Instructions for TEFL Trainer

120-HOUR ONSITE TEFL CERTIFICATION/WEEK 3/DAY 4

TBP21/22 is material for the teacher to study, the teacher becomes knowledgeable. It is in
Dropbox under Teaching by Principles. I'll give you access to it.

The following study material about integrated performance assessment is for both trainer &
students to read. Before the student puts together an integrated performance assessment,
he/she should work through the material from the following link.
http://carla.umn.edu/assessment/vac/CreateUnit/p_2.html

1. Basic Concepts in Test Development

a) What is a test?

A test, in plain words, is a method of measuring a person's ability or knowledge in a given

domain. And this method is a set of techniques, procedures and items that constitute an
instrument of some sort that requires performance or activity on the part of the test taker.

b) How do we know whether a test is a "good" test or not?

 Is it administrable within given constraints?

 Does it accurately measure what you want it to measure?
 Is it dependable?

These questions can be answered through three classic criteria for "testing a test":
practicality, reliability, and validity.

A good test is practical. It is within the means of financial limitations, time constraints, ease
of administration, and scoring and interpretation.

A reliable test is consistent and dependable. Sources of unreliability may lie in the test itself
or in the scoring of the test, known respectively as test reliability and rater (or scorer)
reliability.

By far the most complex criterion of a good test is validity, the degree to which the test
actually measures what it is intended to measure.

TASK: Test the following test: www.testmoz.com/403660 password: 7415

Evaluate this test according to the previous guidelines about a good test.

KINDS OF TESTS

1. Proficiency tests

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A typical example for a proficiency test is the TOEFL test. It is used by nearly 1000
institutions of higher education in the U.S. as an indicator of the student's ability to
undertake academic work in an English medium.

2. Diagnostic tests
A diagnostic test is designed to diagnose a particular aspect of a language. A diagnostic
test in pronunciation might have the purpose of determining which phonological features of
English are difficult for a learner and should therefore become a part of a curriculum.

3. Placement tests
Certain proficiency and diagnostic tests can act in the role of placement tests, whose
purpose is to place a student into an appropriate level or section of a language curriculum or
school.

4. Achievement tests
An achievement test is related directly to classroom lessons, units, or even a total
curriculum. The primary role of such a test is to determine acquisition of course objectives
at the end of a period of instruction.

5. Aptitude tests
A language aptitude test is designed to measure an individual's ability to learn a foreign
language.

6. Specific English Tests

TOEFL or IELTS (British)
FCE (First Certificate of English)
CAE (Certificate of Advanced English)
BULATS (Business Language Testing Service)
KET, PET TESTS (British)

All English tests can be found at www.examenglish.com.

2. Testing of Fluency

These tests have been around for a while and measure accuracy to a greater extent. As our
goal is fluency, we have to measure fluency. How would we do that? The following video
teaches us how to successfully measure fluency. In the video, the teacher works with
rubrics. Is everybody familiar with rubrics?

Eventually show a rubric and look at the performance statements, so students understand
how to work with them.

https://www.pwcs.edu/academics___programs/WorldLanguages/p_a_l_s_rubrics/

Students read the webpage

Look at the analytic rubrics.

Then students watch the video "Assessment Strategies." Their task is to explain how
to set up an IPA (Integrated Performance Assessment). This is about 30 minutes into the
video.

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 Instructions for TEFL Trainer

http://www.learner.org/resources/series185.html?pop=yes&pid=2003

Review of the Video:

The IPA consists of

Interpretive Mode
Feedback

Interpersonal Mode
Feedback

Presentational Mode
Feedback

Then cover what they could do if the topic was health or being a role model in life.

Example: health

1. Interpretive mode
EFL students look at two pictures of the same individual. One is when the man is healthy;
the other one shows him after six weeks of heavy drug use. I would then ask my EFL
students what they think is the reason that the same man looks so different in the two
pictures.

2. Interpersonal mode
EFL students talk to each whether they have a healthy lifestyle.

3. Presentational mode
EFL students design and describe a poster promoting healthy living.

T discusses other examples with TEFL students.

FOLLOW-UP TASK
Students have to prepare an IPA for their own teaching practice with the EFL students. I
very often have them do it in pairs. They have to design a lesson plan only for the IPA and
measure one EFL student's fluency level. I have them decide what student they want in
class. The exercises are done with all EFL students likewise; however, they evaluate only
one EFL student each. The EFL student doesn't know he/she is being evaluated. This is just
for our TEFL students to learn it.

HOMEWORK
Read the corresponding pages 65-71 "Evaluation & Testing" in your TESOL manual and
complete the assignments of the workbook pp. 27 to 29 in writing.

