teh 2012
TRANSCRIPT
UAB IDIOMES BCN
TEH 2012
Teachers’ Exam Handbook
• Description of the Onsite and In Company
Evaluation Systems
• Complete Exam Documents
• Evaluation Criteria
• Benchmark Writing Texts
• Guide to Listening Practice CD
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TEH 2012 Introduction: This updated and extended Teachers’ Exam Handbook has been prepared by UAC, the in-house testing and certification unit at the Servei de Llengües and adapted by the academic co-ordinators at UAB Idiomes Barcelona. The aims are: • To inform new staff members on all aspects of the exam system. • To provide a reference and consultation document for teachers. NB. It is not intended that this document be used to directly inform students, since this should/will be done via other documents.
PART 1:
Onsite Evaluation System
1. An overview (p1) 2. UAB Idiomes / CEFR levels 3. Module 1
3.1 Progress test 3.1.1 Writing test (p2) 3.1.2 Oral test
3.2 CA grade 3.3 Paperwork (p3) 3.4 WINZEN
3.4.1 French, German, English and Italian Module 1 (Onsite and In Company) 3.4.2 Conversation classes (Onsite and In Company) 3.4.3 French, German and Italian Module 2 (In Company and Onsite), English Module 2 (In Company) (p4) 3.4.4 FCE, CAE, Learning English through.., Seniors (Onsite), In Company Courses (One to One, Two to One, Reduced groups, non-exam courses) 3.4.5 English Module 2 (Onsite) 3.4.6 Procedure for inputting the results on WINZEN
3.5 Feedback 4. Module 2
4.1 Final exam 4.2 Final exam = 4 parts
5. CBT: (p5) 5.1 Registration
5.2 Timing 5.3 Sound check 5.4 Content 5.4.1 C-Tests 5.4.2 Multiple choice 5.4.3 Listening (p6) 5.5 Correction
6. Writing paper: 6.1 Scheduling 6.2 Content 6.3 Word count 6.4 Time limit 6.5 Grading (p7) 6.6 Benchmark texts (p8) 6.7 Writing tasks
7. Oral Interview: 7.1 Registration 7.2 Format 7.3 Examiner roles 7.4 Grading 7.5 Timing 7.6 Text/Task selection 7.7 Text-based orals 7.8 Special cases 7.9 Individual results (p9)
8. Overview of grading system 9. Exam results administration
(QUAC) (p10) 10. Pass / CA grades 11. Re-sits 12. Posting results 13. Going over exams (Revisió
d’exàmens) (p11) 14. Exam appeals (Reclamacions) 15. Definitive results (Actes) 16. Storing exams 17. Exam practice materials
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PART 2:
Exam Documents
1. Writing evaluation criteria (p12-13)
2. Writing grader’s sheet (p14-15)
3. Benchmark writing texts (p16-48)
4. Oral examiner DOs & DON’Ts (p49)
5. Text-based oral examiner’s script (p50)
6. Text-based oral warmer questions (p51)
7. Oral grade sheet (p52)
8. Oral evaluation criteria (p53-56)
9. Oral exam scores ready reckoner (p57)
10. Oral assessment at All Levels (p58)
11. Text-based oral procedures (p59)
12. Gold standard video (p60)
13. Oral norming video reports (p61-71)
14. Extraordinary exam grades (p72)
15. Passing conditions (p73)
16. Guide to Listening practice CD (p74-86)
17. Additional listening practice activities (p87-94)
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PART 3
In Company Evaluation System
1 An introduction (pg 95)
2 Module 1 progress test
2.1 Progress test
2.1.1 Writing test
2.1.2 Oral test
2.2 CA (Continuous
Assessment) grade
2.3 Feedback (pg 96)
2.4 Assessment system
3 Module 2
3.1 Overview of final exam
3.2 Overview of grading system
(pg 97)
3.3 Scheduling
3.4 Writing paper
3.4.1 Grading and Marking
3.4.2 Writing Answer Sheet
3.4.3 Writing Marking Scales
(pg 98)
4. Oral Interview
4.1 Oral Booking Sheet
4.2 Oral assessment
4.2.1 Oral Marking Sheet
4.2.2 Oral Marking Scales
(pg 99)
5 Listening & Reading
Comprehension
6 Marks and Feedback
7 Exam Appeals (Reclamacions)
8 Exam Practice Material
9 Confidentiality
10 Reports
In company documents
1. Oral booking sheet (pg 100)
2. Summary of In Company Exam & Grading System (pg 101)
3. Writing Answer Sheet In Company Version (pg 102)
4. Example In Company Reports (pg 103-104)
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Onsite Evaluation System 1. An Overview The evaluation system comprises two elements: a final exam and continuous assessment. Unlike more traditional exams, where students are given a mark out of a total score and cut-off points establish the passing grade, our final exam gives a result in terms of the level reached, while passing grades (Aprovat: 5, 5.5, 6, 6.5; Notable: 7, 7.5, 8, 8.5; Excel·lent: 9, 9.5, 10) are determined by the continuous assessment evaluation. It is the obligation of the class teacher to provide students with information about the assessment system and final exam. A summary of this information should also be displayed on a Notice board. 2. UAB Idiomes levels = CEFR levels Courses at UAB Idiomes are based on descriptions of levels based on the CEFR (Common European Framework of Reference for Modern Languages). For example, at the end of a third year course students should have reached level B1 (Threshold Level) on the CEFR – they are then ready for level 4 which will take them up to B2.1 by the end of the course. It is important that teachers are conversant with the CEFR levels and their descriptors. Course programmes, which are available on the web, detail what students are expected to be able to do in the language by the end of the course. Table 1:
Council of Europe CEFR
UAB Idiomes Barcelona
Courses Modules Exam level grade
Breakthrough A1 Inicial A1 1 2 1
Waystage A2 Bàsic A2 1 2 2
Threshold B1 Llindar B1 1 2 3
Vantage B2 Avançat B2.1 Avançat B2.2
1 2 1 2
4 5
Effective Operational Proficiency C1 Domini funcional efectiu C1.1 1 2 6
3. Module 1 3.1 Progress test At the end of Module 1 students do a progress test in the productive skills (writing and speaking), not a CBT (Computer Based Test). The progress test is not an official exam and is diagnostic although it does give the students an opportunity for formal writing and oral assessment. The test is to check progress, tells them if they are good enough for the level (apte or no apte) and what their strong and/or weak points are according to the relevant criteria.
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Module 1 teachers are responsible for arranging the oral and writing progress tests during class times and neither the Teaching Assistant nor Administration staff need to be approached to organise these tests. For both Module 1 oral and writing tests, packs will be provided for teachers with the relevant documents. 3.1.1 Writing test Module 1 writing is set and marked by the class teacher who also gives feedback to the student. If students cannot attend the writing test, teachers arrange another time and as a last resort students can do it at home. The writing test follows the same format as the final exam. Please refer to the explanation in section 6 for more information. 3.1.2 Oral test The Module 1 oral test follows the same format as the final oral exam at the end of Module 2 although in Module 1 the teacher is the examiner and takes on the roles of both the assessor and the interlocutor. Teachers use booking sheets to organise the orals although if students cannot attend the oral, another time should be arranged, or observations from class can be used to assess them. Please refer to the explanation in section 7 for more information. 3.2 CA (Continuous Assessment) grade At the end of Module 1 students receive a CA grade (suspès/fail, aprovat/pass, notable/very good or excel.lent/excellent – see table 2 for CA marks and grade equivalences) and it is the teacher’s responsibility to decide which criteria are relevant (see below for possible criteria), and how they are used to decide the CA grade, because the teacher must be able to justify the grade. Continuous assessment sheets are provided to teachers to record and calculate the CA marks. Table 2:
CA Mark Module 1 Student CA grade*
0 – 4,9 Suspès 5 Aprovat
5,5 Aprovat 6 Aprovat
6,5 Aprovat 7 Notable
7,5 Notable 8 Notable
8,5 Notable 9 Excel·lent
9,5 Excel·lent 10 Excel·lent
*The student CA grade is added to the Module 1 Feedback Sheet which is given to students and to the CA grade sheet which is handed in to the Teaching Assistant to be kept on record – include both the numerical mark and the grade on this sheet.
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Possible criteria used for continuous assessment are:
• Homework - This will include at least four written tasks per Module. • Classwork - The teacher will monitor work in class and record marks. • Mini-tests - The teacher may set periodic tests during the Module and use the
results towards CA. • Linguassist exercises - The teacher has to monitor work done on Linguassist. • Conversation groups - Attendance at E+ sessions can be taken into account. • Attendance - Although there is no minimum attendance requirement, students’
attendance can be taken into consideration. • Other relevant factors, like progress and participation.
3.3 Paperwork At the end of Module 1, teachers hand in the following documents for each group to the Teaching Assistant:
• their student attendance figures (i.e. total number of classes programmed, number of classes attended & percentage of classes attended.)
• registers • CA grade sheet with the final grade calculated (including numerical mark and grade)
3.4 WINZEN All students have an academic record of their work on WINZEN which the teacher updates at the end of every course. Administration consults the academic record to print out certificates and check information. The process of updating the record involves entering marks, grades or attendance figures on to WINZEN in the following way: 3.4.1 French, German, English and Italian Module 1 (Onsite and In Company) Teachers add a grade of Apte (5) or No apte (0) to WINZEN based on the result of the course. For Onsite and In Company it will be all those students who have an Aprovat, Notable or Excel·lent as their Module 1 grade. Table 3:
CA Mark Module 1 WINZEN grade 0 – 4,9 0 5 – 10 5
WINZEN does not distinguish between the different grades and only accepts Apte or No apte. NOTE: The grade of Suficient used in In Company does not count as an Apte. Students receive a certificat d'apitut as well as a certificat d'assistència. 3.4.2 Conversation classes (Onsite and In Company) Teachers add a grade of Apte (5) or No apte (0) to WINZEN based on the result of the course. Although there is no formal assessment during the course, the course does count for credits, and a grade needs to be added to WINZEN. In fact the current feedback sheet includes this (See X:\ACADÉMICO\COMUN\ORGANISATION\Feedback sheets for an example). Students receive a certificat d'apitut as well as a certificat d'assistència.
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3.4.3 French, German and Italian Module 2 (In Company and Onsite), English Module 2 (In Company) Teachers add the Module 2 exam results (25 per exam) and the continuous assessment grade (both Module 1 and Module 2) out of 30. The programme will calculate the total and award the final grade. 3.4.4 FCE, CAE, Learning English through.., Seniors (Onsite), In Company Courses (One to One, Two to One, Reduced groups, non-exam courses) As students only get an attendance certificate (the courses do not count for credits), teachers need to add a grade of Apte (5) or No apte (0) to WINZEN based on the attendance of the course. A student's attendance must be over 80% for them to be awarded an Apte grade. 3.4.5 English Module 2 (Onsite) These results are processed through QUAC and at the moment the teacher does not form part of the procedure. 3.4.6 Procedure for inputting the results on WINZEN The procedures are outlined in manuals pinned to the board in the Teachers' Room. The manuals are also to be found in: X:\ORGANIZACION\6_Winzen\2_Instruccions introducció de notes (Assistència, aptitud and cursos ordinaris). Teachers access the WINZEN programme by entering the computer using professor as the username and password. They should then follow the instructions in the manual. If teachers are uncertain about what to do then they should contact Administration or the Coordinators. 3.5 Feedback The end of Module 1 is a chance to give feedback to students and teachers are responsible for completing a Student feedback form for each student, which is given to the student during the feedback session in the last or penultimate class of the course. Teachers need to either arrange a time to have a tutorial with each student or email the students the form if they cannot come. 4. Module 2 4.1 Final exam = proficiency test At the end of Module 2, students take a final exam. The final exam is a proficiency test, i.e. “a test which measures general ability or skill, without reference to any specific course of study or set of materials”. It is designed to detect and certify a student’s level of proficiency in CEFR terms – not to assess achievement over the course. Special care must be taken by the class teacher to explain this to students. Consequently the Module 2 final exam gives a result in terms of the level reached. This is indicated by a result of Apte or No Apte on the exam i.e. the student has or doesn’t have the level studied. 4. 2 Final exam = 4 parts The final exam consists of the following four parts:
1. Reading comprehension, knowledge of grammar, lexis and functions 2. Listening Comprehension 3. Writing Paper 4. Oral Interview
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In the onsite exams, parts 1 and 2 are taken at the same sitting and – since both are computer-based – the two parts taken together are referred to as the CBT (Computer Based Test). 5. CBT (Computer Based Test) 5.1 Registration: In the last two weeks of term, students can sign up for a time to do the CBT on the Notice board on the 4th floor of Casa Convalescència. 5.2 Timing: The complete CBT is timed at a maximum of 70 minutes. 5.3 Sound check: Before starting the CBT, students check that the sound card on their PC and the headphones are working correctly. They can also make a preliminary adjustment to the volume. Once this has been done, students enter the CBT using their DNI and a password. 5.4 Content: For all except levels A1 and A2, Part 1 of the CBT consists of 4 C-Tests followed by a computer-adaptive test (CAT) consisting of a series of multiple choice items testing vocabulary, grammatical knowledge and functional exponents (VGF-CAT). Part 2 is a second computer-adaptive test, this time testing listening comprehension. Students of levels A1 and A2 do the multiple choice (VGF-CAT) test and the listening comprehension test. Table 4:
CBT Levels C-Test B1 - C1 Multiple choice (VG-CAT) All levels Listening (L-CAT) All levels
5.4.1 C-Tests: C-Tests are used for levels B1-C1.1. They are short (70-120 words), free-standing texts with a title and intact first and last sentences. Beginning (usually) with the second word of the second sentence, alternate words are missing the second half of their letters. A total of 25 words in each C-Test have to be restored by the student. Students have 20 minutes to complete the 4 C-Tests. The result of the C-Test is a percentage score, and that percentage is interpreted as a level. This provides the entry point on the VG-CAT. 5.4.2 Multiple choice (VGF-CAT): Students at levels A1 and A2 begin their CBT with the VGF-CAT (Vocabulary, Grammar and Functions). This consists of a series of multiple-choice items that appear one at a time on screen. Each CAT item has been calibrated (i.e. assigned a level of difficulty) on the basis of pre-testing and statistical analysis. The level of difficulty of the first item is determined by the student’s performance on the C-Test. Under a CAT administration, if the student answers an item correctly the following item will be one calibrated at the next higher level of difficulty. If a student answers an item incorrectly, the following item will be one calibrated at the next lower level of difficulty. An algorithm interprets all the responses and gives a result in terms of level. On average the student will answer around 15 items with a maximum of 30. Each computerized adaptive test is effectively tailor-made for the student.
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5.4.3 Listening (L-CAT): The listening-CAT consists of a series of short and very short listening texts with a single multiple choice question on each text. Each text can be heard twice. Students have to answer each question before moving on to the next question. Typical tasks include identifying the most appropriate response to a recorded comment or question; identifying the gist or main details, etc. Text types include utterances, short dialogues, news items and radio commercials. The CAT administration is identical to that described above (in VGF-CAT). 5.5 Correction: Correction of all parts of the CBT is automatic and a paper-print out with results can be produced immediately on finishing the test. The results are also stored virtually and can be accessed directly using the QUAC results administration programme. For part 1, the higher of the two results (C-Test or VGF-CAT) is taken as the final result. 6. Writing Paper 6.1 Scheduling: Writing Papers for the different levels are normally timetabled at the same class times at the beginning of the exam period in order to give Ts the maximum amount of time for grading. 6.2 Content: There are two obligatory tasks on the writing paper for each level, i.e. there is no element of choice for the student. The first task is always transactional (i.e. a letter, e-mail, etc), often in response to a text, of which a fragment is included in the rubric. The second task is an informative text of some kind (e.g. description, discursive, narrative, etc). Every attempt is made to contextualise the task, to make clear the purpose for writing and the intended readership. A balance of registers over the two tasks is usually required and the number of words is stipulated for each. 6.3 Word count: This is the table showing the new maximums for each writing task according to level. While minimums remain unchanged, all upper limits have been increased so that they now each represent 150% of the minimum. Table 5:
Level: Task 1: Task 2: Overall: A1 100-150 100-150 200-300 A2 120-180 120-180 240-360 B1 150-225 150-225 300-450 B2.1 150-225 180-270 330-495 B2.2 150-225 200-300 350-525 C1.1 150-225 230-345 380-570
6.4 Time limit: The maximum time limit including reading time is 90 minutes for all levels, but students can leave the exam room on finishing and after handing in all their papers including all notes, rough copies etc. 6.5 Grading: The paper is graded by two examiners (neither of whom is the class teacher). Grades are awarded using criteria based on CEFR descriptors of each level (Appendix 1: Writing evaluation criteria). Sheets are provided for individual examiners to record the writing grades for the students being graded (Appendix 2: Writing grader’s sheet for Marker 1 and Marker 2).
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In the event of a discrepancy of more than one complete level, a third grader is required. Two examiners’ grades are always entered on the Quac results administration programme. A third grader is also required if a grader fails a student and the other passes him/her and they are unable to reach an agreement. The examiners award marks for the texts bearing in mind the following areas
• Cohesion, fluency and organization (CohFluOrg) • Vocabulary range and control (Voc-ran/con) • Grammatical range and accuracy (Gram-ran/con) • Overall impression, punctuation, register and task achievement (TAPrRegOI)
Students write their compositions on separate Writing answer sheets, at the top of which there are the following boxes that the examiners must complete: Example: Task 1 Sergi Lopez CohFluOrg Voc-ran/con Gram-ran/con TAPrRegOI. FinAverage The final average, which is the average of the marks awarded for each category, is then added to the Writing grading sheet, which is completed by each examiner. Example: WRITING GRADING SHEET DATE: LEVEL: TIME: CODE:
1st MARKER: Surname, name (alph. order): Grade for Task 1: Grade for Task 2: Final av
Provided there is not a difference of one whole level or more, the final average marks of the two examiners can then be averaged to produce the final result. IMPORTANT: Grades cannot be more than one level above or below the level the student is being examined at. So a student at B1 (exam grade level 3) cannot be awarded a 4,5 or a 1,5 as the grade range for a level 3 student is between 2 and 4.
0.5 1.5 1 1 1
1.Sergi Lopez 1 1.5 1.25
2.
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6.6 Benchmark texts: For grading purposes, there exist a set of benchmark texts (taken from real exam sittings) which provide examples of the kind of performance to be expected at specific levels. (NB. These can be found on p16-48) 6.7 Writing Tasks: The UAC / academic coordinators are responsible for creating the contents of the Writing Papers, from a list of generic task types and topics provided by the English Dept. at the SdL. 7. Oral Interview 7.1 Registration: In the last two weeks before the exam period begins, students sign up in pairs with their class teacher or by contacting the Teaching Assistant. 7.2 Format: The oral interview brings together two students of the same level and two examiners. In exceptional circumstances three students can be examined together. 7.3 Examiner roles: One examiner takes the role of Interviewer and manages the interview. (Oral examiner DOs & DON’Ts, p49) The second examiner (Assessor) does not participate in the interview and concentrates on completing the grading sheets for each student. (Oral grading sheet p52) Wherever possible, arrangements should be made to avoid having teachers examine students from their own groups. If this is unavoidable, the class teacher should take the role of the Interviewer. 7.4 Grading: The Assessor grades the students over 4 areas (fluency and coherence; vocabulary range and control; grammatical range and accuracy; pronunciation, intonation, and intelligibility) using the analytic evaluation criteria. These 4 grades are then averaged to produce the Assessor’s global grade which is, in turn, averaged with the Interviewer’s (holistic) grade. (Oral evaluation criteria, p53-56) 7.5 Timing: The oral is timed to last 14-15 minutes with 5 minutes programmed deliberation time for examiners. The interview is designed to allow for individual short and long turns and an interaction between the two students. 7.6 Text/Task selection: The UAC / academic coordinators are responsible for the selection of texts and tasks for the orals. These should be revised and recycled each academic year. 7.7 Text-based orals: For levels B2.1 to C1 the interview is text-based; students are required to arrive 20 minutes before the time of the interview in order to read and make notes on a short text on which they give a brief summary and which provides the topic of conversation. Texts are organised into pairs on similar topics. A runner handles these arrangements (Text-based oral procedures, p59) 7.8 Special cases: Occasionally, as when one of a pair of students timetabled fails to show up for the oral, it is necessary to rearrange groups and examine 3 students. In this case, a set of 3 texts should be used and the interview should last 5 – 8 minutes more.
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7.9 Individual results: At the end of an oral session all the oral grading sheets (with all details and comments completed in pen rather than pencil and average marks calculated) are handed in to the Teaching Assistant.
8. Overview of grading system A student is awarded an Apte in the final exam i.e. the student has the level s/he examined at, if the average of ALL four parts of the final exam meets the minimum global average for each level: Table 6:
UAB Idiomes Level Pass mark (Minimum
global average)
A1 1,00
A2 2,00
B1 2,90
B2.1 3,80
B2.2 4,70
C1.1 5,50
And if the following condition is met:
• The result in at least one of the productive skills (writing or oral) must be equal or superior to the level in which the student is being examined; in other words, a B2.1 (exam level 4) student needs a minimum grade of 4 (not the global minimum average of 3.8).
For example, a student at level B2.1 (exam level 4) might have the following results:
• Reading: 4,2 • Listening: 3,8 • Writing: 4,5 • Speaking: 4,8
We calculate the average of the 4 grades. In this case, the student passes the exam (average 4,3), even though the listening result is below the level. If the student has achieved an Apte in the final exam, the final grade is determined by the Module 2 CA grade. Students are awarded a CA grade based on the same criteria used in Module 1 (Please refer to CA criteria in 3.2). Students who fail the final exam only receive a No Apte result and no final grade for the course.
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Bear in mind there can be situations where a student can get Apte for the exam i.e. the student has the level, but may receive a low CA grade e.g. Aprovat, because s/he has not done any homework, has not used Linguassist, etc. In this case the final grade will be Aprovat (Nota Final = 5). 9. Exam results administration (QUAC) Co-ordinators use this programme to import the results of the CBT automatically, enter the results for the writing and oral, get the global average, enter the appropriate passing grade and print out the exam results for each group. 10. Pass grade = Continuous assessment grade A student fulfilling the passing conditions (p73) for the final exam is awarded a grade based on continuous assessment by the class teacher. External students get a passing grade which is calculated using the table on p72. 5 Aprovat 5.5 Aprovat 6 Aprovat 6.5 Aprovat
7 Notable 7.5 Notable 8 Notable 8.5 Notable
9 Excel·lent 9.5 Excel·lent 10 Excel·lent
11. Re-sits 1. The conditions for re-sitting must be made clear, i.e. a student who has clearly passed*
in the productive skills, but lacks a passing global average qualifies for a CBT resit. (*N.B. with scores at the level, i.e. 3, 4 ,5 or 6 – not at the cut-off point for the global average i.e. 2.9, 3.8, 4.7 or 5.5)
2. The Academic Co-ordinators will inform teachers / or students directly about the
possibility of re-sitting the CBT. 3. Students re-sit the complete CBT, i.e. C-Test, VGF-CAT and L-CAT, and the
forthcoming results provide the definitive CBT results for the student, i.e. it is not possible to mix and match marks from the two different sittings.
4. Any student is entitled to put in an exams appeal, but students who repeat the CBT and
fail to reach the global minimum for their level, will not be allowed to sit the CBT a third time.
12. Posting results Results are posted on the Notice board on the 4th floor at Casa Convalescència. Results are grouped according to class and level. Only a candidate’s DNI and final exam grade (e.g. 5.5 Aprovat) are given. Similarly, students have access to the same information via a link at the UAB Idiomes website to their academic record (expedient). On results day, class teachers and Co-ordinators are available to go over exams (revisió d’exàmens) with students.
