Task 1 Final

Task 2 Final

Testing Grammar

A. LIMITED RESPONSE. (See pages 34 to 38.)

1. Write out five items to test students individually. If possible, use grammar points from your students' text.
a. Three commands should test prepositions of place (such as in, on, under, next to, between).

1. Sit down next to your friend.

2. Put the your notebook under the desk.
3. Point the pencil in the box.

b.Two items should test understanding of either/or questions (such as "Am I sitting or standing?").
1. Is he drawing or writing?
2. Am I closing the door or opening?

2. Choose two grammar points (preferably ones your students have studied). To test these grammar points,
have students draw pictures on a sheet of paper. Write out instructions and indicate what grammar points you
are testing.

1.Now, draw two trees (I indicate numbers)

2. Now, draw apples on the trees. (I indicate prepositions)

3. Next, draw three boys next to trees. (I indicate numbers and prepositions)
3. Test the past tense with an action picture and a clock face. Provide the picture, the question, and the
expected answer.

(Example: Tell what she did this morning.

She wrote a letter [at 9:00].)

-Tell what she did in the evening.
- She came back to home ( at 05.00 pm)

4. Test the use of before or after as a subordinator. (Or you may choose another subordinator—one your
students have studied.) Find or sketch a set of two or three pictures that show a sequence of activities.
Then write out instructions that tell your
students what to do. Include the sketches, instructions, and appropriate sample student answer (Example:
"Before he ate, he washed his car").
 1. What did she do before brush her teeth?

Answer: Before she brushed her teeth, she had breakfast.

2. What did she do after brush her teeth?

Answer: She put her on shoes after she brushed her teeth.

3. What did she do after put her on shoes?

Answer: After put her on shoes she went to school.

B. MULTIPLE-CHOICE COMPLETION. (See pages 38 to 43.) 1. Each of the following items has some
defect. Indicate what the difficulty is, and then correct it by rewriting the question.
a. "Eva nearly won that race." / "Yes,
A. she ran well, did she?" B. she ran well, wasn't
she?" C. she ran well, was she?" *D. she ran well, didn't she?"

There are repeated words in the answers. These repeated answers should be taken out from the distractors
and put them in the stem. And also options should be written in lowercase.Such as ( a. b. c. d. ).

a. “ Eva nearly won that race.” / “Yes, she ran well,

a. did she?
b. wasn’t she?
c. was she?
*d.didn’t she?

b. While she — the house, her children were playing outside.

A. has been cleaning *B. cleaned C. has cleaned D. was cleaning

There are two correct answers in the answers. One of them must be taken out. b. While she — the

house, her children were playing outside.,

a.has been cleaning *b.cleaned c. has cleaned d.was cleaned

c. He has lived in this town for only a week and he already

 has ____ friends.
A. few *B. a few C. not many D. your

There are mixed grammar points in the answers. They should be same grammar points. a. few *b. a few c. not

many d. much

d. "Mr. Adams,______ I be excused from class tomorrow?"

A. ought to B. can *C. may D. wouldn't

There is a divided usage. It is a native English-speaker error and is almost never made by non-native English
speakers.

d. "Mr. Adams,______ I be excused from class tomorrow?"

a. ought to b.must *c. may d. wouldn't

2. Construct a multiple-choice completion question for each of the following grammar points. Or choose five
grammar points that you have taught to your students. Give the instructions and the answers.
a.The subordinator although (as in "Although he was tired, he walked to work"). b. Subject-verb agreement
with some form of the verb be (as in "One of the boys was here last night").
c. Since as an expression of time (as in "They've been here since 10:00"). d. A question tag (as
in "She works hard, doesn't she?")•

Choose the correct answer.

a.The subordinator although (as in "Although he was tired, he walked to work").

a._______ he was tired, he walked to work.

a.After *b. Although c.Since d.However

b. Subject-verb agreement with some form of the verb be (as in "One of the boys was here last night").

b.One of the boys _____ here last night.

a. were b.are c.is *d.was
 c. Since as an expression of time (as in "They've been here since 10:00").

c.They’ve been here _____ 10:00

*a.since b.for c.yesterday d.the day before
d. A question tag (as in "She works hard, doesn't she?")•

She works hard,______

a.isn’t she? b.wasn’t she? *c.doesn’t she? d. weren’t she?

C. SIMPLE COMPLETION (SENTENCES). (See pages 43 to 47)

I. Write down as many words as you can (not phrases) that appropriately complete this sentence: "He walked
…... the house."

“to,inside,into,around,near,behind,away”

2. Prepare four two-option form items testing the too/enough contrast (that is, "too big to" versus "big enough
to"). Prepare good contexts. Include the answers.

