metas curriculares… speaking practice… oral evaluation ... · É capaz de compreender frases...

Metas CurriCulares…speaking praCtiCe… Oral evaluatiOn…CaMbridge exaMs…

equipa de autores do manual new Wave revolution – inglês, 8.º ano

edite Frias, neil Mason e tiago tavares

HOW Can i dO it WitH a Class OF 30 students?

AFMC1314_20133449_NW8_DOC_Imp.indd 1 11/12/13 11:05 AM

COntents

Page

part 1

Metas CurriCulares

MC Overview

MC Focus on Speaking Interaction (si) & Speaking Production (sp)

3

4

part 2

sOMe ClassrOOM aCtivities

• Telephone Conversation

• Show & Tell

• Role Play – Acting Auditions

• Class Discussion / Debate

6

7

8

9

part 3

assessing speaking

Oral Assessment – KEY secrets

• Grammar & Vocabulary

• Pronunciation

• Interaction

• General Impression

Overall Speaking Scales

Ideas for the classroom

KEY – Oral test script – part 2

Luis & Gustavo Speaking Test

Overview of KEY – part 1

Glossary of Terms

Examiner Comments – Luis & Gustavo

10

11

11

12

12

13

15

16

17

17

18

19

New Wave Revolution, Inglês – 8º Ano2


ESCALA GLOBAL

Utilizador Independente (nível limiar)

B1 9.º

É capaz de compreender as questões principais, quando é usada uma linguagem clara e estandardizada e os assuntos lhe são familiares (temas abordados no trabalho, na escola e nos momentos de lazer, etc.). É capaz de lidar com a maioria das situações encontradas na região onde se fala a língua-alvo. É capaz de produzir um discurso simples e coerente sobre assuntos que lhe são familiares ou de interesse pessoal. Pode descrever experiências e eventos, sonhos, esperanças e ambições, bem como expor brevemente razões e justificações para uma opinião ou um projeto.

Utilizador Elementar

(nível elementar)

A2+

8.º

É capaz de compreender frases isoladas e expressões frequentes relacionadas com áreas de prioridade imediata (p. ex.: informações pessoais e familiares simples, compras, meio circundante). É capaz de comunicar em tarefas simples e em rotinas que exigem apenas uma troca de informação simples e direta sobre assuntos que lhe são familiares e habituais. Consegue descrever de modo simples a sua formação, o meio circundante e, ainda, referir assuntos relacionados com necessidades imediatas.

A2 7.º

Utilizador Elementar (nível iniciação)

A1+

6.º

É capaz de compreender e usar expressões familiares e quotidianas, assim como enunciados muito simples, que visam satisfazer necessidades concretas. Consegue apresentar-se e apresentar outros e é capaz de fazer perguntas e dar respostas sobre aspetos pessoais como, por exemplo, o local onde vive, as pessoas que conhece e as coisas que tem. É capaz de comunicar de modo simples, se o interlocutor falar lenta e distintamente e se mostrar cooperante.

A1 5.º

Quadro 1 - Níveis de proficiência a atingir nos diferentes anos dos 2.º e 3.º ciclos do ensino básico de acordo com

a Escala Global do Quadro Europeu Comum de Referência para as Línguas1

1 Conselho da Europa. 2001. Quadro Europeu Comum de Referência para as Línguas. Lisboa: ASA, 49.

part 1MC OVERVIEW

Metas Curriculares de Inglês Ensino Básico 2.° e 3.° ciclos

Homologadas a 13 de maio de 2013



Interação Oral/Spoken Interaction

5.º ano A1

1. Exprimir-se, com ajuda, de forma adequada a diferentes contextos 1. Utilizar formas de tratamento adequadas em diálogos com o professor (Mr /Mrs/Miss Santos,

Miss/Sir). 2. Utilizar interjeições/expressões para expressar alegria, tristeza e surpresa (Great! Oh! Wow!). 3. Utilizar let’s/why don’t we... para fazer sugestões e convites.

2. Interagir com os colegas em situações muito simples e previamente preparadas 1. Utilizar palavras e expressões para cumprimentar, agradecer e despedir-se. 2. Pedir e dar informações sobre identificação pessoal. 3. Formular perguntas e respostas sobre assuntos que lhe são familiares (família, casa, números, horas

e tempo atmosférico).

