SPEAKING
The two aspects, listening and speaking, are interrelated. Isolating oral skills without direct involvement of aural comprehension is very difficult. Only in limited contexts is oral skills able to be assessed without aural participation. These tasks include monologues, speeches, telling a story, etc.). No speaking task is capable of isolating the single skill of oral production. There are four basic types of speaking that are assessed. These four types are imitative, intensive, responsive, interactive, and extensive. Assessments become more open-ended and there for a greater challenge as proficiency levels increase.
Imitative 1
Assessment Title/ Description: Imitative (1)
Annotation: Imitative tasks focus on the ability of the test-taker to simply imitate (or parrot) a word, phrase, or sentences. This assessment focuses on the phonetic level of oral production (i.e. pronunciation) not meaning and requires listening just for the prompt. This type of assessment helps teachers assess the student’s pronunciation skills. Below I have included a common imitative assessment (with scoring criteria) that can be created or adapted from a resource to cater to any varying proficiency level. Word and sentence repetition tasks are very commonly used for assessing imitative speaking.
Citation: www.ralphsesljunction.com/speakinglistening.pdf
Assessment Example: Word Repetition
-Word Repetition – “Repeat after me”
-Every (pause) everybody (pause)
-Why (pause) why not (pause)
-Wonder (pause) wonderful (pause)
-Can you understand? (pause)
-Good morning everyone! (pause)
-Do you remember? (pause)
Test-takers repeat the stimulus
Scoring criteria
3 – excellent pronunciation and phonemic awareness
2 – acceptable pronunciation
1 – intelligible speech, partially correct pronunciation
0 – unacceptable, silent, or seriously flawed pronunciation
Annotation: Imitative tasks focus on the ability of the test-taker to simply imitate (or parrot) a word, phrase, or sentences. This assessment focuses on the phonetic level of oral production (i.e. pronunciation) not meaning and requires listening just for the prompt. This type of assessment helps teachers assess the student’s pronunciation skills. Below I have included a common imitative assessment (with scoring criteria) that can be created or adapted from a resource to cater to any varying proficiency level. Word and sentence repetition tasks are very commonly used for assessing imitative speaking.
Citation: www.ralphsesljunction.com/speakinglistening.pdf
Assessment Example: Word Repetition
-Word Repetition – “Repeat after me”
-Every (pause) everybody (pause)
-Why (pause) why not (pause)
-Wonder (pause) wonderful (pause)
-Can you understand? (pause)
-Good morning everyone! (pause)
-Do you remember? (pause)
Test-takers repeat the stimulus
Scoring criteria
3 – excellent pronunciation and phonemic awareness
2 – acceptable pronunciation
1 – intelligible speech, partially correct pronunciation
0 – unacceptable, silent, or seriously flawed pronunciation
Imitative 2
Assessment Title/ Description: Imitative (2)
Annotation: Versant is a commercially used oral production tests that heavily utilizes imitation tasks. The assessment can be taken over the phone or at a designated computer-testing center. The Versant Junior English Tests evaluates English skills of non-native students. “The Versant Junior English Test provides accurate scores in overall capabilities, word recognition, fluency, pronunciation, and sentence structure.” The assessment and the results are available in the same day.
Citation: http://versanttest.com/products/juniorEnglish.jsp
Assessment Example: Versant Junior English Tests
Sample of test is below, the original sample is available for download below.
Part C: Repeat.
Please repeat each sentence that you hear.
a voice says, "They told me that yesterday."
and you say, "They told me that yesterday."
Annotation: Versant is a commercially used oral production tests that heavily utilizes imitation tasks. The assessment can be taken over the phone or at a designated computer-testing center. The Versant Junior English Tests evaluates English skills of non-native students. “The Versant Junior English Test provides accurate scores in overall capabilities, word recognition, fluency, pronunciation, and sentence structure.” The assessment and the results are available in the same day.
Citation: http://versanttest.com/products/juniorEnglish.jsp
Assessment Example: Versant Junior English Tests
Sample of test is below, the original sample is available for download below.
