1.
Design a rubric to evaluate a dialogue, level B2, University students, Degree in Lenguas Modernas. Use a Spanish marking scheme (25 marks).
Dialogue Rubric
Communication
Fluency
Grammar
4
5-6
6-7
7-8
8-9
9 - 10
The student is not able to communicate and develop his ideas and opinions on a certain topic.
The student can state his opinion, but is unable to develop his ideas on a certain topic when required.
The student is able to state and develop his ideas and opinions on a certain topic, yet in a disorganized way, not responding clearly.
The student is able to communicate and develop his ideas and opinions on a certain topic properly with few difficulties.
The student is able to communicate clearly, providing the adequate information required by other participants or in order to develop his ideas on a certain topic without difficulties.
The student makes pauses continuously and hesitates excessively, making communication impossible.
The student hesitates often, which affects communication in certain occasions.
The student hesitates in-between sentences, but communication is hardly affected.
The student does not hesitate and is able to communicate slowly, yet properly.
The student is able to communicate his ideas and opinions clearly, organizing the information delivered and responding properly. The student speaks fluently with few or no pauses, without hesitation and facilitating communication.
The student makes several basic grammar mistakes while speaking.
The student makes some important grammar mistakes while speaking.
The student uses basic grammar properly, making some mistakes when it comes to advanced grammar.
The student uses basic and advanced grammar properly, making a few insignificant mistakes that hardly interfere with
The student uses basic and advanced grammar adequately, making no mistakes.
The student is able to communicate fluently, without unnecessary pauses and with no hesitation. Communication develops naturally. The student uses a variety of different grammar structures while speaking with no mistakes, showing a good command of grammar in different contexts.
communication.
Interaction
Pronunciation
Vocabulary
The student does not interact with other participants and only focuses on his discourse without having in mind other’s contribution to the conversation.
The student interacts sometimes, not always with other participants, but is unable to pick up the thread again when another participant adds new information to the conversation.
The student has several problems with pronunciation and intonation.
The student makes some pronunciation and intonation mistakes that complicate communication. The student makes important mistakes when using basic vocabulary, which complicates communication sometimes.
The student has very limited vocabulary and very basic expressions that makes communication difficult.
The student interacts almost most of the time. He still presents some difficulties when trying to follow what other participants say, which interferes with communication sometimes.
The student interacts most of the time. He presents minor difficulties when trying to follow what other participants say. In general, he is able to respond to other’s contribution most of the time. Intonation and Intonation and pronunciation are pronunciation are acceptable, but some good, with a few important mistakes minor mistakes that still happen. do not complicate communication. The student has no The student uses mistakes with basic basic and complex vocabulary, but vocabulary makes some properly, with a mistakes when using few insignificant more complex mistakes that vocabulary. hardly interfere with communication.
The student interacts with the rest of participants properly. He is able to respond clearly to other’s contribution with a few or no difficulties.
The student interacts naturally with the rest of participants, keeping eye contact, maintaining and facilitating communication. He also shows interest in what others may say.
Pronunciation and intonation are clear. Very few or no mistakes are made.
Pronunciation is very accurate and clear as well as intonation, with no mistakes.
The student is able to use a variety of basic and complex vocabulary and expressions with a few mistakes that do not interfere with communication at all.
The student is able to use a variety of basic and complex vocabulary and expressions with no mistakes, using vocabulary in a way that facilitates communication.
2.
Design an activity for C1 students aimed at learning turn-足taking strategies in interaction. Note that we do not expect a simple description of the activity (20 marks).
it’s my
TURN now
ACTIVITY On the back of this handout you will find a list containin quite useful expressions re ardin turn-‐takin . Be ready to debate with your mates one of the followin topics. Don’t for et to use the expresions provided whenever you need to take the floor. Is equality between sexes, races, etc. feasible?
Is religion an impediment to social progress?
Do intolerant people deserve tolerance from others?
