 Hi, everybody. My name is Sici Pesant, and I have been a teacher in Anchorage, Mississippi, for National Ministry of Government. And I have been a teacher of adults and teenagers for 13 years. All right, but I want to give a background information before telling my experiences. When I started working, I realized that my students didn't like speaking because they had insufficient capability of speaking and assessment and instruction as well. Because of the lack of assessment and instruction, they had negative attitudes towards speaking. And the classrooms were teacher-centered as well. And the teachers were teaching excessive amount of teaching in order to rush and in order to catch up with the curriculum. And there wasn't any autonomous classroom. There weren't any autonomous classroom, sorry. So I had to decide and think about something. And I found an assessment and instruction technique, which is called portfolio assessment. Portfolio both integrates production and process and assessment and instruction processes. And it also enables students to be authentic as well. And it also develops collaborative work. And it also develops students' problem-solving skills and their autonomy. And it also improves students' student-centered classrooms. To improve speaking, I put two techniques in my portfolio as a speaking portfolio. First one was drama. Student CDs and students' presentations, as well as the rehearsal part with the teacher, was included in the drama process. And second was music process. Music includes student CDs again, presentations, and rehearsals. After the rehearsal, the teacher evaluates and assesses students' presentations. To use drama and music as two performances, because while you assign drama to your students, it enables fever dropouts, firstly, and cooperation. And it improves students' creativity as well. And it develops reading skills, verbal skills, and all of the skills implicitly. And the students have an increased love of learning because of seeing their creativity. And it enables higher graduation levels, because when you see their performances, you feel surprised and astonished, as I did. And it also allows student development in languages and language and accent and memory as well. I skipped music part. Sorry, there should be a music part here. All right. Music also develops students' intonation. Rhythm, accent. And they like to create some different authentic atmospheres for themselves, because in monolingual countries, it's impossible, really nearly impossible to acquire language, because you have no chance to practice out of the classroom. So students, for example, learn vocabulary, again speaking, again pronunciation. Their language skills are developed with music. Some studies were applied about music training. The students who have got music training has got better language performances and production because of the part called vernica and broca in our brain develops at the end of the music training. All right, this is my first experience of seeing my students' performance. She asked me, it was not clear, sorry, because it's not taken with a computer or something. It was a normal picture. I recorded it. She asked me how to prepare a crystal ball. And I said, sweetie, take the ball from the bathroom. You might prepare it like this. What she did was she put a lamp, she put a lamp inside it and arranged a friend to plug in and plug out. And it was shining. And she lighted some candles around and colored her nails with black. And I was astonished, really, to see that. And I thought I was in the right direction to go through. And this is the second thing. They are enjoying so much, for example. They take some realias around. How do they find them? I don't know. Look, he hasn't got a mustache normally. And they are singing songs. All right, this is my teacher at university. She supported me so much. And she's my supervisor right now. She gave me drama love, really. And you have to be a volunteer to make your students do drama classes or sing a song. And you have to be an advisor and advisor and a supporter to your students and co-conductor. Because they come to you and ask teacher, I can't deal with the problems in the group. She doesn't want to do that. She isn't responsible enough. So you have to give courage to them. And you have to be a makeup artist as well if they want. And this is a classroom atmosphere. They prepared those foods and those authentic atmosphere. I didn't say anything. And the evaluation process. In the evaluation process, you can use two things, two items, checklist, and a rubric. You can set the goals and define the criteria with your students as well. You can integrate them in the evaluation process. But the criteria should be given beforehand. All right. I will show you some video performances of my students. This is a drama classroom. They created an enigmatic, mysterious atmosphere. So you can't be serious. I'm skipping it so quickly to show you all of them. If they have pronunciation mistakes, you can say feedbacks after the performances. All right. This was the first. This is my school. They write the scenery. They are metal music lovers. And it has got three parts. The traffic. And I just told them to record the school, just the school, and weather conditions, and sports news. OK, I want to continue with the songs. I heard you think why don't you let me start by the cook thinking running off time, so we should party. Sometimes there are pure technical problems with the voice and the food from the sound and the mouth. Do not match together. If you are not sure, tell them to sing that song in the classroom one. So you should go. Boy, you live with me. I give you a taste. Make it like a birthday every day. I know you're lucky sweet, so you can have your cake. Give you something good to celebrate. One more. I have to tell something. I'm sure that if I was just thinking they are good at speaking abilities after drama and music portfolios, and to be sure, I had an examination, oral examination, to my students. I applied it before drama and music portfolio, and I set them to prepare their drama and music portfolios. After the portfolios, I applied second oral examination. And there was a surprising increase in their oral exam marks, grades, I mean. So I strongly advise it to you. It needs so much work. My teachers, my colleagues at me, say me, OK, you are single. You haven't got lots of stuff to do. You can do it, but we can't. But I advise you so much. Thank you. Do you have any questions?