b2 upper intermediate level
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B2 UPPER INTERMEDIATE LEVEL
RUBRICS
Debate Breakdown A debate is a discussion about a specific topic during which two teams make arguments for or against an issue. The supporting team (affirmative team) is in favor of the given statement (pro) and the opposing team argues against (con) the statement. Often, there is also a third party, the judges. They give points to determine which side wins at the end of the debate. The supporting and opposing teams usually consist of three members each, while the judge can be the teacher, another group of students or the entire class. Any students not part of the debating teams or judges can be the audience. Preparation: Before starting a debate, you have to agree on specific rules and regulations. This can be done in advance by the teacher, or students can do some research and come up with their own debate rules. After the rules, time limits, and scoring rubric are established, form the teams. This can be done by lottery, or students can choose a side. Each side should have some time to prepare their arguments prior to beginning the official debate. Each side also has to keep in mind that they will have to counter the arguments made by the other side. So, don’t just think about your own arguments, but think about what the other side might come up with and how you can refute that. Topics: Pretty much everything can be a topic for a debate. In reality, many decisions are made based on a debate between the members of a committee. Conducting a Debate: Debates usually start with the supporting team (they support the statement/debate topic), followed by a member of the opposing team. Then another member of the supporting team is up again, then opposing, and so forth. After each side has presented their arguments, they each get a chance to rebut the arguments made by the other side. Judges and audience should take notes during this, so they can assign points later. It’s very important that the debate team members speak slowly, clearly, and loud enough so everyone can understand them.
R-1RUBRICS
Sample Outline with Suggested Timeline
TIME TASK
5-10 minutes The first member of the supporting team presents arguments in support of the topic.
5-10 minutes The first member of the opposing team presents arguments opposing the topic.
5-10 minutes The second member of the supporting team presents further arguments in support of the topic, identifies areas of conflict, and answers questions that may have been raised by the opposition speaker.
5-10 minutes The second member of the opposing team presents further arguments against the statement, identifies further areas of conflict, and answers questions that may have been raised by the previous supporting speaker.
5 minutes Give the teams a short break to prepare their rebuttals.
3-5 minutes The opposing team begins with the rebuttal, attempting to defend the opposing arguments and to defeat the supporting arguments without adding any new information.
3-5 minutes The supporting team presents their first rebuttal.
3-5 minutes Each team gets a second rebuttal for closing statements with the supporting team having the last opportunity to speak.
Additional Debate Tips
It might be a good idea to give the judges and audience a few minutes to ask questions after the official debate is over.
You might also want to open up the debate to the audience so they can add their thoughts on the topic.
Debate Rule Suggestions
1. Be respectful 5. Keep within your timeframe 2. Do your research and come prepared 6. Speak only when it is your turn 3. Use appropriate language only 7. Speak loudly and clearly 4. Don’t interrupt others 8. Support your arguments with
evidence
R-2 RUBRICS
Debate Worksheets Name _________________ Supporting Statement: (Agrees with the proposition) __________________________________________________________________________________________
__________________________________________________________________________________________
First Argument:
__________________________________________________________________________________________
__________________________________________________________________________________________
First Argument Examples/Details:
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Second Argument:
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Second Argument Examples/Details:
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Third Argument:
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Third Argument Examples/Details:
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R-3RUBRICS
Debate Worksheets Name _________________
Opposing Statement: (Disagrees with the proposition) __________________________________________________________________________________________
__________________________________________________________________________________________
First Argument:
__________________________________________________________________________________________
__________________________________________________________________________________________
First Argument Examples/Details:
__________________________________________________________________________________________
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Second Argument:
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Second Argument Examples/Details:
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Third Argument:
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Third Argument Examples/Details:
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R-4 RUBRICS
Debate Worksheets Name _________________
NOTES DURING THE DEBATE
__________________________________________________________________________________________
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Debate Worksheets Name _________________
NOTES DURING THE DEBATE
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R-5RUBRICS
Debate Worksheets Name _________________
NOTES DURING THE DEBATE
__________________________________________________________________________________________
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__________________________________________________________________________________________
