Professional Documents
Culture Documents
1 Debt
2 Doubt
3 Subtle
4 Benign
5 Foreign
6 Reign
7 Whisper
8 Honest
9 Technically
Neighbour
Naughty
Knowledge
Kneel
Calf
Balm
Column
Solemn
Psychologist
Cupboard
Wrist
1 ̍Arm ֽ chair
2 ̍ Hand ֽ writing
3 ̍ Lady ֽ bird
4 ̍ Shop ֽ keeper
5 ̍ Sun ֽ glasses
6 ֽ Bad-̍tempered
7 ̍ Suit ֽ case
8 ̍ Tea ֽ pot
9 ֽ Over ̍weight
̍ Waiting-ֽ room
1 Falling – statement.
2 Falling – Wh-question.
3 Rising –Yes/No question.
4 Rising, rising, falling – list.
5 Fall-rise, falling – introductory adverb, statement.
6 Rising – Yes/No question.
7 Falling – Wh-question.
8 Falling – statement.
9 Falling – Wh-question.
Rising – repeat question.
Falling, rising – tag question.
Fall-rise, falling – dependent clause, main clause/statement.
1 Content words.
2 The speaker signals the end of a sentence by the use of falling intonation ↘.
3 Frighten? (rising ↗)Why should any one be frightened by a hat? (falling ↘)
4 The grown-ups’ response (falling ↘), this time (fall-rise ↘↗), was to advise me to lay aside my drawings
of boa constrictors (fall-rise ↘↗), whether from the inside or the outside, and devote myself instead to
geography (rising ↗), history (rising ↗), arithmetic (rising ↗) and grammar (falling ↘).
5 That is why, (fall-rise ↘↗)…
✔ ✔From "Annabel Lee" (2:12), Listen
to Poetry, Poetry Out Loud,
It was MANY and MANY a year ↘↗ AGO, http://www.poetryoutloud.org/
In a KINGdom by the ↘ SEA, poems-and-performance/listen-to-
poetry;
That a MAIden THERE lived WHOM you may ↘↗ KNOW OR
By the NAME of ANnabelle ↘ LEE; OEM ~ Annabel Lee by Edgar Allan
And this MAIDEN SHE lived with NO Other ↘ THOUGHT Poe (3:06),
https://www.youtube.com/watch
Than to LOVE and be LOVED by ↘ ME. ?v=rf7aBCrfOQE&list=PL6ba1JmQ
Py_aQl_X471pg1N1t9f3IWoWf
I was a CHILD and SHE was a ↘ CHILD,
In this KINGdom by the ↘ SEA;
But we LOVED with a LOVE that was MORE than ↘ LOVE
I and my ANnabelle ↘ LEE;
With a LOVE that the WINged SEraphs of ↘ HEAven
COveted HER and ↘ ME.
1 Question 2: Define what you think each type of bullying means. In your view, do similar types of bullying
occur in Lithuanian schools? How does the statistics on bullying in Canada compare to the situation of
bullying in Lithuania?
Point 1 Types of bullying
Point 2 Statistics in Canada vs statistics in Lithuania
2 Question 3: How can parents, teachers and children take action to prevent bullying? What can you do
about bullying?
Point 1 Actions to prevent bullying (parents, teachers and children)
Point 2 Your actions to prevent bullying
Yes, it does. However, the student could pay more attention to introducing questions he is going to discuss
and to indicating the sense of finality at the end of his talk.
1 Yes.
2 So I’ve been presented with a topic about bullying and I was asked to talk what categories of information the
bar [chart] includes.
3 Yes, it does.
So I’ve been presented…
4 Yes, he does.
5 The student’s posture shows his confidence; he makes an appropriate eye contact and does not use
unnecessary gestures.
1 Yes.
2 Yes.
3 No. The student does not cover the question about bullying prevention: How can parents, teachers and
children take action to prevent bullying? What can you do about bullying?
4 Yes, he does (except for the last question).
5 The talk is rather coherent, but the student could use the means to achieve coherence more effectively.
6 Although the student effectively distinguishes between the main categories of bullying, he should pay
more attention to the discription of the statistical data in the bar chart.