6.º ano A1+

3. Interagir com os colegas em situações simples e previamente preparadas 1. Pedir algo a alguém (I’d like a sandwich, please). 2. Formular questões sobre descrição e localização de objetos. 3. Formular perguntas e dar respostas sobre as vivências dos amigos (rotinas diárias, gostos). 4. Exprimir sentimentos de agrado e desagrado.

7.º ano A2

4. Interagir, com alguma ajuda, com um interlocutor em situações familiares previamente preparadas 1. Formular perguntas e dar respostas (convites, sugestões, pedidos de desculpa). 2. Indicar concordância e discordância. 3. Dar conselhos (you should.../you shouldn’t...). 4. Pedir informações em lojas e serviços públicos. 5. Estabelecer comparações entre as suas vivências e as dos outros. 6. Iniciar uma conversa de uma forma elementar, sobre acontecimentos presentes, passados e

futuros. 5. Interagir, com alguma ajuda, em diferentes tipos de registo

1. Adequar a forma de tratamento ao interlocutor e ao contexto em situações de role play.

8.º ano A2+

6. Participar num diálogo simples, previamente preparado, podendo pedir ajuda e reformular 1. Formular perguntas e dar respostas sobre vivências dos jovens em diferentes meios culturais

(hábitos alimentares, modas e hobbies). 2. Usar vocabulário adequado aos temas estudados no domínio intercultural. 3. Entender e trocar ideias em situações quotidianas previsíveis. 3. Formular hipóteses prováveis. 4. Iniciar, manter ou terminar uma conversa breve.

7. Produzir diálogos breves e simples em contextos diferenciados 1. Pedir, dar e receber informações, em situações do quotidiano (compra de bilhetes, horários,

compras em lojas). 2. Dar e receber informação sobre quantidades e preços.

8. Interagir, com alguma facilidade, em diferentes tipos de registo 1. Usar registo formal e informal em contextos que lhe são familiares (Would you like...?/Do you

want…?).

9.º ano B1

9. Interagir com algum à-vontade sobre assuntos conhecidos, podendo pedir ajuda e reformular o discurso 1. Trocar informações relevantes e dar opiniões sobre problemas práticos quando questionado

diretamente e de forma clara. 2. Combinar com o interlocutor, via telemóvel, atividades do dia a dia (idas ao cinema, encontros). 3. Exprimir situações hipotéticas pouco prováveis. 4. Recontar o discurso de outrem.

10. Produzir diálogos, com algum à-vontade, sobre tópicos da atualidade 1. Usar diferentes graus de formalidade. 2. Trocar ideias, informações e opiniões sobre pessoas, experiências e acontecimentos.

part 1MC FOCUS ON SI & SP





Produção Oral/Spoken Production

5.º ano A1

1. Produzir, com ajuda, sons, entoações e ritmos da língua 1. Repetir sons e vocábulos conhecidos e memorizados. 2. Pronunciar palavras conhecidas, de forma suficientemente clara para que, na maior parte das vezes,

possam ser entendidas. 3. Usar, com alguma facilidade, a entoação adequada em frases simples e conhecidas (afirmações,

perguntas e exclamações). 4. Repetir textos curtos ouvidos em meios áudio/audiovisuais (rimas, canções, chants).

2. Expressar-se, com vocabulário muito limitado, em situações previamente preparadas 1. Comunicar informação pessoal elementar (nome, idade, morada). 2. Usar números para expressar pesos e medidas. 3. Apresentar familiares e amigos. 4. Falar sobre a casa. 5. Descrever o que é/não é capaz de fazer (I can swim/I can’t speak French). 6. Exprimir agrado e desagrado (I love English, I hate football).

6.º ano A1+

3. Expressar-se com vocabulário limitado em situações previamente preparadas 1. Articular os sons da língua inglesa não existentes na língua materna (thank you, three, laugh,

church). 2. Descrever-se a si e aos colegas. 3. Descrever a sua rotina diária e a dos colegas. 4. Comunicar informação pessoal (gostos alimentares, atividades escolares). 5. Apresentar projetos futuros (I’m going to buy a dog).

7.º ano A2

4. Produzir, com alguma ajuda, sons, entoações e ritmos da língua 1. Usar a pronúncia e o ritmo adequados em expressões e frases familiares. 2. Usar a entoação adequada em frases afirmativas, interrogativas e exclamativas.

