The document outlines a speaking test for grade 1 students with 4 sections - getting to know each other, talking about familiar objects, responding to familiar structures, and phonics. It provides the examiner's prompts and questions for each section, as well as the scoring criteria with points allocated for correct answers. The test assesses students' ability to introduce themselves, identify common objects and pictures, follow basic instructions, and recognize phonics letters and the sounds they represent.
The document outlines a speaking test for grade 1 students with 4 sections - getting to know each other, talking about familiar objects, responding to familiar structures, and phonics. It provides the examiner's prompts and questions for each section, as well as the scoring criteria with points allocated for correct answers. The test assesses students' ability to introduce themselves, identify common objects and pictures, follow basic instructions, and recognize phonics letters and the sounds they represent.
The document outlines a speaking test for grade 1 students with 4 sections - getting to know each other, talking about familiar objects, responding to familiar structures, and phonics. It provides the examiner's prompts and questions for each section, as well as the scoring criteria with points allocated for correct answers. The test assesses students' ability to introduce themselves, identify common objects and pictures, follow basic instructions, and recognize phonics letters and the sounds they represent.
The examiner says: “Hello, my name is ___.” Mức/ Điểm M1 M2 M3 I. Getting to know each other 1. What is your name? 2 questions 1 My name is ____. 1đ 2. Nice to meet you. (0.5pt for each (Nice to meet you, too). question) II. Talk about familiar objects (Teacher points to the flashcards and asks questions) 1. (Family flashcards) 2 questions 2 questions 1 question This is my (mother/ father/ brother/ 2đ 2đ 1đ 5 sister). Q 1, 3 Q 2, 5 Q4 2. (Object flashcards) It’s a (pencil/ book/ bag). 3. (Color flashcards) It’s (blue/ red/ yellow/ pink/ white). 4. Teacher may use the picture on p.24 (SB) or p.15 (SB) Teacher may give an example first (It’s a red flower), then point to the pictures and student responds. Example: It’s (a pink flower/ a blue pencil/…) 5. (Animals flashcards) What is it? It’s a (cat/ dog/ bird/ monkey/ snake/ bear). III. Respond to familiar structures 1. Listen and act. 2 questions 2 Teacher says the sentence and student 2đ acts. Q 1, 2 Stand up/ Sit down. Touch your head/ arm/ leg. (Teacher may say 2 sentences and give 0.5pt for each correct response.) 2. Teacher may give an example: I like cats. How about you? Student responds: I like (cats/ dogs/ birds/…) Teacher may give 0.5pt if student doesn’t pronounce the s-ending. IV. Phonics 1. Teacher points to the phonics letters/ pictures A – ant 1 question 1 question 2 B – boy 1đ 1đ C – cap Q1 Q2 D – door E – elephant F – food G – girl H – hop (Teacher can ask two phonics letters and give 0.5pt for each correct answer.) 2. What can you see? I can see (a door/ elephant/…). Total 5 questions 3 questions 3 questions 10 4đ 3đ 3đ