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13. Going over exams (Revisió d’exàmens) At each exam sitting, after results have been posted, the class teacher and/or Co-ordinators give feedback about the writing and oral results, their CBT marks and an explanation about their passing (CA) grade. At this stage students can be advised whether they have good grounds for an exam appeal (reclamació). 14. Exam Appeals (Reclamacions) Immediately following the posting of results, and after having consulted their class teacher and/or Co-ordinator, students can present an appeal. The Exam Appeals Tribunal (Co-ordinators and Vice-director) meets to review cases one by one and students are contacted to be informed of the decision. Sometimes this involves the student retaking a part or parts of the exam. 15. Definitive results (Actes) Once the results are definitive each class teacher is called to administration to sign the official and definitive list for each of his/her groups. It is important to check the results thoroughly before signing. 16. Storing exams UAB Idiomes is legally required to store all copies of completed exam papers for a minimum period of one year. Exams for each session should be filed in levels and groups with the class list, CA grades and attendance lists. 17. Exam practice materials Practice C-Tests and a simtest demo are available to students at the UAC blog: blogs.uab.cat/sdluac/eng/ For full descriptions of the assessment system, c-test practice, tips for doing c-tests and links to online practice students should consult the English outside the classroom blog: blogs.uab.cat/englishoutside/uab-idiomes-barcelona A CD of practice listening materials similar to those used in our CBT is available for teachers to use in class. (See Guide to Listening Practice CD pg 74-94).
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WRITING EVALUATION CRITERIA TEH 2012 OVERALL IMPRESSION, TASK
ACHIEVEMENT, REGISTER* VOCABULARY RANGE
AND CONTROL GRAMMAR RANGE
AND CONTROL ORGANISATION, FLUENCY AND
COHESION* +1.00
• Very positive effect. • Full realisation of task. • Relevant, possibly imaginative
content. • Register* and style wholly
appropriate and effective.
• Use is consistently correct and
appropriate. • Good command of a very broad
lexical repertoire including idiomatic expressions and colloquialisms, and ample use of synonyms.
• Shows awareness of connotative levels of meaning.
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C2
• Comprehensive and reliable mastery of a wide range of grammatical and sentence structures.
• Can formulate thoughts precisely, give emphasis, differentiate and eliminate ambiguity with no sign of having to restrict what they want to say.
• Errors may occur particularly with low frequency structures, but are rare and difficult to spot.
+1.00
• Clear and coherent organisation.
• Fully appropriate layout and good use of paragraphing and punctuation.
• Smoothly flowing, information clearly accessible to reader.
• Wide range of appropriate cohesive devices*.
+0.5
• Positive effect on reader. • Good completion of task. • Relevant content with no
significant omissions. • Register* and style generally
consistent and appropriate.
• Good command of broad lexical repertoire.
• Gaps are readily overcome by paraphrasing with little obvious avoidance strategies.
• Good command of idiomatic expressions, colloquialisms and synonyms.
• High lexical accuracy with occasional minor slips that do not confuse meaning.
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C1
• Can select an appropriate formulation from a broad range of grammatical structures
• Can express themselves clearly without having to restrict what they want to say.
• Consistently maintains a high degree of accuracy, errors may occur with low frequency structures.
+0.5 • Well- structured organisation
with suitable introduction and/or conclusion but with possible minor lapses.
• Layout, paragraphing and punctuation largely appropriate.
• Text reads well • Good range and use of
cohesive devices*. = LEVEL STUDIED
• Satisfactory effect on reader. • Task completed but limited
and/or with omissions. • Content only adequate. • Some but not full command of
register* and style.
• Wide lexical range including expression of complex ideas.
• Gaps can be overcome by paraphrasing despite occasional vagueness and imprecision.
• Can use idiomatic expressions and colloquialisms appropriately.
• Good lexical accuracy with possible confusion or incorrect word choice.
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B2.2
• Wide structural range. • Can express themselves clearly
without much sign of having to restrict what they want to say.
• Occasional errors or imprecise usage when using more complex or low frequency language.
• Minor flaws in sentence structure may still occur.
= LEVEL STUDIED
• Adequate text organisation or well-structured with lapses.
• Layout, paragraphing and punctuation sufficient with possible lapses.
• Reasonably fluent discourse. • Adequate use of cohesive
devices*.
- 0.5
• Unsatisfactory effect. • Significant part of task omitted
and /or misunderstood • Content simplistic for the level. • Inappropriate register* and
style.
• Good range and appropriate use of vocabulary for general topics.
• Can express some complex ideas.
• Some confusion and incorrect usage of vocabulary. Errors, however, do not hinder communication.
• Some evidence of idiomatic expressions.
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B2.1
• Sufficient range of grammatical structures to give clear descriptions, express viewpoints and develop arguments.
• Can use complex sentence forms but with possible errors of form and usage.
• Or very accurate but with little attempt to use more complex language.
- 0.5 • Organisation partially
controlled. • Poor control of layout,
paragraphing and punctuation. • Lapses in fluency apparent. • Cohesive devices* sometimes
absent or unsuccessful.
- 1.00
• Negative effect on reader. • Fails to achieve task. • Content poor and/or
unintelligible/ irrelevant. • No awareness of register*/style.
• Fair range of vocabulary for
general topics. • Appropriate use of lexical items
for general topics. • Errors occur when expressing
more complex ideas.
3
B1
• Range of structures sufficient to handle familiar topics and situations with reasonable accuracy.
• Errors occur when attempting to express more complex ideas or unfamiliar topics.
• Or very accurate but with little attempt to go beyond simple language.
- 1.00
• Very little idea of organisation. • Layout, paragraphing and
punctuation neglected. • Serious lack of fluency and/or
unintelligible text. • Lack and /or misuse of
cohesive devices*.
*Awareness/use of appropriate registers considered a characteristic of level 3+, i.e., students at lower levels, especially 1 and 2, should not be marked down if register is inappropriate. (CEFR)
Sufficient range and appropriate use of vocabulary for: • expression of familiar situations
and topics. • basic communicative needs.
2
A2
• Uses basic sentence patterns and
tenses correctly. • Can use other structures for
familiar situations with some basic mistakes.
*Awareness/use of a range of cohesive devices considered a characteristic of level 3+, i.e. students at lower levels, especially 1 and 2, should not be marked down if use is limited or inappropriate. (CEFR)
• basic vocabulary range related to
particular situations and topics.
1
A1
• Has a very basic range of simple expressions referring to personal details and needs.
• Control of a few simple grammatical structures and sentence patterns in a learnt repertoire.
Guidelines for vocabulary & grammar: A student can get a range of marks within the level (+1/+0.5 /the level mark/-0.5/-1) depending on fulfilling criteria, and elements common to each level such as: spelling, L1 influence, clarity of what student is expressing, repetition and L1 influence.
13
14
GRADER’S SHEET DATE: LEVEL: TIME: CODE: TEH Appendix 2
CLASS TEACHER: MARKER 1:
SURNAME, NAME (ALPH. ORDER) TASK 1 TASK 2 AVERAGE 1
2
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GRADER’S SHEET DATE: LEVEL: TIME: CODE: TEH Appendix 3
CLASS TEACHER: MARKER 2:
SURNAME, NAME (ALPH. ORDER) TASK 1 TASK 2 AVERAGE 1
2
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5
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7
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TEH 2012
Appendix 4: BENCHMARK WRITING TEXTS Contents:
1. Benchmark text index (p17) 2. Benchmark texts 2004 (p18 - 35) 3. Benchmark writing paper 2009 (p36- 44) 4. Range of marks, consensus grades, original marks from 2004 (p45-46) 5. Notes on 2009 benchmarking session (p47-48)
Introduction: The purpose of this document is to provide teachers with a series of texts judged to represent benchmarks by which exam contributions can be assessed. NB. It is not to be used in class with students.
17
INDEX BENCHMARK TEXTS
2004 Level Task Content: Name: Benchmark: Page:
1 A1
1 Completing an e-mail to your “English” family
Silvia BARE L1 PASS 17 Lucía CLEAR L1 PASS 18
2 Completing a lost property form
Silvia BARE L1 PASS 19 Lucía CLEAR L1 PASS 20
2 A2
1 E-mail replying to a depressed friend
Erika BARE L2 PASS 21 Pilar L2 PASS 22
2 Description: my university
Erika BARE L2 PASS 23 Pilar L2 PASS 24
3 B1
1 Letter to your “English” family
Laura BARE L3 PASS 25 Angelica CLEAR L3 PASS 26
2 Article: eating habits in your country
Laura BARE L3 PASS 27 Angelica CLEAR B1 PASS 28
4 B2.1
1 Letter of apology to a friend Gemma L4 FAIL 29
2 Discursive: part time work for students Gemma L4 FAIL 30
5 B2.2
1 Letter of complaint to an airline
Albert CLEAR L5 FAIL 31 Berta L5 PASS 32
2 Magazine article: TV in my country
Albert CLEAR L5 FAIL 33 Berta L5 PASS 34
2009 (NB. Writing Paper on p35)
2010
TASK OVER VOC GRAM COH. Average Benchmark: Page: 1.1 2,33 2,43 2,63 2,30 2,42 CLEAR L3 FAIL
36 1.2 3,23 3,03 3,08 3,30 3,16 BARE L3 PASS
1.3 1,83 1,83 1,93 1,85 1,86 NO BENCHMARK 37 1.4 4,13 4,20 4,18 3,95 4,11 CLEAR L4 PASS *
1.5 5,05 4,98 5,03 5,15 5,05 L5 PASS * 38 1.6 2,88 2,83 2,83 2,98 2,88 CLEAR L3 FAIL 2.1 2,63 2,55 2,55 2,79 2,63 NO BENCHMARK 39 2.2 5,53 5,53 5,40 5,53 5,49 BARE 6 * 2.3 3,73 3,73 3,63 3,45 3,63 CLEAR L3 PASS 40 2.4 3,20 3,03 2,95 3,28 3,11 BARE L3 PASS 2.5 3,30 3,08 3,10 3,25 3,18 BARE L3 PASS 41 2.6 3,18 3,25 3,05 3,20 3,17 NO BENCHMARK
1.7 6,15 5,92 5,96 6,00 6,01 BARE L6 PASS 42
2.7 6,62 6,50 6,42 6,65 6,65 CLEAR L6 PASS 43
18
LEVEL 1: BARE PASS – TASK 1 (Silvia) L’any passat vas anar a Escòcia a passar un mes per practicar l’anglès. Aquest any la teva amiga Sara hi anirà, gràcies al teu contacte, per allotjar-se amb la mateixa família que tu. La família està formada per la mare (Mary) el pare (Jock) i dues noies. Completa aquest e-mail, que escrius a la familia per donar-los informació sobre la Sara. (100-120 paraules.)
Dear Mary and Jock, I hope you and the girls are all well. I was very pleased to hear that Sara will be staying with you this August. I’ve told her lots of (good) things about you. She’s arriving... in the first weekend in August (Sunday) She’s arriving in the morning at eleven o’clock. She will fly with Hispanair Company.
How can you recognise her at the airport? Quite easy! She…’s a pretty
Woman. She’s tall and thin. She’s blonde short hair. This day, she’s wearing blue jeans, red top with three black letters and her green bag.
About her hobbies and interests, ... She likes swimming, this is very important for her. She want to have a swimming pool near her. She likes all kind of music. She loves read and green vegetaibles. She loves cats and dogs.
There’s something else I want to tell you about Sara: She’s extroverd and nervous. Her family have a lot of money and she buy expensive things, but she’s a goog person and my better friend. That’s all for now. Love to you all, and Kisses. Silvia (112 words)
19
LEVEL 1: CLEAR PASS – TASK 1 (Lucía)
L’any passat vas anar a Escòcia a passar un mes per practicar l’anglès. Aquest any la teva amiga Sara hi anirà, gràcies al teu contacte, per allotjar-se amb la mateixa família que tu. La família està formada per la mare (Mary) el pare (Jock) i dues noies. Completa aquest e-mail, que escrius a la familia per donar-los informació sobre la Sara. (100-120 paraules.)
Dear Mary and Jock, I hope you and the girls are all well. I was very pleased to hear that Sara will be staying with you this August. I’ve told her lots of (good) things about you. She’s arriving... at the airport at 12 o’clock, more or less. If you stay in the same place I’ve explained she where it’s. Because she has never go to Scotland and the airport is very big, isn’t it? How can you recognise her at the airport? Quite easy! She…is twenty years old but she likes more old. Her hair is brown and her eyes are dark too. she is thin and her height is as mine. She say me that she will be wearing with black trousers and a red t-shirt. About her hobbies and interests, ...she like listen to music and she reads terror books every night before go to bed. She doesn’t watch television during the day but at night she watches news. Sara loves play tennis and walk in the park, as you, Jock! There’s something else I want to tell you about Sara: Sara hates the fruit and chips but she loves the soup and the fish. I’m sure that Mary’s soup it’s perfect for her. She doesn’t speak english very well, as me when I arrived with you but I’m sure she will learn very quickly. That’s all for now. Love to you all, (164 words)
20
LEVEL 1: BARE PASS– TASK 2 (Silvia) Fa poc vas estar a Londres. Per anar cap a l’aeroport de Heathrow, al final de la teva estada, vas agafar un taxi des del centre de la ciutat (Trafalgar Square Malauradament, vas deixar-hi una jaqueta amb coses importants personals a les butxaques. Completa el següent formulari, que has baixat de l’Internet, per tal d’intentar recuperar-la.
London Taxi Lost Property Form Personal Information: First name: Surname: Address: City: Telephone: Incident Information: Date: Time:
Departure point: Destination:
Description of taxi: e.g. colour, model, etc: Description of driver:
Please give a detailed description of the lost property and any other relevant details: LEVEL 1: CLEAR PASS – TASK 2 (Lucía)
SILVIA GOMEZ SANZ
Arrabal, 8
Sabadell 619162248
1 – Juin - 2003 11
The Taxi was black and white. It was expensive and comfortaible. In my opinion one the most comfortaible cars.
The driver was young, about 25 years old, long narrow hair. He wore one red earring. He was tall and thin. he was a very pretty man.
My jaquet was red, it had a mobile phone a diary, a very small cassette and the most important a papers of work. The jaquet is very important for me, It is a present of my boyfriend.
(97 words)
Trafalgar Square Heathrow
21
Fa poc vas estar a Londres. Per anar cap a l’aeroport de Heathrow, al final de la teva estada, vas agafar un taxi des del centre de la ciutat (Trafalgar Square). Malauradament, vas deixar-hi una jaqueta amb coses importants personals a les butxaques. Completa el següent formulari, que has baixat de l’Internet, per tal d’intentar recuperar-la. London Taxi Lost Property Form Personal Information: First name: Surname: Address: City: Telephone: Date: Time:
Departure point: Destination:
Incident Information: Description of taxi: e.g. colour, model, etc: Description of driver:
Please give a detailed description of the lost property and any other relevant details:
LUCÍA MALDONADO
PERÚ STREET NUMBER 12
BARCELONA 660.610.027.
15/08/2003 11:30 A.M.
TRAFALGAR SQUARE HEATHROW AIRPORT
Taxi was a white car. I think the car was BMW but I’m not sure. Inside this taxi was a family photo. I think the driver has two son.
The driver of taxi has dark hair and he is a little fit. He told me that in summer he ussually go to Germany but I don’t remember anymore.
I lost my jacket in the taxi, when I arrived to the airport I didn’t have it. The leather jacket is dark red. It’s big and inside there were a credit card, a driver carnet, a movil telephone and twenty euros in a pocket. I specially need my telephone because in it I have all phones of work.
(111 words)
22
LEVEL 2: BARE PASS – TASK 1 (Erika) 1. E-mail Read part of an e-mail that you have just received from an English-speaking friend, Karen, who lives in Sitges. Since Manolo went back to live in Madrid I’ve felt really lonely and depressed. I don’t have enough money to pay this month’s rent for the flat and I haven’t been out in weeks. I‘ve been sleeping badly, too. I really don’t know what to do
Write an e-mail in reply to your friend in which you: try to cheer her up suggest how to improve her situation herself suggest some ideas for things the two of you can do together arrange to meet her soon
Your text should be laid out appropriately. Write 120-150 words. Dear Karen,
Sorry I haven’t written you for a long time but I have been very busy
lately and I knew nothing. When did he go back? I thought that he
had been with you ever after.
Somehow I think that it isn’t matter, he’ll come back. Now, you
should enjoy and go out a bit more.
Would you like to go away?
My friends and we are going to Salou next weekend. You hasn’t to
mind for accommodation because we’ll stay in my parents’ house.
I think it will help you, you’ll improve very much.
Moreover, If you don’t work on Thursday, we’ll go to the cinema in
the evening.
Write me soon to answer it.
Love Marta.
(119 words)
23
LEVEL 2: PASS – TASK 1 (Pilar) 1. E-mail Read part of an e-mail that you have just received from an English-speaking friend, Karen, who lives in Sitges. Since Manolo went back to live in Madrid I’ve felt really lonely and depressed. I don’t have enough money to pay this month’s rent for the flat and I haven’t been out in weeks. I‘ve been sleeping badly, too. I really don’t know what to do
Write an e-mail in reply to your friend in which you: try to cheer her up suggest how to improve her situation herself suggest some ideas for things the two of you can do together arrange to meet her soon
Your text should be laid out appropriately. Write 120-150 words. Dear Karen,
I don’t like your last e-mail! You haven’t to felt lonely and depressed.
Manolo went to live in Madrid last month, but now you are in Sitges
and you have to forget Manolo and you have to start against with
another man. Karen go out and live your life!!
I will finish my classes next week so we will go to the mountain next
weekend ok? You can’t say no! (I will be in Sitges on Saturday
morning!!)
My parents have a house in Viella and next weekend they won’t go. I
will also phone our friends.(Peter, Ana, Ramon and Sam) and I will
tell them to going to Viella. It will be a nice weekend!
But first I have to meet you this thursday. You going to come back to
Barcelona ok? I want to give you money because you are my friend
and you need this money to pay this month’s rent. After this, we
going to send lots of Curriculum Vitae because you need a good and
interesting job.
See you soon. Kisses,
Pilar (179 words)
24
LEVEL 2: BARE PASS – TASK 2 (Erika) 2. Descriptive composition: My University You see this competition in an international magazine for students.
WRITING COMPETITION! Help your university attract international students. Write a article explaining why you think your university is an attractive place to study.
100 € prize for the best 5 entries!
Enter the competition. In your article you may describe: • the university campus, city and local area • university facilities • social and recreational aspects
You can also include any other information you think is relevant.
Your article should be laid out appropriately. Write 120-150 words . I’m Carol and I’m studying Chemistry at the UAB in Barcelona.
It is situated near Cerdanyola and it has a lot of facilities. You can
arrive at university on an underground public transport or in car.
There are many places where you can park it.
This campus is the best of Catalonia. It is very famous for it. It is
very large and it has a lot of shops for students, restaurants, and
other services.
People are very amusing and they have a good sense of humour,
Moreover, this university offers for students facilities to study as for
instance, if you can’t go to class, you can study trough internet.
(110 words)
25
LEVEL 2: PASS – TASK 2 (Pilar) 2. Descriptive composition: My University You see this competition in an international magazine for students.
WRITING COMPETITION! Help your university attract international students. Write a article explaining why you think your university is an attractive place to study.
100 € prize for the best 5 entries!
Enter the competition. In your article you may describe: • the university campus, city and local area • university facilities • social and recreational aspects
You can also include any other information you think is relevant.
Your article should be laid out appropriately. Write 120-150 words . I am studing Political Science at UAB and I think this is the best
attractive place to study!
The University Campus has everything that students need. It has
social an recreation places (Doctor, Library, organizations for the
students, a place to learn languages,….). All you need is at the UAB!!
I also live in the University Village, which is in Bellaterra. There live
more than two thousand people. University Village has lots of
facilities: shop, pub, chemist, swimming-pool, ….Although there
doesn’t lives many people, it is a good place because all this people
are students at the UAB.
This University is a place to learn lots of things, not only the studies
of your degree! You learn with the teachers, but you also learn with
the rest of the people.
I hope you will go at UAB. If you do this, you will chose the correct
option.
(147 words)
26
LEVEL 3: BARE PASS – TASK 1 (Laura) 1. Informal letter: You recently returned from abroad after participating in the Erasmus/Socrates programme of the EU. You have just received a letter from the English-speaking family you stayed with (Mr and Mrs Hancock). Read part of the letter they have sent you and the list of points you should include in your reply.
It was lovely to have you and we really hope you enjoyed your stay with us . We certainly enjoyed having you. Do you remember our visit to the lake with Peter? The photos came out really well, didn’t they?
Anyway, we hope you're well and not studying too hard at the University . Let us know when you'd like to come and stay with us again.. Auntie Mary sends her love.
Write a letter to Mr and Mrs Hancock in which you: apologise for not writing sooner thank them for their hospitality refer to the excursion they mention reply to some of the points they mention invite them to visit you.
Your letter should be laid out appropriately. Write 150-180 words. 45 Palmeres street Barcelona May 30 th Dear Mr and Mrs Hancock, I’m sorry for not writing sooner but I’ve been working so much since I came Barcelona. I hope that you are well and I want to say that I was enjoyed staying with us. I felt as at home and I really miss you. Sometimes I remember our visit to the lake and then I laught because it was a funny day and Peter is a nice boy. Nowadays I’m not studying so much because I finished my final Exams last week but I’m working in my family Restaurant to get some money.* Finally, I would like that you visit me this summer if it is possible and then I will show my beatiful city. I hope to heard from you soon. All the best, Laura
• It is a good job because I can speak with many people and I’ve know new friends.
(156 words)
27
LEVEL 3: CLEAR PASS (Angelica) – TASK 1 You recently returned from abroad after participating in the Erasmus/Socrates programme of the EU. You have just received a letter from the English-speaking family you stayed with (Mr and Mrs Hancock). Read part of the letter they have sent you and the list of points you should include in your reply.
It was lovely to have you and we really hope you enjoyed your stay with us . We certainly enjoyed having you. Do you remember our visit to the lake with Peter? The photos came out really well, didn’t they?
Anyway, we hope you're well and not studying too hard at the University . Let us know when you'd like to come and stay with us again.. Auntie Mary sends her love.
Write a letter to Mr and Mrs Hancock in which you: apologise for not writing sooner thank them for their hospitality refer to the excursion they mention reply to some of the points they mention invite them to visit you.
Your letter should be laid out appropriately. Write 150-180 words. Angèlica c/. st. Pere, 2 08280 Calaf (BCN) SPAIN. 3Oth May 2004. Dear Mr and Mrs Hancok. First of all, I’ve to admit that I’ve been full of work during these last months and this is the main reason for which I’ve not writen before. Thank you a lot for you hospitality, it was a great experience to stay with you and I hope that you feel as good as me about our new friendship. I enjoyed a lot that day, at the lake. It was fun and Peter seemied to be so happy…..I can still remember his smiling face. It was one of the most special days in my life, so I wear one of the photos in my mallet, to not forget that moment. I’m sorry, but I’ve to continue studying because I’ve got a lot of exams. Anyway, I promise to write again when I’ll finish them. I’d love to come again to visit you, but I’d be very pleased if you’d like to come to Catalonia for some days. I would put you up in my house for a whole month if you’d like…. Let me know if you’ll come, ok!? Best wishes, Angelica (198 words)
28
LEVEL 3: BARE PASS – TASK 2 (Laura) 2. Magazine article: A European magazine is offering cash prizes for articles that describe eating habits in each of the European Union countries. Participants may also refer to typical local dishes, but should describe contents where they can. Apart from your own ideas, you may also use any of the following in your text: • Daily routines and mealtimes • The sit-down family meal • Restaurants and fast-food places • The availability of processed pre-packed meals • Mediterranean diet Your article should be laid out appropriately. Write 150-180 words .
There are many typical local dishes in my country because I am from Spain and
We have the famous and Healthy Mediterran diet.
The main ingredient of our diet is the oil but it is also so important the vegetables
and the fruits. The most typical dish is the paella but there are another important
dishes as the “gazpatxo”, the “fricandó”, the “cocido”….
Our daily routines and mealtimes are very different that other countries.