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 Instructions for TEFL Trainer

3. Reviewing the Vowels

Game Idea #1
Have pieces of blank paper available (size 2 inches x 2 inches). Write the vowel symbol on
one side. Then spread those paper pieces on the table. Call out one of the words listed
next to the symbol. The student has to grab the corresponding symbol. If it is wrong, the
teacher gets the point. Whoever has the most points wins. Game rule: Once you touch
the symbol card, you have to take it. You cannot exchange it.

You can put a stopwatch there to make it more difficult.

Game Idea #2
Write words (containing a vowel sound) on the board in a column. The student has to
transcribe them with the vowel symbol. For each incorrect symbol, the teacher gets a
point.

Divide the class in two teams (if possible) and make a board race.

4. Teaching the Consonants

This class is a sample class of how to teach consonants to EFL students. At the
end of the class, the TEFL students have to say what belongs to ENGAGE, STUDY
and ACTIVATE. They should take notes of the class while the teacher is modeling
it with them as "EFL Students."

ENGAGE

Teacher: Are you somebody who cannot stop talking? Or do you say less than you have to?
Students: [talk about themselves]
Teacher: Do you believe you have to be outgoing to get your fair share in life?
Students: [voice their opinion]
Teacher: Now I read the following headline somewhere. What do you think the story is
about?

[Board Picture]

SILENCE IS LITERALLY GOLDEN

Students: [voice their ideas]

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Teacher: Well this is the title of a story about Thomas Edison. Who was Thomas Edison?
Where did he live? Why is he famous?

Students: [come up with answers]

STUDY

Teacher: Now for Thomas Edison silence really paid off in the following story. I want you to
answer two questions after listening:

 What was Thomas Edison's asking price?

 How much did he get for his invention?

Teacher is reading the story.

Silence Is Literally Golden!

Thomas Edison was a great American Inventor. This is a true story about
how silence really paid off for him. He invented a new ticker; the Western Union company
wanted to purchase it. Edison didn't know how much to ask. He requested several days
to think about the selling price.

Thomas and Mrs. Edison discussed Western Union's offer. Mrs.

Edison suggested that he ask $20,000. He was stunned by this staggering
price but accepted his wife's advice.

When the Western Union officer asked Mr. Edison, "What price do you
have decided to ask?" Mr. Edison started to state $20,000, but the amount
got stuck on his tongue. He stood there speechless. The Western Union negotiator
became impatient with Mr. Edison's silence and asked, "Will you accept $100,000?" So,
as you can see, silence can be literally golden.

Students: [answer the questions]

Teacher: refers to headline on board again. What does silence begin with? And how does it
sound?

Students: [come up with [s] sound]

Teacher: Is [s] a vowel or a consonant?

Students: It's a consonant.

Teacher: So let's first form the sound. Your tongue tip has to be near but not touching the
gum ridge behind upper front teeth. Say after me [s].

Sound practice: http://www.youtube.com/watch?v=YW3JBA3pHQ8

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 Instructions for TEFL Trainer

[Board Picture]

Different Spellings

s c x ss
spy cell six kiss
ski ice fix less
smoke lace fox dresser

Teacher: reads the words, students say them after him

Students: read text "Silence Is Literally Golden"

retell text

(NOTE: In a real scenario with EFL students, the teacher asks questions about the text and
helps the students to retell the story more easily.)

Task for TEFL trainees: Design how to check for the main idea and specific information
after reading the story. This can be done in pair work.

ACTIVATE

Teacher: Do you have a story from your life when this quote applied?
Tell us a story when this did not work and you had to speak up.
In our culture the quote is "To talk is silver to remain silent is gold." Do you have
a similar quote? in your culture?

Students: select a topic and speak about it.

Teacher: has to listen to [s] sound and give feedback and correction after the Activate.

END OF SAMPLE CLASS

[Board Picture]

machine chain mechanic

Teacher: What do these words have in common?

Students: ch

Teacher: Is it pronounced the same?

Students: It's different in each word.

Teacher: Here is the reason why we need the IPA (International Phonetic Alphabet). When
we form consonants, we use the following articulators:

 lips
 tongue
 soft palate

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 Instructions for TEFL Trainer

 teeth
 jaw
 vocal cords

Consonant sounds are created by

 the position of the articulators

 the way the breath stream comes through your mouth or nose
 the vibration of the vocal cords

TASK: Create a meaningful lesson plan with one of the sound overviews attached. Every
student gets a different sound. (textbook materials for sounds b, r, and t attached). They
have to prepare a class similar to the one they just experienced. There has to be a storyline
in the class not just sound practice.

HOMEWORK: Students study the consonant sound symbols as per summary about the
consonants (Consonants115-7 attached).

5. Teaching Practice

6. Feedback + Class Preparation

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