B2 UPPER INTERMEDIATE LEVEL

B2 UPPER INTERMEDIATE LEVEL

RUBRICS

Debate Breakdown A debate is a discussion about a specific topic during which two teams make arguments for or against an issue. The supporting team (affirmative team) is in favor of the given statement (pro) and the opposing team argues against (con) the statement. Often, there is also a third party, the judges. They give points to determine which side wins at the end of the debate. The supporting and opposing teams usually consist of three members each, while the judge can be the teacher, another group of students or the entire class. Any students not part of the debating teams or judges can be the audience. Preparation: Before starting a debate, you have to agree on specific rules and regulations. This can be done in advance by the teacher, or students can do some research and come up with their own debate rules. After the rules, time limits, and scoring rubric are established, form the teams. This can be done by lottery, or students can choose a side. Each side should have some time to prepare their arguments prior to beginning the official debate. Each side also has to keep in mind that they will have to counter the arguments made by the other side. So, don’t just think about your own arguments, but think about what the other side might come up with and how you can refute that. Topics: Pretty much everything can be a topic for a debate. In reality, many decisions are made based on a debate between the members of a committee. Conducting a Debate: Debates usually start with the supporting team (they support the statement/debate topic), followed by a member of the opposing team. Then another member of the supporting team is up again, then opposing, and so forth. After each side has presented their arguments, they each get a chance to rebut the arguments made by the other side. Judges and audience should take notes during this, so they can assign points later. It’s very important that the debate team members speak slowly, clearly, and loud enough so everyone can understand them.

R-1RUBRICS

Sample Outline with Suggested Timeline

TIME TASK

5-10 minutes The first member of the supporting team presents arguments in support of the topic.

5-10 minutes The first member of the opposing team presents arguments opposing the topic.

5-10 minutes The second member of the supporting team presents further arguments in support of the topic, identifies areas of conflict, and answers questions that may have been raised by the opposition speaker.

5-10 minutes The second member of the opposing team presents further arguments against the statement, identifies further areas of conflict, and answers questions that may have been raised by the previous supporting speaker.

5 minutes Give the teams a short break to prepare their rebuttals.

3-5 minutes The opposing team begins with the rebuttal, attempting to defend the opposing arguments and to defeat the supporting arguments without adding any new information.

3-5 minutes The supporting team presents their first rebuttal.

3-5 minutes Each team gets a second rebuttal for closing statements with the supporting team having the last opportunity to speak.

Additional Debate Tips

It might be a good idea to give the judges and audience a few minutes to ask questions after the official debate is over.

You might also want to open up the debate to the audience so they can add their thoughts on the topic.

Debate Rule Suggestions

1. Be respectful 5. Keep within your timeframe 2. Do your research and come prepared 6. Speak only when it is your turn 3. Use appropriate language only 7. Speak loudly and clearly 4. Don’t interrupt others 8. Support your arguments with

evidence

R-2 RUBRICS

Debate Worksheets Name _________________ Supporting Statement: (Agrees with the proposition) __________________________________________________________________________________________

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First Argument:

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First Argument Examples/Details:

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Second Argument:

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Second Argument Examples/Details:

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Third Argument:

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Third Argument Examples/Details:

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R-3RUBRICS

Debate Worksheets Name _________________

Opposing Statement: (Disagrees with the proposition) __________________________________________________________________________________________

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First Argument:

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First Argument Examples/Details:

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Second Argument:

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Second Argument Examples/Details:

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Third Argument:

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Third Argument Examples/Details:

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R-4 RUBRICS


NOTES DURING THE DEBATE

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R-5RUBRICS



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R-6 RUBRICS

Basic Debate Rubric Name(s): ___________________________________

The speakers’ statements clearly supported their position. 5 4 3 2 1

The speakers’ statements were well researched. 5 4 3 2 1

The speakers followed the debate rules. 5 4 3 2 1

Arguments were understandable and in a logical sequence. 5 4 3 2 1

Speakers spoke loudly and made eye contact. 5 4 3 2 1

Rebuttals were specific to opposing arguments. 5 4 3 2 1

Rebuttals showed evidence of good listening skills. 5 4 3 2 1

Concluding arguments and statements were summarizing and convincing. 5 4 3 2 1

The affirmative group worked well together as a team. 5 4 3 2 1

Total Points _____ / 45 Additional Comments:

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The speakers’ statements clearly supported their position. 5 4 3 2 1 The speakers’ statements were well researched. 5 4 3 2 1










The speakers’ statements clearly supported their position. 5 4 3 2 1

The speakers’ statements were well researched. 5 4 3 2 1









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The speakers’ statements clearly supported their position. 5 4 3 2 1 The speakers’ statements were well researched. 5 4 3 2 1









Extended Debate Scoring Rubric Names: _________________________________

5 4 3 2 - 1

Respect for Other Team

Students were always respectful and kind when

addressing/referring to the other team.

Students were respectful when

addressing/referring to the other team, but

there were some minor issues.

Students were somewhat

disrespectful when addressing/referring to

the other team.

Students were very disrespectful when

addressing/referring to the other team.

Teamwork

Students participated equally during the

research and debate process. Students worked very well as a team and

were never off task.

Students participated pretty equally during

the research and debate process.

Students worked well as a team and were

rarely off task.

Some students participated more than

others during the research and debate

process. Students struggled at times as a team and were either

off task and/or distracting others.

Students did not participate equally during the research and debate process.

Students did not work well as a team

and were off task and distracting

others.

Supporting Facts & Text Evidence

(x2)

Every major point was supported with several strong, relevant facts,

statistics, and/or examples.

Most major points were supported with facts,

statistics, and/or examples.

Some major points were supported with

facts, statistics, and/or examples.

Few major points were supported with

facts, statistics, and/or examples.

Rebuttal (x2)

All counterarguments were accurate, relevant,

and based on strong evidence from research.

Most counterarguments were accurate and

relevant but not always supported with evidence from

research.

Some counterarguments were relevant and

accurate, but some comments were weak or lacking evidence.

Few counterarguments were relevant and

accurate, and most comments were weak or lacking

evidence.

Organization

All arguments were clearly connected to the main idea and organized in a

logical fashion.

Most arguments were clearly connected to the

main idea and organized in a logical

fashion.

Arguments related to the main idea but were

not always clear or logically organized.

Arguments were unorganized and did

not connect to the main idea or reason.

Presentation Style

The students were confident and convincing. They consistently used

eye contact and an appropriate level of voice.

The students were confident and often

convincing. They made eye contact and spoke

with an appropriate level of voice.

The students did not present confidently and convincingly.

They mostly spoke so the audience could hear but often read

from their notes instead of making eye

contact.

The students lacked confidence and were not convincing. They

spoke as little as possible, did not

make eye contact, and it was difficult to

hear them speak.

Total Points: _____ / 40Additional Comments:

R-7RUBRICS

Assessm

ent Speaking 2 Rubric N

ame: ____________________________

Total Points: / 15

A

ssessment Speaking 2 R

ubric Nam

e: ____________________________ Total Points: / 15

Advanced

5 Interm

ediate High 4

Intermediate

3 Interm

ediate Low

2 N

ovice 1

TOTAL

POIN

TS Com

munication

How w

ell can I com

municate m

y thoughts?

• Great communication of ideas • Pronunciation resembles

native speaker

• Good communication of ideas

• Mostly resembles native speaker

• Average communication of ideas

• Pronunciation sometimes resembles English

• Miscommunication here or there with ideas

• Pronunciation often resembles English

• Lack of communication of ideas

• Pronunciation consistently resembles English

Vocabulary How

much did I im

prove m

y use of vocabulary from

the first time doing

this activity to the Assessm

ent?

• Obvious growth on the final attempt with increased use of vocabulary from this chapter

• Apparent growth noted on the final attempt with increased use of vocabulary from this chapter

• Average growth noted on the final attempt with the use of vocabulary from this chapter

• Minimal growth noted on the final attempt with the use of vocabulary from this chapter

• No growth or attempt noted on the final attempt with the use of vocabulary from this chapter

Gram

mar

How m

uch did I improve

my gram

mar from

the first tim

e doing this activity to the Assessm

ent?

