Section outline

◄Topic 4
►Topic 6
    • Middle level response

    • Transcript Middle File
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    • Section 1: Presentation and follow-up discussion

      Presentation, interaction/responsiveness

      The presentation is delivered at remarkable speed which at times impedes a clear understanding of the content. The candidate communicates detailed information on the impact of tourism in South America and her opinions are mostly clear and supported with relevant examples. The candidate responds to the questions promptly and has good interaction with the teacher/examiner. The performance fits the top of Level 4 in the marking grid.

      Mark awarded = 8 out of 10


      Language range

      The candidate uses a good range of linking devices to connect well developed points on the issue of the conservation of monuments in South America. The vocabulary used is specific and appropriate to the task. Nouns like artefacto, patrimonio or verbs such as conllevar or decimar stand out as being less common vocabulary. The language range appears to be consistent in both the presentation and the follow-up sections of the test. The use of more complex sentence patterns with relative clauses and the subjunctive mood would have increased the language range mark.

      Mark awarded = 8 out of 10


      Language accuracy

      The candidate uses basic grammar accurately. Some of the attempts at using more complex grammar are successful. Some inaccuracies with gender agreements are also present but at no point do they impede communication. The candidate’s performance corresponds to the descriptors at the top of the Level 4 box.

      Mark awarded = 8 out of 10

       

      Total mark awarded for Presentation and follow-up discussion = 24 out of 30

    • Section 2: Conversation task card

      Task completion and communication

      The candidate completes some tasks successfully in this section. The information communicated is sometimes relevant, but sometimes the candidate has difficulty providing a meaningful answer to the question. In the last question of the section the candidate is asked whether or not there will be more voluntary workers in the future, but the candidate seems to misunderstand the question and comments on planting trees in the neighbourhood.

      Mark awarded = 6 out of 10


      Language range

      The candidate uses vocabulary appropriate to the task and also uses some linking devices to connect points, but answers are not always fully developed. There is some repetition and hesitation particularly towards the end of this section requiring the Teacher/Examiner to ask a further question to maintain the pace of the conversation. This performance matches the top of the Level 3 box. 

      Mark awarded = 6 out of 10


      Language accuracy

      The candidate largely makes use of simple Spanish grammar. There is an unsuccessful attempt at producing a present subjunctive following Ojalá. Otherwise, the accuracy is inconsistent with a few incorrect gender agreements which very rarely impede communication. The use of verbs is decent and there are some slips in the use of prepositions. This performance fits the top of the Level 3 box in the mark scheme.

      Mark awarded = 6 out of 10


      Total mark awarded for Conversation task card = 18 out of 30


      Pronunciation and intonation for the whole speaking test

      The candidate’s pronunciation is intelligible overall and individual sounds are articulated clearly most of the time with few slips. The intonation is good throughout the test. The lower end of the Level 3 box is an appropriate match here.

      Mark awarded = 4 out of 5

       

      Total mark awarded for Speaking test = 46 out of 65

    • Moderator comments (Whole test)

      Conduct of the test:

      The teacher/examiner follows the Instructions for Teachers/Examiners booklet methodically and reads the instructions in a calm manner in order to reassure the candidate. The teacher/examiner checks the candidate has understood the introduction before proceeding to the test itself. Timings are kept well in both sections. The teacher/examiner’s follow-up questions after the presentation facilitate extended answers and, although some are challenging, the candidate answers them without much hesitation. In the Conversation Task Card section, the teacher/examiner follows the suggested questions provided in the Instructions to Teachers/Examiners booklet but also supports the candidate with further questions whenever she hesitates.

      How the teacher/examiner performance could improve:

      The teacher/examiner’s performance was very strong throughout the test. There were moments when the candidate started to hesitate, and the teacher/examiner supported the candidate well with extra questions to help her build back her confidence and continue the conversation
      How the candidate performance could improve:

      The candidate could have delivered the presentation, in particular, at a slower pace which would have helped to improve grammatical accuracy and pronunciation. At times, it felt that the candidate was trying to produce overly complex language whilst losing sight of some of the more basic language.
◄Topic 4
►Topic 6