Part C: Repeat.
Please repeat each sentence that you hear.
a voice says, "They told me that yesterday."
and you say, "They told me that yesterday."
vjet-level-2-test-paper.pdf | |
File Size: | 145 kb |
File Type: |
Intensive 1
Assessment Title/ Description: Intensive (1)
Annotation: Pictured-Cued tasks are one of the most popular ways to elicit oral language performance across proficiency levels. The intensive aspect of speaking requires test-takers to produce short stretches of language. Their tasks are cued and the student will demonstrate their linguistic ability. Pictures can be very simple or more elaborate that tells a story or event. This assessment can be customized and created to cater to teacher/ student needs. This assessment can be authentic when formatted meaningfully.
Citation: http://tell.wiki.educ.msu.edu/Intensive+Speaking+Assessment
Assessment Example: Pictured-Cued Tasks
Image is below, Original assessment available for download
Test-takers hear:
1. {point to the flag} What’s this?
2. {point to the flag again} What do you notice about the flag?
3. {point to the cannon) What’s this?
4. {point to the ships) What are these on the water?
5. {point to the whole picture} How many cannons do you see?
6. {point to the whole picture} Where is the man holding the flag?
7. {point to the whole picture} What do you think is going on in this picture?
8. {point to the boats} Where are the boats?
9. {point the man sitting on the rock in the very far bottom left of the picture} Describe this person.
Annotation: Pictured-Cued tasks are one of the most popular ways to elicit oral language performance across proficiency levels. The intensive aspect of speaking requires test-takers to produce short stretches of language. Their tasks are cued and the student will demonstrate their linguistic ability. Pictures can be very simple or more elaborate that tells a story or event. This assessment can be customized and created to cater to teacher/ student needs. This assessment can be authentic when formatted meaningfully.
Citation: http://tell.wiki.educ.msu.edu/Intensive+Speaking+Assessment
Assessment Example: Pictured-Cued Tasks
Image is below, Original assessment available for download
Test-takers hear:
1. {point to the flag} What’s this?
2. {point to the flag again} What do you notice about the flag?
3. {point to the cannon) What’s this?
4. {point to the ships) What are these on the water?
5. {point to the whole picture} How many cannons do you see?
6. {point to the whole picture} Where is the man holding the flag?
7. {point to the whole picture} What do you think is going on in this picture?
8. {point to the boats} Where are the boats?
9. {point the man sitting on the rock in the very far bottom left of the picture} Describe this person.
te494assessment6.doc | |
File Size: | 366 kb |
File Type: | doc |
Intensive 2
Assessment Title/ Description: Intensive (2)
Annotation: In Reading-Aloud Tasks the test-taker’s oral production is controlled. The student’s prosodic stress, intonation, and other oral skills are assessed. Selecting a passage that incorporates test specs and recording the student’s oral output can easily are used in this technique. Reading aloud has been deemed as a strong indicator of overall oral production ability due to the research of the effectiveness of Versant Test. Reading aloud is also used on the Versant as well. I included an example of a Read-aloud stimulus as well as scoring criteria. This assessment can be customized to varying proficiency levels and student/ teacher needs. As proficiency levels increase then so will the difficulty and length of reading passages
Citation: www.ralphsesljunction.com/speakinglistening.pdf
Assessment Example: Read-aloud stimulus
This form of assessment tests students’ ability in being fluent when reading. Careful attention is given to stress and intonation.
Ex.
There are many things I would like to have for my birthday. First, I would like to have my friends over. They are so much fun! Second, I would like to have a birthday cake. I wonder if my mother will get me one? Third, I would want my family to be at my birthday party. I love them all. These are the things I would like to have for my birthday.
Scoring Criteria
3 – student read almost fluent recognizing intonation, stress, and proper pronunciation.
2 – student had minimal problems in recognizing intonation, stress, and proper pronunciation.
1 – student had a lot of difficulty in recognizing intonation, stress, and proper pronunciation.