__________________________________________________________________________________________
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__________________________________________________________________________________________
__________________________________________________________________________________________
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Debate Worksheets Name _________________
NOTES DURING THE DEBATE
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
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R-6 RUBRICS
Basic Debate Rubric Name(s): ___________________________________
The speakers’ statements clearly supported their position. 5 4 3 2 1
The speakers’ statements were well researched. 5 4 3 2 1
The speakers followed the debate rules. 5 4 3 2 1
Arguments were understandable and in a logical sequence. 5 4 3 2 1
Speakers spoke loudly and made eye contact. 5 4 3 2 1
Rebuttals were specific to opposing arguments. 5 4 3 2 1
Rebuttals showed evidence of good listening skills. 5 4 3 2 1
Concluding arguments and statements were summarizing and convincing. 5 4 3 2 1
The affirmative group worked well together as a team. 5 4 3 2 1
Total Points _____ / 45 Additional Comments:
---------------------------------------------------------------------------------------------------------------------------------
Basic Debate Rubric Name(s): ___________________________________
The speakers’ statements clearly supported their position. 5 4 3 2 1 The speakers’ statements were well researched. 5 4 3 2 1
The speakers followed the debate rules. 5 4 3 2 1
Arguments were understandable and in a logical sequence. 5 4 3 2 1
Speakers spoke loudly and made eye contact. 5 4 3 2 1
Rebuttals were specific to opposing arguments. 5 4 3 2 1
Rebuttals showed evidence of good listening skills. 5 4 3 2 1
Concluding arguments and statements were summarizing and convincing. 5 4 3 2 1
The affirmative group worked well together as a team. 5 4 3 2 1
Total Points _____ / 45 Additional Comments:
Basic Debate Rubric Name(s): ___________________________________
The speakers’ statements clearly supported their position. 5 4 3 2 1
The speakers’ statements were well researched. 5 4 3 2 1
The speakers followed the debate rules. 5 4 3 2 1
Arguments were understandable and in a logical sequence. 5 4 3 2 1
Speakers spoke loudly and made eye contact. 5 4 3 2 1
Rebuttals were specific to opposing arguments. 5 4 3 2 1
Rebuttals showed evidence of good listening skills. 5 4 3 2 1
Concluding arguments and statements were summarizing and convincing. 5 4 3 2 1
The affirmative group worked well together as a team. 5 4 3 2 1
Total Points _____ / 45 Additional Comments:
---------------------------------------------------------------------------------------------------------------------------------
Basic Debate Rubric Name(s): ___________________________________
The speakers’ statements clearly supported their position. 5 4 3 2 1 The speakers’ statements were well researched. 5 4 3 2 1
The speakers followed the debate rules. 5 4 3 2 1
Arguments were understandable and in a logical sequence. 5 4 3 2 1
Speakers spoke loudly and made eye contact. 5 4 3 2 1
Rebuttals were specific to opposing arguments. 5 4 3 2 1
Rebuttals showed evidence of good listening skills. 5 4 3 2 1
Concluding arguments and statements were summarizing and convincing. 5 4 3 2 1
The affirmative group worked well together as a team. 5 4 3 2 1
Total Points _____ / 45 Additional Comments:
Extended Debate Scoring Rubric Names: _________________________________
5 4 3 2 - 1
Respect for Other Team
Students were always respectful and kind when
addressing/referring to the other team.
Students were respectful when
addressing/referring to the other team, but
there were some minor issues.
Students were somewhat
disrespectful when addressing/referring to
the other team.
Students were very disrespectful when
addressing/referring to the other team.
Teamwork
Students participated equally during the
research and debate process. Students worked very well as a team and
were never off task.
Students participated pretty equally during
the research and debate process.
Students worked well as a team and were
rarely off task.
Some students participated more than
others during the research and debate
process. Students struggled at times as a team and were either
off task and/or distracting others.
Students did not participate equally during the research and debate process.
Students did not work well as a team
and were off task and distracting
others.
Supporting Facts & Text Evidence
(x2)
Every major point was supported with several strong, relevant facts,
statistics, and/or examples.
Most major points were supported with facts,
statistics, and/or examples.
Some major points were supported with
facts, statistics, and/or examples.
Few major points were supported with
facts, statistics, and/or examples.
Rebuttal (x2)
All counterarguments were accurate, relevant,
and based on strong evidence from research.
Most counterarguments were accurate and
relevant but not always supported with evidence from
research.
Some counterarguments were relevant and
accurate, but some comments were weak or lacking evidence.
Few counterarguments were relevant and
accurate, and most comments were weak or lacking
evidence.
Organization
All arguments were clearly connected to the main idea and organized in a
logical fashion.
Most arguments were clearly connected to the
main idea and organized in a logical
fashion.
Arguments related to the main idea but were
not always clear or logically organized.
Arguments were unorganized and did
not connect to the main idea or reason.
Presentation Style
The students were confident and convincing. They consistently used
eye contact and an appropriate level of voice.
The students were confident and often
convincing. They made eye contact and spoke
with an appropriate level of voice.
The students did not present confidently and convincingly.
They mostly spoke so the audience could hear but often read
from their notes instead of making eye
contact.
