Level 2
Dialogue
Partner work, but individual mark.
What will you do?
·
With a
partner you will write 1 dialogue.
·
You will
choose a topic from the textbook, provided by the instructor or negotiated with
your partner and approved by the instructor.
·
The
dialogue will be a discussion based on and utilizing the discussion principles,
processes, structures and key expressions as covered in the textbook (as well
as other elements required by the instructor).
·
Each
dialogue will be 3 minutes long.
2 people - 3 minutes, 3 people - 4 minutes, 4 people - 5 minutes
2 people - 3 minutes, 3 people - 4 minutes, 4 people - 5 minutes
·
For your
midterm exam you will say/perform the dialogue.
·
On the day of the midterm you must hand-in your written dialogues. The
students may lose marks if they do not submit transcribed dialogues.
How will you get your marks?
Main Point is clear (4)
Reason is clear (3)
1ST Support/Example (3)
2nd Support/Example (3)
3rd Support/Example (3)
Conclusion (3)
Other (1) ie.;language, fluency, effort, naturalness
Overall Group Performance (10)
=30 -> x/20
Main Point is clear (4)
Reason is clear (3)
1ST Support/Example (3)
2nd Support/Example (3)
3rd Support/Example (3)
Conclusion (3)
Other (1) ie.;language, fluency, effort, naturalness
Overall Group Performance (10)
=30 -> x/20
Midterm Topic Examples
Pets - Dogs are better than cats.
Government - The government should raise taxes.
UFOs - I think UFOs are real.
Country/City It is better to live in the
Smoking
Environment
Or make your own!!! (It must be an arguable point)
see p.21/22
Things to remember:
Things to remember:
Sophistication/
Complexity |
Speaks clearly
|
Target Language/ Discussion Cohesion
|
Fluency
|
Grammar
|
Time
| |
0—1 point
|
Student gives a bare minimum response.
|
Often mumbles or cannot be understood. OR No response.
|
A limited amount of target language was used or dialogue did not represent structured discussion.
|
Very limited with significant hesitation
Needing much prompting.
|
Student’s input does not reflect understanding of grammar
|
Under 1/4 of required time
|
2 points
|
Student responds with some additional information, but it is an expected (‘rote’) response.
|
Speaks clearly and distinctly most (94-85%) of the time. Mispronounces some words.
|
Some amount of target language was used and/or some effort toward discussion was evident.
|
Fair, shows some hesitation. May need some prompting.
|
Student makes ungrammatical but appropriate participation
|
1/4 -1/2 of required time
|
3 points
|
Student gives a developed answer that demonstrates personal understanding and reflection.
|
Speaks clearly and distinctly all (100-95%) the time, but mispronounces some words
|
Considerable amount of target language was used and/or a clear effort toward a structured discussion.
|
Good, shows very little hesitation. Little prompting needed.
|
Student uses standard grammar or known but non-standard forms
|
1/2-3/4 of required time
|
4 points
|
Student provides a very thoughtful response, appropriate to an informal conversation or formal interview.
|
Speaks clearly and distinctly all (100-95%) the time, and mispronounces a few words.
|
Great amount of target language was used and/or a clearly structured discussion.
|
Excellent with little or no hesitation.
|
Student usually uses standard grammar and can correct mistakes
|
Full time
|
