Section outline

◄Topic 3
►Topic 5
    • Middle level response

      • Whole test - click to listen

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      Part 1 Presentation

      [Moderator comment: The teacher/examiner has not said anything or given any centre/candidate details. She should have announced all details and then invited the candidate to start his presentation]

      Candidate: میرے روز کے معمول میں شامل ہے صبح جلدی اٹھنا۔صبح جلدی اٹھنے کے دیگرفایدے ہیں ان میں ایک ہےکہ رات میں جلدی نیند آ جاتی ہے۔ اور صبح اٹھنے کے بعدسات بجے کو اسکول کا تیار ہونا اور اسکول جانا میرے روز کے معمول  میں شامل ہے ۔اسکول آٹھ بجے تک پہنچ  میں جاتا ہوں۔ناشتے میں مجھے کچھ میٹھا کھانے کا شوق ہے۔ناشتے میں کچھ زیادہ پھیکا کھانا ا چھا نہیں لگتا۔ روزانہ کم از کم ایک یا پھر دو پھل کھانے کی بھی عادت اچھی ہے۔ اور میں وہ  وہ عادت کو فالو کرتا ہوں۔ہر روز ایک یا دو پھل کھانے سے اندرونی صحت اور پوری کی پوری صحت۔  ہے۔                                                                                اچھی ہوتی ہے۔اور چستائی ( چست) رہنا بھی ضروری ہے۔مجھے دوڑنا اچھا  لگتا

       جی۔دوڑنے  دوڑنےسے ، دوڑنے سے  موٹاپا کم ہوتا ہے مگر سانس لینا بھی زیادہ اچھا ہو جاتا ہے،سانس لینا زیادہ آسان ہو جاتا ہے۔

      [Moderator comment: Content and Presentation: The candidate covers the topic satisfactorily, and makes some attempt to give some factual information with simple ideas and opinions. He makes an effort to sequence and somewhat link ideas. However, the presentation is slow and stilted though interest is generally maintained. 

      Quality of language: Uses a satisfactory range of vocabulary, though hesitates when going beyond simple language. Errors occur when complex structures are attempted. Errors occasionally impede communication. Pronunciation and intonation sometimes lack clarity. Some errors made when using some precise vocabulary. The candidate is hesitant and there are a few pauses.]

      Part 2 Discussion

      Teacher/ examiner:  ا و کے۔اگر آپ نےجوہے  ا پنی  روز مرہ  کا  جومعمول ہمارے ساتھ شئیر کیا ہے ۔اس میں آپ نے ہمیں اسکول کی یہ روٹین بتائی ہے اس میں آپ نے ہمیں  یہ نہیں بتایا اسکول میں کچھ ایکٹیویٹیز میں  حصہ لیتے ہیں؟

      [Moderator comment: A long opening question, the last part of the question alone would have been sufficient. The first part of the question is confusing; the candidate has discussed their daily routine; however, the teacher/examiner responds as if they have discussed their school routine.]

      Candidate:  جی۔جی

      [Moderator comment: The candidate responds ‘Yes’- a very short answer.]

      Teacher/examiner:  مثلاً

      [Moderator comment: A very short question again, the teacher/examiner could have asked ‘Tell me more about these activities.’ to stretch and enable the candidate to reach his potential.]

      Candidate:  ایکٹویٹیز میں حصہ لینا اچھی بات ہے مثلاً کتاب کی پڑھائی،پینٹنگ۔

      [Moderator comment: This is a very short response given by the candidate, but the candidate did well considering the question itself was very brief.]

      Candidate: ۔۔ سپورٹس میں،فٹ بال یا کرکٹ جیسا پاکستان یا ا نڈیا میں کیا جاتا ہے۔اور باسکٹ بال۔۔۔باسکٹ بال

      [Moderator comment: The candidate hesitates, so there is repetition and delay in the response when going beyond simple language. Uses a simple structure accurately.]

      Teacher/examiner: آپ کس چیز میں اچھے ہو ؟

      [Moderator comment: A good question to elicit information and improves the conversation flow.]

      Candidate:  جی میں کرکٹ میں زیادہ اچھا ہوں کیونکہ کرکٹ میں مجھے بلے بازی کا ایک طرح کا شوق ہے۔ بازی مجھےاتنی پسند ترین نہیں ہے۔

      [Moderator comment: The candidate gives reasons why he likes and dislikes the game he plays and gives his opinion. However, the last sentence is little unclear due to pronunciation and intonation.]