The students lacked confidence and were not convincing. They
spoke as little as possible, did not
make eye contact, and it was difficult to
hear them speak.
Total Points: _____ / 40Additional Comments:
R-7RUBRICS
Assessm
ent Speaking 2 Rubric N
ame: ____________________________
Total Points: / 15
A
ssessment Speaking 2 R
ubric Nam
e: ____________________________ Total Points: / 15
Advanced
5 Interm
ediate High 4
Intermediate
3 Interm
ediate Low
2 N
ovice 1
TOTAL
POIN
TS Com
munication
How w
ell can I com
municate m
y thoughts?
• Great communication of ideas • Pronunciation resembles
native speaker
• Good communication of ideas
• Mostly resembles native speaker
• Average communication of ideas
• Pronunciation sometimes resembles English
• Miscommunication here or there with ideas
• Pronunciation often resembles English
• Lack of communication of ideas
• Pronunciation consistently resembles English
Vocabulary How
much did I im
prove m
y use of vocabulary from
the first time doing
this activity to the Assessm
ent?
• Obvious growth on the final attempt with increased use of vocabulary from this chapter
• Apparent growth noted on the final attempt with increased use of vocabulary from this chapter
• Average growth noted on the final attempt with the use of vocabulary from this chapter
• Minimal growth noted on the final attempt with the use of vocabulary from this chapter
• No growth or attempt noted on the final attempt with the use of vocabulary from this chapter
Gram
mar
How m
uch did I improve
my gram
mar from
the first tim
e doing this activity to the Assessm
ent?
• Obvious growth on the final attempt with increased use of grammar aspects from this chapter
• Apparent growth noted on the final attempt with increased use of grammar aspects from this chapter
• Average growth noted on the final attempt with the use of grammar aspects from this chapter
• Minimal growth noted on the final attempt with the use of grammar aspects from this chapter
• No growth or attempt noted on the final attempt with the use of grammar aspects from this chapter
Advanced
5 Interm
ediate High 4
Intermediate
3 Interm
ediate Low
2 N
ovice 1
TOTAL
POIN
TS Com
munication
How w
ell can I com
municate m
y thoughts?
• Great communication of ideas • Pronunciation resembles
native speaker
• Good communication of ideas
• Mostly resembles native speaker
• Average communication of ideas
• Pronunciation sometimes resembles English
• Miscommunication here or there with ideas
• Pronunciation often resembles English
• Lack of communication of ideas
• Pronunciation consistently resembles English
Vocabulary How
much did I im
prove m
y use of vocabulary from
the first time doing
this activity to the Assessm
ent?
• Obvious growth on the final attempt with increased use of vocabulary from this chapter
• Apparent growth noted on the final attempt with increased use of vocabulary from this chapter
• Average growth noted on the final attempt with the use of vocabulary from this chapter
• Minimal growth noted on the final attempt with the use of vocabulary from this chapter
• No growth or attempt noted on the final attempt with the use of vocabulary from this chapter
Gram
mar
How m
uch did I improve
my gram
mar from
the first tim
e doing this activity to the Assessm
ent?
• Obvious growth on the final attempt with increased use of grammar aspects from this chapter
• Apparent growth noted on the final attempt with increased use of grammar aspects from this chapter
• Average growth noted on the final attempt with the use of grammar aspects from this chapter
• Minimal growth noted on the final attempt with the use of grammar aspects from this chapter
• No growth or attempt noted on the final attempt with the use of grammar aspects from this chapter
R-8 RUBRICS
Form
al S
pea
kin
g R
ub
ric
To
pic
: ___
____
____
____
____
____
____
____
_
Nam
e: __
____
____
____
____
____
____
____
__
Ex
emp
lary
(R
efin
ed)
___
Po
ints
Pro
fici
ent
(Acc
om
plis
hed
) __
_ P
oin
ts
Pro
gres
sin
g (D
evel
op
ing)
__
_ P
oin
ts
No
t M
eeti
ng
Stan
dar
ds
(Beg
inn
ing)
__
_ P
oin
ts
Gra
mm
ar
Exce
llen
t u
se o
f ve
rb t
ense
s,
wo
rd o
rder
, su
bje
ct-v
erb
ag
reem
ent,
ad
ject
ive
agre
emen
t, a
rtic
les.
Ver
y fe
w e
rro
rs in
use
of
verb
te
nse
s, w
ord
ord
er, s
ub
ject
-ver
b
agre
emen
t, a
dje
ctiv
e ag
reem
ent,
ar
ticl
es.
