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Limited Response Aim Ways Example Advantages Limitations

Reading Sad sat = different 1. easy to construct and 1. not an integrative skill
Red red = same score. involving actual reading.
Meat meet = different 2. only the recognition 2. overemphasis on this
of letters is required, technique could reduce
From the mayor making a simple task for reading speed.
For the mayor the beginners.

Net net ten*


Naps span* naps

Speaking 1. focus on meaning – 1. Directed Response (“Tell me he went 1. it includes useful 1. Some features of
use vocab & grammar - Teacher command home.”) techniques for speaking (fluency,
students know – to Students to do (“He went home.”) those with limited appropriateness) are
measure something, and language skill. – not adequately
understandingof they’ll need to notably directed measured.
particular sentence. answer verbally. response and 2. No direct
(When Jack leaves, questions about relationship between
they’ll hire you, won’t visuals. speaking proficiency
they?) 2. Provides helpful and ability to read
A. Yes, you will. ways of getting aloud/imitate.
B. Yes, he’s specific responses. 3. Students response
leaving. 3. This technique is difficult to evaluate.
C. Yes, they will. not threatening. (when 2 or 3
4. Theres a tendency paragraphs are read
to be interesting, aloud.)
lifelike. – they have 4. Additional difficulties
good face validity, w reading aloud. –
appears to pronunciation.
measure what they
claim to measure.
2. Picture Cues
- Students have to
speak/describe the
picture.
3. Reading Aloud
-
Listening 1. Native-Language (students hear in 1. Suitable for students 1. native-language
Response English) not able to read & write response are limited.-
“How far is it to New 2. involves flexible with bilingual teachers
York?” techniques. & students w same
A. No, not far. 3. Questions generally language background
B. South of Boston. easy to prepare. 2. native-language
C. About 20 miles.* 4. limited response response are neither
items are rather needed nor preferred by
Horses can fly. objectives, quick, easy intermediate to
A. True to score. advanced students.
b. False* 3. suitable pictures for
picture cues items are
not always easy to find.
2. Picture Cues (*picture*)
- Identify true false Is it starting to rain?
Yes*
No
3. Task Response “put the ball in the
- Teacher have box. Put the storybook
something to do on top of the box.
and students need Then make a circle
to do it right a way. around the box with
- individually & group the beads.”
- individually –
students do various
things to show how
well they
understand to the
command.

Writing