گروه زبان ناحیه 1

بروشور نوشتن یک تست خوب

english1kh — Mon, 09 Mar 2009 07:55:02 GMT

The following article has been selected from a three – section article entitled "Test Designing " written by kitao and s.katleen

Writing a good test

What makes a test good or bad? The most basic and obvious answer to that question is that good tests measure what you want to measure, and bad tests do not. However, other factors are important in making a good test. The following are some characteristics of tests that need to be considered in making, administering, and evaluating them.

Goals

In writing a test, you must always keep in mind the goal of the test. The goal of the test is what you want to measure. To the greatest extent possible, the test should measure just what you want it to measure and nothing else. (However, if you are trying to test English communicatively, it is necessary to test more than one skill at once.) If you are trying to test one skill or area of knowledge, you should avoid a method of testing that requires another skill or area of knowledge. For example, if you want to test your students' knowledge of vocabulary, you need to make sure that your test is testing vocabulary knowledge. If a knowledge 0f grammar or reading is required for the students to respond to the vocabulary items, then the test is testing something other than vocabulary knowledge. You will not know whether a student messes a question due

to lack of knowledge of the vocabulary item or lack of knowledge of the grammatical form. It is impossible to entirely avoid having elements of grammar or reading in a vocabulary test, but the test should be designed so that these elements can be minimized. For example, if a vocabulary item is presented in context, the grammar of the context sentence should be well within the proficiency of the testees.

Audience

You need to consider your audience carefully. In language testing, the level of difficulty of the language tested is very important. If you have a homogeneous group, you need a test that is the right level for that group. If it is too difficult for the group, all of them will do poorly, and you will not be able to determine anything about their knowledge or skill and how they differ in that knowledge or skill. If the group is heterogeneous, the problem is more difficult. You need to include some easy and some difficult questions, so that every testee has some questions within his/her ability level and every testee has some question that are challenging.

Weighting

In writing a test, you need to consider how much weight each

item, each skill, etc, is given. It seems obvious to say that you should give the greatest weight to the most important things you are testing, but this does not always happen. It is tempting to devote the largest part of the test to whatever is easiest to test, not to what is most important to test. Therefore, the test maker needs to carefully consider what should be tested, depending on the syllabus of the class or other bases for the test and make sure that the weighting

reflects these.

Clarity

In order to get a true idea of a student's ability, It is necessary to make sure the student understands what is expected on the test. Obviously, if the student did not understand what to do, you cannot judge whether he/she could have done it successfully. You cannot tell whether incorrect answer were the result of not knowing the information or not understanding the instructions. It is absolutely necessary to give clear, concise instructions. It may also be useful to provide an example of a worked problem, which helps the students understand exactly what is

necessary. It is especially important to pre-test the instructions. What may seem to be perfectly clear to the writer of the instructions may be ambiguous or otherwise unclear to someone else.

Length

In theory, the more items a test has, the more reliable it is. That is, on a short test, a few wrong answers can have a great effect on the overall results, but in a long test, a few wrong answers won't influence the results as much. However, in practice, a long test has drawbacks. If a test is too long, and particularly if students are doing the same kind of item over and over, they may get tired and not respond accurately or seriously. If there are reasons why a test needs to be long, it is a good to divide the test into sections with different kinds of tasks, so that the variety of tasks will hell students maintain their concentration.

Simplicity

There are many ways to measure language-related skills, and obviously some are more complicated than others. If you choose a more complicated way to test English, there can be a greater likelihood of errors or a greater likelihood that the test is testing something other than it is indented to test. Thus, it is important to keep the method of testing as simple as possible, while still testing the skill you intend to test. For example, a logic problem might be used to test reading ability, and the teacher might conclude that if the student got the right answer on the logic problem, he/she had

good reading comprehension. However, such a test would also be testing the student's ability to work the logic problem, a skill unrelated to reading. Objectivity

Tests should be as objective as possible, that is, should use the same standard to measure all students. This does not mean that we can use only objective tests, but it does mean that when we use subjective tests, we need to establish objective ways to grade, and we have to decrease the difference of in standards as much as possible. When you test language in ways that cannot be tested completely objectively, you need to set up concrete grading scales and train graders to use them properly. It is also useful to use more than one grader for each test. For example, in testing writing, it is useful to make a scale, with separate for different aspects of writing, such as content, vocabulary, organization, and grammar, and a description of what would be expected at each level in each section. Such a scale helps the graders be as objective as possible about scoring compositions .

