B1-II Midterm Oral Evaluation – Group Discussion

Date: May 6-10 (register for a day and time in class)

Group size: 3-4 students

Discussion length: 5-6 minutes total (each student speaks approximately 1 minute and 30 seconds)

Theme: Unit 2 - Social Problems

Format:
1. The teacher presents a diagram with 1 question and alternatives. Example:

2. You have 3 minutes to make notes, plan and talk (in English!); this part is not evaluated by the teacher.
3. You have 6 minutes to discuss the question, making reference to all of the alternatives. The teacher evaluates
students’ ability to open/close the discussion, express opinions and develop ideas, agree/disagree, and
change the subject.

Language ideas:
Opening your discussion Is it okay if I start? / Sure, no problem.
Expressing your opinion and Opinion + reason + example
developing ideas In my view… because… For example…
As far as I’m concerned… To exemplify…
To illustrate…
Asking for your partner’s your opinion How about…?
What about…?
Agreeing with your partner That’s (absolutely) true.
You’re (absolutely) right.
That’s a great idea.
Disagreeing with your partner I’m afraid I don’t see it the same way.
Changing the subject Regarding the question of the task,...
Closing the discussion I believe we have an agreement, don’t we?
B1 Speaking Rubric (Midterm Oral Discussion) 2019-1

Total ______/20

Expectations for this Excellent Good High Fail Fail Inadequate

task 5 points 4 3 points 2 points 1 point
 1 minute 30 seconds +  Talks for the full time, fluently  Talks slowly but steadily for  Talks for the full time but  Talks with great hesitation,  Very hesitant.
(6 minute group or just slightly slower paced. the full time. teacher/other students had struggling to fill the time.  Unable to complete the
discussion of 3-4 Seems comfortable and able  Shares some opinion and to prompt.  Does not share opinions. task.
students) to continue past the time reason and gives example.  Shares opinion. Does not  Agrees /disagrees at least
Content

 Gives opinion and allotted.  Agrees/disagrees several give further information. one time with others
reason with examples  Shares complete opinion and times with others’ opinions.  Limited opinions.
 Agrees/disagrees with reason and gives examples. agreement/disagreement
classmates  Agrees/disagrees multiple with other opinions.
 Relevant fully times with others’ opinions.
developed contributions
 Easily understood with  Is easily understood.  Can be understood with a  Ideas understandable, but  Several words or phrases  The teacher cannot
Comprehen

clear pronunciation  Pronunciation clearly little effort. The teacher has 1-2 words/phrases are not comprehensible. understand anything
sibility

understood. to listen carefully and make incomprehensible.  Teacher had to ask for the student says, or the
a guess at the meaning at clarification more than student says nothing.
times. once.
 Asks for classmates’  Is proactive in maintaining  In generally proactive in  Participates but does not  Has considerable  Unable to participate
opinions and developing discussion. maintaining and developing maintain/develop the difficulty participating in or ask questions.
Participation

 Changes the subject  Initiates multiple times by
asking a question, asking
for an opinion, and/or
changing the subject.
2.5
 Uses vocabulary  Uses a good variety of
Vocabulary
discussion. discussion. the discussion.
 Initiates at least one time  Does not initiate but can  Does not initiate but can
by asking a question, respond to others partially respond to other
asking for an opinion, or questions or opinions. questions or opinions.
changing the subject
2 1.5 1 0.5
 Uses a variety of  Basic vocabulary that  Struggling for words.  Vocabulary is lacking

appropriate to the task vocabulary, applying many vocabulary that fulfills the serves the purpose.  Repeats the same word to such an extent that
different words. basic need of several times. the student cannot
communication. express any ideas
comprehensibly.
 Control of simple  Uses correct grammar for  Uses almost all correct  Meaning is clear but uses  Meaning is understood  No complete
grammar with the purpose. grammar for the purpose. inappropriate basic but uses inappropriate sentences.
Grammar

occasional errors that  Occasional minor errors do  Some minor errors do not grammar occasionally. grammar, confused word  Isolated words only.
do not affect meaning not affect meaning. affect meaning. order, a string of one
 May attempt complex  Simple sentences and word or routine phrases
grammar forms compound. only.