Section: Topic 3 | 0530 Spanish ECR Speaking (2021)

Section outline

Now that you have read the speaking assessment criteria grids, you may want to practise marking a speaking test. Listen to the candidate responses below, make a note of the strengths and weaknesses of the candidate and give a mark, before you read the examiner comments and marks below.
Please note: Information about the candidate and centre has been removed from the recordings to protect the identity of the candidate.
- Select activity High level response
  
  High level response
- Select activity Whole test - click to listen Transcript and commen...
  
  Whole test - click to listen
  
  Transcript and commentary
  
  Example candidate response transcript – high
  
  Role play transcript
  
  Teacher/examiner: Estás en España después de ir al cine. Estás en casa y no tienes tu jersey. Llamas por teléfono al empleado o a la empleada del cine. Yo soy la empleada. A ver. ¿Cómo es el jersey?
  
  Candidate: El jersey es de color azul y tiene mi nombre. [Accurate response, good use of connectives and 3^rd person verbs].
  
  Teacher/examiner: Vamos a ver. ¿En qué número de sala vio la película?
  
  Candidate: Pienso que veo la película en la sala dos. [Natural response but answer is ambiguous due to the verb VER being in the present tense, not the preterite].
  
  Teacher/examiner: La sala dos. ¡Ah! ¡Está aquí! ¿Cuándo va a venir para recogerlo?
  
  Candidate: Sí se posible. Voy a recogerle a las seis porque soy en el centro comercial. [Correct time frame is used, required information is communicated. Minor issues with the language but these do not impede communication].
  
  Teacher/examiner: Fantástico. ¿Qué tipo de película vio en el cine?
  
  Candidate: Ve una película de acción… con mi padre [Incorrect verb but candidate does answer the question with the appropriate information].
  
  Teacher/examiner: ¿Y cuál fue su opinión de la película?
  
  Candidate: Me gusta mucho… porque la película tiene mi actor favorito… y pienso que está entretenido. [Incorrect tense but communication is not impeded because of this. Good use of connectives to develop ideas with topical vocabulary].
  
  Teacher/examiner: ¿Prefiere ver una película en casa o en el cine?
  
  Candidate: Prefiero ver una película en mi casa [Accurate infinitive structure]
  
  Teacher/examiner: ¿Por qué?
  
  Candidate: Porque es más fácil y cómodo [Accurate use of opinions and justifications, information is clearly communicated. Good use of connectives to extend answer although one adjective would have been sufficient].
  
  Teacher/examiner: Bueno pues hasta la vista. Adiós. Vamos a pasar a la segunda parte del examen que es hablar de temas de conversación. Entonces, sí vamos a empezar con el tema tres cual es comer y beber. [Good, clear end to the first section of the speaking assessment, good example of how to transition to the next stage].
  
  Topic conversation 1 transcript [Tema 3 – comer y beber]
  
  Teacher/examiner: ¿Cuál es tu comida favorita?
  
  Candidate: … Mi comida favorita es la cocina italiana. Me gustan mucho las pizzas y pastas. Además me gusta comer pescado porque pienso que es sano… Y finalmente, a veces yo como un depor… un postre, como un postre de mi país, de Bélgica con chocolate o sí, vale…   [Full response with opinions and justifications. Candidate develops answer using connectives and sequencers. Accurate use of me gusta n]
  
  Teacher/examiner: ¿Y a qué hora cenas normalmente?
  
  Candidate: Normalmente, yo ceno con mi familia a las oche de la noche, a veces a la nueve, porque voy al gimnasio con mis amigos antes… normalmente yo ceno con mis padres pero a veces ceno solo porque mis padres trabajan y soy solo en casa. [Some minor errors such as the time and use of ESTAR, but these minor errors do not impede communication. Good range of verb endings and justifications].
  
  Teacher/examiner: Háblame de la última vez… no … perdón, háblame de una vez que fuiste a un restaurante. ¿Dónde… y con quién?
  
