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fandeath
Joined: 01 Nov 2004
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 Posted: Sat Apr 16, 2005 7:00 pm Post subject: |
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I have 300 students, so they each get 5 minutes for the oral test.
It seems ridiculous thet 5 minutes is worth 30% of their mark, but I am just working within the guidelines they gave me.
I agree with badmojo:
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| To me, the most important thing they do all year to show up to class, and give an effort to speak. If all your students do that, you're going to have good classes. The effort is more important than the results in these classes |
So of course the keeners, who studied abroad will do fine, but that does not automatically make them better than the really weak ones who give a good effort.
I recall when I first joined my Introductory French class in university. I sat down and asked the guy next to me what his name is...he answered "Pierre". Of course he got an 'A' in the end. Of course it is not fair to the people who go there to sincerley learn French. |
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Tiger Beer
Joined: 07 Feb 2003
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| Posted: Sat Apr 16, 2005 7:52 pm Post subject: |
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I settled with the midterm exam. Role-playing. Each student has 3 different role-plays (based on our previous studied lessons) with 3 different partners to present to the class in 2-3 minutes maximum each.
I wanted to have them have a few chances with different partners, as a bad partner could have bad effects. I gave them 25 minutes with each of their partners last class so they could get their ideas and practice a week before to be ready next week.
Grammar/word choice, speaking clearly/audible, naturalness, effort/enthusism, and creativity/interesting were the 5 categories. I also asked them to also grade the students while watching the role-playing. That way it feels as their is a peer evaluation and could be interesting as well. Although, in all honesty, it'll be mostly my grade 90% with their peer evaluations possibly being accounted for as well.
I think its going to be really fun.. and more interesting all the way around then just 1-on-1 me asking questions. Plus I'll be able to observe and take notes on each student more efficiently this way with 3 'presentations' of their role-play conversations in front of the class. |
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wild sphere
Joined: 11 Dec 2004
Location: i might as well be on mars 'cause that's how far away i feel from you.
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| Posted: Sun Apr 17, 2005 6:23 am Post subject: |
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| Badmojo wrote: |
| wild sphere wrote: |
simply, look at what you've been teaching your students through your English conversational lessons, then, ask them to tell you what you've been teaching them through your English conversational lessons and if they could, they pass. if they cannot, they fail. |
You're treating the oral English class like it's a grammar class, or a writing class, or something along those lines. If it were those types of classes, I'd agree with you 100%, but it's not.
I don't think it's my job to teach them anything. Rather, it's my job to make them talk. What exactly do they learn by doing a roleplay, for example? What do they learn by putting together a drama performance, or by organizing a business? I don't think they learn anything, but they do speak a lot and they practice speaking. |
indeed, yet communicative methodology and most ELT approaches have evolved from "just getting your students to speak English" into an eclectic technique that integrates all 4 English language skills. sort of like the upgraded version of the old whole language humanistic approach to teaching. it does tout plenty educational merit, too. i find effectively utilizing this eclectic approach to be extremely useful in giving my students a real life, lasting English learning experience because the students not only properly practice their English listening and speaking through communicative, real life, learning tasks, they also benefit from the grammatical content and of the lesson at hand. furthermore, they retain their readings and notes, written exercises or whatever other written material i use to motivate them into pair or group discussions to study at future opportunities for quizzes or tests. 
cool avatar, badmojo.  |
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wild sphere
Joined: 11 Dec 2004
Location: i might as well be on mars 'cause that's how far away i feel from you.
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| Posted: Sun Apr 17, 2005 6:24 am Post subject: |
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| Tiger Beer wrote: |
I settled with the midterm exam. Role-playing. Each student has 3 different role-plays (based on our previous studied lessons) with 3 different partners to present to the class in 2-3 minutes maximum each.
I wanted to have them have a few chances with different partners, as a bad partner could have bad effects. I gave them 25 minutes with each of their partners last class so they could get their ideas and practice a week before to be ready next week.
Grammar/word choice, speaking clearly/audible, naturalness, effort/enthusism, and creativity/interesting were the 5 categories. I also asked them to also grade the students while watching the role-playing. That way it feels as their is a peer evaluation and could be interesting as well. Although, in all honesty, it'll be mostly my grade 90% with their peer evaluations possibly being accounted for as well.
I think its going to be really fun.. and more interesting all the way around then just 1-on-1 me asking questions. Plus I'll be able to observe and take notes on each student more efficiently this way with 3 'presentations' of their role-play conversations in front of the class. |
way to cover your ass, big guy! |
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Badmojo
Joined: 07 Mar 2004
Location: I'm just sitting here watching the wheels go round and round
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| Posted: Sun Apr 17, 2005 6:37 am Post subject: |
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| wild sphere wrote: |
indeed, yet communicative methodology and most ELT approaches have evolved from "just getting your students to speak English" into an eclectic technique that integrates all 4 English language skills. sort of like the upgraded version of the old whole language humanistic approach to teaching. it does tout plenty educational merit, too. i find effectively utilizing this eclectic approach to be extremely useful in giving my students a real life, lasting English learning experience because the students not only properly practice their English listening and speaking through communicative, real life, learning tasks, they also benefit from the grammatical content and of the lesson at hand. furthermore, they retain their readings and notes, written exercises or whatever other written material i use to motivate them into pair or group discussions to study at future opportunities for quizzes or tests.
cool avatar, badmojo. |
Well, that doesn't sound too bad either.
And about the avatar, thank you. That thing took me a long time to track down. Not too many other women could kick Sophia to the curb....  |
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wild sphere
Joined: 11 Dec 2004
Location: i might as well be on mars 'cause that's how far away i feel from you.
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| Posted: Sun Apr 17, 2005 6:47 am Post subject: |
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| Badmojo wrote: |
| wild sphere wrote: |
indeed, yet communicative methodology and most ELT approaches have evolved from "just getting your students to speak English" into an eclectic technique that integrates all 4 English language skills. sort of like the upgraded version of the old whole language humanistic approach to teaching. it does tout plenty educational merit, too. i find effectively utilizing this eclectic approach to be extremely useful in giving my students a real life, lasting English learning experience because the students not only properly practice their English listening and speaking through communicative, real life, learning tasks, they also benefit from the grammatical content and of the lesson at hand. furthermore, they retain their readings and notes, written exercises or whatever other written material i use to motivate them into pair or group discussions to study at future opportunities for quizzes or tests.
cool avatar, badmojo. |
Well, that doesn't sound too bad either.
And about the avatar, thank you. That thing took me a long time to track down. Not too many other women could kick Sophia to the curb.... |
yeah, sophia's a babe! |
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