We have a little breakfast in the morning but we eat a lot for lunch and for dinner.
We usually have a lunch and a dinner so late, the lunch is at two and the dinner is
at nine or ten.
We didn’t used to go to fast-food places ten years ago but now this kind of
Restaurants is rising. In fact, the pre-packed meals is rising to because the people
don’t have enough time to cook the typical dishes.
Otherwase, it is very common to eat with the family at the weekend and then we
usually eat a typical dish.
(175 words)
29
LEVEL 3: CLEAR PASS – TASK 2 (Angelica) 2. Magazine article: A European magazine is offering cash prizes for articles that describe eating habits in each of the European Union countries. Participants may also refer to typical local dishes, but should describe contents where they can. Apart from your own ideas, you may also use any of the following in your text: • Daily routines and mealtimes • The sit-down family meal • Restaurants and fast-food places • The availability of processed pre-packed meals • Mediterranean diet Your article should be laid out appropriately. Write 150-180 words . -EATING HABITS IN CATALONIA-
Catalonia is a region with a very high tradition in food aspects.
Here, the breakfast, is not as complete as in other countries, but it is also an
important mealtime. In many jobs, people shop their work to have breakfast with
their collegues and they can talk each other for thirty minutes approximately.
There are a big variety of things to eat for breakfast, but it could consist, for
example in a croisant with an orange juice and a coffee or in a sandwich with some
mato, etc.
But, perhaps, the most typical mealtime of my region is when everything is shopped
in the afternoon and familys do they sit-down family meal, but I suppose that you
can evidence this better in the little villages rather than in the cities.
If you want to go to a restaurant, you can find a lot of good places to eat some
typical dishes: there are faboulous places to eat fish near the coast, you can some
delicious meat at the pyrenees….well, you can find restaurants everywhere, but if
you prefer a fast-food, you’ will only find it in the city.
However, processed pre-packed meals are everywhere: at the little villages people
can buy this kind of products as well as in the city, because society is going in this
way: people invet less time in their nutrition and this is a shawe.
Nevertheless, everything related with meal is involved in the mediterraneen diet
here, which has some typical elements that can give a characteristic distinction in a
plate.
(260 words)
30
LEVEL 4: FAIL – TASK 1 (Gemma)
1. Letter of apology This summer, you have invited an English friend to spend the month of August with you. This is part of a letter that you have just received from him. Anyway, I’m really looking forward to seeing you in August. It’ll be fabulous to have some time alone together. I can’t wait to get away from it all here and discover the peace and quiet of the mountains. Your description of the house was the thing that really convinced me !!
Unfortunately several things have happened in your life which means there will have to be some changes to your original invitation. Write a letter to your friend apologising and explain the new situation with the implications involved. The house in the Pyrenees you were promised needs renovation work. An aunt can offer you a flat on the Costa Brava. You have been offered a job for the month of August. You have just started going out with someone who will want to come with you.
Your letter should be laid out appropriately. Write 150-180 words. 19 London street 04512 OXFORD 30 may 2003 Dear John, I’m very happy to have recieved a letter from you. In the letter you seemed to be impatient looking forward our hollidays. Although I am as enthusiasmed as you, I must explain you some recent facts that unfortunately will change the planification of the summer. Nevertheless, I will manage as better as it’s possible to enjoy the summer as well. The first bad new is the place where we had to go. This year has appeared a new law which forbid to have electric circuit in houses inside the Pyrenees, whereby we must do reforms in the house before to go. On the other hand, I have an aunt with whom I get on well, who can lend us a flat on the Costa Brava. It’s a very different place, but I think it could be funny too. Secondly, and this is the worse new, I have found a job for the month of august. I know that it could be a problem for you, but if you arranged to have hollidays on july, it wouldn’t be a problem. Please, try it, although I know it is my fault. Finally, the last thing I must tell you isn’t as bad as the others. I hope you will enjoy the hollidays with a person more, my boyfriend, who will be very glad to meet you. However it has appeared some inconvenients, I hope you will enjoy the summer. Best wishes! Hoping to hearing from you soon! GEMMA (NB: 256 words)
31
LEVEL 4: FAIL – TASK 2 (Gemma) 2. Discursive article Read part of an article, which you found in a students’ magazine. Being a student nowadays can be tough financially. Paying your rent, bills and bus fares, buying your clothes and books, and finding money for an active social life can be very difficult. Not all students have rich parents who can help them out. For some students the only solution is to find a part-time job. Write an article in response to that above, in which you
• describe the advantages for students of working part-time • discuss the potential problems for students who do it • write a balanced conclusion.
Include any information you think is relevant. You may refer to personal experience.
Your article should be laid out appropriately. Write 180-200 words
It is a reality that to be a student is not a sinonim to happy life for all the
people. On the one hand we can found people who spend more than eight
years in university. If you want to find out them you will not have many
problems, you only must go to the bar. This kind of people have no
economical problems, their parents give them all that they want. Because of
that they do not hurry up finishing the degree. On the other hand, there is
other people who do not have time to go to the bar because they have to
work moreover to study, which is not an easy tasc. Those who has not been
as afortunate as the previous, will have a more stressed life, which might be
reflected in their studies, their social live, their character,… In spite of that,
normaly this people comes to be better persons and better persons and
better profesionals, because they have had to fight in order to achieve what
they want. And the result is that they valve every thing more than those
who have had an easier life.
To sum up, we don’t decide neither when we born nor our parents, but all of
us must be greatful for all what we have, and try to obtain the better profit
of our possibilities, although in some cases it will be more difficult than in
others.
(239 words)
32
LEVEL 5: CLEAR FAIL – TASK 1 (Albert)
You recently returned from abroad after participating in the Erasmus/Socrates programme of the European Union. Unfortunately, you encountered serious problems at the airport on the day of your return. Read part of an article, which you found on the Internet, and write a letter of complaint to the airline involved.
In your letter you should: • describe the general situation at the airport • describe the specific problems you had yourself • ask for an explanation • suggest some form of compensation
Your letter should be laid out appropriately. Write 150-180 words (excluding addresses) 21st July 2003 13, Sant Feliu Road 08080 Barcelona FlyCat CO. The President 6 Garibau street 08081 Barcelona Dear Mr/Mss I’m a 20 year-old guy who this season have travelled many times with your company. Saddly, I have to say that I had big problems in Heathrow airport when I was trying to check in. FlyCat staff said that the plane was overbooked and that the passengers who were waiting musted took another flight. So, with the check-in closed, you must belive, I had to take a flight with other company. I’m sure that you understand that I paid for two flights, and so, I will ask you for an economic compensation without forgetting the hours spent in Heathrow airport without meal or water. I also have to ask you why you sold more passages than you had. I hope you will compensate me and the other passengers, for the big trouble and caos you put us in. Finally, I will be proud to recive your answer as soon as possible and as satisfactory as you can for us. Yours faithfully, Mark Spencer (165 words)
Long waits at Heathrow Airport
Passengers returning to Catalonia suffered long queues at London's Heathrow airport yesterday when they found their flight had been overbooked. "It's total chaos", said one passenger from Barcelona, who was on her way home after attending a friend's wedding in Scotland. Other passengers expressed similar complaints, especially because the economy airline in question (FlyCat) refused to reimburse them for their inconvenience or even offer meals …
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LEVEL 5: PASS – TASK 1 (Berta)
91, London Street 08023 Barcelona 18th of June 2003 The Principal FlyCat Airlines 23, Smith Street 08001 London Dear Sir/Madam, I’m writing in order to complaint about how FlyCat Airlines took care of their clients the 10th of June in 2003. All the passengers had our flight tickets assigned for the flight from London to Barcelona. When we arrived at London’s Heathrow airport we were told that the flight had been overbooked. This meant that we could not take the plane we were supposed to and had to wait until we were told. It wasn’t a good new for anybody, at least this is what it seemed. This was particularly bad for me because I had to be that day in Barcelona. I had an interview of a job which I had applied for it some months ago. At this time I am not working so this has supposed to me a lost opportunity. I would like to be told what really happened with the flight tickets because not only did we have to wait a long time, we weren’t offered any meals. This is why I am asking for an explanation. I would also like to be compensated with something, such as some money for each passenger and being apologised by the company. I would be the must gratful being listened to and answered. Yours faithfully, Berta Smith
(211 words)
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LEVEL 5: CLEAR FAIL – TASK 2 (Albert) Magazine article A European magazine is offering cash prizes for articles that describe television in each of the European Union countries. Participants should include details of the different channels commonly available and the kinds of programmes that are typical and popular. They should also give their personal opinions of such programmes. In writing your text you may also choose to answer these questions.
• Is TV in your country easy to watch and relaxing? • Does it show the kinds of programmes people want? • Does it give independent and unbiased news coverage? • Does it facilitate access to culture and communication? • Is it getting better or worse?
Your article should be laid out appropriately. Write 200-230 words . When the TV says “nothing”!!! I live in Spain, good if you want to have a healthy diet, but bad if you want to see something interesting on TV. Eight hours a day, that is the time the private channels, Antena3 and Tele5 dedicates everyday to the yellow press people. Everytime you can find two or three people duscussing about the magazine’s news or somebody trying to say that, what some magazines or TV programes have said about his or her life were false. Is exactly what people want? The answer is yes. Elderly people enjoys that type of programes and the channels find them incredebly onerous because those programs are cheaper than buy or produce good series or quizes. They have created the culture of watching rare people saying nothing. On the other hand, the serious news programs, although they are controlled by the biggest political parties, always gives us a quite realistic view of what happends in the world. In my opinion they give too much importance to the bad news than the good ones. During last decade, both public and privat TV companies have done an effort to improve the quality of news services. But maybe, it means they havn’t paid attention on other programes. Spanish TV programes have nothing interesting to say. There is no communication but amouts of unsense and worry information lowest Spanish minds are owning every day. Finally, I have to say that you can find a fantastic TV channels and programs on your screen if you have bought the satelite channels.
(259 words)
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LEVEL 5: PASS – TASK 2 (Berta) Magazine article A European magazine is offering cash prizes for articles that describe television in each of the European Union countries. Participants should include details of the different channels commonly available and the kinds of programmes that are typical and popular. They should also give their personal opinions of such programmes. In writing your text you may also choose to answer these questions.
• Is TV in your country easy to watch and relaxing? • Does it show the kinds of programmes people want? • Does it give independent and unbiased news coverage? • Does it facilitate access to culture and communication? • Is it getting better or worse?
Your article should be laid out appropriately. Write 200-230 words . I should start by saying some main details of the TV in Spain. It has five national channels and approximately four or five more in each community. There are two of them that belong to the Government and the rest are private enterprises. I think it’s important to explain the contrast between them because the subjects and the way they are foccused are different. The national channels are getting every day worse. In my opinion, some of their programmes don’t have any aim, such as culture. It’s the example of The Big Bother or Hotel Glamour. They only show what can someone do in a house during a period of the time and you can see how they sleep, eat, brush their teeth…I know this is an international programm, but why should Spain have it? Furthermore, the news are less objective. They don’t try to look for different points of view and there is a lot of censor. I don’t think this is quallity but, by some stadistics, it seems that people like it. I reckon that smaller channels have more freedom to choose their own programmes and be more open. And the result is more relaxing. They give independent news and they portray much better the typical and popular traditions. I think they are more original than the national ones. There are several cultural programmes and in Catalunya, for example, there is a channel only for children. In conclusion, I’d like to say that national channels should be more complete and show more interesting subjects such as the other channel do. But, obviously, this is my point of view and it is doesn’t seem to be the same as the majority of Spanish people.
(285 words)
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BENCHMARKING 2009 WRITING QUESTION PAPER TASK 1.
• Location of school?
E-mail: You see the following advertisement for summer courses in the UK.
English Language Summer Courses for Adults. Smallborough Summer Programmes enjoy a worldwide reputation. Our language holidays combine outstanding opportunities for learning English with an unforgettable activity and social programme, plus the experience of living as part of an international community of students. Smallborough's vacation courses have entertained and educated well over 10,000 adults from 45 countries for more than 25 years. For further information: [email protected] Write an e-mail requesting more information. Include personal details to check that the courses are suitable for you. You should mention your age, level of English and interests and ask about the following:
• Travel arrangements to school? • Types of course? Cost? • Social programme details? Your text should be laid out appropriately. Write 150-180 words TASK 2. Article: You see the following competition in an English-speaking magazine: COMPETITION: We are looking for articles in English about keeping healthy. They say that an apple a day keeps the doctor away. What’s your preventive medicine? How do you
• eating and food preparation
look after yourself? Write and tell us what you do to stay fit, happy and healthy.
Write an informal article on keeping healthy, mentioning your attitude to the following:
• alcohol • smoking • exercise • drugs • sleep
Your text should be laid out appropriately. Write 180-200 words
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Task 1.1 (151 words) CLEAR L3 FAIL Good morning, I have seen on Internet your offer to do an English course during next summer. I think that this course can be a big oportunity to myself to introduce for ever the English language in my life. I’m 00 years old and have a high school English level (I think that this is not a high level). I hope that this exponed reasons will be in off to be accepted in your courses after pay your tariff, but before, I would like to know some details, like the location of the school (maybe in te U.K?), the cost of of the mentioned course, if the travel arrangements to school there are included in your fees, between wich kind of courses I can try (if does exist the posibility) and some words about the social programme and others activities that you mention in your website. Waiting your comments. Best wishes, Name & surname Task 1.2 (172 words) BARE L3 PASS To [email protected] From: [email protected] Dear Mr. Manager, I send you this a-mail because I am interested in your Language school. I am a teacher of primary school and I am 00 years old. I’d like improve my English and I need practise conversations so I’d like start for the next Summer courses. I have some questions that if it is possible I would like that you answer me. Firstly, I want to know where is the school and what types of transport are there? Secondly is how many types of courses have you got and how much they cost? What kind of activities have you programmed in your social programme I’ve just finished the First Certificate in the EOI and I didn’t know which is the equivalence for your courses. Have I do any test or similar to know my English level. And finally I know that yu present a programme for adults but I would to know if there is some similar courses for children. I hope your answer. Your faithfully, Name & surname
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Task 1.3 (107 words) NO BENCHMARK Mr/Mrs director of Small borough Summer Programmes: The reason why I send this e-mail is because I am interested in Smallborough summer Programmes. I have 00 years old and I have a medium level of english, and I am very pleased in these cain of summer courses. I listened that Smallborough summer programmes is one of the others summer courses in Uk, and I want to know more information about this course. I wish you will return me an e-mail: informing about how much cost, what types of courses reach in this program, where is and more other details. Thank you and waitting for your e-mail; Sincerely, Signature Name & surname Task 1.4 (193 words) CLEAR L4 PASS* To: Smallborough Summer Programs. I am very interested in attending this English summer course and would like to know more about it it. Where is it located? I am 00 years old and maybe most of the students will be younger than I am. Do you think this can be a problem or an inconvinience? I hope not because I love learning English and I am ooking forward to go there. How can I get there? Are there any buses for us to take? How many levels are there in total? Can you tell me if I could pay by check and how much is the cost for all summer? On the other hand could you tell me which ones are the social activities you give and if we go out to the cinema or a day out in the country as well as other activities inside the school. Do you think these courses are suitable for me? I would like to improve my English language skills at the most, but would prefer to have somebody of my age around me. Thank you very much. I will be waiting for your reply. Regards Name & surname * Consensus benchmark description, note averaged score of 4.11
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Task 1.5 (164 words) L5 PASS* Dear Sir/Madam, I am writing in response to your advertisement of Summer courses for Adults, and I have a couple of questions I would like to ask you. First of all, bear in mind that I am a 00 year old and my English level is intermediate. Secondly, in the advertisement you don’t mention the location of the school. Is it close to the residence or youth hostel we will be sleeping in? And how are we going to get there? Will there be a bus, or will we have to go walking? Thirdly, what types of courses are there? Are there courses with any extra activities? And if so, what is their cost? I was happy to read that the social programme is very good, but what exactly are we going to do? Are we going to go on trips, or will we do group activities? In conclusion, I hope you may help me and be able to meet this summer. Yours faithfully, Name & surname
* Consensus benchmark description, note averaged score of 5,05 1.6 (197 words) CLEAR L3 FAIL Dear sir or madam, I has seen your advertisement for summer courses in the UK about English language teaching and I am interested in them. I would like you send me some information about where is locationed the school, because I am from Barcelona 8spain9 and I am 00 years old and my family need to know more details more to approve me the inscription. First at all, I want tell you that I am studing tourist guide and I am taking some classes more in english about your country development even more I am travelling for diferent places taking contact with others ways of live, but I am sure it will have to much possibilities to find a job if I take one of your courses. Also, I can see you write in the advertisement that your language holidays combine outstanding opportunities for learning English with an unforgettable activity and social programme, but I need to know what types of course you prepare as well as the majority part of details, like the cost of them. I will be very grate to be incriptioned and I hope I will see you early in your course Fianthily, Name & surname
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Task 2.1 (187 words) NO BENCHMARK Well, what can I said about keeping healthy? Just what I can explain it’s part of my life. What I’m doing from when I stand up in the morning to when I’m getting down in my bed at night, because I think I’m a healthy person. I’m agree with the sentence that an apple a day keeps the doctor away. Maybe it’s natural properties help that our body feel better. Anyway, I believe that fruits are recomanable for our organisme. None alcohol, if we considerate alcohol more than one or two cups of wine out of the meals. The specialist in medecine says that smoking produice cancer for the person who does the activity and for the passive person who absorve the hoom. Neither drugs, enless whe the doctors recommended some drugs like a medecine. Anyway the best form to be healthy is to do some exercises like ioga, tai-chi, footing, bicicely trips and promenades some sport and to eat natural food and sleep eight or nine ours a day. I hope you will do some of this activities and I’m sure you will feel better every day. Task 2.2 (216 words) BARE L6 PASS* My name is X and I am a middle-aged man who tries to keep fit and here are my guidelines: Diet I eat fish three times a week, which helps to reduce cholesterol. I also eat meat at least three times a week, to have a good store of proteins. Either of them can be served with a salad or with any other cooked vegetable (like that avoiding fries). As a dessert, I eat fruit ALWAYS, to get their vitamins and minerals, and perhaps an ice-cream on weekends. I also want to give you a tip: if you have to go out to eat, avoid fatty foods which are rich in LDLs (low-density lipids). Alcohol A glass of red wine every day is enough, and on weekends I drink a bit of champaign. There is no need to drink more. Smoking & Drugs Totally and absolutely FORBIDDEN. There is no need to explain why. Exercise I do basketball three times a week, and I also go to the gym twice a week to do other types of exercise, but without overdoing. Sleep I strongly recommend an 8-hour sleep every day to wake up fresh to go to work (a shower helps!). So, this is my little “secret” to keep heathy and fit. I hope it helps! * Consensus benchmark description, note averaged score of 5,05
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2.3 (200 words) CLEAR L3 PASS Staying Fit I like to take care of myself. This is something you must have in your mind and that way it becomes easy. I try to feel happy having a positive reaction to everythink that happen to me day by day. I use to begin my day doing 30’ yoga and stretching exercises, they help my body and mind to fight stress, I love woking to work, I feel my energy going up and up. I hate alcohol and do not smoke either. My habits when eating are quite good, a lot of vegs and fruits, cereals, yogourths,. I do not like fried meals with a lot of oil, instead I would rather eat a big salade or a grilled fish. I have never taken drugs, though I think they are very bad for everything. I sleep normally 7-8 hours and also take a little nap after luch (when it is posable). These days, I go to the beach and swim for one hour. I feel fine with myself: “be positive and you will win” You won’t need medicine if you have a healthy life and you will be happier, healthier and fit for the rest of your life. 2.4 (200 words) BARE L3 PASS At these days the people, (specially women), give care about their body and their healthy. As far as I am concerned I think that you can’t life thinking all the time about your body and “what the others say about me”, because if you life like this, you never will be happy. You can have care about your body eating healthy food, like fish and fruit, because if you normally eat xocolat, candys and others, you can have colesterol. For life happy and healthy, you have to do a little of exercise, eat healthy food, if you do these two things you can life very good and without problems. Furthermore, if you sleep 8 hours every day your face will say thank to you. And if you don’t smoke, don’t consume drugs and alcohol, all will be very good, because if you do some of these three activities, your body will appear more stressed, degraded and more big. You will augment your weight and your healthy will be dangerously afected. My secret to life happy and healthy is do some exercises every day and eat healthy food, in my case i'm very good and I have a lot of healthy.
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2.5 (204 words) BARE L3 PASS Really I don’t do something special to stay fit. I think that is not so healthy to life obsessionate with your look or if you are a bite fat. Certainly if you are healthy you can be happy. Of course, it is very important have a healthy diet. For instance I think and my doctors said me that I am a healthy woman. I don’t drink alcohol (only in special days) I don’t have drugs. I sleep a lot overall when I’m on holidays, and I do exercise during all the year, twice a week, two or three hours every day and I smoke some cigarettes every day. I eat a lot of fruit and vegetables that I cultive and I drink a lot of milk, juices and water every day. I cook my own meals. You have to prepare your own meals ad know all the different types of food. I think that is very important to learn to have a healthy diet when we are children. Have a healthy life is a style of life that somebody practise naturally. All the children don’t like vegetables so you have to prepare this food hiden it under other kind of food that they prefer. 2.6 (219 words) NO BENCHMARK The attitudes that we must take in front of: - eating and food preparation: With this item the most important word is “variety”, you can eat the same kind of food with a lot of different form, this is due the preparation, with a good and different kind of shows, the family will eat all type of food that will be healthy for himself. I think it is not necessary to remember that the most important in the diet is the variety in the food. - alcohol: Some doctors with a big experience, says that one glass of wine each day is good for the heart, but no more alcohol during the day, all the alcohol that we can add to this quantity is not good for our body in general. - Smoking and drugs: Of course, this is not good for anybody in any case, everybody must decide what prefer, a short life but playing with these “pleasures” or stay in the other side, the “boring” life side. - exercise: Is recommended to do exercise minimum one hour per day two days per week. The intensity of the exercise it depends in each case. - sleep: From seven to eight hours everyday is the quantity of time to sleep. Every hour that we wasn’t sleep, we can’t recuperate now.
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1.7 (223 words) BARE L6 PASS Dear Mr/Mrs MacPherson I am writting to you in order to get further information about an advertisement for summer courses in the UK that I have found on the internet. I am a 23-years-old student looking to improve my english level, and this courses could represent a great way to do it since it is hard for me to combine my degree with english classes. My first question should be where is that school placed, because despite the fact that making my way there will not be a problem, I would like to do some research about where it’s placed to look for other activities to do either before or after the course. I can say that my English level is good enough to have a formal conversation with native people, so what are the options? What type of courses do you offer? I should mention that since I am still studying, my finantial situation is not as good as I would like, so I would be very gratefull if you could let me know the cost of the courses, and if there are any kind of special offers for students. Finally, in order to decide if that new experience could be worth enough, could you send me some extra details about the social programme? Because that seems to be the key of these new courses. Looking forward to hearing from you. Name NB. There are some spelling mistakes in the text which should not be considered as normal for – or representative of – the level,
e.g. writting, english, finantial, gratefull.
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2.7 (437 words) CLEAR L6 PASS First of all, I have to confess that I’m not very keen on sports, so this is not my favourite way to stay fit. I think that the most important thing isn’t doing a lot of exercise and going on a lot of diets. The main thing is to prevent getting to the point of no return in which your body needs all your attention because you didn’t take care of it. It is obvious that food is an important issue in a healthy life. But it is also true that we have to vary what we eat, and forget about keeping away some food we think it’s bad for our health. Maybe it sounds a little weird, but it helps our body to have a little unhealthy food from time to time, because it also gets proteins and all this kind of stuff from it. Anyway, we have to know that the best attack is a good defense. That means that we have to be prepared for illnesses and so that we could get in the future. Forget about alcohol, smoking or any type of drugs. Our body needs to be as pure and clean as possible, so it won’t be better with a lot of strange substances mixing up inside of it. So, it is not necessary to play in football team or going to the gym or whatever. Going out for a one-hour walk daily would be enough to stay fit. The walking would also help you forget about the problems you have at work or at home, and you can discover some nice places in your city you had never seen before! On the other hand, you have to know that your body needs to rest. Whatever your job is, or the many things you have to do before going to bed, it is very important you sleep the enough amount of time to be fresh the next morning. If you don’t respect your body’s resting hours, the next day you’ll feel irritated and that’s not our goal. To sum up, you have to remember that the most important changes in your lifestyle should be better done before you realise you need some healthier habits. Stay away from drugs, they won’t be doing nothing for you except making you believe you need them and destroy your body slowly from the inside. Sleep from seven to nine hours every night and go for a walk as often as you can. It’s not only “an apple a day” which keeps the doctor away, but an amount of easy habits for a happy, fit and healthy life.
