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This document contains a project report that evaluates speaking skills across preparation and presentation stages. It lists several key speaking skills and rates them as high standard, standard, or below standard. For the preparation stage, it evaluates interacting with colleagues, dealing with information, and being creative. For the presentation stage, it assesses speaking spontaneously, developing and illustrating points, organizing ideas, expressing views clearly, drawing in an audience, and responding to colleagues.
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Week4 linking the parts
Today's class agenda includes a review of language focus points, team practice of presentation skills, mini group presentations, and planning for midterm speeches. Students will review introductions, the difference between internal and external presentations, and components of an introduction. They will complete exercises in their prep sheets and give mini presentations to practice. Time is also provided to choose midterm speech topics and create an outline.
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The document provides guidance on effective presentation skills. It discusses introducing the topic and main points at the beginning, having three main parts - introduction, body, and conclusion, and using "signposting" or transition words. It recommends speaking more clearly to an audience than friends, using techniques like repetition, rhetorical questions, and contrasts. Nonverbal skills like eye contact, gestures, and enthusiasm are also emphasized. Presenters should get feedback on keeping the topic interesting, including enough detail, grabbing attention, organization, and visual aids.
Testing oral ability2
This document discusses challenges in testing oral ability and proposes solutions. It notes that oral tests must use representative tasks that elicit a valid sample of a candidate's oral skills. Three testing formats are proposed: interviews, interactions between candidates, and responses to audio/video stimuli. For interviews, the document recommends using a variety of question types, pictures, role plays, interpretations, and prepared monologues to elicit different language functions. It also provides tips for structuring tests, such as allowing multiple "fresh starts" and setting familiar topics. Finally, it stresses the importance of valid and reliable scoring through proper scales, scorer training, and standardized procedures.
Group presentation rubric
This rubric evaluates group presentations on several criteria: time limit, cooperation between group members, organization, content, sources and documentation, visuals, formatting and mechanics, and subject knowledge. Groups can earn up to 4 points for each criterion, for a total possible score of 32 points. Stronger presentations will stay within the time limit, demonstrate cooperation between group members, have a clear introduction, conclusion, and organization, be well-researched with multiple sources cited, have visuals that enhance the content, have proper formatting and no errors, and demonstrate subject mastery through Q&A.
Testing oral ability
This document discusses challenges in testing oral ability and proposes solutions. It notes that oral tests must use representative tasks that elicit a valid sample of a candidate's oral skills. Three testing formats are proposed: interviews, interactions between candidates, and responses to audio/video stimuli. For interviews, the document recommends using a variety of question types, pictures, role plays, interpretations, and prepared monologues to elicit different language functions. It also provides tips for structuring tests, such as allowing sufficient time, avoiding reminders it is a test, and ensuring scorers are well-trained to reliably score responses. The goal is for oral tests to accurately measure a candidate's true oral communication abilities.
Testin g overall ability
This document discusses techniques for testing overall language ability, including cloze procedures, dictation, and tests for young language learners. Cloze procedures aim to assess abilities beyond just the immediate context by removing words from a passage. Dictation can test spelling, punctuation, and listening ability but is time-consuming to score. When testing young learners, tests should be brief, varied, and involve visual elements like pictures to match their short attention spans and developing cognitive skills.
Revision guide for paper 1 question 2
The document provides guidance on how to answer Question 2 for the GCSE English Language Paper 1 exam. It explains that students must identify language features in a text passage and explain their effects, using evidence from the text and appropriate subject terminology. Examples are given of answers that achieved different mark levels, with the highest level response analyzing language features in detail while using varied terminology and clearly explained impacts. Key advice is to spend 10 minutes answering, identify 4-5 language techniques, quote evidence, and clearly explain language choices and their effects on the reader.