Practicality

This is similar to simplicity. We have to make tests which we can administer. For example, even if we do not have many video tape cameras, if we make the test to video tape many students' performance, it might not be possible to carry out or at least is difficult to do. When you make test questions, you have to remember all tests have to be administered.

Economy

Unfortunately whatever we do we always have certain budgets. We have to make and administer tests within certain cost. If we include color copying, it will be more expensive. If we need some recording, particularly video recording, it will be very expensive. However, if we make tests which will be very difficult to administer or grade, that will be more expensive. The most expensive part is probably labor these days. Thus, if the test needs many people to administer or grade, it will be very expensive. It is always important to think the cost of the cost.

Scorability

This is related to practicality and economy of the test. In some cases, particularly when testing writing or speaking, it is necessary to make relatively complicated scoring systems in order to make scoring more objective. However, if the procedure is complicated, it will cost more, it will take longer, and it will include more errors and/or subjective judgments. Therefore, it

is necessary to consider the best way to score a test, to find a balance between a scoring system that is fair to the students and objective and one that is reasonably easy to administer.

Pretesting

It is absolutely essential to pretest the tests you plan to use. Even if you think you have written a clear question that is easy to respond to and which has only one answer, you may well find that the question is ambiguous, has answers you had not considered, or is impossible to respond to. However, if you have already administered the test to your students, it is too late to revise the questions. If at all possible, you should pretest the test on students similar to the ones who will take the final version of the test. If that is not possible, it is best to test it on non-native English speakers. If neither is possible, you can have native English speaker pretest it, but there are obvious limitations to this procedure .When pretesting a test, you should ask the people who are pretesting it to try to respond to the questions as if they were students taking the test. Some problems may be obvious just from reading and thinking about the questions, but there are likely to be problems that will not be obvious without actually trying to answer the questions. Also, you can use their answers to the questions to see whether there are possible answers you had not considered and to try out your scoring criteria.

Summary

Making economical, practical, scorable tests which meet your goals and which are of an appropriate level of difficulty is an important part of English instruction. These factors should always be considered in making tests.

Prepared by :

Zahra torabi

www.english1kh.blogfa. Com

طرح درس خانم رشنو

english1kh — Mon, 23 Feb 2009 05:59:26 GMT

1. The title of the Lesson

2. The general goals

3. The behavior goals

4. The ways and means that we use for teaching

B. operation stage

The activities during teaching

1. Entrance examination/ test

2. Teaching making motivation

Teaching behavior goals from simple to difficult

Examining of teaching process

Identifying home work

The name of the teacher: Maryam Rashnoo

City: Khoramabad

High school: BeheshteAeen

The Lesson : English Book1

Class: 101

The title of the Lesson : Passive sentences

The general goals or aims: Teaching ( past – present- future tens of passive sentences

The behavior goals

At the end of session the student should be able to

1.say, what's a passive sentence and say some examples.

2.sompare passive and active sentence with each other.

3. Change active sentence to passive sentence.

4. Use the correct from of the verbs in passive sentence.

The way of teaching

Asking and answering way/ lecture way/ example way / practicing

The means that we use during teaching

1. Book 2. with out 3. The Marker 4. work book such as Tajik- Ostadi - Advanced

Processing teaching stage:

1. In order to making good relation ship with my students, I should great.

2. After greeting , I always call the rolls.

Entrance examination / test

I usually ask questions about previous lesson of all the students. But for this lesson I ask some question that they have background for example, I ask them to answer these questions:

1. please tell me some adverbs of simple past tens?

