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Feedback Activities


Subject                          : Bahasa Inggris

Level of Students          : Senior High School

Class/Semester              : XII/2

Meeting                         : –

Time Allocation            : 70 minutes

Objective:

  1. Students will be able to a written paper, covering grammar, vocabulary, reading and writing
  2. Students will be able to an (optional) oral test, in which pairs of students speak to the examiner and to each other.

Ways to assignment include: L, S, R, W, GV

Assignment activities

Standard for class XII at second semester in senior  high school include six standard competencies and 4 skills they are listening, speaking, reading and writing. The six standard of assignment that I use are listening, covering grammar, vocabulary, reading, writing, and oral. The ways to give assignment should include L, S, R, W, and GV. In this semester hopefully students will be able to more point out about covering grammar, vocabulary, reading, writing, oral. I will divide assignment time to be two parts depend on the materials of assignment. For the first part assignment sections are A-G minutes I will give 45 minutes. In the second part is oral, In this sections there are sections A-B, I Will give them time to do this assignment for 25 minutes. Both of them will include L, S, R, W, and GV.

Now I will explain the first part which has sections A-G, and for the section A: Sentences (10 marks), there are ten multiple choice gapped sentences (each with four options). The questions cover a range of grammar and vocabulary. For example: Choose the best answer, A, B, C or D. The first one is an example.

I get ……………………. at about 6.30 in the evening.

A to home                   B at home                    C my home                 D home ….D…..

For the Section B: Words (5 marks)

This is a matching task on a lexical group. Learners choose five answers from nine options. For Example: Who are these people? Choose the best answer (A–J) for each sentence. The first one is an example.

  1. A.     aunt
  2. B.      cousin
  3. C.     daughter
  4. D.     daughter-in-law
  5. E.      granddaughter
  6. F.      mother
  7. G.     mother-in-law
  8. H.     nephew
  9. I.        niece
  10. J.       sister-in-law

She’s one of my parents. She’s my … …..F…..

  1. She’s my father’s sister. She’s my … ……….
  2.  She’s my sister’s daughter. She’s my … …….
  3. She’s my uncle’s daughter. She’s my … ……….
  4.  She’s married to my brother. She’s my … …..
  5.  My son has a baby girl. She’s my … ……….

For Section C: Sentence rewriting (5 marks)

Six sentences with gaps. Learners have to complete each sentence so that it has a particular meaning. For Example: Write ONE word in each gap so that the sentence means the same as the one in (brackets). The first one is an example.

What ……………………. do you get up in the morning? (= When do you get up in the morning?)

1 The train leaves at half ……………………. ten. (= The train leaves at 10.30.)

2 The bus to town is ……………………. late. (= The bus to town is always on time.)

3 There are some trees in ……………………. of the toilets. (= The toilets are behind some trees.)

4 Mrs Smith ……………………. maths in my school. (= Mrs Smith is a maths teacher in my school.)

5 There ……………………. six fax machines in our office. (= Our office has got six fax machines.)

6 The children are……………………. . (= The children aren’t asleep.)

 For the Section D: Reading 1 (5 marks)

This is a matching task based on a reading text. Learners choose five answers from a number of options. For Example: Read this restaurant menu. Which meal would be best for each person? The first one has been done for you.

For the Section E: Gapped text (5 marks)

This is a three-option multiple choice cloze task. There are seven questions. For Examples: Here is part of a holiday postcard. Choose the best words to fill the gaps. The first one has been done for you.

For the Section F: Cloze (11 marks)

This is an open cloze task. Learners have to fill each gap with one suitable word. There are 11 gaps. For example: Complete this text about someone’s journey to work. Write ONE word in each gap. The first one has been done for you.

I live in a small village near Bath, ………0……… the west of England, but Iwork 180 kilometres away in London. I usually go to work ………1………train. I ………2……… up at 6.15 every morning, get dressed and ………3………

a quick cup of coffee, and at 6.45 I get in the car and ………4……… to Bath

station. The train ………5……… Bath at 7.15, and it ………6……… at

Paddington Station in London just after 8.30. Then I ………7……… the

underground to Piccadilly Circus, and I usually get ………8……… the office at about 9.15, so the whole journey ………9……… about two and a half hours.

And it’s the same in the evening. I usually get ………10……… at about 8.00.

It’s quite expensive, too: a return ticket ………11……… about £75.

 

Section G: Writing (18 marks)

Writing task, Students write short paragraphs (three or four sentences long) on a variety of topics. Some of the content is usually specified. There are six marks for each paragraph. For Example: What do you do at weekends? Write a few sentences about yourself. Use expressions from the box.

usually / not usuallyoften / not oftensometimes

…………………………………………………………………………………………………….

…………………………………………………………………………………………………….

…………………………………………………………………………………………………….

…………………………………………………………………………………………………….

……………………………………………………………………………………………

From Assignment activities section A-G I will give time to my student 45 minutes. It sections is more receptive for student with the time and it is a piece of cake for my student to answers the questions. Using that assignment on the sections A-G I try to improve and increase my student abilities of English. In another hands it is ways to assess my student progress.

Now for Second part assignment is oral component. I will give 25 minutes allocation time to practice oral exam. This component is optional. Two students take the test at a time together with an examiner. The test has two sections, and takes around 7–8 minutes. 20 marks are available.

