Transcript Slide 1

YEAR 9 EXAMINATION
IN ENGLISH 2014
Outline
• Review of CEFR B1 level descriptors.
• Overview of the new examination in
English.
• Introduction to the new Marking Scale
for Writing.
• Evaluate student answers.
• Introduction to the new Marking Scale
for Speaking.
• Evaluate interviewer behaviour.
• Evaluate student performances.
CEFR : Listening
A2
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B1
Can understand enough to be
able to meet needs of a
concrete type provided
speech is clearly and slowly
articulated.
Simple instructions.
Cannot follow live
conversation.
Can generally identify the
topic of discussion around her
that is conducted slowly and
clearly.
Very basic personal and
family information, shopping,
local geography, employment.
Can catch the main point in
short, clear, simple
messages and announcement.
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Straightforward factual information
about common everyday or job
related topics, identifying both general
messages and specific details,
provided speech is clearly
articulated in a generally familiar
accent.
Can understand simple technical
information, such as operating
instructions for everyday equipment.
Can follow detailed directions.
Can follow a lecture or talk within
his/her own field.
Can understand the main points of
clear standard speech on familiar
matters regularly encountered in
work, school, leisure, etc.
May ask for repetition.
Can understand the main point of
many radio or TV programmes on
current affairs or topics of personal or
professional interest when the delivery
is relatively slow and clear.
CEFR: Listening
B1
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Straightforward factual information about
common everyday or job related topics,
identifying both general messages and
specific details, provided speech is clearly
articulated in a generally familiar accent.
Can understand simple technical
information, such as operating
instructions for everyday equipment.
Detailed directions.
Can follow a lecture or talk within his/her
own field.
Can understand the main points of clear
standard speech on familiar matters
regularly encountered in work, school,
leisure, etc.
May ask for repetition.
Can understand the main point of many
radio or TV programmes on current
affairs or topics of personal or
professional interest when the delivery is
relatively slow and clear.
B2
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Can understand announcements and
messages on concrete and
abstract topics spoken in standard
dialect at normal speed.
Only extreme background noise,
inadequate discourse structure
and/or idiomatic usage influence the
ability to understand.
Can follow the essentials of
lectures, talks and reports and
other forms of
academic/professional presentation
which are propositionally and
linguistically complex.
Can understand most TV news and
current affairs programmes. Can
understand the majority of films in
standard dialect.
Topics: education, employment.
CEFR: Reading
A2
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Very short, simple texts.
Can find specific, predictable
information in simple everyday
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material.
Advertisements, prospectuses,
menus and timetables, short
simple personal letters
Familiar, everyday topics.
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Everyday signs and notices: in
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public places, such as streets,
restaurants, railway stations; in
workplaces, such as directions, •
instructions, hazard warnings.
Simple instructions.
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Keywords and phrases.
B1
Texts that consist mainly of high
frequency everyday or job-related
language.
Can scan longer texts in order to
locate desired information, and
gather information from different
parts of a text, or from different
texts.
Letters, brochures, short documents.
Clearly written, straightforward
instructions for a piece of equipment
Can identify the main conclusions
in clearly signalled argumentative
texts.
Can recognise the line of argument
in the treatment of the issue
presented, though not necessarily in
detail.
CEFR: Reading
B1
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Texts that consist mainly of
high frequency everyday or
job-related language.
Can scan longer texts in order
to locate desired information,
and gather information from
different parts of a text, or
from different texts.
Letters, brochures, short
documents.
Clearly written, straightforward
instructions for a piece of
equipment
Can identify the main
conclusions in clearly signalled
argumentative texts.
Can recognise the line of
argument in the treatment of
the issue presented, though
not necessarily in detail.
B2
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Large degree of independence, adapting style
and speed of reading to different texts and
purposes, and using appropriate reference
sources selectively.
Broad active reading vocabulary, but may
experience some difficulty with low-frequency
idioms.
Long and complex texts.
Can read correspondence relating to his/her field
of interest
Can scan quickly through long and complex
texts, locating relevant details.
Needs to reread difficult sections.
Can understand specialised articles outside
his/her field, provided he/she can use a
dictionary occasionally to confirm his/her
interpretation of terminology.
Can understand articles and reports concerned
with contemporary problems in which the
writers adopt particular stances or viewpoints.
CEFR: Writing
B1
A2
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Simple phrases and sentences
linked with simple connectors like
„and", „but“ and „because“.
Topics: everyday, familiar.
Short, simple messages.
Present, past.
Very simple personal letter
(thanks, apology).