One of my students says, " excuse me" I can tell you some adverbs such as yesterday, last , 1386 before ago .

2. Now who can tell me some the adverbs of simple present?

Zahra answers: every , each , on+ week days.

3. As last question , can you tell me some adverbs for future tens?

At he end of the class one of them says: Tomorrow , next , 2010.

Making motivation and teaching by using the example:

Example: 1. Ali eats a Sandwich.

2. A Sandwich is eaten

1. I ask them: what is the difference between the first sentence and the second sentence?

They tell, In the first sentence we have Ali ( as a subject) , but in the second one we don’t have Ali( as a subject).

2. I tell them what's the role of " A Sandwich " in the first the second sentence? They answer ( It's object).

3. then I ask them to identify the place of object in active and passive sentence?

One of my student says, according to these examples , I can say/ in active sentence the object comes after verb / but in passive sentence / object comes at the first of the sentence .

4. According to the second example who can tell me the order of the passive sentence?

They tell: object + ( to be) + ….

So , I explain that ' eaten' is the pp form of " eat"

And then they ask me: should we use PP from of the main verbs after ( to be)? I say " yes".

So I write the order of passive sentence ( past – present – future tens).

1. simple past passive sentence:

Was - were

Object+ (to be) + pp

2. simple present passive sentence:

Object + (to be)+ pp

Am- is- are

3. future passive sentence

Object+ ( will- can- may- be)+ pp+ ….

Examining of teaching process

At the end of teaching I give quiz:

A. please change sentence to passive form

1. Mina washes the car on Fridays.

2. they bought two tickets before.

3. We will build a new house next year.

B. use the proper form of the verbs in parentheses:

1. these ships ….. last year , (make)

2. the shirts ……… in Shiraz tomorrow.(sell)

Identifying home work

In this stage, I tell them to do their home work in their book and work book for next session

طرح درس خانم شاهوردی

english1kh — Mon, 23 Feb 2009 05:53:15 GMT

مشخصات کلی

نام: شهرستان/ ناحیه/ منطقه: خرم آباد- یک.

نام آموزشگاه: مرکز پیش دانشگاهی واشانی عنوان درس: تدریس بخشی Reading

پایه: 1 صفحات کتاب: صفحه 1

نام کلاس: 203 نام مدرس: الهام شاهوردی

زمان تدریس: 90 دقیقه

تحلیل آموزشی

(رئوس مطالب)

Why exercise is important (reading) pre reading

Activities, synonyms, Reading skills, focuson grammer

هدفهای کلی درسی

Goals: 1. to enable the students to read to comprehend the text.

2. to reinforce the other language skills

3. to help them use and communicate what they have learned

هدف های رفتاری

1. reading the text correctly- 2. understanding the meaning of text

3- Answering to some Q.S 4- Making many sentences about new words

5- explaining the synonyms and antonyms of some words and some parts of speech

6- summerizing and paraphrasing paragraphs and text

7- classifying words according to their subjects

پیش دانسته ها

Review of last pre reading activities session

Asking some questions for 5 minutes (closed book) and asking the meaning of some words

ارزشیابی ورودی

Asking some Q.S from students

Asking them to read some sentences

Asking them to write a sentence with her name

نتیجه

The result is average some of the students are weak,

So they should study more and do many tests from

Tajic book and they should be ready for next session to improve next session I ask them what ever I’ve taught.

انتخاب رسانه های آموزشی متناسب با محتوا

Using some pictures and flash cards and chalk blackboard.

Some times I use c.d

ماده سازی «ایجاد انگیزه»

مرور دوره سریع فعالیتهای pre-Reading activaties به صورت گزینشی

و انگیزشی(5 دقیقه کتاب بسته)

انتخاب روشهای تدریس متناسب با محتوا

- روشهای Top-down-process به صورت کتاب بسته

- روش skimming با عناوین و تعداد پاراگراف و واژه های سیاه و معنی برخی آشنا می کنیم.

