Topic 5

The topic title of the conversation was announced

      "حسناً ننتقل الآن إلى الجزء الثاني من الاختبار وهو المحادثة. موضوع المحادثة هو العطلات"

The teacher/examiner asked Question 1 and Question 2. The candidate understood and answered appropriately.

((جـ١أذهب في عطلة عادةً بعد المدرسة. بعد ما تنتهي المدرسة. جـ٢: أذهبُ مع أخي ووالدي ّ وأختي الأصغر.

There was no need to repeat these questions, so the teacher/examiner moved to the next question.

The teacher/examiner then asked Question 3  "أين ذهبت في آخر عطلة؟ وكيف قضيتها؟"

This question allowed the candidate to use the past tense to talk about her last holiday and how she spent it.

The teacher/examiner did not pause after the first part of the question to allow the candidate to answer before moving on to the second part.

The teacher/examiner listened carefully to the candidate’s answer and successfully asked an extension question about her visit to Malaysia, repeating it once "حدثيني مزيد عن زيارتك لماليزيا" to allow the candidate to talk more and respond fully.

Question 4 consisted of two parts. This question allowed the candidate to give her opinion and to justify her answers. The teacher/examiner paused appropriately between the first part and the second part of the question

 هل تفضل الذهاب في عطلة مع أصدقائك أم مع عائلتك؟ وما السبب؟

The candidate answered both parts of the question with some hesitation.

   (أحب أن أذهب في عطلة مع عائلتي لأنني يمكنني أن.. يمكنني أن أكون معهن بمزاج.. بمزاج مرح ويمكنني أن أفتتح أي موضوع معهن ويمكنني أن أقعد بارتياح)

The teacher/examiner moved on to Question 5 as the candidate had answered both parts of Question 4.

Question 5 also consisted of two parts. This question allowed the candidate to talk about her plans for her next holiday and the reasons for these plans. The teacher/examiner paused appropriately after asking the first part of the question "ماذا خططي للعطلة القادمة؟" , then asked the second part.

This conversation lasted for 4:08 minutes which was sufficient, so the teacher/examiner moved to the second conversation.

Topic conversation 2: (4: 09 minutes)

There was a very clear distinction between the first topic and the second one, as the examiner announced the following:

 "ننتقل الآن إلى الموضوع الثاني في هذا الحوار وهو عن الهاتف الجوال "

The teacher/examiner successfully asked the questions exactly as they were printed and in the same order shown. The candidate answered the first two questions successfully, so the teacher/examiner did not need to repeat them:

جـ١: اشترى لي هاتفي الجوال هو أبي.

جـ٢: أتواصلُ مع أخي الصغير الذي يدرسُ في ماليزيا.

Then the teacher/examiner asked the first part of Question 3 and paused appropriately

  كيف ساعدك الهاتف الجوال في دراستك؟

This question allowed the candidate to use the past tense to talk about the usefulness of a mobile phone for studying? The teacher/examiner listened carefully to the candidate’s answer and when he felt the question had been fully answered he moved on to the next question.

"ساعدني عندما. لم أفهمُ.. لم أفهمُ بعض الأسئلة في الكيميا فمن الممكن أن أذهبَ إلى جوجل وأبحث عن الأسئلة"

The teacher/examiner asked Question 4 "ما سلبيات الهاتف الجوال؟" , then he repeated it once as the candidate said:

"ما شو؟" (either the candidate did not hear it properly or did not understand the word "سلبيات") The teacher/examiner waited to give her time to think and answer. When there was still no response, he asked the alternative question. Unfortunately, the candidate found it difficult to answer, although she did try. She could not express her thinking and her answer was not complete, so the examiner moved to the next question:

"الأشياء السيئة الذي... الذي يتكون عليها الهاتف الجوال هي مثل في بعض... في بعض ال...في... عندما أتحدثُ في الواتساب يمكن أن شخص آخر أن ...أن ...   

Question 5 allowed the candidate to talk about the future and things that she would do to protect her mobile phone (كيف ستبقين هاتفك الجوال في حالة جيدة؟).

The teacher/examiner was patient and gave the candidate time to answer. The candidate managed to express her opinion, although there was some hesitation:

"سوف... سوف... سوف أعطي أمي الجوال لأنني من الممكن أن... من الممكن أن. أنساه في محلاتٌ كثيرة فهو من الأفضل أن أخليه مع أمي"

This conversation topic lasted for 2:29 minutes which was too short, so the teacher/examiner asked three further questions.

بعض المدارس تمنع استخدام الهاتف الجوال. ما رأيكِ في هذا الأمر؟:Q1

رأي في هذا الأمر ليس جيداً لأنني أشعر بأن الهاتف الجوال... يجب أن يكون معي في كل الأوقات لو كان هنالك بعض الأشياء التي يمكنني أن أتصل على أهلي لحضرها من البيت.

هل تأخذين هاتفكِ الجوال معكِ في المدرسة؟:Q2

أخذه.. أخذه مرات.. أخذه ليس مرات كثيرة لأن والديّ لا.. لا ليس مع الفكرة لأن أخذ الجوال معي للمدرسة

لماذا يرى والداك هذا؟ ما رأيهم في هذا الأمر؟:Q3

والديّ يخافون أنني... لم... لم... لم أفهمُ ...لم أفهمُ في الحصة ويخافون أنني من الممكن أخذ الجوال من شنطتي وأستعمله عندما يتحدث الأستاذ.

The teacher/examiner should have asked no more than two questions but, in this exam, Question 3 was considered to be the second part of Question 2.  

Candidate response

Although the candidate communicated well in Question 1 and Question 2 from both conversations, she had some difficulties in understanding some of the other questions in both topic conversations and could not express herself. She required the alternative questions and occasionally gave irrelevant information and uncomplete answers.

The candidate used a very limited range of structures and vocabulary, rarely accurate and/or complete; with some ambiguity and very noticeable hesitation.

Communication Mark awarded = 7 out of 15

Quality of Language Mark awarded = 5 out of 15