test

Created by BCL easyConverter SDK 3 (HTML Version)

 


Oral criteria

Task 4: Origami dog

Name: _________________________________

Date: __________

Linguistic structures and features

AusVELS EAL

Stages

Communication

Cultural conventions

Text structure

Grammatical

Vocabulary

Phonology

Strategies

A1/BL/B1

features

SL/S1 A2/B2/

S2

Instructs without always being

Manages interaction using

Fluent use of

Instructional

Fluent use of

Overall confident

Self-correct and

led by teacher questioning, or

appropriate interruptions/

features of

language in

topic related and

pronunciation,

reformulate

copying key words used by the

turn taking, with teacher

procedural text

appropriate

technical

some individual

Monitor others

4

teacher

and/or partner –

then you

Explain the

tense – take the

vocabulary –

issues, word

response to what

Use talk to clarify thinking and

like, put

process in

paper, turn over

crease, part,

endings or

they are saying, and

ideas

Competent use of social

clearly signalled

Understands

corner, to the top

problematic

modify to improve

Fluently and confidently express

formulas to instruct – that’s

sections, using

more difficult

Adverbs of time,

sounds – dey for

communication – no,

ideas

correct, very good

time markers,

teacher

to sequence the

they

do the same thing on

Less reliant on gesture and

Fluent use of appropriate

connectives –

questions –

process – Now

Successful use of

the other side

mime

fillers, to smooth the

Well first you …,

Should I fold it to

you, after that

stress and

Describes the process more

conversation, add subtle

after that, take

this line?

intonation to carry

precisely and accurately

meaning – um well, you

that corner and

Generally

additional

Uses typical classroom

have to, not really

put it over there

correct use of

meaning, signal

language, incidental comments

imperatives –

agreement

and observations

make the face,

encouragement

take the paper,

turn over

More fluent and correct novel

Some social formulas to

Longer turns of

Greater use of

Uses a range of

Sounds clear

Use circumlocution to

structures, not as many formulas

monitor, correct, commend

several

grammatically

adverbs of time

most of the time

talk around when

Uses gestures for only the most

Yes, that’s correct, yeah,

extended

correct chunks

now you have

despite some

lacking specific

3

difficult to explain parts of the

now it’s done

phrases and

to describe

to, first, next,

errors with less

vocabulary

process

Listens and watches to

sentences –

simple aspects

after that

well known

Use common social

Generally still reliant on the

monitor the success of

after that fold

of the process –

words

and classroom

teacher to guide the interaction –

instructions

another one

Next it fold it

Less obvious

formulas to facilitate

What do I do next?

Fluent when using well

smaller

down

influence of first

the interaction, and to

Understands relatively complex

known language and

Confident use of

Novel

language on

gain attention – look

questions and comments

expressing simple known

well-known

constructions

intonation,

at me

ideas

features – and

you draw it the

stress and

Take cue from the

after that you, no

eyes

rhythm

teacher when asking

like that

Simply

Stress and

or answering

structured

intonation to

questions

sentences –

reinforce ideas or

Ask for clarification

draw the eyes

direct – no not

Self-correct – mouse,

and nose and

there

no mouth

mouth

TEAL – Oral Task 5 Criteria

Instructions limited to formulaic

Routine turn taking,

Conversation

Use of

Some topic

Mostly

Use words that

or modelled structures

common formulaic

characterised by

imperative form

specific

intelligible

teacher uses when

Takes part actively in the

expressions to participate

short interactive

of key verbs –

language – fold,

pronunciation,

asking for clarification

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?

dependant on teacher to lead by

happens next? S: Next

it this way? No,

Concrete

Some time

well-known

Yes, fold like this,

asking questions to clarify

draw nose

like this

reference, – you

conjunctions –

words, phrases

next

Understands most teacher

Gestures to communicate

Teacher uses

fold it here, this

first, after that,

Some sounds

Check ideas with

questions and comments when

more complex ideas or

questioning to

here

next

and words

teacher

in context

processes

move the

Novel

difficult to

Improve

Uses gestures when instructional

Stages the instructions in

process forward

constructions to

identify

pronunciation after

language not known

manageable chunks

What do I do

convey difficult

Significant first

listening to another

now?

actions – a bit

language

speaker

more far, fold is

influence on

Rephrase ideas if not

here, you big

stress, rhythm

understood the first

triangle

and phonology

time – fold like a

Simple extended

triangle — no a big

formulaic words

triangle, not little one

and phrases to

Access assistance

interact, – no not

from the written

like that – like

process

this

Shows understanding of the task

Shows deference to

Generally

One or two word

Limited

Generally

Imitate or use key

and the need to instruct

teacher/partner

conveys a

utterances or

vocabulary

intelligible, some

words or phrases

Limited ability to provide verbal

suggestions, direction

logical sequence

formulaic

beyond some

sounds, words

from other speaker –

1

instructions

Shows some frustration

of instructional

phrases, often

basic verbs

and phrases

yes fold

Falls back on showing the

with not being able to

steps

cueing from

draw, do (like

difficult to

Ask teacher to watch

process rather than explaining it

convey meaning

Limited verbal

teachers input –

this)

identify

the process – look,

Can understand most simple

participation

turn over, fold

Some basic

Marked first

like this

instructions and questions, but

here, like this

nouns – paper,

language

Try to take over the

only in direct context

dog, ears, eyes

influence on

teachers paper to

May agree with partner or

Limited

intonation,

show what needs to

teacher, even when they don’t

sequential

stress and

be done

understand

language,

rhythm

Use gesture and

adverbs of time

May need more

mime, nodding for

now, after,

than one attempt

agreement

next

at pronouncing a

Wait for teacher to

new word

supply a word or

phrase

TEAL – Oral Task 5 Criteria