Presentation on theme: "ORAL EXAMINATION IN THE ENGLISH CLASSROOM A PRACTICAL MODEL."— Presentation transcript:
ORAL EXAMINATION IN THE ENGLISH CLASSROOM A PRACTICAL MODEL
How I chose my topic? O Bulgarian marking system; O Number of marks per student: O Types of marks: Bulgarian: -текуща оценка; -входно ниво; -домашна работа; -контролна работа; -класна работа; -изходно ниво. English translation: -oral performance; -entrance test; -homework; -test; -term-test; -exit test.
Why oral examination? O Neglected area by the teachers; O Difficult to assess speech; O Students want to be examined orally.
What are some traditional ways of oral examination? O Reproduction of a text, recitation; O Teacher – student interaction; O Class discussion; O Pair work – difficult to assess; O Group work – difficult to measure each; student’s speaking; tend to use Bulgarian; O Speeches – Fulbright partner Athina Lao.
What are some limitations of each method? O A limited number of students could be examined; O Teacher – controlled examination; O May be stressful for the examined students; O Time – consuming for teachers; O Boring for students.
My model of oral examination - Class interview O Choose 3 students to be interviewed; O Class plays the role of interviewers; O Both interviewees and interviewers write one question each; O Each interviewed person is asked 3 different questions;
O Each interviewed person asks his/her question to class; O Teacher acts as observer of the interview and assesses the questions and answers; teacher may ask questions as well; O Students may take part in the assessment.
How to assess/ mark the answers? O 50% for fluency = speaking smoothly + original content + knowledge of taught material; O 50% for accuracy = grammar, vocabulary, intonation etc.
Why I like it? O Student – friendly; O Student autonomy; O Peer evaluation; O Teacher – friendly.