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Michigan ECPE - Oral Test

Michigan ECPE - Oral Test. Stage one  Social Conversation (3-4 min). The examiner will ask questions about about the candidates’ lives – free time, hobbies, sports, etc. Candidates are expected to demonstrate the full range of their speaking ability .

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Michigan ECPE - Oral Test

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  1. Michigan ECPE - Oral Test

  2. Stage one  Social Conversation (3-4 min) • The examiner will ask questions about about the candidates’ lives – free time, hobbies, sports, etc. • Candidates are expected to demonstrate the full range of their speaking ability. Nothing special. Sometimes I surf the internet. I am crazy about Facebook and all those interactive games. They’re a great way to have fun, relax and socialize at the same time! What about you? Are you on Facebook? So, tell me what you do in your free time. Nothing special. Sometimes I surf the internet… or watch TV.

  3. Discourse marker Getting warmed up… Colloquial language Extended speech Examiner: So, Angelo, what do you like doing in your spare time? Angelo: I'm really into extreme sports. In fact, most weekends I'm off bungee jumping. Jessica: Bungee jumping! Wow! I've always wanted to go bungee jumping but my Dad won't let me. He says it's too dangerous. What would you say? Is it really as dangerous as it looks? Angelo: Well, as long as you do all the safety checks and you are really careful to get the right match between the height of the jump, the weight of the person and the elasticity of the rope, there really is no more risk than crossing the road. Jessica: If it's as safe as that, I should definitely be allowed to have a go. (Turns to the examiner) What do you think, Mr. Examiner? If you had a daughter ... Do you have a daughter? Examiner: No. Jessica: But if you had a daughter, would you let her go bungee jumping? Examiner: Well,... Using present perfect Conditional Passive voice Interaction Conditional and comparative

  4. Stage 2  Summarizing & Recommending (5 – 7 min.) • 2/3 minutes for candidates to "read through the information“ – they are allowed to take notes. • Each candidate MUST keep talking for at least two minutes. • Candidates must use their own words wherever possible and NOT just read from the sheet. • Candidates must listen carefully to their partner’s presentation and make a recommendation to their partner of the best option from the two options presented. • Each candidate must quietly think about which of their own two options they prefer, and state their preference briefly. Students look at worksheet

  5. Stage 3  Consensus Reaching (5-7 minutes) • This is started when the candidates say which of their own options they prefer. Now, they must discuss those two preferences at some length in order to come to an agreement about which one they will finally recommend. Candidates still cannot look at each other’s information sheets and notes. • Candidates should discuss all the possible pros and cons of the two preferred options before insisting on their most decisive arguments for the one they judge to be the best. • Talk about the situation and identify the criteria that should be considered and why those criteria are so important. • At the end of (at least) 5 minutes, the candidate decide on ONE of the options.

  6. Stage 4  Presenting and Convincing (5-7 minutes) • For the first 2-3 minutes of this stage the students must prepare a presentation which will be made to the second examiner. The second examiner will play the role of the person (perhaps the principal of a school, for instance) to whom they now have to make a formal and well-organized recommendation. At this stage the candidates can look at each other's information sheets . • Candidates must use that time to clarify, between themselves, which are the four strongest reasons for their chosen option . Each candidate will have to present two good reasons. • Having decided who will say what and in which order, the candidates turn to the examiner and present their choice as persuasively as possible – using all the arguments that they have already discussed between themselves.

  7. Stage 5  Justifying & Defending (5 to 7 min.) • Having heard the arguments the examiner will question the candidates about the decision they have made and about the reasons for that decision. • After the four stages of preparation, this is usually quite simple and straight forward but, once again, interaction is very important. Each candidate should contribute. The end…

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