5. Expressar-se com vocabulário simples sobre assuntos familiares, em situações previamente preparadas 1. Descrever-se a si e descrever a família e pessoas conhecidas (traços físicos relevantes e traços

dominantes de personalidade). 2. Falar sobre atividades escolares que ocorreram no passado. 3. Falar sobre atividades de lazer do seu meio cultural (localidade, país). 4. Descrever resumidamente locais, atividades e acontecimentos (casa, escola). 5. Comparar pessoas e locais. 6. Exprimir gostos, hábitos e preferências.

8.º ano A2+

6. Expressar-se numa linguagem simples e descritiva em situações previamente preparadas 1. Descrever acontecimentos e atividades passadas e futuras. 2. Descrever acontecimentos e atividades hipotéticas. 3. Apresentar soluções para problemas ambientais. 4. Falar sobre o mundo dos adolescentes. 5. Descrever tradições do seu meio cultural (Natal, Páscoa).

9.º ano B1

7. (Re)produzir textos orais, previamente preparados, com pronúncia e entoação adequadas 1. Dramatizar pequenos textos. 2. Falar sobre um anúncio, um filme ou um livro. 3. Fazer pequenas apresentações sobre temas do seu interesse.

8. Produzir, de forma simples e linear, discursos de cunho pessoal 1. Expressar opinião sobre os temas estudados.

part 1MC FOCUS ON SI & SP





Telephone conversations MC SI7 4.1, 4.4, 4.6 MC SI8 6.2, 6.3, 6.4, 7.1, 7.2 MC SI9 9.1, 9.2, 9.4, 10.1, 10.2

Students will practice a telephone conversation by

sitting back to back…

Preparation

1. Conversation with a friend Why do we phone our friends?

· To arrange to meet.

· To arrange to go to a restaurant.

· To arrange to go to the cinema.

2. Telephone call to a restaurant, cinema, etc. What kind of information do we ask for on the telephone?

· To ask for the price of a ticket for a concert.

· To ask the time of a film at the cinema.

· To make a reservation at a restaurant.

Help the students to prepare their conversations before they make their “phone call”.

Students sit BACK TO BACK so that they are not looking at each other.

They pretend to be talking on the phone with each other.

This type of activity will work with all levels.

Involve students in choosing the situations they want to role-play. Brainstorm some ideas,

then choose two or three to use in class. Allow students time to write telephone scripts if

they wish.

part 2SOME CLASSROOM ACTIVITIES



Show & Tell MC SP7 4.1, 4.2, 5.2, 5.3, 5.4, 5.5, 5.6 MC SP8 6.1, 6.2, 6.3, 6.4, 6.5 MC SP9 7.2, 7.3, 8.1 From early on, students can give very short presentations

in front of the class.

These can be practiced in small groups, as well. Oral

presentations give teachers an opportunity to evaluate

students’ language.

Preparation

1. No PowerPoint to begin with Show a picture / object to the class and talk for 1 minute. Students should be given time to prepare for their presentation.

2. No reading from paper Students may memorize their presentation, but they should look at their colleagues, not at a piece of paper with text on it.

3. Start simple As students progress higher, more can be expected.

4. Teach them how to do it Don’t expect students to put a successful presentation together without adequate input beforehand. · make a set of guidelines for students to use · give an example presentation and ask your students to evaluate you.

Evaluation As a teacher you may want to evaluate the language. You can do this discreetly without the students realizing that you are doing it. Evaluate their presentation as a presentation — not as a grammar exercise. Make sure they know what you will be evaluate before they prepare.




Role Play · Acting Auditions MC SP7 4.1, 4.2 MC SP9 7.1

The textbook will contain dialogues that the students can role-play. But this can be

conceived as boring. What if we make it more interesting?

“SO YOU WANT TO BE FAMOUS!”

Preparation

1. Put students into pairs / small groups and get them to act out the dialogue in the

book – the teacher creates the idea of an audition for a part in a film or TV series.

2. Students take a few minutes to try to memorize the dialogue.

3. Students practice their audition in pairs or small groups.

4. Some groups can do their role-play in front of the class and the class can decide

who will get the part in the TV series or film.

At higher levels, students can be encouraged to create their own dialogues and do

small 3 or 4 people sketches in front of the class.




