these three questions about it:

- Is the test valid i.e. does the test measure what it is intended to measure?
- Is the test reliable i.e. will the scores be rated consistently, and will the result of each student be a true
representation of the students’ abilities?
- Is the test feasible and appropriate to the level i.e. is it too time consuming to develop, administer and score,
or too easy/difficult for the students?
One last thing about testing—if you are going to give a test, make sure you give plenty of advance warning to
your students, and make it clear exactly when and where the test will take place. We all know how stressful
sitting an exam can be, and how much worry goes into studying. You want to keep this stress to a minimum
so that your students can perform as best as possible. You should also tell your students whether the test is
summative (will count towards their final grade) or formative (does not count toward their final grade). It is
important to also give students the criteria by which they will be marked, so that they can prepare appropriately.

Activity Tasks:
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Teaching Business English

There is a broad category of English teaching known as English for Specific Purposes (ESP). ESP basically
refers to an English course where you can learn a very specific kind of English. This may be a course in
learning English for Medical Practitioners, or English for Scuba Diving. Just about any niche field can be an
ESP course!

Probably the most popular category of ESP is Business English. Just like all fields of ESP, teaching a Business
English course does not mean that you will suddenly have to start teaching your students how to do business,
or work in a corporation, or to manage a company. Teaching Business English does not require any
background in the business profession, but it does require you to familiarise yourself with the world of business
and some of the lingo that students are likely to need to know if dealing with English speaking business people;
to know what topics and contexts your students are likely to find themselves in when conducting business in
English, and what skills they will need for the business profession. This language and lingo, the topics, the
contexts and the skills are what you will teach, but these will be different for every type of student you teach.
If you are teaching a group of managers who are preparing for a promotion position in an English-speaking
country, you will teach different business English to if you have a group of factory workers who sometimes
have to talk to English speakers on the phone when placing orders. You may also find that in both these
scenarios, there will be different motivation levels and abilities for every student in the class!

Activity Tasks:

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Teaching English for Academic Purposes

English for Academic Purposes (EAP) is usually taught to students who plan to study at an English language
university. Such courses may be anything from four to twelve weeks in duration and may run as part-time or
full-time courses through Language Colleges or Universities. An EAP course may be focused on a specific
faculty, for example, for entering a degree in Business or Information Technology, in which case, the material
and vocabulary used may be more particular to that faculty.
EAP courses are designed for the needs of different types of students. Some courses are developed for
students who hope to enter undergraduate studies and others are developed for students who have already
completed a degree in their own language and are going into postgraduate studies at an English-speaking
university. The general structure and skills development will be similar for both of these types of courses,
although, obviously, the degree of competency expected from students will be different.
In EAP courses, you will teach your students skills such as note-taking in lectures, conducting private reading,
referencing and using library materials, researching, writing reports and essays and completing exams—all
the things they will have to be competent in once they start university. Often, the ways of doing these things is
different to the way your students will have conducted the same tasks in their home country. Referencing and
essay writing are particularly problematic for students especially from Asian cultures where these things are
done differently.
Some teachers shy away from teaching EAP, as there is often a lot of marking involved and because advanced
grammar knowledge is often useful, but don’t be put-off by this! EAP courses can be a lot of fun, and if prepared
well, can also still be communicative!

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Exam Courses
Teaching Exam Courses
At some stage in your teaching, it is possible that you will become involved with teaching an exam preparation
course. IELTS, TOEIC, TOEFL and various tests run by the Oxford and Cambridge Boards all have different
purposes and are sat by many students all around the world every year. Such courses are growing in
popularity, as more and more students from abroad are looking to study in English speaking countries, where
good scores in these tests are an essential requirement to gain entry into university. Due to these tests being
such high-stakes, with students’ opportunities for the future depending upon the test result, it is common for
students to enrol in a preparation course so that they can better their chances of doing well in the test.

