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© UCLES

© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furthermade. For further information see our Terms

information see our Terms of Use at of Use at http://www.teachers.chttp://www.teachers.cambridgeESOL.org/ts/ambridgeESOL.org/ts/legalinfolegalinfo TKT: CLIL Part 2: Focus of

TKT: CLIL Part 2: Focus of assessmassessmentent – – te teacher’s notesacher’s notes www.teachers.cambridgeesol.orgwww.teachers.cambridgeesol.org

TKT: CLIL Part 2: Focus of assessment

TKT: CLIL Part 2: Focus of assessment –

 – teacher’s notes

teacher’s notes

Description Description

This activity helps participants identify the focus of

This activity helps participants identify the focus of assessment and the criteria used toassessment and the criteria used to assess learners in CLIL contexts. Participants discuss a range of

assess learners in CLIL contexts. Participants discuss a range of different types of focus ofdifferent types of focus of assessment and identify the focus of

assessment and identify the focus of different activities includidifferent activities including in tng in their own subject area.heir own subject area. There is a TKT: CLIL sample task.

There is a TKT: CLIL sample task.

Time required:

Time required: 50 minutes50 minutes

Materials Materials required: required:

 Participant’Participant’s Worksheet 1 s Worksheet 1 (one for each group of (one for each group of participants)participants) 

 Participant’Participant’s Ws Wor or ksheet 2 (one for each pair of participants)ksheet 2 (one for each pair of participants) 

 Sample Task (one for Sample Task (one for each participant)each participant) 

 Dice (one for each group)Dice (one for each group) A i m s :

A i m s :  to know about the focus of assessment in CLIL contextsto know about the focus of assessment in CLIL contexts 

 to be able to identify the focus of to be able to identify the focus of assessment in examples ofassessment in examples of

curricular activities curricular activities

Procedure Procedure

1.

1. Write on the boardWrite on the board Focus of assessment Focus of assessment  and brainstorm ideas. Then write the and brainstorm ideas. Then write the following headings and examples on the board:

following headings and examples on the board:

Content 

Content  L a n g u a g e  L a n g u a g e   Content and language Content and language 

write fractions as write fractions as  percentages  percentages

highlight cause and effect highlight cause and effect connectives in a science connectives in a science report

report

write notes on the causes write notes on the causes and effects of an

and effects of an

experiment in a diagram. experiment in a diagram. Participants discuss in pairs examples of each focus of

Participants discuss in pairs examples of each focus of assessment from theirassessment from their curricular subjects, then feed back a

curricular subjects, then feed back a selection with the whole group.selection with the whole group. 2.

2. Hand outHand out Participants’ WorksParticipants’ Worksheet 1heet 1 and a dice to each group of  and a dice to each group of three participants.three participants. One group member is responsible for recording answers. In t

One group member is responsible for recording answers. In t urns, they throw the diceurns, they throw the dice once each, add the three numbers (e.g. 2, 5 and 1) then look at the box

once each, add the three numbers (e.g. 2, 5 and 1) then look at the box corresponding to this sum (e.g. 8) on

corresponding to this sum (e.g. 8) on ParticParticipant’s Worksheet 1ipant’s Worksheet 1. They then decide. They then decide the focus of assessment of the activity in that

the focus of assessment of the activity in that box and write it on the worksheet (i.e.box and write it on the worksheet (i.e. content, language or content and language). Continue until most groups are finished content, language or content and language). Continue until most groups are finished then check answers. (

then check answers. (see Key belowsee Key below)) 3.

3. Explain that in addition to assessment of Explain that in addition to assessment of content and language, the focus ofcontent and language, the focus of assessment can also be on

assessment can also be on communicativcommunicative, cognitive, practical and study skills.e, cognitive, practical and study skills. Hand out copies of

Hand out copies of ParticipantParticipant’s W’s Worksheet 2orksheet 2 to pairs. Participants look atto pairs. Participants look at ExerciseExercise 1

1 and match t and match the example activities with the main focus he example activities with the main focus of assessment. They checkof assessment. They check with another pair then check answers with the whole group (

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© UCLES

© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furthermade. For further information see our Terms

information see our Terms of Use at of Use at http://www.teachers.chttp://www.teachers.cambridgeESOL.org/ts/ambridgeESOL.org/ts/legalinfolegalinfo TKT: CLIL Part 2: Focus of

TKT: CLIL Part 2: Focus of assessmassessmentent – – teacher’s notesteacher’s notes www.teachers.cambridgeesol.orgwww.teachers.cambridgeesol.org

5.