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WRITING NORMING SESSION - MAY 14TH, 2004 RANGE OF MARKS AND CONSENSUS BENCHMARK GRADES
NB*. The ranges of marks and averages shown here include the opinions of all the Ts who looked at the texts concerned – but consensus often approximated to one particular end of range of marks/averages e.g. Silvia had a range of marks between 1,00 and 1,50 but the consensus view was that she was an example of minimum pass for level i.e. a benchmark bare pass (closer to 1,00 than 1,50).
LEVEL 1 1. LUCIA Overall etc. Vocabulary Grammar Cohesion etc. Average Final: TASK 1: 1,50 – 2,00 1,00 – 2,00 1,00 – 1,50 1,50 –2,00 1,38 – 1,88 1,20 – 1,70 TASK 2: 1,00 – 1,50 1,00 – 1,50 1,00 – 1,50 1,00 – 1,50 1,00 – 1,50 CLEAR PASS 2. SILVIA Overall etc. Vocabulary Grammar Cohesion etc. Average Final: TASK 1: 1,00 – 1,50 1,00 – 1,50 1,00 – 1,50 1,00 – 1,50 1,00 – 1,50 1,00 – 1,50* TASK 2: 1,00 – 1,50 1,00 – 1,50 1,00 – 1,50 1,00 – 1,50 1,00 – 1,50 BARE PASS LEVEL 2 1. Ma PILAR Overall etc. Vocabulary Grammar Cohesion etc. Average Final: TASK 1: 2,00 – 2,50 2,00 – 2,50 1,50 – 2,00 2,00 – 2,50 2,00 – 2,25 2,07 – 2,25 TASK 2: 2,00 – 3,00 2,00 – 2,50 2,00 – 2,50 2,50 2,13 – 2,63 2.ERIKA Overall etc. Vocabulary Grammar Cohesion etc. Average Final: TASK 1: 1,50 – 2,50 2,00 – 2,50 2,00 – 2,50 1,50 – 3,00 2,00 – 2,75 1,90 – 2,40 TASK 2: 1,50 – 2,00 2,00 1,50 – 2,50 2,00 1,88 – 2,13 BARE PASS LEVEL 3 1. ANGELICA Overall etc. Vocabulary Grammar Cohesion etc. Average Final: TASK 1: 3,50 3,50 3,50 3,50 3,50 3,50 – 3,55 TASK 2: 3,50 3,50 – 4,00 3,50 3,50 3,50 – 3,60 CLEAR PASS 2. LAURA Overall etc. Vocabulary Grammar Cohesion etc. Average Final: TASK 1: 3,00 2,50 – 3,00 3,00 3,00 2,88 – 3,00 2,88 – 3,00 TASK 2: 3,00 2,50 – 3,00 3,00 3,00 2,88 – 3,00 BARE PASS LEVEL 4 1. NATALIA Overall etc. Vocabulary Grammar Cohesion etc. Average Final: TASK 1: 4,00 – 4,50 4,00 – 4,50 4,00 – 4,50 4,00 – 4,50 4,00 – 4,50 3,88 – 4,50 TASK 2: 4,00 – 5,00 4,00 – 5,00 3,50 – 4,50 3,50 – 4,50 3,75 – 4,50 2. GEMMA Overall etc. Vocabulary Grammar Cohesion etc. Average Final: TASK 1: 3,50 – 4,00 3,50 – 4,00 3,50 – 4,00 3,50 – 4,00 3,50 – 4,00 3,31 – 4,00 TASK 2: 3,00 – 4,00 3,00 – 4,00 3,00 – 4,00 3,50 – 4,00 3,13 – 4,00 FAIL LEVEL 5 1. ALBERT Overall etc. Vocabulary Grammar Cohesion etc. Average Final: TASK 1: 4,50 4,00 4,00 4,50 4,25 4,37 TASK 2: 4,50 4,50 4,50 4,50 4,50 CLEAR FAIL 2. BERTA Overall etc. Vocabulary Grammar Cohesion etc. Average Final: TASK 1: 5,00 5,00 5,00 5,00 5,00 5,05 TASK 2: 5,00 5,00 5,00 5,50 5,10 PASS
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The above marks and consensus grades were arrived at by a group of 19 teachers from UAB Idiomes Campus and UAB Idiomes Sabadell: Annibal Coronel, Catriona Akana, Chuck Simmons, Elizabeth Rzewuska, Ian James, Iain Parkhill, José Ygoa, Judith Wickham, Liz Streater, Lucía Stutz, Mike Gates, Rosa Flotats, Rosemary Thwaite, Sònia Prats, Stuart Dyke, Suzanne Chelemer, Teresa Escardó, Tony Faulker, Vicki Baker. Results were transcribed and collated by Laura Riera and Mick Sumbling. Original marks given in final exams at UAB Idiomes Campus in June 2003: LEVEL 1 1. LUCIA Task 1 Task 2 Average Final:
Teacher 1 1,00 1,00 1,00 1,25 Teacher 2 1,50 1,50 1,50
2. SILVIA Task 1 Task 2 Average Final: Teacher 1 1,13 0,75 0,94 1,01
Teacher 2 1,13 1,00 1,07 LEVEL 2 1. Ma. PILAR Task 1 Task 2 Average Final:
Teacher 1 3,00 2,38 2,69 2,51 Teacher 2 2,50 2,13 2,32
2.ERIKA Task 1 Task 2 Average Final: Teacher 1 2,38 2,00 2,19 2,10
Teacher 2 2,00 2,00 2,00 LEVEL 3 1.
ANGELICA Task 1 Task 2 Average Final: Teacher 1 3,25 3,38 3,32 3,31
Teacher 2 3,25 3,32 3,29 2. LAURA Task 1 Task 2 Average Final: Teacher 1 3,00 3,00 3,00 3,16
Teacher 2 3,07 3,57 3,32 LEVEL 4 1. NATALIA Task 1 Task 2 Average Final:
Teacher 1 4,25 4,37 4,31 4,03 Teacher 2 3,75 3,75 3,75
2. GEMMA Task 1 Task 2 Average Final: Teacher 1 4,12 4,00 4,06 4,03
Teacher 2 4,00 4,00 4,00 LEVEL 5 1. ALBERT Task 1 Task 2 Average Final:
Teacher 1 4,87 5,12 4,99 4,84 Teacher 2 4,75 4,63 4,69
2. BERTA Task 1 Task 2 Average Final: Teacher 1 5,62 5,37 5,49 5,4
Teacher 2 5,25 5,38 5,32
©uAC Unitat d’Avaluació i Certificació – Servei de Llengües UAB – març 2006
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Norming & Benchmarking Writing SdL English Section & UAC (Mick Sumbling) 2009-01-16, 11:00 – 13:00, Room 15, M1.
Ts Present (17): Judy Wickham, Ian James, Mike Gates, Rose Thwaite, Liz Streater, Iain Parkhill, Helen MacNally, Chuck Simmons, Dan Blake, Brian Couch, Silvia Solá, Suzanne Chelemer, Paul Jutsum, Teresa Escardó, Ester Solá, Maria Bebis, Dolors Calide. Apologies for absence (4): Vicki Baker, Clara Lara, José Ygoa, Alex Vraciu. Introduction: 20 Ts had turned in their results on the 14 compositions, i.e. 2 tasks - an e-mail requesting information and an informal article on keeping fit - completed by 7 different candidates. Six of these were candidates from an open certification process held in Vilanova i la Geltrú in 2005. The text order had been changed, so that markers’ grades would not be conditioned or influenced by the S’s performance on the other task. The perspective was on the text as benchmark, rather than the S. The artificiality of this process was commented on, but it was felt to be counterbalanced by the positive outcome of finding additional benchmark texts for different levels based on common tasks for inclusion in the TEH (Appendix 4). Presentation: Before presenting the averages of the 20 Ts’ grades, Ts were asked to try and put aside their original grades and focus on the averaged scores, effectively a composite result from 20 Ts. Each numerical score would be used as an initial reference for benchmarking the text. Ts were asked to work together in groups of three to reconsider whether the texts were suitable, or not, for benchmarking with the grades suggested by the numerical scores (below)
20 Ts Overall etc. Vocabulary Grammar
Cohesion etc. Average
Benchmark suggested by numerical scores
1.1 2,33 2,43 2,63 2,30 2,42 CLEAR L2 PASS 1.2 3,23 3,03 3,08 3,30 3,16 BARE L3 PASS 1.3 1,83 1,83 1,93 1,85 1,86 CLEAR L1 PASS 1.4 4,13 4,20 4,18 3,95 4,11 BARE L4 PASS 1.5 5,05 4,98 5,03 5,15 5,05 BARE L5 PASS 1.6 2,88 2,83 2,83 2,98 2,88 CLEAR L2 PASS 1.7 5,88 5,70 5,78 5,83 5,79 2.1 2,63 2,55 2,55 2,79 2,63 CLEAR L2 PASS 2.2 5,53 5,53 5,40 5,53 5,49 CLEAR L5 PASS 2.3 3,73 3,73 3,63 3,45 3,63 CLEAR L3 PASS 2.4 3,20 3,03 2,95 3,28 3,11 BARE L3 PASS 2.5 3,30 3,08 3,10 3,25 3,18 BARE L3 PASS 2.6 3,18 3,25 3,05 3,20 3,17 BARE L3 PASS 2.7 5,85 5,60 5,60 5,83 5,72 Discussion: Ts spent approximately 40 minutes in a reconsideration of the texts’ suitability as potential benchmarks approximating to the average scores
48
calculated. Texts 1.7 and 2.7 were not taken into consideration as they were not authentic samples. Consensus: While feedback confirmed some of the benchmark scores initially suggested by the averaging process, consensus on others swayed after the reconsideration of aspects such as task suitability for the level, the absence of sufficiently complex language as mentioned in the marking criteria, or the deficiency in the number of words required for a task. For example, due to the inappropriateness of Task 1 for levels 1 and 2, text 1.1 was felt to be a Clear L3 Fail i.e. rather than a Clear L2 pass. The number of words required to complete the task was also mentioned, in that fewer words were required for Task 2 than is normally the case for levels 5 and 6.
Consensus BENCHMARK 1.1 CLEAR L3 FAIL 1.2 BARE L3 PASS 1.3 NO BENCHMARK 1.4 CLEAR* L4 PASS 1.5 L5* PASS 1.6 CLEAR L3 FAIL 2.1 NO BENCHMARK 2.2 BARE* 6 PASS 2.3 CLEAR L3 PASS 2.4 BARE L3 PASS 2.5 BARE L3 PASS 2.6 NO BENCHMARK
Pending: It was agreed that L6 students would be asked to carry out the same tasks for the purposes of finding more and better benchmark texts at this level.
49 Oral Examiner Technique (Do/Don't List) TEH Appendix 5
Interviewer Assessor DO
• Make sure you are familiar with the texts or other oral materials being used
• Introduce yourself and the Assessor • Check the candidates’ names • Remind candidates of the exam stages and what’s
involved • Signpost the different stages • Warn candidates that you may have to interrupt
them if they overrun time allowances • Allow candidates enough time to talk • Listen to what candidates say and fashion your
questions accordingly • Ask pertinent questions • Ask open-ended questions • Vary intonation patterns • Speak normally: no ‘teacherspeak’ no eliciting, no
exaggerated enunciation, etc. • Explain what you mean by ‘summary’ i.e. tell the
candidates to list the main points of the text, comment on the content and make any personal observations they see fit
• Use the text-based and follow-on questions if the candidate is having trouble with the text
• Try to encourage at least one sustained contribution from each of the candidates
• Indicate clearly when the interview is over • Give a holistic mark before hearing the analytic • Negotiate and debate the mark with the Assessor
DO • Have a wristwatch and a calculator on hand • Keep track of time for the interview, the stages and
the deliberation • Smile when introduced by the interviewer • Remain completely quiet and as unobtrusive as
possible during the interview • Refer constantly to the analytic scales throughout
the interview • Make clear and detailed notes of each candidate’s
performance in terms of the criteria • Give examples to back up your judgements • Be as objective as possible • Assess the whole of the candidate’s performance • Pay attention to phatic expressions ( i.e. those not
intended to communicate information, but to smooth out the interaction), idioms, colloquialisms and multi-word verbs
• Consider the ‘complexity’ of the language used and the thought expressed
• Take into account the length of the candidate’s utterances
• Calculate an initial score before the end of the interview
• Arrange a silent signal with the Interviewer to indicate when he/she should move on or finish the interview
• Ask the Interviewer to give his holistic mark first • Negotiate and debate the mark with the Interviewer
DON’T • Interrupt candidates in mid-sentence • Ask too many questions; make the candidate ‘work’ • Ask too many ‘yes/no’ questions • Lounge in the seat • Let personal antipathy influence your assessment • Ask inappropriate questions • Talk too much • Avoid eye contact • Glower, stare or look bored • Look at your watch too often • Exceed the time allocation for each part • Shuffle your papers • Express your personal opinions about the texts or
topics • Use sarcasm, irony or wit • Make asides to the assessor • Badger the candidate • Let the conversation between the candidates
flounder • Be too familiar or over-friendly
DON’T • Distract the candidates in any way, e.g. • Shuffle your papers • Look at your watch • Yawn • Fiddle with objects on the table • Crack your knuckles or twiddle your thumbs • Stare into space • Mutter, whisper or signal to the examiner • Attempt to make eye contact with the candidates • Mark down personal prejudices • Make your initial evaluation after hearing the
holistic mark • Use vague and imprecise language to explain your
marks (especially with failing students • Make approving or disapproving gestures or noises • Let the candidate oversee your notes • Talk as the candidate is entering or leaving the
exam room • Allow the interview to overrun • Fail a candidate without making it very clear why
Oral Examiner Technique (Do-Don't List).doc Updated April 2005 crAc/SiMTEST
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TEXT-BASED ORAL INTERVIEW EXAMINER’S SCRIPT
PART 0 CHECK NAMES & OUTLINE FORMAT (1 minute) Please come in and sit down. My name is ………, and this is my colleague ……. S/he is just going to be listening to us. And your names are? …………… A and B. Thank you. This oral consists of three parts. In the first part, I’m going to ask you both a few personal questions. In the second I’d like you to tell us about the text you’ve read. In the third part I’d like you to talk together about the topics you’ve been reading about. PART 1 WARMER (3 minutes) First of all, part 1, some personal questions: Choose from the list of topics as appropriate to level / candidate’s responses – see attachment. Home Family & friends
Work & studies Leisure & hobbies
Holidays & travel Routine & plans
OK, thank you. That’s the end of part 1. Now let’s move on to part 2. PART 2 TEXTS (5 minutes) A…. Can you tell us the title of your text, please? Thank you. I’d like you to talk about the main points of the text you read earlier. You have two minutes for this, so don’t worry if I interrupt you.
NB. Text-based questions should be used if either candidate dries up.
Thank you. Do you have a question, B?
B…. Can you tell us the title of your text, please? Thank you. I’d like you to talk about the main points of the text you read earlier. You have two minutes for this, so don’t worry if I interrupt you.
Thank you. Do you have a question, A?
OK, thank you. That’s the end of part 2. Now let’s move on to part 3. PART 3 INTERACTION (6 minutes) In this part you’re going to talk together about a topic related to the two texts. We’d like you to discuss this together, speaking to each other, not to me, OK?
Remember you have five to six minutes to do this, so don’t worry if I interrupt you. I may interrupt you to ask a question, but don’t include me in your conversation, OK?
NB. Follow-up questions should be used if the conversation appears to lag.
OK… Thank you both. I think we can stop there.
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Warmer Questions for Text-Based Orals
Select one or more questions from any of the categories as appropriate:
Home Do you live locally? Where? Is it a house or a flat? How long have you lived there? What do like about living there? Do you have a favourite room? Where would your ideal home be? How did you get here today?
Family & friends Tell me a little about your family. Who do you take after? Who do you get on with best? Tell me about your friends. Do you share the same interests? Is that always a good thing?
Work & studies Tell me about your work or studies. How long have you been…? What do you enjoy most/least about your job/course? If you could change … what would you like to do?
Leisure & hobbies How do you like to spend your free time? How do you relax after a busy day?
What did you do last weekend? What hobbies do you have? How often do you go to the cinema? Have you seen any good films lately? Have your interests changed in the last few years? How? Is there a hobby you would like to take up? Why?
Holidays & travel Where did you go for your last holiday? What kind of holiday do you like best? How important is it to have good weather when you’re on holiday? Are you planning to go anywhere special soon?
Routine & plans Tell me something about your daily routine. What do you enjoy most/least about your routine? What are your plans for this/next weekend? What are your personal plans for the future?
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VOCABULARY RANGE / CONTROL
GRAMMAR RANGE / CONTROL
PRONUNCIATION ETC
SPOKEN INTERACTION
HOLISTIC
Student’s first surname :
Student’s second surname : Student’s name :
Class teacher :
Assessor :
Interviewer :
Level/Text Number :
Exam Date :
UAB IDIOMES ORAL INTERVIEW SHEET N.B. PLEASE COMPLETE ALL DETAILS IN BLACK INK
RESULT
FLUENCY AND COHERENCE
ANALYTIC
Analytic Oral Evaluation Criteria 2011
Analytic Sheet 1/2 Fluency and coherence Vocabulary range and control Grammatical range and accuracy Pronunciation, Intonation, and
Intelligibility
C2
• Expresses him/herself at length with a natural, effortless, unhesitating flow.
• Pauses only to reflect on precisely the right words to express his/her thoughts or to find an appropriate example or explanation.
• Produces coherent and cohesive speech, making full and appropriate use of a variety of organisational patterns and a wide range of cohesive devices.
• Superior command of a very broad lexical repertoire including idiomatic expressions and colloquialisms.
• Shows awareness of connotative levels of meaning.
• Use of vocabulary is consistently correct and appropriate.
• Can exploit a wide range of grammatical structures to formulate thoughts precisely, give emphasis, differentiate and eliminate ambiguity.
• Shows no signs of having to restrict what he/she wants to say.
• Maintains consistent grammatical control of complex language.
• Occasional errors may occur.
• Pronunciation and intonation clear and accurate.
• Individual sounds produced with precision.
• Inaccuracies, if any, are rare. • Demonstrates proficient use of stress
and intonation.
C1.2
• Expresses him/herself fluently and spontaneously with considerable ease.
• Only a conceptually difficult subject can hinder a natural flow of speech.
• Produces clear, smoothly flowing speech, showing controlled use of organisational patterns and cohesive devices.
• Good command of a broad lexical repertoire for all topics
• Gaps readily overcome with circumlocutions.
• Appropriate use of idiomatic expressions and colloquialisms.
• Occasional minor slips in use of vocabulary, but no significant errors.
• Can select an appropriate formulation from a broad range of grammatical structures to express him/herself clearly, without having to restrict what he/she wants to say.
• Consistently maintains a high degree of grammatical accuracy.
• Minor errors may occur in more complex stretches of speech.
• Pronunciation and intonation very clear and precise.
• Individual sounds produced accurately, • Stress and intonation used very
successfully to emphasise meaning and attitude.
C1.1
SDL: 6
BCN: F2
• Can communicate spontaneously, showing considerable fluency and ease of expression. in longer, complex stretches of speech.
• Can deal with conceptually difficult subjects, although there may be occasional hesitation to search for patterns and expressions.
• Can produce flowing speech showing a controlled use of patterns.
• Uses paraphrasing and circumlocution effectively
• Good command of a broad lexical repertoire for most topics
• Some appropriate use idiomatic expressions and colloquialisms.
• Gaps generally overcome with circumlocutions.
• Slips still occur in use of vocabulary, but no significant errors.
• Can exploit wide range of grammatical structures to express him/herself clearly without much sign of having to restrict what he/she wants to say.
• Maintains a high degree of grammatical accuracy.
• Errors are rare but may occur in more complex stretches of speech
• Pronunciation and intonation generally very clear and precise.
• Individual sounds produced accurately, with only occasional inaccuracies.
• Stress and intonation are used successfully to emphasise meaning and attitude.
B2.2
SDL: 5
BCN: E2
• Can communicate spontaneously, often showing fluency and ease of expression.
• Occasional hesitation to search for patterns and expressions.
• Can use paraphrasing and circumlocution to maintain the flow of speech.
• Uses a variety of cohesive devices efficiently to mark clearly the relationships between ideas.
• Good range of vocabulary for most topics.
• Can use circumlocution relatively skilfully to avoid repetition.
• Lexical accuracy is generally high, though some confusion and incorrect word choice may occur without hindering communication.
• May use idiomatic expressions and colloquialisms appropriately.
• Can exploit a full range of grammatical structures to express him/herself clearly without much sign of having to restrict what he/she wants to say.
• Good grammatical control; occasional “slips” and minor flaws in sentence structure may occur, but they are rare and often corrected.
• Pronunciation and intonation generally very clear and natural.
• Individual sounds produced correctly, although there may be a few inaccuracies.
• Stress and intonation used relatively successfully to emphasise meaning and attitude.
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Analytic Sheet 2/2 Fluency and coherence Vocabulary range and control Grammatical range and accuracy Pronunciation, Intonation, and
Intelligibility
B2.1
SDL: 4
BCN: D2
• Produces long stretches of language with a fairly even pace.
• Can interact with a degree of fluency and spontaneity.
• May hesitate to search for patterns and expressions, with a few noticeably long pauses.
• Uses a limited range of cohesive devices efficiently to link utterances into clear, coherent discourse.
• Has a good range of vocabulary for most general topics and for matters connected to his/her field though some errors occur without hindering communication.
• Varies formulation to avoid frequent repetition, but lexical gaps can still cause hesitation.
• Sufficient range of grammatical structures to give clear descriptions, express viewpoints and develop arguments using some complex sentence forms to do so.
• Shows a relatively high degree of grammatical control.
• Makes few basic mistakes which are often self-corrected.
• Pronunciation and intonation relatively clear and natural.
• Individual sounds generally produced correctly, although there may be some inaccuracies.
• Stress and intonation make speech sound relatively natural.
B1
SDL: 3
BCN: C2
• Can produce long stretches of continuous speech although may need to pause for grammatical and lexical planning.
• Can link discrete elements into a connected, linear sequence of points by use of some appropriate linkers.
• Can maintain a conversation or discussion though will sometimes have to ask for repetition.
• Fair range of vocabulary for most topics pertinent to everyday life.
• Most errors occur when expressing more complex thoughts or handling unfamiliar topics and situations.
• Uses basic collocations to talk about most personal topics.
• Can produce a sufficient range of tenses and structures concerning familiar topics.
• Able to ask and answer appropriate questions accurately on a variety of familiar topics.
• Grammatical errors occurring when dealing with familiar topics should be infrequent and not impede comprehension.
• Individual sounds, including weak forms, are generally intelligible.
• L1 influence may affect stress and intonation.
• Misunderstandings may require repetition and/or rephrasing before they can be understood.
A2
SDL: 2
BCN: B2
• Can handle short exchanges on familiar topics.
• There may be noticeable hesitations and false starts and generally needs to search for words.
• Can link groups of words with simple connectors like “and”, “but” and “because”.
• Sufficient range of vocabulary for communicating basic, everyday needs, and simple descriptions and transactions.