Annotation: In Reading-Aloud Tasks the test-taker’s oral production is controlled. The student’s prosodic stress, intonation, and other oral skills are assessed. Selecting a passage that incorporates test specs and recording the student’s oral output can easily are used in this technique. Reading aloud has been deemed as a strong indicator of overall oral production ability due to the research of the effectiveness of Versant Test. Reading aloud is also used on the Versant as well. I included an example of a Read-aloud stimulus as well as scoring criteria. This assessment can be customized to varying proficiency levels and student/ teacher needs. As proficiency levels increase then so will the difficulty and length of reading passages
Citation: www.ralphsesljunction.com/speakinglistening.pdf
Assessment Example: Read-aloud stimulus
This form of assessment tests students’ ability in being fluent when reading. Careful attention is given to stress and intonation.
Ex.
There are many things I would like to have for my birthday. First, I would like to have my friends over. They are so much fun! Second, I would like to have a birthday cake. I wonder if my mother will get me one? Third, I would want my family to be at my birthday party. I love them all. These are the things I would like to have for my birthday.
Scoring Criteria
3 – student read almost fluent recognizing intonation, stress, and proper pronunciation.
2 – student had minimal problems in recognizing intonation, stress, and proper pronunciation.
1 – student had a lot of difficulty in recognizing intonation, stress, and proper pronunciation.
Responsive 1
Assessment Title/ Description: Responsive (1)
Annotation: According to Brown, Assessment of responsive tasks involve brief interactions with an interlocutor, differing from intensive tasks in the increased creativity given to the test-taker and from interactive tasks by the somewhat limited length of utterances (Douglas-Brown & Abeywikrama, 2011). This aspect of assessment helps the teacher realize the student’s ability to participate in discussions. Question and Answer tasks usually consist of a couple questions that are simple. Questions at this level are usually referential questions in which the test-taker is given more opportunities to produce meaningful language response. This assessment is usually one on one (student and teacher) but may include other students. This can be customized to varying proficiency levels and student/ teacher needs.
Citation: www.ralphsesljunction.com/speakinglistening.pdf
Douglas-Brown, H., & Abeywikrama, P. (2011). Language assessment, principles and classroom practices. (2nd ed.). White Plains, NY: Pearson Education.
Assessment Example: Question & Answer
This form of assessment requires one person, an interlocutor, to ask the student questions. Students’ answers can be 1 sentence responses, or, can entail a more detailed answer depending upon the question asked.
Ex.
How are you doing? (Response: I’m fine is not acceptable. Something with more substance is needed).
What is your favorite day of the week and why? (Response: My favorite...Friday because it is the start of the weekend).
What are the steps kids take in playing soccer? (Response: First....Second....Finally...)
Annotation: According to Brown, Assessment of responsive tasks involve brief interactions with an interlocutor, differing from intensive tasks in the increased creativity given to the test-taker and from interactive tasks by the somewhat limited length of utterances (Douglas-Brown & Abeywikrama, 2011). This aspect of assessment helps the teacher realize the student’s ability to participate in discussions. Question and Answer tasks usually consist of a couple questions that are simple. Questions at this level are usually referential questions in which the test-taker is given more opportunities to produce meaningful language response. This assessment is usually one on one (student and teacher) but may include other students. This can be customized to varying proficiency levels and student/ teacher needs.
Citation: www.ralphsesljunction.com/speakinglistening.pdf
Douglas-Brown, H., & Abeywikrama, P. (2011). Language assessment, principles and classroom practices. (2nd ed.). White Plains, NY: Pearson Education.
Assessment Example: Question & Answer
This form of assessment requires one person, an interlocutor, to ask the student questions. Students’ answers can be 1 sentence responses, or, can entail a more detailed answer depending upon the question asked.
Ex.
How are you doing? (Response: I’m fine is not acceptable. Something with more substance is needed).
What is your favorite day of the week and why? (Response: My favorite...Friday because it is the start of the weekend).
What are the steps kids take in playing soccer? (Response: First....Second....Finally...)