Class Discussion / Debate

MC SI7 4.1, 4.2, 4.6 MC SP7 4.1, 4.2 MC SI8 6.1, 6.2, 6.3, 6.4, 8.1 MC SP8 6.2, 6.4 MC SI9 9.1, 9.3, 10.1, 10.2 MC SP9 7.3, 8.1

Students have different opinions and things they like or don’t

like. Using the appropriate language for each year, students

can do simple limited debates or discussions.

Preparation

1. Choose a theme that is appropriate to the level of the students where there are

opposing ideas. Choose from a theme studied in the textbook.

2. Put the students into groups of 3, 4 or 5 (according to how that would best work with

your students). You will need an even number of groups.

3. GROUP A

Students write down ideas supporting one side of an idea / argument.

4. GROUP B

This group writes ideas supporting the other side of the argument.

5. Students can write down helpful language, or the teacher can revise helpful

language previously on the board.

6. Join an A group with a B group (if you had 10 groups, you now have 5 larger ones).

Tips

Students can practice their discussion, before trying it as a class discussion.

Students can write down the discussion as a dialogue, and do a role-play of a TV

debate using the ROLE-PLAY activity.




ORAL ASSESSMENT · KEYsecrets

If you have two people to do orals, as in Cambridge Examinations, one

takes the part of the assessor. This is the person who will listen carefully

for what the students produce.

The second person interviews the students. He/she is the interlocutor.

He/she gives a general impression mark at the end.

What is happening in the assessor’s mind?

Is the language sufficient for a 3?

Yes? — what about a 5?

No — well then, maybe a 4?

Hmmmm … maybe a 3.5

Is the language sufficient for a 3?

No, I don’t think so… — is so bad that I can only give a 1?

No — well, what about a 2?

Well, he’s better than 2 but I’m not happy with 3 — so 2.5

part 3ASSESSING SPEAKING



The assessor marks the answer sheet in pencil like this:

total = 3 + 5 + 4.5 + 3.5 = 16 ⁄ 20 = 80% = 4

Even though the students’ grammar and vocabulary may be at the 3 level,

his/her other skills raise his oral grade.

Grammar and Vocabulary

Grammar and vocabulary are assessed together. The examiner / assessor

tends to concentrate on what the student is able to produce — can do,

rather than being penalized for what they do not do well.

KEY WORDS: simple, control, range, good, appropriate, limited

Pronunciation

Between A2 – B1 the level of pronunciation is limited to “can the student

be understood?”. It would be normal to give Portuguese students quite

high grades for pronunciation! 4.5 and 5 even.

KEY WORDS: simple exchanges, prompting, support




Interaction

Does the student interact with his/her partner and the interlocutor? What

is the control of the interaction like? Limited? Sufficient to manage?

KEY WORDS: simple exchanges, prompting, support

General Impression

KEY WORDS: simple exchanges




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36 CAMBRIDGE ENGLISH: KEY FOR SCHOOLS HANDBOOK FOR TEACHERS

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Overall Speaking scalespart 3ASSESSING SPEAKING



IDEAS FOR THE CLASSROOM

Role playing oral exams!

This activity can prove very engaging for the students. It is excellent

practice and also gives the teacher an opportunity to assess some of

the students’ performance.

1. Give the student instruction on how to evaluate each others’ language.

It is surprising how accurate they become in assessing each other!

Sometimes better than we are ourselves.

2. Place students around tables, or in small groups of 4 or 5 (a class of 30

students will make 6 groups of 4 and 2 groups of 5.

3. One student is the interlocutor — he/she reads the test to the other

two who are the candidates.

4. The other student (or 2 students in case of groups of 5) are the

assessors. They have to evaluate the language of the two colleagues.

5. The teacher moves around the classroom monitoring the students’

progress and making notes of performance.

6. Students take a second turn by switching roles.

If you want fewer groups, you can put two or three “assessors” in each

group, and they can compare the marks they gave at the end.




ORAL TEST SCRIPT · part 2

Part 2 3-4 minutes (Prompt card activity)

Prompt cards are used to stimulate questions and answers of a non-personal kind. The interlocutor reads out instructions and gives a question card to one candidate and an answer card to the other. After the candidates have asked and answered the questions, they change roles, as in the example below.