Seve
ral e
rro
rs in
ver
b t
ense
s,
wo
rd o
rder
, su
bje
ct-v
erb
ag
reem
ent,
ad
ject
ive
agre
emen
t,
arti
cles
.
Man
y er
rors
in v
erb
ten
ses,
w
ord
ord
er, s
ub
ject
-ver
b
agre
emen
t, a
dje
ctiv
e ag
reem
ent,
art
icle
s.
Vo
cab
ula
ry
Use
s ap
pro
pri
ate
voca
bu
lary
. A
lway
s ex
pan
ds
tho
ugh
ts w
ith
d
etai
ls.
Acc
ura
te a
nd
ric
h w
ord
ch
oic
e.
Gen
eral
ly u
ses
app
rop
riat
e vo
cab
ula
ry.
Oft
en e
xpan
ds
tho
ugh
ts w
ith
det
ails
. G
ener
ally
u
ses
rich
wo
rd c
ho
ice.
Few
vo
cab
ula
ry w
ord
s u
sed
. Fe
w
exp
and
ed t
ho
ugh
ts.
Lack
ing
rich
la
ngu
age.
Wo
rd c
ho
ice
is
con
fuse
d.
Lack
ing
exp
and
ed v
oca
bu
lary
. M
ean
ing
is o
ften
co
nfu
sed
.
Pro
nu
nci
atio
n
Exce
llen
t p
ron
un
ciat
ion
wit
h
very
few
if a
ny
erro
rs.
Au
then
tic
acce
nt.
Go
od
pro
nu
nci
atio
n w
ith
a f
ew
erro
rs.
Go
od
eff
ort
.
Ave
rage
pro
nu
nci
atio
n w
ith
se
vera
l err
ors
. O
k ef
fort
.
No
eff
ort
to
pro
no
un
ce w
ord
s co
rrec
tly
or
very
po
or
pro
nu
nci
atio
n.
Flu
idit
y M
inim
al h
esit
atio
n; f
low
s w
ell.
Stro
ng
evid
ence
of
pre
par
atio
n.
Ver
y p
olis
hed
pre
sen
tati
on
.
Som
e h
esit
atio
n; g
ener
ally
flo
ws
wel
l. E
vid
ence
of
pre
par
atio
n.
Polis
hed
pre
sen
tati
on
.
Freq
uen
t h
esit
atio
n; a
deq
uat
ely
flo
ws.
So
me
evid
ence
of
pre
par
atio
n. S
ho
ws
sign
s o
f n
eed
ing
mo
re p
ract
ice.
No
n-c
om
mu
nic
ativ
e; la
ckin
g in
fl
ow
. M
inim
al e
vid
ence
of
pre
par
atio
n. P
rese
nta
tio
n
lack
ed p
ract
ice.
Co
mp
reh
ensi
on
C
om
ple
tely
co
mp
reh
ensi
ble
. A
pp
rop
riat
e la
ngu
age
use
d t
o
clea
rly
con
vey
mai
n id
ea.
Co
mp
reh
ensi
ble
. Few
err
ors
m
ade,
bu
t do n
ot
inte
rfer
e w
ith
co
mp
reh
ensi
on
.
Som
ewh
at in
com
pre
hen
sib
le.
Lan
guag
e d
isto
rted
. In
app
rop
riat
e vo
cab
ula
ry
ob
scu
res
mes
sage
s at
tim
es. U
ses
som
e na
tive
lan
guag
e.
Inco
mp
reh
ensi
ble
. Vo
cab
ula
ry
usa
ge e
rro
rs b
lock
u
nd
erst
and
ing.
Use
s na
tive
la
ngu
age.
Co
nte
nt
Fully
ad
dre
sses
an
d c
om
ple
tes
the
task
. To
pic
is
wel
l-d
evel
op
ed a
nd
inte
rest
ing
to t
he
liste
ner
.
Ap
pro
pri
atel
y ad
dre
sses
an
d
com
ple
tes
the
task
. To
pic
is
nic
ely
dev
elo
ped
an
d in
tere
stin
g to
th
e lis
ten
er.
Ad
dre
sses
an
d c
om
ple
tes
the
task
. To
pic
is d
evel
op
ed a
nd
so
mew
hat
inte
rest
ing
to t
he
liste
ner
.
Part
ially
ad
dre
sses
an
d/o
r co
mp
lete
s th
e ta
sk. T
op
ic is
so
mew
hat
dev
elo
ped
an
d o
f m
inim
al in
tere
st t
o t
he
liste
ner
.