  Candidate: Uhm última vez que fui en restaurante fui con mis amigos en un restaurante local de Marbella… Yo pienso que es importante comer nueva comida de restaurantes locales. Yo como paella y me gusto mucho… quiero ir otra vez… está fenomenal.   [Initially responds in the correct time frame repeating the time expression from the question – this is good practice as it signposts correct use of tenses. Student does slip into the present tense (e.g. como instead of comí) so would improve answers further if more command of tenses was evident].
  
  Teacher/examiner: Me alegra. ¿Qué te gustaría comer en casa el fin de semana próximo? [Positive examining encouraging the student].
  
  Candidate: Uhm… puede repetir la pregunta? [Good use of target language]
  
  Teacher/examiner: Por supuesto. ¿Qué te gustaría comer en casa el fin de semana próximo? [Sustained positive examining which is encouraging to the student].
  
  Candidate: Me gustaría comer comida de mi país… como por ejemplo una tradición de mi abuela… como tartas de manzanas y además me gustaría comer pastas porque soy un fan de pasta así come mucho [Good use of conditional tense and lesser common connectives (como, así)]
  
  Teacher/examiner: ¿Y qué piensas de la dieta vegetariana?
  
  Candidate: … No me gusta porque pienso que es importante de tener una variación de comida
  
  Teacher/examiner: Entonces tú, ¿Qué ventajas o desventajas piensas que tiene esta dieta
  
  Candidate: Uhm… es bien… de porque los para los animales pero es importante de tenir una dieta variada… una variaton… carne, pescado y todo. Porque sano. [Communicates answer despite some accuracy issues such as bien vs. bueno and ser vs. estar].
  
  Teacher/examiner: Pues ahora vamos a pasar a la última parte del examen que es el mundo natural   [Good signposting to indicate clearly to the student that the exam is progressing].
  
  Topic conversation 2 transcript [tema 7 – el mundo natural]
  
  Teacher/examiner: ¿Vives en el campo o en la ciudad?
  
  Candidate: … Yo vivo en la ciudad con mis padres en una casa. Mi… yo prefiero la ciudad porque hay muchas cosas… uhm… puede ir al a la playa con tus amigos o ir al cine y pienso que el campo es un poco aburrido. [Good use of connectives to expand answer. Variety of verbs including 3rd person verbs. Attempt to include the passive which is almost correct. Good use of intensifiers].
  
  Teacher/examiner: ¿Y qué tiempo hace normalmente?
  
  Candidate: Normalmente hace sol porque soy en España [Claro] A veces … uhm… a veces lleve [Candidate takes a while to think of the vocabulary but the Teacher/examiner doesn’t interrupt – this is very good practice]. pero es raro… y me gusta mucho el tiempo en la ciudad pero es el mismo en el campo pero no me gusta campo porque es aburrido [Good knowledge of weather phrases which students often struggle to remember, although the candidate mis pronounces llueve].
  
  Teacher/examiner: Nada. Nada nada del campo.
  
  Candidate: No nada del campo [Spontaneous exchange with the Teacher/examiner which is positive].
  
  Teacher/examiner: Háblame de la última vez que pasaste un buen dia en el campo o en la ciudad.
  
  Candidate: Vale. Uhm… La semana pasada. Yo fue con mis amigos al centro commercial para comprar nueva ropa. [Good use of past tense time phrase]
  
  Teacher/examiner: ¿Y qué hiciste?
  
  Candidate: Compra ropa y además, después, nosotros vimos una película. [Inconsistent use of the preterite but candidate continues to develop his answers which is positive].
  
  Teacher/examiner: Ah ¿Qué viste?
  
  Candidate: Uhm… Nosotros vimos una película de acción. De Fast and Furious ocho. Y nosotros gustamos mucho.   [Attempt at preterite opinions. Incorrect conjugation but a fair attempt. Good use of ‘vimos’].
  