Complete the following sentences with “too” or “enough”.

1.The homework was _____ difficult,so I gave up.(answer is “too”)

2.The soup is hot ______. You can start drinking.(answer is “enough”) 3.The milk is ____ hot.
I can’t drink it.(answer is “too”)

4.It is warm _____ to sit outside.(answer is “enough”)

3. Prepare four verb-inflection items—a different verb and verb tense for each item. Include the uninflected
form. Supply the answers. (Example: She [drink] it this morning.

Complete the sentences with the correct form.

1.Layla always ______(get up ) early in the mornings. (answer is “gets up”) 2.She _____ (go) to
grocery a week ago. (answer is “went”)

3.Children _____(play) in the park now. (answer is “are playing”)

4.She _____(write) a letter to his brother tomorrow. (answer is “will write”)

4.Write four free-response items (see item 3.30). Each one should test a different grammar point. (One of these
can be the conditional as in the example.) Name the grammar points being tested. Include two sample correct
answers for each of the four items.

1.Complete sentences with the correct form.

If we had a garden, _______________. (Answers:we could have a dog, we could plant a cherry tree.)

⟹ Here the conditional is being tested.

2.When I went out,_________. (Answers: it was raining, she was running.) ⟹ Here the present

continuous tense is being tested.

3.After eating dinner,I will __________. (Answers: be there, do my homework) ⟹ Here the future
tense is being tested.

4.They have lived in Istanbul,__________.(Answers: since 1991, since I was born.) ⟹ Here the present

perfect tense is being tested.,

D. CLOZE PROCEDURE. (See pages 47 to 52.) 1. Write out the major problem that you see in the
following cloze test. Disregard its short length.

There was much conflict in early Vermont. It remained an unbroken wilderness until______, when a
French officer established Fort_____ on Isle La Motte. In 1924 Massachusetts________ fearing attacks
by the French and ______,built Fort Dummer near the present_______ of Brattleboro. The French forts
at _____ and Crown Point were used as_______ for attacks. (Key: 1666, St. Anne, colonists, Indians,
site, Chimney
Point, bases)6

There are too many proper nouns in the cloze test so the context is not understandable.
2.Two different cloze passages were prepared from a single essay. The actual key to each test is listed here,
though the essay is not printed. Compare their usefulness as grammar tests. Key #1: basically, drawings,
called, reappear, story, a, a, a, of, outlined, page, of. Key #2: by, can, the, in, to, so, Their, of, who, a, the,
have.

Key two is better for testing grammar; function words have been deleted.The other way is deleting
prepositions(their),understanding the passage become easier. For instance, Even if you delete the “can” you
can understand the what is missing thanks to sentence’s meaning. When we look at the first key we see
repeated missing words,deleted words being the same over and over can make it difficult to understand.
 2.Prepare a full-length cloze test. It should test grammar, and it should be on the right level for your
students. Write out the instructions and the passage (with numbered blanks). Include a key at the end.
Optional activity: Administer the test and choose equivalent correct answers. Tell what they are and how
you chose them.

First, read over the whole story quickly. Then read it carefully and fill in the blanks. Finally read it
again to see that your words make sense.

Hi Layla,

Just a quick email to say that sounds like __(1) great idea. Saturday ______(2) better for me because I'm meeting my
parents on Sunday. So if that's still good for you, _____(3) don't you come here? Then you can see the new flat and
all the work we ______(4) on the kitchen since we moved in. We can eat at home and then go ___(5) a walk in the
afternoon. It's going to ___ (6)so good to catch up finally. I want to hear all _____(7) your new job!

Our address is 52 Charles Road, but it's ____ (8)bit difficult to find because the house numbers are really strange
here. If you turn left at the post office ____(9) keep going past the big white house ___(10)Charles Road, there's a
small side street behind ___(11) with the houses 50–56 in. Don't ask me why the side street doesn't ____(12) a
different name! But call me ____(13)you get lost and I'll come and get you.

Let me know if there's anything you do/don't like to eat. Really looking ______(14)to seeing you!

See you soon!

