Section: Topic 4 | 0530 Spanish ECR Speaking (2021)

Middle level response

Whole test - click to listen

Example candidate response transcript – middle

Role play 4 transcript

Teacher/examiner: Vamos a empezar con el role play cuatro. ¿Vale? Estás en Madrid. Quieres ir a la piscina con tu amigo/a. Yo soy tu amiga. ¿Vale? [Sí] ¿[student name] Cuánto cuesta entrar en la piscina? [Positive tone and greeting, setting the tone well. Teacher/examiner reads prompts exactly as printed in the booklet]

Candidate: Entrar a la piscina dos veces… yeah

Teacher/examiner: ¿Cuánto cuesta? [It is clear that the candidate has misunderstood the question so the Teacher/examiner repeats it giving them another chance to secure the marks].

Candidate: Ah… uhm… Entrar en la piscina cuarenta euros [The candidate is then able to answer the question and is awarded full marks]

Teacher/examiner: Ooo ¡qué caro! ¿Y qué bebida llevamos a la piscina? [Short, snappy and relevant comments by the Teacher/examiner to facilitate natural conversation with the student, without going off on a tangent].

Candidate: Uhm… uhm… a la piscina…uhm beber una zumo de naranja y agua … para mí en mi amiga… [Student takes a while to respond but the Teacher/examiner does not interrupt her flow which is good. Good recall of drinks vocabulary but the use of ‘beber’ makes the answer ambiguous so only one mark can be awarded].

Teacher/examiner: ¿En qué medio de transporte vamos [student name] ? [Use of candidate name to encourage student].

Candidate: de medio de transporte es … a coche porque es rápido y uhm … y a veces caminar

Teacher/examiner: ¿Ah.. por qué? [when there are two parts to a question, the Teacher/examiner stops and gives time for the student to respond].

Candidate: Porque… es un bueno tiempo [Clear that the candidate understands that transport is the topic, but this answer doesn’t clearly relate to said topic. Good that they attempt an answer anyway].

Teacher/examiner: Ah hace sol ¿Qué vamos a hacer después de nadar? [Brief relevant phrase to get student back on track with the conversation which is positive].

Candidate: Después de nadar… después de nadar, fui a la cine y centro comercial y comprar mucho … uhm… comprar mucho pantalones, camisetas… faldas… y uhm… y ver una film de horror porque me gusta y mi amiga gusta film de horror... Sin embargo… me gusta film de comedia porque es divertida y es … y es bueno [Although there is no creditable response due to a lack of conjugated verbs, student attemps to develop the answer regardless. Each element of the exam has timings to follow, so it’s very positive that despite struggling with the question they are able to develop their answer].

Teacher/examiner: ¿Qué hiciste en tu tiempo libre la semana pasada? [student name]

Candidate: en mi tiempo libre la semana pasada… fui a la gimnasia con mi … con mi hermana … y mi amigo y… [Good use of the preterite tense and a time expression to signpost this. Good use of connectives to expand answer further].

Teacher/examiner: Muy bien. Pues vamos a pasar a la segunda parte del examen hablar del tema de la televisión y el cine. [Brilliant signposting, showing the next transition].

Topic conversation 1 transcript [la televisión y el cine]

Teacher/examiner: ¿Precisamente, [student name] Cuándo ves la televisión normalmente?

Candidate: Normalmente, ver a la televisión dos veces a la día porque me gusta televisión… y ver una y vi una film de comedia, horror, acción [Good opinion phrase. Inconsistent use of time phrases to sign post and the preterite tense. More consistency needed].

Teacher/examiner: ¿Y qué tipo de programas ves? ¿Qué tipo de programas te gustan?

Candidate: … no tipos de programas me gustan porque me gustan me gustan vi un film [Candidate has misunderstood the question]

Teacher/examiner: Claro. Las películas

Candidate: Sí, las películas.

Teacher/examiner: Describe un programa que viste recientemente

Candidate: …. Reciemente, ¿por repetir? [Good use of target language, meaning is clear despite errors]

Teacher/examiner: Sí. ¿Qué programa viste esta semana? [As per procedure, Teacher/examiners should first repeat a question before asking alternative questions, however, the Teacher/examiners tone is positive and encouraging and by being given another chance, the student is able to answer the question correctly].

Candidate: Esta semana, ví una programa de… de… de comer. [Accurate past tense. Student has been able to answer the alternative question correctly thanks to good examining].

Teacher/examiner: ¿Te gustó?

Candidate: Sí, mucho te gustó… [¿por qué?] porque me gusta comer mucho [ah, a mí también] [Responsive and positive examining, building the confidence of the candidate who is obviously nervous and pausing a lot. Teacher/examiner maintains this supportive and encouraging tone throughout].

Teacher/examiner: Háblame de un actor o una actriz que te gusta

Candidate: Uhm… me gusta un actor, actriz como es se llama Selena Gomez porque… es mi favorita porque es bueno actor, es buena actriz… y… [Good self correction with justification]

Teacher/examiner: Este fin de semana [student name] ¿Te gustaría ver una película en el teléfono móvil… o ir al cine? [Good use of stress/ intonation to help the candidate access the question].