  Teacher/examiner: ¿Te han gustado eh – tenía mucha acción?
  
  Candidate: Sí, mucho.
  
  Teacher/examiner: ¿Quieres vivir cerca del mar en el futuro? [student’s name]
  
  Candidate: Sí quiero vivir cerca del mar porque me gusta el aire libre, el aire. Y me gusta hacer… me gusta caminar en la playa. Me gusta el mar. Me gusta nadar en el mar. Me gusta… el sol. [Good use of opinion + infinitive structures and use of lesser common vocabulary such as ‘caminar’].
  
  Teacher/examiner: ¿…Cuáles son las ventajes para los jóvenes vivir en una ciudad grande?
  
  Candidate: Yo pienso que las… hay ventajos y desventajas.
  
  Teacher/examiner: ventajas [Teacher/examiners should avoid correcting candidates].
  
  Candidate: Los ventajas son que hay muchas cosas para nosotros pa los jóvenes… por ejemplo yo me gusta ir a fiestas con mis amigos y en el campo no hace fiestas. En la ciudad también tiene muchas tiendas para comprar recuerdos para tu familia o puede comer en un restaurante local para comer nueva comida por ejemplo… y … vale [Good development of ideas. Language is basic but well developed with connectives. Good use of ‘para +infinitive’ and correct range of verb endings. Attempt to use the passive again but not quite there. Some inaccuracy with verbs but overall the meaning of the passage isn’t impeded which is positive.
  Teacher/examiner: Fenomenal. Bueno ya hemos terminado. Muchas gracias. Adiós
- Select activity Moderator comments - Role play Role play card 3Con...
  
  Moderator comments - Role play
  
  Role play card 3
  Conduct of the test
  
  The teacher/examiner greets the candidate using the prompts provided. She sets the scene for the role play by reading out the role play scenario Card 3 exactly as it is printed in the instructions booklet (Estás en España. Después de ir al cine, estás en casa y no tienes tu jersey. Llamas por teléfono a la empleada del cine. Yo soy la empleada). Where there are two parts to a task, the teacher/examiner pauses and waits for the candidate to respond before asking the second part. The candidate does not require repetition of the role play questions.
  Candidate response
  Task 1: The information is communicated. Two marks are awarded.
  Task 2: The information is partly communication and/or the meaning is ambiguous due to the verb ver in the present tense. One mark is awarded.
  Task 3: The candidate says, ‘Si se es posible voy a recogerle a las seis porque soy en el centro comercial’. The correct time frame is used and the required information is communicated. The language errors do not impede communication. Two marks are awarded.
  Task 4: There are two parts to this task. The candidate replies promptly to the first part with ‘ve’ instead of ’vi’ although he does communicate the information required. In the second part, he responds appropriately despite ‘mi’ instead of ‘me gusto’. Communication is not impeded despite the incorrect verb form in the first part of the response. Two marks are awarded.
  Task 5: The information is communicated. Two marks are awarded.
  Mark awarded for task 1 = 2 out of 2
  Mark awarded for task 2 = 1 out of 2
  Mark awarded for task 3 = 2 out of 2
  Mark awarded for task 4 = 2 out of 2
  Mark awarded for task 5 = 2 out of 2
  Total mark awarded = 9 out of 10
  
  Moderator comments - Topic conversations
  
  Conduct of the test
  
  The teacher/examiner starts by introducing the topic and then proceeds to ask each question exactly as it is printed. The teacher/examiner listens carefully and acknowledges the candidate’s answer to each question. The teacher/examiner repeats Question 4. The teacher/examiner does not need to use the alternative question. The candidate gives full responses to questions. The topic conversation 1 lasts over 3½ minutes. The teacher/examiner does not ask any extension questions because the candidate responds fully with additional information and detail. Topic conversation 2 lasts just over 3½ minutes. It is not necessary for the teacher/examiner to ask further questions.
  
  Candidate response
  
  Topic 3: Comer y beber
  
  Task 1: The candidate gives a full response adding extra information and detail about the foods he likes and why he likes them.
  
