2:

THE B LEVEL SPEAKING TEST

ORAL EXAMINER INFORMATION PACK
OCTOBER - NOVEMBER 2011

SECTION1 THEBLEVELEXAM:DISTINGUISHINGCHARACTERISTICS
TheBlevellanguageexam,introducedinMay2011,aimstocertifyB1levelandB2 level competence, on the scale set by the Council of Europe, as described by the CommonEuropeanFrameworkofLanguages(CEFR).TheBlevelcandidate,according toCEFR,belongstotheindependentusercategory.Theindependentuser: can understand the main ideas of complex text on both concrete and abstracttopics, can interact with a degree of fluency and spontaneity that makes regular interactionwithnativespeakersquitepossiblewithoutstrainforeitherparty, canproduceclearanddetailedtextonawiderangeofsubjectsandexplaina viewpointonatopicalissue.
ThetheoryoflanguageunderlyingtheBlevelexamisthesameasthatonwhichallother KPGexamsarebased. TheviewoflanguagethattheKPGexambatteryadherestois

that language is a social phenomenon, and that to use language for a variety of purposesmeanstotakepartinsocialpractices.Languageisadynamic,interactive, socialphenomenonbetweenthespeakerandlistener(orthereaderandwriter).We conveymeaningsnotbysingle,isolatedsentenceswhichoccurinavacuum,butby more complex exchanges produced in a specific context in which the participants beliefs,expectations,theknowledgetheyshareabouteachotherandoftheworld, and the situation in which they interact play a crucial part and determine the linguistic choices they will make. Language is not used to express grammar or vocabulary;itisusedtoperformorfulfilcertainfunctionsorpurposes(e.g.toagree ordisagree,toinvite,tocongratulate,toadvise,topromote,toconvince,torequest, etc.)andthefunctionswewanttoperformwilldeterminetheshapeofthetextthat emergesaswecommunicatewithoneanother. TheBlevelexamhasthefollowingcharacteristics: 1. Itisanintegratedgradedexam.EachmodulecontainsanequalnumberofB1 andB2levelitems. 2. Itaimstoassesstheforeignlanguageknowledgeandskillsdevelopedwithin oroutsidetheformalschoolsystem 3. The B level exam includes mediation activities for production. That is, candidates at this level are required to produce oral or written speech in EnglishpromptedbyaGreektext. 4. RubricsarealwaysinEnglish.
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SECTION2 OVERVIEWOFTHEBLEVELEXAM

Aswithallotherlevelexams,theBlevelexamconsistsof4modulesortests.Each moduleaimsatassessingspecificcommunicativeusesoflanguage. Module1:Readingcomprehension Module 1 tests reading comprehension skills and language awareness. It aims at assessing candidates understanding of the overall or partial meanings in a text, to make inferences or intelligent guesses on the basis of the text. Moreover, some itemsaredesignedtoassesstheirabilitytomakelanguagechoicesthatarecorrect and appropriate to thelinguistic, discursive and social context. The test consists of 60 items, 50 multiple choice items (25 for B1 and 25 for B2) and 10 short answer items(5forB1and5forB2).The50multiplechoiceitemsareawardedamaximum of 40 points (0,8 marks per item) and the 10 short answer items are awarded a maximumof10points(1,0marksperitem).Thedurationofthistestis85minutes. Module2:Writing This module tests candidates ability to produce written discourse and function as mediators through writing production. It consists of 4 activities: 2 activities for writtenproduction(1forB1and1forB2)and2activitiesforwrittenmediation(1 forB1and1forB2)basedonaGreektext.Thedurationofthistestis80minutes. JustliketheintegratedgradedAlevelexam,thecandidateisrequiredtodoallfour activitiesifshe/hewantstobecertifiedforB2levelproficiency.Thecandidatewho wants to be certified for B1 level language proficiency only needs to complete the activitiesmarkedasB1.ThefirstB1activityismarkedwithamaximumof7points, thesecondactivity(B2)ismarkedwithamaximumof7points,thethirdmediation B1 level activity with 8 points and the fourth mediation B2 level activity with 8 points. The maximum total marks the candidate can obtain from all four written activitiesis30pointsfrommarkerAandanother30pointsfrommarkerB.Inother words,thesuccessfulcandidatecanobtainamaximumof60pointsformodule2. Module3:Listeningcomprehension This module aims to assess candidates ability to understand standard spoken language on both familiar and unfamiliar topics normally encountered in personal, social, academic and vocational life. Candidates always have the opportunity to listen to the recordings twice before responding. This test consists of 15 multiple choiceitems(7forB1leveland8forB2level)and10shortansweritems(5itemsfor eachlevel).All25itemsofthetestareawardedamaximumof50points(2,0marks peritem).Thedurationofthistestis2530minutes. Module4:Speaking This module aims to test candidates speaking production and specifically, candidates ability to (a) answer questions about him/herself and his/her environment (two sets of questions, each containing a B1 and a B2 level question, i.e., four questions in total), (b) develop a topic on the basis of a visual prompt (1 taskforB1leveland1forB2level)(c)relayinEnglishamessageconveyedinaGreek
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text and respond to two tasks related to this text(1 task for B1 leveland 1 for B2 level, which belong to the same set). The duration of the test is 25 minutes. The maximum total marks the candidate can obtain from all three oral activities is 20 pointsfromexaminerAandanother20pointsfromexaminerB.Inotherwords,the successfulcandidatecanobtainamaximumof40pointsformodule4.

