English as an Additional Language or

Dialect
Stages 2 and 3

Practical (oral)
examinations requirements
2010

English as an Additional Language or Dialect: Practical (oral) examinations requirements 2010

Copyright
Curriculum Council, 2010
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2010/11110v2

English as an Additional Language or Dialect: Practical (oral) examinations requirements 2010

General information
This document provides general advice to teachers, students and parents on the English as
an Additional Language or Dialect (EALD) practical (oral) examination for Stage 2 and Stage 3.
Students who are in their final year of schooling and are enrolled in a pair of Stage 2 or Stage
3 units in the EALD course will be required to complete a practical (oral) examination to
receive marks for the oral component of the external examination.
The practical (oral) examination for Stage 2 and Stage 3 EALD is to be held during the period
from Saturday 16 October Sunday 31 October 2010 (weekends included) at metropolitan
and major country locations. Candidates must make arrangements to be available to complete
their practical (oral) examination during this time. The Curriculum Council will inform
candidates of the time and location of the EALD practical examinations in September. School
candidates will be notified through their schools. Private candidates will be notified directly by
mail. If candidates are in a country area where a centre is not allocated they will be contacted
through their school about examination arrangements.
Teachers are responsible for ensuring the syllabus requirements are met. This includes
following the Curriculum Council assessment guidelines and making sure candidates are
adequately prepared for the practical (oral) examination. Teachers must ensure they are using
the currently accredited course. Further advice on matters related to the administration of
Curriculum Council assessment will be published in the Curriculum Council WACE circular.
Teachers should also refer to the WACE examination policy published in the WACE manual
and available on the Curriculum Council website.
Oral performance is assessed on what the candidate understands and is able to demonstrate.
Candidates should not therefore be concerned if they do not understand an individual
question. In such a case, they can ask for the question to be repeated without penalty. If the
candidate does not attempt to answer the question and does not make any other comment in
relation to the question within a reasonable amount of time, the marker will move on to a
different question. Candidates are strongly advised not to use the questions asked during the
practical (oral) examination about course issues and texts as a means of dominating the
conversation with a prepared response that resembles a monologue. In the interests of the
candidate, such monologues will be interrupted at an appropriate point.
A numerical scale will be used to assess candidate performance in the practical (oral)
examination for Stage 2 and Stage 3 EALD. All candidates will be examined against the
following criteria:
interaction on familiar topics
linguistic resources (accuracy, appropriacy and range of grammar and lexis)
fluency and clarity (pronunciation, intonation, stress)
content (prepared response to visual stimulus and focus questions)
content (course issue/ text discussion related to unit description and content)
content (sociocultural understandings and analysis)
interaction on unprepared questions
communication strategies.
Candidates must leave the examination area once they have completed their examination,
and must not have contact with those waiting to be examined.
Candidates must wear clothing that does not identify them or their school to the practical (oral)
examination.
In 2010 an audio recording of each students performance in the practical (oral) examination
will be made. The audio recordings will be used to ensure comparability between markers.
Selected samples of audio recordings may also be included as exemplars in a standards
guide to be distributed to schools in 2011. Each candidates practical examination will be
marked by two markers. One marker will conduct the interview while the second marker will sit
in the background and make notes on the candidates performance.

English as an Additional Language or Dialect: Practical (oral) examinations requirements 2010

Examination day procedures

On the day of the practical (oral) examination, the candidate is required to report to a
supervisor at the examination centre 20 minutes before the scheduled examination
preparation time. When their attendance has been recorded the candidate is directed to a
supervised preparation room. There may be more than one candidate being supervised
simultaneously in the preparation room.
Mobile phones or any recording devices must be handed in to the supervisor before the
examination and may be collected at the end.
Candidates who arrive 15 minutes after the scheduled examination time will not be admitted to
the practical (oral) examination.