  Task 2: The candidate answers the question and provides detail. There are a few errors, for example, the time and use of estar, which do not impede communication. He explains why he sometimes eats later, who he usually eats with, and why.
  
  Task 3: The candidate responds in the correct time frame, occasionally slipping into the present tense for example Yo como instead of comí.
  
  Task 4: The candidate asks for a repetition of the question. He responds well to both parts of the task.
  
  Task 5: The candidate responds well to the question although there are inaccuracies in the language, such as the verb ser and estar, bueno and bien, and pronunciation.
  
  Topic 7: El mundo natural
  
  Task 1: The candidate answers the question and expands by adding an opinion. He explains which he prefers and why.
  
  Task 2: The candidate communicates the required information. He uses ser instead of estar and mispronounces the present tense of the verb llover.
  
  Task 3: The candidate responds well to this question. There are some language errors in his response (verbs ir and gustar).
  
  Task 4: The information is detailed with several explanations.
  
  Task 5: The candidate responds confidently making a few minor language errors.
  
  In the topic conversations, the candidate responded confidently to questions and he communicated information that was consistently relevant. He frequently developed his ideas and opinions, justifying and explaining his answers. For Communication, his performance across both topic conversations adequately met the 'Very good' level statement.
  
  The Quality of Language was good. The candidate used a good range of structures and a good range of vocabulary. He displayed good pronunciation and fluency. For Quality of Language across both topic conversations, the candidate adequately met the 'Good' level statement.
  
  Communication Mark awarded = 14 out of 15
  
  Quality of Language Mark awarded = 11 out of 15
  
  Total mark awarded = 34 out of 40
  
  Moderator comments - Whole test
  
  How the teacher/examiner performance could improve
  The speaking test was conducted well. The teacher/examiner had familiarised herself with the role plays, the topic conversations and the procedure. The pace was appropriate for the candidate and the teacher/examiner was supportive and encouraging throughout. During the candidate’s response to a question in the second topic conversation, the candidate pauses to think of the word ‘llover’. The teacher/examiner does not interrupt. This is good practice. She does not disrupt the flow of the conversation and allows him to work out what he wants to say. The teacher/examiner could have asked the candidate a few extension questions in the topic conversations to make certain that the conversations would be the required length of between 3½ and 4 minutes. If a topic conversation lasts 3½ minutes or less, even after asking extension questions, the teacher/examiner should ask two further questions on the same topic. In topic conversation El mundo natural a possible extension question for Task 3 might be ¿Qué más viste allí? and a possible further question, ¿Cómo sería tu día ideal en el campo?
  
  How the candidate performance could improve
  
  The candidate performed well in all three parts of the test. In the role play, the candidate could improve their performance by focussing on the time frame of the questions, the past tense and the use of ser and estar.
  
  In the topic conversations, the candidate could improve his performance by paying attention to common verbs in the preterite tense, the use of gustar and the verbs ser and estar.
  
  This candidate was more successful in the first topic conversation than the second. To attain the highest marks, candidates should make a conscious effort to use language that is more sophisticated and use a variety of tenses, not only in the questions that require a specific tense.
- Select activity Common mistakes and misconceptions In the role pla...
  
  Common mistakes and misconceptions
  
  In the role play, candidates should focus on providing a clear, correct answer, paying particular attention to verb tenses and forms.
  It is not necessary to develop responses by providing additional information beyond what is required.
  In the topic conversations it is important for candidates to try and extend the answers by adding more details and opinions. ‘Por ejemplo’, which the candidate uses, is a good way of adding some extra information. Candidates can use ‘en mi opinión, ‘creo que..’, ‘pienso que…’. ‘me parece…’ instead of over reliance on ‘me gusta/an….’.
  Candidates are not always prepared to use structures such as después de + infinitive, a comparison or superlative, a sentence starting with si, a negative for example nunca, nada etc.