When you are asked to teach a preparation course, your school should give you a course book and test
materials which will guide you and your students through the test. Sometimes, schools will have intensive
preparation courses which run full-time over a series of weeks, or the school may offer students who are
planning to take the test the chance to do 2-3 hours of study for the test every week.

If teaching one of the exam courses, it is imperative that you familiarise yourself with the test, so you have a
clear understanding of what skills and content your students will need to practise during your lessons. A lot of
what you will be teaching in exam classes is making your students familiar with the form the exam will take,
and learning specific techniques for answering and responding to the questions in the test. It is common for
students in these classes to be primarily focused on getting through the exam only, but it is also important that
you get your students doing tasks that will work on their general language usage and skills, to ensure your
students are learning a balance of English, and not just the skills required to get through the exam.

Taking a balanced approach to your students’ learning is much more beneficial to their progress in using
English in the long-run. Simply doing practice tests in every lesson will get boring and won’t really help your
students to learn more about English. You should also teach your students study skills so they can also prepare
for the test outside of class. Teaching ways of learning new vocabulary, for example, will be beneficial for them
when they are sitting the exam without a dictionary on-hand.

It can be difficult to keep your exam classes completely communicative, but still try and include speaking and
listening tasks so that you aren’t just doing exam passing techniques in every lesson. Teaching these classes
can be quite stressful from both a teacher’s and a student’s perspective, so making the mood light- hearted
every now and then will be appreciated!

Ways that you can encourage communication and a bit of fun when teaching an exam preparation class
include:
- get your students to work in pairs or groups when doing mock tests
- get your students to mark each other’s work
- make your students do a part of the test in a race with other students (in this case, accuracy is not so
important!)
- get your students to each teach an assigned part of the test to the class

What is IELTS?
The International English Language Testing System (IELTS) is a test that is growing in popularity in the
Asia-Pacific region. Most universities, many employers and most government agencies in Australia, New
Zealand and also in China are now increasingly using results from IELTS tests as part of their entry and
administration procedures.

The increased popularity and significance of IELTS in the Asia-Pacific region now means there is a lot of work
for English teachers in IELTS preparation classes, and there are now more testing centres opening up every
month. Although any institution may choose to run an IELTS preparation program, only licensed centres may
deliver the IELTS test and only licensed examiners may examine students and assess them. Official IELTS
testing centres will, from time to time, train examiners for this purpose.

If you are teaching IELTS, you will be preparing your students to develop their skills in each of the macro areas
of listening, speaking, reading and writing. These are all tested individually, and the results of each macro skill
test will make the average IELTS score. The lowest score is 0 and the highest score is a 9 (which is considered

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native-speaker like in all the macro skill areas). The average score required for entry to university in an English-
speaking country is a 7 (although it depends on the institution and course). If you wish to learn more about the
IELTS test, visit the following web site: http://www.ielts.org/. If you click on the information for ‘Test Takers’
you can download the ‘Information for Candidates’ handbook which provides a clear outline of the structure of
the test.

What is TOEIC?

The Test of English for International Communication (TOEIC) measures the ability of non-native English-
speaking people to use English in everyday work activities. The TOEIC is used very much in Japan by
corporations which require a set TOEIC score from all new employees. The popularity of the test has started
to spread outside of Japan, and it’s now also used in Europe and South America. More than 6 million TOEIC
tests were administered in 2010 (www.ets.org/toeic/succeed).

The TOEIC test is a two-hour multiple-choice test that consists of 200 questions that are divided into two parts:
(1) 100 questions in listening comprehension (45 minutes) and (2) 100 questions in reading comprehension
(75 minutes). Each candidate who takes the test will receive an independent mark for each skill section on a
scale from 5 to 495 points. The two scores are combined to provide a total score ranging from 10 and 990
points. TOEIC provides both listening and reading ‘Score Descriptors’ which indicate what strengths and
weaknesses a test tasker within a particular score will have. To read these descriptions, please visit the
following website for more information: http://www.ets.org/toeic/test_takers/listening_reading/scores. There is
also TOEIC Speaking and Writing Tests. The Speaking test includes 11 questions, with tasks that include
‘describing a picture; responding to questions; proposing a solution and expressing an opinion.’ The speaking
test takes 20 minutes. The writing test takes 1 hour, includes 8 questions which includes writing an opinionated
essay.