7 Yes, he is.
1 Yes, it does.
2 Yes, he does. The student uses neutral language.
3 The student should avoid using you in the generic sense.
4 The student should be more careful in making embedded/indirect questions.
5 The range of vocabulary is appropriate.
6 Yes, he does. For example, I assume it’s fairly similar.
7 The student should be more careful in pronouncing the word psychological /ˌsaɪkəˈlɒdʒɪkl/.
8 Yes. The student uses correct intonation.
Opening sentence(s): I am going to talk about bullying among schoolchildren, an issue which concerns
everyone. I will start by referring to types of bullying and statistics which illustrates the situation of bullying
in schools in Canada.
The main body:
QUESTION 1: Categories of information
Point 1: types of bullying
Support 1 psychological bullying
Support 2 physical bullying
Point 2: statistics in the bar chart
Support 1 name calling/insults 63.5 per cent/
Support 2 shoving/hitting 40 per cent
Closing sentence(s): So, to return to the initial points of my conversation, it is very important that we
talk about specific types of bullying. Being aware of the specific types and statistics, then, we can prepare
ourselves to specific types of bullying prevention.
1 Yes No
2 Yes No
3 Yes No
4 Yes No
5 Yes No
6 Yes No No, there is no need for that.
7 Yes No
8 Yes No
9 Yes No
The student talks on the topic, develops ideas and gives examples.
Content Area for improvement: the student ends the talk too abruptly without
signaling that he is finishing the talk.
Though the student has a good command of English, there are areas for improvement especially regarding
the organization of the talk. The student’s talk could be improved by making transitions to the questions
discussed, using transitions to link details to the points/ideas and using transitional words and expressions
to show links between points/ideas. Instead of introducing the question by making a transition to it, the
student just reads the question he has to discuss. The student ends the talk too abruptly without signaling
that he is finishing the talk. The student could also have made a better eye contact.
1 Dotted line – C
2 X-axis – F
3 Key/legend – B
4 Solid line – G
5 Y axis – A
6 Broken line – E
7. Figure – D
Suggested answers:
1 expanded significantly
2 rose gradually
3 increased rapidly/soared.
4 dropped significantly
5 substantial decrease
6 stayed constant
1 between
2 below
3 from
4 between
5 at
6 in
7 to
8 by
9 with
at
STEP 1
Introduction Topic Location Time scale
This double line graph changes in the numbers of people Lithuania during the period between
shows entering and leaving 2005 and 2014.
STEP 2
Overall, emigration rates have decreased significantly while immigration rates are increasing.
STEP 3
Regarding emigration, it grew steeply from 2004 and increased considerably in 2005. After a downward trend
between 2005 and 2008, a sharp increase is visible in 2008, peaking at over 80,000 in 2010. From 2010, emigration
started to decline steadily and fell below 40, 000 at the end of the observed period. Emigration decreased by half,
compared with over 80,000 in 2010.
As far as immigration is concerned, it grew slowly from 2004 to 2008. Immigration started to decline in 2008, and
after having reached a low in 2010, it grew steadily. In 2014 it was over 20,000, compared with less than 10,000 in
2004.
STEP 4
All in all, the number of people entering the country is increasing, while the number of people leaving the country
is decreasing.
Overall, emigration rates decreased significantly while immigration rates are increasing.
Regarding emigration, it grew steeply from 2004 and increased considerably in 2005. After a downward
trend between 2005 and 2008, a sharp increase is visible in 2008, peaking at over 80,000 in 2010. From
2010, emigration started to decline steadily and fell below 40, 000 at the end of the observed period.
Emigration decreased by half, compared with over 80,000 in 2010.
As far as immigration is concerned, it grew slowly from 2004 to 2008. Immigration started to decline in
2008, and after having reached a low in 2010, it grew steadily. In 2014 it was over 20,000, compared with
less than 10,000 in 2004.
1
The reading of the graph draws on America’s Children: Key National Indicators of Well-Being (2011)
on http://www.childstats.gov/pdf/ac2011/ac_11.pdf.
Comments:
1 No. The speaker does not discuss the main trends. Therefore, it is not clear why he chooses to discuss the
particular information.
2 Yes, the speaker refers to data for 8th, 10th and 12th graders.
3 Yes.
4 Very few.
5 No. He describes the graph factually.
6 Yes.
7 The speaker provides numerical data on daily cigarette intake among schoolchildren in Lithuania. To
make the statistics credible, the speaker should have referred to sources of the statistical data on the
situation in Lithuania.
8 Yes.
9 Yes. Occasional errors: with among X-graders; up until.
Yes.
Yes.
