Beruflich Dokumente
Kultur Dokumente
LEVEL MODULE
C1 4
Period
November 2005
ATTENTION
This pack is for the Oral Test and it contains: Guidelines for conducting the test, on pp. 2-3. Questions for Activity 1 (p. 4) Information about Activity 2 (p. 5) Task for activity 2 (pp. 6-7) The Assessment Criteria (pp. 8-10).
November 2005
The candidates take turns in doing the required task first. This means that if candidate A is the first one asked to respond to the question of Activity 1, it is candidate B that is asked to start speaking in the task of Activity 2.
November 2005
Change roles with your partner frequently. It is recommended that you change roles after you have conducted the test with 3-4 pairs of candidates. However, the frequency of role change is up to you. Avoid noting things down when candidates are talking to you, because this prevents interaction and negotiation of meaning, while it also works against efforts to create a friendly rapport. Be supportive but dont show them what you think of their production. Do pay attention to what theyre saying and help the conversation flow. Encourage candidates to respond to the requirements of the test. When carrying out Activity 1, do not change or rephrase the question. If one candidate hesitates, repeat the question more slowly this time, clarify or explain one word but only if you are asked to. When carrying out Activity 2, do not change the task or text. Keep to the original wording of activity instructions. If one candidate hesitates, repeat task instructions and clarify something if necessary. Make sure that both candidates in a pair are examined by the same Examiner. Remember that you may make a random selection of prompts for Activity 1 and tasks for Activity 2 but that it is strongly recommended that you take into consideration the candidates profile so as to set the most appropriate task each time. Dont forget that you should use different prompts and tasks for different pairs of candidates, but that you are not obliged to use them all. If you are unsure about or uncomfortable with one of the tasks, dont use it. If at the end of the testing day there are three candidates left, the test will be conducted with the three candidates. For Activity 2, use the texts on the last page of the Candidate Booklet for candidate 3 and assign one of the accompanying tasks. (See also p. 6). During the test, do not allow anyone to interfere with your work, to stand outside the exam room talking or doing something that might disturb you or the candidates. Dont forget that SMOKING, the USE OF CELLULAR PHONES and EATING are PROHIBITED in the exam room. If before or during the test you have queries or problems, consult with the Examination Centres Committee members. If you need to take a break, make sure that you inform the Committee members. Using the Oral Production Evaluation Forms Keep in mind that both you and your partner must assess each candidate on the same Evaluation Form. The person who is silent and evaluates candidates performance during the test is Evaluator 1. S/he fills in the criteria boxes on the left-side column of the form. The Examiner who conducts the oral test is Evaluator 2 and fills in the boxes on the rightside column after the candidates have left the room. Do NOT record the overall mark for each candidate. The computer will work it out. Both Evaluators mark the boxes in the columns in ball point pen (black or blue). When marking do remember that the highest possible mark for the Oral Test is 20 and that the overall passing mark is 6 out of 20. Remember when you are assessing that a 0 on an activity indicates not merely that the candidate has no competence in English whatsoever or that s/he has not talked at all but that s/he does not have the particular knowledge or competence that a C1 level user of English should have. When you are conducting the test (you are acting as Examiner), remember that you must not mark candidates performance while they are talking. Fill in the Evaluation Form as soon as they leave the room. You have 5 minutes before you call in the next pair of candidates. Dont forget that you must not make corrections, use correcting fluid (blanco), or damage the Evaluation Form in any way. Upon completion of the test Make sure that the candidates do NOT TAKE THE CANDIDATE BOOKLET away from the exam room, and that at the end of each test day you return to the Exam Centre Committee: (a) all Candidate Booklets, (b) the Examiner Pack and (c) the Oral Production Evaluation Forms for each candidate you have examined. When you have finished the Oral Test, you MUST fill in the Feedback Form attached to this Pack. Use the table on the last page of the Feedback Form to take notes and fill it in later (see instructions on the Form).
