The Classroom Design of Oral Testing for English Majors at Tertiary Level.doc

the classroom design of oral testing for english majors at tertiary level course design is of great importance for teachers and those who tend to be a teacher. a good course design can aid teachers to finish classes successfully, make students participate in learning actively, and provide feedbacks for future teaching and learning. oral testing is the ninth chapter of the book an introduction to english language testing written by zhou shen and yang renming. language testing is an indispensible part of the language teaching, which is a way to exam whether students have mastered what they learned. furthermore, in recent time, people, especially with those whose native language is english， pay more and more attention on english oral testing, for language is a communicative method. therefore, for students who major in english education, it is necessary to understand the knowledge about oral testing and how to utilize it.unit 9 oral testingthe chapter of oral testing is mainly consisted of three parts: the oral ability, the development of an oral test and the criteria of the oral testing. the whole chapter will develop into seven steps: warming up, oral ability, how to develop an oral test, how to score an oral test, case study, summary and homework assignment.1. teaching objectives: by the end of this class, students should understand how to develop an oral test and are able to score an oral test objectively.2. description of students: students who attend this class are the senior students majoring in english education. there are totally 39 students, composed by two classes, and there are 37 females and 2 males.3. time & date: 8:009:40, monday, 12th, december, 20114. teaching contents: this chapter aims to make students understand what the oral ability is and why more and more people pay attention to the oral ability; to make students know how to develop and score an oral test. in this chapter, the main part is the latter one.5. teaching methods: the teacher will give lectures, showing ppt presentation at the same time, have case study, and sun up the whole class by asking and answering questions based on the principles of communicative language teaching and task-based language teaching.6. learning strategies: having learned how to develop and score an oral testing, a case study will help students understand and master the chapter.7. teaching aids: for this lecture, computer, blackboard, chalks and ppt presentation will be available during the class.8. class preparation: students should be informed to read the recommended books before class, which enables students to have a general idea of teaching contents of the next class.9. teaching procedures (as shown in the following tables)9.1 step one: warming up (5 mins)in this part, the teacher will talk about something about the oral ability. first of all, when introducing the importance of the oral ability, the teacher will make a comparison with other language abilities, which are listening ability, writing ability and reading ability. the significance of the oral ability is that it is the fundamental ability among all those abilities and it is the basic form of expression of the communicative competence. then, the teacher will come to a conclusion to repeat the importance of the oral ability. the warming up aims to make students understand how important the oral ability is, and it also draws forth the oral testing in english language testing and scoring.9.2 step two: introduction of oral ability (17 mins)in this part, the teacher will explain the definition of oral ability elaborately, the five characteristics of oral ability and give specific examples, and the components of the oral ability. with specific examples, students can understand the oral ability easilyvia learning the introduction of the oral ability, .students can not only understand what the oral ability is, but also make a preparation for the following learning points.9.3 step three: how to develop an oral test (25 mins)in this part, the teacher will introduce students how to develop an oral test. first, the teacher will introduce the test specification (see chapter four) because it is a kind of guidance document which can be used in every testing to ensure the stability of every set of test, and it contains test purpose, test domain, test takers, test content, test method, test tasks and item types, test organization and weighting, time duration, scoring criteria, test administration and test development chart. then, the teacher will introduce two types of oral testing, the indirect one and the direct one, and their corresponding item types. at the same time, the teacher will divide the whole class into six groups to talk about those six different item types.the purpose of this step is to make students understand how to develop an oral testing based on the test specification so that they can make good use of oral testing in their future teaching career.9.4 step four: how to score an oral test (20 mins)in this part, the teacher will firstly have a review of the two scoring criteria because students have learned those two scoring criteria in the chapter of writing testing, the seventh chapter. next, the teacher will put the oral testing and scoring criteria together to make students fully understand how to employ those criteria into oral testing. then, the teacher will come to the reliability in scoring, and introduce two ways to improve reliability in scoring. furthermore, the teacher asks all the students to have a brainstorming of improving reliability in scoring to motivate students thinking and innovative ability.this step provides students how to establish appropriate scoring criteria for the oral testing and the way to improve reliability in scoring, making them understand that an oral test must have its matched scoring criteria and guarantee the reliability in scoring.9.5 step five: case study (15 mins)in this part, the teacher will divide the whole class into 10 small groups, and demand students to discuss the case on page 143. at this moment, the teacher should walk around the class to find whether students need help or participate in some groups to discuss with them. after about 10 minutes discussion, the teacher guides students to the consonant answer.the purpose of the case study is to make students completely understand and master what they have learned in this chapter, and to avoid the similar mistakes in developing oral tests and scoring criteria in the future.9.6 step six: summary (5 mins)in this part, the teacher will have a brief summary for the whole chapter. the teacher will ask students some questions about this chapter and require students to answer the questions.the brief summary of the whole chapter aims to make students understand what they have learned and how to put what they learned into practice. by the form of asking and answering the questions, students will have a deeper impression on the chapter.9.7 step seven: homework assignment (2 mins)in this part is the last step of the classroom design, the teacher will assign students their homework on page144, and students need to note down their assignment on their book. it is a complete class only if had homework.tables of classroom design teaching objectives1. students should understand how to develop an oral test.2. students are able to score an oral test.description of students10. senior students(39 students, 37 females and 2 males)time & date8:009:40, monday, 12th, december, 2011teaching contents1. to make students understand what the oral ability is and why more and more people pay attention to the oral ability; 2. to make students know how to develop and score an oral test. teaching methods1. giving lectures;2. showing ppt presentation;3. having a case study;4. using ask-answer questions to sum up the class.learning strategies1. comparative study2. case studyteaching aidsblackboard, chalks, ppt，computerclass preparationstudents should read the recommended books before class, which enables students to have a general idea of teaching contents of next class.homework assignmentsto analyze the cases on page 144teaching proceduresstepscontenttime(min)interactionpatternsskillsstudentactivityteacher activity1warming up5whole class worklistening listen to their teacher.give students a general idea of oral ability.2oral ability17whole class worklistening and speakingtalk about the characteristics of oral activities and the components of the oral ability.introduce students the characteristics of the oral activities and give some specific examples of those characteristics; introduce students the components of the oral ability specifically.3how to develop an oral test25whole class workgroup worklistening and speakingtalk about different types of oral testing with group members.introduce s