Can write down short messages,
when it is possible to clarify.
Has sufficient vocabulary to conduct
routine, everyday transactions
involving familiar situations and
topics.
Systematically makes basic
mistakes
Phonetic spelling.
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Writes short connected texts.
Can pass on message clearly.
Abstract and concrete topics.
Describes experiences and events,
dreams, hopes & ambitions.
Can narrate a story or relate the
plot of a book or film and describe
his/her reactions.
Topics of interest.
Can briefly give reasons and
explanations for opinions and plans.
Personal letters.
Everyday topics.
Communicates with reasonable
accuracy in familiar contexts
Mistakes do not hinder
understaning.
Can get message across.
CEFR: Writing
B1
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Writes short connected texts.
Can pass on message clearly,
Abstract and concrete topics.
Describes experiences and
events, dreams, hopes &
ambitions.
Can narrate a story or relate
the plot of a book or film and
describe his/her reactions.
Topics of interest.
Can briefly give reasons and
explanations for opinions and
plans.
Personal letters.
Everyday topics.
Communicates with reasonable
accuracy in familiar contexts
Mistakes do not hinder
understaning.
Can get message across.
B2
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Can write letters conveying degrees of
emotion and highlighting the personal
significance of events and experiences and
commenting on the correspondent's news
and views.
Synthesises and evaluates information
and arguments from a number of sources.
Can evaluate different ideas or solutions
to a problem.
Follows established conventions of the genre
concerned.
Can write a review of a film, book or play.
Can write an essay or report
Evaluates, assesses, pros and cons.
Systematic.
Wide vocabulary.
Paraphrases successfully.
Shows a relatively high degree of
grammatical control.
Spelling correct, punctuation infulenced by
mother tongue.
CEFR: Speaking
A2
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Clear, standard speech on familiar
matters
Simple everyday polite forms of greeting
and address.
Can say what he/she likes and dislikes
Invitations and apologies, greetings and
farewells; introductions; giving thanks.
Simple linking words.
Simple phrases, simple sentences.
Structured situations and short
conversations, provided the other
person helps if necessary.
Asks questions and answers them.
Cannot keep the conversation going.
Can communicate in simple and routine
tasks requiring a simple and direct
exchange of information on familiar
topics and activities.
Frequent mistakes in basic structures.
Makes him/herself clear.
Long pauses, false starts.
B1
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Reasonably fluent.
Gives a straightforward description.
Variety of familiar topics.
A linear sequence of points.
Detailed accounts.
Topics: experiences, feeling,
accidents, books, films, dreams,
hopes, ambitions.
Confidence with familiar topics and
professional life.
Can communicate on unfamiliar topics to
say why something is a problem.
Most situations related to travelling.
Enters unprepared into a conversation on
a familiar topic: sustains a conversation.
Can sometimes be difficult to follow.
Vocabulary: Sufficient to be reasonably
precise.
Grammar: reasonably accurate,
mother tongue influence.
Errors do not hinder understanding.
CEFR: Speaking
B2
B1
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Reasonably fluent.
Gives a straightforward description.
Variety of familiar topics.
A linear sequence of points.
Detailed accounts.
Topics: experiences, feeling, accidents,
books, films, dreams, hopes, ambitions.
Confidence with familiar topics and
professional life.
Can communicate on unfamiliar topics to
say why something is a problem.
Most situations related to travelling.
Enters unprepared into a conversation on
a familiar topic: sustains a conversation.
Can sometimes be difficult to follow.
Vocabulary: Sufficient to be reasonably
precise.
Grammar: reasonably accurate, mother
tongue influence.
Errors do not hinder understanding.
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Language use is fluent, accurate and
effective.
Clear, detailed descriptions.
A wide variety of topics related to his
field of interest.
Topics: general, academic,
vocational, leisure.
Expands and supports ideas with
examples.
Communicates spontaneously.
Appropriate level of formality.
Extended conversation even in a noisy
environment.
Can be clear without restricting what
he/she wants to say.
Good grammatical control.
Non-systematic errors.
Can correct the errors in
retrospect.