Responsive 2
Assessment Title/ Description: Responsive (2)
Annotation: “Giving Instructions and Directions” is an authentic approach in assessing responsive speaking. This assessment provides the test-taker the opportunity to produce extended stretches of language discourse. The technique is quite simple, the test administrators present a question/ problem and the test-taker responds. This task can be designed to be more complex, which can lead to the extensive speaking category. The less complex the question are then the responses will more than likely be short and simple. Questions should be impromptu and therefore will bring authentic and unrehearsed responses.
Citation: (Page 203)
Douglas-Brown, H., & Abeywikrama, P. (2011). Language assessment, principles and classroom practices. (2nd ed.). White Plains, NY: Pearson Education.
Assessment Example: Eliciting instructions or directions
Test Takers hear:
· Describe how to make a typical dish from your country.
· What’s a good recipe for making _______?
· How do you access email on a PC?
· How would I make a typical costume for a ______ celebration in your country?
· How do you program telephone numbers into a cell phone?
· How do I get from ______ to ______ in your city?
Test-takers respond with appropriate instructions/ directions.
Annotation: “Giving Instructions and Directions” is an authentic approach in assessing responsive speaking. This assessment provides the test-taker the opportunity to produce extended stretches of language discourse. The technique is quite simple, the test administrators present a question/ problem and the test-taker responds. This task can be designed to be more complex, which can lead to the extensive speaking category. The less complex the question are then the responses will more than likely be short and simple. Questions should be impromptu and therefore will bring authentic and unrehearsed responses.
Citation: (Page 203)
Douglas-Brown, H., & Abeywikrama, P. (2011). Language assessment, principles and classroom practices. (2nd ed.). White Plains, NY: Pearson Education.
Assessment Example: Eliciting instructions or directions
Test Takers hear:
· Describe how to make a typical dish from your country.
· What’s a good recipe for making _______?
· How do you access email on a PC?
· How would I make a typical costume for a ______ celebration in your country?
· How do you program telephone numbers into a cell phone?
· How do I get from ______ to ______ in your city?
Test-takers respond with appropriate instructions/ directions.
Interactive 1
Assessment Title/ Description: Interactive (1)
Annotation: Interactive speaking is similar to responsive speaking but includes tasks that involve long stretches of interactive discourses of language. These can be interviews, role-plays, discussions, and games. Other tasks that are used for but involve less interaction are speeches, extended explanations, and translations. One of the most common assessments for oral production is an oral interview. Usually is the test administrator and the test-taker conversing one on one. Interviews can vary in difficulty and length from 5-45 minutes. An effective interview has several stages. The first stage is warm-up (preliminary small talk), level check (questions at students current level of proficiency), probe (challenging questions, more open ended questions), and a wind-down (or closing, less challenging questions). The assessment I included us a sample of an interview. Not all interviews have to follow through all levels but it is highly recommended. Interviews can be created and customized to meet student/ teacher needs and for varying proficiency levels. This assessment as well as other interactive speaking assessments allows teachers to evaluate student’s ability in producing fluid, detailed, and in-depth discussions.
Citation: www.ralphsesljunction.com/speakinglistening.pdf
Assessment Example: Interview
Interviews provide students with chances to use what they have learned in an authentic situation; they give students the chance to engage in meaningful dialogue.
Ex.
Small talk
· (The weather is hot today, don’t you think?) e.g. Tag Question
· (Was it difficult finding this place?)
Level Check
· Wh-questions
· Telling a brief story (e.g. where you are from, your education, etc.)
