ENGLISH 7 CLASS

SPEAKING TASK 2
TELLING A CHILDHOOD STORY

INSTRUCTIONS
READ ALL THE INSTRUCTIONS BEFORE YOU DO ANYTHING ELSE

You will tell a story from your childhood. First, think of a childhood experience or story that you feel comfortable sharing. It could
be any memory that stands out to you.
Then, in a video, you will tell your story. Be creative and use visual aids, if possible, to enhance your storytelling.
Your allotted time will be 3-5 minutes. Try to keep it concise and engaging.
Make sure to review and then follow the rubric (found on the next page) so you are aware of all the aspects of telling a story and
this assessment.

When telling your story make sure you include the following aspects in your story structure:
● Start by giving background information, including where and when your story happened.
● Tell the story in an interesting way using adjectives to describe how you felt.
● Conclude the story by explaining why this story is important or memorable.

You must include the following grammar structures & vocabulary:

 ENGLISH 7 CLASS

● simple past tense

● past continuous tense
● used to
● time expressions (see pages 20, 23, 26)

Please go to lesson 2.5: A Time to Remember on page 26 from your eBook to get some more information to prepare your story.

TELLING A CHILDHOOD STORY – RUBRIC

Assessment Criteria Excellent Accomplished Needs Work Deficient


9-10
The story is within the time limits
and the storyteller fulfills all of the
story structure task instructions.
TASK COMPLETION Students demonstrate previous
preparation to tell the story and
avoid reading all the information
from the computer.
GRAMMATICAL RANGE &
Uses all four of the target grammar
ACCURACY
structures with limited errors.
VOCABULARY CONTROL Most of the student’s use of
vocabulary is appropriate.
Pronunciation is generally
OVERALL PHONOLOGICAL intelligible.
CONTROL
Intonation is used effectively
throughout to add drama and
interest to the story.
7-8
Points may be deducted for the
following reasons:
The storyteller exceeds the time
limit or runs short by up to 15
seconds; And/or one of the story
structure aspects are missing.
Students demonstrate little
preparation to tell the story and
read some of the information from
the computer.
Uses two or three of the target
grammar structures with limited
errors.
There are a considerable number of
words used in an appropriate way,
but there are some mistakes.
Pronunciation is generally
intelligible with some individual
words difficult to understand.
Intonation is used effectively but
not throughout the whole story.
ENGLISH 7 CLASS
4-6
Time management issues are up to
30 seconds over or below; And/or
two of the story structures are
missing.
Students show very little
preparation for the task and read
almost everything from the
computer.
Uses two or three of the target
grammar structures with frequent
errors.
There are a considerable number of
words used in an inappropriate way.
Pronunciation is mainly intelligible
but there are multiple words that
are difficult to understand.
Intonation is used in a limited way
and the delivery is quite monotone.
0-3
Time management issues are up to
60 seconds over or below; And/or
none of the story structures are
evident or only in a very limited
way.
Students show no preparation for
the task and read everything from
the computer.
Only uses one or none of the target
grammar structures mentioned in
the task instructions.
Very few of the words used in an
appropriate way.
There are many pronunciation
problems that make it difficult to
understand the speaker.
Very little/no use of intonation.