Candidate: Esta semana… me gusta me gustaría ir al cine porque es muy divertido a ver… y… es much es más películas [Good self correction and use of the conditional. Good justification and use of ‘a ver’ which makes the conversation sound more natural and authentic.

Teacher/examiner: ¿Qué ventajas tiene ir al cine? [Student starts to make some errors after a good answer, so the Teacher/examiner asks the next question. This is good].

Candidate: te ventajas que ir al cine es es muy grande… es más películas de bueno… es… es mucho comer y bebir [despite lacking the linguistic command to communicate their opinion, the student still tries to develop their response].

Teacher/examiner: Vale, vale. Pues vamos a pasar a la último tema de conversación que es las tradiciones y las fiestas. [Good signposting].

Topic conversation 2 transcript [tradiciones y fiestas]

Teacher/examiner: ¿[student name] con quién celebras el año nueve normalmente?

Candidate: Normalmente celebra año nuevo con mi familia porque es muy importante celebrar con mi familia y algunas veces con mis amigos… sin embargo… normalmente con mi familia. [Despite being unable to conjugate celebrar correctly, the candidate fully communicates their answer and justifies it, as well as giving additional detail.

Teacher/examiner: ¿Dónde pasas el año nuevo?

Candidate: El año nuevo, fui a Iran o Dubai porque … porque mi familia es en Dubai y Iran. Sin embargo, algunas veces nosotros … nosotros ve ser España. [Candidate understands the question and attempts an answer despite not being able to conjugate the verbs correctly.

Teacher/examiner: ¿El año que viene, te gustaría pasar el año nuevo con tu familia o tus amigos?

Candidate: Uhm… Repetir por favor [Good use of target language]

Teacher/examiner: El año próximo ¿Vas a celebrar el año nuevo con tu familia o con tus amigos? [Teacher/examiner should repeat the question again before asking the alternative question].

Candidate: El año próximo, va con mi familia [¿Por qué?] porque fui a Dubai… y es muy divertido y como es muy grande. [Incorrect verb although other elements of the answer are successful.]

Teacher/examiner: Háblame como celebraste el fin de curso el año pasado [student name]… ¿Qué actividades hiciste?

Candidate: El año pasado… actividades … el año pasado… fui a, fui a gimnasia con mis amigas. Fui al centro comercial y com compré muchos, yeah

Teacher/examiner: Describe una fiesta importante de tu país

Candidate: Una fiesta importante de Australia es un día de Australia. Es muy importante para Australia porque es muy grande fiesta y celebra mucho y comer y bebir mucho… comer una en Australia en famoso es comer una pizza… una patatas fritas con pollo… con pescado… y zumo de naranja para beber… y la … la camiseta es blanca y la pantalones es es negro… y uhm… y bailar muchos y escuchar muchos música y es muy divertido para Australia. Y es un tiempo bueno en el día [Good development although the candidate relies heavily on using infinitives. Listing is low level, it would be better to develop ideas with opinions and justifications and a wider range of verb endings and/or idiomatic expressions].

Teacher/examiner: Muy bien pues muchas gracias [student name] [ya hemos terminado].

Moderator comments - Role play

Role play card 4

Conduct of the test

The teacher/examiner greets the candidate using the prompts provided. She sets the scene for the role play Card 4, by reading out the role play scenario exactly as it is printed in the instructions booklet (Estás en Madrid. Quieres ir a la piscina con tu amigo/a. Yo soy tu amiga). 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 teacher/examiner can repeat the role play questions if the candidate does not understand or does not hear the question. The candidate requires repetition of the first role play task. The teacher/examiner should repeat the question in full if required to do so.

Candidate response

Task 1: The candidate initially misunderstands the question. The teacher/examiner repeats the question. It is clear that the candidate has now understood the question.

Task 2: The candidate mentions two drinks however, the use of the infinitive beber results in the response being ambiguous. On this basis, one mark is awarded rather than two marks.

Task 3: The candidate understands that the question is about transport, however, it is unclear whether she is talking generally or with reference to the planned trip to the swimming pool with her friend.

Task 4: The candidate uses an incorrect time frame – what she did instead of what they will do after going swimming. She also uses infinitives instead of appropriate verb forms and tenses. No creditable response.

Task 5: The information is communicated.

Mark awarded for task 1 = 2 out of 2

Mark awarded for task 2 = 1 out of 2

Mark awarded for task 3 = 1 out of 2

Mark awarded for task 4 = 0 out of 2

Mark awarded for task 5 = 2 out of 2

Total mark awarded = 6 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 uses the alternative question in Task 3. The candidate does provide additional information. Topic conversation 1 lasts 3 minutes whereas topic conversation 2 lasts over 3½ minutes as required. In topic conversation 1, the teacher/examiner could have asked extension questions during the conversation. Where the topic conversation lasts 3½ minutes or less, even after asking extension questions, the teacher/examiner should ask up two further questions on the same topic.

