test
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Oral criteria |
Task 4: Origami dog |
Name: _________________________________ |
Date: __________ |
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Linguistic structures and features |
AusVELS EAL |
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Stages |
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Communication |
Cultural conventions |
Text structure |
Grammatical |
Vocabulary |
Phonology |
Strategies |
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A1/BL/B1 |
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features |
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SL/S1 A2/B2/ |
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S2 |
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• Instructs without always being |
• Manages interaction using |
• Fluent use of |
• Instructional |
• Fluent use of |
• Overall confident |
• Self-correct and |
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led by teacher questioning, or |
appropriate interruptions/ |
features of |
language in |
topic related and |
pronunciation, |
reformulate |
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copying key words used by the |
turn taking, with teacher |
procedural text |
appropriate |
technical |
some individual |
• Monitor others |
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4 |
teacher |
and/or partner – |
then you |
• Explain the |
tense – take the |
vocabulary – |
issues, word |
response to what |
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• Use talk to clarify thinking and |
like, put … |
process in |
paper, turn over |
crease, part, |
endings or |
they are saying, and |
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ideas |
• Competent use of social |
clearly signalled |
• Understands |
corner, to the top |
problematic |
modify to improve |
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• Fluently and confidently express |
formulas to instruct – that’s |
sections, using |
more difficult |
• Adverbs of time, |
sounds – dey for |
communication – no, |
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ideas |
correct, very good |
time markers, |
teacher |
to sequence the |
they |
do the same thing on |
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• Less reliant on gesture and |
• Fluent use of appropriate |
connectives – |
questions – |
process – Now |
Successful use of |
the other side |
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mime |
fillers, to smooth the |
Well first you …, |
Should I fold it to |
you, after that |
stress and |
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• Describes the process more |
conversation, add subtle |
after that, take |
this line? |
intonation to carry |
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precisely and accurately |
meaning – um well, you |
that corner and |
• Generally |
additional |
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• Uses typical classroom |
have to, not really |
put it over there |
correct use of |
meaning, signal |
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language, incidental comments |
imperatives – |
agreement |
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and observations |
make the face, |
encouragement |
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take the paper, |
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turn over |
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• More fluent and correct novel |
• Some social formulas to |
• Longer turns of |
• Greater use of |
• Uses a range of |
• Sounds clear |
• Use circumlocution to |
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structures, not as many formulas |
monitor, correct, commend |
several |
grammatically |
adverbs of time |
most of the time |
talk around when |
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• Uses gestures for only the most |
– Yes, that’s correct, yeah, |
extended |
correct chunks |
– now you have |
despite some |
lacking specific |
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3 |
difficult to explain parts of the |
now it’s done |
phrases and |
to describe |
to, first, next, |
errors with less |
vocabulary |
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process |
• Listens and watches to |
sentences – |
simple aspects |
after that |
well known |
• Use common social |
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• Generally still reliant on the |
monitor the success of |
after that fold |
of the process – |
words |
and classroom |
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teacher to guide the interaction – |
instructions |
another one |
Next it fold it |
• Less obvious |
formulas to facilitate |
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What do I do next? |
• Fluent when using well |
smaller |
down |
influence of first |
the interaction, and to |
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• Understands relatively complex |
known language and |
• Confident use of |
• Novel |
language on |
gain attention – look |
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questions and comments |
expressing simple known |
well-known |
constructions – |
intonation, |
at me |
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ideas |
features – and |
you draw it the |
stress and |
• Take cue from the |
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after that you, no |
eyes |
rhythm |
teacher when asking |
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like that |
• Simply |
Stress and |
or answering |
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structured |
intonation to |
questions |
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sentences – |
reinforce ideas or |
• Ask for clarification |
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draw the eyes |
direct – no not |
• Self-correct – mouse, |
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and nose and |
there |
no mouth |
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mouth |
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TEAL – Oral Task 5 Criteria
• Instructions limited to formulaic |
• Routine turn taking, |
• Conversation |
• Use of |
• Some topic |
• Mostly |
• Use words that |
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or modelled structures |
common formulaic |
characterised by |
imperative form |
specific |
intelligible |
teacher uses when |
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• Takes part actively in the |
expressions to participate |
short interactive |
of key verbs – |
language – fold, |
pronunciation, |
asking for clarification |
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2 |
instructional process, but largely |
in the interaction – T: What |
turns – Do I fold |
fold, draw |
turn, |
particularly with |
– Do I fold it like this? |
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dependant on teacher to lead by |
happens next? S: Next |
it this way? No, |
• Concrete |
• Some time |
well-known |
Yes, fold like this, |
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asking questions to clarify |
draw nose |
like this |
reference, – you |
conjunctions – |
words, phrases |
next |
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• Understands most teacher |
• Gestures to communicate |
• Teacher uses |
fold it here, this |
first, after that, |
• Some sounds |
• Check ideas with |
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questions and comments when |
more complex ideas or |
questioning to |
here |
next |
and words |
teacher |
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in context |
processes |
move the |
• Novel |
difficult to |
• Improve |
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• Uses gestures when instructional |
• Stages the instructions in |
process forward |
constructions to |
identify |
pronunciation after |
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language not known |
manageable chunks |
– What do I do |
convey difficult |
• Significant first |
listening to another |
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now? |
actions – a bit |
language |
speaker |
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more far, fold is |
influence on |
• Rephrase ideas if not |
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here, you big |
stress, rhythm |
understood the first |
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triangle |
and phonology |
time – fold like a |
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• Simple extended |
triangle — no a big |
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formulaic words |
triangle, not little one |
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and phrases to |
• Access assistance |
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interact, – no not |
from the written |
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like that – like |
process |
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this |
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• Shows understanding of the task |
• Shows deference to |
• Generally |
• One or two word |
• Limited |
• Generally |
• Imitate or use key |
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and the need to instruct |
teacher/partner |
conveys a |
utterances or |
vocabulary |
intelligible, some |
words or phrases |
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• Limited ability to provide verbal |
suggestions, direction |
logical sequence |
formulaic |
beyond some |
sounds, words |
from other speaker – |
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1 |
instructions |
• Shows some frustration |
of instructional |
phrases, often |
basic verbs – |
and phrases |
yes fold |
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• Falls back on showing the |
with not being able to |
steps |
cueing from |
draw, do (like |
difficult to |
• Ask teacher to watch |
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process rather than explaining it |
convey meaning |
• Limited verbal |
teachers input – |
this) |
identify |
the process – look, |
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• Can understand most simple |
participation |
turn over, fold |
• Some basic |
• Marked first |
like this |
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instructions and questions, but |
here, like this |
nouns – paper, |
language |
• Try to take over the |
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only in direct context |
dog, ears, eyes |
influence on |
teachers paper to |
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• May agree with partner or |
• Limited |
intonation, |
show what needs to |
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teacher, even when they don’t |
sequential |
stress and |
be done |
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understand |
language, |
rhythm |
• Use gesture and |
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adverbs of time |
• May need more |
mime, nodding for |
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– now, after, |
than one attempt |
agreement |
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next |
at pronouncing a |
• Wait for teacher to |
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new word |
supply a word or |
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phrase |
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TEAL – Oral Task 5 Criteria