Example candidate response transcript – middle
Role play card 6 transcript
Teacher/examiner: Bonjour Mademoiselle. [The teacher/examiner begins the first question as printed.]
Candidate: Bonjour.
[The candidate responds naturally but this is not a requirement of the task.]
Teacher/examiner: A
quelle heure arrive votre taxi ? [The teacher/examiner asks the first set question.]
Candidate: Le taxi
arrive à le quatre heures. [A clear appropriate answer, although a brief answer would also have been appropriate here. The incorrect definite article is a minor error and does not impede communication.]
Teacher/examiner: Où
allez-vous aujourd’hui en taxi? [The teacher/examiner reads the question exactly as printed.]
Candidate: J’ai allé …
j’ai allé … [The candidate attempts an answer but gets into difficulty.]
Teacher/examiner: Où
allez-vous aujourd’hui en taxi? [The teacher/examiner repeats the question to give the candidate the opportunity to work for the available marks.]
Candidate: J’ai allé où
avec mes amis. [An irrelevant answer. It seems the candidate has not understood the interrogative où.]
Teacher/examiner: Hier,
qu’est-ce que vous avez fait comme activités à notre hôtel ? [As the teacher/examiner has already repeated question 2 once, she moves on to the next question.]
Candidate: Nous avons
joué au tennis et nous avons fait de la natation et nous avons mangé beaucoup
de nourriture. [The candidate gives three pieces of relevant information in the correct time frame when one piece of information would have been enough. Short, appropriate answers are preferable in the role plays to avoid errors leading to
ambiguity.]
Teacher/examiner: Que
pensez-vous de votre chambre ? [The teacher/examiner reads the first part of the question and marks the pause in the script to give the candidate time to answer.]
Candidate: Ma chambre
est très claire et le … le … ma chambre est très claire et très grande et très
confortable et le scenery de mon chambre est très belle. [The first part of the candidate’s answer would have been enough to fully complete this part of the task. But the extra information contains details that make the response as a whole
ambiguous.]
Teacher/examiner: Pourquoi? [The teacher/examiner reads the second part of the task.]
Candidate: Parce que le
hôtel est un près de un océan et parce que est très belle. [Again, the candidate gives more detail than she needs to, but some relevant information is communicated.]
Teacher/examiner: Voudriez-vous
revenir dans cette région l’année prochaine? Voudriez-vous revenir dans cette
région l’année prochaine ? [The teacher/examiner repeats the question before giving the
candidate time to respond. It is important to give candidates time to hear the question and process the information before repeating if necessary.]
Candidate: Oui,
je … [The candidate begins her response.]
Teacher/examiner: Pourquoi? [The teacher/examiner asks the second part of the task.]
Candidate: Oui , j’aime
revenir dans cet hôtel parce que est très bon et nous avons beaucoup s’amuser
dans cet hôtel. [This answer indicates that the candidate had understood the first part of the question. But the verb errors in the justification lead to ambiguity as the time frame is incorrect.]
Teacher/examiner: Très
bien. Merci. Maintenant on va passer au premier sujet de la conversation. [Clear end to the role play and transition to the first Topic conversation.]
Topic conversation 1 transcript – Topic 3 Les loisirs
Teacher/examiner: Le
thème c’est les loisirs. [Clear announcement of the first topic.]
Teacher/examiner: Qu’est-ce
que tu fais souvent comme passe-temps ? Qu’est-ce que tu fais souvent
comme passe-temps ? [The teacher/examiner repeats the question before giving the
candidate time to respond. It is important to give candidates time to hear the question and process the information before repeating if necessary.]
Candidate: Je fais
écouter de la musique et je jouer au basket et nous avons joué pendu et je
visite le parc. [Several relevant details. Some ambiguity due to incorrect verb forms.]
Teacher/examiner: Le
soir, après les devoirs qu’est-ce que tu fais en famille ? [The teacher/examiner reformulates the question slightly. Each question should be asked exactly as printed.]
Candidate: Nous avons
regardé la télé et nous avons mangé les bonbons et nous avons parlé avec nos
jours et nous avons joué le X-Box. [Again, this is a good attempt to add extra detail, without repeating vocabulary from the previous response. But there is no range of connectors to link ideas and the incorrect time frame leads to ambiguity.]
Teacher/examiner: D’accord.
Parle-moi de ce que tu as fait le weekend dernier pour t’amuser avec tes
copains. [The teacher/examiner reads the question exactly as printed.]
Candidate: Le weekend
dernier nous avons allé à la … un parc d’amusement et nous avons joué beaucoup
dans le parc d’amusement. Et après le amusement parc nous avons allé à le
restaurant et nous avons mangé le poulet, du riz, le ratatouille et nous avons
boire jus de fruit. [The candidate has recognised the need for a past time frame although there are some errors of conjugation. She communicates several pieces of information, but the response remains factual with no opinions or justifications.]
Teacher/examiner: A
ton avis, les loisirs sont-ils importants pour les jeunes ? [The teacher/examiner could have asked the candidate for more details in answer to Task 3 to encourage some simple opinions and/or explanations.]
Candidate: Oui
… [The candidate begins an answer but is hesitant.]
Teacher/examiner: A
ton avis, les loisirs sont-ils importants pour les jeunes ? [The teacher/examiner repeats the first part of the Task.]
Candidate: Oui le
loisirs est très important. [A short answer indicating the candidate has understood the question.]
Teacher/examiner: Pourquoi? [The Teacher/examiner asks the second question of task 4.]
Candidate: Parce que
est-ce assiste moi relaxer et pour le travailler lendemain. [The candidate has understood what is required but has difficulty expressing her ideas.]
