2ND SPEAKING PROGRESS CHECK 2020 03
Criterion 0 1
Shows poor control of
simple grammatical forms
(main tenses, reported
speech, conditionals, past speech, conditionals, past
Grammar and vocabulary
simple and past
(control range and
progressive). Uses limited too many grammar mistakes.
appropriacy) vocabulary to talk about
the     issue addressed.
Produces no oral
production whatsoever.
Discourse management
(Extent relevance,
coherence and cohesion)
Is impossible to
Pronunciation (Intonation, understand.  There is
stress, and individual limited control of
phonological features.
sounds)
Speaker makes no
attempt to respond.
Content/Task Fullfillment Response to task is
unrelated to topic or
questions.
Does not maintain simple
Interactive communication exchanges despite the
teacher/classmate’s
(Initiating, responding
support.
development)
Shows insufficient control of
simple grammatical forms
(main tenses, reported
simple and past progressive): mistakes.  Attempts to vary
Uses a limited range of
appropriate vocabulary to talk
about the issue addressed.
Produces responses which are Produces responses which are
characterised by just a
couple of sentences with a lot frequent hesitation. Digresses from despite hesitation. Contributions are
of difficulty.
Is sometimes difficult to
understand, despite limited
control of phonological
features.
Very little relevant
contribution or limited
assessable language, or a
totally memorized or read
answer.
Maintains very simple
exchanges with a lot of
difficulty. •Requires
prompting and support.
2 3
Shows a fair degree of grammatical
forms control (main tenses, reported simple grammatical forms (main
speech, conditionals, past simple and tenses, reported speech,
past progressive); many grammar
vocabulary when talking about the
issue addressed
characterized by short phrases and
the topic at times. Repeats
information.
Is quite intelligible, and has fair
control of phonological features at
both utterance and word levels.
Response to task is not sufficiently
supported due to lack of ideas or
information. Ideas lack substance.
Often repetition.
Maintains simple exchanges with
difficulty. Tries to keep the
interaction going but requires
prompting and support.
Shows a fair degree of control of
conditionals, past simple and past
progressive; some grammar mistakes. and past progressive; few
Uses a range of appropriate
vocabulary when talking about the
issue addressed.
Produces responses which are
extended beyond short phrases,
mostly relevant, but there may be
some repetition. Uses basic cohesive
devices.Attempts to provide varied
information.
Is mostly intelligible, and has some
control of phonological features at
both utterance and word levels.
Response is related to the topic and
questions but ideas presented are
limited and mostly basic ideas are
presented with limited detail or
support. At times, connection of
ideas unclear or repetitious.
Maintains simple exchanges with
some degree of difficulty. Tries to
keep the interaction going but
requires prompting and support at
times.
4 5
Shows a good degree of control of Shows a  very good degree of
simple and complex grammatical
forms (main tenses, reported
speech, conditionals, past simple
grammar mistakes. Uses a range
of appropriate vocabulary when
talking about the issue addressed. range of appropriate vocabulary
Produces more extended phrases
despite some hesitation.
Contributions are relevant. Uses
different cohesive devices.
Is mostly intelligible, and has a
fair intonation.  Sentence and
word stress is fairly placed.
Individual sounds are generally
articulated clearly.
Response is coherent and well
supported. Relevant information
and ideas are conveyed. Overall
progression is somewhat limited
due to lack of elaboration at
times.
Initiates and responds
appropriately. Keeps the
interaction going with very little
prompting and support.
control of simple and complex
grammatical forms (main
tenses, reported speech,
conditionals, past simple and
past progressive; very few or
none grammar mistakes. Uses a
to give and exchange views on
the issue addressed.
Produces extended stretches of
language with certain ease.
Contributions are relevant and
with more support. Uses a
range of cohesive devices.
Is intelligible. Intonation is
generally appropriate. Sentence
and word stress is generally
accurately placed. Individual
sounds are articulated clearly.
Response is well supported and
sufficient for the task. Points
are well developed and
coherent. Good progression of
ideas and elaboration.
Initiates and responds
appropriately. Maintains and
develops the interaction and
negotiates towards an outcome
with certain ease.