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Today's class agenda includes a review of language focus points, team practice of presentation skills, mini group presentations, and planning for midterm speeches. Students will review introductions, the difference between internal and external presentations, and components of an introduction. They will complete exercises in their prep sheets and give mini presentations to practice. Time is also provided to choose midterm speech topics and create an outline.
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This document discusses challenges in testing oral ability and proposes solutions. It notes that oral tests must use representative tasks that elicit a valid sample of a candidate's oral skills. Three testing formats are proposed: interviews, interactions between candidates, and responses to audio/video stimuli. For interviews, the document recommends using a variety of question types, pictures, role plays, interpretations, and prepared monologues to elicit different language functions. It also provides tips for structuring tests, such as allowing multiple "fresh starts" and setting familiar topics. Finally, it stresses the importance of valid and reliable scoring through proper scales, scorer training, and standardized procedures.
Group presentation rubric
This rubric evaluates group presentations on several criteria: time limit, cooperation between group members, organization, content, sources and documentation, visuals, formatting and mechanics, and subject knowledge. Groups can earn up to 4 points for each criterion, for a total possible score of 32 points. Stronger presentations will stay within the time limit, demonstrate cooperation between group members, have a clear introduction, conclusion, and organization, be well-researched with multiple sources cited, have visuals that enhance the content, have proper formatting and no errors, and demonstrate subject mastery through Q&A.
Testing oral ability
This document discusses challenges in testing oral ability and proposes solutions. It notes that oral tests must use representative tasks that elicit a valid sample of a candidate's oral skills. Three testing formats are proposed: interviews, interactions between candidates, and responses to audio/video stimuli. For interviews, the document recommends using a variety of question types, pictures, role plays, interpretations, and prepared monologues to elicit different language functions. It also provides tips for structuring tests, such as allowing sufficient time, avoiding reminders it is a test, and ensuring scorers are well-trained to reliably score responses. The goal is for oral tests to accurately measure a candidate's true oral communication abilities.
Testin g overall ability
This document discusses techniques for testing overall language ability, including cloze procedures, dictation, and tests for young language learners. Cloze procedures aim to assess abilities beyond just the immediate context by removing words from a passage. Dictation can test spelling, punctuation, and listening ability but is time-consuming to score. When testing young learners, tests should be brief, varied, and involve visual elements like pictures to match their short attention spans and developing cognitive skills.
Revision guide for paper 1 question 2
The document provides guidance on how to answer Question 2 for the GCSE English Language Paper 1 exam. It explains that students must identify language features in a text passage and explain their effects, using evidence from the text and appropriate subject terminology. Examples are given of answers that achieved different mark levels, with the highest level response analyzing language features in detail while using varied terminology and clearly explained impacts. Key advice is to spend 10 minutes answering, identify 4-5 language techniques, quote evidence, and clearly explain language choices and their effects on the reader.
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This document discusses testing oral ability. It outlines several key considerations for developing valid and reliable oral tests, including using representative tasks that sample a variety of language functions, ensuring tasks elicit targeted language samples, and using different testing formats like interviews, paired interactions, and responses to audio/video prompts. It also emphasizes the importance of carefully planning and structuring tests, providing candidates multiple opportunities to demonstrate their skills, selecting appropriate rating scales and trainings raters to score tests validly and reliably.
Oral proficiency
This document discusses strategies for developing oral fluency in language learners. It defines oral fluency as the ability to express oneself intelligibly, reasonably accurately, and without too much hesitation. It recommends initially focusing on accuracy through drills and repetition, then shifting to focus on fluency through meaningful activities that encourage personal expression. Some problems with speaking that are addressed include inhibition, lack of vocabulary, and uneven participation. Suggested solutions involve grouping students, preparing topics, and minimizing correction to encourage communication.
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This document discusses testing oral ability through oral exams. It outlines appropriate tasks to test oral ability, including operations like expressing, narrating, and eliciting. It discusses criterial levels of performance in terms of appropriacy, accuracy, range, size, accent, grammar, vocabulary, and comprehension. Possible test formats are also outlined, such as interviews, interactions between candidates, and responses to recordings. Techniques for eliciting behaviors from candidates and obtaining valid and reliable scoring are also discussed.
