How To Arcticle 1

ANALYZING PLACEMENT TEST


1. Start 22:55, end 23:06 = 11 minutes


2. Tittle : Analyzing Placement Test


3. Page : There is no page


4. Topic : Education


5. Details : Use a 90 question grammar test of increasing difficulty. Questions are multiple choice cloze format (or simply multiple choice) each with four possible answers.


Questions 1 – 30 = Elementary level (a score between these figures places a student in an Elementary level class)


Questions 31 – 55 = Pre-intermediate level


Questions 56 – 73 = Intermediate level


Questions 74 – 86 = Upper-intermediate level


Questions 86 – 90 = Advanced level


6. Purpose of the writer : To give a great opportunity and to implement some the theory he did encountered during a language testing module.


7. Quotation/expression


8. I guess this article is good because the placement test seems to be effective. And the placement test can given that very few students are deemed to have been placed in the wrong level after the test.

Ten post-listening activities

In this stage, students have done pre-listening activity. The post-listening stage include noticing new phrases and words that came up in the listening, recalling and reconstructing information from the listening.


Activities :


· Reviewing the transcript – The student have to take the copy of transcript. Then, tell the students to underlying that they understand of the transcript. Also, thelll them to circle the words which they don’t understand. Make the groups disscussion, and ask the students to write on the board any prhrases or sentences they still can’t understand.


· Quiz your classmate – This activities is reviewing different types of test questions, include true or false questions, multiple choice, and short answer. Ask the students to listening a track, and each questions have to use the different types of questions.


· Quizzing teams – The students make the class teams. But before, make several copies of transcript, and each part for the students. Give each the 15 minutes to come up with 5very difficult questions to ask other team.


· What Do You Recall? - Put students into pairs. Ask them to take turns recalling one bit of information from the listening without repeating anything. Challenge students to continue as long as possible.


· Discussion – Ask students to compose 3 discussion questions based on the topics that came up during the listening. Some potential questions are:


· Do you prefer casual clothes or formal clothes? Why?


· What kind of clothes do you wear during the summer?


· How often do you buy new clothes?


· Do you change clothes during the day? Why or why not?


· If someone bought you some clothes that you didn’t like, would you tell them? Why or why not?


· After students have been writing for a few minutes, circulate and make suggestions on how they can improve their questions. Later, choose a few students to write their best questions on the board. Once there are 7 questions on the board, put students into groups of 3 or 4 to discuss the questions.


· Revising the dialogue – Put students into small groups. Give each group a copy of the transcript. Ask them to change the dialogue in one of the following ways:


1. · Danny not only asks Alex about his clothes, she talks about her clothes, too. OR


2. · A third character enters the conversation and interacts with Alex and Danny. OR


3. · Add 3 lines to the beginning and 3 lines to the end of the dialogue, giving it a smooth beginning and ending.


Ask them to write their changes on the transcript (or a separate sheet of paper, if necessary), and then practice it. Groups take turns performing their dialogues for the class.



· A gift – Suggest different categories to the students like men’s clothing, woman’s clothing, casual clothes, etc. Ask the them to tell more items, then write on the board. Then, describe the items more that students know. Make another list, and write more words on the board.






· Dictogloss – Tell students that you are going to read a short section of the dialogue, and you want them to listen, without writing anything down. Read the following at a normal speech rate:






“Yeah, even in the summer. It’s basically the company policy that we look business-like. It’s crazy. You know that time of year is really hot. You’re sort of waiting for the train, and you’re sweating and it’s just, ugh!”


Read it again, and tell students to write down just the key words. Now, put students into groups of 4, and ask them work together to write what they heard, as close as possible to the original. When the class is finished, ask them to tape their paragraphs up on the board. Ask students to compare the different versions.


· Interviewing Danny - Tell your class that during the listening activity, you noticed that Danny asked the questions, but didn’t answer any. Tell everyone that they are going to have an opportunity to ask Danny questions, and they don’t have to limit the subject to clothes. They can ask Danny about anything! Give the class around 10 minutes to write as many questions as they can think of. Next, put a chair in front of the class and call on a student to take the role of Danny. Tell students ask their questions. After 3 questions, give the student in the chair an opportunity to choose a new “Danny”. Repeat the activity 5 times.









· Spin-offs - Tell the class if they know what a spin-off is. Tell them it’s a TV series that is based on some of the characters or situations from an earlier series. Put students into pairs and ask them to brainstorm some possible spin-offs from the dialogue, situations that are suggested by the dialogue. Ask each pair to list 4 or 5 situations. After a few minutes, ask students to read out their ideas, and write them on the board.

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Dr. Day intensive to extensive reading

https://www.youtube.com/watch?v=f7Fq5fU5eQ8

From this video, Dr. Day explained that reading has Intensive and Extensive, they are interconnected each other. Reading is interactive process, the reader and the text to create and to construct the meaning. Translation is method to search the meaning, but translation and reading is different.

He also talk about strategy, the strategy is Comprehension and Fluency. Comprehension is intensive reading, and Fluency is extensive reading. The reading strategy can help us read to learn, but first we have to learn to read by reading, that is extensive reading. Most the teaching of reading focuses on comprehension, but fluency in reading is really important. Finding mind idea on pharagraph will be easy if we use the strategy. Fluency strategy help students move away from word by word reading, and the poor reading is reading slowly. The good strategy of fluency with scanning and predicting, scanning is looking particular information and predicting is look at the text, title quickly and predicting the topic.

Recognized signal words is excelent fluency strategy. There are some very important from research :

1.       We have the strategy in context

2.       We have to provide in explanation a reason and rasional for the strategy

It is easy to understand the meaning from each word, but it is very  difficult to create or constuct a meaning of the text. So we wants to do is build up the fluency, and the fluency si the based of comprehension. The one way to bulid up the fluency is extensive reading.

So, extensive reading involves students in reading large quantities of material in the new language. The goal often goes beyong learning to read and may involve students overall language proficiency and their attitudes toward english and motivating for learning. It can be blended into any language course and program, regardless of the focus or methodology.

The some extensive readinng activities is timed repeated reading, the student have to read comportable, dont read fast, dont read slowly. That is the good activities of fluency.