Section A: Examiner–Student (10 marks)

In this section, the examiner asks the two students questions in turn. Each student has to:

  1.  Answer vocabulary questions, and spell one or two words.
  2. Answer one or two questions on a topic concerning their own lives.
  3. Talk briefly about a topic given by the examiner (three or four sentences).

For Example: In Section A, the two students answer your questions.

• Greet Students A and B.

• Ask each student about one of these topics. Ask them to spell one of their answers.

– Things in the room, e.g. blackboard, computer, magazine, clock, desk, dictionary

– Food and drink, e.g. what’s in your fridge at home? What about the kitchen cupboard?

– Transport, e.g. bus, ferry, plane, taxi; airport, station

• Ask each student two or three questions about themselves and their family, e.g. what’s your address? What’s your phone number? What nationality are you? When’s your birthday? Do you have any brothers or sisters?

• Ask each student to say something about ONE of the topics below. (About three sentences are sufficient.)

Music I like anddon’t like Food that’s goodand bad for you A good place toeat out What I watchon TV

Section B: Student–Student (10 marks)

In this section, the students talk to each other, using prompt cards. The prompt cards assign a role to each student in a particular situation (e.g. buying a railway ticket), and the students act out a short conversation, always involving an exchange of information. Two sets of prompt cards are used during each test, giving both students an opportunity to ask questions and answer them.

For the Example: Section B (10 marks)

In Section B, the two students talk to each other.

• Give Student A get a copy of card 1A, and give Student B a copy of card 1B. Explain that they’re at a tourist information office, and ask them to have a short conversation. B asks the questions, and A answers them.

• Give Student A get a copy of card 2A, and give Student B a copy of card 2B. Explain that they’re at the ticket office in a London station, and ask them to have a short conversation. This time A asks the questions and B answers them.

1A Tourist informationYou work at a tourist information office. Read theinformation and answer B’s questions.You can get to the airport by bus or taxi.

The bus costs £6. It leaves every 20 minutes. The journey takes about an hour.

A taxi costs about £30. The journey takes about 25minutes.

 

1B Tourist informationYou are at a tourist information office. You want to get to the airport. Find out:– how to get there

– how much it costs

– how long it takes

2A Buying a train ticketYou’re at a station in London, and you want togo to Cambridge. Find out:

– when the trains leave.

– the cost of a single ticket and a return ticket.

Then buy a single or return ticket.

2B Buying a train ticketYou work in the ticket office at a London station.Read the information and help A to buy a ticket.There’s a train to Cambridge every hour. It leavesat 20 minutes past.A single ticket is £35, and a return is £48.

Explaining Scoring, Feedback, and Wash back

Scoring            : For Assignment part one

In this test there are 10 multiple choice, 6 matching task on a lexical group, 6 sentences with gaps, 6 matching task based on a reading text, 6 option multiple choice cloze task, 6 open cloze task, 5 Writing task.

Section A B C D E F G total
Marks 10 6 6 6 6 6 5 40
Point 1 1 1 1 1 1 6 Total score
Total point 10 6 6 6 6 6 30 70

 

Scoring                        : For Assignment Part Two (Oral)

Section A B Total
Marks 3 3 6
Point 5 5 Total Score
15 15 30

Feedback and Wash Back

Feedback for the multiple choices I will circle the number for the wrong answers with red mark so it will easier to count the right answer for the students. Feedback for short answer questions, I will mark the wrong answers with red mark and circle the grammatical error perhaps I found. For incomplete answers I will write “complete your answer” or “be careful for the grammar / check your grammar” for grammatical error. 2 points for each correct answer and will be multiplied with total correct answer. Then written tests section each item has a maximum of 6 marks, giving a total of 18 marks per section. Marks should be awarded according to three main criteria:

• Relevant content. Has the student answered the question? (3 marks)

• Appropriate use of grammar and vocabulary. (2 marks)

• Spelling and punctuation. (1 mark)

For speaking test, in each of the two sections, give each student a mark based on overall performance. 15 marks per student are available for each section, making a total of 30 marks altogether. In Section B, where the two students talk to each other, it is important to judge each separately: for example, if Student B is weak, this should not affect the mark of a stronger Student A. Use the table below as a guide when awarding marks for each section.

Mark band

Description

Performance

9–10 Very good Can perform all tasks without assistance.Answers questions with little hesitation.Adequate vocabulary throughout.

Uses sufficiently ‘natural’ English.

Very few major errors (e.g. wrong verb form).

7–8 Good Can perform all tasks with no or little assistance.Answers most questions with little hesitation.Vocabulary generally adequate for most tasks.

When asking questions or discussing things there may be some difficulty.

A few major errors may be present but not enough to hinder

communication

4–6 Satisfactory Language level allows all tasks to be completed with little help but some effort is needed from the listener.Hesitation noticeable even when answering direct questions.Restricted vocabulary means that the student has to search for words, leading to unnatural English.

Major errors noticeable throughout, some of which may hinder

communication.

2–3 Weak Language generally inadequate. Needs help to complete tasks.Frequent and long hesitations.Limited vocabulary.

Insufficient language produced and/or major errors present throughout.

0–1 Very weak Has great difficulty with all tasks. Teacher has to intervene constantly.Vocabulary clearly inadequate.

Again we will discuss the correct answer together when their paper returns to the students, so the students will be able to evaluate their mistake to prepare and do the best for the final test.

Author:

slow but sure

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