The interlocutor reads out these instructions and gives a question card to Candidate B and an answer card to Candidate A.

Candidate A, there is some information about a skateboarding competition. Candidate B, you don´t know anything about the skateboarding competition, so ask A some questions about it. Now B, ask A your questions about the skateboarding competition and A, you answer them.

Candidate A – your answers Candidate B – your questions

There is a variety of acceptable questions which may be produced using this material. For example: Where is the competition? Is the competition for children? What date is it? Is there a website address? What can you win?

Skateboarding Competition

for anyone 11-15 years old

at Green Park 20 June

1

st prize

New Skateboard visit www.citynews.com for more

information

Skateboarding Competition

· where?

· for children?

· date?

· website?

· what/win?




LUIS and GUSTAVO SPEAKING TEST

Video of a KEY speaking test with students Luis and Gustavo.

Look at the criteria for marking and say what you would give each student for:

Luis Gustavo

Grammar and Vocabulary ____ Grammar and Vocabulary ____

Pronunciation ____ Pronunciation ____

Interactive Communication ____ Interactive Communication ____

Global ____ Global ____

KEY – PART 1

Part 1 5-6minutes

In this part of the Speaking test, each candidate interacts with the interlocutor, using the language normally associated with meeting people for the first time, giving factual information of a personal kind, for example, name, place of origin, study, family, etc. Candidates are also expected to be able to talk about their daily life, interests, likes, etc.

· Greetings

· Answering simple questions

· Giving name

· Spelling surname

· Talking about school and other activities




Assessment commentary and marks

Commentary on KET Speaking test: Luis and Gustavo

© UCLES 2012. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further information see our Terms of Use at https://www.teachers.cambridgeesol.org/ts/terms marks and commentary Luis Gustavo www.teachers.cambridgeesol.org Page 1 of 2

Luis Gustavo Grammatical and vocabulary 2 4 Pronunciation 4 5 Interactive communication 3 5 Global achievement 3 4

NOTES

Luis Grammar and Vocabulary: 2

Luis shows sufficient control of some simple grammatical forms and appropriate vocabulary (I’m student, my school is very good, everybody play football, basketball, it’s fantastic, yes) but there are examples of limited control as well, as most of his responses in Part 1 are brief (Mexico, 3 days, yes, very good) and often consist of isolated words and phrases (my teachers and my friends, yes, my school). He can communicate in a simple way (my school is big, my teachers happy and very very intelligent) but uses limited structures and vocabulary (Yes, is very good, the people is happy (P1), from Canada (P2) . In Part 2 he does not attempt to form questions accurately, relying exclusively on the prompts on his card ( the library, where? the library, opening times?) When answering, he occasionally attempts to make minor changes to the wo rds on the card (the teacher is English and French) but most of his answers come straight from the card (from Canada, ICC College), and this is not always successful (he was (wants) to have football club afternoon school).

Pronunciation: 4

Luis is easy to understand and speaks clearly throughout the test. He has some control of phonological features at utterance and word level (My school is very good, is big, my teacher’s happy and very very intelligent). He stresses most words correctly (fantastic, computers). He relies on rising intonation rather than question word order when asking his questions, although this is not consistent, as the final question has falling intonation (the library computers) so sounds like a statement. His individual sounds are generally accurate although there are a few problems: times ( tames), big (bih), library (leebrary) and some spelling (R = air, I = ee).

Interactive communication: 3

Luis is generally able to maintain communication in simple exchanges with both the interlocuto r and his partner. In Part 1 his answers are mostly appropriate but limit ed to short utterances (at the High School, December), but his answer to ‘What do you think of Cambridge?’ ( I don’t know) is not appropriate, and needs a follow-up question. In Part 2 the interaction breaks down when he gives an inappropriate answer to the question ‘When did he start?’ (ICC College) although he responds appropriately when he realises his mistake (oh, sorry, I don’t know). He needs the Interlocutor to point to the relevant part of the card to answer the question. He also struggles with finding the answer to the final questio n and formulating his response. He communicates all his questions to his partner, but relies heavily on the prompt card throughout.




