TESTING SPEAKING TESTING SPEAKING ANDAND

VOCABULARY VOCABULARY

Testing is not only getting marks but it is also Testing is not only getting marks but it is also used as a feedback. It gives teachers important used as a feedback. It gives teachers important information concerning their teaching methods information concerning their teaching methods and whether the students mastered everything. and whether the students mastered everything.

TESTING SPEAKINGTESTING SPEAKING

Testing the ability to speak is a most important Testing the ability to speak is a most important aspect of language testing. aspect of language testing.

However, it is an extremely difficult skill to However, it is an extremely difficult skill to test because this kind of testing is test because this kind of testing is subjectivesubjective. .

The The teacherteacher is working under great pressure, is working under great pressure, making subjective judgemmaking subjective judgements ents as quickly as as quickly as possible. possible.

Frequently, it is also impossible to test large Frequently, it is also impossible to test large number of students because of the time limits. number of students because of the time limits.

Types of oral tests Types of oral tests

reading aloudreading aloud conversation/discussionconversation/discussion describing picturesdescribing pictures interviewinterview role-playrole-play question and answerquestion and answer giving instructions/description/explanationgiving instructions/description/explanation re-telling a storyre-telling a story

Reading aloudReading aloud

TThe student is given a short time to glance he student is given a short time to glance through an extract before being required to through an extract before being required to read it aloud. read it aloud.

This kind of testing is used when we want to This kind of testing is used when we want to assess pronunciation. assess pronunciation.

It is good to use situations which can occur in It is good to use situations which can occur in real life – how to cook certain dishes or to read real life – how to cook certain dishes or to read aloud part of a letter.aloud part of a letter.

CConversation/discussiononversation/discussion

TThe result of the interaction between people he result of the interaction between people that are involved in a kind of negotiation. that are involved in a kind of negotiation.

Not only the words but also tone of voice, Not only the words but also tone of voice, intonation, expressions of face and body intonation, expressions of face and body language contribute to this negotiation.language contribute to this negotiation.

Testing in pairs is better for students. They are Testing in pairs is better for students. They are more relaxed and less stressed.more relaxed and less stressed.

Possible themes Possible themes

likes and dislikeslikes and dislikes social situationssocial situations real-life situationsreal-life situations conversations based on everyday situations conversations based on everyday situations

(restaurant, shopping, etc.)(restaurant, shopping, etc.)

Describing picturesDescribing pictures

TThe students are given a picture to study for a few he students are given a picture to study for a few minutes. Then they are asked to describe it. minutes. Then they are asked to describe it.

Careful selection of the pictures helps in Careful selection of the pictures helps in controlling the basic vocabulary.controlling the basic vocabulary.

The pictures can also depict a The pictures can also depict a storystory or or sequence of sequence of events.events.

This sequence of events can be cut into pieces and This sequence of events can be cut into pieces and the students are asked to put them in the correct the students are asked to put them in the correct order.order.

Describing picturesDescribing pictures

We can use We can use similar picturessimilar pictures – the students are – the students are asked to find the differencesasked to find the differences

A A cartooncartoon can be also used – we delete the text can be also used – we delete the text in bubbles and the students try to reconstruct in bubbles and the students try to reconstruct the storythe story

MapsMaps can be used to teach directions can be used to teach directions

IInterviewnterview

AA direct, face-to-face exchange between direct, face-to-face exchange between learner and interviewer. learner and interviewer.

It follows a pre-determined structure but still It follows a pre-determined structure but still allow both people a degree of freedom to say allow both people a degree of freedom to say what they think.what they think.

We should not interrupt the student while We should not interrupt the student while speaking when he or she makes mistakes. If speaking when he or she makes mistakes. If we do it can discourage him or her from we do it can discourage him or her from speaking.speaking.

RRole-playole-play

TThe task is to take on a particular role and to he task is to take on a particular role and to imagine us in that role in a particular situation. imagine us in that role in a particular situation.

The student is given a set of instructions that The student is given a set of instructions that explain exactly what he is supposed to do. explain exactly what he is supposed to do.

Imagine you are a foreign tourist in Britain, and Imagine you are a foreign tourist in Britain, and you want to visit Edinburgh. You are talking to you want to visit Edinburgh. You are talking to a travel agent. Find out how to get there. a travel agent. Find out how to get there. Make your own decision about how to travel.Make your own decision about how to travel.

QQuestion and answeruestion and answer

TThis is a very common general-purpose test his is a very common general-purpose test technique. technique.

It is really good for lower levels.It is really good for lower levels. Asking and answering questions are the two Asking and answering questions are the two

most basic functions of a foreign language. most basic functions of a foreign language.