- روش scanning همراه دانش آموزان دنبال مترادف و معنی و مرجع

فعالیت های مربوط به معلم

1. سلام و احوالپرسی و حضور و غیاب

2. اجرای ارزشیابی و ورودی

3. مرور مطالب گذشته

4. معرفی موضوع درس جدید

5. تدریس درس جدید

6. جمع بندی

7. ارزشیابی خروجی

8. تعیین تکلیف (فعالیتهای تکمیلی)

فعالیت های مربوط به دانش آموزان

فعالیت های گروهی: با استفاده از تکنیک Top-down حدود 5 دقیقه به صورت کتاب بسته، بیان خلاصه ای از پاراگرافها، اثرات و فواید ورزش و چند سؤال کلی و آسان پیرامون مطالب prereading گذشته را از آنها می خواهم 2- با استفاده از تکنیک skimming آنها را با عناوین و تعداد پاراگرافها واژه های جدید سیاه و حدس معانی بعضی از آنها آشنا می کنم (5 دقیقه) 3- 5 تا 10 دقیقه من همراه دانش آموزان در هر پاراگراف دنبال واژ ای، ضمیری، یا مرجع ضمیری خاص می گردیم و از آنها می خواهم تا به صورت گروهی جمله مربوطه را خوانده و معنی و مترادف و متضاد آن واژه را در آن بافت حدس بزنند بعد پاراگراف اول را به صورت modeling معلم می خواند (زیبا و رسا) 4- سپس هر دانش آموز یک جمله بخواند و سؤالهایی در مورد آن جواب دهد.

فعالیت های فردی: با استفاده از تکنیک silent reading از آنها می خواهم یک یا دو پاراگراف را آهسته برای خود بخوانند و خود را برای سوالات آن آماده کند. 4 نوع سوال Refrential.QS, How/why QS, wh/QS, simple QS, yes/No QS پرسیده می شود تا به سطحی از understanding برسند.

ارزشیابی پایانی

Asking some question from simple to difficult.

Asking them to make sentences with new words.

فعالیت های تکمیلی

I ask them to do many vocabulary tests from a test book e.g. Tajic book

Write a short summary of any paragraph- paraphrasing some complex sentences and make many sentences

کارشناسی گروه های آموزشی متوسطه نظری و مهارتی مدیریت آموزش و پرورش ناحیه یک

بروشور حروف اضافه حاج مراد مرادی فرد

english1kh — Mon, 23 Feb 2009 05:14:37 GMT

PREPOSITIONS

(GENERAL USE)

A preposition is generally used to show the relationship between its obgect and other words in the sentence.The kinds of relationships which can be shown are as follows:

1.Place (in,on,under,over,etc.)

Your book is in the desk drawer.

2.Direction (to,toward,into,ect.)

The student ran into the room.

3.Time (in,on,at,ect.)

We can meet at three o’clock.

4.Agent (by)

This book was written by an elderly woman.

5.Inestrument(by,with)

I heard the news by telephone. (communication )

She came by plane. (transportation)

He opened the door with a key. (instrument;tool)

Note :use by +N (no article)for communication and trans portation.

Examples:by phone, by radio,by telegram and by train , by car, by boat.

6.Accompaniment(with)

They like spaghetti with red sauce.

Mrs. Jones went to the bank with her husband.

7.purpose (for He went to the store for bread.

Note: Never use for +v + ing to express the purpose of the verb.

Example: He went to the store

for buying bread.

WRONG

8.partition / possession (of)

They painted the front of the building.

He broke the top of the table .

9.Measure (by, of)We buy our rice by the pound.

Please buy a quart of milk.

10.Similarity (like)

John looks like his father.

11.Capacity (as)

Bill worked as a lifeguard this summer.

PREPOSITINS IN COMBINATIONS

1.The following verb plus preposition combinations always appear as follows and must be learned together:

Agree on (something) we agree on that point.

Agree with (a person) I agree with you on that matter.

Arrive of

Betty approves of exercising.

Complain about please do not complain about the prices.

Consent to she consented to her daughter’ marriage.