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This document discusses oral ability testing for language proficiency. It outlines various considerations for setting tasks, sample criteria, test formats, elicitation techniques, scoring procedures, and training for test administrators. The key points covered are setting clear objectives for testing comprehension and production, selecting appropriate content and text types for tasks, using multiple formats and testers to obtain a representative sample, carefully planning interviews and ensuring candidate comfort, and training scorers to reliably evaluate performance based on specified criteria.
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This document discusses challenges in testing productive language skills, specifically writing and speaking. For writing tests, it addresses issues like time constraints, plagiarism, complexity of instructions, and difficulty assessing multiple writing skills. It suggests making writing tests realistic, valid by focusing only on writing ability, and fairly marked with clear expectations. For speaking tests, it notes difficulties standardizing individual oral exams and determining examiners' roles. The document concludes by having participants watch an example oral exam and discuss considerations for their own speaking tests.
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This document provides guidance on evaluating students' oral production skills in a foreign language. It outlines criteria for fluency, phrasing, listening comprehension, pronunciation, and expression. A rating scale is suggested to track oral participation during evaluations. Tests should measure content, processes, and products to assess student achievement and be valid, reliable, and balanced in evaluating oral production.
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The document discusses the components of the speaking skill. It identifies the main components as grammar, vocabulary, pronunciation, fluency, and comprehension. It provides details on each component. Grammar involves using correct sentences and structures. Vocabulary refers to appropriate word choice. Pronunciation encompasses proper phonemes, stress, pitch, intonation, tone, tempo, and clusters. Fluency is speaking smoothly with few pauses. Comprehension means fully understanding the discourse. Pronunciation has several sub-components including phonemes, allophones, stress, pitch, intonation, tone, and tempo.
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- 1. Project Report: _______________ Skill High standard Standard Below standard Comments Preparation Stage use English only use range of language use language accurately pronounce sounds clearly use stress and intonation clearly and effectively interact with colleagues - ask questions - show you have been listening - refer back to something said earlier - steer the conversation - lead others to talk about what you want - get round impasse situations - keep/ get back on topic show agreement / disagreement make suggestions deal with various bits of information - ranking -prioritising be creative - with language - with ideas talk at length
- 3. Project Report: _______________ Skill High standard Standard Below standard Comments Presentation Stage use English only use range of language use language accurately pronounce sounds clearly use stress and intonation clearly and effectively speak “spontaneously” - occasional ref to notes v. reading aloud - knowledge of talk v. memorised spiel develop key points - explain / describe info (on ppt) illustrate points - include examples / anecdotes organise ideas - use of sequencing expressions express views clearly - use of opinion adverbs draw in audience - use of rhetorical questions - refer to audience’s knowledge - eye contact respond to colleagues - answer questions - show you have been listening - refer back to something said earlier
- 5. speaking skill use English only use range of language use language accurately pronounce sounds clearly use stress and intonation clearly and effectively interact with colleagues - ask questions - show you have been listening - refer back to something said earlier steer the conversation - lead others to talk about what you want - get round impasse situations - keep/ get back on topic show agreement / disagreement make suggestions deal with various bits of information - ranking -prioritising
- 6. be creative - with language - with ideas talk at length
- 7. speaking skill use English only use range of language use language accurately pronounce sounds clearly use stress and intonation clearly and effectively speak “spontaneously” - occasional ref to notes v. reading aloud - knowledge of talk v. memorised spiel develop key points - explain / describe info (on ppt) illustrate points - include examples / anecdotes organise ideas - use of sequencing expressions express views clearly - use of opinion adverbs
- 8. draw in audience - use of rhetorical questions - refer to audience’s knowledge - eye contact respond to colleagues - answer questions - show you have been listening - refer back to something said earlier