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THE TASKS
HEALTH TIPS (PAGE 2 for Candidate A & PAGE 9 for Candidate B)
TASK 1 Candidate A: Explain to your partner why health tips 1, 4 and 5 are important. Candidate B: Explain to your partner why health tips 2, 3 and 5 are important. Together then : Decide which two health tips you consider important for someone like me (an adult female/male with an overactive work schedule) and you would advise me to take very seriously. TASK 2 Candidate A: Use the information in texts 2, 3 and 4 to explain to your partner why the particular health tips are important. Candidate B: Use the information in texts 1, 4 and 5 to explain to your partner why the particular health tips are important. Together then : Decide which two health tips you would include in a magazine for young people still in school. TASK 3 Read the health tips on your page (Candidate A page 2, Candidate B page 9), and together decide which ones you think most Greeks take seriously and which they do not. Also try to think of ways to convince them to take seriously those they do not.
PRACTICAL TIPS (PAGE 3 for Candidate A, PAGE 10 for Candidate B & PAGE 16 for Candidate C)
TASK 1 Read the practical tips on your page (Candidate A page 3, Candidate B page 10), and together decide on one which is of interest to both younger and older people. TASK 2 Read the practical tips on your page (Candidate A page 3, Candidate B page 10), and together decide on one which would be the most useful for a University student living on his or her own.
LESS STRESS, MORE ENERGY (PAGE 5 for Candidate A & PAGE 12 for Candidate B)
TASK 1 Imagine that both you and your partner suffer from stress. Read your texts (Candidate A page 5, Candidate B page 12), present the new information to your partner and together decide which the 2 golden rules for overcoming stress are. TASK 2
Level C1/ Module 4 EXAMINER PACK PAGE 6
November 2005
Both of you have relatives and friends that suffer from job related stress. Read your texts (Candidate A page 5, Candidate B page 12), present the new information to your partner and together decide which 4 pieces of advice you find most useful and effective.
BOOKS FOR CHILDREN (PAGE 7 for Candidate A & PAGE 14 for Candidate B)
TASK 1 Read your texts (Candidate A page 7, Candidate B page 14), tell your partner about the books presented in your texts and together decide which book you would recommend for translation into English. TASK 2 Read your texts (Candidate A page 7, Candidate B page 14), tell your partner about the books presented in your texts and together choose one book for a 9 year old child who reads Greek. Shes the daughter of your English colleague and he wants to give her a book as a Christmas present.
WHAT WE CAN DO FOR OUR PLANET(PAGE 8 for Candidate A & PAGE 15 for Candidate B)
TASK 1 Imagine you are members of an organization which has decided to launch a campaign on energy conservation and that you have been asked to design the campaign leaflets. Read your texts (Candidate A page 8, Candidate B page 15), and together decide on the two most useful pieces of advice you would include in a section of the leaflet addressed to housewives. TASK 2 Imagine you are members of an organization which has decided to launch a campaign on energy conservation and that you have been asked to design the campaign leaflets. Read your texts (Candidate A page 8, Candidate B page 15), and together decide on the two most useful pieces of advice you would include in a section of the leaflet addressed to business people. TASK 3 Imagine you are members of an organization which has decided to launch a campaign on energy conservation and that you have been asked to design the campaign leaflets. Read your texts (Candidate A page 8, Candidate B page 15), and together decide on the two most useful pieces of advice you would include in a section of the leaflet addressed to teenagers.
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LINGUISTIC COMPETENCE
LEXICAL RANGE AND CONTROL
COMPETENT C1 SPEAKER 3 The form and meaning of the words s/he uses are correct and his/her lexical repertoire does not restrict him/her in what s/he wants to say. Gaps are scarce and overcome by circumlocutions. Good command and effective use of idiomatic expressions and colloquialisms when required by the task
GRAMMATICAL ACCURACY
MODERATELY COMPETENT C1 2 The form and meaning of the words s/he uses are mostly correct errors are infrequent. Little obvious searching for expressions; few lexical gaps which are successfully overcome with circumlocution. Limited evidence of avoidance strategies On some occasions, his/her lexical repertoire seems limited for the topic in question but s/he uses idiomatic expressions and colloquialisms. MODERATELY COMPETENT C1 - 2 High degree of grammatical accuracy which is not always consistent. Frequent and successful use of complex sentence forms Errors are rare; when they do occur, they are usually corrected.
MARGINALLY COMPETENT C1 -1 S/he makes a few (insignificant) meaning errors and there are only minor errors in form. Lexical gaps are generally overcome with circumlocution although there is strong evidence of avoidance strategies. His/her lexical repertoire is quite limited for the topic in question.