Co
mm
ents:
To
tal P
oin
ts __
____
____
R-9RUBRICS
Topic: ____________________ Name: _______________________________ Total Points: ____ / 20
Speaking criteria Advanced
5 Intermediate High
4 Intermediate
3
Intermediate Low
2
Novice 1
Vocabulary How well can I use current and past
vocabulary?
● I can use extensive vocabulary to communicate ideas on a wide range of topics and within a topic.
● I can use culturally appropriate expressions.
● I consistently use words /expressions to communicate ideas on a wide range of topics.
● I can use expanded vocabulary within a topic.
● I can use a variety of words and phrases on a range of familiar topics.
● I can give more details and elaborate on a topic.
● I can use familiar words and phrases on familiar tasks, topics, and activities.
● I can elaborate a little.
●
● I can use limited words/phrases for common objects/actions.
● My vocabulary is repetitive.
Comprehensibility How well can I
communicate my thoughts and ideas?
● I can easily be understood.
● Limited or no hesitation
● I can be understood.
● Minimal hesitation
● I can mostly be understood.
● Some hesitation
● I can be understood with difficulty.
● Frequent hesitation
● I can be understood only with great effort.
● Unacceptable hesitations
Language Control How well do I use the
language?
● I make minimal or no errors in grammar / word order that prevent communication.
● My errors in grammar and word order do not prevent communication.
● My errors in grammar and word order sometimes prevent communication.
● My errors in grammar and word order often prevent communication.
● My errors in grammar and word order prevent communication.
Pronunciation How well am I understood?
● Enhances communication
● Authentic native English accent
● Rarely prevents communication
● Pronunciation resembles native English speaker
● Occasionally prevents communication
● Pronunciation sometimes resembles native language
● Frequently prevents communication
● Pronunciation often resembles native language
● Prevents communication
● Pronunciation consistently resembles native language
Teacher comments:
Topic: ____________________ Name: _______________________________ Total Points: ____ / 20
Speaking criteria Advanced
5 Intermediate High
4 Intermediate
3
Intermediate Low
2
Novice 1
Vocabulary How well can I use current and past
vocabulary?
● I can use extensive vocabulary to communicate ideas on a wide range of topics and within a topic.
● I can use culturally appropriate expressions.
● I consistently use words /expressions to communicate ideas on a wide range of topics.
● I can use expanded vocabulary within a topic.
● I can use a variety of words and phrases on a range of familiar topics.
● I can give more details and elaborate on a topic.
● I can use familiar words and phrases on familiar tasks, topics, and activities.
● I can elaborate a little.
●
● I can use limited words/phrases for common objects/actions.
● My vocabulary is repetitive.
Comprehensibility How well can I
communicate my thoughts and ideas?
● I can easily be understood.
● Limited or no hesitation
● I can be understood.
● Minimal hesitation
● I can mostly be understood.
● Some hesitation
● I can be understood with difficulty.
● Frequent hesitation
● I can be understood only with great effort.
● Unacceptable hesitations
Language Control How well do I use the
language?
● I make minimal or no errors in grammar / word order that prevent communication.
● My errors in grammar and word order do not prevent communication.
● My errors in grammar and word order sometimes prevent communication.
● My errors in grammar and word order often prevent communication.
● My errors in grammar and word order prevent communication.
Pronunciation How well am I understood?
● Enhances communication
● Authentic native English accent
● Rarely prevents communication
● Pronunciation resembles native English speaker
● Occasionally prevents communication
● Pronunciation sometimes resembles native language
● Frequently prevents communication
● Pronunciation often resembles native language
● Prevents communication
● Pronunciation consistently resembles native language
Teacher comments:
R-10 RUBRICS
Top
ic: _
____
____
____
____
___
N
ame:
___
____
____
____
____
____
____
___
T
ota
l Po
ints
: __
_ /
20 Sp
eaki
ng
Cri
teri
a A
dva
nce
d
5 In
term
edia
te H
igh
4
Inte
rmed
iate
3
Inte
rmed
iate
Lo
w
2 N
ovi
ce
1
PO
INTS
Vo
cab
ula
ry
How
wel
l can
I us
e cu
rren
t an
d pa
st
voca
bula
ry?
●I c
an u
se e
xpan
ded
vo
cab
ula
ry t
o
com
mu
nic
ate
idea
s.
●I i
ncl
ud
ed a
ll th
e re
qu
ired
re
spo
nse
s o
r ta
sks.
●I c
an s
om
etim
es e
xpan
d
voca
bu
lary
an
d id
eas.
●
I in
clu
ded
mo
st o
f th
e re
qu
ired
res
po
nse
s o
r ta
sks.
●I c
an u
se e
xpec
ted
vo
cab
ula
ry.
