YEAR 9 EXAMINATION IN ENGLISH 2014

Outline Review of CEFR B1 level descriptors. Overview of the new examination in English. Introduction to the new Marking Scale for Writing. Evaluate student answers. Introduction to the new Marking Scale for Speaking. Evaluate interviewer behaviour. Evaluate student performances.

CEFR : Listening A2 B1 Can understand enough to be able to meet needs of a concrete type provided speech is clearly and slowly articulated. Simple instructions. Cannot follow live conversation. Can generally identify the topic of discussion around her that is conducted slowly and clearly. Very basic personal and family information, shopping, local geography, employment. Can catch the main point in short, clear, simple messages and announcement. Straightforward factual information about common everyday or job related topics, identifying both general messages and specific details, provided speech is clearly articulated in a generally familiar accent. Can understand simple technical information, such as operating instructions for everyday equipment. Can follow detailed directions. Can follow a lecture or talk within his/her own field. Can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure, etc. May ask for repetition. Can understand the main point of many radio or TV programmes on current affairs or topics of personal or professional interest when the delivery is relatively slow and clear.

CEFR: Listening B1 B2 Can understand announcements and messages on concrete and abstract topics spoken in standard dialect at normal speed. Only extreme background noise, inadequate discourse structure and/or idiomatic usage influence the ability to understand. Can follow the essentials of lectures, talks and reports and other forms of academic/professional presentation which are propositionally and linguistically complex. Can understand most TV news and current affairs programmes. Can understand the majority of films in standard dialect. Topics: education, employment. Straightforward factual information about common everyday or job related topics, identifying both general messages and specific details, provided speech is clearly articulated in a generally familiar accent. Can understand simple technical information, such as operating instructions for everyday equipment. Detailed directions. Can follow a lecture or talk within his/her own field. Can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure, etc. May ask for repetition. Can understand the main point of many radio or TV programmes on current affairs or topics of personal or professional interest when the delivery is relatively slow and clear.

CEFR: Reading A2 B1 Texts that consist mainly of high frequency everyday or job-related language. Can scan longer texts in order to locate desired information, and gather information from different parts of a text, or from different texts. Letters, brochures, short documents. Clearly written, straightforward instructions for a piece of equipment Can identify the main conclusions in clearly signalled argumentative texts. Can recognise the line of argument in the treatment of the issue presented, though not necessarily in detail. Very short, simple texts. Can find specific, predictable information in simple everyday material. Advertisements, prospectuses, menus and timetables, short simple personal letters Familiar, everyday topics. Everyday signs and notices: in public places, such as streets, restaurants, railway stations; in workplaces, such as directions, instructions, hazard warnings. Simple instructions. Keywords and phrases.

CEFR: Reading B1 B2 Texts that consist mainly of high frequency everyday or job-related language. Can scan longer texts in order to locate desired information, and gather information from different parts of a text, or from different texts. Letters, brochures, short documents. Clearly written, straightforward instructions for a piece of equipment Can identify the main conclusions in clearly signalled argumentative texts. Can recognise the line of argument in the treatment of the issue presented, though not necessarily in detail. Large degree of independence, adapting style and speed of reading to different texts and purposes, and using appropriate reference sources selectively. Broad active reading vocabulary, but may experience some difficulty with low-frequency idioms. Long and complex texts. Can read correspondence relating to his/her field of interest Can scan quickly through long and complex texts, locating relevant details. Needs to reread difficult sections. Can understand specialised articles outside his/her field, provided he/she can use a dictionary occasionally to confirm his/her interpretation of terminology. Can understand articles and reports concerned with contemporary problems in which the writers adopt particular stances or viewpoints.

CEFR: Writing B1 A2 Writes short connected texts. Can pass on message clearly. Abstract and concrete topics. Describes experiences and events, dreams, hopes & ambitions. Can narrate a story or relate the plot of a book or film and describe his/her reactions. Topics of interest. Can briefly give reasons and explanations for opinions and plans. Personal letters. Everyday topics. Communicates with reasonable accuracy in familiar contexts Mistakes do not hinder understaning. Can get message across. Simple phrases and sentences linked with simple connectors like „and", „but“ and „because“. Topics: everyday, familiar. Short, simple messages. Present, past. Very simple personal letter (thanks, apology). Can write down short messages, when it is possible to clarify. Has sufficient vocabulary to conduct routine, everyday transactions involving familiar situations and topics. Systematically makes basic mistakes Phonetic spelling.

