Life ac­tivi­ty

As far as oral skills are con­cer­ned my stu­dents should be pre­pa­red for uni­ver­si­ty – stu­dy­ing Eng­lish or stu­dy­ing ano­ther sub­ject which is taught in Eng­lish.

As far as oral skills are con­cer­ned my stu­dents should be pre­pa­red for life outs­ide aca­de­mia.

Spe­ci­fic oral exams are a good idea to give marks for spo­ken Eng­lish.

My cri­te­ria for jud­ging per­for­mance in spo­ken Eng­lish are…

Ha­ving a com­pul­so­ry com­mu­ni­ca­ti­ve part in the Ab­itur is ….

Being com­pe­tent in spea­king  Eng­lish is more im­portant than being com­pe­tent in wri­ting Eng­lish.

Stu­dents should be able to speak and un­der­stand Re­cei­ved Pro­nun­cia­ti­on and Ge­ne­ral Ame­ri­can.

Com­pe­tence in spea­king is more im­portant than com­pe­tence in wri­ting.

My ideas to get  stu­dents to talk/dis­cuss…

My ideas to get stu­dents to give a talk…

To­pics from the Bil­dungs­stan­dards that I deem sui­ta­ble for tal­king.

Stu­dents with im­pai­red hea­ring, a stut­ter, an ina­bi­li­ty to pro­noun­ce cer­tain sounds – how should we deal with them?