Assessment commentary and marks

Commentary on KET Speaking test: Luis and Gustavo

© UCLES 2012. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further information see our Terms of Use at https://www.teachers.cambridgeesol.org/ts/terms marks and commentary Luis Gustavo www.teachers.cambridgeesol.org Page 2 of 2

Global: 3

Luis can convey basic meaning in very familiar situations in most of the test but is not able to extend his answers. He gives brief but relevant answers to the Interlocutor’s questions in Part 1. In Part 2 he is not able to produce well-formed questions a lthough he answers most of his partners’ questions adequately, although he relies heavily on the prompt cards.

Gustavo Grammar and Vocabulary: 4

Gustavo shows a good degree of control of simple grammatical forms I would like to be a lawyer, No, I’m staying at Oakington, so it’s a little far of here (P1), And what does he tea ch?, When did he start? Yes, they have computers on the fourth floor (P2). Sometimes he demonstrates only sufficient control I don’t know I like, I come here by tax, my mother is an acted (P1), Is he play sports? (P2). He uses appropriate vocabulary when talking about everyday situations (law, lawyer, vet, studying at school) but does not show evidence of a range.

Pronunciation: 5

Gustavo speaks slowly and clearly and his meaning is almost always conveyed. He has some control of word and sentence stress and weak forms (I’m form Brazil, My father is a lawyer, he is younger and studying at school) and his individual sounds are generally accurate (C-E-L-A-N-O, Oakington, nine thirty am to 5 pm). He is less clear with his mother’s job (acted) and some vowel sounds (stoody for study, twent for twenty and moosum for museum). He shows appropriate intonation for his questions (And what does he teach? – rising, When did he start? (falling)) and when asking for repetition (How? Can you repeat? - rising).

Interactive communication: 5

Gustavo is able to maintain communication in simple exchanges both with the interlocutor and h is partner. He does not need prompting or support. He is able to ask for repetition and produce several utterances when talking about his family. He reacts naturally to his partner when exchanging information about the new teacher (OK, and where’s he from?) and prefaces some of his answers with a communicative Yes and No where necessary (No, videos one pound per week).

Global: 4

Gustavo is able to handle communication in everyday situations and speaks fairly naturally with generally appropriate, though limited vocabulary. Although his utterances are generally short, he always conveys his meaning. There is some attempt at expansion and he is generally accurate, especially with his questions in Part 2.




Assessing Speaking Performance – Level A2

© UCLES 2011. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further information see our Terms of Use at www.teachers.cambridgeesol.org/ts/terms Assessing speaking level A2 www.teachers.cambridgeesol.org Page 1 of 10

Examiners and speaking assessment in the KET exam Speaking tests are conducted by trained examiners. The quality assurance of Speaking Examiners (SEs) is managed by Team Leaders (TLs) who are in turn responsible to a Professional Support Leader (PSL), who is the professional representative of University of Cambridge ESOL Examinations (Cambridge ESOL) for the Speaking tests in a given country or region. All of the examiners (PSLs, TLs and SEs) must prove each year, through a certification process, that they are competent to assess. In addition, they are regularly monitored during live testing sessions. Although candidates take the test in pairs or groups of three, throughout the test they are assessed on their individual performance and not in relation to each other. They are awarded marks by two examiners: an assessor and an interlocutor. The interlocutor awards a mark for the performance as a whole, using the Global Achievement scale. The assessor awards marks for three individual criteria:

Grammar and Vocabulary Pronunciation Interactive Communication.

How can I use the Assessment Scales? Examiners use the A2 Level Assessment Scales to decide which marks to give candidates taking the KET Speaking test. Using the scales yourself during classroom speaking practice tasks will help you to:

analyse your students’ strengths and weaknesses when they do KET Speaking tasks form an impression of how ready your students are to take the Speaking test.

The Assessment Scales The KET Assessment Scales are divided into six bands from 0 to 5, with 0 being the lowest and 5 the highest. Descriptors for each criterion are provided for bands 1, 3 and 5 and indicate what a candidate is expected to demonstrate at each band. KET is at Level A2 of the Common European Framework of Reference (CEFR), and the descriptors for band 3 and above generally indicate performance of at least A2 level.






