Assessing Speaking Kit - ASK
Junior High School
Unit 5
Instructional
Activity
Objective
Number of
Participants
Time
Allocation
Procedure
"Trivia Hunt"
Students search for and locate information from different sources
Whole class divided into groups of 3
20-25 minutes
•
The teacher gives each group a worksheet with a list of trivia questions.
Each group of students must answer all the questions within a set time
(the teacher decides on the time limit).
•
Each group of students must use at least 4 different sources.
•
Each group fills out the worksheet, which includes an answer to each
of the trivia questions and the source that was used to find the answer
(i.e., name of Internet site, name of book and page number, person’s
name and signature, page from atlas/page from phone directory/
encyclopedia entry and page number, etc.).
Material(s)
Worksheet for "Trivia Hunt" (p. 134)
Feedback
Teacher checks on the number of sources used, which the students felt most
comfortable with, which were the most difficult to use, which were new to
them, and which they would use again and why.
Unit 5, page 133
Junior High School
Assessing Speaking Kit - ASK
Worksheet for "Trivia Hunt"
Question
1. What is the phone number of
your local municipality?
2. What is the title of the third unit
in your English textbook?
3. Which countries surround Lake
Victoria in Africa?
4. What is the Guinness record for
the highest Lego tower ever
built? When? Where? How high?
5. What does your homeroom
teacher like to do in his/her free
time?
6. What size shoe does the school
sports teacher wear?
7. Who is the Minister of
Environmental Protection?
8. What is the weather forecast for
the next two days in New York
City?
9. Who was the fourth President of
the United States?
10.Which river flows through Paris?
11.Which television program is on
BBC Entertainment at 18:10
tonight?
12.What does the school secretary
like best about her job?
13. What are the names of the two
moons orbiting Mars?
14.What are the ingredients in the
dessert, "Baked Alaska"?
Unit 5, page 134
Answer
Source of Information
Assessing Speaking Kit - ASK
Junior High School
Unit 5
Instructional
Activity
Objective
Number of
Participants
Time
Allocation
Procedure
"Trial Run" (based on assessment tasks)
Students practice giving presentations
Whole class
A lesson
Each student chooses one of the topics below and prepares a monologue
accompanied by a poster. Each of the topics is connected to one of the
assessment tasks, so students should be encouraged to choose the
assessment task that is similar to the practice task he/she performed.
1. A favorite beauty spot in Israel
 What and where it is
 What you can see there
 What you can do there
 Your favorite moments there
 How you will get there
 An interesting fact about the place you find from a source such as a
book or the Internet
2. A sports or entertainment star you admire
 Who he/she is
 What he/she has achieved
 What he/she hopes/plans to do in the future
 What qualities he/she has that you admire (What you like about him/
her)
3. A game/sport that you like
 What it is
 How you play it
 Where you play it (e.g., in a sports arena, on a sports field, at home,
etc.)
 The rules of the game
 If it is a team sport, the number of players on the team
 Where the game/sport started
 Information about the history of the game/sport
 Information about some of the famous players of the game/sport
Unit 5, page 135
Junior High School
Procedure
Assessing Speaking Kit - ASK
4. World Water Day and its effect on Israel
Water is necessary for life. Without water people cannot live. Millions of
people all over the world do not have clean water to drink. Almost two
million children under the age of 5 die every year from drinking unclean
water.
Natural disasters and low rainfall also lead to problems because there is
no water for people to drink.
‫הכרחי‬
necessary =
rainfall =
natural disasters =
‫ירידת גשמים‬
‫אסונות טבע‬
a) Collect information about World Water Day and the problems that
Israel has because of insufficient (not enough) water. Prepare a
poster with the relevant information.
Here are some questions to help you:
 When is World Water Day?
 Why is there a World Water Day?
 Why is fluoride put in water?
 What is Israel doing (present and future plans) to solve its water
problem?
 What can we each do to save water?
In order to adapt the task to an easier level it is suggested to have the
students work in groups of 3 or 4. Each student chooses a different
aspect of the topic (see above) on which he/she prepares his poster and
presentation.
5. Too much alcohol is bad
There are two versions of this task. The first is for higher level students.
The students work individually. In the second version, which is at an
easier level, the students work in small groups.
Two new studies by the World Health Organization have found that many
teenagers in Israel drink large amounts of alcohol at least once a month.
Israeli teenagers' consumption of alcohol is second only to teenagers in
the Ukraine.
It is well-known that drinking large amounts of alcohol can be dangerous
to your health and safety and to the safety of others in many ways.
Therefore, your school has decided to have a campaign to help students
become more aware of the problem. Your class will prepare posters and
presentations to convince everyone that alcohol is bad.
Unit 5, page 136
Assessing Speaking Kit - ASK
Procedure
Junior High School
VERSION 1:
a) Collect information about alcohol and prepare a poster with relevant
information. Here are some questions to help you:
 How many teenagers in Israel drink large amounts of alcohol?
 When and why do they start drinking?
 What are the dangers of drinking?
 How can teenagers stop drinking?
b) Give an oral presentation and use your poster to convince the students
in your class not to drink alcohol. The talk should be 5 minutes long.
alcohol =
‫ שתייה חריפה‬,‫אלכוהול‬
studies =
‫מחקרים‬
consumption =
‫צריכה‬
VERSION 2:
In order to adapt the task to an easier level, it is suggested to have the
students work in groups of 3 or 4. Each student chooses a different aspect
of the effects of alcohol and contributes the information to the poster and
presentation. Here are some aspects from which the students may choose:
Material(s)
•
Driving
•
Illnesses
•
Changes in behavior
•
Violence
•
Expenses
Sources: newspapers, teen magazines, encyclopedias, the Internet, experts
who know about the specific problems in Israel and the world, interviews
with people who drink alcohol or who have stopped drinking alcohol, etc.