English as an Additional Language or Dialect: Practical (oral) examinations requirements 2010

Information for Stage 2 candidates

The English as an Additional Language or Dialect examination comprises a written
examination worth 75% of the total examination score and a practical (oral) examination worth
25% of the total examination score.
Practical (oral) examination requirements
Candidates must bring their examination advice form which states their student number and
time of examination to the practical (oral) examination.
Structure of the Stage 2 practical (oral) examination
Examination

Duration

Preparation

15 minutes

Interview

Total of 10 12 minutes

Part A: Introductory discussion

approximately 2 minutes

Part B: Visual stimulus/ focus

questions

approximately 3 - 4 minutes

Part C: Course issue discussion

approximately 5 - 6 minutes

During the preparation time the candidate prepares responses to the visual stimulus item (a
coloured laminated picture) they are given by the supervisor and makes notes in the
preparation booklet provided. The visual stimulus and focus questions are based on generally
accessible topics and issues. The booklet contains a black and white version of the colour
picture, the focus questions and space for making notes. The candidate should use the notes
they have prepared on the visual stimulus for reference only, or as a memory prompt for the
next point. The candidate should ensure that they have prepared their ideas in response to
the stimulus in note form and not in full sentences or a fully written out script, as this will
encourage them to read. Candidates who read will be penalised.
Following the 15 minute preparation time, the candidate is guided to the allocated interview
room. The candidate takes with them their visual stimulus and preparation booklet and uses
them in the second part of the interview. Before leaving the interview room the candidate must
hand in the visual stimulus and preparation booklet to the marker. Dictionaries cannot be used
during Part A or Part B of the practical (oral) examination.
Interview
Part A: Introductory discussion (approximately 2 minutes)
When the candidate enters the interview room, the marker asks the candidate to state their
student number. The candidate reads out their number.
The marker begins the interview with a greeting to the candidate and it is expected that the
candidate will respond, for example:
Marker:

Hello, my name is (first name only) and I am your

interviewer for the EALD oral examination today. Can you
read me your student number please?
Candidate: Hello, my number is....
Marker:
Thank you. How are you?
Candidate: Im well thanks, but a little nervous.

English as an Additional Language or Dialect: Practical (oral) examinations requirements 2010

The marker continues the introductory discussion with questions on familiar topics. Some
examples follow. This list is neither prescriptive nor exhaustive.

Marker:
Marker:

Marker:
Marker :

Where are you from? Which area are you from? How long have
you been in Australia?
How long have you been studying English? How many
languages do you speak? What are they? Explain when you use
them.
What subjects are you studying? What is it you like learning
about the most? Why?
Do you have much free time? What do you do?

The number of questions is not predetermined. The focus will be familiar topics related to the
candidates everyday environment. The questions are aimed at settling the candidate in and
developing a rapport between the interviewing marker and the candidate. The candidate
should interact with the marker in a conversational manner.
Part B: Visual stimulus and focus questions (approximately 3 - 4 minutes)
The candidate uses the visual stimulus and focus questions on which they have made notes
to speak for 3 4 minutes in a sustained utterance. The candidate is encouraged to respond
to the picture/visual stimulus and focus questions with as much information as possible, in a
sustained utterance.
The marker will initiate this phase of the interview with these words:

Marker:

You have been given a visual stimulus and some focus

questions to consider in your preparation time. What stimulus
number do you have? .
Candidate: My stimulus number is x/ Number x
Marker:
Thank you. Id like you to talk about these now. Start by
describing the picture and then continue with your ideas related
to the focus questions.You should try to speak for about three
minutes.
Candidate : This is an interesting picture. It shows...

If the candidate stops speaking after describing the picture, the marker may prompt candidate
comments on the focus questions in this way:

Marker:

Now Id like to hear your ideas related to the focus questions.