• Obvious growth on the final attempt with increased use of grammar aspects from this chapter

• Apparent growth noted on the final attempt with increased use of grammar aspects from this chapter

• Average growth noted on the final attempt with the use of grammar aspects from this chapter

• Minimal growth noted on the final attempt with the use of grammar aspects from this chapter

• No growth or attempt noted on the final attempt with the use of grammar aspects from this chapter

Advanced

5 Interm

ediate High 4

Intermediate

3 Interm

ediate Low

2 N

ovice 1

TOTAL

POIN

TS Com

munication

How w

ell can I com

municate m

y thoughts?

• Great communication of ideas • Pronunciation resembles

native speaker

• Good communication of ideas

• Mostly resembles native speaker

• Average communication of ideas

• Pronunciation sometimes resembles English

• Miscommunication here or there with ideas

• Pronunciation often resembles English

• Lack of communication of ideas

• Pronunciation consistently resembles English

Vocabulary How

much did I im

prove m

y use of vocabulary from

the first time doing

this activity to the Assessm

ent?

• Obvious growth on the final attempt with increased use of vocabulary from this chapter

• Apparent growth noted on the final attempt with increased use of vocabulary from this chapter

• Average growth noted on the final attempt with the use of vocabulary from this chapter

• Minimal growth noted on the final attempt with the use of vocabulary from this chapter

• No growth or attempt noted on the final attempt with the use of vocabulary from this chapter

Gram

mar

How m

uch did I improve

my gram

mar from

the first tim

e doing this activity to the Assessm

ent?

• Obvious growth on the final attempt with increased use of grammar aspects from this chapter

• Apparent growth noted on the final attempt with increased use of grammar aspects from this chapter

• Average growth noted on the final attempt with the use of grammar aspects from this chapter

• Minimal growth noted on the final attempt with the use of grammar aspects from this chapter

• No growth or attempt noted on the final attempt with the use of grammar aspects from this chapter

R-8 RUBRICS

Form

al S

pea

kin

g R

ub

ric

To

pic

: ___

____

____

____

____

____

____

____

_

Nam

e: __

____

____

____

____

____

____

____

__

Ex

emp

lary

(R

efin

ed)

___

Po

ints

Pro

fici

ent

(Acc

om

plis

hed

) __

_ P

oin

ts

Pro

gres

sin

g (D

evel

op

ing)

__

_ P

oin

ts

No

t M

eeti

ng

Stan

dar

ds

(Beg

inn

ing)

__

_ P

oin

ts

Gra

mm

ar

Exce

llen

t u

se o

f ve

rb t

ense

s,

wo

rd o

rder

, su

bje

ct-v

erb

ag

reem

ent,

ad

ject

ive

agre

emen

t, a

rtic

les.

Ver

y fe

w e

rro

rs in

use

of

verb

te

nse

s, w

ord

ord

er, s

ub

ject

-ver

b

agre

emen

t, a

dje

ctiv

e ag

reem

ent,

ar

ticl

es.

Seve

ral e

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ver

b t

ense

s,

wo

rd o

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, su

bje

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ag

reem

ent,

ad

ject

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agre

emen

t,

arti

cles

.

Man

y er

rors

in v

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ten

ses,

w

ord

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er, s

ub

ject

-ver

b

agre

emen

t, a

dje

ctiv

e ag

reem

ent,

art

icle

s.

Vo

cab

ula

ry

Use

s ap

pro

pri

ate

voca

bu

lary

. A

lway

s ex

pan

ds

tho

ugh

ts w

ith

d

etai

ls.

Acc

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ric

h w

ord

ch

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e.

Gen

eral

ly u

ses

app

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cab

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Oft

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tho

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ts w

ith

det

ails

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ally

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Few

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. Fe

w

exp

and

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ts.

Lack

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rich

la

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age.

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rd c

ho

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is

con

fuse

d.

Lack

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exp

and

ed v

oca

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. M

ean

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is o

ften

co

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sed

.

Pro

nu

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llen

t p

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wit

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Au

then

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acce

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.

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. O

k ef

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to

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or

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pro

nu

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n.

Flu

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inim

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esit

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low

s w

ell.

Stro

ng

evid

ence

of

pre

par

atio

n.