· Give a presentation about their favorite ___________
Closing
· Feelings about the interview
Annotation: Interactive speaking is similar to responsive speaking but includes tasks that involve long stretches of interactive discourses of language. These can be interviews, role-plays, discussions, and games. Other tasks that are used for but involve less interaction are speeches, extended explanations, and translations. One of the most common assessments for oral production is an oral interview. Usually is the test administrator and the test-taker conversing one on one. Interviews can vary in difficulty and length from 5-45 minutes. An effective interview has several stages. The first stage is warm-up (preliminary small talk), level check (questions at students current level of proficiency), probe (challenging questions, more open ended questions), and a wind-down (or closing, less challenging questions). The assessment I included us a sample of an interview. Not all interviews have to follow through all levels but it is highly recommended. Interviews can be created and customized to meet student/ teacher needs and for varying proficiency levels. This assessment as well as other interactive speaking assessments allows teachers to evaluate student’s ability in producing fluid, detailed, and in-depth discussions.
Citation: www.ralphsesljunction.com/speakinglistening.pdf
Assessment Example: Interview
Interviews provide students with chances to use what they have learned in an authentic situation; they give students the chance to engage in meaningful dialogue.
Ex.
Small talk
· (The weather is hot today, don’t you think?) e.g. Tag Question
· (Was it difficult finding this place?)
Level Check
· Wh-questions
· Telling a brief story (e.g. where you are from, your education, etc.)
· Give a presentation about their favorite ___________
Closing
· Feelings about the interview
Interactive 2
Assessment Title/ Description: Interactive (2)
Annotation: Role-play is a fun assessment that engages students. Students who are less stressed are more likely at perform at their fullest ability. Role-play opens some windows of opportunity for test-takers to use discourse that usually may be difficult for them to elicit. Prompts can be authentic by mimicking real-world situations such as restaurant situations or giving directions. It is up to the tests administrator to determine assessment objectives and scoring criteria. Role-play can easily be created and customized or can be accessed through many resources. Role play can e be one on one or have several other students involved. The sample I included involves two students performing a scenario at a hotel. Each student has an element (a goal to accomplish) and a complication. Role playing can be utilized in many different ways in the classroom.
Citation: http://www.learnenglish.de/Teachers/roleplays.htm
Assessment Example: Role Play
Effective Role Plays Unlike skits, role plays shouldn't be scripted out in detail, instead you should give the student a general scenario with different elements and suggested ideas for complications to occur.
Role play cards can be a very useful tool here. For example:-
Student A
You are booking into a hotel.
Elements
Book in to the hotel - you have a reservation.
Complications
You are on your own.
You want a shower.
You want breakfast in the morning.
You have an early meeting and must not be late.
Student B
You are a hotel receptionist.
Elements
Welcome the guest.
Find them a room.
Complications
You can't find their reservation.
You only have a double room with bath available.
Annotation: Role-play is a fun assessment that engages students. Students who are less stressed are more likely at perform at their fullest ability. Role-play opens some windows of opportunity for test-takers to use discourse that usually may be difficult for them to elicit. Prompts can be authentic by mimicking real-world situations such as restaurant situations or giving directions. It is up to the tests administrator to determine assessment objectives and scoring criteria. Role-play can easily be created and customized or can be accessed through many resources. Role play can e be one on one or have several other students involved. The sample I included involves two students performing a scenario at a hotel. Each student has an element (a goal to accomplish) and a complication. Role playing can be utilized in many different ways in the classroom.
Citation: http://www.learnenglish.de/Teachers/roleplays.htm
Assessment Example: Role Play
Effective Role Plays Unlike skits, role plays shouldn't be scripted out in detail, instead you should give the student a general scenario with different elements and suggested ideas for complications to occur.
Role play cards can be a very useful tool here. For example:-
Student A
You are booking into a hotel.
Elements
Book in to the hotel - you have a reservation.
Complications
You are on your own.
You want a shower.
You want breakfast in the morning.
You have an early meeting and must not be late.
Student B
You are a hotel receptionist.
Elements
Welcome the guest.
Find them a room.
Complications
You can't find their reservation.
You only have a double room with bath available.