      Teacher/examiner:  میں آپ کی  اپنی روٹین کے علاوہ  دوسروں کی کیسے مدد کرتے ہیں؟ گھر  

      [Moderator comment: A good question which allows deeper exploration of the topic.]

      Candidate:  گھر میں میں اپنی بہن کی پڑھائی میں مدد کرتا ہوں۔ میں کوشش کرتا ہوں کہ میں اس کی مدد کر سکوں اور اس کوکچھ سکھا سکوں۔

      [Moderator comment: A good response given, using adjoining words appropriately and a complex sentence structure. Satisfactory range of vocabulary is used.]

      Teacher/examiner: اس کے علاوہ آپ کا کھانے پینے کا لائف اسٹائل صحت مند ہے کہ نہیں ؟

      [Moderator comment: A good question about lifestyle.]

      Candidate: صحت ۔میں نے ورزش ہمیشہ ہوتی ہے۔میں ٹرا ئی کرتا ہوں کہ میں صحت مند رکھو ں ۔اس کے لیے میں ایک یا دو پھل کھانے کی عادت ڈالتا ہوں جیسے سیب کیلا سیب۔ 

      [Moderator comment: A good spontaneous response giving two to three pieces of information, a good range of vocabulary and only one English word used. There is a grammatical error in sentence structure.]

      Teacher/examiner: فاسٹ فوڈ کھانے کے بارے میں کیا رائے ہے؟

      [Moderator comment: A good question – a topic most young people would be familiar with.]

      Candidate: مجھے فاسٹ فوڈ کھانا   زیادہ اچھانہیں لگتا ہے کیونکہ صحت مند نہیں ہے اور اس میں کچھ زیادہ تیل ہوتا ہے۔اور مجھے تیل کھانے کا زیادہ شوق نہیں ہے۔

      [Moderator comment: A good natural and spontaneous response given to an unexpected question, demonstrating understanding of the topic. The teacher/examiner could have stayed on this topic and explored it further.]

      Teacher/examiner: صحت مند رہنے کے لیے کھانے کے علاوہ او ر کیا آپ کرتے ہیں؟ ورزش وغیرہ ؟

      [Moderator comment: A good question to help the candidate to talk about this topic freely.]

      Candidate: میرے روز کے معمول میں شامل ہے۔ ورزش

      [Moderator comment: A good response using appropriate vocabulary, albeit short.]

      Teacher/examiner: گھر میں یا جم میں؟ گھر یا جم ؟

      [Moderator comment: A very short, but good question.]

      Candidate:   گھر میں تو میں دوڑ نہیں کر سکتا۔میں کوشش کرتا ہوں کہ دن میں کم از کم ایک بار   باہر جا کر دوڑ سکوں۔  

      [Moderator comment: The candidate understands the concept of the question and gives an appropriate and natural answer. The candidate substantiates his response by giving reasons and uses good vocabulary.]

      Part 3 Conversation

      Teacher/examiner:  دوسرا آپ کا کیا ٹاپک ہے؟

      [Moderator comment: The teacher/examiner invites the candidate to introduce his topic; this is incorrect, as the teacher/examiner should ask an unexpected question about an unknown topic.]

      Candidate: دوسرا میرا  ٹاپک ہے " دی ورلڈ آف ورک"  

      [Moderator comment: The candidate gives the title of a broad topic area.]

      Teacher/examiner:  او کے،اس میں آپ  کیا بولنا چاہیں گے۔

      [Moderator comment: The question asked is not a specific question about a subtopic; it does not help the candidate to give an appropriate response.]

      Candidate: کنٹی نیونگ ایجوکیشن ،کیرئیر ایمپلائنمنٹ اور فیوچر پلین۔

      [Moderator comment: The candidate gives a list of subtopics in that topic area.]

      Teacher/examiner:  سو تو  بتائیں نا  پلیز؟

      [Moderator comment: This question is very unclear, indicating that the teacher has not prepared her questions in advance.]

