Example 4

Which of the prefixes in Column A can combine with which of the words in Column B? Write out the complete words.

Example 5

Underline the odd one out:

goat, horse, cow, spider, sheep, dog, cat.

Example 6

For each of the following words, write a sentence that makes its meaning clear.

1. wealth       2. laughter       3. decision       4. brilliant

Example 7

(The teacher dictates the words from Example 6, the students write them down.)

Example 8

(The teacher dictates the mother-tongue equivalents of the words in Example 6, the students write down the target-language versions.)

Example 9

Fill in the gaps:

In the seventeenth ________________ Spanish ships sailed ______________to Central and ________________. America to fetch gold for the Spanish _______________ The ships were often attacked by __________________,who infested the 'Spanish Main' (the sea __________  north-east of Central and South America).

Example 10

Complete the passage using the words from the list:

area, century, pirates, government, regularly, South

In the seventeenth_________________Spanish ships sailed ____________________to Central and ___________________America to fetch gold for the Spanish_______________. The ships were often attacked by_______________, who infested the 'Spanish Main' (the sea ___________________north-east of Central and South America).

Example 11

(Students are given sentences in the mother tongue to translate into the target language; or vice versa.)

Example 12

Finish the following sentences:

1.1 feel depressed when...

2.1 never have an appetite when...

3. It was a great relief when...

Example 13 Words and phrases

Taken from: http://schulen.asn-noe.ac.at/arge/eltnoe/nym/

Comments

Denotation: the literal meaning of a word

Connotation: In everyday usage, connotation has a different meaning. To explain this meaning, it is helpful to explicate the partial theory or meaning that it presupposes. The theory goes like this: every word or phrase has two kinds of meaning: primary, literal meanings (sometimes called denotations), and secondary meanings known as connotations. Connotations are thought to colour what a word "really means" with emotion or value judgments.

For example, a stubborn person may be described as being either strong-willed or pig-headed. Although these have the same literal meaning (i.e. stubborn), strong-willed connotes admiration for someone's convictions, while pig-headed connotes frustration in dealing with someone.

Childish means like a child, usually applied to an adult’s behaviour with negative connotations.

Examples 1 and 2: Multiple-choice

Multiple-choice questions are tricky and time-consuming to compose, but, if the answers are clear, very quick and easy to mark. Note that a testee who does not know the answer has a 25 per cent chance of being right by guessing!

The second example allows for more careful and subtle distinctions in meaning.

Example 3: Matching

As in the previous examples, only meaning is tested; and is knowledge of an opposite a proof that the testee knows the meaning of the original word? Matching items are quicker and easier to compose than multiple-choice; but note that the last option - if the learner has all the others right - becomes obvious. This problem can be corrected by the provision of more items in Column B than in A.

Example 4: Matching

Here the only thing that is being tested is whether the testee is aware of the existence of the (combined) word! Which probably means they also know its meaning, but this fact is not actually being tested.

Example 5: Odd one out

Again, only meaning is being tested, and you have no way of being sure that all the items are known. But this is at least more interesting to do, and usually easy to mark.

Example 6: Writing sentences

Spelling and pronunciation of the items are not tested, but most other aspects are. This is a bit boring to do, and difficult to mark objectively, but does check the testee's knowledge fairly well.

Example 7: Dictation

Dictation tests aural recognition and spelling only. However, if learners can recognize and spell an item correctly they probably also know what it means: it is extremely difficult to perceive, let alone spell, words you do not know. A relatively easy test to administer and check.

Example 8: Dictation-translation

This checks if students know meaning and spelling only. There is the problem that the mother-tongue translation may be inexact or misleading; but if it is a reasonable equivalent, then this is a very quick, easy and convenient test to administer and check.

Example 9: Gap-filling

This tests meaning, spelling, to some extent grammar and collocation. But testees may write down possibly acceptable items that are not in fact the originals, or what you intended; will you accept them?

Example 10: Gap-filling with a 'pool' of answers

Meaning is tested here, also to some extent grammar and collocation. This version is easier to do and mark than Example 9.

Example 11: Translation

Translation can test all aspects of an item. But there are better ways of testing.

Example 12: Sentence completition

This tests meaning only; but is “personalised” and interestimg to do and read!

Example 14: Words and phrases

Words in context. To make it a bit more challenging for the studnets the words on the right might be listed in a different order.