Learner Name _______________________________________________________________
Learner Registration Number ______________ Examination
Date ______________
Centre Name ___________________________Centre
Number ________________________
Interlocutor Name ______________________ Interlocutor
Signature __________________
Part 1 - Personal information
A learner
should be awarded one mark for every accurate response. Grammar and
pronunciation is not assessed in this activity. One or two errors are permitted
which could be self-corrected or do not impede comprehension.
Question
|
Learner response
|
Learner Score
|
|
1.
Can
you tell me why you are learning English?
|
1
|
e.g. I began learning English because…
|
|
2.
Tell
me what would be your superpower and 3 things you would do if you had it.
|
3
|
e.g. My superpower would be… If I had a superpower I
would like to be able to… first I would /wouldn’t… I think I …
|
|
3.
If
you could live anywhere, explain where you would live and why?
|
1
|
e.g. I would like to live … because…
|
|
4.
What
job would you like to do in the future?
|
1
|
e.g. I would like to be a… because
|
|
5.
Three
things people can do to stay healthy
|
3
|
e.g. in my opinion people can… it is a good idea to…
I also think…
|
|
Total Marks
|
/9
|
Total marks for
Part 1 is 9.
Part 2 - Responding to the situation /
general use of English in formal and informal environments.
The
purpose is to differentiate between formal/informal register, to assess
accuracy and grammar appropriate for Level C2 and assess learner’s
pronunciation.
Skills
|
3 marks
|
2 marks
|
1 mark
|
0 marks
|
Score
|
Register
|
Clear distinction between formal and informal situation
is made throughout. Learner shows
confidence throughout.
|
Distinction between formal and informal situations
is mainly maintained throughout. Mainly confident.
|
Distinction between formal/ informal situation is not
fully made throughout. Some degree of
confidence shown.
|
Learner does not maintain a clear distinction
between formal and informal throughout.
Lacks confidence.
|
|
Accuracy
|
A high degree
of accuracy in the use of complex grammatical structures is maintained
throughout. One or two errors are made
which are self-corrected or do not impede comprehension.
|
Occasional errors are made but most are
self-corrected. Meaning is not
impeded.
|
Lack of accuracy occasionally impedes the meaning. Most errors are self-corrected but not all.
|
A significant number of errors which are not
corrected.
|
|
Pronunciation
|
Stress, pronunciation and intonation are used naturally
in connected speech to convey finer shades of meaning, highlighting,
emphasising and modifying meaning.
|
Some evidence of the use of stress, pronunciation
and intonation is demonstrated with occasional lapses to convey finer points
of meaning.
|
Largely connected
speech where stress, pronunciation and intonation is used but does not convey
shades of meaning.
|
Learner’s speech is monotonous, and some errors in
pronunciation.
|
Effective communication
|
Clarity of interaction with natural use of discourse
organisation, connectors and cohesive devices. . Confident in management of turn taking.
|
Mainly controlled use of discourse organisation,
connectors and cohesive devices with occasional errors. Able to backtrack when encountering
difficulty.
|
Limited evidence of discourse organisation and use
of connectors and cohesive devices.
Limited evidence of using appropriate turn taking conventions.
|
Minimal discourse organisation and appropriate turn
taking management.
|
||
Total Marks
|
/12
|
|||||
Part 3 - Discussion
The purpose of Part 3 is
to demonstrate comprehension and fluency of speaking with an application of
accurate grammar and pronunciation.
Skill
|
3 marks
|
2 marks
|
1 mark
|
0 mark
|
Score
|
Use of vocabulary
|
Uses complex sentences, idiomatic expressions and
colloquialisms naturally. Able to provide
sophisticated explanations, narratives, ideas and opinions and come to a
conclusion.
|
Some use of complex sentences, idiomatic expressions
and colloquialisms. Able to qualify
opinions and statements, but not always without hesitation.
|
Minimal use of complex sentences. Occasional errors in the use of
vocabulary. Occasionally has to search
to find the right word.
|
Very limited use of complex sentences. Repetitive and limited vocabulary.
|
|
Accuracy and grammar
|
A high degree
of accuracy in the use of complex grammatical structures is maintained
throughout. One or two errors are made
which are self-corrected or do not impede comprehension.
|
Occasional errors are made but most are
self-corrected. Meaning is not impeded.
|
Lack of accuracy occasionally impedes the
meaning. Most errors are
self-corrected but not all.
|
A significant number of errors which are not
corrected.
|
|
Pronunciation
|
Stress, pronunciation and intonation are used
naturally in connected speech to convey finer shades of meaning,
highlighting, emphasising and modifying meaning.
|
Some evidence of the use of stress, pronunciation
and intonation is demonstrated with occasional lapses to convey finer points
of meaning.
|
Largely connected speech where stress, pronunciation
and intonation is used but does not convey shades of meaning.
|
Learner’s speech is monotonous and some errors in
pronunciation.
|
|
Listening and responding
|
Engages in discussion to express and elicit opinion,
defend and justify arguments when challenged.
Able to persuade someone to a point of view.
|
Clear interaction with occasional errors in
understanding or giving responses. Arguments
and opinions not always clearly made or justified.
|
Some evidence of detailed and clear responses to others. Limited evidence of detailed arguments and
opinions.
|
Very limited interaction to show any evidence of
being able to give and defend arguments and opinions.
|
|
Total marks
|
/12
|
NOCN
Use ONLY
Total marks for paper
|
|
Percentage mark
|
|
Grade
|
Δεν υπάρχουν σχόλια:
Δημοσίευση σχολίου