• When talking about less familiar topics, major errors may occur and these may impede communication.
• Uses basic sentence patterns and tenses correctly.
• Uses some simple structures appropriately, but still makes basic mistakes i.e. tends to mix up tenses and not mark agreement. Nevertheless, it is usually clear what he/she is trying to say.
• Able to ask and answer questions on a variety of everyday topics with some inaccuracies.
• Pronunciation is generally comprehensible although some misunderstandings may still occur due to L1 influence.
• Some repetition and rephrasing may be necessary.
• At times listener may need to ask for repetition.
A1
SDL: 1
BCN: A2
• Can communicate in a basic way with some help from the interlocutor.
• They can use basic expressions and short utterances.
• Pausing occurs to search for words or expressions.
• Can reply to simple direct questions spoken very clearly.
• Basic vocabulary range related to particular familiar situations and topics.
• Adequate vocabulary for handling elementary needs and simple descriptions.
• Basic range of some simple expressions.
• Has a very basic range of simple expressions referring to personal details and needs.
• Understands basic grammatical structures dealing with present, past, and future situations and can produce these within a limited repertoire.
• Can ask and answer simple questions related to personal situations.
• Pronunciation of a limited repertoire of learnt words and phrases which can be understood perhaps with some effort.
NB. General guidelines: A student may be given a range of marks within one point of the level studied (i.e. +1/+0.5 /the level mark/-0.5/-1) after careful consideration of the criteria.
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Holistic Oral Evaluation Criteria 2011 (1/2)
C2
• Has a good command of idiomatic expressions and colloquialisms with awareness of connotative levels of meaning.
• Can convey finer shades of meaning precisely by using, with reasonable accuracy, a wide range of modification devices.
• Can backtrack and restructure around a difficulty so smoothly the interlocutor is hardly aware of it.
• Can produce clear, smoothly flowing well-structured speech with an effective logical structure which helps the recipient to notice and remember significant points.
C1.2
• Can express him/herself fluently and quite spontaneously on any topic. • Has a good command of a broad lexical repertoire readily overcoming gaps with
circumlocutions. There is little obvious searching for expressions or avoidance strategies; only a conceptually difficult subject can hinder a natural, smooth flow of language.
• Can give clear, detailed descriptions and presentations on complex subjects. • Can integrate sub-themes, develop particular points and round off with an
appropriate conclusion.
C1.1
SDL: 6 BCN: F2
• Can express him/herself fluently, accurately and effectively on most topics. • Has a broad lexical repertoire and is able to overcome gaps with circumlocutions.
There may still be evidence of some obvious searching for expressions or avoidance strategies; and some conceptually more difficult subjects can hinder a natural, smooth flow of language.
• Can give clear, detailed descriptions and presentations on all but very complex subjects.
• Shows some ability to integrate sub-themes, develop specific points and round off with an appropriate conclusion.
B2.2
SDL: 5
BCN: E2
• Can use the language fluently, accurately and effectively on a wide range of general, academic, vocational or leisure topics.
• Can communicate spontaneously with good grammatical control without much sign of having to restrict what he/she wants to say while clearly marking the relationships between ideas.
• Can adopt a level of formality appropriate to the circumstances. • Can give clear, systematically developed descriptions and presentations on most
subjects. • Can highlight appropriately significant points, and relevant supporting detail.
B2.1
SDL: 4 BCN: D2
• Can communicate with a degree of fluency and spontaneity that makes sustained interaction with L1 speakers quite possible without imposing strain on either party.
• Can highlight the personal significance of events and experiences, account for and sustain views fairly clearly by providing relevant explanations and arguments.
• Can give quite clear and detailed descriptions and presentations on subjects related to his/her field of interest.
• Can expand and support ideas with subsidiary points and relevant examples. General guidelines: A student may be given a mark within one point of the level studied (i.e. +1/+0.5 /the level mark/-0.5/-1) after careful consideration of the criteria
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Holistic Oral Evaluation Criteria 2011 (2/2)
B2.2
SDL: 5
BCN: E2
• Can use the language fluently, accurately and effectively on a wide range of general, academic, vocational or leisure topics.
• Can communicate spontaneously with good grammatical control without much sign of having to restrict what he/she wants to say while clearly marking the relationships between ideas.
• Can adopt a level of formality appropriate to the circumstances. • Can give clear, systematically developed descriptions and presentations on most
subjects. • Can highlight appropriately significant points, and relevant supporting detail.
B2.1
SDL: 4
BCN: D2
• Can communicate with a degree of fluency and spontaneity that makes sustained interaction with L1 speakers quite possible without imposing strain on either party.
• Can highlight the personal significance of events and experiences, account for and sustain views fairly clearly by providing relevant explanations and arguments.
• Can give quite clear and detailed descriptions and presentations on subjects related to his/her field of interest.
• Can expand and support ideas with subsidiary points and relevant examples.
B1
SDL: 3
BCN: C2
• Can exploit a wide range of simple language to deal with most everyday situations and professional field.
• Can enter unprepared into conversation, express personal opinions and exchange information on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and current events).
• Can sustain a fairly clear and linear description of subjects within his/her field of interest.
A2
SDL: 2
BCN: B2
• Can communicate in simple and routine tasks. • Can ask and answer questions on familiar and routine matters. • Can handle very short social exchanges but is rarely able to keep the conversation
going. • Can give simple descriptions or presentations of people, living or working
conditions, daily routines, likes/dislikes, etc. • Can produce a short sequence of sentences and phrases. • Can express opinions and attitudes in a simple way.
A1
SDL: 1
BCN: A2
• Can interact in a simple way but communication may be dependent on repetition. • Speaks at a slow rate while using rephrasing and repair. • Can ask and answer simple questions, initiate and respond to simple statements in
areas of immediate need or on very familiar topics. • Can produce simple, mainly isolated phrases and sentences about people, objects
and places. General guidelines: A student may be given a mark within one point of the level studied (i.e. +1/+0.5 /the level mark/-0.5/-1) after careful consideration of the criteria
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57
ORAL EXAM SCORES READY RECKONER 1. ANALYTIC ORAL GRADE (average of 4 areas) TOTAL > AVERAGE TOTAL > AVERAGE TOTAL > AVERAGE TOTAL > AVERAGE
0,0 0,00 8,0 2,00 16,0 4,00 24,0 6,00 0,5 0,13 8,5 2,13 16,5 4,13 24,5 6,13 1,0 0,25 9,0 2,25 17,0 4,25 25,0 6,25 1,5 0,38 9,5 2,38 17,5 4,38 25,5 6,38 2,0 0,50 10,0 2,50 18,0 4,50 26,0 6,50 2,5 0,63 10,5 2,63 18,5 4,63 26,5 6,63 3,0 0,75 11,0 2,75 19,0 4,75 27,0 6,75 3,5 0,88 11,5 2,88 19,5 4,88 27,5 6,88 4,0 1,00 12,0 3,00 20,0 5,00 28,0 7,00 4,5 1,13 12,5 3,13 20,5 5,13 5,0 1,25 13,0 3,25 21,0 5,25 5,5 1,38 13,5 3,38 21,5 5,38 6,0 1,50 14,0 3,50 22,0 5,50 6,5 1,63 14,5 3,63 22,5 5,63 7,0 1,75 15,0 3,75 23,0 5,75 7,5 1,88 15,5 3,88 23,5 5,88
2. FINAL ORAL GRADE (average of 2 : analytic & holistic) TOTAL > AVERAGE TOTAL > AVERAGE TOTAL > AVERAGE TOTAL > AVERAGE
0,00 0,00 3,50 1,75 7,00 3,50 10,50 5,25 0,13 0,07 3,63 1,82 7,13 3,57 10,63 5,32 0,25 0,13 3,75 1,88 7,25 3,63 10,75 5,38 0,38 0,19 3,88 1,94 7,38 3,69 10,88 5,44 0,50 0,25 4,00 2,00 7,50 3,75 11,00 5,50 0,63 0,32 4,13 2,07 7,63 3,82 11,13 5,57 0,75 0,38 4,25 2,13 7,75 3,88 11,25 5,63 0,88 0,44 4,38 2,19 7,88 3,94 11,38 5,69 1,00 0,50 4,50 2,25 8,00 4,00 11,50 5,75 1,13 0,57 4,63 2,32 8,13 4,07 11,63 5,82 1,25 0,63 4,75 2,38 8,25 4,13 11,75 5,88 1,38 0,69 4,88 2,44 8,38 4,19 11,88 5,94 1,50 0,75 5,00 2,50 8,50 4,25 12,00 6,00 1,63 0,82 5,13 2,57 8,63 4,32 12,13 6,07 1,75 0,88 5,25 2,63 8,75 4,38 12,25 6,13 1,88 0,94 5,38 2,69 8,88 4,44 12,38 6,19 2,00 1,00 5,50 2,75 9,00 4,50 12,50 6,25 2,13 1,07 5,63 2,82 9,13 4,57 12,63 6,32 2,25 1,13 5,75 2,88 9,25 4,63 12,75 6,38 2,38 1,19 5,88 2,94 9,38 4,69 12,88 6,44 2,50 1,25 6,00 3,00 9,50 4,75 13,00 6,50 2,63 1,32 6,13 3,07 9,63 4,82 13,13 6,57 2,75 1,38 6,25 3,13 9,75 4,88 13,25 6,63 2,88 1,44 6,38 3,19 9,88 4,94 13,38 6,69 3,00 1,50 6,50 3,25 10,00 5,00 13,50 6,75 3,13 1,57 6,63 3,32 10,13 5,07 13,63 6,82 3,25 1,63 6,75 3,38 10,25 5,13 13,75 6,88 3,38 1,69 6,88 3,44 10,38 5,19 13,88 6,94
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ORAL ASSESSMENT AT ALL LEVELS Students are assessed in pairs by two Ts: one who interacts with the candidates and controls the interaction (Interviewer) and another who does not interact but completes the bulk of an evaluation sheet for each candidate (Assessor). The Interviewer uses a holistic scale focussing on Spoken Interaction. The Assessor uses the following analytic scales.
1. Fluency and coherence 2. Vocabulary range and control 3. Grammatical range and accuracy 4. Pronunciation, intonation and intelligibility
Each scale has descriptions of 7 levels corresponding to Levels A1-C2 and the purpose of the interview is to arrive at an estimation of the student’s level of proficiency expressed in terms of a level. General guidelines have been introduced to direct examiners:
“A student may be given a range of marks within one point of the level studied (i.e. +1/+0.5 /the level mark/-0.5/-1) after careful consideration of the criteria.” For a B1 (Level 3) student the following range of marks is possible on any one of the categories of the analytic scales: 2, 2.5, 3, 3.5, and 4. On the oral mark sheet (1 for each student), the Assessor notes positive and negative aspects and pencils in the marks for each of the 4 assessment categories (analytic scales) and calculates the average by the end of the Interview. At this point, the Assessor should ask the Interviewer for the holistic mark. Provided there is not a difference of one whole level or more, analytic and holistic marks can then be averaged to produce the final result.
N.B. At the bottom of the oral mark sheet is a space for the Interviewer to make comments on the Spoken Interaction. These should refer to, quote or paraphrase the holistic criteria and can be added for any interview. In the case of a student failing the oral, comments must be included by both examiners.
If there is serious disagreement about a candidate’s mark that cannot be solved by reference to the criteria and a reconsideration of the mark, this should be clearly noted on the evaluation sheet and reported to the co-ordinator. In such a case, it may be necessary to recall the candidate for a second interview. At the end of each session, all completed oral evaluations should be handed in to the teaching assistant and any marks and comments written in pencil should be replaced with ink.
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TEXT-BASED ORAL PROCEDURES Pre-interview: a) Ss arrive in pairs and are given a pair of texts and paper for making notes by the
runner.
The runner should make it clear to them (note on whiteboard) that:
1. They have 15 mins. to make individual notes about their texts and may use the
dictionaries provided (not their own dictionaries).
2. The texts must not be written on and they must be given up when the runner tells
them that their time is up.
3. Students can take their notes into the oral and may refer to them, but they are not
expected to read them out aloud.
4. They are not expected to give a formal summary, rather to give the general idea or the
main points of the text.
5. They should be reminded that the text is a means to an end, i.e. provides a context
for them to interact later in the interview. They may be asked to give an opinion on
what they have read, or refer to an anecdote relating to the topic.
Interview procedure: b) Warm-up: (max. 2 mins) Ss are asked one or two personal questions in order to break
the ice. T addresses both Ss at the same time rather than directing questions at
individuals. T then reminds Ss that, following their summaries, they should be prepared
to comment on each other’s texts and have a conversation on the topic.
c) Long turn S1: S1 explains main points of his/her text (max. 3 mins). If the student dries
up, text-based questions should be used to help them get going again. If their summary
has been short but comprehensive, one or two of the follow-up questions may also be
used, especially those asking if the text surprised them or for their opinion on what
they’ve read, etc.
d) Long turn S2: S2 explains content of text (max. 3 mins) (as in c)
e) Exchange: S1 & S2 interact on the topic raised by the 2 texts (6 mins) The T should
lead into the interaction but subsequently only intervene if candidates dry up. The
follow-up questions should be used for this purpose.
N.B. Interview timed here at 14 minutes
APRIL 2010 ORAL NORMING - GOLD STANDARD VIDEO
Video Interview Nº 1 2 3 4 5FLUENCY AND COHERENCE 4 5 4 4 5 5 2.5 4 3 2
VOCABULARY RANGE & CONTROL 3.5 5.5 4 3.5 4.5 5.5 3 3 2.5 2GRAMMAR RANGE & CONTROL 3.5 5 3.5 3.5 4 4.5 2.5 3 2.5 1.5
PRONUNCIATION, INTONATION etc. 3.5 5 4 3.5 4 5.5 2.5 3 3 2Analytic Average 3.63 5.13 3.88 3.63 4.38 5.13 2.63 3.25 2.75 1.88
SPOKEN INTERACTION 3.5 5 4 4 4 5 2.5 3 3 2
Final Average 3.56 5.06 3.94 3.81 4.19 5.06 2.56 3.13 2.88 1.94
Video Interview Nº 7 8 10 11FLUENCY AND COHERENCE 4 5 4.5 4.5 5 5 6 6.5
VOCABULARY RANGE & CONTROL 3 5 4 4 5 4 6 6.5
GRAMMAR RANGE & CONTROL 3 5 4.5 4.5 5 4.5 6 6PRONUNCIATION, INTONATION etc. 4 5 5 5 5 5 6 6.5
Analytic Average 3.5 5 4.5 4.5 5.00 4.63 6 6.38
SPOKEN INTERACTION 3.5 5 4.5 4.5 5 4.5 6 6.5
Final Average 3.5 5 4.5 4.5 5.00 4.56 6 6.44
60
Noèlia
Jord
iEmma
Marina
Miriam
NúriaLau
raPab
loAlbert
Núria
ToniRobert
Julia
n
Sara Bea QuetaCris
tina
Angela
These are the results for a series of oral interviews recorded - at UAB Idiomes at Sant Pau and Servei de Llengües - in preparation for the English Section oral norming sessions held in April 2010.
'Gold standard' refers to the consensus reached by four examiners - two from each centre - on the levels of the 18 Ss involved.Evaluations were made strictly on the basis of the evaluation crieria and without prior knowledge of course levels of the students involved.
At the April 2010 norming session the focus was on the last two videos (10 & 11) since these offered an opportunity for consensus on advanced level benchmark passes - a consensus that was reached at the meeting.
In continuation: the examiners' notes and marks on each of the Ss. For videos 10 & 11 there are additional notes from Ts attending the norming session.
ORAL NORMING SESSION APRIL 2010 – VIDEO REPORTS 61
VIDEO 1. NOELIA – JORDI NOELIA Fluency and coherence: 4 Produces long stretches of language with a fairly even. She may hesitate to search for patterns and expressions, with a few noticeably long pauses. She relies too much on her notes. Vocabulary: 3.5 Fair range of vocabulary for most topics pertinent to everyday life and for matters connected to her field though some errors occur (e.g. this is my fourth year ). Most errors occur when expressing more complex thoughts or handling unfamiliar topics (e.g. privacy x3). Grammar: 3.5 Can produce a sufficient range of tenses and structures concerning familiar topics (e.g. part 2) but she also has a sufficient range of grammatical structures (e.g. use of some relative clauses, part 3) to give clear descriptions but grammatical errors occurring when dealing with familiar topics. Pronunciation: 3.5 L1 influence may affect stress and intonation. Misunderstandings require repetition and/or rephrasing before they can be understood, although pronunciation and intonation are relatively clear toward the end of the interview. Analytic Average: 3,63 Holistic: 3,50 GLOBAL: 3,56 JORDI Fluency and coherence: 5 Can communicate spontaneously, often showing fluency and ease of expression. He is communicative and participative. Vocabulary: 5.5 Good range of vocabulary for most topics (e.g. commenting a video), lexical accuracy is generally high (e.g. surveillance, store data) and he may use idiomatic expressions. He has a broad lexical repertoire (e.g. trial, hot topic, paradox) and some slips still occur in use of vocabulary, but no significant errors. Grammar: 5 Good grammatical control; occasional ‘slips’ and minor flaws in sentence structure may occur, but they are rare. He can exploit a full range of grammatical structures to express himself clearly (e.g. the increasing number of cameras, is being recorded, punished by the law, for commenting). Pronunciation: 5 Pronunciation and intonation generally very clear and natural, although there may be some inaccuracies (e.g. upload). Analytic Average: 5,13 Holistic: 5,00 GLOBAL: 5,06
ORAL NORMING SESSION APRIL 2010 – VIDEO REPORTS
62
VIDEO 2. EMMA – MARINA EMMA Fluency and coherence: 4 Produces long stretches of language with a fairly even pace and can interact with a degree of fluency and spontaneity. She also uses a limited range of cohesive devices efficiently to link utterances into clear, coherent discourse. Vocabulary: 4 Good range of vocabulary (e.g. guilty) for matters connected to her field though some errors (e.g. see TV, career, make the housework) occur without hindering communication. She varies formulation to avoid frequent repetition (e.g. cool), but lexical gaps can still cause hesitation. Grammar: 3.5 Sufficient range of grammatical structures (e.g. uses conditional) to give clear descriptions but grammatical errors occurring when dealing with familiar topics. She still makes few basic mistakes (e.g. the most easy, they spends (x3), shouldn’t have to see, must became, we’re not preparing to). Some fossilised errors. Pronunciation: 4 Pronunciation and intonation relatively clear and natural. Individual sounds generally produced correctly, although there may be some inaccuracies (e.g. /talk/). Stress and intonation make speech sound relatively natural. Analytic Average: 3,88 Holistic: 4,00 GLOBAL: 3,94 MARINA Fluency and coherence: 4 Produces long stretches of language with a fairly even pace and can interact with a degree of fluency and spontaneity, although she hesitates to search for patterns and expressions, with a few noticeably long pauses. Vocabulary: 4 Good range of vocabulary for most general topics (e.g. main problem, degree), although she sometimes shows a fair range of vocabulary for most topics pertinent to everyday life (e.g. say (x2/3), ‘specic’ for specific). Most errors occur when expressing more complex thoughts or handling unfamiliar topics and situations. Grammar: 3.5 Can produce a sufficient range of tenses and structures concerning familiar topics (e.g. because of NOUN , understood it well ). She’s able to give clear descriptions and express viewpoints (e.g. it’s time to stop it). She also makes few basic mistakes (parents has to, could became). Pronunciation: 4 Relatively clear and natural, individual sounds generally produced correctly, although there may be some inaccuracies (e.g. could /kuld/). Individual sounds, including weak forms, are generally intelligible. Analytic Average: 3,63 Holistic: 4,00 GLOBAL: 3,81
ORAL NORMING SESSION APRIL 2010 – VIDEO REPORTS 63
VIDEO 3. MIRIAM – NÚRIA MIRIAM Fluency and coherence: 5 Can communicate spontaneously, occasional hesitation to search for patterns and expressions; can use paraphrasing and circumlocution to maintain the flow of speech. She also uses a variety of cohesive devices efficiently to mark clearly the relationships between ideas. Vocabulary: 4.5 Good range of vocabulary for most general topics and for matters connected to her field though some errors occur without hindering communication (e.g. to post, reflection, bad image x3, coming out, infortunately). She doesn’t use any idiomatic expressions. Grammar: 4 Sufficient range of grammatical structures to give clear descriptions, express viewpoints and develop arguments. Relatively high degree of grammatical control, but she doesn’t use any complex structure and she doesn’t exploit a full range of structures (e.g. Two years before, I…, has-have happened, no use of relative clauses). She gets her message across but not accurately. Pronunciation: 4 Pronunciation and intonation relatively clear and natural. Individual sounds generally produced correctly, although there may be some inaccuracies (e.g. /group/). Some L1 influence. Analytic Average: 4,38 Holistic: 4,00 GLOBAL: 4,19 NÚRIA Fluency and coherence: 5 Can communicate spontaneously, occasional hesitation to search for patterns and expressions; can use paraphrasing and circumlocution to maintain the flow of speech. She also uses a variety of cohesive devices efficiently to mark clearly the relationships between ideas. Vocabulary: 5.5 Good range of vocabulary for most topics and some appropriate use of idiomatic expressions and colloquialisms (e.g. coming over, under watch, shocked). Grammar: 4.5 Can exploit a range of grammatical structures to express herself clearly without much sign of having to restrict what she wants to say (e.g. 40 year-old woman , but inappropriate use of conditionals). Pronunciation: 5.5 Pronunciation and intonation generally very clear and natural, individual sounds are produced accurately (e.g. -ed endings). Language used fluently, spontaneously and effectively.
