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Rubrics for Speaking Skills

To be improved
Pronouncing individual words in phrases or sentences in isolation -

Average
Attempting to speak in meaningful chunks -

Advanced
Producing connected speech Producing speech occasionally disrupted by hesitations as students search for correct form of expression Varying speed to convey intended meanings and feelings

Producing speech frequently disrupted by hesitations as students search for correct form of expression

Fluency

Producing speech with long hesitations Speaking too slowly -

Speaking generally at normal speed

Pronouncing most words incomprehensibly Speaking in monotone Using isolated words or sentence fragments Making many grammatical errors which obscure meaning -

Using correct pronunciation for familiar and simple words Attempting to use intonation in speech Using simple sentences Making some grammatical errors which obscure meaning -

Using correct pronunciation for both familiar and some unfamiliar words Using appropriate stress and intonation to express ideas and opinions Using a variety of sentences Making few grammatical errors which do not interfere with the message

Accuracy

Making no use of cohesive devices to connect ideas -

Making little use of cohesive devices to connect ideas -

Using very limited vocabulary to express ideas and feelings -

Making good use of cohesive devices to connect ideas

Using basic vocabulary to express ideas and feelings -

Using vocabulary sufficient to express ideas and feelings

Speaking in volume which is almost inaudible -

Speaking in soft voice

Speaking clearly and loudly Making good use of body language to help express ideas and feelings (e.g. good

Making some use of body language to help express ideas and feelings (e.g. eye-contact) Making little effort to pronounce unfamiliar words Sometimes unwilling to speak up or perform in class -

Confidence

Being nervous or standing still without attending to audience (e.g. no eye-contact) -

eye-contact) Making good effort to pronounce unfamiliar words Willing to speak up or perform in class

Skipping unknown words Very unwilling to speak up or perform in class

Speaking without attending to content or meaning

Making some use of gestures and / or facial expression to convey meaning and intonation Making little effort to use tone to convey meanings or feelings

Making good use of gestures and facial expression to convey meaning and intonation Varying tone to convey intended meanings or feelings

Performance Skills

Having no idea to use tone to convey meanings or feelings

Taken from TeacherPlanet.com

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