Ver

y p

olis

hed

pre

sen

tati

on

.

Som

e h

esit

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n; g

ener

ally

flo

ws

wel

l. E

vid

ence

of

pre

par

atio

n.

Polis

hed

pre

sen

tati

on

.

Freq

uen

t h

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n; a

deq

uat

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flo

ws.

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me

evid

ence

of

pre

par

atio

n. S

ho

ws

sign

s o

f n

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mo

re p

ract

ice.

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n-c

om

mu

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e; la

ckin

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fl

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. M

inim

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of

pre

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rese

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Co

mp

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on

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om

ple

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. A

pp

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use

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rly

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n id

ea.

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mp

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ble

. Few

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ors

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ade,

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t do n

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mp

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on

.

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scu

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tim

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ses

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lock

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and

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Use

s na

tive

la

ngu

age.

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nte

nt

Fully

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dre

sses

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d c

om

ple

tes

the

task

. To

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is

wel

l-d

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op

ed a

nd

inte

rest

ing

to t

he

liste

ner

.

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pro

pri

atel

y ad

dre

sses

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d

com

ple

tes

the

task

. To

pic

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task

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tere

st t

o t

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.

Co

mm

ents:

To

tal P

oin

ts __

____

____

R-9RUBRICS

Topic: ____________________ Name: _______________________________ Total Points: ____ / 20

Speaking criteria Advanced

5 Intermediate High

4 Intermediate

3

Intermediate Low

2

Novice 1

Vocabulary How well can I use current and past

vocabulary?

● I can use extensive vocabulary to communicate ideas on a wide range of topics and within a topic.

● I can use culturally appropriate expressions.

● I consistently use words /expressions to communicate ideas on a wide range of topics.

● I can use expanded vocabulary within a topic.

● I can use a variety of words and phrases on a range of familiar topics.

● I can give more details and elaborate on a topic.

● I can use familiar words and phrases on familiar tasks, topics, and activities.

● I can elaborate a little.

●

● I can use limited words/phrases for common objects/actions.

● My vocabulary is repetitive.

Comprehensibility How well can I

communicate my thoughts and ideas?

● I can easily be understood.

● Limited or no hesitation

● I can be understood.

● Minimal hesitation

● I can mostly be understood.

● Some hesitation

● I can be understood with difficulty.

● Frequent hesitation

● I can be understood only with great effort.

● Unacceptable hesitations

Language Control How well do I use the

language?

● I make minimal or no errors in grammar / word order that prevent communication.

● My errors in grammar and word order do not prevent communication.

● My errors in grammar and word order sometimes prevent communication.

● My errors in grammar and word order often prevent communication.

● My errors in grammar and word order prevent communication.

Pronunciation How well am I understood?

● Enhances communication

● Authentic native English accent

● Rarely prevents communication

● Pronunciation resembles native English speaker

● Occasionally prevents communication

● Pronunciation sometimes resembles native language

● Frequently prevents communication

● Pronunciation often resembles native language

● Prevents communication

● Pronunciation consistently resembles native language

Teacher comments:

Topic: ____________________ Name: _______________________________ Total Points: ____ / 20

Speaking criteria Advanced

5 Intermediate High

4 Intermediate

3

Intermediate Low

2

Novice 1

Vocabulary How well can I use current and past

vocabulary?

● I can use extensive vocabulary to communicate ideas on a wide range of topics and within a topic.

● I can use culturally appropriate expressions.

● I consistently use words /expressions to communicate ideas on a wide range of topics.

● I can use expanded vocabulary within a topic.

● I can use a variety of words and phrases on a range of familiar topics.

● I can give more details and elaborate on a topic.

● I can use familiar words and phrases on familiar tasks, topics, and activities.

● I can elaborate a little.

●

● I can use limited words/phrases for common objects/actions.

● My vocabulary is repetitive.

Comprehensibility How well can I

communicate my thoughts and ideas?

● I can easily be understood.

● Limited or no hesitation

● I can be understood.

● Minimal hesitation

● I can mostly be understood.

● Some hesitation

● I can be understood with difficulty.

● Frequent hesitation

● I can be understood only with great effort.

● Unacceptable hesitations

Language Control How well do I use the

language?