Interrupting
-‐ I’m afraid I can’t let you go on without saying that... -‐ Can I interrupt you for a moment? / Could I stop you there? -‐ Before you go on.../ Before I forget / Before you continue, can I just say that... -‐ I don’t mean to interrupt you, but... / Excuse the interruption, but... -‐ I’ll let you inish in a minute, but... / I’d like to make a point here if I can/may... -‐ Sorry for interrupting, but... / I know it’s rude to interrupt, but... -‐ If you don’t mind me interrupting... / May I interrupt / Sorry, Can I just...? -‐ That reminds me of.... / This might be the right time to say...
Accepting the turn
-‐ Thanks. I won’t take long. -‐ What I wanted to say was… -‐ What was I going to say? Oh yes,…
Speaking first
-‐ Although you probably know more about this than me,… -‐ Can I go ahead? -‐ I can see you want to say something about this, but… -‐ Before you get started,… -‐ I’d like to start the discussion by… / Shall I get us started? /
Refusing interruption
-‐ I’m nearly inished. -‐ Before you have your say,… / Before you interrupt,… / Before you reply,… -‐ I can see that you want to interrupt, but… -‐ I haven’t got to my main point (yet), which is… -‐ I just want to make one more point/ say one more thing before you have your say. -‐ Please (just) let me inish. / Please allow me to inish.
Taking the turn back
-‐ As I was saying (before I was interrupted),… / Carrying on from where I left off,… -‐ Getting back on track,… / To get back to the point at hand / To get back on topic,… -‐ What was I saying? / Where was I? / Where were we? Oh yes,…
Offering the floor to someone else
-‐ Please go ahead / No, please...after you -‐ You know more about this than me, so… / You must have an opinion on this, so… -‐ I’d like to hear your opinion before I comment. -‐ I’m not sure what I want to say yet, so… -‐ Do you have an opinion on…? / Do you have any (particular) thoughts/ views on…? -‐ Do you think…? / Don't you think (so)? / And you? / Do you agree? -‐ Did you want to add anything? / Does anyone want to say anything before we move on?
Source: “How to Teach Turn Taking -‐ Articles -‐ UsingEnglish.com.” N. p., n.d. Web. 28 May 2014.
3.
Design a rubric to evaluate an opinion essay, level B1, University students, Degree in Lenguas Modernas. Use a Spanish marking scheme (25 marks).
4.
Design a two-足hour session to show, activate and practice the uses of the modal verb can. Give a final activity to evaluate progress. Level A2, high school students (30 marks).
LESSON PLAN Title of the unit: Modal verbs: Can Lesson Objective(s): By the end of the lesson students should have practiced the uses of can and they should be able to identify each of these uses. Lesson Plan Step No.
1
Estimated Time
15’ 20’
2
3
10’ 20/30’
4
Student Activity
Teacher Activity
Interaction
Skills
Aids
SS listen to the teacher’s explanation. SS ask questions and doubts
T explains the modal verb can and its uses T answers questions and resolve doubts
T > SS
Listening
Handouts
SS listen to the explanation SS make groups and write a dialogue using the uses of can
T explains the first activity T assists students when required
T > SS S > SS
Handouts
SS prepare the dialogue in groups once they are done with the writing
T provides students with props (*only if needed)
S > SS
Reading Writing Listening Speaking Interaction Listening Speaking Interaction
SS perform the dialogue in front of the class (the time for this activity will depend on the number of students and groups) SS listen to their classmates
T monitors and take notes when needed for later feedback
S > SS
Speaking Listening Interaction
Props* Handouts
Props*
5/10’
SS listen to corrections SS ask questions if needed
15/20’
SS listen to the explanation SS remain in groups and play the game SS guess the uses of can in groups
5 6
T gives feedback when all the dialogues are done and explain again if necessary T answers questions T explains the 2nd activity T puts cards on the blackboard T shows sentences with can T evaluates progress T reviews the sentences shown in case doubts arise
T > SS
Listening
S > SS T > SS
Speaking Reading Interaction
Beamer Cards
Marks The final mark is obtained from the sum of the points achieved in each part: Strutcture and Organization + Vocabulary and Grammar
P.S. You can’t come in if you don’t bring this invitation