Formative assessment
1. Evaluation of oral activities in class
Classroom is the main position for teachers to teach and the main channel for students to learn English. Forming a set of scientific and easy-to-operate oral English classroom evaluation methods is an important basis for the whole oral English evaluation. For the evaluation of classroom oral activities, we use the evaluation table of classroom oral activities. The form consists of three parts: free conversation, working in pairs and group activities. After each oral activity, the teacher stamps the students with "excellent", "good" or "hard work" according to their performance. This form is preserved by students, so that students can preserve and witness their performance for a long time. At the end of the term, the teacher will know about the activities according to the number of seals.
Free conversation mainly uses 3-5 minutes before class, and students can perform English songs, poems, chants, etc. I stayed alone for less than half a minute. A class can be arranged for 3-5 people, and the training area for students is large. Pairing homework is a course for students to communicate in pairs. Group work is mainly to arrange students to form several fixed groups of about 4 people, and ask everyone in the group to participate in and evaluate the oral activities of the group. This comprehensive evaluation of different forms of activities not only creates a good language learning atmosphere, but also enables students to raise their hands and practice in class, and adopts the method of in-class evaluation to effectively mobilize students' enthusiasm for participation and cultivate their spirit of bold display and cooperative learning.
2. Evaluation of extracurricular oral activities
For students, it is not enough to carry out classroom teaching activities just for language learning. Extracurricular oral activities are the extension and assistance of classroom oral activities, and teachers re-recognize and retrain students' abilities. Therefore, it is necessary to evaluate extracurricular oral activities. The success of extracurricular oral activities is of positive significance to stimulate students' interest, intrinsic motivation and potential in learning English. In the teaching process, we made the following attempts.
(1) Daily reading: We use homework to record daily English homework and give systematic guidance on how to listen and read, such as how to use tape recorders for low-level students and how to record tones for high-level students. Please cooperate with parents to record students' English listening and reading at home in time. This evaluation can help students develop good listening and reading habits, dare to speak and exercise themselves. At the end of the semester, the teacher will give corresponding scores according to the amount of reading completed in the students' exercise books every day.
(2) Dialogue Recitation: We require students to recite a dialogue to the strengths of the group after learning it, and register it in the class recitation form, and give corresponding scores according to the different performances of each student at the end of the period. The theme of Reciting Corner is rich and colorful, including "Love my English", "English Show", "Strive to be an English star" and "Learn English happily". In the test paper of each unit, the results of reading aloud and reciting are also reflected. Effective recitation is a powerful guarantee for students to speak English fluently, and it can also make students confidently throw themselves into the exam.
(3) English Party: It has two aircraft carriers. The first form is a school-wide story contest, and the second form is an "English performance" at the parent-teacher conference.
In order to improve every student's English application ability, show every student a stage of English proficiency, and enhance students' interest and confidence in learning English, we have launched "Happy English! Happy life! " The theme of English story audition. Every student in the school has a chance to take part in the competition. One is the PK in the class, the story king of the class, the most potential award of the class, the best spoken language award, the best performance award and so on. Every time the class is evaluated, the English teacher and the head teacher go deep into the class as judges. Teachers write their own comments on students' talent, oral ability and participation attitude on performance cards, and can also attach photos of students' performances. This form greatly mobilized the enthusiasm of students to learn and use English, and made them feel the fun of learning English. The whole school has set off a craze for speaking English!
"Parents' Open Day" is an activity for parents of students. In the "parents' report class", we let students organize their own classes and perform "English performances", so that each student has the opportunity to show himself on the stage. Students perform various programs, including sketch performance, poetry reading, song singing, personal speech, etc. In the English performance, we saw the students' unlimited creativity, imagination and the ability to teach themselves English. During the activity, the joy of parents made us feel very gratified as teachers. This form not only creates opportunities for students to speak English, but also strengthens communication between home and school, performs in front of parents, and promotes students to actively learn English.