●I m
isse
d 1
-2 r
esp
on
ses
or
task
s.
●I c
an m
ost
ly u
se
exp
ecte
d v
oca
bu
lary
. ●
I mis
sed
2-3
res
po
nse
s o
r ta
sks.
●I s
tru
ggle
to
use
exp
ecte
d
voca
bu
lary
. ●
I mis
sed
man
y re
spo
nse
s o
r ta
sks.
Teac
her
co
mm
ents
:
Co
mp
reh
ensi
bili
ty
How
wel
l can
I co
mm
unic
ate
my
thou
ghts
and
idea
s?
●I c
an e
asily
be
un
der
sto
od
. ●
No
hes
itat
ion
s ●
I can
be
un
der
sto
od
. ●
Min
imal
hes
itat
ion
s
●I c
an m
ost
ly b
e u
nd
erst
oo
d.
●So
me
hes
itat
ion
s
●I c
an b
e u
nd
erst
oo
d w
ith
d
iffi
cult
y.
●Fr
equ
ent
hes
itat
ion
s
●I c
an b
e u
nd
erst
oo
d o
nly
w
ith
gre
at e
ffo
rt.
●U
nac
cep
tab
le a
mo
un
t o
f h
esit
atio
n
Teac
her
co
mm
ents
:
Lan
guag
e C
on
tro
l H
ow w
ell d
o I u
se t
he
lang
uage
?
●I m
ake
min
imal
or
no
er
rors
in v
erb
en
din
gs /
w
ord
ord
er t
hat
pre
ven
t co
mm
un
icat
ion
. ●
Acc
ura
te w
ord
ch
oic
e. I
can
tal
k ar
ou
nd
wo
rds
I do
n
ot
kno
w.
●Er
rors
in g
ram
mar
an
d
wo
rd o
rder
do
no
t p
reve
nt
com
mu
nic
atio
n.
●O
ccas
ion
al w
ord
ch
oic
e er
rors
wh
en u
sin
g w
ord
s I d
o n
ot
kno
w.
●Er
rors
in g
ram
mar
an
d
wo
rd o
rder
so
met
imes
p
reve
nt
com
mu
nic
atio
n.
●So
me
wo
rd c
ho
ice
erro
rs
●Er
rors
in g
ram
mar
an
d
wo
rd o
rder
oft
en p
reve
nt
com
mu
nic
atio
n.
●Fr
equ
ent
wo
rd c
ho
ice
erro
rs.
●Er
rors
in g
ram
mar
an
d
wo
rd o
rder
pre
ven
t co
mm
un
icat
ion
. ●
Un
able
to
use
ap
pro
pri
ate
wo
rds.
Teac
her
co
mm
ents
:
Pro
nu
nci
atio
n
How
wel
l am
I un
ders
tood
?
●En
han
ces
com
mu
nic
atio
n
●Pr
on
un
ciat
ion
mim
ics
Engl
ish
so
un
ds/
ph
on
etic
s.
●R
arel
y p
reve
nts
co
mm
un
icat
ion
●
Mo
stly
mim
ics
Engl
ish
so
un
ds/
ph
on
etic
s.
●O
ccas
ion
ally
pre
ven
ts
com
mu
nic
atio
n
●Pr
on
un
ciat
ion
so
met
imes
res
emb
les
nat
ive
lan
guag
e.
●Fr
equ
entl
y p
reve
nts
co
mm
un
icat
ion
●
Pro
nu
nci
atio
n o
ften
re
sem
ble
s n
ativ
e la
ngu
age.
●Pr
even
ts c
om
mu
nic
atio
n
●Pr
on
un
ciat
ion
co
nsi
sten
tly
rese
mb
les
nat
ive
lan
guag
e.
