5 activity 2nd draft

7/30/2019 5 Activity 2nd Draft

1/23

UNIVERSITI MALAYSIA SABAH

SCHOOL OF EDUCATION AND SOCIAL DEVELOPMENT

HT 06 B. Ed TESL

TE 30503 LANGUAGE TESTING AND ASSESSMENT

LECTURER:

DR. LEE KEAN WAH & MS YOON SOOK JHEE

ASSESSMENT TASK 1

ABIGAIL DAVID PUAH BT 10110004

BEVERLY BENEDICT CHIAM BT 10110026

DAYANG NOR EZZATI BINTI AWANG GUNTOR BT 10110037MELDA DAHALAN BT 10110104

ZEURICCA JOHNNY MAJAMIN BT 10110220


2/23

Activity 1

Activity Role play

Learning Outcome Able to invite, accept, or decline through

conversation.

Band 3

Performance Standard B3 Use knowledge acquired through

listening, speaking, reading and writing.

Descriptors B3 DL1 Inviting someone to a function

through a conversation.

Evidence B3 DL1 E1 Able to invite and accept or

decline invitations.

Reference: Chapter 1 Form Four English Textbook, Page 4-5.

Number of students: 25 students

Period: 40 minutes

Description of activity:

The class will be divided into 5 groups which consist of 5 students. Draw will be done to

determine each students role in the role play. The role will be the person who will invite (1

person), the person who will accept (2 person), and the person who will decline (2 person).

Next, teacher will distribute a cue card to each student. Students are required to converse

and act according to the cue cards given. Teacher will give students 5 minutes to discuss in

their respective groups. Later, each group is given 5 minutes to do the role play in front of

the class. For example, the person who is in charge of inviting will be given cue card

Sisters wedding. It means, the person must converse and act in a way whereby he or she

wants to invite his or her friends to her sisters wedding.


3/23

Worksheet

Task

Based on the role you are given, you are going to orally invite a friend to a function and

accepting or declining an invitation. Refer to the situation in the cue card given and act

accordingly.

Cue cards: Situations

Example

Situation 1: Sisters wedding

(Student 1=inviting student 2 & 3=accepting student 4 & 5=declining)

Student 1: Hi everyone.

Student 2, 3, 4 & 5: Hi Emily.

Student 1: Next Saturday is my sisters wedding. It will be held at my house. I would be

glad if you could come.

Student 2: Thats great! Ill be there.

Student 4: Im sorry I dont think I can make it. I already have other plan next Saturday.

Student 5: Me too. I have group discussion. By the way, thank you for inviting me.

Student 1: Its alright. How about you John?

Student 3: Sure, I would love to come.

(This is just a guideline to students. They are encouraged to use their own creativity to

make the conversation sounds more authentic.)

Sisters wedding Birthday party Trip to the museum

Watching movie

in cinema School canteen


4/23

Activity 2

Activity How to use?

Learning Outcome Listen and able to understand instructions.

Band 3



Descriptors B3 DL2 Listening to announcements and

instructions and processing information.

Evidence B3 DL2 E1 Able to convey main ideas and

supporting details.

Reference: Chapter 13 Form Four English Textbook, page 235.


Period: 40 minutes


In this activity, teacher will divide students into 5 groups. Next, teacher will distribute a setof pictures to each group. These pictures are about the steps on how to use a fire

extinguisher. The pictures will be cut individually and jumble up. For the first part, teacher

will ask students to look at the pictures and asks them to predict and arrange the pictures in

sequence on how use a fire extinguisher. Discussion among group members is expected in

this part. After a few minutes, teacher will read instructions on how to use a fire

extinguisher to the class. Students will check their pictures and rearrange if necessary. After

teacher observed that each group manage to get the sequence correctly, teacher will then

distribute a worksheet to each student. In order to complete the worksheet, students will

listen once again about the instructions on how to use a fire extinguisher. As the students

listen they will fill in necessary information in the worksheet. The sequence of pictures

earlier will be the guideline to students as well. Here, teacher can either repeat the

instructions for the students to check their answers or teacher can ask a few students to

write their answers on whiteboard and do correction immediately. After the correction is

made, teacher will ask the students to do an essay about How to use a fire extinguisher as

homework.


5/23

Cue picture

Text read by teacher

How to use a fire extinguisher.

