Преподавание зыка и литературы anguage and literature

1.
Ask the participants to have a piece of blank pa-
per and to turn it ‘landscape’.
2.
Explain you are going to describe a picture and 
they need to draw the picture.
3.
Make sure they are ready, and then slowly de-
scribe the picture – you may need to repeat each phrase 
or sentence twice and give time for the participants to 
draw each item.
4.
Once you have finished, ask the participants to 
compare their pictures with each other.
5.
Finally, show your picture and ask the participants 
to check and compare.
Round-up
■■ What was being assessed in each activity (what 
language skill)?
■■ Who was being assessed? 
■■ Could you give an assessment mark? If yes, 
how? If no, do you think that is important?
■■ Could you use either of these activities in your 
classes?
Suggested answers
In the mime activity, the focus is on understanding 
vocabulary. Of course, in part, the ability to ‘act’ is also 
being assessed, but this is not the central aim of the 
activity.
In the drawing activity, the main skill being assessed 
is listening. However, linked to this is an understand
-
ing of the vocabulary and grammar i.e. there is/are and 
prepositions of place. The key here is that often in ‘lis-
tening assessments’ other skills such as reading and 
writing are also assessed (i.e. learners need to read the 
questions or write their answers).
Conclude the activity by saying that for any type 
of assessment, it is important to have clear criteria for 
what is being assessed. Criteria should be objective 
and may take into account factors such as age, culture, 
level and skills. It is also important to remember that 
what might seem easy for the teacher may not be the 
same for the learners.