Teac
her
co
mm
ents
:
R-11RUBRICS
Presentation/Speaking Rubric Name: __________________________ Total Points: ________
Exemplary Proficient Progressing
Not Meeting Standards
Task Completion Superior completion of the task, content
appropriate, message was understood
Adequate completion of the task, content
appropriate, message was mostly understood
Basic completion of the task, content
mostly appropriate, message was
somewhat confusing
Minimal completion of the task, content
unrelated to task and/or overall message was
incomprehensible Fluidity and Practice Speech was fluid,
practiced and polished
Speech was fluid with only a minor stumble
Speech was a little choppy
Speech was on the fly/lots of pauses
Pronunciation Good effort to simulate native intonation and pronunciation
Pronunciation and intonation do not
interfere with comprehension
Pronunciation and intonation impair comprehension
No attempt to simulate native intonation and pronunciation
Variety/Grammar Superior elaboration of the topic and/or
attempt to use new, more complex
language in context
Adequate elaboration of the topic and/or attempt to use new language in context
Basic elaboration of the topic and/or
attempt to use new language but out of
context
Minimal elaboration of the topic and/or
minimal or no attempt to use new
language
Presentation/Speaking Rubric Name: __________________________ Total Points: ________
Exemplary Proficient Progressing
Not Meeting Standards
Task Completion Superior completion of the task, content
appropriate, message was understood
Adequate completion of the task, content
appropriate, message was mostly understood
Basic completion of the task, content
mostly appropriate, message was
somewhat confusing
Minimal completion of the task, content
unrelated to task and/or overall message was
incomprehensible Fluidity and Practice Speech was fluid,
practiced and polished
Speech was fluid with only a minor stumble
Speech was a little choppy
Speech was on the fly/lots of pauses
Pronunciation Good effort to simulate native intonation and pronunciation
Pronunciation and intonation do not
interfere with comprehension
Pronunciation and intonation impair comprehension
No attempt to simulate native intonation and pronunciation
Variety/Grammar Superior elaboration of the topic and/or
attempt to use new, more complex
language in context
Adequate elaboration of the topic and/or attempt to use new language in context
Basic elaboration of the topic and/or
attempt to use new language but out of
context
Minimal elaboration of the topic and/or
minimal or no attempt to use new
language
R-12 RUBRICS
Skit Project Rubric Name: _____________________ Total Points: ____ / 16
4 3 2 1
Pronunciation
You had no more than 2 pronunciation errors.
You had no more than 5
pronunciation errors.
You had no more than 8
pronunciation errors.
You had more than 10
pronunciation errors.
Grammar
You spoke grammatically correct with only a few
errors.
You had between 4 and 7 grammar
errors.
You had between 8 and 10 grammar
errors.
You had more than 10 errors in
grammar.
Use of new Vocabulary
You used at least 5 new vocab words when
speaking.
You used at least 4 vocab words.
You used at least 3 vocab words.
You used 2 or less of the new vocab
words.
Effort
You used your time well, you covered all
necessary topics and ideas and did a fantastic job presenting in front of
class. You were prepared for the skit.
You used your time well,
covered most topics and ideas, and did a nice job
presenting.
Time could have been better spent and/or a couple
topics were missing. More
preparation needed.
You did not use your time well
and/or you missed many topics and
ideas. Much more preparation
needed.
Skit Project Rubric Name: _____________________ Total Points: ____ / 16
4 3 2 1
Pronunciation
You had no more than 2 pronunciation errors.
You had no more than 5
pronunciation errors.
You had no more than 8
pronunciation errors.
You had more than 10
pronunciation errors.
Grammar
You spoke grammatically correct with only a few
errors.
You had between 4 and 7 grammar
errors.
You had between 8 and 10 grammar
errors.
You had more than 10 errors in
grammar.
Use of new Vocabulary
You used at least 5 new vocab words when
speaking.
You used at least 4 vocab words.
You used at least 3 vocab words.
You used 2 or less of the new vocab
words.
Effort
You used your time well, you covered all
necessary topics and ideas and did a fantastic job presenting in front of
class. You were prepared for the skit.
You used your time well,
covered most topics and ideas, and did a nice job
presenting.
Time could have been better spent and/or a couple
topics were missing. More
preparation needed.
You did not use your time well
and/or you missed many topics and
ideas. Much more preparation
needed.
R-13RUBRICS
Skit Project Rubric Name: _____________________ Total Points: ____ / 16
4 3 2 1
Pronunciation
You had no more than 2 pronunciation errors.
You had no more than 5
pronunciation errors.
You had no more than 8
pronunciation errors.
You had more than 10
pronunciation errors.
Grammar
You spoke grammatically correct with only a few
errors.
You had between 4 and 7 grammar
errors.
You had between 8 and 10 grammar
errors.
You had more than 10 errors in
grammar.
Use of new Vocabulary
You used at least 5 new vocab words when
speaking.
You used at least 4 vocab words.
You used at least 3 vocab words.
You used 2 or less of the new vocab
words.
Effort
You used your time well, you covered all
necessary topics and ideas and did a fantastic job presenting in front of
class. You were prepared for the skit.
You used your time well,
covered most topics and ideas, and did a nice job
presenting.
Time could have been better spent and/or a couple
topics were missing. More
preparation needed.
You did not use your time well
and/or you missed many topics and
ideas. Much more preparation
needed.
Skit Project Rubric Name: _____________________ Total Points: ____ / 16
4 3 2 1
Pronunciation
You had no more than 2 pronunciation errors.
