Questioning answer, matching language to symbols, recognizing false or

Questioning in MFL: Diagnosis- e.g: Which is the following the correct translation for “I give the book to him”?

A, Je le donne le livre ; B, Je donne lui le livre ; C,  Je lui donne le livre ; D, Je donne le le livre ; E, Je donne le livre lui. F, Je donne le livre le.

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Type of tasks which prepare students for the external examinations (worksheets, rubrics, quiz)

What is more, there is a list of other different activities, which can be used to motivate and assess students’ knowledge in students friendly way and probably by using authentic material in TL: multiple choice, gap filling, labelling, selecting the correct answer, matching language to symbols, recognizing false or true statements, sequencing, re-assembling texts, role play, oral presentation, conversation, interview, poems, interview, leaflet, vocabulary test, written work, homework, checking verbs in sentences, translating a sentence written in French into English to see if the writing made sense. Students learn new vocabulary, therefore it is important to revise previous topics since students can forget them if they are not exposed to a consistent basis.

The MFL learning environment must be a place where students do not feel anxious to give a wrong answer, they can express freely without consequences. Therefore, they are more courageous to take the risk to talk in TL in front of the class.

Students like to know how well they are doing and they can be very motivated to reach targets. Assessment methods let the teacher see if students know the key vocabulary, and they can use them in context. Teachers can determine easily which student has a good pronunciation and which student needs help. Written assessments are kept in the folder to refer back if it is necessary. So, it is possible to plan the next steps in MFL lesson.

The MFL teacher, who is assessing students day to day, is the best judge students’ level performance, reporting a wide range of evidence.


1.1.Assessing students with English as an Additional Language (EAL)’ performance

Teachers should be aware that EAL students are doing several things at the same time. They learn English at the same time they learn the curriculum subjects through English, in addition, they have to learn a second MFL. EAL students do not study English as a separate subject but through the curriculum. Bell foundation prepared an Assessment descriptors and Proficiency bands1 to EAL students, which can be used for formative and summative assessment.

Teachers wonder if it is better for students to wait until they acquire a working knowledge level in English before attending MFL lessons or what assessment issue EAL students can have. According to my personal experience also, EAL students have potential strengths, intellectual advantages to talk MFL, and paying attention to their learning process accurately