      Candidate: میں ابھی گیارھویں سال میں ہوں۔انشاء ا للہ دو سال میں میرا سکول ختم ہو جائے گا ۔سکول کے بعد اے لیول اور اے ایس لیول کے امتحان ہی دونگا۔ اس دونوں امتحان کے بعد انشاء ا للہ میں  کوئی اچھی سی یونیورسٹی میں شامل ہو جاؤں گا۔مجھے طبی پڑھائی کرنا ہے۔

      [Moderator comment: The candidate shows a sustained ability to initiate conversation and to contribute at some length. The candidate uses a complex sentence structure and a wide range of vocabulary. Perhaps the candidate has prepared the topic prior to the examination.]

      Teacher/examiner: آپ کو اپنے ہی ملک میں پڑھائی مزید کرنی ہے؟

      [Moderator comment: The teacher/examiner takes control of the discussion and asks an appropriate question related to future plans.]

      Candidate: جی،کیونکہ مجھے اپنے ہی ملک کی مدد کرنا ہے۔میرے ملک میں جو بد قسمت لوگ ہیں ان کی ہی مدد کرنا ہے۔

      [Moderator comment: A spontaneous and natural response. The candidate elaborates by giving opinions and ideas. The candidate accurately uses a wide range of precise vocabulary generally.]

      Teacher/examiner: آپ کیا  ڈاکٹر بننا چاہتے ہیں ؟

      [Moderator comment: This is another closed question which requires a yes or no answer, not giving the candidate the opportunity to demonstrate his skills.]

      Candidate:  جی۔

      [Moderator comment: A short response as expected due to the nature of the question.]

      Teacher/examiner: کون سے؟

      [Moderator comment: Not a very clear question, as it does not keep the conversation flowing.]

      Candidate: مجھے بچوں کا ڈاکٹر بننا ہے کیونکہ بچوں کو سب سے زیادہ مدد کی ضرورت ہوتی ہے۔

      [Moderator comment: A good response using complex sentences.]

      Teacher/examiner: ؟ آپ اپنے ملک میں ہی نوکری کریں گے

      [Moderator comment: A closed question which can only really be answered with one word answers; the teacher/examiner could have asked an alternative open question.]

      Candidate: جی میم ۔

      [Moderator comment: A short answer. The candidate could elaborate and give a reason for his response. It brought the conversation to a close naturally.]

      Teacher/examiner: شکریہ

      [Moderator comment: The teacher/examiner closed the test appropriately by thanking the candidate.]


    • Moderator comments - Part 1 Presentation 

      Conduct of the test

      There are no introductory details given by the teacher/examiner at the start of the recording, such as centre and candidate information. The teacher/examiner should have included all of the details at the start of the test.

      The candidate is not asked to begin his presentation or briefed about the format of the test which is not good practice. This indicates that the teacher/examiner is not familiar with the guidelines on how to conduct oral examinations. Timing for the presentation was adequate.

      Candidate response

      The candidate’s response is short and stilted but includes some factual points with a few ideas and opinions. The candidate attempts to link ideas.

      The presentation is simple, but the listener’s interest is sustained.

      The candidate uses a limited range of vocabulary which conveys simple ideas and information clearly but lacks precision.

      The candidate hesitates and searches for words when going beyond simplicity.

      The candidate generally uses simple structures and errors occur when a complex structure is attempted.

      At times words or speech are inaudible. It appears that the candidate has not prepared his topic well.

      Mark awarded for Content and presentation = 6 out of 10
      Mark awarded for Quality of language = 7 out of 10
      Total mark awarded = 13 out of 20

      Moderator comments - Part 2 Topic conversation

      Conduct of the test

      This section starts off with some difficulty. The teacher/examiner’s opening question is long and part of it is confusing.

      The teacher/examiner refers to the candidate discussing their school routine; however, the candidate has only given some details about their daily routine and not school. The teacher/examiner should ask alternative questions about the candidate’s daily routine.

      The subsequent two questions are extremely short which can be confusing for the candidate and hamper the development of their discussion/ideas, therefore limiting marks.

      There are eight questions in total for this part. Of these, three were problematic, but the remaining five questions are satisfactory. The conversation runs smoothly to the required length of time. However, the insufficient questions suggest a lack of preparation of the teacher/examiner.

      Candidate response

      The candidate starts off with short responses but makes a quick recovery and the conversation flows naturally.