SECTION3 OVERALLORALLANGUAGEABILITYOFTHEBLEVELCANDIDATE
TheBlevelcandidateisanindependentuserofEnglish. At this level the topics that candidates are expected to discuss arerelated to their immediate environment (family, friends, work/studies, hobbies/interests) and to cognitively familiar situations (e.g. leisure activities, environmental issues, personal characteristics etc). The texts used for the mediation activity (activity 3) are fairly simple linguistically (not too dense in information and with few complex sentence structures)andcognitivelyfamiliar(takenfromauthenticsourcesreadilyavailablein theirimmediateenvironmentleaflets,brochures,signs,magazines). INDEPENDENTUSEROVERALLLANGUAGEPRODUCTION B2level
Cangiveclear,systematicallydeveloped descriptionswithappropriate highlightingofsignificantpoints,and relevantsupportingdetail. Canproducestretchesoftalkonawide rangeofsubjects,relatedtohis/her interests,expandingandsupporting ideaswithsubsidiarypointsandrelevant examples.

B1level
Cansustainastraightforwarddescription ofaperson,object,service,etc.with somefluency. Canproduceastretchoftalkonvarious subjectsrelatedtohis/herinterestsand narrateanevent,experience,etc. presentingitasalinearsequenceof points.

CANDOSTATEMENTSFORTHEINDEPENDENTUSER
B2level Canusethelanguagewithrelativefluency onawiderangeofeverydaytopicsrelated towork,studiesorleisure,markingclearly therelationshipsbetweenideas. Cancommunicatespontaneouslywith goodgrammaticalcontrolwithoutmuch signofhavingtorestrictwhats/hewants tosay,adoptingalevelofformality appropriatetothecircumstances. Caninteractwithadegreeoffluencyand spontaneityinregularinteractionwith proficientL1speakers. Canhighlightthepersonalsignificanceof eventsandexperiencesprovidingrelevant explanationsandarguments. B1level Canexploitawiderangeofsimple languagetoexpresspersonalopinions inrelationtoeverydaylife. Cancommunicatewithsome confidenceand/ordevelopand sustainastretchoftalkonfamiliar mattersrelatedtohis/herinterests, workandstudies. Canexchangeandcheckinformation, dealwithroutinesituationsand explainwhysomethingisaproblem. Canexpressideasand thoughts/opinionsaboutfilms,books, music,etc.reasonablyfluently.

SECTION4 CONTENTANDSTRUCTUREOFTHEBLEVELSPEAKINGTEST
Duration 25minutes Candidatesaretestedinpairsbutdonotconversewith eachother.TheyinteractwiththeExaminer/ Interlocutor.Inactivity1,theexaminerinteractswith eachcandidateinturn.Inactivities2and3theexaminer doesnotinteractwithcandidates;s/hesetsthetaskand thecandidatesrespond.