A TOEIC score of 450 is frequently considered acceptable for hiring practices, with the understanding that the
employee will continue English studies. A TOEIC score of 600 is frequently considered the minimum
acceptable for working overseas. Domestically-based engineers who have a TOEIC score of 500 are
considered reasonably proficient in English. If the same engineer is being considered for a posting overseas,
he or she must usually try for a TOEIC score of about 625. A domestically-based desk-worker with a TOEIC
score of 600 is considered reasonably proficient in English. For the same desk-worker to go overseas, she or
he must usually have a TOEIC score of 685.

Teaching TOEIC is quite systematic, as your students will have the clear goal of passing the TOEIC with the
highest possible score in mind. Your lessons will include lots of written exercises, readings and listening bytes
similar to those in the test. As a teacher preparing your students to sit the TOEIC test, you will have to work
on many skills with them. They need to listen to, read and analyse audio bytes and readings similar to the ones
presented on the test. They need to become more and more familiar with the vocabulary used on the test;
therefore, activities, exercises, presentations must contain the said vocabulary. They need to learn how to
manage their time effectively while taking the test; this is of utmost importance. They need hints and strategies
to overcome the tricky items that may cause problems to students taking the test.

What is TOEFL?

The Test of English as a Foreign Language (or TOEFL, pronounced "toe-full") evaluates the potential
success of a non-native speaker to use and understand English as it is spoken, written, and heard in college
and university settings. It is predominantly used by universities and colleges in the USA, but it is also used by
other English-speaking colleges and universities. In fact, more than 6,000 colleges, universities, and licensing
agencies in 110 countries accept TOEFL scores.

Most international students take the TOEFL test as a prerequisite for admission into colleges and universities
in English-speaking countries. In addition, many government, licensing, and certification agencies and
exchange and scholarship programs use TOEFL scores to evaluate the English proficiency of people for whom
English is not their native language. The TOEFL is administered worldwide, and is completed as a fully online
test within a test centre, although paper versions are available where it is not possible for students to do the
test in this way.

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The TOEFL tests the four macro skills and the entire test takes 4.5 hours to complete. Below shows the
breakdown of the test sections and associated tasks:

Section Time Questions Tasks

Reading 60 – 80 minutes 36 – 56 questions Read 3 – 4 passages from academic texts and
answer questions
Listening 60 – 90 minutes 34 – 51 questions Listen to lectures, classroom discussions and
conversations, then answer questions
(Break) 10 minutes
Speaking 20 minutes 6 tasks Express an opinion on a familiar topic; speak
based on reading and listening tasks.
Writing 50 minutes 2 tasks Write essay responses based on reading and
listening tasks; support an option in writing.
Table adapted from: http://www.ets.org/toefl/ibt/about/content/

The nature of the TOEFL test means that like in a TOEIC preparation course, your students will be really
focusing on improving their skills in listening, grammar, vocabulary and reading, and also their test-taking
strategies. For example, you may do tasks and activities that centre on these areas on which your students
will be tested: Listening
Focus on idiomatic expressions, phrasal verbs and similar sounding expressions
Grammar
Focus on subject-verb agreement, collocations and complex phrasing
Vocabulary
Focus on lists of verbs, adjectives and nouns with a variety of definitions
Reading
Focus on drawing conclusions and inferences from various styles of written material

Don’t forget though, there are text books published specifically for these test preparation classes, which are
predominately used for teaching these classes and in most instances, teachers are issued with these course
books.

Activity Tasks:

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online course and you would like to find out more details, please visit our website to log in or sign up"

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