Comment on she commented on his new suit.

Consist of water consists of hydrogen and oxygen .

Depend on I am depending on good weather For my party .

Laugh at we laughed at his silly behavior.

object to Do you object to my smoking ?

Succeed in He succeeded in making everyone angry.

Note: The correct verb form to use after a preposition is a gerund

(v +ing ) .

2.Some other verb preposition combination take two objects.

Compare…with OR to Do not compare me with (OR to) my sister.

Excuse…for I cannot excuse you for being late.

Prefer …to

She prefers coffee to tea.

Remind…of He reminded me of my appointment.

Thank… for I thanked him for letting me use his car.

3.There are many adjective plus preposition combinations that occur with the verb to be.

Beafraid of

Henry is afraid of dogs.

Be accustomed to I was accustomed to

seeing him every day.

Be aware of Are you aware of his

Problem?

Be bored with

Jane is bored with school.

Be certain of

you cannot be certain of the date.

Be disappointed with Susan was disappointed with that restaurant.

Be familiar with

Is Doctor Jones familiar with that new technique?

Be famous for

Wisconsin is famous for its cheese.

Be frightened by

Do not be frightened by

the thunder and lightning.

Be happy with

The Joneses are very happy with their new home.

Be in favor of

Are you in favor of women’s liberation?

Be interested in

John is interested in attending a large university.

Be opposed to He is really opposed to buying a new car .

Be satisfied with He is not satisfied with his new radio.

Be surprised at OR by.

Do not be surprised at his behavior.

Be tired of Maria is very tired of working six days a week .

Be worried about

Mark is very worried about

his sick child .

4.Some prepositions exist in fixed phrases.

According to According to the news, the

Government has fallen.

Along with Can you take this package ,along with these letters , to the post office?

As well as I enjoy art as well as history.

Because of Because of the rain, there will be no picnic.

By means of

The thief entered the house by

means of an open window.

By way of

John went to Paris by way of London.

In addition to In addition To going to school Full-time, Patricia works part-Time .

In case of In case of fire , pull this alarm.

In consideration of

In consideration of all your

help ,I would like to take you

to dinner.

In contrast to OR with

In contrast to last summer,

this summer is cool .

In deference to

In deference to his age ,we did not argue with him .

In hopes of

we came here in hopes of meeting the president.

In lieu of

He gave an oral report in Lieu of a written report .

In pursuit of

The police were in pursuit of the thief.

In search of They went into the mountains in search of gold

In spite of In spite of his good Intentions ,he did not study very much.

In the face of In the face of a severe drought, the tribe moved to a new location.

In terms of He was a good husband in terms of earning a good living .

prepared by :

Haji Morad Moradi

WWW. English 1 kh .blog fa. Com

5درصد اوراق امتحانی و ارزشیابی سوالات

english1kh — Mon, 07 Jul 2008 05:52:06 GMT

در خرداد 1387 وپس از امتحانات از 5 درصد اوراق امتحانی آموزشگاهها بازدید شد .

13 دبیرستان و یک مرکز پیش دانشگاهی کل اوراق 205برگ.

سوالات امتحانی چند تن از همکاران ارزشیابی گردید که خدمت ایشان ارسال میگردد.

آقای والی نیا دبیرستان آیت الله طالقانی1

// فتحی // جماران2

خانم صباح // زینبیه2

// اسماعیل پور // شهدای دولتشاه1

// علیشاهی // فجر1

فعالیتهای همکاران

english1kh — Mon, 07 Jul 2008 05:50:27 GMT

در اردیبهشت 1387 نمایشگاه تحقیق دانش آموزی در دبیرستان صدر2 با تلاش همکار گرامی خانم اکرم رباتی برگزار شد و توسط گروه آموزشی از این نمایشگاه بازدید به عمل آمد.

همچنین در اردیبهشت ماه در هنرستان آفرینش خانم عالی نژادیان از دانش آموزان المپیاد زبان به عمل آوردند.

