ORAL EXAMINATION IN THE ENGLISH CLASSROOM A PRACTICAL MODEL.

Slides:

Advertisements

Similar presentations

IB LANGUAGE B EXAMS.

Advertisements

Adverbs of Frequency.

Assessment types and activities

Session 4: ASSESSING SPEAKING

The Careers Powered By English series English Interview Skills Session 7 of 9 By Lado Management Consultants Adrian O’Donnell.

Task-Based Language Teaching

Natalie Fong English Centre, The University of Hong Kong Good Practices in a Second Language Classroom: An Alternating Use of ICT in Independent Learning.

SCHOOL-BASED ORAL ENGLISH ASSESSMENT (PLBS)

Learning about the CELDT

Unit II Four Language Skills: Aural and Oral Reading and Writing.

Spanish for medical students fostering collaborative learning in mixed-level groups Lucy Hill School of Modern Languages.

Advantages of using speaking tasks in the language classroom. Jelena Kallonen SPEAKING TASKS AND ASSESSING SPEAKING SKILLS.

Developing speaking skills in the communicative classroom Objectives: to consider what fluent speech consists of to understand why students have difficulty.

La tecnologia WALT: 1. to talk about new technology

Stages of Second Language Acquisition

Brainstorming. Make Brainstorming Part of Your Teaching Methods.

Welcome to Unit 6 Seminar: Learning The Language Learning and Assessment Strategies 1.

Seminar on “Preparation for School-based Assessment of 2007 CE English 2 nd July 2005 Sharing of the Trial Experience – Rosaryhill School (Mr. Ricky Lam)

Focus Education Assessing Reading: Meeting Year 2 Expectations Year 2 Expectations: Word Reading Decode automatically and fluently Read accurately.

Higher and Intermediate 2 Spanish. Course outline  There are three themes in Higher Spanish: Lifestyles, Education and Work and The Wider World.  Within.

Adverbs of Frequency.

DEVELOPING SPEAKING SKILL Programa Inglés Abre Puertas Unidad de Curriculum y Evaluación Ministerio de Educación.

GATHERING INFORMATION (FESTIVALS) BY: HUMA ABID. LONG-TERM GOALS To enable the students to comprehend the text as comprehension is a consuming continuous.

Four Basic Principles to Follow: Test what was taught. Test what was taught. Test in a way that reflects way in which it was taught. Test in a way that.

Family Traditions in Europe. Task 1. Oral test on the homework.

Developing Communicative Dr. Michael Rost Language Teaching.

  I think doing a lot of grammar exercises is necessary.

Task Based Learning In your classroom.

Are you ready to play…. Deal or No Deal? Deal or No Deal?

INTO CLIL I.S. CARLO DELL’ACQUA – LEGNANO Prof.ssa Gallo Adriana.

Grammar Translation Method

 There must be a coherent set of links between techniques and principles.  The actions are the techniques and the thoughts are the principles.

Unit 5 A Busy Life Companies(1). Objective 1. To develop the students’ ability to talk about life style. 2. To help students with the vocabulary and grammar.

The Direct Method 1. Background It became popular since the Grammar Translation Method was not very effective in preparing students to use the target.

Do you like learning English ? Why? Unit 4 LEARNING A FOREIGN LANGUAGE.

Unit 4 He said I was hard-working I am going to her house. What did she say? She said she was going to her house.

Learning by heart Take an English course outside school Reading books, newspapers Practice grammar with vocabulary Memorize new words Listening to the.

LEVELED QUESTIONS Adjusting Questioning Strategies to the Language Levels of Students Source: Fifty strategies By Adreinne Herrell & Michael Jordan Presentation.

Leveled Questions Adjusting Questioning Strategies to the Language Levels of Students Presented by: Gladiola Campos Margarita Hinojosa-Stone July 16, 2010.

A Sample for high school course book

Smirnova Ulyana Smirnov Alexander Gazimzianov Timur Ovsankina Anna. Ivan Solovyov Tikan Vitali.