Yes. Minor slip: mispronounces the words among /əˈmʌŋ/ (00:07), thousand /ˈθaʊznd/ (00:27); tends to
pronounce “r” before consonants (e.g. chart, per cent) or before a pause (e.g. here, there, before), which
is a feature of American English.
Yes.
1 On the whole, the student gives full information about the graph. She does not paraphrase the graph title.
2 Introduces the graph (step 1)
The description of the overall trend is not quite clear (step 2)
Indicates some of the trends (step 3)
The concluding sentence could be more specific: summarise the tendencies observed in the graph (step 4).
3 Seems to be focused on one set of data rather than on comparisons.
4 Uses some synonyms and alternation of verb-adverb and noun-adjective structures.
5 Has all of the four components of the monologue. The conclusion could be more specific and relate to
the information provided in the graph.
6 Uses in the majority of cases.
7 On the whole, proper word choice.
Some errors:
The student says that she studies from 8 in the morning to 3 in the evening. → afternoon
… because at this time she is at school and has her lessons → classes
Labour exchange is used out of context.
8 On the whole, this is a good monologue. The student has a good command of English and knows how to
read graphs. There are some minor inaccuracies as shown above.
1 As the title of the bar chart shows, the bar chart describes the number of students who scored over 90 per
cent in school leaving exams by subject. This is the subject of the bar chart – what the bar chart is about.
The oher important information provided in the title is the location – where the action happened (in
Dreamland) and time – when it happened (in 2015).
2 Students who scored over 90 per cent in school leaving exams by subject.
3 Significant differences in the numbers of students who scored over 90 per cent in different subjects.
4 By comparing data in the bars/columns.
5 The biggest number – Subject D. The next biggest number – Subject C. The smallest – Subject B.
6 By showing differences.
7 The largest number of school leavers scoring over 90 per cent, 8500, is in subject D. The next biggest
number, 6000 students, is in Subject C. This is 1,000 students more than in subject A and twice the
number of students in subject B.
8 The concluding sentence restates the idea indicated in the sentence describing the overall trend.
The bar chart compares the engagement with different types of media in a typical day. It can be seen from
the bar chart that children from ages 8 to 18 spend an average of 10 hours and 45 minutes a day with media.
Overall, the bar chart displays significant differences in the amount of time 8 to 18 year olds spend with
different media on an average day.
To begin with, watching television was the activity that occupied most time (4:25 hours). This is approximately
four times more than the amount of time spent on print media and movies. The lengthier category of media
consumption includes time spent with music/audio media (2:31 hours). This is almost twice the amount of
time spent using the computer and playing video games (1:29 and 1:13 hours, respectively).
To sum up, it appears that watching television dominates over other forms of media consumption. By
contrast, children from ages 8 to 18 spend the least amount of time a day on engagement with print media
and attending movies.
1 The student doesn’t mention the specific type of 1 The student doesn’t mention the specific type of the
the bar chart. The type of the graph that the student bar chart. It is not essential to name the specific type in
describes is a vertical bar chart. It is not essential to this case.
name the specific type in this case. It would be more
important if it were a double/grouped bar chart. Note
that the term ‘column chart’ is used in the task.
2 Amount of time, different media, a typical day, 2 Amount of time, different media, a typical day,
8 to 18 year olds. The student names the key words, 8 to 18 year olds. Yes, the key words are reflected in
uses many words from the title of the chart. the presentation of the bar chart. Some attempt to
paraphrase the title.
3 ‘By From the chart we can see. From this chart we 3 ‘From the column chart it becomes clear that …
can decide see that ...’ → it is clear would be more appropriate.
To introduce a bar chart, we need to present full information about the bar chart: date, location and subject of the
chart (what the bar chart is about). In the video, only the subject is indicated.
4 The student does not describe the axes; it is not 4 ‘The vertical axis shows us …’ (compare with tells us).
obligatory to describe the x and y axes. The y axis represents…
→ The word axis is mispronounced. /ˈæksɪs/2
5 No. See point 3 in Activity 2. 5 No. See point 3 in Activity 2.
6 Indicates the lengthiest, the next and the other 6 Indicates the lengthiest and the shortest bars.
bars in decreasing order of size. The shortest bar is
mentioned, but it is not specified as the smallest.
7 No. See point 5 in Activity 2. 7 The lengthiest and the shortest bars are contrasted.
8 The speaker refers to watching television, listening 8 The speaker refers only to the lengthiest and the
to music and going to movies, which are the longest, shortest bars. The longer bar should have been indicated.
the next and the shortest bars, but he does not use Not all of the observed trends are supported by
phrases ‘the longest, the next and the shortest bars.’ numerical information.