Fire extinguisher is a very useful tool that can discharge matter that inflammable to put out

fire and be found in almost any buildings emergency compartment. The purpose of it is to

put out small fire or manageable fire incident. It is important for you to know how to

operate one just in case a fire incident occurred. In order to use a fire extinguisher there are

a few steps that needs to be followed. The process are very simple and easy just remember

PASS. PASS is actually stands for Pull, Aim, Squeeze and Sweep. Firstly, you need to pull the

pin located at the top of the metal tube. This will unlocks the operating lever and allows you


6/23


7/23

Activity 3

Activity Reading journey

Learning Outcome Students reading skills improve. Able to relate the question with what

they have read and come out with

the correct answer.

Band 3



Descriptors B3 DB1 Reading and identifying information

in a linear/non-linear text.

Evidence B3 DB1 E1 Able to identify main ideas and

supporting details in a linear/non-linear text

by

Reference: Chapter 3, Chapter 4, Chapter 5 and Chapter 7 Form Four English Textbook.


Period: 40 minutes


This activity requires students to read the texts and identify the main ideas as well as

supporting details to answer the questions. As the start of this activity, the first 5 minutes

are allocated for introduction period where the teacher will show the students two pictures

related to the texts. These pictures are intended to give prior insight on what type of

reading texts that they will be reading. The teacher will explains briefly to the students

about the pictures and do a brief discussion with the class. Next, the teacher will distribute

two comprehension texts, text A and text B. Students are given 10 minutes to read through

the texts. After students have finish reading teacher will check for their understanding

through a Q&A session and clarify any vocabulary that the students find difficult to

understand. Next, teacher distributes two comprehension questions about the two texts theyhave read earlier. Time allocated for them to answer the comprehensions is 10 minutes.


8/23

After 10 minutes, students will be asked to switch papers with their friends and do peer

checking. Student can compare his or her answers with peer and discuss the wrong answer.

Lastly, teacher can also do class discussion to do correction.

Pictures

Text A Mobile phone

Text B - Dophine


9/23

Reading Text A

Read the text below.

Mobile Phones

Once they were beyond the reach of ordinary folk like you and me. Owned by a

privilege few tycoons and rich businessmen- mobile phones were a symbol of status,

wealth and power. Initially, these phones were big and bulky but they were carried around

with much pride, for merely owning a handphone was enough to get bearer many an

admiring stare.

Today, mobile phones have evolved into smaller compact versions that are light and

easy to carry. They are no longer considered a luxury but a necessity. As they become more

affordable and popular, they are slowly replacing public telephones as the vital line of

communication. Mobile phones are now owned by people from all walks of life, including

teenagers. The wide range of mobile phones available in the market indicates the popularity

of this item.

Queuing up at public telephones to keep in touch with friends and family will soon

be a thing of the past. With the mobile phone, we no longer have to worry about collecting

small change, buying phone cards or looking for a public telephone that works. It is so

convenient to make a call using a mobile phone, provided one remembers to keep the

battery charged.

Having mobile phones enables parents to keep tabs on their children and allows the

children to get in touch with their parents in case of emergency. Jegathesan, a father of

three explains, with three teenagers who are always in and out of the house, I have to

know their whereabouts. So I bought each a mobile phone with instructions to keep their

phone switched on at all times. In this way, I can check on them from time to time. Sixteen-

year-old Fairuz says My mother is a workaholic. When she is immersed in a project, she

forgets time. I used to wait for hours for her to pick me up from my tuition classes. With a

mobile phone now, I can call to remind her.

Mobile phones enable people to seek help in times of emergency. For example, a

fishing enthusiast whose boat had sprung weak was able to call for help using his mobile

phone. He was rescued. Another person who was attacked by a bear while mountain

climbing was not only able to seek help but also warn other climbers of the danger ahead of

them. Even in instance where one is involved in an accident or caught in a traffic jam, has

missed the bus or forgotten ones homework, a mobile phone can help solve the problem

and reduces worries.

Many people are so dependent on the convenience a mobile phone offers that few

will think of leaving home without it.


10/23

Worksheet 1- Comprehension questions for text A

Based on what you have read, answer the following questions.

1) Since mobile phones are more affordable and popular nowadays, it is said to beslowly replacing public phones as the vital line of communication.

TRUE/FALSE

(Answer : True)

2) Which of the following is not the advantage of having a mobile phone?a. Seek help in times of emergencyb.