Answer Key

1) a
2) is
3) why,
4) have done 5) for
6) be
7) about
8) a
9) and
10) on
11) it
12) have
13) if
14) forward
 Task 3 Final

2022-2023 EDUCATIONAL YEAR ERTUĞRUL KURDOĞLU HIGH SCHOOL 2nd TERM 2nd
READING EXAM FOR 11th GRADES

Name/Surname: Date:...../…../2023 Class/No:

Time: 40 minutes

OUR FIRST WORDS

Is language, like food, a basic human need without which a child can be starved and damaged at a critical period of
life? In the thirteenth century, Frederic II made a frightening experiment to find an answer to this question. He was
hoping to discover what language a child would speak if he heard no language at all so he told the mothers in the
experiment to keep silent. The results of the experiment show that hearing no language at all can be very harmful
for a child.
All the babies in the experiment died before the first year. Was
the deprivation of language the only reason for their death?
Obviously, there was more than language deprivation here. What
was missing was good mothering. Without good mothering, in
the first year of life especially, the capacity to survive is
seriously affected.
Today no such extreme language deprivation exists as that in
Frederic II's experiment. However, some children are still
backward in speaking. Most often the reason for this is that the
mother can't understand or doesn't notice the cues and signals of the baby, whose brain is programmed to absorb
language rapidly.Δ. If the mother can't deal with these important periods properly, the ideal time for learning
skills passes and they might never be learned so easily again. A bird learns to sing and to fly rapidly at the right
time, but the process is slow and hard if the critical stage has passed.
Linguists suggest that certain stages in language development are reached in a fixed sequence and at a
constant age, but there are children who start speaking late and who, eventually, become very intelligent. At
twelve weeks, a baby smiles and produces some
sounds; at twelve months, he can speak simple words and understand simple commands; at eighteen months he
has a vocabulary of three to fifty words. At three he knows about 1000 words which he can put into sentences,
and at four his language differs from that of his parents in style rather than grammar.
Recent evidence suggests that a baby is born with the capacity to speak. What is special about man's brain is the
complex system which enables a child to connect the sight and feel of things with their sound pattern. The
child's brain is also able to pick out an order in language from the sounds around him, to analyse, to combine and
recombine the parts of a language in new ways.
However, the child's language development depends on his communication with his mother. The mother
should always understand and respond to the cues and signals in the
child's crying, smiling and his attempts to speak. If she fails to do that, the child will stop trying to speak. In
other words, paying attention to the child's non-verbal cues is very' important for the growth and development
of language.

source: https://www.ingilizcecin.com/wp-content/uploads/2017/01/www.ingilizcecin.com
reader-at-work-1-12377.pdf

Part1:Circle the letter of the best answer.

1.When did all the babies die in the experiment?
a. in two years.
b. before the first year.
c. in the first months.
ç. without good mothering.

2.The underlined word deprivation in the text means _______

a. inability
b. damage
c. lack
ç. understanding

3.The main idea of the third paragraph is __________

a. frightening experiment about learning a language.
b. stages in language development.
c. good mothering.
ç. the importance of critical times.

4.In the fourth paragraph,what does he refer to?

a. Frederic II
b. baby
c. father
ç. skill

5.Which sentence fits best at the Δ mark in the third paragraph?

a. There are critical times, it seems, when children learn more easily. b. Children are born
with a capacity to speak.
c. Most children learn language in his/her first years.
ç. Mothers should take care of their children.
 Part 2: Decide if the statement is true (T), false (F), or not given (NG), and circle your answer.

T F NG 6. The results of the experiment show that hearing no language at all is not harmful for a child.

T F NG 7. Good mothering is important only after the child has learned to speak.

T F NG 8. There are critical times when children learn more easily. T F NG 9. To learn a language it
is necessary to start before the age of 10.

T F NG 10. At eighteen months the child’s vocabulary is still under 100 words.

Task 4 Final

KET A2 Listening Test Report

KET A2 Listening Test Source: https://www.examenglish.com/KET/ket_listening_part1.htm

A. Content

1.Topic
Every section differs from each other.
Part 1: Pictures
1st question topic: Booking a hotel room.
2nd question topic: Asking direction.
3rd question topic: Asking what to wear
4th question topic: Asking time.
5th question topic: Dialogue about birthday gifts

Part 2: Gap-filling
Topic: Some information about a language school.

Part 3: Multiple-choice questions

Topic: Rebecca and Adam planning a night together.

Part 4: Main idea

1st question topic: Dialogue about rooms of the house
2nd question topic: Dialogue at a cloth shop.
 3rd question topic: Tom gives information about why he's at the bookstore.
4th question topic: Talking about prices of laptops.
5th question topic: Woman informs her friend that she will be on TV

Part 5: Matching
Topic: Talking about holiday.

2.Text Type: Bottom-up

3. Speech Types: Two person dialogues,monologue

4.Modes of input: Audio

5.Varieties of English: Standard British English

6.Length of input: Number of exchanges for dialogues( 20 seconds- 2 minutes )

7.What skill and subskills are tested? :

Part 1: Predicting the content through the pictures.