Analytic Average: 5,06 Holistic: 5,00 GLOBAL: 5,06
ORAL NORMING SESSION APRIL 2010 – VIDEO REPORTS
64
VIDEO 4. LAURA – PABLO LAURA Fluency and coherence: 2.5 Can handle short exchanges on familiar topics. There are noticeable hesitations and false starts, can produce some (not long) stretches of continuous speech although she needs to pause for grammatical and lexical planning. Long pauses and unfinished sentences. Vocabulary: 3 Fair range of vocabulary for most topics pertinent to everyday life. Most errors occur when expressing more complex thoughts or handling unfamiliar topics and situations (e.g. see TV, Unite Key (UK), important, difficult, do sports). Grammar: 2.5 Use of some simple structures appropriately, but still makes basic mistakes i.e. tends to mix up tenses and not mark agreement (e.g. TV have, the text don’t say). Can produce sufficient range of tenses and structures concerning familiar topics. Pronunciation: 2.5 L1 may affect stress, intonation and the production of individual sounds. She is generally comprehensible although some misunderstandings may still occur due to L1 influence. (e.g. psitologists instead of psychologists, /helt/ for health). Analytic Average: 2,63 Holistic: 2,50 GLOBAL: 2,56 PABLO Fluency and coherence: 4 Produces long stretches of language with a fairly even pace and can interact with a degree of fluency and spontaneity, although she hesitates to search for patterns and expressions, with a few noticeably long pauses (part 2). Vocabulary: 3 Fair range of vocabulary for most topics pertinent to everyday life. He doesn’t display good range of vocabulary and doesn’t vary formulation (e.g. bad thing to childs, addictive) Grammar: 3 Can produce a sufficient range of tenses and structures concerning familiar topics (e.g. how Internet affect the brain, what the study says about…). Pronunciation: 3 Generally intelligible, some misunderstandings may require repetition and/or rephrasing before they can be understood. He mumbles. Analytic Average: 3,25 Holistic: 3,00 GLOBAL: 3,13
ORAL NORMING SESSION APRIL 2010 – VIDEO REPORTS 65
VIDEO 5. ALBERT – NÚRIA ALBERT Fluency and coherence: 3 Can produce long stretches of continuous speech although may need to pause for grammatical and lexical planning; can maintain a conversation or discussion though will sometimes have to ask for repetition. Some unfinished sentences, but can link discrete elements into a connected sequence of points. Vocabulary: 2.5 Sufficient range of vocabulary for most topics pertinent to everyday life. Most errors occur when expressing more complex thoughts or handling unfamiliar topics and situations (e.g. practise sport, stressant, junk food). Simple descriptions. Grammar: 2.5 Grammatical errors occurring when dealing with familiar topics should be infrequent and not impede comprehension. He tends to mix up tenses and not mark agreement; nevertheless, it is usually clear what he is trying to say (e.g. much activities, childs, go to cycling, more easy, what most likes to me). Pronunciation: 3 Individual sounds, including weak forms, are generally intelligible (-ed endings pronounced). L1 influence may affect stress and intonation. Analytic Average: 2,75 Holistic: 3,00 GLOBAL: 2,88 NÚRIA Fluency and coherence: 2 Can handle short exchanges on familiar topics, but there is noticeable hesitations and false starts and generally she needs to search for words. Long pauses and she doesn’t finish sentences. She has serious comprehension problems. Monosyllabic. Great strain on the listener. Vocabulary: 2 Sufficient range of vocabulary for communicating basic, everyday needs, and simple descriptions and transactions. When talking about less familiar topics, major errors occur and they may impede communication (eg. overhead instead of overweight, practise sports). Grammar: 1.5 Has a very basic range of structures, uses some simple structures. She can answer some questions on a variety of everyday topics with inaccuracies (e.g. people has, eat natural). Pronunciation: 2 Pronunciation is generally comprehensible although some misunderstandings may still occur due to L1 influence /missadg/ for message. Some repetition and rephrasing may be necessary. Analytic Average: 1,88 Holistic: 2,00 GLOBAL: 1,94
ORAL NORMING SESSION APRIL 2010 – VIDEO REPORTS
66
VIDEO 7. TONI – ROBERTO TONI Fluency and coherence: 4 Produces long stretches of language with a fairly even pace; can interact with a degree of fluency and spontaneity, although may hesitate to search for patterns and expressions, with a few noticeably long pauses. Vocabulary: 3 Fair range of vocabulary for most topics pertinent to everyday life and most errors occur when expressing more complex thoughts or handling unfamiliar topics and situations. Grammar: 3 Can produce a sufficient range of tenses and structures concerning familiar topics. Grammatical errors occurring when dealing with familiar topics should not impede communication (e.g. It’s not a strong important, for communicate, It depends on they live in a campus, I don’t plans to change, I don’t use every day the computer, I enjoy read, on summer, they go up the fat, all is advantage). Pronunciation: 4 Individual sounds generally produced correctly, although there may be some inaccuracies. Strong L1 influence (e.g. mispronunciation of consonant cluster as in weight /wayth/, choose /choice/). Analytic Average: 3,50 Holistic: 3.50 GLOBAL: 3.50 ROBERTO Fluency and coherence: 5 Can communicate spontaneously, often showing fluency and ease of expression occasional hesitation to search for patterns and expressions; can use paraphrasing and circumlocution to maintain the flow of speech. He also uses a variety of cohesive devices efficiently to mark clearly the relationships between ideas. Vocabulary: 5 Good range of vocabulary for most topics and can use circumlocution relatively skilfully to avoid repetition. Lexical accuracy is generally high and may use some idiomatic expressions and colloquialisms appropriately (e.g. socialise, speculated, budget, practically nothing). But: outside for abroad. Grammar: 5 Can exploit a full range of grammatical structures to express himself clearly without much sign of having to restrict what he wants to say. Good grammatical control; occasional “slips” and minor flaws in sentence structure (e.g. I’m living here all my life, people that goes with public transport are not enough to avoid this difficulties, I living here for all my life, listening the news in television, I like history novels if they’re well write, some academic people have speculate to create, it’s paid after finish the programme). Pronunciation: 5 Pronunciation and intonation generally very clear and natural, individual sounds are produced accurately. But: tutors /totters/, cost /coast/, Analytic Average: 5,00 Holistic: 5,00 GLOBAL: 5,00 Neither one produces the final s in months. Both have problems using articles.
ORAL NORMING SESSION APRIL 2010 – VIDEO REPORTS 67
VIDEO 8. JULIAN – SARA JULIAN Fluency and coherence: 4.5 Produces long stretches of language with a fairly even pace, can communicate spontaneously, often showing fluency, although he may hesitate to search for patterns and expressions, a few long pauses. Vocabulary: 4 Good range of vocabulary for most general topics and for matters connected to his field, although a bit limited sometimes (e.g. travel instead of trip, making parties). Grammar: 4.5 Can exploit a range of grammatical structures to express himself clearly without much sign of having to restrict what he wants to say. He can give clear descriptions, express viewpoints and develop arguments using complex sentence forms. He shows a relatively high degree of grammatical control (e.g. used to do, for socialise, let me to) Pronunciation: 5 Pronunciation and intonation generally very clear and natural, individual sounds are produced accurately. Analytic Average: 4,50 Holistic: 4,50 GLOBAL: 4,50 SARA Fluency and coherence: 4 Can interact with a degree of fluency and spontaneity and produces long stretches of language with a fairly even pace. She relies too much on her notes for part 1. Vocabulary: 4 Good range of vocabulary for most general topics and for matters connected to her field though some errors occur without hindering communication (e.g. made an Eramus, open their minds). Grammar: 4 Sufficient range of grammatical structures to give clear descriptions and express viewpoint and develop arguments (e.g. I’m agree, a reasons). Pronunciation: 4 Pronunciation and intonation relatively clear and natural, individual sounds are produced correctly although there may be some inaccuracies due to L1 influence (e.g. govern/e/ments, f/i/nally). Analytic Average: 4,50 Holistic: 4,50 GLOBAL: 4,50
ORAL NORMING SESSION APRIL 2010 – VIDEO REPORTS
68
VIDEO 10. BEA – QUETA BEA Fluency and coherence: 5 Can communicate spontaneously, often showing fluency and ease of expression. Vocabulary: 5 Good range of vocabulary for most topics; can use circumlocution relatively skilfully to avoid repetition (e.g. concern, wondering). Grammar: 5 Can exploit a full range of grammatical structures to express herself clearly without much sign of having to restrict what she wants to say. Good grammatical control occasional “slips” and minor flaws in sentence structure may occur, but they are rare and often corrected (e.g. use of complex structures, relatives, use of cohesive devices, throwing waste to the countryside, their politician ideas, if the police wants discover you). Pronunciation: 5 Pronunciation and intonation generally very clear and natural, individual sounds are produced correctly, with a few inaccuracies. Analytic Average: 5,00 Holistic: 5,00 GLOBAL: 5,00 QUETA Fluency and coherence: 5 Can communicate spontaneously, often showing fluency and ease of expression, occasional hesitation to search for patterns and expressions. She also uses a variety of devices efficiently to mark clearly the relationships between ideas. Vocabulary: 4 Good range of vocabulary for most general topics and for matters connected to her field though some errors occur without hindering communication (e.g. commenting a case, actual situation, profiles, districts of Barcelona). Grammar: 4.5 Sufficient range of grammatical structures to give clear descriptions and express viewpoint and develop arguments using some complex sentence forms to do so; makes a few basic mistakes which are often self-corrected (e.g. his (her) problem, she will never write something on internet again, that cameras, you loses, some people is, can be useful but not at all). Pronunciation: 5 Pronunciation and intonation generally very clear and natural, individual sounds are produced correctly although there may be some inaccuracies (e.g. comfortable /teibl/, fact /fak/, public /pooblic/). Analytic Average: 4,63 Holistic: 4,5 GLOBAL: 4.56
ORAL NORMING SESSION APRIL 2010 – VIDEO REPORTS 69
Additional notes from Ts at norming session: BEA X Fluency & coherence Can communicate quite
spontaneously and produce long stretches quite comfortably – good discourse markers – good pace
Over-reliance on learned set phrases – not always appropriate or natural in register: I’m wondering.
Vocabulary depends on, in my case, whatever, freedom, *I’m wondering if you have ever experienced something like that, Do you think crime would be reduced? They might stay on Internet forever
lack of range noticeable at times get your dog’s waste, actually, conflict point,
Grammar verb + ‘ing’ passive might
*I’m wondering if you have ever experienced something like that reported speech indirect Qs (word order) explain where do they live, do you think is it about..., I enjoy speak in English, at every corner, for you recycle prepositions
Pronunciation /espein/ Spain, dangerous, L1 influence on intonation
* Interestingly, while one T saw the inclusion of the phrase to be a positive point lexically, another T found it negative grammatically. QUETA X Fluency & coherence good pace (very) hesitant – looking for
words – doesn’t elaborate: things like that,
Vocabulary districts, privacy, under investigation, pseudonyms
(very) basic – lacks synonyms actual situation, pederastia (child abuse), left (gave up)
Grammar limited range of structures verb forms: it comment the case word order: politicians of France comfortable for she, can be useful but not at all (not wholly) articles: the English, the high school Omission of subject: can be useful
Pronunciation No great strain, generally good individual sounds.
vowel problems: police; France; country, accused /akust/. Occasionally no final consonants – problems with initial clusters: /eskool/ (school) Surveillance, congresses L1 influence on intonation
ORAL NORMING SESSION APRIL 2010 – VIDEO REPORTS
70
VIDEO 11. CRISTINA – ANGELA CRISTINA Fluency and coherence: 6 Can produce flowing speech showing a controlled use of patterns; can communicate spontaneously, showing considerable fluency and ease of expression in longer, complex stretches of speech. Vocabulary: 6 Good command of a broad lexical repertoire for most topics, slips still occur in use of vocabulary, but no significant errors (e.g. stuff, turns around, wide range of vocabulary). It’s a sea country, a text that’s very actual Grammar: 6 Can exploit a wide range of grammatical structures to express herself clearly without much sign of having to restrict what she wants to say. She maintains a high degree of grammatical accuracy (e.g. use of complex structures). But also says: people who does this kind of things are being followed for seeing they do as they should. Pronunciation: 6 Pronunciation and intonation generally very clear and precise. Individual sounds are produced accurately. (but, /roobish/ Analytic Average: 6,00 Holistic: 6,00 GLOBAL: 6,00 ANGELA Fluency and coherence: 6.5 Can communicate spontaneously and fluently with considerable ease in longer, complex stretches of speech. Vocabulary: 6.5 Good command of a broad lexical repertoire for most/all topics. Some appropriate use of idiomatic expressions and colloquialisms. Grammar: 6 Can exploit wide range of grammatical structures to express herself clearly without much sign of restricting herself; she also maintains a high degree of grammatical accuracy. Pronunciation: 6.5 Pronunciation and intonation generally very clear and precise. Stress and intonation are used very successfully to emphasise meaning and attitude. Analytic Average: 6,38 Holistic: 6.5 GLOBAL: 6.44
ORAL NORMING SESSION APRIL 2010 – VIDEO REPORTS 71
Additional notes from Ts at norming session: CRISTINA X Fluency & coherence unusual delivery Vocabulary huge database, residents,
implement features, turns around, neighbourhood
I rest there, it’s a sea country, a topic that is actual, economical politics (economic policies)
Grammar Good range and control I work as a gardener, all this stuff, was being followed, I’ve been working, since I started, not as expensive as, your text gives an opportunity for people to respond, show how your private life is,
people who does these kind of things, every day more, because of she was suspicious of having changed her address, for seeing
Pronunciation lots of errors with individual sounds, unnatural stress and intonation : legal, secretly, UAB, changed
ANGELA X Fluency & coherence very fluent and accurate, a
spontaneous communicator, good idiomatic expressions
very short summary, not fluent when complex speech is needed
Vocabulary expose, cool, corrupt, upload pictures, really private things, a little bit about my life, paranoid
text is talking about,
Grammar I haven’t had any problems so far, they are the only people who have had access
a horrible news, people is having problems, a private things
Pronunciation legal pólice
72
Closed pronunciation Strong L1 influence - strain on listener? Some better/bitter sister dangerous change house life/live town
Communicative - lots of Qs asked. Good at talking about herself Doesn’t dry up or get stuck Keeps conversation going Long stretches at an even pace
Doesn’t always finish her sentences. Didn’t understand T’s Q about cultural offer. Confusion over name of partner’s village.
lose some weight pleased breathe dangerous lie on the beach every two weeks countryside, traffic, pollution I don’t remember the word, but…
administrativos younger = teenager a camping. moneys country = place, town in free times Tell when you are free time. If I don’t have a work = job Listening to music into a pub.
VOCABULARY RANGE / CONTROL
like listening go dancing healthier than Qs OK Has problems when trying more complex structures.
listen music Near of I’m agree on summer I have afraid the same that you when arrive Friday night Yes, I like. PRESENT for PAST NOT VERY ACCURATE We were to the dancing for to go Where do you like to live in the future? Can to go when arrive at the weekend
GRAMMAR RANGE / CONTROL
PRONUNCIATION ETC
SPOKEN INTERACTION Generally good for level, she uses gestures to help get her message across. Despite some Spanglish, she can enter unprepared into conversation, express personal opinions on familiar topics and exploit a fairly wide range of simple language without getting hung up or blocked if she doesn’t recall a word in English. Not always very grammatically accurate, she compensates with her communicative abilities.
HOLISTIC
3
Student’s first surname :
Student’s second surname : Student’s name :
Class teacher :
Assessor :
EH, LR, MS
Interviewer :
IAIN PARKHILL
Level/Text Number :
Exam Date :
ORAL NORMING SESSION MAY 2012 BENCHMARKS FOR B1
3 RESULT
FLUENCY AND COHERENCE
INTERVIEW 01 GLORIA
B1
2012-05
3.5
3
2.5
3
ANALYTIC
3
73
ate mountain since cultural university doctorate
Good talking about herself. Quite fluent. A bit hesitant but makes herself understood
Gets flustered, blocked (min. 8)
Some good vocabulary: Every two weeks Countryside traffic pollution doctorate
Some not so good: I go to dinner. drink a beer country = place healther = healthier
VOCABULARY RANGE / CONTROL
Good Qs. Would like to I do nothing
few time Barcelona have… When you was a child We were to the house of my… I live since six years… If I would have good friends Normally days I prefer to another life
GRAMMAR RANGE / CONTROL
L1 influence, but without strain?
PRONUNCIATION ETC
More accurate than her partner, she starts well, but loses spontaneity towards the end of the interview. Some typical pronunciation problems, but she has a (fairly) wide range of simple language and can enter unprepared into conversation on familiar topics.
SPOKEN INTERACTION HOLISTIC
3
Student’s first surname :
Student’s second surname : Student’s name :
Class teacher :
Assessors :
EH, LR, MS
Interviewer :
IAIN PARKHILL
Level/Text Number :
Exam Date :
ORAL NORMING SESSION MAY 2012 BENCHMARKS FOR B1
3
RESULT
FLUENCY AND COHERENCE
INTERVIEW 01 MARIA B1
2012-05
3
3
3
3
ANALYTIC
3
74
STRAIN ON LISTENER DIFFICULT TO UNDERSTAND AT TIMES Choose Dutch law (?) independence judge summèr basically because exemple stay languages newspapèr abroad minutes customers
Communicative but inaccurate. Got better – 3rd part (longer stretch).
Slow, thinking about his words. Doesn’t always finish his sentences: clustering chunks of language, snatches of s speech together. Hesitant at times.
degree spots firstly scholarship earn money I can’t miss a class a good way to spend time I used to spend (meaning usually)
worker law seminari productor = producer
VOCABULARY RANGE / CONTROL
most expensive spot all the money that I’m saving I agree/disagree people don’t need to… What kind of films?
as lawyer for to the Italy can to some/any I was a scholarship I would like but I couldn’t When will it start your summer?
GRAMMAR RANGE / CONTROL
PRONUNCIATION ETC
Cannot enter unprepared into conversation. Main problem areas are his pronunciation and accuracy. Fluency is variable. Doesn’t have a wide enough range of simple language to accurately deal with the oral topics.
SPOKEN INTERACTION
HOLISTIC
2,5
Student’s first surname :
Student’s second surname : Student’s name :
Class teacher :
Assessors :
EH, LR, MS, PS
Interviewer :
IAIN PARKHILL
Level/Text Number :
Exam Date :
ORAL NORMING SESSION MAY 2012 BENCHMARKS FOR B1
2,63 RESULT
FLUENCY AND COHERENCE
INTERVIEW 02 CHRISTIAN B1
2012-05
3
3
2,5
2,5
ANALYTIC
2,75
75
A bit monotonous multi-media (L1) spots of TV public voluntary computers cinema August necessary
QUITE FLUENT LONG STRETCHES Well, Christian… What’s your experience with work? Long stretches
“bueno”
degree in stressful earn money save I disagree with…
signaturas = subjects (from Christian?) make & do make an obligation cortometrage spots of TV
VOCABULARY RANGE / CONTROL
Qs OK. Good on daily routines. It’s a different way… another way to earn money Tenses. If it’s voluntary isn’t in my plans
It doesn’t like me on weekend I’m disagree go to the bed another programmes stay to the USA different like spend in work It doesn’t like me go for Europe I’m agree/disagree like a film maker
GRAMMAR RANGE / CONTROL
PRONUNCIATION ETC
Asks for clarification on the difference between ‘should’ & ‘must’ and meaning of ‘abroad’.
SPOKEN INTERACTION
HOLISTIC
3,0
Student’s first surname :
Student’s second surname : Student’s name :
Class teacher :
Assessor :
EH, LR. MS, PS
Interviewer :
IAIN PARKHILL
Level/Text Number :
Exam Date :
ORAL NORMING SESSION MAY 2012 BENCHMARKS FOR B1
3,07
RESULT
FLUENCY AND COHERENCE
INTERVIEW 02 JOSÉ B1
2012-05
3,5
3
3
3
ANALYTIC
3,13
76
Strange accent because Flat intonation Grating delivery pub /f/ public minutes culture
Has difficulty expressing herself. Slow. Hesitation – searching for vocabulary. Dries up quickly – seems very nervous.
meet with my friends mark convince I don’t think so
SPANGLISH ordinate, consumista organitzate lose time ‘regalar’ traditionals sociology/zoology differents shop book for try a help Will you go outside? (=abroad)
VOCABULARY RANGE / CONTROL
I hope that when I finish…I study. price is lower Will you go…?
PREPOSITIONS: NO PAST in public transport I must to in her family a money in the first time I continues in the finally another childrens in the weekend can’t couldn’t in a one day NO PASSIVE a few time
GRAMMAR RANGE / CONTROL
PRONUNCIATION ETC
Not able to enter into conversation unprepared. She does not show and cannot exploit a wide range of simple language. (NO PAST- NO PASSIVE). L1 greatly affects pronunciation and causes misunderstanding and STRAIN on listener. Makes very basic mistakes.
SPOKEN INTERACTION
HOLISTIC
2,5
Student’s first surname :
Student’s second surname : Student’s name :
Class teacher :
Assessor :
EH, LR, MS & PS
Interviewer :
IAIN PARKHILL
Level/Text Number :
Exam Date :
ORAL NORMING SESSION MAY 2012 BENCHMARKS FOR B1
2,44
RESULT
FLUENCY AND COHERENCE
INTERVIEW 03 MIREIA B1
2012-05
2,5
2,5
2
2,5
ANALYTIC
2,38
77
Unintelligible at beginning Closed pronunciation Doesn’t vocalise. Difficult to understand. Strain on listener cultures relationships Master(s) doctorate grants/grounds (?)
Fluent and fast-speaking. Asks Qs & keeps it going. Some hesitation. A bit monotonous after a while.
Sometimes speaks too quickly. Loses the flow in part 2. At times he is difficult to understand.
previously degree scholarship decrease competence apply for do a PhD obtain treatments point of view grants
note (mark) like/as outside (abroad) investigate (research) ligams (?) studentships (?)
VOCABULARY RANGE / CONTROL
Good Q formation generally. What do you do to relax? so difficult try to explain how conditions are
too much people traditionals things explain me anothers countries If I will do… his/her/their confusion Who do you do to relax? When was your last time in the cinema?
GRAMMAR RANGE / CONTROL
PRONUNCIATION ETC
An initial favourable comparison with the other candidate deteriorates despite some good use/range of vocabulary. Can exploit a fairly wide range of simple language and enter unprepared into conversation. Need for monologues at B1 noted (limited variety of interactions).
SPOKEN INTERACTION
HOLISTIC
3,5
Student’s first surname :
Student’s second surname : Student’s name :
Class teacher :
Assessors :
ER, LR, MS, PS
Interviewer :
IAIN PARKHILL
Level/Text Number :
Exam Date :
ORAL NORMING SESSION MAY 2012 BENCHMARKS FOR B1
3,38
RESULT
FLUENCY AND COHERENCE
INTERVIEW 03 SANTI B1
2012-05
3,5
3,5
3
3
ANALYTIC
3,25
A1 1.00 1,00 - 1,24 1,25 (+) 1,00 - 1,24 1,25 - 1,49 1,50 -1,74 1,75 (+) 1,00 - 1,24 1,25 - 1,49 1,50 - 1,74 1,75 - 1,99 2,00 (+)A2 2.00 2,00 - 2,24 2,25 (+) 2,00 - 2,24 2,25 - 2,49 2,50 - 2,74 2,75 (+) 2,00 - 2,24 2,25 - 2,49 2,50 - 2,74 2,75 - 2,99 3,00 (+)B1 2.90 2,90 - 3,14 3,15 (+) 2,90 - 3,14 3,15 - 3,39 3,40 - 3,64 3,65 (+) 3,00 - 3,24 3,25 - 3,49 3,50 - 3,74 3,75 - 3,99 4,00 (+)
B2.1 3.80 3,80 - 4,04 4,05 (+) 3,80 - 4,04 4,05 - 4,29 4,30 - 4,54 4,55 (+) 4,00 - 4,24 4,25 - 4,49 4,50 - 4,74 4,75 - 4,99 5,00 (+)B2.2 4.70 4,70 - 4,94 4,95 (+) 4,70 - 4,94 4,95 - 5,19 5,20 - 5,44 5,45 (+) 5,00 - 5,24 5,25 - 5,49 5,50 - 5,74 5,75 - 5,99 6,00 (+)C1.1 5.50 5,50 - 5,74 5,75 (+) 5,50 - 5,74 5,75 - 5,99 6,00 - 6,24 6,25 (+) 6,00 - 6,24 6,25 - 6,49 6,50 - 6,74 6,75 - 6,99 7,00 (+)
As with ordinary Ss the pre-requisites for giving a passing grade are:1. Attainment of the minimum global pass for the level.
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2. A pass in one of the productive skills (oral or writing).
EXTRAORDINARY EXAM GRADES (NO CA)
NB. Ss fail to reach level in at least 2 parts of the exam
NB. Students have failed to reach level in at least one part of the exam.
NB. Students have reached level in each of the four parts.
PLEASE REMEMBER:
MIN
IMUM
GLO
BAL
PASS
APRO
VAT
5
APRO
VAT
5,5
APRO
VAT
6
APRO
VAT
6,5
NOTA
BLE
7
NOTA
BLE
7,5
NOTA
BLE
8
NOTA
BLE
8,5
EXCE
L·LE
NT 9
EXCE
L·LE
NT 9
,5EX
CEL·
LENT
10
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PASSING CONDITIONS
There are 2 conditions that have to be met before passing the final exam:
1- The result in at least one of the productive skills (writing or oral) must be equal or superior to the level in which the student is being examined. In other words, a level B1student needs a minimum grade of
3,00 in at least one of these two parts, a level B2.1 S needs 4,00, a level
B2.1 S needs 5,00 and a level C1 S needs 6,00.
2- Ss need to reach the minimum global average for each level, which
is indicated below*. This global average of the four exam parts is
calculated automatically by the Quac program.
COURSE LEVEL: GLOBAL AVERAGE:
A1 1,00
A2 2,00
B1 2,90
B2.1 3,80
B2.2 4,70
C1.1 5,50
*these are the minimums as of June 2005
Provided they meet the above two conditions, Ss are awarded passing
grades based on the continuous assessment carried out by their class
teacher.
.