● I make minimal or no errors in grammar / word order that prevent communication.

● My errors in grammar and word order do not prevent communication.

● My errors in grammar and word order sometimes prevent communication.

● My errors in grammar and word order often prevent communication.

● My errors in grammar and word order prevent communication.

Pronunciation How well am I understood?

● Enhances communication

● Authentic native English accent

● Rarely prevents communication

● Pronunciation resembles native English speaker

● Occasionally prevents communication

● Pronunciation sometimes resembles native language

● Frequently prevents communication

● Pronunciation often resembles native language

● Prevents communication

● Pronunciation consistently resembles native language

Teacher comments:

R-10 RUBRICS

Top

ic: _

____

____

____

____

___

N

ame:

___

____

____

____

____

____

____

___

T

ota

l Po

ints

: __

_ /

20 Sp

eaki

ng

Cri

teri

a A

dva

nce

d

5 In

term

edia

te H

igh

4

Inte

rmed

iate

3

Inte

rmed

iate

Lo

w

2 N

ovi

ce

1

PO

INTS

Vo

cab

ula

ry

How

wel

l can

I us

e cu

rren

t an

d pa

st

voca

bula

ry?

●I c

an u

se e

xpan

ded

vo

cab

ula

ry t

o

com

mu

nic

ate

idea

s.

●I i

ncl

ud

ed a

ll th

e re

qu

ired

re

spo

nse

s o

r ta

sks.

●I c

an s

om

etim

es e

xpan

d

voca

bu

lary

an

d id

eas.

●

I in

clu

ded

mo

st o

f th

e re

qu

ired

res

po

nse

s o

r ta

sks.

●I c

an u

se e

xpec

ted

vo

cab

ula

ry.

●I m

isse

d 1

-2 r

esp

on

ses

or

task

s.

●I c

an m

ost

ly u

se

exp

ecte

d v

oca

bu

lary

. ●

I mis

sed

2-3

res

po

nse

s o

r ta

sks.

●I s

tru

ggle

to

use

exp

ecte

d

voca

bu

lary

. ●

I mis

sed

man

y re

spo

nse

s o

r ta

sks.

Teac

her

co

mm

ents

:

Co

mp

reh

ensi

bili

ty

How

wel

l can

I co

mm

unic

ate

my

thou

ghts

and

idea

s?

●I c

an e

asily

be

un

der

sto

od

. ●

No

hes

itat

ion

s ●

I can

be

un

der

sto

od

. ●

Min

imal

hes

itat

ion

s

●I c

an m

ost

ly b

e u

nd

erst

oo

d.

●So

me

hes

itat

ion

s

●I c

an b

e u

nd

erst

oo

d w

ith

d

iffi

cult

y.

●Fr

equ

ent

hes

itat

ion

s

●I c

an b

e u

nd

erst

oo

d o

nly

w

ith

gre

at e

ffo

rt.

●U

nac

cep

tab

le a

mo

un

t o

f h

esit

atio

n

Teac

her

co

mm

ents

:

Lan

guag

e C

on

tro

l H

ow w

ell d

o I u

se t

he

lang

uage

?

●I m

ake

min

imal

or

no

er

rors

in v

erb

en

din

gs /

w

ord

ord

er t

hat

pre

ven

t co

mm

un

icat

ion

. ●

Acc

ura

te w

ord

ch

oic

e. I

can

tal

k ar

ou

nd

wo

rds

I do

n

ot

kno

w.

●Er

rors

in g

ram

mar

an

d

wo

rd o

rder

do

no

t p

reve

nt

com

mu

nic

atio

n.

●O

ccas

ion

al w

ord

ch

oic

e er

rors

wh

en u

sin

g w

ord

s I d

o n

ot

kno

w.

●Er

rors

in g

ram

mar

an

d

wo

rd o

rder

so

met

imes

p

reve

nt

com

mu

nic

atio

n.

●So

me

wo

rd c

ho

ice

erro

rs

●Er

rors

in g

ram

mar

an

d

wo

rd o

rder

oft

en p

reve

nt

com

mu

nic

atio

n.

●Fr

equ

ent

wo

rd c

ho

ice

erro

rs.

