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Date Posted: 04:36:26 05/28/07 Mon
Author: Francidéa
Subject: Re: Task Three Peer Editing to Priscila
In reply to: Priscila 's message, "Task Three" on 11:12:25 05/23/07 Wed

>Testing oral skills
>
>
> Throughout the process of acquiring a language the
>students feel the need to be tested and the teacher is
>the one who is going to evaluate the students’
>development. In order to do so, the teacher ought to
>evaluate the four skills (reading, writing, listening
>and speaking). Among these four, the speaking skill
>testing is the most problematic one. Testing oral
>skills is a procedure that needs to be planned and
>followed strictly to work properly.
>
>The process of testing oral skills starts in
>classroom. Before testing a student, the teacher must
>be sure that this student has covered a wide range of
>topics in conversation. The most recurrent ones are:
>home, family, traditions, personal background, sports,
>music, TV, travel, leisure, work and education. The
>teacher should also make sure that students get many
>opportunities to talk in pairs and groups. The more
>different types of oral interaction students are
>familiarized with, the better. Some useful examples
>are: face to face interviews, describing, narrating,
>explaining, ordering, selecting, giving and justifying
>opinions, hypothesing(s), predicting and problem solving.
>Another good strategy is to do a trial of the exam, so
>students are familiar with the different stages and
>requirements of the test. Finally, teachers have to
>point out that the students will be marked on a range
>of criteria including accuracy, appropriacy,
>flexibility and the amount they speak.
>
>During the exam there are some hints that can be
>helpful to both, the teacher and the students. The
>first of them is to repeat the question and the
>instructions if necessary; and reassure the students
>that they are not being tested on general knowledge.
>It is also important that when candidates are talking
>about personal experience the teacher concentrates on
>positive things as a whole, it has been assumed that
>students are often at their linguistic best when they
>are emotionally involved.
>
>The procedures cited above are used to help students
>and teacher in the hard task of being evaluated and
>evaluate. It is relevant to stress that students can
>only be tested on something they have already learned
>and practiced during classes, and also that the day of
>the exam is not the proper day to try new material and
>new methodology, instructions and tasks must be simple
>and direct. Therefore, the student will realize that
>is no need to be worried about the exam and it will be
>easier for the teacher to grade students.


Priscila, your text is very well written, you followed the process analysis structure skillfully and ,in my opinion, the text achieved its aim of instructing the teachers. You stated on your thesis statement that you would describe the process of oral testing and you did. You developed it well and concluded it.The only mistake I could perceive was the spelling of the word I marked on your test. Congratulations!

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