QQuestion and answeruestion and answer

It starts with short simple questions (It starts with short simple questions (Where do Where do you live?you live?)) and goes on to long and complex and goes on to long and complex sentences (sentences (If you hadn't been taking this test If you hadn't been taking this test this morning, what would you have been doing this morning, what would you have been doing instead?instead?). ).

We can use factual questions or we can require We can use factual questions or we can require some imagination (some imagination (You've just inherited a few You've just inherited a few hundred pounds. What will you do with the hundred pounds. What will you do with the money?money?).).

Types of questionsTypes of questions

yes/no questionsyes/no questions eeither/or questionsither/or questions simple factual questionssimple factual questions descriptive questionsdescriptive questions narrative questionsnarrative questions speculative questionsspeculative questions hypothetical questionshypothetical questions justification or opinion questionsjustification or opinion questions

GGiving iving instructions/description/explanationinstructions/description/explanation

WWe can choose something that is familiar to e can choose something that is familiar to everybody and let the students describe it. everybody and let the students describe it.

The students are given The students are given thethe list of between five list of between five or seven topics to choose from and a few or seven topics to choose from and a few minutes to prepare it. minutes to prepare it.

GGiving iving instructions/description/explanationinstructions/description/explanation

How do you make a good cup of tea or coffee?How do you make a good cup of tea or coffee? Describe a bicycle.Describe a bicycle. Describe how to prepare a favourite dish from your Describe how to prepare a favourite dish from your

country.country. Give instructions for using a public pay-phoneGive instructions for using a public pay-phone.. Explain how you would advise someone to look for a job.Explain how you would advise someone to look for a job. Describe how people in your country celebrate the New Describe how people in your country celebrate the New

Year.Year. How does the education system work in your country?How does the education system work in your country?

RRe-telling a storye-telling a story

TThe students read series of short passages to he students read series of short passages to themselves then they are asked to re-tell it in themselves then they are asked to re-tell it in their own wordstheir own words..

TESTING VOCABULARYTESTING VOCABULARY

We test the vocabulary that had been already We test the vocabulary that had been already explained and practised.explained and practised.

Grammatical structures used in these kinds of Grammatical structures used in these kinds of tests should be simple. If the students do not tests should be simple. If the students do not understand grammatical structures they will understand grammatical structures they will not solve the test correctly, even if they not solve the test correctly, even if they understand its vocabulary.understand its vocabulary.

Types of tests Types of tests

SynonymsSynonyms DefinitionsDefinitions Gap fillingGap filling Set of wordsSet of words Word formation Word formation Guessing the meaning from the context Guessing the meaning from the context

SynonymsSynonyms

We choose words with a similar meaning but We choose words with a similar meaning but the usage is different (different context).the usage is different (different context).

Choose the alternative which is closest in Choose the alternative which is closest in meaning to the word given: meaning to the word given: gleamgleam

A. gatherA. gather B. shine B. shine

C. welcomeC. welcome D. clean D. clean

DefinitionsDefinitions

loathe meansloathe means

A. dislike intenselyA. dislike intensely

B. become seriously illB. become seriously ill

C. search carefullyC. search carefully

D. look very angryD. look very angry

A ……….. is a person A ……….. is a person who looks after our who looks after our teeth.teeth.

…………………….. is frozen .. is frozen water.water.

…………………….. is the .. is the second month of the second month of the year.year.

Gap filling Gap filling

with multiple choice with multiple choice

The strong wind …………. the man´s efforts to put The strong wind …………. the man´s efforts to put up the tent.up the tent.

A. disabledA. disabled

B. hamperedB. hampered

C. derangedC. deranged

D. regaledD. regaled

Gap fillingGap filling

fill in the words according to the meaning of fill in the words according to the meaning of the sentence the sentence

Because of the snow, the football match was Because of the snow, the football match was ……….. until the following week.……….. until the following week.

I …………. to have to tell you this, Mrs Jones, but I …………. to have to tell you this, Mrs Jones, but your husband has had an accident.your husband has had an accident.

Gap fillingGap filling words are offered above the text, there are gaps in the text to words are offered above the text, there are gaps in the text to

be completed be completed

A. completely C. busily E. quicklyA. completely C. busily E. quicklyB. politely D. carefully F. angrily B. politely D. carefully F. angrily

““Write …. “ the teacher shouted …. “but donWrite …. “ the teacher shouted …. “but don''t waste t waste time. You must get used to working …. “. “Please, sir,“time. You must get used to working …. “. “Please, sir,“a student said …., “Ia student said …., “I''ve finished.“ “No, you havenve finished.“ “No, you haven''t,“t,“answer the teacher. “You havenanswer the teacher. “You haven''t …. finished untilt …. finished untilyouyou''ve ruled a line at the end.“ Meanwhile, the boyve ruled a line at the end.“ Meanwhile, the boysitting next to him was …. engaged in drawing a map.sitting next to him was …. engaged in drawing a map.