Modeofparticipation

WarmUp/IntroducingOurselves:(2minforbothcandidates) Addressingeachcandidateseparately,theExaminerasksafewgeneralquestions (wheredoyoulive,whichschooldoyougoto,whatdoyoudoforaliving)tobreak theiceandgettoknowthecandidates.Thequestionsalsoprovideinformationin relationtothecandidateprofile,enablingtheexaminertochoosemoreappropriate tasks.Candidatesarenotassessed. Activity1:Dialogue(6minutesforbothcandidates3minuteseach) Dialogue between the examiner and each candidate. The candidate answers two sets of questions, each containing a B1 and a B2 level question about him/herself andhis/herenvironment(i.e.,fourquestionsintotal),posedbytheexaminer. Activity2:Onesidedtalk(8minutesforbothcandidates4minuteseach) Eachcandidaterespondstotwotasks(oneB1leveltaskandoneB2leveltask)and developsatopiconthebasisofavisualprompt. Activity3:Mediation(10minutesforbothcandidates5minuteseach) This activity tests candidates ability to relay in English a message conveyed in a Greek text and answer questions about this text. Each candidate responds to two tasks(aB1andaB2leveltaskbelongingtoaset)basedoninputfromaGreektext.
NOTE:GradingintheBleveloraltestoccursonmanylevels.ThereisanequalnumberofB1 level and B2 level questions throughout all activities. B1 level questions and tasks are cognitively and linguistically less complex and require less complex language production thanB2leveltasks.

SECTION5 POINTSTOREMEMBERWHILECARRYINGOUTTHEACTIVITIESOFTHE SPEAKINGTEST

Activity 1: Dialogue (each candidate responds to two sets of questions, each containingaB1andaB2levelquestion) Choosetwosetsofquestions,eachcontainingaB1andaB2levelquestion. IfthecandidatefailstorespondtothefirstB1levelquestion,quicklymove on to the B2 level question from the set. If the candidate is shy, confused, etc.,helphim/herout(repeatthequestion,sayitslower,showsupport,etc.). If the candidate fails to respond to the first set of questions, continue with thesecondnextset.Ifthecandidatefailstorespondagain,donotinsistby givingprompts,helpingout,etc,butmoveontothesecondactivity. MakesureyouchooseDIFFERENTsetsofquestionsforeachcandidate. Activity2:Onesidedtalk(eachcandidaterespondstooneB1andoneB2leveltask thatbelongtothesamephototextpage) EachpagewiththematerialforActivity2(i.e.photos)containsavarietyofB1 andB2leveltasks. Choose a different page with visual prompts for each candidate in a pair. When choosing activity pages and tasks, take into account what you have come to know about the candidate (e.g. age, social experiences, interests, etc.) ChooseoneB1leveltaskandoneB2leveltaskthatbelongtothesamepage, at random (Note that the tasks may refer to different photos of the same page). IfthecandidatefailstorespondtotheB1leveltask,quicklymoveontothe B2 level task. If the candidate fails to respond to the B2 level task, do not insistbygivingprompts,helpingout,etc,butmoveontothethirdactivity. Activity 3: Mediation (each candidate responds to one B1 and one B2 level task thatbelongtoasetandrefertothesameGreektext) ForActivity3,therearetwoormoresetsofB1andB2leveltaskstobeused witheachGreektextorcategoryoftexts. Choose a different Greek text for each candidate, taking into account what you have come to know about him/her (e.g. age, social experiences, interests,etc.). SinceinthisactivitycandidatesareexpectedtoreadtheGreektextinorder torespondtotwotasks,giveeachcandidatesufficienttimetoreadthetext and respond to each of the tasks. Suggested procedure: a) give each candidatehis/herGreektextandtheircorrespondingB1leveltask,b)letthe candidates read their respective texts for two minutes, c) after the reading time is over, repeat the B1 level task to candidate A and wait for his/her response,d)turntoCandidateBandrepeathis/herB1leveltaskandwaitfor
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his/her response, e) when candidate B has finished with the B1 level task, givehim/hertheB2leveltask,askinghim/hertoreadthetextforasecond time, f) turn to Candidate A and give him/her the B2 level task, asking him/hertoreadthetextforasecondtime,g)turntocandidateB,repeatthe B2leveltaskandwaitforhis/herresponse,h)whencandidateBhasfinished, turntocandidateArepeattheB2leveltaskandwaitforhis/herresponse. If the candidate fails to respond to the B1 level task, continue with the B2 leveltaskwhenhis/herturncomes.