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GUIDE TO LISTENING PRACTICE CD • Text and item types: pages 74–75
• Suggested classroom activities: pages 76–77
• Track list (title, type, topic, accents, length) page 78 • Transcripts of tracks: pages 79–86
TEXT AND ITEM TYPES: The purpose of the CD is to familiarise Ss with the different kinds of short listening texts they will encounter in the computer-adaptive test of listening comprehension in the final exam. The intention is not to simulate or reproduce an exam situation (i.e. a recorded test). The texts on the CD come from the same sources and share the same characteristics (length, accents, content) as those used in final exams. All, except two of them, were originally included in pre-testing sessions with multiple choice questions. After pre-testing, responses to all the items were analysed and those questions that were shown to reliably discriminate between different levels were calibrated and banked. Those multiple choice questions which were shown not to discriminate reliably between levels were rejected. The recordings used here are those that accompanied the rejected items. The tracks selected are representative of the four most typical text types:
Type: Length: / Accents:
Content: Testing focus: Source:
1. News item Around 1 minute British, American, and others
Introduction, report, expert comment, concluding remarks
Understanding of gist / details
Internet: BritFM.com
2. Appropriate response
Few seconds Mostly British
Single utterance by 1 speaker
Understanding of question or comment
In-house recordings
3. Exchanges Around 30 seconds British, American, Australian
Short conversations or mini-dialogues
Recognising function Understanding of situation or relationship
In-house recordings
4. Radio Commercials, Public safety announcements
30 secs. – 1 min. Mostly American
Various formats, often with music
Understanding of gist / details
Internet: various sources
NB. The recordings on the CD are not accompanied by multiple choice questions.
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NB. Transcripts have been provided for all the tracks. This guide will provide ideas on how to use the recordings (see pages 79-80 for suggested classroom activities). Most of the activities focus on asking questions. Some adaptation may be necessary – depending on level and class size. Ss may be asked to produce a question in a similar format to the exam, i.e. multiple choice. Here are some examples, in the exam format, of the kind of multiple choice questions which accompany each text type: Type 1: The Prime Minister
a) has returned from a conference in Geneva b) is currently on vacation in Switzerland c) was speaking to UNESCO officials d) gave a press conference at the airport
Type 2: Which is the most appropriate response?
a) On Monday b) To Berlin c) With friends d) I need a rest
Type 3: What is the woman doing? (function)
a) asking for help b) offering to help c) apologising d) asking for an apology
Where does the conversation take place? a) In a shop b) At the beach c) At a swimming pool d) On a ship
What is the relationship between the two people? a) customer and shop assistant b) customer and manager c) manager and shop assistant d) shop assistant and manageress
Type 4: What is the product being advertised?
a) a soft drink b) chewing gum c) a mouthwash d) a toothpaste
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SUGGESTED CLASSROOM ACTIVITIES
INTRODUCTION:
In general terms, Ss listen to texts or read transcripts, write notes on what they hear or read, speak to other Ss about what they have understood and produce questions for other Ss. Type 1 (BritFM.com news items – around 1 minute long) 1.1 Basic method: INPUT (play 1 track) > OUTPUT (Ss write Qs) Depending on level & class-size, Ss work individually or in pairs/groups
1. T plays track and Ss make notes on what they hear. 2. T plays track again until students have enough information to write
(multiple choice) questions based on what they have heard (gist or specific details)
3. T writes Qs on WB/OHP (correcting or eliciting corrections to form etc) 4. Ss from other pairs/groups discuss correct answers. 5. T plays track again and Ss check answers. 6. Ss and T discuss which questions are difficult/easy, fair/unfair, etc.
1.2 Text-based: INPUT (distribute 3/4 transcripts) > (Ss write Qs) Depending on level & class-size, Ss work individually or in pairs/groups
1. T distributes different transcripts to pairs/groups of Ss. 2. Ss write (multiple choice) questions based on the transcript. 3. T writes questions on WB/OHP (correcting or eliciting corrections to form
etc) 4. T plays tracks (each x2) and Ss note answers. 5. Ss feedback answers and discuss difficulty, etc. 6. T distributes photocopy of the 3/4 tape scripts.
NB. Depending on numbers/level, a jigsaw activity might be possible using a combination of the two methods, i.e. one half of the class listening and writing questions, the other reading and writing questions. Type 2 (in-house appropriate response items – single utterance) Depending on level & class-size, Ss work individually or in pairs/groups 2.1 Basic method: INPUT (play 4/5 tracks) > OUTPUT (Ss pool responses)
1. T plays tracks 14 to 17 (x 2 or x3) and Ss write different possible responses to the question/comment heard.
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2. Ss get into pairs/groups, discuss what they heard and pool responses as multiple choice options.
3. T writes all suggested responses on WB/OHP (correcting or eliciting corrections to form, etc.)
4. Ss listen again and select the most appropriate response(s). 5. T gives transcript and elicits/comments which responses are appropriate. 6. Ss discuss why other responses are inappropriate (misunderstanding,
register, etc.) Type 3 (in-house exchanges– mini-dialogues 15 -30 seconds long) NB. Tracks 27-30 were intended for recognition of linguistic function, i.e. asking for permission, offering help, etc. Depending on level & class-size, Ss work individually or in pairs/groups 3.1 Basic method: INPUT (play 1 track) > OUTPUT (Ss write Qs)
1. T writes WH Qs WHO, WHERE, WHAT (or PEOPLE, PLACE, etc.) on WB.
2. Ss listen to track and make notes on who is speaking, where they are, their relationship, etc.
3. Ss get into pairs/groups, discuss what they heard and pool ideas for multiple choice questions.
4. T writes all suggested Qs on WB/OHP (correcting or eliciting corrections to form etc)
5. Ss from other pairs/groups discuss correct answers. 6. T plays track again and Ss check answers. 7. Ss and T discuss which questions are difficult/easy, fair/unfair, etc.
NB. With higher levels the language of speculation can be practised, i.e. they can’t/might/could/must be + infinitive Type 4 (commercials 30 secs – 1 minute) Depending on level & class-size, Ss work individually or in pairs/groups 4.1 Basic method: INPUT (play 3/4 tracks) > OUTPUT (Ss make notes)
1. T writes PRODUCT, COMPANY, DESCRIPTION, SLOGAN on WB. 2. Ss listen and make notes under headings. 3. Ss get into pairs/groups, discuss what they heard. 4. T pools information on WB. 5. Ss listen again and check what they heard is correct. 6. Ss and T discuss which questions are difficult/easy, fair/unfair, etc.
NB. Based on an activity that works well with TV commercials.
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LISTENING PRACTICE CD - TRACK LIST
Nº Track Title: Type: Topic/Content: Accent: Time: 01 Bullies 1 Education GB/US 0:50 02 Weddings 1 Lifestyle GB/US 0:53 03 Marriage 1 Lifestyle GB 1:08 04 Music 1 Health GB/US 1:07 05 Theatre 1 Arts & Entertainment GB 0:58 06 Raids 1 Current Affairs GB 0:35 07 Whisky 1 Business GB 1:02 08 Cannabis 1 Science & Technology GB 0:40 09 Dung 1 Science & Technology GB/US 0:59 10 Patches 1 Science & Technology GB/US 0:47 11 Sheep 1 Science & Technology GB/US 1:09 12 Cell phones 1 Science & Technology GB/US 1:03 13 Microbes 1 Science & Technology GB/US 0:46 14 Response 1 2 Hello. How do you…? GB 0:01 15 Response 2 2 Where are you…? GB 0:01 16 Response 3 2 How long have…? GB 0:01 17 Response 4 2 What are you…? GB 0:02 18 Response 5 2 Have you got any…? GB 0:02 19 Response 6 2 How often do you…? GB 0:01 20 Response 7 2 I’d like to propose… GB 0:05 21 Response 8 2 Do you like…? GB 0:01 22 Response 9 2 Have you ever…? GB 0:01 23 Response 10 2 Do you know…? GB 0:01 24 Response 11 2 Where do your…? GB 0:03 25 Response 12 2 What does your…? GB 0:01 26 Response 13 2 How old were you…? GB 0:02 27 Exchange 1 3 Keep an eye OZ/GB 0:05 28 Exchange 2 3 I’ll come round… OZ/GB 0:07 29 Exchange 3 3 Will you have… OZ/GB 0:04 30 Exchange 4 3 What do you think… OZ/GB 0:05 31 Exchange 5 3 My ace takes your… GB 0:05 32 Exchange 6 3 The Guinness is off… GB 0:10 33 Exchange 7 3 Right. I need… GB 0:20 34 Exchange 8 3 Fill her up… GB 0:08 35 Exchange 9 3 Breathe in… GB 0:14 36 Exchange 10 3 Can you reach… GB 0:06 37 Exchange 11 3 A pint of best… GB 0:07 38 Exchange 12 3 I’d like a… GB 0:07 39 Exchange 13 3 Excuse me… GB 0:08 40 Commercial 1 4 Institute of Behavior US 1:00 41 Commercial 2 4 Radioshack US 0:32 42 Commercial 3 4 Alka Seltzer US 0:32 43 Commercial 4 4 Spam US 0:32 44 Commercial 2 4 Toothpaste survey OZ 0:46 45 Public safety 1 4 Earthquake warning US 0:43
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TRANSCRIPTS: NEWS ITEMS (TYPE 1) 01. Bullies (Education) The British Government has won praise for new guidelines cracking down on anti-social behaviour in schools. Jane Greenhall-Scott has more: The guidelines give schools new powers to combat bullies and pupils who carry dangerous weapons. They’ll make it quicker and easier for head teachers to expel students. Teaching unions have welcomed the move. The current disciplinary rules often make such action impossible, while appeals have allowed problem pupils back to school. Nigel DeGruchy, General Secretary of the NASUWT teaching union: “Now I’m very glad to say the Government is once again getting real and giving us the support we desperately need in so many schools. The new guidelines will be sent out to England and Wales next week. 02. Weddings (Lifestyle) Couples will be free to marry almost anywhere they like under proposals for the biggest shake-up of civil weddings since they were introduced in 1837. Paul Woodley has this report: After a two year consultation, the government is expected to suggest it's no longer the venue which is licensed for marriage, but the person conducting the ceremony. The changes apply to England, Wales and Northern Ireland and would clear the way for weddings to be held in such places as a private home, garden, mountain top or beach. Clare de Burca is hoping to have a wedding at her fiancé’s parents’ home. "We wanted to get married at Nick's parent's home because it's where he grew up, his family have lived there for a long time and it is a beautiful place, it's a farm down in Essex. So it would've been really nice to celebrate the wedding there with our family and friends." At present, ceremonies can only be held in a church, register office or specially licensed venue. 03. Marriage (Lifestyle) The numbers of Britons getting married has gone up for the first time in eight years. Jane Greenall-Scott pops a few questions about bucking the trend: The number of couples tying the knot in England and Wales was up 2 % to 267,961 in 2000, according to new figures. Not much but a sizeable enough blip on the chart which shows the number of weddings falling steadily since the 1960s. So what's it all about? Sarah Broughton, Wedding Consultant.... "The significant thing was of course it was a significant year. 1999, of course, the New Year's Eve and more people than ever got engaged... a very romantic date in the calendar." She believes high-profile celebrity marriages such as Posh Spice Victoria's to soccer hero David Beckham also helped persuade waverers. “In 1999 we had the Beckhams and we also had Prince Edward and Sophie Rhys Jones, they got married. So I think there was a sort of new look at marriage, perhaps.” New proposals to relax rules on civil weddings may encourage further rises, though it's too soon to say whether marriage is back in fashion.
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04. Music (Health) British researchers have found that playing live music to hospital patients can help lower their blood pressure and reduce depression and anxiety. Paul Woodley has been listening in: As part of a wider project to examine the effects of art on patients - classical, jazz and folk music has been played at London's Chelsea and Westminster Hospital. Research director Doctor Rosalia Staricoff says it had a measurable effect on pregnant patients: "Blood pressure of expectant mothers in the high risk clinic was lower when they were waiting for their appointments in the presence of light music in the waiting area.” Three quarters of people surveyed said the music greatly diminished their stress levels. The art project director Susan Loppert says they're working on a report detailing all the benefits: “We’ll turn upside down everybody's preconceptions about the arts as merely a frivolous optional extra in healthcare." Research is continuing on whether music and art can relax people enough so that they need less of a particularly expensive anaesthetic drug before operations. 05. Theatre (Arts & Entertainment) The Royal Shakespeare Company has been giving Britain's parliament details of its plans to knock down its home theatre. Laurence Spicer has the details: Stratford-upon-Avon was Shakespeare's home. The town's theatre has been the RSC's home for decades. But now the company wants to knock down the 60-year-old building and replace it with a $150-million riverside development which would include a new theatre. The RSC says it wants to make 'the Bard' more accessible and bring in a new generation. Critic Michael Billington says the theatre is a treasure and should be renovated not demolished. "That building with its art deco foyers and its lobbies and its fountain et cetera is worth preserving and worth keeping. Incidentally, I think, the first building in Britain erected by a woman architect, so I think that's perhaps another good reason for keeping it as well." In addition to the RSC plans a rival, private consortium wants to put up a 30-acre 'Shakespeare experience' nearby. That's been described as 'Disneyfying Stratford.' 06. Raids (Current Affairs) UK police have arrested six people under the country's new anti-terrorism laws. 150 police officers took part in the dawn raids across the North East of England. Eight houses were searched and six arrests made after officers, some of them armed, entered separate properties in the towns of Redcar, Middlesbrough, Hartlepool and Darlington. The suspects are said to be aged between 29 and 46. They're being held at un-named police stations. The police say the arrests are not linked to the events of September the 11th or to Irish terrorism.
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07. Whisky (Business) Britain's whisky industry continues to grow despite a global business downturn. Jane Greenall-Scott takes a wee dram: Scotch whisky is one of the UK's top five export earners with single malt varieties doing especially well. Their flavours vary widely according to where they're made. Jim McEwan reopened the Bruichladdich distillery on the island of Islay after nine years and says whisky making began hundreds of years ago on local farms. "Very quickly the farmer learned that there was more money in making whisky than there was in feeding animals and that's how the modern distilleries grew into the giants we have today." Islay's distinctively peaty whisky is Scotland's best seller. Mark French is building a new distillery to take the business back to its farming roots. “It’s a bit like cheese-making on a farm or anything else. It's taking it back and taking it away from the big industrial processes that go on now." The industry has just announced that sales are up again. 08. Cannabis (Science & Technology) The UK is to conduct trials using cannabis for the treatment of cancer. Laurence Spicer has more: Cannabis-based medicines are already being given to patients with multiple sclerosis as part of the trials. Now UK company, GW Pharmaceuticals, which is developing the treatment, says it will be tested as a treatment for cancer pain as well. The company says about 40% of cancer sufferers in the UK are not able to manage their pain. More than 100 patients who are terminally ill are to take part in the study at more than 20 UK centres. The trials are in the third and final phase before the drugs can be sent for approval by the Medicines Control Agency. 09. Dung (Science & Technology) British scientists have found a way to use animal dung to treat poisonous waters leaking from abandoned tin and silver mines in Bolivia. Paul Woodley has the details: The run-off from the mines contains high levels of acid which pollutes the local community's drinking water. Newcastle University, in the north east of England, has come up with a way of removing the acid by allowing the water to flow through a tank containing limestone and dung from llamas. Paul Younger, the university's professor of hydro-geochemical engineering, says bacteria living in the dung neutralise the acid "Basically, they use the sulphate - which is something that is very abundant in mine waters - in the same way that you or I would use oxygen and they use carbon which is present in the faeces as their food source.” The British team has recorded success with a pilot scheme in the Andes where a disused mine is affecting the water supply to Bolivia's capital La Paz. Llama dung is being used because it's available in quantity in the area.
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10. Patches (Science & Technology) The UK has invented a new anti-craving patch to help us control the urge to snack between meals. David Cass has more about cravings: A chocoholic patch has already been invented here in the UK. Now a snackaholic one looks like it might be able to stop us snacking as well. The new treatment, called 'Crave Control', is worn on the skin like anti-smoking patches and targets our sense of smell. It releases a food-like aroma over a period of 24 hours to lessen the appetite by exposing us to the smell so much that we become de-sensitised. Inventor, Liz Paul says Crave Control's aimed specifically at people who reach for salty snacks like potato chips and peanuts... the patches go on sale here in the next few months. 11. Sheep (Science & Technology) Well, they may be infamous for being unorganised and having only the ability to follow the rest of the flock, but it turns out that sheep may be brighter than we give them credit for. Andy Brown goes into pastures new: New studies by British scientists show sheep can recognise up to 50 faces of other sheep or shepherds for up to two years. It seems the wool hasn’t been pulled over their eyes. They are shown an identity parade and have to choose which ewe has been framed. The right one leads to a mouthful of feed and eight out of ten make the correct decision. Dr Keith Kendricks has been leading the research. He says it’s an ability sheep obviously need in their everyday lives: “They need to be able to identify specific individuals that they have as friends, if you like, but equally they could have them as enemies. And they need to be able to locate them and go towards them or alternatively to avoid them.” The team of researchers say the work could shed light on a rare human condition where humans are unable to recognise faces. 12. Cell phones (Science & Technology) UK safety organisations are demanding a ban on using cell phones while driving, after new research proved that it’s more dangerous than drink driving. David Cass reports: Britain’s Road Research Laboratory tested a group of people on driving simulators after drinking slightly more than the legal alcohol limit and again while using a cell phone. The findings were staggering: reaction times were more than twice as slow while using a phone than when driving under the influence. Roger Vincent of the Royal Society for the Prevention of Accidents says using a hands-free kit made little difference. “You actually get sucked into the telephone conversation and the conversation starts to take precedence over the driving task. Of course, the person on the end of the phone doesn’t know the driving conditions around you. If someone is in the car talking to you they can stop talking, or you can ask them to be quiet if a dangerous situation arises.” Using a hand-held phone while driving is already illegal in 30 countries, but in the UK you can only be prosecuted if police prove you are driving badly.
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13. Microbes (Science & Technology) London's Science Museum is exhibiting microbes discovered on earth which could point to life on Mars. Katia Michael explores: The microbes were found living in a hot spring 660 feet beneath the US state of Idaho. They're said to be like no others on Earth. Astro-biologist, Charles Cockell is from the British Antarctic Survey. "I think what's so exciting about these microbes they've found under the ground is that they're in an inner extreme environment and they're independant from life on the surface of the earth and we think this is the same sort of environment you might have underground on Mars. So if you wanted to try and look for life on Mars this is exactly what you would look for." Samples from the hot spring are on display - along with rock from the site.
TRANSCRIPTS: APPROPRIATE RESPONSE (TYPE 2) 14. Hello. How do you do? 15. Where are you from? 16. How long have you been waiting? 17. What are studying at university? 18. Have you got any hobbies or interests? 19. How often do you play tennis? 20. I’d like to propose a toast to the happy couple: Ron and Rita. 21. Do you like Hollywood films? 22. Have you ever been to Andorra? 23. Do you know Mr Heathfield? 24. Where do your family come from originally? 25. What does your father do? 26. How old were you when you left school?
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TRANSCRIPTS: EXCHANGES (TYPE 3) NB. 27-30: recognising function 27. A: Keep an eye on my bag while I go to the loo, will you? B: OK. Alright if I help myself to a cigarette? 28. A: I’ll come round tomorrow and give you a hand with that. B: Oh that’s kind of you, but there’s no need really. I can manage by myself. 29. A: Will you have a cup of tea, coffee? B: No, but thanks all the same. 30. A: What do you think Jack’s doing this afternoon? B: On a day like today? He must be at the beach. NB. Tracks 31-39: recognising situation 31. A: My ace takes your queen. B: Um, just a minute. Which suit is trumps? 32. A: The Guinness is off, so I got you a pint of bitter. B: Right. Thanks. A: I’ll give you a game of darts if you like. B: Yes, alright. Do you fancy a snack – packet of crisps? A: Umm! 33. A: Right, I need an onion, and a red pepper and some garlic. B: In the vegetable rack. Do you want a saucepan or a frying pan? A: A deep frying pan will be fine. You haven’t got a wok have you? B: No. Olive oil or sunflower? A: It should be butter really, but margarine will do. 34. A: Fill her up. 4 star, please. B: Have you got the key to the petrol cap, madam? A: Here you are.
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35. A: Breathe in through your nose, Mr Brown. B: (coughs) A: How long have you had that cough? B: A couple of weeks. A: You’re a smoker aren’t you? B: Yeah. A: How many a day? B: No more than five or six. 36. A: Can you reach the suntan lotion on the top shelf? B: I can if you move the …cart out of the way! 37. A: A pint of best and a packet of cheese and onion crisps, please. B: Is that a straight glass or a pint mug, sir? 38. A: I’d like a double cheeseburger and fries, please. B: Is that the large fries? A: Yes, please. B: Anything to drink with that? A: Just a Coke, thanks. 39. A: Excuse me. B: Yes. A: Is this the right platform for the Hastings train? B: No, madam. You should cross over the bridge to platform 2. A: Oh, thank you.
TRANSCRIPTS: COMMERCIALS, ETC. (TYPE 4) 40. Institute for Behaviour and Health Do you take medication for depression? Do you still feel sad and blue? Are you still experiencing symptoms of depression? Well, if you’re taking antidepressant medication and your depression is continuing, you may qualify for a free clinical research study to evaluate the effectiveness of an antidepressant. If you or someone you know is suffering from depression which is not responding to current medication treatment, please call the Institute for Behaviour and Health at 301 231 5119. The Institute for Behavior and Health is a private, nonprofit research organisation located in Rockville, Maryland, which is conducting an investigational medication research study for people who suffer from depression that is not responding to current medication treatment. Study participation is free and includes psychological and medical evaluations. For more information please call the Institute for Behaviour and Health at 301 231 5119. That's 301 231 5119.
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41. Radioshack They flip, they tumble, they just plain rock. They're the latest in radio control action toys and you'll only find them at RadioShack, your RC headquarters. With cool new toys like the Baja Screamer, ATV Stunt Machine, Impala Low-Rider, Blazing Fast Lightning or the Crocodile Hunter RC Truck'n'Play set. Your kids'll love 'em. Whether they are getting started or already an RC pro. So race to your nearby RadioShack, the perfect place to get your kids revved up this holiday season. (RC = radio or remote controlled) 44. Alka Seltzer Plus* (Sneezes) It starts with your stuffy nose and spreads till your head feels all blocked up. Your body feels stiff and achy. That's how you feel when you have a bad cold: all blocked up! Introducing new Alka Seltzer Plus the only cold medicine with an new effervescent, cold-fighting formula to break up nasal congestion and release you from your worst cold misery. (Sniffs) Aaah! New effervescent Alka Seltzer Plus breaks up your worse cold. Use as directed. 43. Spam* (Gobble…) A better tasting era of turkey is dawning: SPAM oven-roasted turkey, made with 100% lean white turkey, fully cooked, ready to eat. Spam! 44. Toothpaste survey This is Choice magazine for June 2001. Toothpaste: What's in it and how do we like it to taste and feel in our mouth? We asked 500 plus choice home testers to trial 42 different ones - all widely available for less than ten dollars per tube. Here's our triallists' verdict: Best-liked overall: Colgate Total Gel. Least-liked overall: Thursday Plantation, T-Tree Fluoride-free and Ipalma Regular. Best-liked for taste: Aim Minty Gel. Best-liked type: Gel or paste with stripes. Best value for money in the top dozen: Aim Minty Gel 45. Earthquake safety message This is a special safety message from the Governor's Office of Emergency Services. More strong shaking could follow the earthquake that's already hit this area. It's best to stay off the road right now... but if you must drive and the shaking starts again, pull over and stop in the first safe place you can find... away from underpasses, power lines, and overhanging signs. Once you stop, stay inside your car. If you're on a bridge or an overpass, keep moving - carefully - until you're off the bridge... then look for a safe place to stop until the shaking is over. And stay tuned to this station for more information from the Governor's Office of Emergency Services. NB*. Tracks 42 and 43, unlike all the other tracks on this CD, were never selected or pre-tested as items.