As you look through the scales, it may help to highlight words which make one band different from another. For example, under Grammar and Vocabulary, the basic focus of the first bulleted descriptor at Band 3 is the same as at Band 1; the control of grammatical forms. However, at Band 3 ‘sufficient’ replaces ‘only limited’ – Shows a sufficient control, and the range of expected forms has been extended from a few to simple grammatical forms in general. In Band 5, the focus on control has changed to include ‘a good degree of control’ – Shows a good degree of control of simple grammatical forms. Don’t worry if a lot of the terms used in the scales are new to you – in the Handbook for Teachers you will find a Glossary of Terms for Speaking. All three analytical criteria are assessed across the whole test. In Part 1 the candidates interact with the Interlocutor and in Part 2 they talk to each other, using prompt cards to ask and answer questions. How can I use the Assessment Scales with students? You could: 1. Refer to the scales as you observe students carrying out a KET speaking task. 2. Note down examples of performance in terms of the listed criteria. 3. Give students feedback on their strengths and weaknesses. 4. Think about whether your students are ready for the exam and how they could improve. However, it can be difficult for a teacher to manage a speaking practice task (i.e. be the interlocutor), make notes of what the students say and refer to the Assessment Scales, all at the same time. The following activities are designed to help you get started. On the Teacher Support website there is a set of video recordings of two candidates called Luis and Gustavo taking the KET Speaking test.






You can click on these links to watch each part of the test.

KET Speaking Test Sample Video Part 1 KET Speaking Test Sample Video Part 2

The four activities use these recordings to practise using the Assessment Scales.

Activity 1 1. Make a copy of the blank Grammar and Vocabulary table on page 4. You will see that

statements from the Assessment Scales have been turned into questions. 2. Watch the KET Speaking Test Sample Video Part 1. 3. Note down examples of what Gustavo does well and not so well for each of the questions in the

Comments box on the assessment sheet. 4. Compare the notes you have made with a completed example on page 7. Activity 2: 1. Make a copy of the blank Pronunciation table on page 5. 2. Watch the KET Speaking Test Sample Video Part 2. 3. Note down examples of what Luis does well and not so well for each of the questions in the

Comments box on the assessment sheet. 4. Compare the notes you have made with a completed example on page 8. Activity 3: 1. Make a copy of the blank Interactive Communication table on page 6. 2. Watch the KET Speaking Test Sample Video Parts 1 and 2. 3. Note down examples of what both Gustavo and Luis do well and not so well for each of the

questions in the Comments box on the assessment sheet. 4. Compare the notes you have made with a completed example on pages 9 and 10. Remember: In a real KET Speaking test the marks awarded reflect a candidate’s performance

across the whole exam and not just in one or two parts of it. As you become more familiar with the assessment criteria and gain more experience in analysing your students, you will find it easier to focus on all of the criteria during classroom practice tasks.

Being able to refer to the Assessment Scales will help you to analyse your students’ strengths and weaknesses and to estimate whether they are ready for the Speaking test. However, it won’t necessarily give you an accurate prediction of the marks that your students will achieve in a real test, as the candidate may be affected by other factors such as nervousness.






KET (LEVEL A2) SPEAKING

GRAMMAR & VOCABULARY

Name of student

Does the speaker use simple grammatical forms with sufficient control? Good Not so good

Does the speaker use simple grammatical forms with a good degree of control? Good Not so good

Does the speaker use appropriate vocabulary to talk about everyday situations? Good Not so good

Comments







PRONUNCIATION

Name of student

Are the utterances mostly clear? Can the speaker be mostly understood? Good

Not so good

Does the speaker show limited control of intonation? Good Not so good

Does the speaker show limited control of word and sentence stress? Good Not so good

Are individual sounds mostly clear? Good Not so good

Comments







INTERACTIVE COMMUNICATION

Name of student

Can the speaker maintain simple exchanges with the interlocutor (Part 1)? Good Not so good

Does the speaker react appropriately to what the interlocutor or other candidate says? Good Not so good

Does the speaker need any prompting or support? Good Not so good

Comments







GRAMMAR & VOCABULARY

Name of student GUSTAVO (Part 1)

Does the speaker use simple grammatical forms with sufficient control? Good

I’m from Brazil

I don’t know…I like

I study law

How? … Can you repeat it?

Not so good

I student Brazil

Does the speaker use simple grammatical forms with a good degree of control? Good

I would like to be a lawyer

No, I’m staying at Oakington, so it’s a little far of here.

My father is a lawyer, my sister a vet. My brother is studying and he is younger and studying at school

My mother has…my mother’s 42 years old and my father 56 years old.