Year 9 exam (B1)
Tasks
Time
Points
Listening
4
30 min
25
Reading
4
60 min
30
Writing
2
45 min
25
Speaking
2
15 min
20
2 h 30 min
100
Total
Part 1
LISTENING COMPREHENSION
(30 min)
25%
Listening 4 tasks
Possible task types
multiple choice
gap-filling
short answers
multiple matching
table completion
Multiple choice
Gap-filling
Short answers
Multiple matching
Table completion
Part 2
READING COMPREHENSION
(60 min)
30%
Reading
4 tasks
multiple-choice
open/banked gap-filling
word formation
multiple matching
(gapped text, titles,
questions and answers)
short answers
Multiple choice
Banked gap-fill
Word formation
Multiple choice
Multiple matching
Part 3
WRITING (45 min)
25%
Task 1 Short description
75 words
9 points
Task 2 Letter/email
120 words
16 points
Paragraph- is a basic unit of organization in
writing in which a group of related sentences
develops one main idea.
Structure:
• 1.Topic sentence (topic+ controlling/main
idea)
• 2. Supportive sentences (develop the topic
sentence with reasons, examples, facts,
statistics, quotations)
• 3. Concluding sentence (signals the end of
the paragraph, leaves the reader with
important points to remember)
Through the centuries rats have
managed to survive all our efforts to
destroy them. We have poisoned them
and trapped them. We have
fumigated, flooded, and burned them.
We have tried germ warfare. Some rats
even survived atomic bomb tests
conducted in the Pacific after World War
II. In spite of all our efforts, these
enemies of ours continue to prove that
they are the most indestructible of
pests.
(adapted from:Capital Community
College homepage)
Writing prompt “What is your favourite day of the
week and why?” d
ompPt
Sunday is my favourite day because I spend the day
watching football with my dad. On Sunday, my dad
spends the whole day with me watching football on
TV. We even eat lunch together while watching. The
highlight of the day is watching the Dolphins game.
Dad and I get so excited, we yell and cheer
together. On Sundays, I get to combine watching
my favourite sport and spending time with my
favourite person—what a great day!
Teacher Observations (After)
Task 1 (description)
Task 1: Marking scale
Task Completion
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2
1
0
Vocabulary
Grammar
All aspects mentioned and Vocabulary appropriate
expanded. Clear
to the task. Only a few
spelling mistakes.
organisation.
Grammar well
controlled. Only a few
grammar mistakes.
All aspects mentioned but
only two expanded.
Organisation mostly
logical. Some irrelevant
remarks.
One or more aspects not
mentioned at all OR only
one expanded. Illogical
organisation. Significant
amount of irrelevant
information.
Vocabulary basic though
conveys the meaning.
Several spelling
mistakes.
Limited control of
grammar. Several
grammar mistakes.
Many words used
inappropriately. Spelling
problems make
communication difficult.
Minimum control of
grammar. Grammar
problems make
communication
difficult.
The prompt has been
ignored.
Fewer than 35 words.
The prompt has been
ignored. Vocabulary
problems make
communication
impossible.
The prompt has been
ignored. Grammar
problems make
communication
impossible.
Task 2 (letter/email)
Task 2: Marking scale
Task Completion
4
3
2
1
0
Organisation
All aspects mentioned Both beginning and
and expanded.
ending appropriate.
Well organised. Logical
paragraphs.
All aspects mentioned Both beginning and
but only two
ending appropriate.
expanded.
Organisation mostly
logical. Mostly logical
paragraphs.
All aspects mentioned Beginning OR ending
but only one
missing. Organisation
expanded. Some
not always logical.
irrelevant remarks.
Paragraphs not always
logical.
One or more aspects Beginning AND ending
not mentioned at all. missing. No
Significant amount of paragraphs.
irrelevant
information.
The prompt has been The prompt has been
ignored. Fewer than
ignored. Not a
60 words.
connected text.
Vocabulary
Grammar
Vocabulary
appropriate to the
task. Only a few
spelling mistakes.
Vocabulary quite basic
though conveys the
meaning. Several
spelling mistakes.
Grammar well
controlled. Only a
few grammar
mistakes.
Mostly grammatical.
Several grammar
mistakes.
Limited vocabulary.
Frequent spelling
mistakes.
Limited control of
grammar. Some
systematic grammar
mistakes.
Very limited
vocabulary. Spelling
problems make
communication
difficult.
The prompt has been
ignored. Vocabulary
problems make
communication
impossible.
Minimum control of
grammar. Grammar
problems make
communication
difficult.
The prompt has been
ignored. Grammar
problems make
communication
impossible.
Indented style
Block style
Part 4
SPEAKING (15 min)
20%
Introduction Warm-up questions
Task 1
Picture description
+ follow-up questions
Task 2
Acting out a situation based
on visual and written input
Speaking Test Framework
• The speaking test result will account for 20% of
the overall examination score.
• The speaking test will be a scripted interview.