CEFR: Writing B1 B2 Writes short connected texts. Can pass on message clearly, Abstract and concrete topics. Describes experiences and events, dreams, hopes & ambitions. Can narrate a story or relate the plot of a book or film and describe his/her reactions. Topics of interest. Can briefly give reasons and explanations for opinions and plans. Personal letters. Everyday topics. Communicates with reasonable accuracy in familiar contexts Mistakes do not hinder understaning. Can get message across. Can write letters conveying degrees of emotion and highlighting the personal significance of events and experiences and commenting on the correspondent's news and views. Synthesises and evaluates information and arguments from a number of sources. Can evaluate different ideas or solutions to a problem. Follows established conventions of the genre concerned. Can write a review of a film, book or play. Can write an essay or report Evaluates, assesses, pros and cons. Systematic. Wide vocabulary. Paraphrases successfully. Shows a relatively high degree of grammatical control. Spelling correct, punctuation infulenced by mother tongue.

CEFR: Speaking A2 B1 Clear, standard speech on familiar matters Simple everyday polite forms of greeting and address. Can say what he/she likes and dislikes Invitations and apologies, greetings and farewells; introductions; giving thanks. Simple linking words. Simple phrases, simple sentences. Structured situations and short conversations, provided the other person helps if necessary. Asks questions and answers them. Cannot keep the conversation going. Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar topics and activities. Frequent mistakes in basic structures. Makes him/herself clear. Long pauses, false starts. 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.

CEFR: Speaking B2 B1 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. 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.

Year 9 exam (B1) Tasks Time Points Listening 4 30 min 25 Reading   Tasks Time Points Listening 4 30 min 25 Reading 60 min 30 Writing 2 45 min Speaking 15 min 20 Total 2 h 30 min 100

LISTENING COMPREHENSION (30 min) 25% Part 1 LISTENING COMPREHENSION (30 min) 25% Listening 4 tasks Possible task types multiple choice gap-filling short answers multiple matching table completion

Multiple choice

Gap-filling

Short answers

Multiple matching

Table completion

READING COMPREHENSION (60 min) 30% Part 2 READING COMPREHENSION (60 min) 30% Reading 4 tasks multiple-choice open/banked gap-filling word formation multiple matching (gapped text, titles, questions and answers) short answers

Multiple choice

Banked gap-fill

Word formation

Multiple choice

Multiple matching

Part 3 WRITING (45 min) 25% Task 1 Short description 75 words 9 points Letter/email 120 words 16 points

Paragraph- is a basic unit of organization in writing in which a group of related sentences develops one main idea. Structure: 1.Topic sentence (topic+ controlling/main idea) 2. Supportive sentences (develop the topic sentence with reasons, examples, facts, statistics, quotations) 3. Concluding sentence (signals the end of the paragraph, leaves the reader with important points to remember)

Topic+main idea Through the centuries rats have managed to survive all our efforts to destroy them. We have poisoned them and trapped them. We have fumigated, flooded, and burned them. We have tried germ warfare. Some rats even survived atomic bomb tests conducted in the Pacific after World War II. In spite of all our efforts, these enemies of ours continue to prove that they are the most indestructible of pests. (adapted from:Capital Community College homepage) concluding sentence

Writing prompt “What is your favourite day of the week and why?” d ompPt Sunday is my favourite day because I spend the day watching football with my dad. On Sunday, my dad spends the whole day with me watching football on TV. We even eat lunch together while watching. The highlight of the day is watching the Dolphins game. Dad and I get so excited, we yell and cheer together. On Sundays, I get to combine watching my favourite sport and spending time with my favourite person—what a great day! Teacher Observations (After)

Task 1 (description)

Task 1: Marking scale 3 2 1 Task Completion Vocabulary Grammar   Task Completion Vocabulary Grammar 3 All aspects mentioned and expanded. Clear organisation. Vocabulary appropriate to the task. Only a few spelling mistakes. Grammar well controlled. Only a few grammar mistakes. 2 All aspects mentioned but only two expanded. Organisation mostly logical. Some irrelevant remarks. Vocabulary basic though conveys the meaning. Several spelling mistakes. Limited control of grammar. Several grammar mistakes. 1 One or more aspects not mentioned at all OR only one expanded. Illogical organisation. Significant amount of irrelevant information. Many words used inappropriately. Spelling problems make communication difficult. Minimum control of grammar. Grammar problems make communication difficult. The prompt has been ignored. Fewer than 35 words. The prompt has been ignored. Vocabulary problems make communication impossible. The prompt has been ignored. Grammar problems make communication impossible.