The candidate should aim to speak for the full three minutes and is encouraged to take the
initiative to respond with as much information as possible in the description of the visual
stimulus and about the focus questions they have chosen. The candidate should aim to
display the use of a range of linguistic structures and vocabulary during this time.
The candidate is able to choose which of the focus questions they speak about. However, if
the candidate stops and is unable to speak further on the questions they have selected, the
marker will support the candidate to reach the required time by asking an unseen question
about the visual stimulus.
The candidate should ensure that they do not read from their notes in this part.
Some examples of focus questions are below. The questions shown are neither prescriptive
nor exhaustive. The candidate will not see the unseen question.
English as an Additional Language or Dialect: Practical (oral) examinations requirements 2010

Giving her dog a drink

Focus questions:
This young woman is taking care of her thirsty dog by offering him a drink. In
what other ways do owners of pets care for the needs of their pets?
What are the advantages and disadvantages of having a pet dog?
Do modern pet owners spend too much money on their pets? Why do you think
that? Give examples.
Why do you think many people who live in cities want to keep pets?
Unseen question: Are some animals unsuitable as pets? Which ones? Why do you
think so?
Cooking in the open air
Focus questions:

This young woman looks very happy with her freshly baked bread. What are
some of the pleasures of cooking and eating outdoors?

In what ways would a modern picnic /barbecue look different from this scene?
What factors might spoil a meal in the open air?

Describe a meal in the open air and its significance to you.

Unseen question: Should both boys and girls be taught to cook? Why do you think
so?

At the end of this part of the interview, the marker will ask the candidate for the visual stimulus
and their preparation booklet.
Marker:

Thank you. May I have the visual stimulus and your

preparation booklet, please?

Part C: Course issue discussion (approximately 5 - 6 minutes)

The candidate nominates an issue/s related to the focus and content of one or both of the
Stage 2 units. The candidate uses their responses to demonstrate what they know and
understand in relation to the focus and content of one or both of the Stage 2 units. Candidates
are invited to give examples from texts they have studied to illustrate their knowledge and
understandings.
The candidate should be prepared to engage in an interactive discussion with the marker.
Candidates who launch into a monologue or who recite rote-learned material will be stopped
by the marker, thanked politely and another question will be asked.
Questions are generally open-ended and provide the candidate with the opportunity to
express ideas and opinions and to give examples to support these from the texts they have
studied in their course work.
The marker will introduce the third part of the interview in this way:
Marker:

Over the course of the year, you have studied various issues
in class. Can you explain one of these that you found
interesting?

English as an Additional Language or Dialect: Practical (oral) examinations requirements 2010

Some examples of questions on Stage 2 course work are provided below. The questions
shown are neither prescriptive nor exhaustive.

Ways of life

2ABELD

Making choices

What issue related to ways of life did you learn about?

Did you study a text on this issue? What was it? Who wrote this text/
Who directed this film? What is the main idea of this text?
Who is the main character or group in the text? Can you describe an
aspect you noticed about their way of life? What do you think about
it? Why?How does this compare with the way people behave in your
own culture?
What have you learned about your own culture and way of life from
studying this course?
People often think the way of life in the past was simpler and better.
Do you agree? Why?/Why not?
Can you describe one thing you have learned about the Australian
culture and way of life during your course? Did you notice any
differences from your own culture? Please explain what you think.
Do you think any one culture has a perfect way of life? What can we
learn from one another?
What kinds of choices did you study during your EALD course? What
was the most important choice? Why? Is this choice important for most
young people today?
Did you study a text on this issue? What was it? Who wrote this text/
Who directed this film? What did the writer or director tell you about the
issue? What was the writers/directors opinion about this issue, do you
think?
If a character makes a choice, what kind of choice didhe/she make? Is
that shown to have been wise or a mistake? Please explain. Has reading
this text/ viewing this documentary/film influenced you in the choices
you will make yourself?
We make choices as individuals and as groups or societies. Give some
examples of group decisions. What do you think is a good way for a
group to make a choice together?
Does everyone have freedom of choice? What are some factors which
limit peoples power to make a choice? Can you give any examples?
Australians have the freedom to make many different choices. From
your studies, what have you learned about the kinds of choices an
Australian teenager can make? Is this power to choose always
beneficial?

At the end of the interview the marker concludes with the words:
Marker:

Thank you, this is the end of the interview.