SECTION6 THEROLEOFTHEEXAMINER
ResponsibilitiesofExaminers Toassessthecandidatesoralperformancebytakingintoaccountthelevel andpurposeoftheBlevelexam. Tocreateacomfortableatmosphereprovidingthecandidateswithsufficient encouragementenablingthemtoperformtothebestoftheirabilities. Toensuretestconditionconsistencybyfollowingtheguidelinesforexaminer conduct. Examinerconductthroughoutthetest Speakclearly,loudlyandslowlyenoughforcandidatestounderstand. AlwaysuseEnglish(evenifthecandidateslipsintohis/hermothertongue). Smileandhaveafriendly,cheerfulattitudetowardsthecandidatestomake themfeelatease. Donotinterruptcandidateswhiletheyarespeakingasthismightaffecttheir confidenceandtheirflowofideas. Always assess taking into account what the candidate has managed to do rather than what the candidate has done wrong. Remember that this is a stressful and unfamiliar experience for the candidates and the language producedduringtheexamwillnotresembleanaturalconversation. Beforethetestbegins Bring the candidates into the exam room, show them where they are supposed to sit, introduce yourself and your colleague, and ask for the candidatesnames. Explainthedurationandprocedureofthetest(usebodylanguagetomake yourlanguagemorecomprehensible)inordertopreparethecandidatesand to familiarize them with your speech pattern and the English speaking environment.UsetheInterlocutorFramethroughoutthetest.. Duringthetest Alwaysspeakclearlyandslowlyenoughforcandidatestounderstand.Ifyou sense that they have not understood your instructions, repeat them more slowlyandusebodylanguagetomakeinstructionscomprehensible. Demonstratesensitivityandallowcandidatestimetorespond,movingonto the next task or candidate, when it is obvious that there will be no further

response.Longpausesshouldbeavoidedsincetheywillmakethecandidate feeluncomfortable. Wheneachtaskisassigned,makesurethecandidatesunderstandwhatthey are expected to do. You may check their understanding by asking Do you understandthistask?Wouldyoulikemetorepeat?. Donotshowthatyoudisapproveoftheirperformancewhentheygivea wrongresponse,butdoprovidepositivefeedback(OK,thatsfine)when theymanagetorespond,despiteerrors. If the candidate gets stuck or seems unable to continue, try encouraging him/her by repeating the last part of his/her previous utterance, or promptinghim/herbysayinganythingelse? Donotcorrectcandidateserrors. Besupportive.Nevershowdispleasure,disappointment,surprise,evenwhen thecandidatehasprovidedanunexpectedanswer. Use conversational signals (e.g., nodding of head, phrases like uh hum) to markparticipationintheexchangeandtohelpitflow. Attheendofthetest Thankthecandidatesfortheirparticipation. Donotgiveanyinformationregardingthecandidatesperformance. Saygoodbyeandleadthemoutoftheroom. Takethecompletedevaluationformfromthesecondexaminerandfillinyour marks.

SECTION7 POTENTIALTROUBLESPOTSDURINGTHESPEAKINGTEST
PROBLEM WhatdoIdo
ifthecandidateishesitant,makeslong pausesorproduceslittleoutput?

SOLUTION Followsuggestionsbelow
1. Repeatthecandidateslastphrasewith risingintonation. 2. Askafewpromptingquestions(Isthere anythingelseyouwouldliketoadd?). 3. Trytobreakdownthetaskintosimpler questions. 1. Smile,usebodylanguage,facialexpressions andintonationtomakethecandidatefeel morecomfortable. 2. Ifyouaskedthenervouscandidatetobegin first,switchtotheothercandidateand thencomebacktothenervouscandidate. 1. Repeatthequestion/task. 2. Ifthecandidatestillhesitates,changethe taskbutsticktothesamevisualprompt/ text.

...ifthecandidateisnervousandhas difficultyinspeaking?

ifthecandidatedrawsablankandseems unabletoanswer(foractivities2and3)?

NOTE:
Any extra help or guidance (as described above) given to a candidate should be taken into accountintheassignmentofthefinalmark. Rememberthatyouaretheretoassesscandidatesandnottohelpthemorteachthem.Itisvery easytoslipintotheteachersroleandsupplythecandidatewithawords/heissearchingforor to complete the candidates phrase in order to keep the candidate going. Avoid providing unnecessaryhelpasmuchaspossible. Carehasbeentakentophrasetaskinstructionsusingsimplelexisandsentencestructure.Donot changeoraddmoreinformationtotaskinstructions. Ifacandidatedoesnotunderstandawordinthetaskinstructions,youmaygiveasynonymifyou areaskedto.