Part 2: Listening for gist.

Part 3: Listening for detail.

Part 4: Listening to infer information.

Part 5: Listening for detail.

8.Are those subskills tested in an integrated or segregated way?

These subskills are tested in both integrated and segregated ways.

9.Is there any other skill integration?

Yes, writing and listening are integrated.

10. Tasks

Part 1-3-4 : MCQ-three option

Part 2 : Gap-filling

Part 5: Matching
B. Conditions:

1.Test structure and Sections

Part 1 starts with an easy question. There are pictures and short dialogues so this lower students’ test anxiety and
relax them when they start the test.

Second part tests both writing and listening skills.In a listening test, it is crucial to test as wide of a range of skills as
possible.

Generally, no content from the first 15-20 seconds of the recording is tested. So students focus better and also
questions in the sections are ordered as they are heard in the record.

2.Test formats or techniques

Objective format (MCQ) is used in the test and also visuals too. Information transferring technique is used in the part
1 and the other technique is gap-filling(cloze) in the test.

3.Timing

Timing is about 30 minutes in the test and every section is repeated twice.

C. Grading and scoring

Dichotomous scoring is used. The listening section is worth 25% of the total score for the exam. Each of the 25
listening questions scores 1 mark
Task 5 Final
PET WRITING TEST REPORT (B1)

Test source: file:///C:/Users/PC/Downloads/Preliminary-PET-Writing-Sample-Paper-A%20(2).pdf

A.Content

1. Topic
Part 1-Question 1: Writing an email to a friend about camping trip.
Part 2-Question 2: Writing an article according to the questions given.It is about famous fashion.
Part 2-Question 3: Writing a story according to the sentence given.

2.Text Type
Part 1-Question 1: Email (guided)
Part 2-Question 2: Article (guided)
Part 2-Question 3: Story (guided)

3.Speech Types:
Part 1-Question 1: Narrative speech
Part 2-Question 2: Contrast speech
Part 2-Question 3: Narrative speech

4.Modes of Input: There is not input. Because writing is a productive skill.

5.Varieties of English: Standard British English

6.Length of Output:
Part 1-Question 1: about 100 words
Part 2-Question 2: about 100 words
Part 2-Question 3: about 100 words

7.What skills and subskills are tested?

Part 1-Question 1: Content knowledge,use of appropriate style and vocabulary,punctuation,grammatical conventions

Part 2-Question 2: Content knowledge, vocabulary, grammatical conventions,organisation,punctuation.
Part 2-Question 3: Content knowledge, vocabulary, grammatical conventions, organisation,punctuation.

8.Are those subskills tested in an integrated or segregated way?

These subskills are tested in integrated ways.

9.Is there any other skill integration?

Yes, reading and writing are integrated.

10. Tasks

Part 1-Question 1: Text-based prompt (email)

Part 2-Question 2: Text-based prompt (article)
Part 2-Question 3: Text-based prompt (story)

B. Conditions:

1.Test structure and Sections

Part 1 starts with an email and notes. Email is a real life context so students can easily understand and write. In
addition, notes in the mail make it even easier to write an email so it relax the students when they start to exam.
In the second part, there are two options so the student can choose the question with which she/he is more
knowledgeable. In this situation the student become more confident and relax.

2.Test formats or techniques

Guided writing is used as a technique in the exam.

3.Timing

Timing is about 30 minutes.

C. Grading and scoring

The Writing test contains of two parts and for each text you write you can score 20 marks or 40 marks in total. The
Writing paper is worth 25% of your final score. The weighting and scale should be included on the paper. I think
holistic marking scale is more suitable for this PET writing exam. Correction code can be used to minimise red ink on
student writing exam. All answers to the first question should be evaluated before proceeding to the next.

Task 6 Final
A2 Flyers Speaking Test Report
Test Source: Pre A1 Starters, A1 Movers and A2 Flyers Sample papers
(sf 92)

A.Content
1. Topic
Part 1: Find the difference in the picture.
Part 2: Information exchange
Part 3: Picture story
Part 4: Asking questions about a topic (not assessed)

2.Text Type
Part 1: Picture Cue
Part 2: Answering questions, information gap
Part 3: Narrating
Part 4: Answering questions

3.Speech Types:
Two person dialogues - monologue

4.Modes of Input: There is no input. Because writing is a productive skill.

5.Varieties of English: Standard British English and American English.

6.Length of Output:7-9 minutes

7.What skills and subskills are tested?

Grammar,fluency,vocabulary,pronunciation,comprehension are tested in the test.