Not so good

Does the speaker use appropriate vocabulary to talk about everyday situations? Good

Law, lawyer, vet, studying at school

Not so good

My mother is an acted

I come here by tax

Comments Gustavo has a good degree of control of simple grammatical forms and he is very easy to understand. He uses appropriate vocabulary when talking about everyday situations (law, lawyer, vet, studying at school) but does not show evidence of a range of vocabulary at the level.







PRONUNCIATION

Name of student LUIS (Part 2)

Are the utterances mostly clear? Can the speaker be generally understood? Good

Mostly clear and easily understood.

Not so good Occasional difficulty for the listener

He was (wants) to have a football club afternoon school

Does the speaker show limited control of intonation? Good Intonation is generally good and never gets in the way of the meaning.

The library where? (rising intonation for question)

In the library CDs? (rising intonation for question)

Not so good

Question intonation is not consistent.

And library computers? (sounds like a statement)

Does the speaker show limited control of word and sentence stress? Good Sentence stress and word stress is nearly always correct.

Mister Tom Cooper

The teacher is English and French

Oh, sorry, I don’t know.

computers

Not so good

Are individual sounds mostly clear? Good Most sounds are clear and L1 interference does not have a negative effect on communication.

Not so good Some words are articulated less clearly

tames (times)

leebrary (library)

ee see see (ICC)

was (wants)

Comments Luis’ pronunciation is mostly intelligible, and there are no times when it is impossible to understand him. He has some control of phonological features at utterance and word level and he stresses most words correctly. He relies on rising intonation when asking his questions rather than question word order, although this is not consistent and he has a few problems with individual sounds.








Name of student GUSTAVO (Parts 1 and 2)

Can the speaker maintain simple exchanges with the interlocutor (Part 1)? Good

I’m from Brazil

No, I’m staying at Oakington

How? … Can you repeat it?

I don’t know…I like. My father is a lawyer and I like…I would like to be a lawyer

Not so good

Does the speaker react appropriately to what the interlocutor or other candidate says? Good

All his questions and answers communicate appropriately

What the name of the new teacher?

And what does he teach?

Yes, they have computers on the fourth floor.

He sometimes repeats what he has heard before answering:

My family. My father is a lawyer…(P1)

Opening times. Monday to Saturday…(P2)

OK, and where’s he from? (P2)

Not so good He doesn’t respond to his partner’s wrong answer to his question:

When did he start? ICC College

and the Interlocutor intervenes to ask him to repeat the question again.

Does the interaction break down? Does the speaker need prompting or support? Good Gustavo does not need prompting. He is able to ask for repetition:

How? Can you repeat?

Not so good See above.

Comments Gustavo is able to maintain communication in simple exchanges both with the interlocutor and his partner. He does not need prompting but does not attempt to repair communication when his partner does not answer his question appropriately. He is able to ask for repetition and he reacts naturally to his partner when exchanging information about the new teacher.








Name of student LUIS (Parts 1 and 2)

Can the speaker maintain simple exchanges with the interlocutor (Part 1)? Good He answers the questions briefly but appropriately

I’m student

3 days

Not so good When asked why he likes his school:

My teachers and my friends, yes, my school

Does the speaker react appropriately to what the interlocutor or other candidate says? Good

He communicates his questions using intonation to overcome language limitations:

The library, where?

In the library, CDs?

and answers most of his partner’s questions appropriately:

Mr Tom Cooper

From Canada

He apologises for misunderstanding a question in Part 2:

Oh, sorry, I don’t know….Oh sorry, from next Monday.

Not so good He answers his partner’s question When did he start? inappropriately:

ICC College

Although he does maintain the interaction by explaining

Oh, sorry, I don’t know.

He has difficulty with the question Is he play sports?

No…yes…he was to have a football club, afternoon school

His response to the question What do you think of Cambridge? seems to indicate that he hasn’t understood:

I don’t know

Does the interaction break down? Does the speaker need prompting or support? Good In most of the test interaction is maintained.

Not so good The interaction breaks down when he gives an inappropriate answer

When did he start? ICC College

and he needs prompting by the interlocutor.

Comments Luis is generally able to maintain communication in simple exchanges with both the interlocutor and his partner, although he has some difficulties, as mentioned above. He communicates all his questions to his partner, but relies heavily on the prompt card throughout.




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