Extensive 1
Assessment Title/ Description: Extensive (1)
Annotation: Extensive speaking is one of the most difficult aspects of speaking. The speaking tasks involve complex, relatively lengthy stretches of discourse. Oral presentations are used as an authentic life like assessment. It is common for individuals to present on a report, sales idea, new product, etc. at some point in their life. Oral presentations allow students to use what they learned in English by culminating everything in one solid presentation. A checklist or grid is common means of scoring and evaluation. Below included a document of sample topics that are used at a community college. Teachers can choose topics that naturally interest students and address their proficiency level. Below the possible topics I include a rubric (from another source) that can be used as a resource that can help grade the student’s oral presentation
Citation: http://www.rubrics4teachers.com/rubric_oral_presentation.php
https://docs.google.com/viewer?a=v&q=cache:CJaPRsUD930J:iws.collin.edu/dweasenforth/Associate/ESL%2520Materials/ESL%2520Speaking%26Lstening%2520Presentation%2520topics.doc+&hl=en&gl=us&pid=bl&srcid=ADGEEShGpRyR_SoPDUtBxypsDptqHo9SyhX3p-yTun3lVdifg3zbz7vvIEA4PfzV6EbJo9AsAtlV_pIwcPKCdAz_8wG-CdYeB23EDAfTVP4VdL5_5LonrH4x-hjdByxIkEggiIcMfwcb&sig=AHIEtbTwQVKwoQonC5BlEdkWGF0tZshpbQ
Assessment Example: Oral Presentation (Topics and Rubric)
ESL Speaking and Listening: Oral Presentations
Oral presentations constitute part of the students’ overall class grade. In the past we have had some difficulty with students using the same speech for more than one class. In order to eliminate this problem, the following topics should be used for the specific classes.
ESLC 0305
SPEECH 1: Students will choose one of the topics below and speak for 5-8 minutes.
“My First Impression of the United States”
“My Strangest Experience”
“Why Everyone Does/Doesn’t Need a Computer at Home”
“How to Interview for a Job”
“My Last Vacation”
SPEECH 2: My Favorite Holiday (10 minutes)
SPEECH 3: Group Project: Design a travel brochure/tour booklet. Include destination, itinerary, costs, sightseeing, etc. (Groups of 3 or 4: 5 minutes each student) Give the students one class period to prepare for the speech.
ESLC 0310
SPEECH 1: Students will choose one of the topics below and speak for 5-8 minutes.
“Stereotypes in My Country”
“The Biggest Problem Facing My Country”
“How to Improve Cross-Cultural Communication”
“Ways to Overcome Culture Shock”
“Nonverbal Communication in My Culture”
SPEECH 2: Impromptu speech: Each student will receive a topic and will have 2 minutes to silently prepare a speech. Students will speak 2-3 minutes. (See list of possible impromptu speech topics.) Do not allow some students more time to prepare than other students.
SPEECH 3: Students will give a presentation on their culture. They may bring food, clothes, music, art, or anything to show. They will speak 15-20 minutes.
Annotation: Extensive speaking is one of the most difficult aspects of speaking. The speaking tasks involve complex, relatively lengthy stretches of discourse. Oral presentations are used as an authentic life like assessment. It is common for individuals to present on a report, sales idea, new product, etc. at some point in their life. Oral presentations allow students to use what they learned in English by culminating everything in one solid presentation. A checklist or grid is common means of scoring and evaluation. Below included a document of sample topics that are used at a community college. Teachers can choose topics that naturally interest students and address their proficiency level. Below the possible topics I include a rubric (from another source) that can be used as a resource that can help grade the student’s oral presentation
Citation: http://www.rubrics4teachers.com/rubric_oral_presentation.php
https://docs.google.com/viewer?a=v&q=cache:CJaPRsUD930J:iws.collin.edu/dweasenforth/Associate/ESL%2520Materials/ESL%2520Speaking%26Lstening%2520Presentation%2520topics.doc+&hl=en&gl=us&pid=bl&srcid=ADGEEShGpRyR_SoPDUtBxypsDptqHo9SyhX3p-yTun3lVdifg3zbz7vvIEA4PfzV6EbJo9AsAtlV_pIwcPKCdAz_8wG-CdYeB23EDAfTVP4VdL5_5LonrH4x-hjdByxIkEggiIcMfwcb&sig=AHIEtbTwQVKwoQonC5BlEdkWGF0tZshpbQ
Assessment Example: Oral Presentation (Topics and Rubric)
ESL Speaking and Listening: Oral Presentations
Oral presentations constitute part of the students’ overall class grade. In the past we have had some difficulty with students using the same speech for more than one class. In order to eliminate this problem, the following topics should be used for the specific classes.
