Speaking skill Rating Scale

4grade Secondary School Raters : Guido Riquelme/ Ana Luna Pedrero Students name: Aim: At the end of the lesson students will be able to Students will give an oral presentation on a worlds issue of their interest. The presentation is individual and it will takes about 3 or 4 minutes 9 6 3 1

Information

High knowledge of the topic and ideas effectively organized Extremely high use of grammar and very clear meaning Natural fluency and wide range of vocabulary Very clear tone of voice and excellent intonation

Accuracy

Adequate knowledge of the topic and ideas are well organized Adequate use of grammar and clear meaning Adequate fluency and a proper range of vocabulary Clear tone of voice and adequate intonation

Quite knowledge but ideas are not well organized Quite grammar mistakes that affects meaning Quite fluency and limited range of vocabulary Clear tone of voice but not intonation

Fluency and vocabulary

Lack of information and ideas are not organized Basic grammar mistakes and unclear meaning Poor fluency and basic range of vocabulary Unclear tone of voice and not intonation

Voice & intonation

Total points Final grade Comments:

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Listening Skill Checklist: Unit 1 Jobs 1st grade Secondary School. Raters: Ana Maria Luna/Guido Riquelme Student Name: Aim: At the end of the lesson students will be able to discriminate: information from a recording, and words from each other by its sound. Students will listen to an interview about 5 young professionals that are applying for a job. Before they listen to the interview they will hear the recording of the person who is in charge of hire one of them, who will explain the abilities needed for this job. On the answer sheet students need to match each speaker with what they said. Finally, they need to decide which one is the most suitable for that job. Need to be considering that the answer sheet will have some similar word in order to perceive if the student can differentiate a word from other for its sound.
Yes Student follows the instructions. Student identifies the characteristics of speaker 1. Student identifies the characteristics of speaker 2. Student identifies the characteristics of speaker 3. Student identifies the characteristics of speaker 4. Student identifies the characteristics of speaker 5. Student discriminates between all speakers, the one who is most suitable for the job. Student uses the vocabulary learnt in class to understand effortlessly the recording. Student confounds information given by the speakers. Student identifies the written form of a word by its sound. No