SECTION8 THESPEAKINGTESTPROCEDURE
Throughout the exam, there are two assessors and two candidates in the exam room. Both assessors evaluate the candidate and fill in both parts of the Oral ProductionEvaluationForm. The assessor who has the role of Evaluator 1 sits on the side and is silent. S/he listens, observes, takes notes, and rates each candidates performance on the spot,usingtheOralProductionEvaluationForm. The assessor who has the role of Examiner is the one who sits facing the two candidates and who conducts the test, interacting with them. S/he rates candidateswhentheyhavelefttheexamroom.So,besidesbeingtheExaminer, s/hehastheroleofEvaluator2. Thecandidatesareexaminedinpairs The candidates take turns in doing the required task first. This means that if candidateAisthefirstoneaskedtorespondtothequestionsofActivity1,itis candidateBthatisaskedtobeginActivity2andcandidateAthatisaskedtobegin Activity3andsoon. Note:CandidateAshouldbeaskedtorespondtoallfourquestionsofActivity1 beforeyouturntoCandidateB.Also,CandidateBshouldbeaskedtorespondto bothtasksofActivity2beforeyouturntoCandidateA.However,inActivity3give bothcandidatestheirtextsandtheirB1leveltasksatthesametime,addressing candidateAfirst,andgivethem2minutestoreadtheirtexts.Then,startingwith Candidate A, repeat the B1 level task and wait for his/her response. Turn to candidateBanddothesame.Whenhe/shefinishesgivehim/hertheB2leveltask andaskhim/hertoreadthetextagain.TurntocandidateA,givehim/hertheB2 taskandaskhim/hertoreadthetextagain.TurntocandidateB,repeattheB2 leveltaskandwaitforhis/herresponse.DothesamewithcandidateA. Assessors should change roles frequently. It is recommended that they change rolesasEvaluator1andExaminer(+Evaluator2)whentheyhaveconductedthe testwith23pairsofcandidates.However,thefrequencyofrolechangingisupto them.

Bothpeopleconductingtheoraltestareequallyresponsibleforcarryingoutthe testsuccessfully.

Alternative position 1 Examiner Rater Examiner Interlocutor

Alternative position 2 Examiner Rater

Candidate A

Candidate B

Inusingthematerial: You are expected to use a variety of activity pages, texts and task types, keeping thecandidatesprofileinmind. Youarenotexpectedtouseallphotos,textsortasks,nortouseallofthemmore thanonce.Ifyoufeelthatonedoesnotworkforyou,dontuseit.

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SECTION9 THEINTERLOCUTORFRAMEFORTHEBLEVELSPEAKINGTEST In order to ensure that all KPG candidates are treated fairly in oral exams and undergothesametesttakingexperience,andinordertoreducethevariationinthe talk of interlocutors (and the kind of accommodations they make) an Interlocutor Frame has been introduced for all levels of the speaking test. Other examination systems have introduced the same practice (e.g. Cambridge Local Examinations Syndicate)whichtheycallInterlocutorScripts.Inessence,anInterlocutorFrame(or scriptjustlikeascriptanactorreadsfrom)spellsoutexactlywhattheinterlocutor should say from the moment the candidates enter the room till the moment they depart.Researchhasshown(seeFulcher2003)thatinterlocutorframesdominimize thedifferencesbetweenthetalkofinterlocutorsandresultinafairertest. Please acquaint yourself thoroughly with the frame and use it to conduct the oral test.

INTERLOCUTOR FRAME FOR B LEVEL Part 1 (warm-up & Activity 1)

Examiner: Introducing ourselves (about 2 minutes for both candidates) [NOT MARKED] Good afternoon. Welcome. Can I have your evaluation forms, please? (Take them and give them to your co-assessor, making sure you dont mix up the two candidates.) Thank you, please take a seat. My name is ________ (and) this is my co-assessor ________. S/he will be observing us. Please speak in English, loudly and clearly, throughout the test. You may ask me to repeat task instructions or to explain something you dont understand, but only in English. So What is your name? (Write it down.) And yours? (Write it down.) (Addressing candidate A) So________ (his/her NAME), what do you do? / where do you live? / what are your plans for the future? etc. (any general questions to break the ice and get to know the candidate.) (Addressing candidate B) And what about you ________ (his/her NAME), what do you do? / where do you live? / what are your plans for the future? etc. (any general questions to break the ice and get to know the candidate.) Activity 1 (6 minutes for both candidates- 3 minutes each) Ok. Lets start with Activity 1. I will ask each of you some questions. So, ________ (candidate As NAME). Choose TWO sets of questions from the list below and ask him/her. (When your exchange with the candidate has finished.) Thank you. Now, lets go on with ________ (candidate Bs NAME). Choose TWO sets of questions DIFFERENT from the ones you asked candidate A, from the list below. (When your exchange with the candidate has finished.) Thank you.