●Er

rors

in g

ram

mar

an

d

wo

rd o

rder

pre

ven

t co

mm

un

icat

ion

. ●

Un

able

to

use

ap

pro

pri

ate

wo

rds.

Teac

her

co

mm

ents

:

Pro

nu

nci

atio

n

How

wel

l am

I un

ders

tood

?

●En

han

ces

com

mu

nic

atio

n

●Pr

on

un

ciat

ion

mim

ics

Engl

ish

so

un

ds/

ph

on

etic

s.

●R

arel

y p

reve

nts

co

mm

un

icat

ion

●

Mo

stly

mim

ics

Engl

ish

so

un

ds/

ph

on

etic

s.

●O

ccas

ion

ally

pre

ven

ts

com

mu

nic

atio

n

●Pr

on

un

ciat

ion

so

met

imes

res

emb

les

nat

ive

lan

guag

e.

●Fr

equ

entl

y p

reve

nts

co

mm

un

icat

ion

●

Pro

nu

nci

atio

n o

ften

re

sem

ble

s n

ativ

e la

ngu

age.

●Pr

even

ts c

om

mu

nic

atio

n

●Pr

on

un

ciat

ion

co

nsi

sten

tly

rese

mb

les

nat

ive

lan

guag

e.

Teac

her

co

mm

ents

:

R-11RUBRICS

Presentation/Speaking Rubric Name: __________________________ Total Points: ________

Exemplary Proficient Progressing

Not Meeting Standards

Task Completion Superior completion of the task, content

appropriate, message was understood

Adequate completion of the task, content

appropriate, message was mostly understood

Basic completion of the task, content

mostly appropriate, message was

somewhat confusing

Minimal completion of the task, content

unrelated to task and/or overall message was

incomprehensible Fluidity and Practice Speech was fluid,

practiced and polished

Speech was fluid with only a minor stumble

Speech was a little choppy

Speech was on the fly/lots of pauses

Pronunciation Good effort to simulate native intonation and pronunciation

Pronunciation and intonation do not

interfere with comprehension

Pronunciation and intonation impair comprehension

No attempt to simulate native intonation and pronunciation

Variety/Grammar Superior elaboration of the topic and/or

attempt to use new, more complex

language in context

Adequate elaboration of the topic and/or attempt to use new language in context

Basic elaboration of the topic and/or

attempt to use new language but out of

context

Minimal elaboration of the topic and/or

minimal or no attempt to use new

language

Presentation/Speaking Rubric Name: __________________________ Total Points: ________

Exemplary Proficient Progressing

Not Meeting Standards

Task Completion Superior completion of the task, content

appropriate, message was understood

Adequate completion of the task, content

appropriate, message was mostly understood

Basic completion of the task, content

mostly appropriate, message was

somewhat confusing

Minimal completion of the task, content

unrelated to task and/or overall message was

incomprehensible Fluidity and Practice Speech was fluid,

practiced and polished

Speech was fluid with only a minor stumble

Speech was a little choppy

Speech was on the fly/lots of pauses

Pronunciation Good effort to simulate native intonation and pronunciation

Pronunciation and intonation do not

interfere with comprehension

Pronunciation and intonation impair comprehension

No attempt to simulate native intonation and pronunciation

Variety/Grammar Superior elaboration of the topic and/or

attempt to use new, more complex

language in context

Adequate elaboration of the topic and/or attempt to use new language in context

Basic elaboration of the topic and/or

attempt to use new language but out of

context

Minimal elaboration of the topic and/or

minimal or no attempt to use new

language

R-12 RUBRICS

Skit Project Rubric Name: _____________________ Total Points: ____ / 16

4 3 2 1

Pronunciation

You had no more than 2 pronunciation errors.

You had no more than 5

pronunciation errors.



You had more than 10


Grammar

You spoke grammatically correct with only a few

errors.

You had between 4 and 7 grammar

errors.


errors.

You had more than 10 errors in

grammar.

Use of new Vocabulary

You used at least 5 new vocab words when

speaking.

You used at least 4 vocab words.


You used 2 or less of the new vocab

words.