English as an Additional Language or Dialect: Practical (oral) examinations requirements 2010

Information for Stage 3 candidates

The English as an Additional Language or Dialect examination comprises a written
examination worth 75% of the total examination score and a practical (oral) examination worth
25% of the total examination score.
Practical (oral) examination requirements
Candidates must bring their examination advice form which states their student number and
time of examination to the practical (oral) examination.
Structure of the Stage 3 practical (oral) examination
Examination

Duration

Preparation

15 minutes

Interview

Total of 10 12 minutes

Part A: Introductory discussion

approximately 2 minutes

Part B: Visual stimulus/ focus

questions

approximately 3 - 4 minutes

Part C: Course issue discussion

approximately 5 - 6 minutes

During the preparation time the candidate prepares responses to the visual stimulus item (a
coloured laminated picture) they are given by the supervisor and makes notes in the
preparation booklet provided. The visual stimulus and focus questions are based on generally
accessible topics and issues. The booklet contains a black and white version of the colour
picture, the focus questions and space for making notes. The candidate should use the notes
they have prepared on the visual stimulus for reference only, or as a memory prompt for the
next point. The candidate should ensure that they have prepared their ideas in response to
the stimulus in note form and not in full sentences or a fully written out script, as this will
encourage them to read. Candidates who read will be penalised.
Following the 15 minute preparation time, the candidate is guided to the allocated interview
room. The candidate takes with them their visual stimulus and notes and uses them in the
second part of the interview. Before leaving the interview room the candidate must hand in the
visual stimulus and notes made during the preparation time in the preparation booklet to the
marker. Dictionaries cannot be used during Part A or Part B of the practical (oral) examination.

Interview
Part A: Introductory discussion (approximately 2 minutes)
When the candidate enters the interview room, the marker asks the candidate to state their
student number. The candidate reads out their number.
The marker begins the interview with a greeting to the candidate and it is expected that the
candidate will respond, for example:
Marker:

Hello, my name is (first name only) and I am your

interviewer for the EALD oral examination today. Can you
read me your student number please?
Candidate: Hello, my number is....
Marker:
Thank you. How are you?
Candidate: Im well thanks, but a little nervous.

English as an Additional Language or Dialect: Practical (oral) examinations requirements 2010

The marker continues the introductory discussion with questions on familiar topics. Some
examples follow. This list is neither prescriptive nor exhaustive.

Marker:
Marker:

Marker:
Marker:

Where are you from? Which area are you from? How long have
you been in Australia?
How long have you been studying English? How many
languages do you speak? What are they? Explain when you use
them.
What subjects are you studying? What is it you like learning
about the most? Why?
Do you have much free time? What do you do?

The number of questions is not predetermined. The focus will be familiar topics related to the
candidates everyday environment. The questions are aimed at settling the candidate in and
developing a rapport between the interviewing marker and the candidate. The candidate
should interact with the marker in a conversational manner.
Part B: Visual stimulus and focus questions (approximately 3 - 4 minutes)
The candidate uses the visual stimulus and focus questions on which they have made notes
to speak for 3 4 minutes in a sustained utterance. The candidate is encouraged to respond
to the picture/visual stimulus and focus questions with as much information as possible, in a
sustained utterance.
The marker will initiate this phase of the interview with these words:
Marker:

You have been given a visual stimulus and some focus

questions to consider in your preparation time. What stimulus
number do you have? .
Candidate: My stimulus number is x/ Number x
Marker:
Thank you. Id like you to talk about these now.Start by
describing the picture and then continue with your ideas related
to the focus questions.You should try to speak for about three
minutes.
Candidate : This is an interesting picture. It shows...

If the candidate stops speaking after describing the visual stimulus, the marker may prompt
candidate comments on the focus questions in this way:
Marker:

Now Id like to hear your ideas related to the focus questions.

The candidate is able to choose which of the focus questions they speak about. However, if
the candidate stops and is unable to speak further on the questions they have selected, the
marker will support the candidate to reach the required time by asking an unseen question
about the visual stimulus.
The candidate should ensure they do not read from their notes in this part.
Some examples of focus questions are provided below. The questions shown are neither
prescriptive nor exhaustive. The candidate will not see the unseen question.

