Exam rubric according to Cambridge B2, lesson to understand grading here: https://www.cambridgeenglish.org/images/168619-assessing-speaking-performance-at-level-b2.pdf
* Before first oral exam talk about focus on making yourself understood and understanding. Only memorization should be ‘Can you repeat that, please?’ Grade is based on interaction, pronunciation and speaking naturally. Students should prepare by practicing!!! Part of the exam is me asking each student a question. Motto: Stay Calm and Speak English. Show B2 ‘assessing speaking performance’ activity videos. For each unit students are assessed starting Week Three: Week One – Introduction to Unit Topic, Week Two – practice in class.
First year students are very slow testing, so I only spend two classes on testing, then I move on to the next unit. Students should have at least one grade this way. At the end of the term, students missing a grade or wanting to improve their grade can decide to test on any unit throughout the term.
Introduction: Students should always have a notebook to write in. Part of their grade is their vocabulary list (I tell students that I will check their vocab list before testing them….if I remember!)
Vocabulary List – Students start a list of words they learn the first day of class.
Unit 1 – Simple questions / introducing yourself. Oral Exam: partner conversation, asking and answering questions. Name, Age, Where you live, Birthday, Hobbies.
Unit 2 – English in Genoa show and tell. Students have to find something at home, in the supermarket or on the street that is written in English (they can bring in pictures if it’s too big to bring in or not theirs!). Tourist signs, instructions, ingredients, etc. Oral Exam: in pairs students ask about the object or pictures. What is it? Where did you find _____? What does it say? Why did you choose that object? The pairs they practice in should not be the pairs they are tested in.
Unit 3 – Pronunciation. ‘ui’ words. Show students online dictionaries with pronuniation (Oxford Learners Dictionary) Oral Exam: mini play using ‘ui’ words. Students prepare a conversation using the ‘ui’ words that they learn.
Dictation: The band was quite loud, and everyone was much happier after the conductor quit and the room went quiet.
Links: https://www.youtube.com/watch?v=Qtqxlueihas
Can do Cambridge English with mini whiteboards (blank pages in plastic sleeves with whiteboard pens and homemade cloth erasers).
Unit 4 – Command form. Warm up – simple yoga stretch or other TPR (total physical response) School rules and ‘Simon Says’ version ‘ Student Minions’ where students ask the class to do something, for example ‘put your hands on your head’
Unit 5 – *Civic Education* Three R’s. Save the Earth! Posters and student actions. Climate change, animal conservation, ocean plastic, etc. Prep- Who is Greta Thunberg? What is Fridays for Future? Vocab: Protest, Activist / Activism, Climate Change, Environment Do you like to go to the beach? Is it clean? Why or why not? What is your favorite wild animal? Research – is it endangered? All students make a poster.
Units 4 and 5 Oral Exam: pair question and answer with posters. Role play of being at a protest. ‘I like your poster…. Question – Why do you want to save the pandas? What can I do to use less plastic? Can you explain your poster?
End of term. Give students a chance to make up oral exams, games, listening. Xmas karaoke
Unit 6 – Family. British Royal Family and talking about siblings or cousins. Linked with Unit 7. Oral exam: family presentations. Students talk individually about their families. Who do you live with? Do you have family living in a another city? I ask questions about students’ families.
Unit 7 – Comparatives and Superlatives. Older, younger, oldest, youngest, further, closer, more, less.
Units 6 and 7 Oral Exam: Pair conversation about siblings (or cousins or friends outside of class for single child students). Do you have any siblings OR Do you have any brothers or sisters?
Is your brother / sister / cousin / friend older or younger than you? Students should listen to answers and follow up appropriately.
Unit 8 – (double unit) Ordering and serving at a restaurant. English speaking country cuisines. Oral exam: Pair role play switching off as server and client. This unit includes making a menu, so it will take longer. Students research a typical dish in an English speaking country (prep: list of English speaking countries). I like to spend time on students correcting each others’ menus.
When appropriate: Fun activities linked to Halloween, Thanksgiving, Xmas….using spider diagrams and question ‘What do you know about _________?’