خانم فروزان حسنوند نیز نمایشگاهی از ساخته های دانش آموزان جهت یادگیری زبان انگلیسی در دبیرستان فدک برگزار نمودند که از این مکان هم بازدید شد.

خانم فروزان حسنوند و خانم الهام شاهوردی تحقیقهایی را در مورد علل افت تحصیلی دانش آموزان و راهکارهای آن ارایه نمودند.

جلسه انتخاب سر گروه

english1kh — Thu, 05 Jun 2008 07:39:06 GMT

بسمه تعالی

در تاریخ 30/2/87 جلسه انتخاب سرگروه آموزشی تشکیل شد و خانم زهرا ترابی

با کسب اکثریت ارا به عنوان سرگروه آموزشی ناحیه یک انتخاب گردید.

جلسه گروه

english1kh — Thu, 05 Jun 2008 07:37:53 GMT

بسمه تعالی

در تاریخ 17/2/87 جلسه گروه با حضور استاد مرادیان تشکیل گردید و پیرامون مسایل آموزشی و تدریس درس زبان انگلیسی گفتگوشد .

جلسه گروه

english1kh — Sat, 03 May 2008 19:46:53 GMT

بسمه تعالی

به اطلاع همکاران محترم گروه زبان انگلیسی می رساند جلسه گروه در تاریخ

سه شنبه 17/2/87 ساعت پنج بعداز ظهر با حضور استاد دکتر مرادیان در

محل دبیرستان امام خمینی برگزار خواهد شد. از کلیه همکاران دعوت می گردد

در این جلسه حضور به هم رسانند .

تست کتاب پیش دانشگاهی

english1kh — Thu, 24 Apr 2008 13:52:06 GMT

Pre university English book TEST 1

1. Some people prefer to live in the village …………… others like the excitement of the big cities.

a. since b. while c. as d. because

2. The climate at the sea level at the Equator is always hot, ……………… the climate at the North and South poles is always cold.

a. whether b. so that c. where as d. further more

3. Some people are tall , …………… others are short.

a. when b. while c. for d. so

4. While some parts of the world get a lot of rain,others ………………. .

a. are warm and humid b. get little or none c. are cold and wet d. get a lot

5. Tehran is a populated city, …………….. Bam is a quiet one.

a. so b. where as c. when d. since

6. It is a web site devoted to environmental…………………. .

a. vacations b. contrasts c. nations d. issues

7. Public education is one of the biggest …………. discussed continuously during the

meetings.

a. inactions b. issues c. laws d. functions

8. The …………. is so confused that people don't know which way to choose.

a. issue b. income c. basis d. inaction

9. The major ………….is that many teachers are not pleased with their payments.

a. sort b. atmosphere c. issue d. contact

10. Once the ………. of DNA not known to man.

a. construction b. structure c. expression d. inaction

11. He is staying on in Australia for nine more months …………….. he can perfect

his English.

a. so that b. since c. so as d. for

12. We are going to leave by three……….. not to get stuck in the rush-hour traffic.

a. in order that b. for c. since d. so as

13. …………….. to press the exam, we suggest you reading through all your notes.

a. in order b. so that c. for d. in order to

14. We opened the window ……….. fresh air would blow in to the room.

a. so that b. so as c. since d. because of

15. I turned off the TV………… to enable my roommate to study in peace and quiet.

a. however b. in order c.so that d. therefore

16. They went on an expedition to…………… the Amazon River.

a. explore b. invent c. employ d. locate

17. It's difficult to …………. how long the projectwill take.

a. confine b. influence c. contain d. calculate

18. We …………….that the advantages would be greater than the disadvantages.

a. absorbed b. attended c. calculated d. consumed

19. This book will …………. you with all the information you need.

a. estimate b. provide c. announce d. offend

20. We are able to …………. accommodation for two students.

a. provide b. explain c. charge d. involve

NAME: CLASS: PRE UNIVERSITY CENTER:

Dear student: after answering the tests , please give it back to your English teacher.

English language Department -Khoram Abad District 1

GOOD LUCK