Keeping in touch to know someones whereaboutsc. To warn people of danger

d. As a symbol of power (Answer: D)3) From the passage, Fairuz describes his mother as?

a. A successful businesswomanb. A workaholicc. Meand. Uncaring (Answer: B)

4) According to the passage, what are the disadvantages of using public telephone thatmakes people prefer having a mobile phone?

i. Needs to collect small changeii. Queuing up in lineiii. Big, bulky and hard to carry aroundiv. Troubles in having to look for a public phone that works

a. i and ivb. i, ii, and iiic. i,ii and ivd. ii and iii (Answer : C)


11/23

5) What is the condition Jegathesan has imposed on his three teenage children?a. To look after their mobile phoneb. To use their mobile phone only when necessaryc. They must not switch off their mobile phoned. They have to report and update to him regarding their whereabouts

(Answer : C )

6) One of the main ideas/point in the passage describes how people have become verydependent on mobile phones.

TRUE/ FALSE

(Answer : TRUE)

Reading text B

Read the text below.

DOLPHINS

Dolphins are regarded as the friendliest creatures in the sea and stories of them helping

drowning sailors have been common since Roman times. The more we learn about dolphins,

the more we realize that their society is more complex than people previously imagined.

They look after other dolphins when they are ill, care for pregnant mothers and protect the

weakest in the community, as we do. Some scientists have suggested that dolphins have a

language but it is much more probable that they communicate with each other without

needing words. Could any of these mammals be more intelligent than man? Certainly the

most common argument in favor of man's superiority over them that we can kill them moreeasily than they can kill us is the least satisfactory. On the contrary, the more we discover

about these remarkable creatures, the less we appear superior when we destroy them.


12/23

Worksheet 2 Comprehension questions for text B

Based on what you have read, answer the following questions.

1) Dolphins are regarded as ___________________________.(Answer : The friendliest creature in the sea)

2) What is the common story about dolphin that popular during Roman times?______________________________________________________________

3) Dolphin is a mammal?

TRUE/FALSE

(Answer : TRUE)

4) Just like us humans, dolphins also _______________________ ,________________________ and _____________________________ .

(Answer : look after other dolphins when they are ill, care for pregnant mothers and

protect the weakest in the community)


13/23

Activity 4

Activity Find the meaning

Learning Outcome Students are able to understand the

meaning of words from contextual clues and

dictionary.

Band 3



Descriptors B3 DB1 Reading and identifying information

in a linear/non-linear text.

Evidence B3 DB1 E2 Able to find the meaning of

unfamiliar words by using contextual clues.

Reference: Chapter 9 Form Four English Textbook, page 162-163.


Period: 40 minutes


Students will be divided into 5 groups of 5 students. For this activity, the teacher must

inform his or her students in advance to bring a dictionary for this particular lesson. The

teacher should also prepare at least two dictionaries for this lesson just in case some of the

students forgot to bring their dictionary. Firstly, the teacher will explain to students about

contextual and dictionary meaning. Moreover, teacher can also give some examples to make

the explanation more understandable. The teacher will divide the class into 5 groups. After

that, each group will be given a worksheet. In this worksheet, there is a short passage and

two tables for them to complete. Each group will receive a different worksheet and teacher

will give instruction to students. In this worksheet, there are two parts. The first part is the

table for contextual meaning and students are not allowed to use the dictionary to find themeaning. Time allocated for this activity is 10 minutes. In order to find the meaning, they


14/23

must refer and find the contextual meaning from the passage given. On the other hand, the

second part is the table for dictionary meaning. Time allocated for this activity is 5 minutes.

For this part, students are allowed to use their dictionary to search the meaning of the word.

In this activity, students are encouraged to discuss with their group members by giving

opinions and cooperate in group work. Throughout the activity, students might find that

some words may have different meaning although it is the same word. Thus, this activity

will increase students awareness about word meaning in different context.After 15 minutes,

a representative from each group will share their findings to the class. As a follow up

activity, teacher asks students to copy all the words they have learned today including the

meaning in their exercise book and write a sentence for each.

Important note:

1. While doing this activity, answers given by students for dictionary meaning may varysince there are more than one meaning may be found in the dictionary. Teacher can

accept all meanings given by students as long as it is obtain from the dictionary.

2. Answers given by students for contextual meaning can either be correct or incorrect.Teacher is advice to accept reasonable and correct answers which reflects the usage

of the words in the passage.


15/23

Worksheet1

Instruction: Read the passage below and answer question 1 based on passage below.

There were days when I just refused to get out of bed. All I wanted to do was lie in bed

and go back to sleep. No matter how much I slept, I still woke up feeling tired.

Going to school was such an agony for me. I could not concentrate. I was not interested

in what was happening around me in class. I refused to do my homework and so I was

scolded by my teachers. These are statements expressed by teenagers who went through

a period of depression.