5. Make sure participants are clear about what is Make sure participants are clear about what is covered by the different focuses ofcovered by the different focuses of assessment by eliciting and/or writing on the board some further examples of the assessment by eliciting and/or writing on the board some further examples of the different focuses of assessment from

different focuses of assessment from another subject area, e.g. PEanother subject area, e.g. PE

Content 

Content  L a n g u a g e  L a n g u a g e   Content and language Content and language 

 point to the muscl

 point to the muscles wees we use when doing sit ups use when doing sit ups

repeat after me:

repeat after me: ‘biceps,‘biceps, triceps, pectoral’ 

triceps, pectoral’ 

match the names of the match the names of the muscles to the drawings of muscles to the drawings of them.

them. 6.

6. In pairs or In pairs or small groups, if possible according to their subject areas, small groups, if possible according to their subject areas, participanparticipants lookts look at

at Exercise 2Exercise 2 and write examples of  and write examples of each focus of assessment from teach focus of assessment from their curricularheir curricular subjects below the table on t

subjects below the table on the worksheet. (Some groups may not manage to he worksheet. (Some groups may not manage to covercover each focus, e.g.

each focus, e.g. practical skills.) Feed back some examples with the whole group.practical skills.) Feed back some examples with the whole group. 7.

7. Give outGive out the Sample Taskthe Sample Task. Ask participants to complete the sample task on their. Ask participants to complete the sample task on their own then compare their answers with a

own then compare their answers with a partner. Check answers with the whole grouppartner. Check answers with the whole group ((see Key belowsee Key below).).

8.

8. Plenary to summarise points Plenary to summarise points covered. Ask participants:covered. Ask participants: What is the TKT: CLIL

What is the TKT: CLIL Module syllabus area for this lesson?Module syllabus area for this lesson? (focus of(focus of assessment)

assessment)

Which assessment focus is most commonly used w

Which assessment focus is most commonly used w ith your learners?ith your learners? (Participants state the main focus of assessment they use and state one from (Participants state the main focus of assessment they use and state one from Participant’

Participant’s Ws Worksheet 2 orksheet 2  which they could use in the future.) which they could use in the future.) How can candidates prepare for this area of the syllabus?

How can candidates prepare for this area of the syllabus? (Candidates can(Candidates can note the focus of assessment in their testing of learners. They can also look at note the focus of assessment in their testing of learners. They can also look at examples of the focus of assessment in the

examples of the focus of assessment in the TKT: CLIL HandboTKT: CLIL Handbo ok ok  which is on which is on the Cambridge ESOL website.)

the Cambridge ESOL website.)

Additional information Additional information

 The terms used The terms used in TKT:CLIL can in TKT:CLIL can be found ibe found in the TKT: Cn the TKT: CLIL glossaLIL glossary:ry:

http://www.cambrid

http://www.cambridgeenglish.orgeenglish.org/exams-and-quag/exams-and-qualifications/tkt/how-tolifications/tkt/how-to-prepare/-prepare/ 

 See See also also link link to to further further TKT:CLIL TKT:CLIL materials materials atat

http://www.cambrid

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© UCLES

© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furthermade. For further information see our Terms

information see our Terms of Use at of Use at http://www.teachers.chttp://www.teachers.cambridgeESOL.org/ts/ambridgeESOL.org/ts/legalinfolegalinfo TKT: CLIL Part 2: Focus of

TKT: CLIL Part 2: Focus of assessmassessmentent – – answer keys answer keys www.teachers.cambridgeesol.orgwww.teachers.cambridgeesol.org

TKT: CLIL Part 2: Focus of assessment

TKT: CLIL Part 2: Focus of assessment –

 – answer keys

 answer keys

Key to

Key to Participant’s Worksheet 1Participant’s Worksheet 1 3

3 content content 4 4 content content andand language language

5

5 language language 6 6 content content andand language language 7

7 content content 8 8 content content 9 9 content content andand language language

10 content 10 content

11

11 content content 12 12 language language 13 13 content content andand language language 14 language 14 language 15 content and 15 content and language language 16 content and 16 content and language language 17

17 language language 18 18 content content andand language

language

K

Key to Participant’s Worksheetey to Participant’s Worksheet 2 2 1

1 C C 2 2 E E 3 3 D D 4 4 A A 5 F 5 F 6 6 BB

Key to Sample Task Key to Sample Task 1

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© UCLES

© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furthermade. For further information see our Terms

information see our Terms of Use at of Use at http://www.teachers.chttp://www.teachers.cambridgeESOL.org/ts/ambridgeESOL.org/ts/legalinfolegalinfo TKT: CLIL Part 2: Focus of