Examiner:

Examiner:

Examiner:

Examiner:

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INTERLOCUTOR FRAME FOR B LEVEL Part 2 (Activity 2)

Examiner: Activity 2 (8 minutes for both candidates - 4 minutes each) We can now go on with Activity 2. I will give each one of you one or more photos and I will ask you 2 questions. You each have about 4 minutes to answer. Start with candidate B this time. Lets start with________ (candidate Bs NAME). ________ (his/her NAME), turn to page________ (Select a page from the Candidate Booklet) and look at picture(s) ________ (Select one or more pictures from this page) and ________ (choose and read out a B1 task from the ones given below). (When the candidate has finished) Now, look at picture(s) ________ (Select one or more pictures from the same page) and ________ (choose and read out a B2 task from the ones given below). (When the candidate has finished.) Thank you. Now, ________ (candidate As NAME), its your turn. Please, go to page________ (Select a different page from the Candidate Booklet) and look at picture(s) ________ (Select one or more pictures from this page) and ________ (choose and read out a B1 task from the ones given below). (When the candidate has finished) Now, look at picture(s) ________ (Select one or more pictures from the same page) and ________ (choose and read out a B2 task from the ones given below). (When the candidate has finished.) Thank you.

Examiner:

Examiner: Examiner: Examiner:

Examiner: Examiner:

INTERLOCUTOR FRAME FOR B LEVEL Part 3 (Activity 3)

Examiner: Activity 3 (10 minutes for both candidates- 5 minutes each) Now, lets move on to Activity 3. I will give each one of you a Greek text to read and two tasks to do. After reading your texts, you will each have about three minutes to perform these tasks. Start with candidate A this time. Lets start with ________ (his/her NAME). Go to page ________ (Select a page from the Candidate Booklet) and look at (the) text (number ____) (Select a text) and ________ (choose and read out the B1 level task).You can read the text for about two minutes and then, before you start, I will repeat the task for you. Now, ________ (candidate Bs NAME), Go to page ________ (Select a different page from the Candidate Booklet) and look at (the) text (number____) and ________ (choose and read out the B1 level task). You can read the text for about two minutes and then, before you start, I will repeat the task for you. After about two minutes Lets start with ________ (candidate As NAME). Ready? Ok (Repeat the B1 task). Now, ________ (candidate Bs NAME), lets continue with you. Ready? OK (Repeat the B1 task). (When the candidate has finished.) I will give you some time to read the text again to do another task (give him/her the B2 level task). Now, ________ (candidate As NAME), lets continue with you. I will give you some time to read the text again to do another task (give him/her the B2 level task). Now, ________ (candidate Bs NAME), its your turn to do the second task. Ready? Ok (Repeat the B2 task.) (When the candidate has finished.) Thank you. Now, ________ (candidate As NAME), its your turn to do the second task. Ready? Ok (Repeat the B2 task.) (When the candidate has finished.) Thank you. This is the end of the examination. Have a nice afternoon/ evening.

Examiner:

Examiner: Examiner: Examiner: Examiner:

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SECTION10 THEBLEVELSPEAKINGTEST:ORALASSESSMENTCRITERIA

Taskcompletion
ACTIVITY1Dialogue
2 1 Respondsspontaneouslywithfewhesitationstoallthequestionsposedincludingall contentpoints,iscomprehensiblewithminor,ifany,effort. RespondstotheB1questionsposedeffectivelywithsomehesitationsbuthasdifficulty respondingtoB2levelquestions(ordoesnotrespondatalltoB2levelquestions).Is comprehensiblewithsomeeffort. Poorattempttoansweranyofthequestionsposed,wronganswerornoansweratall. Respondstobothtasks,usingthevisualprompteffectivelyandincludingalmostallcontent points,introducesandsustainstalkwithfewhesitationsand/orrepetitions,is comprehensiblewithoutminor,ifany,effort. RespondstotheB1taskusingthevisualpromptquiteeffectivelybuthasdifficultyin respondingtotheB2task(ordoesnotrespondatalltotheB2leveltask).Introduces andsustainstalkwithoccasionalhelp,withsomehesitationsandrepetitions,is comprehensiblewithsomeeffort. Poorattempttorespondtobothtasks,littleornouseoftheprompt,wrongresponse ornoresponseatall. Respondstobothtasks,relayingrelevantinformationfromGreektoEnglish, paraphrasingeffectively,introducesandsustainstalkwithfewhesitationsand/or repetitions. RespondstotheB1task,relayinginformation(andoccasionallytranslating)fromGreek toEnglishfairlyadequatelywithsomehesitation,buthasdifficultyinrespondingtothe B2task(ordoesnotrespondatalltotheB2leveltask).Introducesandsustainstalk withsomehesitation. Poorattempttorespondtobothtasks.AttemptstorelayinEnglishtherequired informationintheGreektextarenotsuccessful,wrongresponseornoresponseatall.