Part 1: Grammatical competence,discourse competence

Part 2: Grammatical competence, discourse competence, strategic competence

Part 3: Grammatical competence, discourse competence, strategic competence

Part 4: Grammatical competence, discourse competence, strategic competence,sociolinguistic competence.

8.Are those sub skills tested in an integrated or segregated way?

These sub skills are tested in an integrated way.

9.Is there any other skill integration?

Yes, listening and speaking are integrated.

10. Tasks
Part 1:Describing a picture

Part 2: Answering questions-asking questions

Part 3: Describing and narrating the pictures.

Part 4: Understanding and responding according to the topic.

B. Conditions:

1.Test structure and sections

First section starts with a greeting and introduction. In this part the examiner relaxes the test taker by asking personal
questions and preparing her/him to the test. The first picture is interesting and easy to describe.Also, the test uses
realistic everyday situations so expressing themselves becomes easier.

In the second,the examiner and the test taker interact and it improves the test taker’s confidence.

In the third part, the task helps the test taker to use their imagination.

The last section is not assessed. Examiners ask questions about a topic. Usually, personal questions are asked so the
test taker answers the questions easily.

2.Test formats or techniques

Giving oral presentation, using pictures.

3.Timing

7-9 minutes.

C. Grading and scoring

There is no pass or fail in the A2 flyers test. A maximum of five shields. All test takers receive a certificate.
Task 7 Final

Administering Assessment

Administrative Procedures
When administering a test, teachers should give every opportunity to do well. There is administrative procedures
according to the Ms. Wright. Items I find important:
- She has the cleaning staff set up the test room appropriately the night before.
- She has answer keys ready so that marking can begin immediately after the exam.

Considerations Prior to Test Administration

Scheduling Tests: The first consideration is the actual test scheduling. Before scheduling a test, check that the date
does not coincide with special events like assemblies, fire drills, or Sports Day.
Providing Information to Students: The teacher should be as transparent as possible regarding student assessment.
Students need to know when exams are scheduled and policies about arriving and departing.
Physical Setting: The test room should be free from interruptions and background noise and have adequate
ventilation and proper lighting.
Test Assembly: All tests should be professionally compiled. This means that they should be typed, well formatted,
and free of typos.The test instructions should be clear and concise whether they are given orally or in writing.
The test paper should provide students with general instructions for the exam as a whole and separate instructions for
each test section.
Proctoring Instructions → sf 151 (A Practical Guide to Test Administration- Chapter 8 Administering Assessment)
Answer Sheets: Students can either record answers on the test paper itself or transfer them to an answer sheet. The
latter is a better option as it will decrease the amount of time to mark the test.
Supplies: To prevent disasters, prepare your test materials well in advance. If by chance you spot a last minute typo
or problem with a question, inform students immediately. Have extra copies of the exam.

Test Administration
Time: Tell students how long they have at the beginning of the test, and give them time announcements throughout
the exam to help them budget their time more effectively.While collecting papers, check that each student’s paper is
filled out correctly.
Administrator’s Role: Make it known to students that you will not tolerate cheating during the test.
Test Security: Remind the students about the test conditions. Once the exam starts, you should remain in the room at
all times. Let students know that you will be using computer programs (Turnitin,iThenticate) to detect cheating on
essays or reports.
Grading: After the test has been administered, teachers must mark the papers using the answer key prepared at the
same time the test was developed.During marking sessions, mark only incorrect answers by indicating with an X or a
slash mark.
Grade Availability and Expectations: Inform students when their results will be available.Also inform students
about your school’s policy on challenging grades or asking for a review of the test paper. If you plan to use parts of a
test again, it is important to keep it secure after it has been administered and graded.

Issues in Test Administration

Surprise Tests/Pop Quizzes: A good testing program does not have surprises. It should be transparent to all
involved. Students should always know when they are going to be tested, what they are going to be tested on, and
how they will be tested.
Latecomers: Students who arrive late for the test should not be allowed to take it. You should inform them of the
date and time of the make-up exam if applicable and send them to the principal’s or college administrator’s office to
wait out the exam.
Incident Reports: A mechanism should be in place to record and report unusual behavior or events that occur during
a test administration. Hang a “Test in Progress” sign on your door to prevent needless interruptions.
Accommodations Policy: Make sure to have an accommodations policy for students who have medical problems or
are physically challenged.

● Create a positive attitude toward testing.

● A test must be administered under standard conditions.
● Make sure that everyone involved in test administration is aware of policies and procedures
● Refrain from helping students who are having difficulty because it is unfair to those students who have
prepared sufficiently