TKT: CLIL Part 2: Focus of assessmentassessment – – Participant’s Worksheet 1Participant’s Worksheet 1 www.teachers.cambridgeesol.orgwww.teachers.cambridgeesol.org

TKT: CLIL Part 2: Focus of assessment

TKT: CLIL Part 2: Focus of assessment –

 – Participant’s

Participant’s

Worksheet 1

Worksheet 1

In groups of three, take turns

In groups of three, take turns to throw the dice oto throw the dice once each. Add the numbers, thennce each. Add the numbers, then look at the number corresponding to the total

look at the number corresponding to the total on the board. Decide together if theon the board. Decide together if the focus of assessment is on:

focus of assessment is on: a) content

a) content b) language b) language c)

c) content content and and language.language.

3 ____________ 3 ____________ Look at the water Look at the water levels in the levels in the diagrams. How diagrams. How many cm³ are many cm³ are there? there? 4 4 ________________________ Write a fact file Write a fact file about an about an endangered endangered species. Think species. Think carefully about the carefully about the layout and layout and presentation. presentation. 5 ____________ 5 ____________ Read the text Read the text about Jamaica. Is about Jamaica. Is it written in the it written in the first, or third first, or third person? person? 6 ____________ 6 ____________ Look at the Look at the paintings of paintings of figures from figures from different centuries different centuries and then complete and then complete the table using the table using notes.

notes. 7 ____________

7 ____________ Write the rhythm Write the rhythm of the drum at the of the drum at the start of the jazz start of the jazz piece on the top piece on the top line of the music. line of the music.

8

8 ________________________ Colour the map to Colour the map to show countries show countries with post-industrial with post-industrial societies and societies and those with rural those with rural societies.

societies.

9 ____________ 9 ____________ Look at the line Look at the line graph and graph and describe the describe the general trend in general trend in sales between sales between 2000 and 2010. 2000 and 2010. 10____________ 10____________ Circle the Circle the properties of properties of

metals which need metals which need to be considered to be considered when using them when using them for medical for medical instruments. instruments. 11____________ 11____________ Look at the Look at the photographs of photographs of different types of different types of simple machines. simple machines. Tick those which Tick those which use levers. use levers. 12____________ 12____________ Read the Read the explanation of explanation of ocean movement. ocean movement. Find three Find three examples of examples of passive forms. passive forms. 13____________ 13____________ Complete the tree Complete the tree diagram showing diagram showing the organisation of the organisation of society in the 12 society in the 12thth century. century. 14____________ 14____________ Complete the Complete the sentences about sentences about the results of the the results of the experiment by experiment by using different using different connectives. connectives. 15____________ 15____________ Listen to the Listen to the engineer’s engineer’s interview then interview then write down the write down the approximate approximate figures reported. figures reported. 16____________ 16____________ True or false? True or false? Correct the false Correct the false information about information about the explorers’ sea the explorers’ sea routes. routes. 17____________ 17____________ Listen to the Listen to the description of the description of the island then island then underline the underline the adjectives you adjectives you heard. heard. 18____________ 18____________ Which actions do Which actions do we do with we do with different parts of different parts of our face? our face? Complete the Complete the chart with actions. chart with actions.

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© UCLES

© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furthermade. For further information see our Terms

information see our Terms of Use at of Use at http://www.teachers.chttp://www.teachers.cambridgeESOL.org/ts/ambridgeESOL.org/ts/legalinfolegalinfo TKT: CLIL Part 2: Focus of

TKT: CLIL Part 2: Focus of assessmassessmentent – – Participant’s Worksheet 2Participant’s Worksheet 2 www.teachers.cambridgeesol.orgwww.teachers.cambridgeesol.org

TKT: CLIL Part 2: Focus of assessment

TKT: CLIL Part 2: Focus of assessment –

 – Participant’s Worksheet 2

Participant’s Worksheet 2

Exercise 1 Exercise 1

Match the examples of tasks with the main focus of

Match the examples of tasks with the main focus of assessmenassessment (At (A – –F).F).

examples

examples of of tasks tasks main main focus focus of of assessmentassessment

1

1 Look Look at at the the diagram diagram of of a a relationsrelationship hip web.web. Where do refugees fit into the web? Do they Where do refugees fit into the web? Do they have the same relationship links as local have the same relationship links as local people?

people?

