NATIONAL EXAMINATION IN ENGLISH Ene Alas Tallinn University

Transcription

1 NATIONAL EXAMINATION IN ENGLISH 2014 Ene Alas Tallinn University

2 Outline Overview of the new National Examination in English with a Sample. Review of CEFR B1 and B2 level descriptors for speaking. Introduction to the new Marking Scale for Speaking. Evaluate Interviewer Behaviour. Evaluate Student performances.

3 The Structure of the Exam (B1/B2) Tasks Time Points Writing 2 90 min 25 Listening comprehension 5 40 min 25 Reading comprehension 7 90 min 30 Speaking 2 15 min 20 Total 3 h 55 min 100

4 Part 1 WRITING (90 min) Task 1 (Semi)formal letter 120 words Task 2 Essay/report 200 words Possible task types a letter an essay a report an article* a review* a story*

5 Part 2 LISTENING COMPREHENSION (40 min) Listening 5 tasks Possible task types multiple choice short answers multiple matching gap-filling sentence/table completion

6 Multiple choice

7 Gap-filling

8 Short answers

9 Multiple matching

10 Table completion

11 Part 3 READING COMPREHENSION (90 min) Reading 7 tasks 6 texts multiple-choice questions open/banked gap-filling keyword transformations word formation editing short answers multiple matching (gapped text, titles, definitions, questions and answers)

12 Multiple choice

13 Multiple choice

14 Gap-filling

15 Word formation

16 Multiple matching

17 Multiple matching

18 Editing/error correction

19 Part 4 SPEAKING (15 min) Intro Warm-up questions Task 1 Task 2 2 photographs describe, compare and contrast + follow-up questions monologue based on a common belief + follow-up questions

20 Speaking Test Framework The speaking test result will account for 20% of the overall examination score. The speaking test will continue to 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.

21 Similarities with the Earlier Speaking Test The speaking test will continue to be divided into 3 stages: stage 1 introduction, stage 2 task 1, stage 3 task 2, a conclusion. Recording.

22 Stage 1: Introduction Two functions: 1. to provide a formal beginning for the interview - announce the test name, the test date and the student code number. 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 five options given in the script. Each of the options typically has four questions.

23 Stage 1: Sample Warm-Up Sequences Let s talk about television. Is television a good way to learn a foreign language? Why? What TV programmes are popular among young people? Why? Let s talk about bicycles. How popular are bicycles among young people? Why? What means of transport do people mostly use in Estonia? Why? Let s talk about singing. How popular is singing as a hobby among young people? Why? Would it be a good idea to have singing as a career? Why? Let s talk about furniture. What furniture do people typically have in their living-room? Why? What kind of home would you like to have in the future? Why?

24 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.

25 Stage 2: Speaking Task 1 Describe, compare and contrast 2 photographs. The level descriptors listed the CEFR indicate that a description / comparison / contrast task can be developed so that it will allow us to measure students language proficiency at levels B1 and B2. Students on both these levels are able to complete such tasks, but their performance differs in the complexity and quality of the language displayed, which will allow the rater to assign them to the appropriate level of proficiency.

26 Stage 2: Speaking Task 1 Overall time spent on task: 5-6 minutes. Preparation time: 1 minute. Speaking time: 2 minutes. No note-taking.

27 Stage 2: Sample Speaking Task 1

28 Stage 2: Speaking Task 1 Instruct the students to focus on all the aspects of the prompt: 1. Describe what do the photos depict? 2. Compare what is similar? 3. Contrast how do they differ? 4. Answer the question under the photos.

29 Speaking Task 1: Things to Remember Allow the student uninterrupted speaking time. Manage time: 2 minutes. Optional prompt (in the script): is that all you wanted to say?

30 Speaking Task 1: Sample Follow-Up Questions 1. What kind of home did you live in as a child? 2. What kind of home would you like to have in the future? 3. Has the life of young people become more stressful compared to the past? 4. What would you like to know about the parents in the pictures?

31 Stage 3: Speaking task 2 Comment on a statement. NB! The topics of stage 2 and stage 3 are not related. Overall time spent on task: 6-7 minutes. Preparation time: 2 minutes. Note-taking recommended. Speaking time: 2 minutes.

32 Stage 3: Sample Speaking Task 2 MONOLOGUE Read the topic below and prepare to speak about it. Use the questions given to help to plan your monologue. Some people say that helping others is a special skill. Why do you think they say that? Do you agree? Give reasons.

33 Stage 3: Speaking Task 2 Instruct the students to comment on all the aspects of the prompt: Hypothesise why some people might hold the view, giving reasons; Say if they agree or disagree, again giving reasons; If they agree, speculate on why other people might disagree with the statement.

34 Speaking Task 2: Things to Remember Allow uninterrupted speaking time. Manage time: 2 minutes. Optional prompt (in the script): is that all you wanted to say?

35 Speaking Task 2: Sample Follow-Up Questions 1. What kind of volunteer work would you be prepared to do? Explain. 2. Is it common for upper secondary school students to volunteer? Explain. 3. Why do some people in Estonia find it difficult to ask for help? 4. When can somebody be considered a hero?

36 Evaluate the following interviewer from the point of view of faithfulness to the script. Using the interviewer evaluation form, tick the features that were present. Make a comment on any aspect that caught your attention (positive and negative). Make a note of any questions you might have.

37 Study the CEFR tables for evaluating students speaking ability. In the worksheet provided, list the salient features of a B1 level speaker and a B2 level speaker. Compare your list to that of your neighbour.

38 Salient features of B1 and B2 B1 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. B2 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.

39 Marking Student Performance The student s performance will be rated on a 6-point marking scale (0 to 5) focusing on: task completion, vocabulary, grammar, fluency and pronunciation.

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41 Similarities with the Earlier Scale: It is a 6-point scale. There are 4 criteria. Criteria are summarised with the help of a keyword. The final assessment is formed on the basis of the student having completed two tasks. All criteria are applicable to both tasks.

42 New Features: Current criteria: task completion, vocabulary, grammar, fluency and pronunciation. Earlier criteria: communication, vocabulary, grammar, fluency and pronunciation. Fluency is only considered under the fourth criterion. A more systematic/ consistent approach to the levels.

43 Study the new marking scale and answer the following questions: When can a student be awarded maximum points for task completion? If the student misinterprets the speaking tasks completely, can he/ she still score points for his/ her speaking test? How many points does a student get for grammar if he/ she only uses simple sentences? If a student has a strong local accent (i.e Estonian/ Russian) how many points would you deduct and where?

44 Student 1. Task completion Vocabulary Grammar Fluency and Pronunciation Comments 2. 3.

45 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.

46 Making Decisions about the Level Rough estimates B points B points NB! The student should not score 0 points for any sub-skill.

47 Questions and comments

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