national exams international standards

7/28/2019 National Exams International Standards

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ORAL EXAMS 2012

New format presented in 2011 will be

implemented at all levels from:

Criteria for evaluation:

Exam Duration: 10-15’ depending on

level

3rd Chi ldren to Advanced

Oral assessment descr iptors



ORAL ASSESSMENT

Taskachievement

Discoursemanagement &communication

PronunciationLanguageproduction

CATEGORIES



PREP I & II (SAME AS 2011)

AEXALEVI Examiner + School Teacher

Pairs – groups of up to 4 students

Duration: 6 to 12 minutes Exam Format:

- Part I: Personal questions

- Part II: Questions on picturesfrom the book



1ST & 2ND CHILDREN (SAME AS 2011)

Part I - Icebreaker

(4-6 Personal Questions)

Part II – Questions on pictures(from the book OR readers)



EXTENDED

SPEAKING3RD Children

Preadolescents

1st to 3rd year



PART III: EXTENDED SPEAKING

Students will TALK about a topicfor about one minute.

Some questions will be includedon the card to guide students.

Examiners may ask follow upquestions



EXTENDED SPEAKING: AIMS

Parts I & II

• Students answer questions basedon the contents for each level

Part III

• Students will SPEAK for about one minuteon a given topic, with as little interventionfrom the examiner as possible.

Assessment

• Students will be assessed on FLUENCY,PRONUNCIATION, VOCABULARY &GRAMMAR, DISCOURSE MANAGEMENT& RELEVANCE.



3RD CHILDREN – SAMPLE ORAL CARD

ORAL CARD 1: ANIMALS

What`s your favourite animal? Describe it.

Where does it live?

What can it do? What does it eat?Follow up question: Have you got a pet?



PREADOLESCENTS

Part I-Icebreaker - Personal

Part II – Questions on readersPreadolescents Beginners

Prreadolescents 1

Preadolescents 2 & 3

Questions on

pictures/ characters

in the reader.

Pread 1: +

questions on main

events in the story

Questions on

characters/ main events

in the story.

Students are expectedto TALK about the story.

Pread 3: + Opinion

questions about the

story



PREAD III – SAMPLE ORAL CARD

Oral Card 1: Clothes and Fashion

- What kind of clothes do you like?

- Where do you usually shop for clothes?

- What do you wear for special occasions?Follow up question: What did you last buy? Why?



YOUNGSTERS 1ST TO 3RD

Part I-1st & 2nd – Personal

Part I- 3rd Year: Personal Introduction

Part II – Questions on readers1st Year 2nd Year 3rd year

Questions on

pictures /

characters and

main events in

the story

Questions on

characters and

main events in

the story.

Sts are expectedto TALK about the

story

Questions on

characters/ main

events.

St are expected

to TALK about thestory.

+ OPINION

questions about

the story



3RD YEAR – SAMPLE ORAL CARD

Oral Card 1: Entertainment

Talk about a festival/ concert you know of. Discuss:

- Where/when it is held

- Who the organizers are- Why it is a popular/important event

Follow-up question: Have you ever been to a

festival?



YOUNGSTERS 4TH & 5TH

Part I:Personal Introduction + Follow

Up Questions

Part II – Reader

Students will hold a CONVERSATION

with the examiner about:

MAIN EVENTS

CHARACTERS

OPINION



4TH & 5TH YEAR Extended Speaking:Discussion Task



PART III

Extended Speaking: Discussion Task

Students will have to look at some

visual input and discuss the topic withBOTH the examiner and a partner.

Students will be asked to make and

justify choices/reasons, ask for andgive opinions/advice, etc.



5TH – SAMPLE ORAL CARD

ORAL CARD 1 – Volunteer/Charity Work

You and your classmates have to design

and implement a project involvingcharity work in your community. Talk

with your partner about different

charity work you could do and whatyou would need to be able to carry out

the project.



SAMPLE VISUAL INPUT

Planting for LifeTeens for Kids ReadingMarathon



6TH & 7TH YEAR

Part I:Personal Introduction

Part II – Reader: Sts will hold a

CONVERSATION about:

MAIN EVENTS

CHARACTERS

OPINION

AND… ALTERNATIVE INTERPRETATIONS &

HYPOTHETICAL SITUATIONS



6TH & 7TH 2012PART III:

Extended Speaking: Discussion Task

Students will have to look at some visual input

and discuss the topic with BOTH the

examiner and a partner.

Students will be asked to make and justifychoices, give reasons, ask for and give

opinions/advice, etc.



6TH & 7TH - SAMPLE CARD

Discussion Task:

More and more people are spending increasing

amounts of money on keeping fit and all kinds of

health products . Be ready to discuss with your

partner and the examiner some of the following

points:

Reasons for growing interest in health & fitness

Definition of a healthy lifestyle

Your ideas on ways of raising awareness of health

issues.



6TH & 7TH – SAMPLE VISUAL INPUT



CORRECTING COMPOSITIONS

7th Year



SAMPLE COMPOSITION 1 TASK: Choose one of the following subjects and

write about 180 words in an appropriate style.

A tourist resort in your country

would like to attract more young

visitors. You have been asked to

write an article for an international

travel magazine describing the resortbriefly and explaining why it is a good

place for young people to go on

holiday.



SAMPLE COMPOSITION 1

Some questions to guide your analysis…

Is the description of the resort adequate for the purpose

of the task?

Does the description provide relevant information?

Does the writer develop the reasons why the resort is a

good place for young people?

Does the article achieve the desired effect on the

readers? Is the information clearly organized and coherent?

Are the vocabulary and structures used appropriate for

the level?



SAMPLE COMPOSITION 2 Task: Choose one of the following subjects and write

about 180 words in an appropriate style.

This is part of a letter you received from an English

penfriend.”In your last letter you said you were going

camping in the mounta ins w i th some fr iends

from co l lege. Where did you go? How d id you

like it? Was it a good experience? I’d love toknow if you enjoyed yourselves.”

Write your letter , answering your friend’s questions

and giving relevant details.



SAMPLE COMPOSITION 2

Some questions to guide your analysis…

Does the letter include all the requested

information?

Does it give the reader a clear idea of the camping

experience with enough relevant details?

Is there evidence of organization and a good use of

transitions? Are the vocabulary and structures used appropriate

for the level?

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