      The candidate responds to questions thoughtfully and copes reasonably well with an unexpected question and changes in the direction of the conversation.

      The candidate responds relevantly, and at a length, to questions which are closed, short and ambiguous.

      The candidate uses a sufficient range of vocabulary which sometimes lacks precision.

      The candidate uses some complex structure by using adjoining words and some simple structures. The candidate performed slightly better here than their presentation.
      Mark awarded for Comprehension and responsiveness = 7 out of 10
      Mark awarded for Quality of language = 7 out of 10
      Total mark awarded = 14 out of 20

      Moderator comments - Part 3 General conversation

      Conduct of the test

      The teacher/examiner does not announce when Part 3 begins, or that they will be asking questions on an unknown topic. This is an important element to signpost the candidate so that they are clear about the direction of the conversation and knows that he/she can move on from the previous topic.

      The teacher/examiner asks the candidate to choose a second topic for conversation. However, for Part 3 the candidate is not supposed to select a topic for this section. The topic should be chosen by the teacher/examiner and should be unexpected for the candidate. The teacher/examiner should have started this part of the examination by stating that Part 3 had begun and that they would be covering two topics. The teacher/examiner should start asking questions, for example ‘why do people prefer going out for a meal to eating at home?’, before exploring this area for about two minutes. The teacher/examiner should then move on to another topic with a new question, for example ‘why do people prefer using their own car instead of using public transport?’

      All five questions in this section are reasonable and prompts are used at one or two places. However, two or three more searching questions for each topic would have been beneficial to enable the candidate to develop their ideas and answers. Two of the topics covered in this part are from the same main topic area D The world of work, however the test requirement is that one topic should be covered from areas A–B and a second topic from areas C–E. The teacher/examiner should select the topic and lead the conversation for this part. Neither topic is covered for a sufficient length of time.

      At times, the sequence of questions is unhelpful. For example, at one stage the candidate indicates that he wants to study medicine. The teacher/examiner then moves the question on to where the candidate wants to study. After receiving a response, the teacher/examiner then goes back to the topic of medicine to ask why the candidate wants to study this; this question would have been better suited directly after the candidate had explained what they wanted to study. A more logical sequencing of questions would provide clarity and allow a natural development of the discussion, particularly for candidates scoring in the middle and low bands.

      The teacher/examiner should announce ‘end of test for this candidate’ to indicate that the test has come to an end. Without this, it felt like an abrupt ending.
      Candidate response

      The candidate’s responses are good and relevant.

      When the teacher/examiner asks the candidate to speak about his topic he seems unsure of what was happening in this section. He names his topic and then waits for the teacher to ask a question, so there was a gap. When prompted, he then begins speaking and says that he wants to study medicine. The teacher/examiner then asks whether he would like to study further in his home country, and the candidate responds very well to this question.

      Mark awarded for Comprehension and responsiveness = 7 out of 10
      Mark awarded for Quality of language = 7 out of 10
      Total mark awarded = 14 out of 20

      Moderator comments - Whole test

      How the teacher/examiner performance could improve

      The teacher/examiner needed to read all relevant guidelines if unsure about aspects of conducting the test. It is vital for the teacher/examiner to prepare well before the test and understand the format and requirements fully, including what details and information is to be recorded.

      It is imperative that the teacher/examiner is clear about the requirements of each section of the examination, and their role within it, for example when they need to choose topics as opposed to allowing candidates to do so.

      The teacher/examiner should consider how to make candidates feel at ease during the test. One way of doing this is to ensure that they understand what is required from each section of the test themselves, and that they take the time to explain this to candidates at each stage. Furthermore, they should consider what kind of questions could be asked to help candidates perform to the best of their ability.

      It is good practice not to ask closed questions, so candidates do not just give yes or no answers. Teacher/examiners should ask open ended and searching questions.

      The teacher/examiner who is also a teacher must ensure that they explain the format of the test to their learners in advance and that they prepare them through the use of role plays in classroom settings in order to give them enough practice during the course of their study and ensure that they are well prepared for their examination.

      How the candidate performance could improve
      Adequate preparation prior to the assessment taking place would ensure that candidates are able to confidently navigate the requirements of the assessment. Furthermore, candidates should feel confident in asking for clarification during the assessment if they are unsure of the question being asked.

◄Topic 3
►Topic 5