Molly: It's really sunny today. Let's go to the beach.
Luke: Good idea.
Molly: I have to buy some sunglasses. Where's the store?
Mom: It's next to the hotel.
Molly: Where's my towel?
Mom: It might be in my suitcase. Here you go.
Luke: Where are you going today?
Mom: We're going to go to a soccer game.
Luke: What time is dinner?
Dad: It's at six. Let's meet downstairs.
Molly: Let's go. Where's the bus stop?
Luke: We don't have to take the bus. The beach is close.
Gary: Hi, I'm Gary.
Luke: I'm Luke, and this is Molly. We're from America. The beach is crowded.
Gary: Peaple don't have to work today. It's a holiday.
Luke: Wow! Who's that?
Gary: That's my friend. She's good at surfing. She practices every day.
Luke: How old is she?
Gary: She's fourteen.
Luke: Really? I'm fourteen,too.
Gary: It's hot! Let's go swimming.
Gary: What's wrong, Molly? Are you going to swim?
Molly: No, I'm bad at swimming.
Gary: It's OK. I'll teach you.
Molly: Cool! Look at that fish. This is great. I'm really interested in the ocean.
Luke: Is that a dolphin?
Gary: Yes. Dolphins can swim fast.
Luke: Come here. Look at this spider.
Molly: That's a spider? YUCH! it's big! I'm afraid of spiders. They're scary.
Luke: It's OK. This one looks nice.
What time is it?
Gary: It's five thirty. Do you have to go soon?
Luke: Yes, We have to meet our parents at six.
Come on. Let's have dinner together.
Molly: Mom, Dad, this is Gary.
Mom:Hi, Gary. It's nice to meet you.
You three must be hungry. Do you like steak,Gary?
Mom: Great! Let's eat.
|Category||Adequate to good||Good to Excellent||Needs work|
The learner's ability to pronounce words shared by the people of a particular country or region of the language they are learning.
Good effort at accent. Quite close to that of a native speaker
Excellent effort at accent. Extremely close to that of a native speaker.
Limited effort at accent. Definitely a non-native speaker
The learner's ability to speak continuously by chunking and linking words together. For example, instead of saying very slowly, "I - am - poor. I - have - no - money" like a robot, a fluent speaker would say, "I'm poor because I don't have any money."
Speech is relatively smooth; some hesitation and unevenness caused by rephrasing and searching for words
Smooth and fluid speech; few to no hesitations; no attempts to search for words; volume is excellent
Speech is frequently hesitant with some sentences left uncompleted
The learner's ability to understand the relative emphasis that may be given to certain syllables in a word, or to certain words in a phrase or sentence
Able to identify and produce correct intonation, word stress and rhythm patterns with 50-90% accuracy.
Able to identify and produce correct intonation, word stress and rhythm patterns with 90-100% accuracy.
Able to identify and produce correct intonation, word stress and rhythm patterns with < 50% accuracy
The learners' ability to enunciate the various consonants, consonant blends, vowels, and vowel blends in words, words linked together, and words in sentences.
The pronunciation contained some individual word pronunciation errors. Around 3-4 errors
The pronunciation is exceptional and mirrors a native speaker. Shows a clear understanding of word stress and intonation. Only 0-2 errors
The pronunciation is inconsistent and made it difficult to understand. 5 or more errors