Effort

You used your time well, you covered all

necessary topics and ideas and did a fantastic job presenting in front of

class. You were prepared for the skit.

You used your time well,

covered most topics and ideas, and did a nice job

presenting.

Time could have been better spent and/or a couple

topics were missing. More

preparation needed.

You did not use your time well

and/or you missed many topics and

ideas. Much more preparation

needed.


4 3 2 1

Pronunciation








Grammar


errors.


errors.


errors.


grammar.



speaking.




words.

Effort






presenting.



preparation needed.




needed.

R-13RUBRICS


4 3 2 1

Pronunciation








Grammar


errors.


errors.


errors.


grammar.



speaking.




words.

Effort






presenting.



preparation needed.




needed.


4 3 2 1

Pronunciation








Grammar


errors.


errors.


errors.


grammar.



speaking.




words.

Effort






presenting.



preparation needed.




needed.

Student Name: _________________ Topic: _________________

Pronunciation 5 4 3 2 1 Fluidity/Practice 5 4 3 2 1 All in English/Effort 5 4 3 2 1

All Information Given 5 4 3 2 1 Comments:







R-14 RUBRICS

Stud

ent S

elf-S

peak

ing

Surv

ey

Nam

e: _

____

____

____

____

____

____

____

____

____

_

Sp

eaki

ng

Su

rvey

A

dva

nce

d

Inte

rmed

iate

N

ovic

e

Voc

abu

lary

H

ow w

ell c

an I

use

cur

rent

and

pa

st v

ocab

ular

y?

• I c

an ea

sily r

ecall

a wi

de ra

nge o

f vo

cabu

lary w

hen s

peak

ing.

• W

hen I

don’t

know

a wo

rd I c

an ta

lk ar

ound

the w

ord.

• I c

an re

call s

ome v

ocab

ulary

but

occa

siona

lly fo

rget

some

wor

ds w

hen

spea

king.

• W

hen I

don’t

know

a wo

rd I s

till tr

y to

comm

unica

te by

some

times

talki

ng ar

ound

the

wor

d or u

sing m

y nati

ve la

ngua

ge.

• I h

ave a

diffic

ult tim

e rec

alling

voca

bular

y wh

en sp

eakin

g. •

Whe

n I do

n’t kn

ow a

word

I use

my n

ative

lan

guag

e or d

on’t s

peak

.

Com

pre

hen

sib

ility

H

ow w

ell c

an I

com

mun

icat

e m

y th

ough

ts a

nd id

eas?

•

I can

easil

y exp

ress

wha

t I wa

nt to

say.

• I c

an so

metim

es ex

pres

s wha

t I wa

nt to

say.

• I h

ave d

ifficu

lty ex

pres

sing w

hat I

want

to sa

y.

Lan

gu

age

Con

tro

l H

ow w

ell d

o I

use

the

lang

uage

?

• I a

m co

nfide

nt in

my ab

ility t

o use

corre

ct gr

amma

r. •

I am

not a

lway

s con

fiden

t in m

y abil

ity to

use

corre

ct gr

amma

r. •

I eas

ily fo

rget

gram

mar r

ules w

hen s

peak

ing.

Pro

nu

nci

atio

n

How

wel

l am

I u

nder

stoo

d?

•

I mim

ic na

tive s

peak

ers.

• I m

ake a

n effo

rt to

mimi

c nati

ve sp

eake

rs.

• I d

o not

prac

tice/u

se co

rrect

pron

uncia

tion.

OV

ERA

LL C

OM

FOR

T

WIT

H S

PE

AK

ING

•

I feel

comf

ortab

le sp

eakin

g in t

he ta

rget

langu

age.

• De

pend

ing on

the t

opic/

situa

tion,

I am

comf

ortab

le for

the m

ost p

art s

peak

ing in

the

targe

t lang

uage

. •

I hav

e anx

iety w

hen I

have

to sp

eak i

n the

tar

get la

ngua

ge.

Goa

l:

I will

focu

s on

the

area

of _

____

____

____

____

____

____

____

____

__ b

y do

ing

thes

e th

ree

spec

ific

thin

gs:

1.

2.

3

.

R-15RUBRICS

Documents

B2 UPPER INTERMEDIATE LEVEL