• An interviewer script will standardise some
aspects of the interviewer behaviour, increasing
the likelihood of participating students getting
equal opportunities to demonstrate their speaking
skill.
• A 2011 survey found that 89% of those
interviewers who conduct speaking tests within
the framework of the national examination in
English consider the script helpful, supporting
them professionally.
Stage 1: Introduction
Two functions:
1. to provide a formal beginning for the
interview - announce the test name, the test
date and the student’s name.
2. to give the student an opportunity to warm
up for the speaking test - the interviewer
selects a topic for the warm-up phase from
among the four options given in the script.
Each of the options typically has four
questions.
Stage 1: Sample Warm-Up
Sequence
Let’s talk about hobbies. What are your hobbies? Why do
people need to have hobbies?
OR
Let’s talk about music. What kind of music do you like?
Should children learn to play a musical instrument?
OR
Let’s talk about films. What kind of films do you like? Why
do people go to the cinema?
OR
Let’s talk about TV programmes. What kind of
programmes do you watch? Do you think people spend
too much time watching TV?
Stage 1: Things to Remember
• This is a warm-up stage: no
assessment.
• The topics are general interest
topics.
• No additional questions should be
asked.
• Manage time: no more than two
minutes.
Stage 2: Speaking Task 1
• Overall time spent on task: 7-8
minutes.
• Preparation time: 3 minutes.
• Speaking time: 2 minutes.
• Note-taking recommended.
Task 1
Speaking Task 1: Things to
Remember
• Allow the student uninterrupted
preparation and speaking time.
• Manage time (3+2).
• Optional prompt (in the script):
Is that all you wanted to say?
Speaking Task 1: Sample Follow-Up
Questions
1) What was the last cultural event you
visited?
2) Why do people travel?
3) In which country would you prefer to
live? Why?
4) Which country would you like to visit:
Australia or the UK? Why?
Speaking task 2
• Act out a situation.
• Overall time spent on task: max 3
minutes.
• Preparation time: 1 minute.
• No note-taking.
Sample
Speaking
Task 2
Speaking Task 2: Things to
Remember
• The student should read the instructions
carefully
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Discuss both, suggest one
Suggest both and give reasons
Agree
Disagree
• Follow the order of the prompts
Watch the sample interview:
• Make a comment on any aspect that
caught your attention (positive and
negative).
• Make a note of any questions you
might have.
Marking Student Performance
The student’s performance will be rated
on a 6-point marking scale (0 to 5)
focusing on:
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task achievement,
vocabulary,
grammar,
fluency and pronunciation.
Marking scale
VOCABULARY
GRAMMAR
PRONUNCIATION
AND FLUENCY
Vocabulary is varied.
Can paraphrase when
necessary. Occasional
inaccuracies may occur.
Good vocabulary. Has
some ability to
paraphrase. Some
inaccuracies occur.
Speech is grammatically
correct with minor slips.
Varied language
constructions used.
Speech is mostly
grammatically correct.
Complex structures may
often contain an error.
The student copes
3 with the tasks
unevenly.
Basic vocabulary mostly
used correctly.
Simple language used
correctly. Complex
structures often contain
an error.
Fluent. Pronunciation
correct. Occasional
hesitation and pauses of
thought may occur.
Mostly fluent. Pronunciation
mostly correct. Some
noticeable pauses.
Occasional words
mispronounced.
Hesitant. Noticeable pauses.
Basic pronunciation correct
although mistakes are
evident.
The student copes
with the tasks in a
2 limited way.
Limited vocabulary.
Words often misused.
Limited control of
Laconic. Limited control of
grammar. Systematically pronunciation. Frequent
makes basic mistakes.
long pauses.
The student attempts
the tasks but is
1 disorganised and
illogical.
Very limited vocabulary.
Inaccurate and
inappropriate use of
words interferes with
understanding.
Extremely limited
vocabulary makes
communication
impossible.
Very limited control of
grammar. Many
grammar mistakes
interfere with
understanding.
Numerous grammar
mistakes make the
speech unintelligible.
TASK
ACHIEVEMENT
The student copes
5 with the tasks
successfully.
The student copes
4 with the tasks well.
The student does not
attempt the tasks.
0
Very laconic. Pronunciation
problems interfere with
understanding.
A non-speaker. Impossible
to follow.
Listen to the students preforming
speaking tasks.
• Evaluate them using the new marking
scale.
• Compare your result to that of your
neighbour.
• Reach an agreement.
Information
• CEFR scales
• www.innove.ee
• [email protected]
Questions and comments