In this regard, the speaker meets the requirement
to discuss the most important information in the
chart. Numerical information (number of hours) is
mentioned only in relation to TV viewing.
In most cases, the student does not use connectors On the whole, signposting language is used
to indicate transition from one point to the next. What adequately.
is more, connectors are not used to indicate transition Some inaccuracies in the use of transitions: ‘As it is
from one task question to the next. shown in the bar chart, movies are also an important
The student actually provides an appropriate answer part of my life.’
to the last task question (‘Which type of the media is As should be replaced by differently from what is shown in
the most popular among your peers? Which one do the bar chart. As would mean ‘Similarly to the tendencies
you think is most useful? Give reasons and examples to shown in the bar chart.’ But the speaker wants to point
support your point of view.’). But the ideas are difficult to difference.
to follow because of the lack of transitional devices.
The student does not signal the end of the chart The student does not signal the end of the chart
description. See point 6 in Activity 2. description.
See point 6 in Activity 2.
2
Macmillan Dictionary, http://www.macmillandictionary.com/pronunciation/british/axis.
The student hardly ever uses any signposting The speaker uses a transitional expression ‘turning to
language to signal transition from bar chart description the next question. ’ Actually it should be ‘moving on to
to other task questions. the next question’ because ‘turning to the next question’
implies change of topic.
The aspect of data seems to be overlooked in the The aspect of data seems to be overlooked in the
talk. (‘How do the data from the US compare to the talk. (‘How do the data from the US compare to the
amount of time that you spend with each medium in a amount of time that you spend with each medium in a
typical day?’). typical day?’)
There seems to be too much focus on the speaker’s All parts are relevant.
experience and views when compared to the focus on
the peers.
Student A Student B
1 Adequate use of determiners in spoken discourse. 1 There are just a few errors in this category:
‘The amount of hours’ → the number of hours.
Amount of is used with uncountable nouns.
Number of is used with countable nouns.
‘A half ’ → half.
2 In general, both students use prepositions correctly. Some of the most common mistakes in the use of
prepositions made by English learners are provided in Activity 12 in this Unit.
3 On the whole, the student observes the rules of 3 On the whole, the speaker observes the rules of
subject-verb agreement. In one instance there is a subject-verb agreement.
mistake: ‘Then goes computers and video games’ →
goes (plural subject – computers and video games).
4 Adequate word choice. Minor slip: 4 In most cases, adequate word choice.
When I get boring → bored …
6 Both students have a good command of English and they manage to carry out a discussion using adequate
register (tone).
7 In general, both students use adequate syntactic structures for spoken discourse. However, one would expect a
greater sentence variety: the use of verb, adverb, noun and adjective collocations to describe the trends.
8 Basically good pronunciation. Minor slip in 8 Basically good pronunciation. Minor slip in
pronouncing the word among /ə’mʌŋ/. pronouncing the words axis /’æksɪs/ and
among /ə’mʌŋ/.
3 No, he does not name the specific type. In the task, it is referred as clustered bar chart.
4 Incomplete information about the bar chart is provided. The information about the date and location is
missing.
5 The student attempts to describe the overall tendency. It is overlooked that the chart describes two sets of data.
The overall tendency is that “employed high school students spent less time engaging in educational activities,
socialising and relaxing, and sleeping than students who were not employed“2.
6 Yes.
7 Yes.
8 Yes, but the language could be more varied. See the Vocabulary bank and material on graph description above
(e.g. Activity 3).
9Yes. The speaker sinthesizes information very well. He provides a good summary of the information in the chart
and uses it as a transition to the next point. However, it could have been signalled that the speaker moves on to the
next point.
The student attempts to summarize by discussing the impact of having a job on student time use, which is
his answer to questions: ‘In your opinion, how does having a job while still at high school correlates to students’
grades? Give reasons to support your opinion.’ In a way, the student refers to both groups under discussion,
employed and unemployed students. However, since no transition is provided to signal conclusion, the talk
impresses as unfinished. Otherwise, it is a praiseworthy monologue.