Teacher/examiner: A
l’avenir, quels autres passe-temps voudrais-tu essayer ? A l’avenir, quels autres passe-temps
voudrais-tu essayer ? [The teacher/examiner moves on to the first part of task 5 without an extension question to encourage a simple opinion on the importance of hobbies. She repeats the question immediately before giving the candidate time to
respond.]
Candidate: Je … je lis
les bandes dessinées et je … je me regarder le laptop. [It is unclear whether the candidate has fully understood the question. The verb errors lead to ambiguity, as does the interference from another language, although les bandes dessinées is good vocabulary.]
Teacher/examiner: Pourquoi
voudrais-tu essayer ces passe-temps ? [The teacher/examiner asks the second part of Task 5.]
Candidate: Parce que
après les devoirs je me relaxer et je … je me garde. [The candidate’s answer contains an attempt at a relevant justification, but the time frame and vocabulary errors lead to ambiguity.]
Teacher/examiner: D’accord.
On passe maintenant au deuxième thème de la conversation. Le sujet c’est le
travail. [Clear end to Topic conversation 1 and
transition to Topic conversation 2.]
Topic conversation 2 transcript – Topic 5 Le travail
Teacher/examiner: Qui
travaille dans ta famille? [The teacher/examiner reads the first question as printed.]
Candidate: Mon père
travaille dans ma famille. [Clear, straightforward answer. No attempt at development.]
Teacher/examiner: Le
soir, combien d’heures de devoirs fais-tu ? [The Teacher/examiner reads the question as printed.]
Candidate: J’ai six
heures de devoirs et j’ai beaucoup de devoirs dans l’école. [The candidate gives an appropriate answer and adds an extra detail. There was the opportunity here to give an opinion about homework: too much / not enough / easy / difficult, etc.]
Teacher/examiner: Parle-moi
des matières scolaires que tu as étudiées l’année dernière. [The teacher/examiner reads the question as printed.]
Candidate: J’ai
… [The candidate begins an answer but is hesitant.]
Teacher/examiner: Parle-moi
des matières scolaires que tu as étudiées l’année dernière. [The teacher/examiner repeats the question.]
Candidate: L’année
dernière j’étudie les mathématiques parce que j’ai beaucoup de … de devoirs
dans les mathématiques et j’ai finissais les devoirs … derniers. [The candidate has understood the need for a past time frame. She tries to give an explanation but errors in verbs and word order lead to ambiguity.]
Teacher/examiner: D’accord.
Est-ce que tu penses que les études supérieures sont nécessaires pour
trouver un bon travail ? [The teacher/examiner reads the first part of task 4 as printed.]
Candidate: Oui
le … [The candidate begins an answer but is hesitant.]
Teacher/examiner: Est-ce
que tu penses que les études supérieures sont nécessaires pour trouver un bon
travail ? [The teacher/examiner repeats the
question.]
Candidate: Oui l’écoute
supérieure est nécessaire pour le travail [There is
clear ambiguity in this response. The mistaken use of écoute in place of étude makes it unclear whether the candidate has understood the question.]
Teacher/examiner: Pourquoi? [The teacher/examiner asks the second part of task 4. Given the ambiguity of the candidate’s response to the first part the Teacher/examiner could have asked the alternative question provided.]
Candidate: parce que le
… est très assiste pour le continuer un promotion dans le travail et … [The candidate attempts an answer but does not have the necessary command of the language to express her ideas.]
Teacher/examiner: Dans
l’avenir, aimerais-tu travailler à l’étranger? Dans l’avenir, aimerais-tu
travailler à l’étranger? [The teacher/examiner reads the question as printed. She repeats the question immediately before giving the candidate time to respond.]
Candidate: Oui,
j’aimerais travail dans l’étranger [A clear, straightforward answer in the correct time frame with no explanation or opinion.]
Teacher/examiner: Pourquoi? [The teacher/examiner asks the second part of task 5.]
Candidate: Parce
que j’aime le travail [A simple opinion but it does not really answer the question.]
Teacher/examiner: Est-ce
que tu peux me dire un peu plus? [The teacher/examiner asks an extension question to encourage a fuller response.]
Candidate: Parce
que moi et mes amis travailler dans le office [The candidate tries to give a justification, but it is unclear from this response whether she has fully understood the question and again there is interference from another language.]
Teacher/examiner: Okay.
Quelle profession tu veux faire plus tard ? Quelle profession tu veux faire
plus tard? [As the conversation has lasted less than 3.5 minutes the Teacher/examiner asks a further question on the same topic. She repeats the question immediately before giving the candidate time to respond.]
Candidate: Je veux un
commencer et j’aime le commencer parce que j’ai commencé le commencement pour
le dernière année et le … [A very ambiguous answer giving no indication that the candidate has understood the question.]
Teacher/examiner: D’accord.
Est-ce que tu penses aller à l’université dans ton pays ou dans un pays étranger
? [The teacher/examiner can ask up to 2 further questions at the end of the 5 set questions up to a total time of 4 minutes. This must be the final question of the conversation.]
Candidate: Je
pensais le … [The candidate attempts an answer but hesitates]
Teacher/examiner: Est-ce
que tu voudrais faire tes études dans ton pays ou dans un pays étranger? [The teacher/examiner repeats her final question with a slight reformulation. It is not an entirely different question so this can be permitted.]
Candidate: Je pensais
dans un pays étranger parce que est assiste pour mon étudies supers … supers et le lycée pour un travail bon. [The basic message is communicated but the attempt at a justification is unclear.]
Teacher/examiner: D’accord.
Merci beaucoup. Votre épreuve est terminée.
[The teacher/examiner ends the conversation and the examination.]