Task 2 (letter/email)

Task 2: Marking scale Task Completion Organisation Vocabulary Grammar   Task Completion Organisation Vocabulary Grammar 4 All aspects mentioned and expanded. Both beginning and ending appropriate. Well organised. Logical paragraphs. Vocabulary appropriate to the task. Only a few spelling mistakes. Grammar well controlled. Only a few grammar mistakes. 3 All aspects mentioned but only two expanded. Both beginning and ending appropriate. Organisation mostly logical. Mostly logical paragraphs. Vocabulary quite basic though conveys the meaning. Several spelling mistakes. Mostly grammatical. Several grammar mistakes. 2 All aspects mentioned but only one expanded. Some irrelevant remarks. Beginning OR ending missing. Organisation not always logical. Paragraphs not always logical. Limited vocabulary. Frequent spelling mistakes. Limited control of grammar. Some systematic grammar mistakes. 1 One or more aspects not mentioned at all. Significant amount of irrelevant information. Beginning AND ending missing. No paragraphs. Very limited vocabulary. Spelling problems make communication difficult. Minimum control of grammar. Grammar problems make communication difficult. The prompt has been ignored. Fewer than 60 words. The prompt has been ignored. Not a connected text. The prompt has been ignored. Vocabulary problems make communication impossible. The prompt has been ignored. Grammar problems make communication impossible.

Indented style

Block style

Part 4 SPEAKING (15 min) 20% Introduction Warm-up questions Task 1 Picture description + follow-up questions Task 2 Acting out a situation based on visual and written input

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

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

Stage 1: Sample Warm-Up Sequence Let’s talk about hobbies. What are your hobbies? Why do people need to have hobbies? OR Let’s talk about music. What kind of music do you like? Should children learn to play a musical instrument? Let’s talk about films. What kind of films do you like? Why do people go to the cinema? Let’s talk about TV programmes. What kind of programmes do you watch? Do you think people spend too much time watching TV?

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.

Stage 2: Speaking Task 1 Overall time spent on task: 7-8 minutes. Preparation time: 3 minutes. Speaking time: 2 minutes. Note-taking recommended.

Task 1

Speaking Task 1: Things to Remember Allow the student uninterrupted preparation and speaking time. Manage time (3+2). Optional prompt (in the script): Is that all you wanted to say?

Speaking Task 1: Sample Follow-Up Questions 1) What was the last cultural event you visited? 2) Why do people travel? 3) In which country would you prefer to live? Why? 4) Which country would you like to visit: Australia or the UK? Why?

Speaking task 2 Act out a situation. Overall time spent on task: max 3 minutes. Preparation time: 1 minute. No note-taking.

Sample Speaking Task 2

Speaking Task 2: Things to Remember The student should read the instructions carefully Discuss both, suggest one Suggest both and give reasons Agree Disagree Follow the order of the prompts

Watch the sample interview: Make a comment on any aspect that caught your attention (positive and negative). Make a note of any questions you might have.

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

Marking scale TASK ACHIEVEMENT VOCABULARY GRAMMAR   TASK ACHIEVEMENT VOCABULARY GRAMMAR PRONUNCIATION AND FLUENCY 5 The student copes with the tasks successfully. Vocabulary is varied. Can paraphrase when necessary. Occasional inaccuracies may occur. Speech is grammatically correct with minor slips. Varied language constructions used. Fluent. Pronunciation correct. Occasional hesitation and pauses of thought may occur. 4 The student copes with the tasks well. Good vocabulary. Has some ability to paraphrase. Some inaccuracies occur. Speech is mostly grammatically correct. Complex structures may often contain an error. Mostly fluent. Pronunciation mostly correct. Some noticeable pauses. Occasional words mispronounced. 3 The student copes with the tasks unevenly. Basic vocabulary mostly used correctly. Simple language used correctly. Complex structures often contain an error. Hesitant. Noticeable pauses. Basic pronunciation correct although mistakes are evident. 2 The student copes with the tasks in a limited way. Limited vocabulary. Words often misused. Limited control of grammar. Systematically makes basic mistakes. Laconic. Limited control of pronunciation. Frequent long pauses. 1 The student attempts the tasks but is disorganised and illogical. Very limited vocabulary. Inaccurate and inappropriate use of words interferes with understanding. Very limited control of grammar. Many grammar mistakes interfere with understanding. Very laconic. Pronunciation problems interfere with understanding. The student does not attempt the tasks. Extremely limited vocabulary makes communication impossible. Numerous grammar mistakes make the speech unintelligible. A non-speaker. Impossible to follow.

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.

Information CEFR scales www.innove.ee kristel.kriisa@innove.ee

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