1. Find the contextual meaning for the bold words in the passage.Word Contextual meaning

lie

agony

expressed

period

2. Use dictionary to find the dictionary meaning for words below.Word Dictionary meaning

lie

agony

expressed

period


16/23

Worksheet 2


Depression is a medical condition that can affect anyone irrespective of age. Youths are not

spared. In fact, a medical report showed that 20% of adolescents in Malaysia go through

periods of depression.

Youth get stressed over a number of things - exams, family problems, a failed relationship

or something as trivialas getting a drivers license. When these challenges accumulate

and they fear they may not be able to cope, more often than not, these youths may end up

either engaging in unhealthy activities like experimenting with drugs, or getting involved in

gangsterism to release pent-up stress; or they may withdraw from society.


periods

trivial

accumulate

engaging


periods

trivial

accumulate

engaging


17/23

Worksheet 3


The onset of depression can be gradual or sudden, briefor long term. It can be hidden or

masked; or it may look like normal mood changes that teenagers go through, making it

difficult for parents to pick up signs of depression in their children. Although clinical

depression may be difficult to discern in some, a key indicator of depression is a drastic

change in the persons eating and sleeping patterns. Other vital observable indicators of

depression are marked changes in mood and behaviour ranging from sadness,

uncontrollable crying, withdrawal, and sudden disinterest in activities previously enjoyed,

to feelings of hopelessness and suicidal thoughts.


brief

discern

drastic

withdrawal


brief

discern

drastic

withdrawal


18/23

Worksheet 4


There are times when signs of depression are hidden or masked. Instead of overtly

expressing their sadness teenagers may express boredom and irritability engage in risky

activities or give assurances to their parents that everything is fine. One thing is for sure

youths do not openly tell their parents Hey mom, dad, guess what? Im depressed.

Depression is an illness an upset in the brain chemistry that has to be diagnosed and

treated early. Otherwise it can lead to devastating effects on family relationships

friendships and the ability to function properly in school or at work.


overtly

boredom

treated

devastating


overtly

boredom

treated

devastating


19/23

Worksheet 5


Youths going through depression may not recognise that these problems can be treated

or they may be discouraged from seeking professional help due to shame. Left untreated,

prolonged depression may lead to failure at school or work, withdrawal or even suicide.

Talking about your problem to trusted adults like your parents, teachers or the school

counsellor could help. But, if you are not prepared to share your problems with someone

you know, you can seek professional help from counsellors via the telephone or through the

Internet. This may be a good alternative as a counsellor can offer advice from a neutral

perspective.


prolonged

counsellor

via

perspective


prolonged

counsellor

via

perspective


20/23

Activity 5

Activity Watch and Write

Learning Outcome Students able to use at least 5 adjective and

do simple description about the video they

have watched.

Band 3



Descriptors B3 DT1 Writing a short description.

Evidence B3 DT1 E1 Able to write a short description

using adjectives/adverbs in a paragraph.

Reference: Chapter 7 Form four English Textbook.


Period: 40 minutes


This activity will be done individually. The students will watch a short video about a

commercial from Mc Donald. Teacher will play the Mc Donald commercial and asks students

to watch and understand what the video is about. Teacher can repeat the video if

necessary. Next, teacher distributes a worksheet to each student and asks them to write ashort essay about the disadvantages of fast foodusing at least 5 adjectives they know.

Teacher will give 10 minutes to the students to do the task. After 10 minutes, teacher will

choose 3 students to present their short essays in front of the class and write down the

adjectives that they have used in their essay on the whiteboard. Then teacher will ask other

students verbally what other adjectives have they used besides the one on the whiteboard.

Teacher will list down all the adjectives given by the students and discuss the meaning of

each with the class. Then teacher will take students work (the short essay) and asks them

to write a sentence for each adjectives which they have just discussed as homework. Today,


21/23

we might assume that most students would know about this popular fast food chain.

However, there might still be children who never had any burgers from Mc Donald in their

entire life. Hence, this video would be a great opportunity to expose them to things which

are both familiar and not familiar to some students.

Worksheet

Task

Write an essay titled Disadvantages of fast food in not more than 120 words. Include at

least five adjectives in your essay.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________


22/23

Reference

Brown, H. D., & Priyanvada Abeywickrama. (2010). Language Assessment: Principles and

Classroom practices. New York: Pearson Longman.

Tan, P. L., & Ng, A. K. L. (2002). English form 4 textbook. Selangor Darul Ehsan: Mutiara

Cemerlang Sdn Bhd.


23/23

Video attachment

McDonalds commercial videos for activity 5.

5 activity 2nd draft

Documents