0 2

ACTIVITY2ONESIDEDTALK

ACTIVITY3MEDIATION
2

Overalllanguageperformance
PHONOLOGICALCOMPETENCE:Intonation,stress,pronunciation
2 1 Comprehensibleandcleararticulation,someL1interferenceinpronunciation,stress, rhythmandintonation,mostlyintelligible. GenerallycomprehensibleandcleararticulationbutL1interferenceinpronunciation, stress,rhythmandintonationisdistractingandmayimpedeintelligibility. Vocabulary,expressionsandgrammarareappropriateforthesituationalcontextand facilitateeffectivecommunication,overallintelligibleresponses. Vocabulary,expressionsandgrammararemostlyappropriateforthesituational contextanddonothindercommunication,responsesaremostlyintelligible. Vocabulary,expressionsandgrammararesometimesinappropriateforthesituational contextbutthemessagegenerallygetsacross. Vocabulary,expressionsandgrammararemostly inappropriateforthesituationalcontext, 13

SOCIOLINGUISTICCOMPETENCE:Appropriacyoflanguageused
4 3 2 1

hinderingcommunication,responsessometimeslackintelligibility. Inappropriatenessofexpressionseriouslyinterfereswithintelligibility,causing communicationbreakdowns. Effectiverangeofvocabulary.Useofvocabulary,grammaticalstructures,wordorder (syntax)withfewerrors,mostlyselfcorrected.Errorsdonotinanywayinterferewith intelligibility Adequaterangeofvocabulary,withsomeerrorsinvocabulary,grammaticalstructures, wordorder(syntax),whichareoccasionallyselfcorrected.Errorsdonotinterferewith intelligibility Limitedrangeofvocabularywithfairlyfrequenterrorsinvocabulary,grammar,word order(syntax)whicharenotalwaysselfcorrectedbutmessagegetsacross. Useofbasicvocabulary.Systematicerrorsinvocabulary,grammaticalstructures,word order(syntax),thatmayinterferewithintelligibility andarenotselfcorrected. Verylimitedrangeofvocabulary.Constanterrorsinvocabulary,grammatical structuresandwordorder(syntax)whichobscurecommunicationorleadto communicationbreakdown. Informationiseffectivelyorganised,withavarietyofcohesivedevicesused appropriately,fullycoherentdiscourse,smoothflowofspeechwithminorhesitations. Informationissuitablyorganised,withsimplecohesivedevicesmostlyusedcorrectly andappropriately,coherentdiscourse,flowofspeechismaintainedwithsome hesitations. Correctbutrepetitiveuseofalimitedrangeofcohesivedevices.Generallycoherent discourseandmostlysmoothflowofspeechofteninterruptedbyhesitations. Informationispresentedsomewhatincoherentlywithfrequenthesitations/repetitions andtheuseoflinkingdevicesisrare,thusimpedingtheflowofspeech. Somecoherentchunksofspeech,butinabilitytoproducelongercoherentresponses, littleornouseofcohesivedevices,requiresaverypatientlistener. 4=Fully satisfactory forB2level 3=Partly satisfactory forB2level 2=Satisfactory forB1level 1=Partly satisfactory forB1level 0=Unsatisfactory forB1level

LINGUISTICCOMPETENCE:Accuracyoflanguageused
4

2 1 0

PRAGMATICCOMPETENCE:Cohesionandcoherence
4 3

2 1 0

Mark:

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SECTION11 USINGTHEOFFICIALASESSMENTFORM
There are two columns for marking. Column 1, on the lefthand side, is filled in by Evaluator1whoassesseswhilethecandidatesaretakingthetest,andColumn2,on the opposite side, which is filled in by Evaluator 2 (the Examiner), as soon as the candidatesleavetheexamroom. Makesurethecandidatesnamesandcodenumbersareontheirrespectiveforms. BothEvaluatorsmarktheboxesinthecolumnsinballpointpen(blackorblue). Remember when you are assessing as instructed that a 0 on an activity indicates not merely that the candidate has no competence in English whatsoever or that s/hehasnottalkedatallbutthats/hedoesnothavetheparticularknowledgeor competencethataB1leveluserofEnglishshouldhave. SinceEvaluatorsrecordtheirmarkingseparately,theirratingsmaydiffer. Donotmarktheformbeforeyouhavemadeyourfinaldecisiononthemarkyou willaward. Theoverallratingforeachcandidatethetotalmarkonthetestiselectronically computed,sothereisnospaceprovidedontheFormforthis. Make sure that you know how you will be marking the Assessment Form. Corrections are not permitted on the Form, which should not be wrinkled or damagedinanyway.However,ifyoudomakeamistakeandmustcorrectit,take ittotheExamCentreCommitteesothattheywillhelpyoudealwiththeproblem. Fillintheappropriateboxesforeachscalelikethis:

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SECTION12 EVALUATINGCANDIDATESORALPERFORMANCEATBLEVEL SIMULATIONASSESSMENTFORMS Simulation 1 - Video observation task 1

As you observe Simulation 1 of the B level oral exam, please rate each candidates performance on the basis of the criteria listed below. Try to note down some examples of their language performance in order to justify the mark you assign. Sylvia Helen
Task completion assessment DIALOGUE 0-2 ONE SIDED TALK 0-2 MEDIATION 0-2 Overall language performance PHONOLOGICAL 1-2 comments mark comments mark comments mark comments mark

SOCIOLINGUISTIC COMPETENCE 0-4

LINGUISTIC COMPETENCE 0-4 PRAGMATIC COMPETENCE 0-4 TOTAL

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Simulation 2 - Video observation task 2

As you observe Simulation 2 of the B level oral exam, please rate each candidates performance on the basis of the criteria listed below. Try to note down some examples of their language performance in order to justify the mark you assign. Anthony Konstantinos
Task completion assessment DIALOGUE 0-2 ONE SIDED TALK 0-2 MEDIATION 0-2 Overall language performance PHONOLOGICAL 1-2 comments mark comments mark comments mark comments mark

SOCIOLINGUISTIC COMPETENCE 0-4

LINGUISTIC COMPETENCE 0-4 PRAGMATIC COMPETENCE 0-4 TOTAL

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APPENDIX1:SPEAKINGACTIVITIESUSEDINTHESIMULATIONS
ACTIVITY 1: INTERVIEW SET 1 B1: What gift would you like to receive for your birthday? B2: If you had the money, what gift would you buy for the person you love most and why? SET 2 B1: What kind of music do you prefer and why? B2: If you had the opportunity to learn how to play a musical instrument which one would that be and
why?

SET 3 B1: Do you exercise often? Why/ Why not? B2: Why is exercising body and mind important for young and old alike? SET 4 B1: Tell us what you like about your school. B2: If you had to go to school in another country, which country would you choose and why? ACTIVITY 2: ONE SIDED TALK

PEOPLE TALKING (PAGE 7) B1 questions

TASK 1: Imagine you are sitting next to the woman in photo 7. Tell us who she is, who she is talking to and what she is talking about.

B2 questions
TASK 2: Imagine you are the man (or the woman) in photo 9. Tell us what has happened, how you are feeling and what is going to happen next.

PEOPLE SHOPPING (PAGE 9) B1 questions

TASK 3: TASK 4: Imagine you know the boy in photo 21. Tell us where he is, what he is doing, and what he is going to do next. Imagine you took photo 23. Tell us where the woman in the photo is and what you think she is going to buy.

B2 questions
TASK 5: TASK 6: Look at photo 20 (or 22, or 19). Tell us who you think these people are, what their relationship is and why their photo was taken Imagine the people in photo 24 (or 19) are buying a present for someone. Tell us who you think they are buying a present for, what you think they will buy and why.

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ACTIVITY 3: ORAL MEDIATION

SUMMER HOLIDAYS IN PAROS (PAGE 11 )

TASK 1 B1: Imagine I am going to spend my summer holidays in Paros and I am thinking of renting a car
there. Read text 2 and tell me how I can get around in Paros.

B2:

Imagine your Belgian friend Lisa wants to visit a Greek island this summer. Read text 2 and tell us why Paros is worth visiting.

A GOOD NIGHTS SLEEP (PAGE 12 )

TASK 2 B1: B2:
Imagine your French friend Pauline sleeps very little and doesnt feel well. Read the text and tell her why she should sleep more. Imagine that you are giving a talk to members of a health club about why sleep is good for you. Read the text and tell us what you will say.

STAYING HAPPY AFTER THE HOLIDAYS (PAGE 14-15)

TASK 3 B1: B2:
Imagine your German friend Hans, has just returned from his Easter Holidays in Greece and is sad. Using information from Text 2 and tell him what to do to feel better. Imagine your French friend Marie is sad now that the Easter holidays are over. Read text 2 and tell her how reading a book or watching a film will make her feel better.

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APPENDIX2:PAGESWITHPHOTOSFORACTIVITY2 PAGE7

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