Candidate response

Topic 1: La televisión y el cine

Task 1: The candidate communicates the information. She uses the infinitive ‘ver’ instead of the present tense ‘veo’ before adding an explanation. She adds some additional information about a film that she watched using a correct past tense but without a time marker. It is unclear whether she intended to talk about a film that she had watched or more generally about films.

Task 2: The candidate appears to misunderstand the question. Towards the end of her response it becomes evident that the candidate is trying to communicate the fact that she likes films rather than other television programmes.

Task 3: The candidate asks for a repetition of the question. The teacher/examiner should follow the procedure outlined on the teacher/teacher/examiner script. The teacher/examiner asks the alternative question. The candidate understands and is able to respond. The teacher/examiner acknowledges the candidate’s response in a supportive and encouraging manner.

Task 4: The candidate responds well and corrects herself when she makes a mistake.

Task 5: The candidate provides a reason but does not quite have the command of language to communicate her meaning clearly and without language errors.

Topic 4: Las tradiciones y las fiestas

Task 1: The candidate responds fully and communicates the information, despite using the infinitive celebrar instead of the correct verb form and tense ‘celebro’. She develops her response with an explanation and additional detail.

Task 2: The candidate uses the past form of ir instead of the present ‘voy’. She understands the question and provides an explanation.

Task 3: The candidate asks for a repetition. As in topic conversation La televisión y el cine, Task 3, the teacher/examiner should follow the procedure outlined on the teacher/teacher/examiner script and repeat the question once before asking the alternative question. The candidate starts her answer with ‘va’ and then lapses into a past time frame.

Task 4: The candidate communicates the information in the correct time frame.

Task 5: The candidate responds fully with additional detail and some explanation. She relies heavily on the use of infinitives. Despite the lack of verb forms and tenses, she is able to display a range of vocabulary.

In the topic conversations, the candidate responded satisfactorily to questions and communicated most of the required information. She conveyed simple straightforward opinions. For communication, her performance across both topic conversations adequately met the Satisfactory level statement.

The quality of language was satisfactory. The candidate used some structures, with frequent errors, and displayed a satisfactory use of vocabulary. She displayed satisfactory pronunciation and fluency. For quality of language across both topic conversations, the candidate just met the Satisfactory level statement.

Communication Mark awarded = 8 out of 15

Quality of Language Mark awarded =7 out of 15

Total mark awarded = 21 out of 40

Moderator comments (Whole test)

How the teacher/examiner performance could improve

In the topic conversations, the teacher/examiner could have made greater use of extension questions. In topic conversation 1 task 4 for example, the teacher/examiner could have invited the candidate to expand with ¿Puedes decirme algo más sobre Selena Gómez? Topic conversation 1 was 3 minutes. The instructions state that if the topic conversation lasts 3½ minutes or less, even after asking extension questions, the teacher/examiner should ask up two further questions on the same topic. Topic conversation 2 was the required length of between 3½ and 4 minutes. In topic conversation 1 and 2 task 3, the candidate requests a repetition. When the candidate asks for a repetition, the teacher/examiner should follow the procedure outlined on the teacher/teacher/examiner script and repeat the question once before asking the alternative question. The repetition allows time for the candidate to hear and think about the question again, leading to a response or an improved response to the alternative question if needed. The teacher/examiner should be prepared to ask further questions if necessary for example, in topic conversation Las tradiciones y las fiestas, the teacher/examiner could ask, Si tuvieras más tiempo ¿Te gustaría celebrar el Año Nuevo en otro país?

How the candidate performance could improve

The candidate was awarded 6 out of the possible 10 marks for the role play. She lost marks through lack of accurate verb forms and time frames. The candidate should take her time to respond and communicate the information giving a clear, correct response, with particular attention to verb tenses and verb forms. There is no need to give lengthy responses in the role play. The candidate should respond as succinctly as possible.

The candidate could improve her performance by using verbs in the correct time frame. There are instances of correct verb tenses, however, there need to be more instances to raise the level of her performance. The candidate, in most cases, understands the question and has an adequate range of vocabulary.

Common mistakes and misconceptions

In the role play, candidates do not always communicate the information requested as succinctly as possible, using the correct verb tenses and forms.
Candidates should be encouraged to attempt a verb form and tense rather than resorting to infinitives, which often lead to ambiguity. It is not necessary to develop responses by providing additional information.
In the topic conversations, candidates do not always provide sufficient detail. To attain the higher marks, candidates should be prepared to provide three or four additional pieces of information whenever possible. E.g. Háblame de un actor/una actriz que te gusta was an invitation for candidates to develop their response not only by naming the actor or actress and explaining why they like them, but also providing a description of their physical appearance, their character and any other relevant information.
Candidates do not always introduce different tenses.

For further details about how candidates performed in this particular examination series please refer to the Principal Examiner Report for Teachers.

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