Summative Assessment
In formative evaluation and summative evaluation, the former accounts for 60% and the latter accounts for 40%. The teachers of the research group pay more attention to the students' usual oral state and provide students with comprehensive oral evaluation results. The research group conducted a phased evaluation of the semester, mainly from the following aspects.
1. Test compilation topic
The compilation and selection of summative oral evaluation questions is an important link in oral English test. I have the honor to participate in the compilation of the special oral English training of Synchronous Bilateral Primary School English published by Zhejiang Education Publishing House. When writing this training, several topics were designed, such as teacher-student communication, reading aloud, role-playing, looking at pictures and talking, and making up stories according to text prompts. The content involves daily spoken English, letters, vocabulary and grammar. In the oral exam, we focused on the topic.
(1) Choose questions that can pay attention to students' emotions.
German educator Dostoevsky said: "The art of teaching is not to impart skills, but to inspire, awaken and inspire." When students feel the teacher's love, care and appreciation, they will feel indescribable joy and satisfaction, which will undoubtedly inspire them to be positive, stimulate their curiosity, increase their courage and boost their self-confidence.
For example, in the oral test of grade four, the teacher first greets the students and asks their names, ages and physical conditions, and then gradually infiltrates the textbook knowledge. From natural communication with students to natural transition to subject knowledge, students are tested unconsciously.
T: hello! What's your name? S: My name is ...
T: Nice to meet you! Nice to meet you, too!
T: How are you? Fine, thank you.
T: How old are you? S: This is ...
(2) Choose questions that can publicize students' personality.
In the traditional oral English evaluation, students are restricted and passive, and answer questions according to a unified answer. As for students' interests, hobbies and unique ideas, there is no way to show them, thus killing their originality and imagination. It is a breakthrough to let students change from personality depression to personality publicity.
In the fourth grade oral exam, the teacher designed such an activity: How to celebrate your birthday? If today is your birthday, you invite your good friends to have dinner at home. During the dinner, we will learn Chinese and western catering culture together. Please use your imagination to interpret a dining table story.
In response to the above tasks, the students rehearsed quite enthusiastically, expressing their views one after another and fully expanding their imagination. After a few minutes, the students actively performed on the stage. These short plays have no unified roles and lines. Such evaluation activities can not only promote their personality, but also bring happiness of cooperation to their peers.
(3) Choose questions that can stimulate students' initiative.
"Interest itself is a kind of initiative." How to cultivate students' active learning spirit? In the practice of oral English evaluation in primary schools, we should organize open teaching activities that are conducive to students' active learning, tap the knowledge reserves in students' minds and fully mobilize students' subjective initiative in learning. For example:
(1) tell the true color. Please tell me what these things are in your life.
Name the colors of the connected Olympic rings. Name the colors of the Olympic rings.
Like this, starting from the teaching materials, connecting with students' life and facing the whole people, there are both basic activities and certain challenging activities. Because the content of oral examination is open and vivid, students will be more active, flexible and interesting in learning, which not only broadens their horizons, but also adds new knowledge points.
(4) Choose questions that can cultivate students' ability.
In the evaluation of spoken English in primary schools, it is necessary to cultivate students' good communication habits and natural pronunciation and intonation, as well as their various abilities. For example, in the fourth grade oral test, we designed such an activity:
This is Mr. Black's bedroom. Please read it carefully and then answer the question.
A.is this the bedroom?
B.what can you see in this picture?
C.how many windows are there?
D. where is the sofa?
E.do you like this room?
Students carefully observe the pictures, listen carefully and understand, and finally answer the questions. In this process, students' observation, attention, analytical ability and expressive ability are cultivated.
2. Examination organization form
In our oral English test, the test is conducted in classes by year, and the specific time of the test is decided by the teacher, usually starting about one month after the end of the semester. Teachers can take oral tests during the English reading time of micro-classes every week, or they can take oral tests in their spare time at noon, at night and during their self-study time at night. This method can only test several students at a time, and the whole class will last for several days.