Unit 5, page 137
Junior High School
Feedback
Assessing Speaking Kit - ASK
Students can present their topic as a group, but the assessment feedback
is individual. Prepare a checklist for peer assessment or for filling in
information about the presentation. Each student in the group completes a
card for each presenter.
Sample: Information Card on Sports or Entertainment Star
A Sports or Entertainment Star
Name of student presenter: Name of star: What the star has done: Star's future plans: Why the speaker admires him/her: One interesting fact about the star’s background Sample: Peer Assessment:
Presenter's Name:
1. The content of his/her talk
was appropriate.
2. He/She spoke with few
hesitations.
3. His/Her speech was clear and
easy to understand.
4. He/She used only English.
5. His/Her English was correct.
6. He/She used appropriate
vocabulary.
7. His/Her poster was
appropriate.
8. His/Her poster was esthetic.
Unit 5, page 138
Good
Average
Poor
Assessing Speaking Kit - ASK
Junior High School
Unit 5
Instructional
Activity
"What do you think?" – Jigsaw
Objective
Students conduct a survey
Number of
Participants
Whole class divided into small groups of 4-5 students
Time
Allocation
A lesson
Procedure
Explain to the class that they are going to do a survey on entertainment.
Each group is going to do a small part of the survey. You may wish to show
them some examples of surveys.
Example:
Name
Favorite Music
Dislikes
Karen
Hip Hop
Classical
Alan
Trance
Rap
•
Give each group one prompt card (p. 139). Each group follows the
suggestions on its prompt card and agrees on two questions they want
to ask. The group members design a survey sheet.
•
Each group member prepares a copy of the sheet. He/She fills in his/her
own answers first.
•
Each group member receives a number from 1 to 4 or 5, depending on
the size of the group.
•
The students form new (expert) groups with all the students who have
the same number. There should be one member of each original group
in each expert group.
•
The students in the new groups ask all the other members of the group
their questions and write down the answers they receive. In order to
complete the interview sheet, each student must talk to every member
of the group.
•
The students go back to their original group and organize the data
they have received. You may ask them to prepare a table or diagram
illustrating the results.
•
Each group presents their results in a short talk accompanied by a table
if they have prepared one.
(Based on an activity in Klippel, F. (2003). Keep Talking. Cambridge:
Cambridge University Press, pp. 27-28.)
Material(s)
Laminated prompt cards and entertainment survey
Feedback
After every group has presented its findings, ask questions such as What
information interested you the most? Was there any information that
surprised you? The teacher provides positive feedback.
Unit 5, page 139
Junior High School
Assessing Speaking Kit - ASK
Prompt Cards for "What do you think?"
ENTERTAINMENT
ENTERTAINMENT
Watching Sports
Youth Groups
Find out what sports the students
in your class watch and where
they watch them.
Decide on two questions and
prepare a survey card.
Find out which youth groups the
students in your class belong to
and what their favorite youth group
activities are.
Decide on two questions and
prepare a survey card.
Unit 5
Unit 5
ENTERTAINMENT
ENTERTAINMENT
TV
Eating Out
Find out how many hours the
students in your class watch TV
every day and what their favorite
programs are.
Decide on two questions and
prepare a survey card.
Unit 5
Find out how often the students in
ENTERTAINMENT
ENTERTAINMENT
your class eat out and what kind
of restaurants they like to go to.
Decide on two questions and
prepare a survey card.
Unit 5
At the Cinema
Music
Find out how often the students
in your class go to the cinema to
watch a movie and who goes with
them.
Decide on two questions and
prepare a survey card.
Unit 5
Find out what your students'
favorite music is and what kind(s)
of music they dislike.
Decide on two questions and
prepare a survey card.
Unit 5, page 140
Unit 5
Assessing Speaking Kit - ASK
ENTERTAINMENT
Films
Find out what kinds of movies the
students in your class like and
what kinds they dislike.
Decide on two questions and
prepare a survey card.
Unit 5
Junior High School
ENTERTAINMENT
Theme/Water Parks
Find out what your students'
favorite theme/water park is and
what they most enjoy doing there.
Decide on two questions and
prepare a survey card.
Unit 5
Unit 5, page 141
Junior High School
Assessing Speaking Kit - ASK
Unit 5
Instructional
Activity
"A survey"
Objective
Students conduct a survey
Number of
Whole class divided into fluid pairs (pairs that change throughout the
Participants
activity)
Time
Allocation
Procedure
30 minutes
•
Students choose one of the three tasks in Unit 5/Option 2.
•
Teachers may wish to brainstorm possible questions the students can
ask on the topic or use the points that are provided as a basis to form
questions.
•
Teachers may have their students design their survey in pairs or small
groups. Students are told to choose five questions for their survey, or
make up five questions themselves. Every student copies the survey
onto a sheet of paper.
•
At the teacher's signal, the students circulate with a pen and their
survey sheet and ask as many students as possible their questions.
•
At the teacher's signal, the activity is over and the students return to
their seats.
•
For homework, the students should analyze the results and prepare a
graph that illustrates them.
Material(s)
None
Feedback
Have a few students present the results of their survey in the next lesson.
Ask the class questions such as: Were there any results that surprised
you? What was the most important result? Did you have similar or different
results?
Provide feedback on students' presentations based on the student guidelines
or checklist for grading (for Unit 5/Option 2).
page 142