English as an Additional Language or Dialect: Practical (oral) examinations requirements 2010

A flooded town in Victoria (2007)

What are some of the results of a flood in a town or village?

How can people protect themselves from the effect of floods? How can they help
others?
What are some reasons people choose to live in areas where there is a risk of floods?

In your opinion, what is the worst kind of natural disaster for human beings to
experience, and why? How should wealthy countries such as Australia respond to
such events in other countries?

Unseen question: Do you think there is an increase in the number of natural disasters in the
world today? Or do we see and hear more about them through modern communications?
How can seeing images of natural disasters affect us?
Tuna fishing in the ocean at Eden, New South Wales (1960)

Have you ever been fishing as a hobby? Why do you think it is so popular?

Give some reasons why the fishing industry is important in many countries.

What are some of the risks of working in the industry?

Name some ways in which the marine environment is under threat nowadays. How
are different perspectives on and uses of the marine environment justified?

Unseen question: Many people in the world do not have enough to eat. In what ways do
you think people can be encouraged to share the worlds resources so that everyone can
have a good life?

At the end of this part of the interview, the marker will ask the candidate for the visual stimulus
and their preparation booklet.
Marker:

Thank you. May I have the visual stimulus and your preparation
booklet, please?

Part C: Course issue discussion (approximately 5 - 6 minutes)

The candidate may nominate the issue/s related to the focus and content of one or both of the
Stage 3 units for discussion. The candidate uses their responses to demonstrate what they
know and understand in relation to the focus and content of one or both of the Stage 3 units.
Candidates are invited to give examples from texts they have studied to illustrate their
knowledge and understandings.
The candidate should be prepared to engage in an interactive discussion with the marker.
Candidates who launch into a monologue or who recite rote-learned material will be stopped
by the marker, thanked politely and another question will be asked.
Questions are generally open-ended and provide the candidate with the opportunity to
express ideas and opinions and to give examples to support these from the texts they have
studied in their course work.
The marker will introduce the third part of the interview in this way:
Marker:

Over the course of the year, you have studied various issues in
class. Can you explain one of these that you found interesting?

Some examples of questions on Stage 3 course work are provided below. The questions
shown are neither prescriptive nor exhaustive.

English as an Additional Language or Dialect: Practical (oral) examinations requirements 2010

Australia as a cultural
community

3ABELD

Language and
empowerment

What have you learned about Australia as a cultural community?

In your opinion, what is a positive feature of Australian culture?
Why do you think so? And a negative aspect? Why is this
negative? Did a text you studied help you to understand this? Can
you explain how?
As a multicultural society, Australia has many ethnic groups and
25 % of people who do not speak English as a first language. Can
you descrribe a way in which Australian society tries to ensure
everyone is equally recognised?
Why is it important to have a strong sense of identity or,as some
people say, to know who you are? What does this mean? Can
you give an example of a character or group of people and their
development of a sense of identity in the Australian context? How
did this happen?
In what ways can language skill empower a person? Can you
give any examples from texts you have studied? Tell me about
these.
How can a persons life be affected if they do not have strong
language skills? Can you give some examples? How can a
person be disempowered by the use of language?
People use language to influence other people. Tell me about an
issue or text you studied this year that shows this, and give
examples.
Can you tell me about any difficulties you or your family or friends
have had because of language or cultural misunderstandings
when using English? What was the reaason for the
misunderstanding or communication difficulty? What did you learn
from this experience? Have you read or viewed any texts which
explored this type of communication issue? Please tell me about
this.
Learning about another language and culture teaches us a lot
about our own language and culture. In what ways have your
EALD studies improved your understanding of your own language
and culture? Can you give some examples?

At the end of the interview, the marker concludes with the words:
Marker:

Thank you, this is the end of the interview.

English as an Additional Language or Dialect: Practical (oral) examinations requirements 2010

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