Set of wordsSet of words

circle the word that does circle the word that does not fitnot fit

dollardollaryenyenpoundpoundmoneymoney

write down the subject write down the subject that each group of that each group of words is related towords is related to

bedroombedroomliving roomliving roomkitchenkitchendining roomdining room

Word formationWord formation

write the correct form of the word in capital write the correct form of the word in capital letters in the blank letters in the blank

HONESTHONESTDarren says he didn't cheat, but I _________ Darren says he didn't cheat, but I _________ don't know what to think.don't know what to think.

Guessing the meaning from the Guessing the meaning from the contextcontext

1) a synonym in another clause, for example:1) a synonym in another clause, for example: "Your explanation doesn't need to be so "Your explanation doesn't need to be so

convoluted. Such complex explanations just convoluted. Such complex explanations just confuse people."confuse people."

2) an antonym or contrasted word in another 2) an antonym or contrasted word in another clause, for example: clause, for example:

"May was indignant about the problem, and I had "May was indignant about the problem, and I had to calm her down."to calm her down."

Guessing the meaning from the Guessing the meaning from the contextcontext

3) a cause or effect of the word in question, for 3) a cause or effect of the word in question, for example:example:

"Pollution from that factory is contaminating the "Pollution from that factory is contaminating the local farmers' fields."local farmers' fields."

4) an illustration of the word in question, for 4) an illustration of the word in question, for example:example:

"Jeff is so parsimonious that he won't spend a "Jeff is so parsimonious that he won't spend a penny if he doesn't have to. "penny if he doesn't have to. "

Guessing the meaning from the Guessing the meaning from the contextcontext

5) the use of an object, for example:5) the use of an object, for example:

"I used a pitter to remove the seeds from the "I used a pitter to remove the seeds from the cherries."cherries."

Duration of the testDuration of the test

It can be from three It can be from three tto thirty minutes but the o thirty minutes but the most often length is between eight and twelve most often length is between eight and twelve minutes. minutes.

An oral test at a higher level of language An oral test at a higher level of language usually lasts longer than at a lower level. usually lasts longer than at a lower level.

The personality and background of the The personality and background of the students also influence the length of their students also influence the length of their speech. speech.

InstructionsInstructions

Clear instructions are crucial for the whole Clear instructions are crucial for the whole procedure of the test. It is better to have procedure of the test. It is better to have written instructions so that everyone can easily written instructions so that everyone can easily become familiar with the test. become familiar with the test.

The instructions are given at the beginning of The instructions are given at the beginning of the test and should be read aloud. This ensures the test and should be read aloud. This ensures that the instructions will be read right to the that the instructions will be read right to the end. It is also advisable to ask the students end. It is also advisable to ask the students whether they understand the instructions. whether they understand the instructions.

Friendly things that we can doFriendly things that we can do

Try to be human – testing is a direct meeting Try to be human – testing is a direct meeting between two or more people. Present ourselves between two or more people. Present ourselves as an interested and friendly person.as an interested and friendly person.

Before the test:Before the test: use the student's name use the student's name describe the purpose of the testdescribe the purpose of the test mention the likely duration of the test mention the likely duration of the test

Friendly things that we can doFriendly things that we can do

During the test:During the test: say something about yourself, too (interests, say something about yourself, too (interests,

experiences, opinion) experiences, opinion) show that you want to talk to the student show that you want to talk to the student

At the end of the test:At the end of the test: announce the end announce the end ask the student if he has any questionsask the student if he has any questions give the resultgive the result thank him!thank him!

Features of a good testFeatures of a good test

ValidityValidity – it tests what is intended to be tested (if we – it tests what is intended to be tested (if we want to test vocabulary the test has to testwant to test vocabulary the test has to test vocabulary)vocabulary)

ReliabilityReliability – we can rely on the results of the test. If – we can rely on the results of the test. If we give the same test to the samewe give the same test to the same student the student the student student must get the same (or very similar) results. The must get the same (or very similar) results. The resultsresults can be better but not worse. can be better but not worse.

PracticalityPracticality – the test should be easy to correct and – the test should be easy to correct and interpret. interpret.

Features of a good testFeatures of a good test

The test should be so difficult that most The test should be so difficult that most students will manage it.students will manage it.

It has to be clear what the task is.It has to be clear what the task is. One item should not be tested more than once One item should not be tested more than once

in the test. in the test.