You had no more than 5
pronunciation errors.
You had no more than 8
pronunciation errors.
You had more than 10
pronunciation errors.
Grammar
You spoke grammatically correct with only a few
errors.
You had between 4 and 7 grammar
errors.
You had between 8 and 10 grammar
errors.
You had more than 10 errors in
grammar.
Use of new Vocabulary
You used at least 5 new vocab words when
speaking.
You used at least 4 vocab words.
You used at least 3 vocab words.
You used 2 or less of the new vocab
words.
Effort
You used your time well, you covered all
necessary topics and ideas and did a fantastic job presenting in front of
class. You were prepared for the skit.
You used your time well,
covered most topics and ideas, and did a nice job
presenting.
Time could have been better spent and/or a couple
topics were missing. More
preparation needed.
You did not use your time well
and/or you missed many topics and
ideas. Much more preparation
needed.
Student Name: _________________ Topic: _________________
Pronunciation 5 4 3 2 1 Fluidity/Practice 5 4 3 2 1 All in English/Effort 5 4 3 2 1
All Information Given 5 4 3 2 1 Comments:
Student Name: _________________ Topic: _________________
Pronunciation 5 4 3 2 1 Fluidity/Practice 5 4 3 2 1 All in English/Effort 5 4 3 2 1
All Information Given 5 4 3 2 1 Comments:
Student Name: _________________ Topic: _________________
Pronunciation 5 4 3 2 1 Fluidity/Practice 5 4 3 2 1 All in English/Effort 5 4 3 2 1
All Information Given 5 4 3 2 1 Comments:
R-14 RUBRICS
Stud
ent S
elf-S
peak
ing
Surv
ey
Nam
e: _
____
____
____
____
____
____
____
____
____
_
Sp
eaki
ng
Su
rvey
A
dva
nce
d
Inte
rmed
iate
N
ovic
e
Voc
abu
lary
H
ow w
ell c
an I
use
cur
rent
and
pa
st v
ocab
ular
y?
• I c
an ea
sily r
ecall
a wi
de ra
nge o
f vo
cabu
lary w
hen s
peak
ing.
• W
hen I
don’t
know
a wo
rd I c
an ta
lk ar
ound
the w
ord.
• I c
an re
call s
ome v
ocab
ulary
but
occa
siona
lly fo
rget
some
wor
ds w
hen
spea
king.
• W
hen I
don’t
know
a wo
rd I s
till tr
y to
comm
unica
te by
some
times
talki
ng ar
ound
the
wor
d or u
sing m
y nati
ve la
ngua
ge.
• I h
ave a
diffic
ult tim
e rec
alling
voca
bular
y wh
en sp
eakin
g. •
Whe
n I do
n’t kn
ow a
word
I use
my n
ative
lan
guag
e or d
on’t s
peak
.
Com
pre
hen
sib
ility
H
ow w
ell c
an I
com
mun
icat
e m
y th
ough
ts a
nd id
eas?
•
I can
easil
y exp
ress
wha
t I wa
nt to
say.
• I c
an so
metim
es ex
pres
s wha
t I wa
nt to
say.
• I h
ave d
ifficu
lty ex
pres
sing w
hat I
want
to sa
y.
Lan
gu
age
Con
tro
l H
ow w
ell d
o I
use
the
lang
uage
?
• I a
m co
nfide
nt in
my ab
ility t
o use
corre
ct gr
amma
r. •
I am
not a
lway
s con
fiden
t in m
y abil
ity to
use
corre
ct gr
amma
r. •
I eas
ily fo
rget
gram
mar r
ules w
hen s
peak
ing.
Pro
nu
nci
atio
n
How
wel
l am
I u
nder
stoo
d?
•
I mim
ic na
tive s
peak
ers.
• I m
ake a
n effo
rt to
mimi
c nati
ve sp
eake
rs.
• I d
o not
prac
tice/u
se co
rrect
pron
uncia
tion.
OV
ERA
LL C
OM
FOR
T
WIT
H S
PE
AK
ING
•
I feel
comf
ortab
le sp
eakin
g in t
he ta
rget
langu
age.
• De
pend
ing on
the t
opic/
situa
tion,
I am
comf
ortab
le for
the m
ost p
art s
peak
ing in
the
targe
t lang
uage
. •
I hav
e anx
iety w
hen I
have
to sp
eak i
n the
tar
get la
ngua
ge.
Goa
l:
I will
focu
s on
the
area
of _
____
____
____
____
____
____
____
____
__ b
y do
ing
thes
e th
ree
spec
ific
thin
gs:
1.
2.
3
.
R-15RUBRICS
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