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Exam Listening Practice 1.1 *news items An introduction to longer listening items - of approximately one minute in length - dealing with news items. 1) Title: SHEEP (CD11) Pre-listening:
What do these words mean? a. a flock b. a shepherd c. a ewe
Listening: Listen to the report twice and choose the correct answer. A new study shows that sheep... a) are very unorganised animals. b) can identify other sheep. c) have more friends than enemies. d) suffer from the same diseases as humans. 2) Title: DUNG (CD09) Pre-listening:
What do these words mean?
d. dung e. to pollute f. to remove
Listening: Listen to the report twice and choose the correct answer. The report is about...
a) mining. b) llama farming. c) cleaning water. d) producing acid.
94
Exam Listening Practice 1.2 *news items 1) Title: WEDDINGS (CD02) Pre-listening:
What do these words mean?
• a wedding • a venue
Listening: Listen to the report twice and choose the correct answer. The government...
a) prefers not to change the venue of wedding ceremonies. b) doesn’t care who conducts wedding ceremonies. c) will allow people to get married wherever they choose. d) believes weddings should only be held in a church.
2) Title: MARRIAGE (CD03) Pre-listening:
What do these words mean?
• a civil wedding • to get engaged
Listening: Listen to the report twice and choose the correct answer. According to the report ...
a) fewer people are getting married in Britain. b) people don’t decide to get married because of the calendar. c) the marriages of Prince Edward and David Beckham encouraged
others to ‘tie the knot’. d) marriage is definitely back in fashion in Britain.
95
LISTENING TYPE 1.2 *news items
(CD04) MUSIC Vocabulary: live mothers blood music pregnant levels doctor’s pressure stress appointment The report says that ...
a) fewer women are getting pregnant. b) stress levels are increasing. c) music can relax patients. d) operations are becoming more expensive.
..................................................................................................................................................................................................................
(CD05) THEATRE Vocabulary: to knock down deco
a building development art a building
The Royal Shakespeare Company ...
a) wants to leave Stratford-upon-Avon. b) wants to demolish its home theatre. c) wants a woman to design a new theatre building. d) is planning the new “Shakepeare Experience”.
....................................................................................................................................................................................................................
(CD06) RAIDS Vocabulary: anti-terrorism a house
a dawn station to search laws an armed raid a police gunman
The report says that ...
a) 150 people have been arrested. b) the police visited 6 dwellings. c) the suspects are all over 25 years old. d) the raids took place on September 11th.
.....................................................................................................................................................................................................................
(CD07) WHISKY Vocabulary: Scotch distillery
a whisky -making single malt whisky to feed whisky cheese animals
Scotch whisky ...
a) is not selling as well as before. b) was first made very recently. c) is more profitable than livestock farming. d) production requires large industrial plants.
96
LISTENING TYPE 2 *appropriate response The shortest listening texts in the exam are only a few seconds in length. Sometimes they consist of a statement and at others a question. The task is to identify the most appropriate response from the four options offered. Listen to the four below and choose the most suitable response for each. (CD14)
a) Fine, thanks. b) I’m a teacher. c) How do I do what? d) How do you do?
(CD16)
a) About half and hour. b) I’m waiting to see Dr Smith. c) Yes, I have. d) About five kilometres.
(CD19)
a) Yes, I do. b) No, I don’t like tennis. c) Every Saturday morning. d) Actually, I’m quite good.
(CD20)
a) Two pieces, please! b) Cheers! c) Happy birthday! d) I’m afraid I don’t.
97
LISTENING TYPE 3.1 *identifying functions
A. Match the words on the left with a definition or explanation on the right.
the loo types of cards Shall I give you a hand? Do you want ... ? Help yourself. I don’t need any help. I can manage. types of petrol ace, king, queen, jack the toilet darts Take what you want. Do you fancy ... ? Can I help you? saucepan, wok A game 4 star, unleaded, diesel types of cooking utensil
B. Now choose the correct answer from the four options. 27. What is the woman doing?
a) making a suggestion b) refusing an offer c) asking a favour d) apologising
28. What is the woman doing?
a) refusing an offer. b) accepting an invitation c) denying an accusation d) making a promise
29. What is the man doing?
a) giving advice b) offering c) asking permission d) giving permission
30. What is the woman doing?
a) criticising b) agreeing c) requesting d) speculating
98
*identifying situations & relationships
31. Where does the conversation take place?
a) at a royal reception b) in a clothes shop c) in a cinema queue d) at somebody’s house
32. What is the relationship between the two people?
a) pub landlord and customer b) shop assistant and customer c) friends d) sportsman and coach
33. Which room does the conversation take place in?
a) the kitchen b) the dining room c) the bedroom d) the bathroom
34. What is the relationship between the two people?
a) astronomer and student b) shop assistant and customer c) petrol pump attendant and motorist d) caretaker and flat owner
99
3.2 - *situations & relationships Match the words on the left with a synonym on the right.
to cough another name for a “trolley” suntan lotion a snack made from potatoes (UK) a shelf a structure over a river, road, etc a cart (US) to expel air from the lungs crisps a flat surface used to store things a mug a product that stops you getting burnt fries (US) a place where a train stops in a station a platform a drinking vessel with a handle a bridge the same as chips (UK)
(CD35) What’s the relationship between the two speakers?
a) friends b) tobacconist and customer c) doctor and patient d) wife and husband
(CD36) Where are the two speakers?
a) on the beach. b) in the kitchen c) on a farm d) at the supermarket
(CD37) Where are the two speakers?
a) at the pub b) at the supermarket c) at the grocer’s d) at the doctor’s
(CD38) Where are the two speakers?
a) at the supermarket b) at a fast-food restaurant c) in a pub d) on a bus
(CD39) What’s the relationship between the two speakers?
a) teacher and pupil b) airline pilot and passenger c) railway official and rail traveller d) civil engineer and client
100
4 *advertisements (CD41) What product is being advertised?
a) a radio b) a toy c) a motorcycle d) a holiday
(CD42) What product is being advertised?
a) plastic surgery b) clothes for cold weather c) a kind of medicine d) a pocket calculator
(CD43) What product is being advertised?
a) a holiday b) a kind of food c) a kitchen appliance d) a comedy show
(CD45) The message is giving advice about
a) traffic congestion b) earthquakes c) a damaged bridge d) a radio station
101
In Company Evaluation System
1. The In Company evaluation system is closely based on the Onsite evaluation system. Please familiarise yourself with this system as this section will explain the main differences. 2. Module 1 Progress test Module 1 teachers are responsible for arranging the oral and writing progress tests during class times so teachers must refer to their course calendars to see when the tests and exams have been timetabled for. Module 1 oral and writing packs are available on the UAB Idiomes Barcelona wiki along with all other relevant documents. The Progress Test counts for 10 marks (5 for Writing and 5 for Oral). 2.1.1 Writing test Module 1 writing is invigilated and marked by the class teacher who also gives feedback to the student. If students cannot attend the writing test, teachers arrange another time and as a last resort students can do it at home. The writing test follows the same format as the final exam. Please refer to the explanation in section 6 (on pg 6) for more information. Remember that the Module 1 mark is out of 5, so divide the final writing mark (out of 25) by 5. 2.1.2 Oral test The Module 1 oral test follows the same format as the final oral exam at the end of Module 2 although in Module 1 the teacher is both assessor and interlocutor. Teachers use booking sheets (see Oral booking sheet pg 100) to organise the orals although if students cannot attend the oral, another time should be arranged, or observations from class can be used to assess them. Please refer to the explanation in section 7 (on pg 8) for more information. Remember that the Module 1 mark is out of 5, so divide the final oral mark (out of 25) by 5. 2.2 CA (Continuous Assessment) grade At the end of Module 1 students receive a CA grade out of 10 (5 for Teacher’s Assessment and 5 for Homework). It is the teacher’s responsibility to decide which criteria are relevant, and how they are used to decide the CA grade, because the teacher must be able to justify the grade. Continuous assessment sheets are available to teachers to record and calculate the CA marks. The criteria used for continuous assessment are:
• Homework - This will include at least four written tasks per Module. • Classwork - The teacher will monitor work in class and record marks. • Mini-tests - The teacher may set periodic tests during the Module and use the
results towards CA. • Linguassist exercises - The teacher has to monitor work done on Linguassist. • Attendance - Although there is no minimum attendance requirement, students’
attendance can be taken into consideration. • Other relevant factors, like progress and participation.
102
2.3 Feedback The end of Module 1 is a chance to give feedback to students, and teachers are responsible for informing each student of their result and giving them advice and feedback on the exam and course. Check your course calendar to see if you have a day timetabled in to give feedback. If not please make sure you arrange a time or a way to give feedback to students. 2.4 Assessment system Total mark for Module 1 = 20 (10 for CA and 10 for the Progress Test). Please refer to Summary of Offsite Exam and Grading System pg 101. Table 1:
Total Module 1 Mark Module 1 Grade
18 - 20 Excel·lent
15 - 17.9 Notable
13 - 14.9 Aprovat
0 - 12.9* Insuficient *Students who get Insuficient in Module 1 can still continue on to Module 2. However they must be informed that they are weak for the level and that they have to work hard in Module 2. 3. Module 2 3.1 Overview of final exam At the end of Module 2 students sit a final exam which is a test of the students’ language proficiency. It is “a test which measures general ability or skill, without reference to any specific course of study or set of materials”, i.e. it is designed to detect and measure a student’s level of proficiency for certification purposes and is NOT based on the content of a course book. This is important to communicate to students who may have misapprehensions about what the exam consists of and what it is testing. The final exam consists of the following four parts:
1. Writing paper (25 marks) 2. Oral interview (25 marks) 3. Reading comprehension and knowledge of grammar and lexis (25 marks) 4. Listening comprehension (25 marks)
IMPORTANT: The students must pass every part of the exam with 50% (12,5 out of 25) and obtain a global mark of 65% for Module 2 (Final Exam and CA combined) to pass the course and achieve a level certificate. See pg 101 for more details.
103
3.2 Overview of grading system Total mark for Module 2 = 100 (70% Exam + 30% CA from Module 1 and Module 2)
Total Module 2 Mark Module 2 Grade
90% - 100% Excel·lent
75% - 89,9% Notable
65% - 74,9% Aprovat
50% - 64,9% Suficient*
0% - 49,5% Suspès**
* Students who get Suficient are borderline fails: they can go to the next level at the teacher’s discretion, but they do not receive a UAB level certificate, only an attendance certificate. ** Students who get Suspès should repeat the Module or the whole course. They can receive an attendance certificate provided they have attended the required minimum of 80%. 3.3 Scheduling The exam dates are different for all companies. Teachers need to consult their calendars for these dates – they are indicated by a box around the date. 3.4 Writing Paper All students do a writing test at the end of Module 2. Teachers organise and assess their own students’ compositions and give feedback on them to their students. 3.4.1 Grading and Marking The paper is graded by the class teacher, who uses the Writing evaluation criteria See pg 12-13 Writing evaluation criteria) to decide if a student has achieved the level described by the criteria. The examiner awards grades for the texts bearing in mind the following areas
• Cohesion, fluency and organization (5 marks) • Vocabulary range and control (5 marks) • Grammatical range and accuracy (5 marks) • Task achievement, punctuation and register (5 marks) • Overall impression / Holistic (5 marks)
3.4.2 Writing Answer Sheet Students write their compositions on separate Writing answer sheets, at the top of which there are the following boxes that the teacher must complete with the appropriate mark (see pg 102 - Writing Answer Sheet In Company Version).
104
Example: Task 1 Name: Sergi Lopez Coh/Flu/Org Voc-ran/con Gram-ran/con TA/Pu/Re OI/Holistic Total/25
3.4.3 Writing Marking Scales
Coh/Flu/Org (5 points) Teachers give students a mark between 1 and 5 where:
1 Does not have the level 2 Weak for level 3 Borderline Pass 3,5 Pass - Average for level 4 Good for level 5 Well above average for level
Voc-ran/con (5 points)
Gram-ran/con (5 points)
TA/Pu/Re (5 points)
OI/Holistic (5 points)
Total: (25 points)
4. Oral Interview All students do an oral test at the end of Module 1 and 2. For B1, B2.1 and B2.2 Module 2 there should be two examiners but due to logistics this is often impossible. However, teachers should try and swap classes if they work at the same company, but please speak to the In Company coordinators if in doubt. Obviously if teachers are examining their own students they will need to be as objective as possible. 4.1 Oral Booking sheet The teacher will need to pass round an oral booking sheet to the students to book a time for their oral. Students will only attend for the oral time indicated on the sheet. (See pg 100 for the oral booking sheet). 4.2 Oral assessment The interviewer uses a holistic scale focussing on spoken interaction and the assessor uses analytic scales (see Oral evaluation criteria pg 53-56) divided into the following categories:
• Fluency and coherence (5 marks) • Vocabulary range and control (5 marks) • Grammatical range and accuracy (5 marks) • Pronunciation, intonation and intelligibility (5 marks) • Holistic (5 marks)
4.2.1 Oral marking sheet One Oral marking sheet (see Oral Grade Sheet pg 52) is used for each student and the assessor grades the student over 4 areas using the oral evaluation criteria. This global grade is in turn, added with the interviewer’s holistic grade.
4 3.5 3.5 3.5 3.5 18
105
Example: Name: Sergi Lopez Flu/Coh Voc-ran Gram-ran/acc Pron/Int Holistic Total/25
4.2.2 Oral Marking Scales
Flu/Coh (5 points) Teachers give students a mark between 1 and 5 where:
1 Does not have the level 2 Weak for level 3 Borderline Pass 3,5 Pass - Average for level 4 Good for level 5 Well above average for level
Voc-ran (5 points)
Gram-ran/acc (5 points)
Pron/Int (5 points)
Holistic (5 points)
Total: (25 points)
5. Listening Comprehension and Reading Comprehension All students do a Listening comprehension (2-3 tasks) and Reading comprehension (2-3 tasks) at the end of Module 2. The exam papers (including listening files) are available from the UAB Idiomes Barcelona wiki. Teachers will need to make copies of the exam papers for their students. Follow the instructions on each of the papers. The teacher will also be provided with answer sheets. The listening is available on CD or in Mp3 format. 6. Marks and Feedback The class teacher is responsible for marking their students’ exams and collating the results to get a final grade. Students MUST be informed of their final grade and receive feedback in the last class of the course. 7. Exam Appeals (Reclamacions) Students have a week in which to present an appeal before the results become official. Students should first approach their class teacher. If this cannot be resolved please contact the In Company Coordinators. 8. Exam practice materials Exam practice material and Mock exams with listenings are available in each level folder on the computer in X:\ACADEMICO\Levels and Courses and on the UAB Idiomes Barcelona Wiki. 9. Confidentiality All information relating to Exams and assessment is confidential and copies cannot be made for students. All exam papers must be returned to UAB Idiomes. 10. Reports Final reports for both Module 1 and 2 will be sent to teachers to be completed within 7 days from the last day of the course. There are also Progress reports mid-way through each term. The reports automatically calculate the final results and the attendance statistics and are sent to the company. For examples of the reports, please refer to pages 103-104.
4 3.5 3.5 3.5 3.5 18
106
ORAL BOOKING SHEET
TEACHER: GROUP Complete the table. Pairs of students and a three if necessary. Make a copy for oral file.
STUDENT DATE TIME 1)
2)
3)
4)
5)
6)
7)
8)
9)
107
Summary of In Company Exam and Grading system Exams and Tests At the end of Module 1 there is a Progress Test, and at the end of Module 2 a Final Exam. The Progress Test is divided into TWO parts: Writing = Expressió Escrita (EE) 5 marks
Speaking = Expressió Oral (EO) 5 marks
• The Test mark is diagnostic and not evaluative.
The Final Exam is divided into FOUR parts: Listening = Comprensió Oral (CO) 25 marks
Reading = Comprensió Escrita (CE) 25 marks
Writing = Expressió Escrita (EE) 25 marks
Speaking = Expressió Oral (EO) 25 marks
• To pass the course students MUST obtain 50% on EACH paper (12.5 out of 25) in the
Final Exam. The exam is out of 100 but it only counts for 70% of the final mark. The other 30% can consist of Module 1 Progress test results, CA and Homework.
Summary: At the end of Module 1: Progress Test (Writing 5 and Speaking 5) = 10 Teacher’s Assessment = 5 Homework = 5 Module 1 Mark = 20 At the end of Module 2: Modules 1+2 Only Module 2 Exam = 70 =70 Teacher’s Assessment = 5 =10 Homework = 5 =20 Module 1 Mark = 20 Final Mark: = 100 =100 Certificates
• To receive an official UAB Level certificate students MUST get 65% in their final grade as well as obtaining a minimum of 50% (12,5 out of 25) in EACH part of the exam.
• Students who fail the exam, get under 65% in the overall mark or who have completed Module 1 will receive a UAB Idiomes attendance certificate (minimum attendance 50%).
Grade Mark Action
Suspès 0% - 49,5% Repeat Level Suficient 50% - 64,9% Repeat or go on to next level? Aprovat 65% - 74,9% Go on to next level
Notable 75% - 89,9% Go on to next level
Excel·lent 90% - 100% Go on to next level
108 Coh/Flu/Org Voc-ran/con Gram-ran/acc OI/Reg/TA Holistic Total/25
Appendix 6 - WRITING ANSWER SHEET TASK:
1st SURNAME 2nd SURNAME NAME LEVEL
COMPANY CLASS TIME / DAYS CLASS TEACHER EXAM DATE
109Juny 2010 Objectius generals del curs
Empresa ACME INDUSTRIES
Informe final
Número de referència IC1205/09
Professor/a A.N. Other
Curs cinquè B2.2 mòdul 2 Valoració grup
Idioma anglès general Escala de valoracions (No apte=1 / Pot millorar = 2 / Apte = 3 / Bé = 4 / Molt bé = 5)
Durada del curs 60 hores Assoliment dels objectius 4 Observacions
Data d'inici / final del curs 05/10/09 - 07/06/10 Dinàmica del grup 4
Horari dilluns i dimecres 13:00 - 14:00 Interès i actitud 5
Lloc empresa Feina fora de classe 3
Coordinador/a Equipament a l'aula 4
Alumnes (Cognoms, nom) Núm
ero
de c
lass
es
Cla
sses
ass
istid
es
% A
ssis
tènc
ia
Valoració alumnes
Qua
lific
ació
Prova final Avaluació Continua
1. SÁNCHEZ, MARTA 60 43 72% 17 18 17 23.5 75 6 14.8 74 Aprovat
2. FLORES, LOLA 60 43 72% 18 18.5 9 21.5 67 8 15.15 70 Aprovat
3. PANTOJA, ISABEL 60 44 73% 16 17 17 23.5 74 8 16.75 76 Notable
4. MONTERO, AMAYA 60 38 63% 20 20.25 15 23 78 8 16.9 80 Notable
Mitjana 42.0 70.0% 17.8 18.4 14.5 22.9 73.5 7.5 15.9 75.0
Mantenir converses amb parlants nadius, sense gaires dificultats i amb un nivell acceptable de fluïdesa, tot usant alguns girs i modismes propis de l’idioma.
Intervenir en discussions, debats o diàlegs sobre temes d'interès general, exposant punts de vista o opinions de certa complexitat.
Redactar, amb un nivell acceptable de correcció i en un estil adient, textos breus de diferent mena.
Entendre el significat de textos informatius, d'opinió o de consulta i seguir-ne el fil amb I’ajut de diccionaris o d'altres materials de consulta.
És un grup molt bo i entusiasta, amb un nivell molt bo i una actitud positiva cap a la llengua. Els alumnes han mostrat interès al llarg del curs, el qual ha anat molt bé. Els alumnes aprenen ràpid i mostren un nivell força alt d’expressió oral. El progrés ha estat bo però els costa eliminar errors habituals. Els resultats de l’examen mostren que poden continuar amb el nivell següent.
Tota
l pro
va p
arci
al
(sob
re 1
00)
Not
a Fi
nal
(sob
re 1
00)
Expr
essi
ó or
al
(sob
re 2
5)
Expr
essi
ó es
crita
(s
obre
25)
Com
pren
sió
oral
(s
obre
25)
Com
pren
sió
escr
ita
(s
obre
25)
Ava
luac
io c
ontin
ua
Mòd
ul 2
(
sobr
e 10
)
Ava
luac
io c
ontin
ua
Mòd
ul 1
(sob
re 2
0)
Juny 2011 Objectius generals del curs
Empresa ACME INDUSTRIES
Informe Module 1
Número de referència IC1388/10
Professor/a Ranald Ward
Curs Anglès general Tercer- B1 Mòdul 1 (2a part) Valoració grup
Idioma Anglès Escala de valoracions (No apte=1 / Pot millorar = 2 / Apte = 3 / Bé = 4 / Molt bé = 5)
Durada del curs 60 hores Assoliment dels objectius 3 Observacions
Data d'inici / final del curs 05/10/10-07/06/11 Dinàmica del grup 4
Horari Dimarts i dijous 13:00-14:00h Interès i actitud 4
Lloc C. Gall, 30, Esplugues de Llobregat Feina fora de classe 2
Coordinador/a Equipament a l'aula 2
Alumnes (Cognoms, nom) Núm
ero
de c
lass
es
Cla
sses
ass
istid
es
% A
ssis
tènc
ia
Valoració alumnes
Qua
lific
ació
Prova parcial (sobre 10)
Prog
rés
Part
icip
ació
Punt
ualit
at
Deu
res
1. PÁCHON, CARME 60 53 88% 2 3 4 4 6.5 3 2 11.5 Suficient
2. DOMÍNGUEZ, MARTA 60 39 65% 3 4 4 4 7.5 3 3.5 14.0 Aprovat
3. SANZ, ALEJANDRO 60 29 48% 2 3 2 2 4.5 2 2 8.5 Suspès
4. MARTÍN, DANI 60 48 80% 4 4 4 4 8.0 2.5 4 14.5 Aprovat
5. PUJOL, JORDI 60 42 70% 3 4 3 3 6.5 3 2 11.5 Suficient
6. DEL MAR, MARÍA 60 42 70% 3 3 3 2 5.5 2.5 4 12.0 Suficient
7. SABATER, CARLES 60 46 77% 3 3 3 3 6.0 3 3 12.0 Suficient
8. BOSÉ, MIGUEL 60 46 77% 4 4 4 4 8.0 3 2.5 13.5 Aprovat
Mitjana 43.1 71.9% 3.0 3.5 3.4 3.3 6.6 2.8 2.9 12.2
110
Mantenir una activitat comunicativa en la majoria de situacions pròpies de la vida quotidiana.
Comprendre un parlant nadiu que s'expressi sense marques dialectals o sense excessius col•loquialismes.
Expressar-se amb eficàcia, oralment i per escrit, sobre temes d'interès general.
Extreure informació essencial d'una conferència, d'una exposició o d'un text escrit extens, sobre temes d'interès general.
La classe ha treballat bé en grup, tot i que alguns alumnes han de treballar més dur per assolir el nivell que han cursat. La Jerónima i la Marta no van seguir amb el curs i per tant no han realitzat l'examen.
Escala de valoracions (No apte=1 / Pot millorar = 2 / Apte = 3 / Bé = 4 / Molt bé = 5)
Tota
l ava
luac
ió
cont
inua
(s
obre
10)
Not
a Fi
nal
(s
obre
20)
Expr
essi
ó es
crita
(sob
re
5) Expr
essi
ó or
al
(sob
re 5
)
USEFUL LINKS MENTIONED IN THE HANDBOOK
General information about UAB Idiomes courses:
http://www.uab.cat/uab-idiomes/
Information about the English assessment system and exam norming documents:
http://blogs.uab.cat/sdluac/eng/
Description and practice of simtest:
http://blogs.uab.cat/englishoutside/uab-idiomes-barcelona/
Wiki for exam documents:
http://uabidiomesbarcelona.wikispaces.com/