BELOW C1 LEVEL 0 S/he makes some form and meaning errors which however do not seriously hinder communication. Lexical gaps which cause obvious hesitation and circumlocutions are frequently unsuccessful. His/her lexical repertoire is obviously limited and s/he uses some standard expressions but not always correctly.
COMPETENT C1 SPEAKER - 3 Consistently high degree of grammatical accuracy. Good command and successful use of complex sentence forms. Errors are difficult to spot; when they occur, they are successfully corrected.
Level C1/ Module 4
MARGINALLY COMPETENT C1 -1 Fairly high degree of grammatical accuracy. Occasional use of complex sentence forms which are successfully used. Errors are quite infrequent and often corrected when they occur.
BELOW C1 LEVEL - 0 Mostly correct grammatical structures chosen. Some use of complex sentence forms but always correctly used. Some incorrect grammatical choices but they do not hinder communication.
November 2005
MARGINALLY COMPETENT C1 -1 Ideas are sometimes confused because his/her language choices are not always appropriate. Does not always use fully appropriate register. Does not always accommodate to his interlocutor.
BELOW C1 LEVEL - 0 Ideas are somewhat confused because of frequent inappropriate language choices but communication is established. Choice of register is inappropriate. S/he makes inappropriate/infrequent attempts to accommodate to his/her interlocutor.
MARGINALLY COMPETENT C1 -1 Flow of speech is not always smooth; though talk is coherent, it is not well structured. Use of correct but not always appropriate cohesive devices to link utterances and chunks of talk. Does not always express him/herself spontaneously, while there are some hesitations and stuttering (not due to his/her unfamiliarity with the subject of talk) which may tire the listener.
BELOW C1 LEVEL - 0 Generally coherent discourse but not well structured speech. Generally correct use of cohesive devices to link utterances and chunks of talk. Though s/he is able to deal with the topic, there is an obvious lack of spontaneity and hesitations or interruptions sometimes tire the listener.
November 2005
ASSESSMENT OF TASK 2 CONVERSATIONAL COMPETENCE COMPETENT C1 SPEAKER 3 Initiates, sustains, intervenes and ends a discussion using appropriate conversational strategies. Relates his/her own contribution skilfully to those of his/her interlocutor and (counter)argues opinions, positions, etc. Interrupts without causing offence, asks clarification questions to clarify points and ensures that his/her interlocutor understands what s/he is saying. MODERATELY COMPETENT C1 2 Initiates, sustains, intervenes and ends a discussion using mostly appropriate conversational strategies. Relates his/her ideas to those of his/her interlocutor and makes attempts to contribute effectively to an argument. Takes the floor in appropriate ways, responds appropriately to requests for clarification and makes attempts to help his interlocutor understand, participate, etc. MARGINALLY COMPETENT C1 -1 Initiates, sustains and ends a discussion but his/her conversational strategies are somewhat ineffective. Sometimes his/her ideas are unrelated to those of his/her interlocutor and s/he does not argue points effectively. Though s/he participates in the discussion/argument, s/he does not show appropriate initiative to keep it going. BELOW C1 LEVEL 0 His/her skills to initiate and sustain a discussion are limited but s/he does participate when initiating moves are made by the other. Can take his/her turn but not always appropriately or may use an unsuitable strategy to get the floor. Is not systematically concerned with his/her interlocutor and has limited participation in the discussion.
MEDIATION COMPETENT C1 SPEAKER - 3 MODERATELY COMPETENT C1 - 2 MARGINALLY COMPETENT C1 -1 Depending on the task, the candidates are expected to either: relay in English bits of information in the source text which are relevant to the task in question, or paraphrase / reformulate / summarize the source text Responds to task expectations in a Responds to task expectations in Responds to task expectations in partially satisfactory manner. a nearly satisfactorily manner. fully satisfactory manner. Tends to translate more than relay Relays information from the Relays required information. information from or reformulate the source text even when this is not Systematically re-negotiates source text. required by the task. information by adjusting Makes some successful attempts to Makes successful attempts to - effectiveness strategically re-negotiate information strategically re-negotiate - efficiency by adjusting relevance to context of information by adjusting - relevance situation. effectiveness and relevance to to context of situation. context of situation. BELOW C1 LEVEL - 0
Does not truly respond to task expectations. Translates form the source text rather than relay information / paraphrase / summarize. Makes attempts to strategically re-negotiate information, but efforts are unsuccessful.