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TEAL Oral assessment criteriaTask 8: Picture story sequenceStudent: ________________________________Date: __________CommunicationCultural conventions Linguistic structures and featuresStrategiesAusVELS EAL StagesA1/BL/B1SL/S1A2/B2/S2Text structureGrammatical featuresVocabularyPhonology4Provides a detailed story, including attributes of the charactersVaries expression and voice to add interest to their storyTell their story with minimal or no teacher promptsRelates reasons for the way characters behave Provides a story complication or alternative interpretationManages interaction using appropriate interruptions/turn takingCompetent use of social formulas Justifies, negotiates, predicts, and suggestsAgreement, disagreement, humour‘Conversational’ fillers to interact – Well … I have to say … that was very naughtyExpress complex ideas and alternatives, in an extended, structured responseIncludes more sophisticated elements such as direct speech, naming of charactersMostly accurate use of past tense to describe events in the storyModals, maybe sheUse of range of logical connectives to give reasons – so that, becauseConcepts such as location, realityWider range of appropriate word choicesOverall confident pronunciation, some individual issues, word endings or problematic sounds – dey for theySuccessful use of stress and intonation to carry additional meaning, signal agreement encouragementArgue for own ideasSelf-correct and reformulateAsk for a correct termAsk questions to clarifyPick up on more precise language from teacher or partner3Provides a recognizable narrative, with attempts to add interest and detailExtended telling of the storyDiscuss the moral of the storyAdds more detail when questioned Gives reasons for the events in the storyFluent when talking about well-known ideas and expressing simple new ideasObvious story telling elementsTells their story with little prompting or questioningAdds additional elements to create more interesting storyAble to compare, explain, clarify, identify and describeMonitors others response to what they are saying, and modifies to improve communicationLonger turns of several extended phrases and sentences Story like structure, including opening phrases and a conclusionConsistent use of past tense – one day the girl was walking Some preposition confusion – on the carGreater variety of terms to explain and express reasons – … she did it because if...Adjectives and adverbs for more detail – little girl, very cuteConcepts such as size, time, locationMore specific verbs – pick, break, steal, smell Confusion with verb tenses – pick/picked, take/tookSounds clear most of the time despite some errors with less well known wordsLess obvious influence of first language on intonation, stress and rhythm Stress and intonation to reinforce ideas or direct – no not thereUse circumlocution when lacking specific vocabulary – that thingUse common social and classroom formulas to facilitate the interaction, and to gain attention – I forgot, Put that card here? 2Tells a short but connected storyDetail adds some interest to the storyLess reliant on constant teacher prompting and questions Understand and answers predictable simple questions, but difficulty in answering why/how questionsRe-order the cards to tell a different storyFluent in using well known and formulaic language, short phrasesIncludes some story-like elements in structuring their storyGenerally allows the discourse to be managed by the teacher Limited resources for explaining, justifying, suggesting or signalling intentionGestures to convey meaning when doesn’t know the words for feelings and ideas Minimal verbal interaction for clarifying, describing, explainingTalk characterised by short sentences and statements – he looking the car, Rely on teacher prompts and questionsGenerally use of present tense – the boy is walking, she take flower, put teddyFormulaic phrases – very good, like thatTime markers – next, thenUse of because to explainPronoun confusionSome topic specific language, identifies the key items and people in the storyBasic verbs – see/saw, go, takeConfusion with prepositions –in/on Mostly intelligible pronunciation, particularly with well-known words, phrasesSome sounds and words difficult to identifySignificant first language influence on stress, rhythm and phonology Imitate or use key words or phrases from other speaker – this wayAsk for assistance – what this? Borrow key words from the speakerCheck ideas with teacher Improve pronunciation after listening to another speaker1Understands the story telling taskSequences the picturesTalks about what happens in each picture rather than a clear, connected storyMinimal story detail or elaborationRelies on highly predictable teacher support, such as prompting, questioning or pointing to the pictures Understands simple predictable questions but may not be able to explain ideas, opinionsProvides short turns, with frequent pauses and sometimes extended ‘thinking time’. Few narrative or story-like features May agree with partner or teacher, even when they don’t understandNeeds guidance and questioning from the teacher to tell the storyFew verbal strategies to initiate or maintain interactionMay use mime and gesture to signal agreement, misunderstandingCannot formulate questions beyond simple formulas, or single wordsPauses in interaction, but may not ask for a repeat of the question or for assistanceInteraction may be through gestures, facial expressionSeries of short utterance –smell flower, take teddyUnderstand simple questions – What's the girl doing? Did the boy take the teddy? Was that naughty? Formulaic/ borrowed phrases – no/yes this, take this, here flowerUse of simple present tense – boy walking, see flowerBasic time markers – next, and thenLittle specific vocabulary – boy, girl, flowerFew verbs – take, put downGenerally intelligible, some sounds, words and phrases difficult to identifyMarked first language influence on intonation, stress and rhythmMay need more than one attempt at pronouncing a new wordUse key words used by teacher/partnerWait for the teacher to supply an appropriate word Eye contact, gesture to ask for helpUse gesture and mime rather than talking – nodding, head shake, facial expression ................
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