Unit 2 Grammar-translation Method. Pre-task 1.How does the method get the name? 2.Why is the method also called the classical method? 3.What are the classical.

Antar Abdellah. What is speaking? Producing comprehendible sounds.

Module 1 How to learn English Unit 1 Try not to translate every word. Gaoqiao Middle School---Nie Fang.

Multiple Learning Activities and Rubrics Use 高雄市正興國小英語教師許儷齡老師.

Speaking, “Metas” and the KEY exam Making this “doable” for everyone in the classroom!

SPEAKING AND LISTENING ACROSS THE CURRICULUM HOW TO SUPPORT YOUR CHILDREN’S LEARNING LOWER KS2.

Activities to Promote Speaking. Speaking is "the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety.

T H E D I R E C T M E T H O D DM. Background DM An outcome of a reaction against the Grammar- Translation Method. It was based on the assumption that.

Assessing Speaking. Possible challenges in assessing speaking Effect of listening skill: Speaking without interaction is observable but very limited (telling.

Teacher: Nguyen Ha Phuong. How to learn English? Go to the English classes. Write new words many times. Take part in English games. Unit 4: Learning a.

ESA Modle of Teaching 外国语学院刘丽平. content The natural language acquisition can be difficult to replicate in the classroom,but there are elements which.

CLASSROOM INTERACTION Five types of Ss grouping are common in the classroom : 1. The whole class working together with the teacher 2. The whole class mixing.

Engaging All Students in Collaborative Discussions: Building comprehension of narrative and informational texts through listening and speaking Paul Boyd-Batstone,

NEEDS ANALYSIS.

Homework questions How does ACTFL define an intermediate level learner? (p.90) In terms of syllabus design, how can teachers help intermediate learners?

FOUNDATION AQA GCSE FRENCH AND SPANISH

ELT 213 APPROACHES TO ELT I GRAMMAR-TRANSLATION METHOD WEEK 3

ELT 213 APPROACHES TO ELT I DIRECT METHOD WEEK 4

USE OF ENGLISH EXAM PAPERS.

The Battle Against AIDS

SIOP Strategies SIOP Made Easy.

Q: I know my content objectives. How do I prepare language objectives

Learning English with Drama.

Advanced Higher French/ Spanish in a nutshell!

ASSESSMENT and INNOVATIVE TEACHING

Professor: Fredy Muñoz

Assessing Speaking.

UNIT 11: Appearances Lesson A and B.

Presentation transcript:

ORAL EXAMINATION IN THE ENGLISH CLASSROOM A PRACTICAL MODEL

How I chose my topic? O Bulgarian marking system; O Number of marks per student: O Types of marks: Bulgarian: -текуща оценка; -входно ниво; -домашна работа; -контролна работа; -класна работа; -изходно ниво. English translation: -oral performance; -entrance test; -homework; -test; -term-test; -exit test.

Why oral examination? O Neglected area by the teachers; O Difficult to assess speech; O Students want to be examined orally.

What are some traditional ways of oral examination? O Reproduction of a text, recitation; O Teacher – student interaction; O Class discussion; O Pair work – difficult to assess; O Group work – difficult to measure each; student’s speaking; tend to use Bulgarian; O Speeches – Fulbright partner Athina Lao.

What are some limitations of each method? O A limited number of students could be examined; O Teacher – controlled examination; O May be stressful for the examined students; O Time – consuming for teachers; O Boring for students.

My model of oral examination - Class interview O Choose 3 students to be interviewed; O Class plays the role of interviewers; O Both interviewees and interviewers write one question each; O Each interviewed person is asked 3 different questions;

O Each interviewed person asks his/her question to class; O Teacher acts as observer of the interview and assesses the questions and answers; teacher may ask questions as well; O Students may take part in the assessment.

How to assess/ mark the answers? O 50% for fluency = speaking smoothly + original content + knowledge of taught material; O 50% for accuracy = grammar, vocabulary, intonation etc.

Why I like it? O Student – friendly; O Student autonomy; O Peer evaluation; O Teacher – friendly.

The End