ESLC 0305
SPEECH 1: Students will choose one of the topics below and speak for 5-8 minutes.
“My First Impression of the United States”
“My Strangest Experience”
“Why Everyone Does/Doesn’t Need a Computer at Home”
“How to Interview for a Job”
“My Last Vacation”
SPEECH 2: My Favorite Holiday (10 minutes)
SPEECH 3: Group Project: Design a travel brochure/tour booklet. Include destination, itinerary, costs, sightseeing, etc. (Groups of 3 or 4: 5 minutes each student) Give the students one class period to prepare for the speech.
ESLC 0310
SPEECH 1: Students will choose one of the topics below and speak for 5-8 minutes.
“Stereotypes in My Country”
“The Biggest Problem Facing My Country”
“How to Improve Cross-Cultural Communication”
“Ways to Overcome Culture Shock”
“Nonverbal Communication in My Culture”
SPEECH 2: Impromptu speech: Each student will receive a topic and will have 2 minutes to silently prepare a speech. Students will speak 2-3 minutes. (See list of possible impromptu speech topics.) Do not allow some students more time to prepare than other students.
SPEECH 3: Students will give a presentation on their culture. They may bring food, clothes, music, art, or anything to show. They will speak 15-20 minutes.
Extensive 2
Assessment Title/ Description: Extensive (2)
Annotation: Another common extensive speaking task is retelling a story. Test-takers hear or read a story, news event, or trending topic that they are asked to retell. The objectives of this task incorporate listening comprehension of original reading to production of oral discourse. The administrator should discuss and establish the criteria prior to assessment. Students are scored based on accuracy of vital information, event order, fluency, etc. Below I included a sample short story that ESL students can retell.
Citation: http://www.tesolzone.com/esl-short-stories.html
Assessment Example: Retelling a Story: The French Burglar
This story is very suitable for practicing the passive and contrasting it with the active.
The French Burglar is the final of the ESL short stories in this article. This is an old, but true story, of a stupid burglar in Paris.
Many years ago a burglar broke into an apartment in Paris. He wanted to steal the paintings in the house. However, after he broke in he realised that he was hungry. He went into the kitchen and opened the refrigerator. He saw two bottles of his favorite wine and one of his favorite cheeses. He ate the cheese and drank the wine.
Then he felt sleepy, so he went upstairs into the bedroom. He fell asleep. The next morning he woke up and found that his bed was surrounded by police officers. They arrested him.
Annotation: Another common extensive speaking task is retelling a story. Test-takers hear or read a story, news event, or trending topic that they are asked to retell. The objectives of this task incorporate listening comprehension of original reading to production of oral discourse. The administrator should discuss and establish the criteria prior to assessment. Students are scored based on accuracy of vital information, event order, fluency, etc. Below I included a sample short story that ESL students can retell.
Citation: http://www.tesolzone.com/esl-short-stories.html
Assessment Example: Retelling a Story: The French Burglar
This story is very suitable for practicing the passive and contrasting it with the active.
The French Burglar is the final of the ESL short stories in this article. This is an old, but true story, of a stupid burglar in Paris.
Many years ago a burglar broke into an apartment in Paris. He wanted to steal the paintings in the house. However, after he broke in he realised that he was hungry. He went into the kitchen and opened the refrigerator. He saw two bottles of his favorite wine and one of his favorite cheeses. He ate the cheese and drank the wine.
Then he felt sleepy, so he went upstairs into the bedroom. He fell asleep. The next morning he woke up and found that his bed was surrounded by police officers. They arrested him.