 A

 A communicatiocommunication skillsn skills

2

2 Decide Decide which which texts texts you you will will read read and and whichwhich websites you will look at before you start your websites you will look at before you start your project on solar energy.

project on solar energy.

B

B cognitive cognitive skillsskills

3

3 Show Show your your partner partner how how their their footwork footwork and and timingtiming could be improved for the next

could be improved for the next matchmatch C C cultural cultural awarenessawareness 4

4 In In your your group, agree group, agree which which roles roles you you will will play play inin the historical drama and how you will represent the historical drama and how you will represent the characters.

the characters.

D

D practical practical skillsskills

5

5 Write Write the the data data about about flowering flowering plants plants shown shown inin the pie chart in sentences.

the pie chart in sentences. E E study study skillsskills 6

6 Imagine what could happen if the leaders don’tImagine what could happen if the leaders don’t agree to lower the limits on carbon emissions?

agree to lower the limits on carbon emissions? F F language language accuracyaccuracy

Exercise 2 Exercise 2

Write an example of each main focus of

Write an example of each main focus of assessmassessment for your curricular subject.ent for your curricular subject. communication communication skills skills cognitive skills cognitive skills cultural awareness cultural awareness practical skills practical skills study skills study skills language accuracy language accuracy

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© UCLES

© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furthermade. For further information see our Terms

information see our Terms of Use at of Use at http://www.teachers.chttp://www.teachers.cambridgeESOL.org/ts/ambridgeESOL.org/ts/legalinfolegalinfo TKT: CLIL Part 2: Focus of

TKT: CLIL Part 2: Focus of assessmassessmentent – – Sample Task Sample Task www.teachers.cambridgeesol.orgwww.teachers.cambridgeesol.org

TKT: CLIL Part 2: Focus of assessment

TKT: CLIL Part 2: Focus of assessment –

 – Sample Task

 Sample Task

For questions

For questions 11 – –55, look at the f, look at the focus of assessment and the three activities listedocus of assessment and the three activities listed A, BA, B and and CC.. Two of the activities are appropriate for the focus of assessment. One is

Two of the activities are appropriate for the focus of assessment. One is NOTNOT.. Mark the letter (

Mark the letter (A, BA, B or or  C) C) which iswhich is NOTNOT appropriate for the focus of appropriate for the focus of assessment.assessment. 1.

1. knowledge knowledge of of subject subject contentcontent A

A Write a definition for the following two ways of varying the beat:Write a definition for the following two ways of varying the beat: offbeat,offbeat, syncopated.

syncopated. B

B Sketch a plan of a standard symphony orchestra. Label the different sections.Sketch a plan of a standard symphony orchestra. Label the different sections. C

C Underline the connectors which indicate the order of the Underline the connectors which indicate the order of the performanceperformance.. 2.

2. knowledge knowledge of of language language structuresstructures A

A Highlight the indirect questions the geologist used in his interview.Highlight the indirect questions the geologist used in his interview. B

B Circle the words which give examples of plants and animals living in theCircle the words which give examples of plants and animals living in the Sahara Desert.

Sahara Desert. C

C Copy any comparatives used to describe different features of Copy any comparatives used to describe different features of deserts and writedeserts and write them in the table.

them in the table. 3.

3. knowledge knowledge of of both both subject subject content content and and languagelanguage A

A Circle the prefixes or suffixes of ten words used in the text Circle the prefixes or suffixes of ten words used in the text on plastics.on plastics. B

B Read about the uses Read about the uses of different natural materials in industry and then give of different natural materials in industry and then give thethe text a title using only three words.

text a title using only three words. C

C Write a description of a natural plastic.Write a description of a natural plastic. 4.

4. communication communication skillsskills A

A Imagine you lived in Imagine you lived in Ancient Egypt. Ancient Egypt. Think of Think of three questions three questions youyou would havewould have liked to ask the pharaoh.

liked to ask the pharaoh. B

B Find out about the social structure of Ancient Egypt using one book and oneFind out about the social structure of Ancient Egypt using one book and one internet site.

internet site. C

C Using the computer, create a presentation about the life of a scribe in AncientUsing the computer, create a presentation about the life of a scribe in Ancient Egypt.

Egypt. 5.

5. practical practical skillsskills A

A Make an electrical circuit using two Make an electrical circuit using two lamps, two batteries and one switch.lamps, two batteries and one switch. B

B Suggest a change to tSuggest a change to the circuit which will make the he circuit which will make the light brighter.light brighter. C

C Draw a circuit diagram to represent the circuit then another to show the changeDraw a circuit diagram to represent the circuit then another to show the change that was made.

Figure

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References

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