This decentralized evaluation organization is convenient and flexible. Considering the differences between classes and years, teachers can make appropriate adjustments according to the specific conditions of different classes and control the test rhythm. At the same time, students can play their level well in a relaxed environment.
3. Test scoring criteria
In the oral test, we made a more detailed scoring standard. Teachers grade students' oral expressions from three aspects: correctness, fluency and appropriateness, and score each item according to 1-5, and then add them up. Teachers appropriately relax the grading scale, aiming at stimulating students' interest in learning, enhancing students' confidence, and trying to make every student enjoy the joy of success from the oral test. Under the guidance of the above scoring principles, teachers unified their thinking and scored objectively and fairly; Teachers' own professional quality has also been improved. Allow students who are not satisfied with the results of the first test to have the opportunity to test again.
It is clear to us that the purpose of oral examination is not simply for oral evaluation, but to promote teaching and learning by evaluation. If students can learn better in this process, why not?
Third, the results show that
1. Exercise students' various abilities and improve their sense of participation.
In the English activity week held by our school, students showed generosity, confidence and devotion, which fully demonstrated their comprehensive language use ability. The final oral exam is another rare opportunity for students to show their activities to teachers and classmates, who all cherish this opportunity. Teachers find that some students who are usually silent in class have the courage to speak English through oral practice, and more and more students are enthusiastic about speaking in class, which is an encouraging harvest.
2. Improve students' good personality and cultivate students' cooperative spirit.
Oral evaluation has played a positive role in improving students' personality. Oral English training enables students to master the skills of language communication, learn to use polite language in different occasions, and form the habit of being polite. In order to get good grades in oral evaluation, students and classmates should adjust their behavior and cognitive style together, learn to accept classmates, help each other and cooperate with each other, and complete the whole process from preparation to oral examination by * * *, thus cultivating good cooperative spirit.
3. Improve the comprehensive quality of teachers and share the successful experience of the school.
The implementation of oral English evaluation urges teachers to strengthen students' oral English practice purposefully. School English teachers have undertaken open classes and seminars at the provincial, municipal and district levels, and their related papers have won awards at all levels or been published in national journals. The experience of oral English evaluation in schools was exchanged at the Zhejiang Primary School English New Curriculum Seminar, which was well received by experts and teachers inside and outside the province!
Fourth, confusion induction.
1. How to coordinate the oral test and the paper-and-pencil test?
Due to the tight teaching tasks and insufficient teaching hours, many teachers ignore the proper oral evaluation of students. Especially in senior high school, teachers pay more attention to written exercises and ignore the development of oral activities. For a long time, English subject evaluation lacks oral evaluation, and the cultivation of students' oral communication ability is ignored in daily teaching, so students' oral communication ability will inevitably decline. After it is clear that the development of oral activities can effectively promote students' paper-and-pencil test level, how to combine oral assessment with paper-and-pencil test more harmoniously?
2. How to overcome the difficulty of having more people in the teaching class?
Each English teacher in our school is responsible for 5-6 classes, and the number of students in each class is about 40-50. There are too many classes and students, which makes the organization of oral examination too complicated and hinders it.
An important objective factor for smooth development.
3. How to promote outstanding students while ensuring that some "quiet" students speak?
In primary school, students spend 3 class hours a week and spend less than 2 hours learning English in class. Although the school tries its best to create an English learning atmosphere, except for activities organized by teachers, students have little chance to practice other spoken English, and some students lack the motivation to speak English. How to promote outstanding students while ensuring that some "quiet" students speak? Our English teacher's greatest wish is that all students can overcome the problem of "speaking difficultly" in primary school, so that every student can speak English confidently and no one can fall behind.
Conclusion:
The most direct use of learning English is "communication". The important purpose of offering English courses in primary schools is to enable children of this age to imitate and use the language. In view of this, we hope to build a stage for students to show their oral English by establishing an oral English evaluation system that is oriented to all, pays attention to the process and develops intelligence, so that every student can speak English boldly, easily and confidently!