The supplied bar chart compares time use on an average weekday by employed and non-employed high
school students. Data in six categories of activities are compared. What emerges as a result of the Time
Use Survey by the Bureau of Labour Statistics is that, in general, “employed high school students spent less
time engaging in educational activities, socializing and relaxing, and sleeping than students who were not
employed” (www.bls.gov/tus/charts). 3
Both groups, employed and non-employed students, spend most of their time sleeping, 8.2 and 8.7 hours,
respectively. Employed students spend 5.8 hours engaged in educational activities, which is 0.8 hours less
than the non-employed group. A similar tendency is true for socialising, relaxing and leisure activities, 2.9
and 3.6 per cent, respectively. Employed students spend slightly less time, 0.7 hours, engaged in sports,
exercise and recreation, compared with 0.8 hours of non-employed students. Religious, spiritual and
volunteer activities are the only category in which employed students spend more time, 0.3 hours, compared
with 0.1 hours of the non-employed students.
All in all, as presented as a result of the survey, patterns of time use among employed and non-employed
students show insignificant differences.
2
Macmillan Dictionary, http://www.macmillandictionary.com/pronunciation/british/axis.
3
American Time Use Survey. Charts by Topic: Students. Bureau of Labor Statistics. United States Department of
Labour, http://www.bls.gov/tus/charts/students.htm.
1 on their computers
2 no preposition
3 no preposition
4 on
5 among
1 shows, indicates
2 goes down, decreases
3 no error
4 percentage
5 no error
6 people, the number of people
7 until
8 no error
9 ‘Why do I think’ is a question; it needs a question mark at the end.
per/a week
half of his, her or their free time
Suggested answer:
The pie chart illustrates the reasons for choosing English language study programmes. Overall, most students
choose to study English for professional reasons.
Almost half the English language students (43%) study English to gain skills to work as translators. The second
reason is to improve English skills (36%). The other reasons for choosing English language programmes are
to start business (14%) and to learn about cultures (7%). Finally, the smallest percentage is for other reasons
which account for 3% of the choices.
In a nutshell, students choose to study English for various reasons, but the acquisition of skills required for
a career as an English language specialist is the main one.
1 Overall impression.
Very positive impression.
2 The use of the four step procedure.
Step 1: Introduces the pie chart, but does not present full information: date, location and subject
of the chart (what the pie chart is about).
Step 2: Does not identify the overall trend.
Step 3:
Groups information: identifies the biggest, the next and the smallest segments.5
Compares and contrasts: uses degrees of comparison when refering to the the smallest segment.
Step 4: Does not end with a concluding idea summarising tendencies/ideas represented by the size of
the segments and supported by numerical information.
3 The use of varied sentences to describe the pie chart.
Several sentences describing numerical data start with the subject. For example: ‘Most employment is in
the leisure and hospitality sectors.’ Also starts with the description of amount. For example: ‘The smallest
percentage is ….’
4 The use of comparisons.
Degrees of comparison are used when refering to the the smallest segment.
5 The use of language of pie charts.
In general, uses an appropriate range of language of pie charts. Confuses the words ‘per cent’ and
‘percentage.’ It should be 25 percent – not percentage.
6 The use of transitional words and expressions.
Transitional words and expressions are used. Sometimes connectors are missing to indicate transition
from one point to the next.
7 Relating the information in the pie chart to other task questions.
The speaker does not attempt to provide any data/statistics, but when answering other task questions,
she refers back to the situation in the USA illustrated by the pie chart.
8 Using credible statistics to draw a comparison between numerical information in the bar chart and contexts/
situations indicated in the task questions.
See answer to question 7.
9 Returning to the information in the pie chart in the conclusion of the talk.
The talk, which otherwise is very good, lacks proper conclusion.
5
Graphs: Main Idea. Writefix, http://writefix.com/?page_id=713%20-; Sassine, S. Sentences to talk about pie charts,
https://www.youtube.com/watch?v=_6vyZ0HUX3A.
1 Yes.
2 Yes.
3 Yes.
4 Yes.
5 Yes, the students carry on with a conversation by inviting the other student to speak. No, the phrases
they use are not varied. The students use many similar structures; for example, What about…?
Do you have some ideas? Do you have any ideas?
Could you suggest your ideas?
What do you think about the outfit?
What do you think about Michael Jackson and Bruno Mars?
So what do you think about a three-euro entry fee?
6 Yes. The students listen to each other’s opinion and respond to it by adding to something the other
student says. The students use the following phrases:
That’s a good idea, I agree.
Yes, I have some ideas but I want to share them with you. Could you suggest your ideas?
Yes, yes I think it’s a good idea. Yes, I think the same. Yes, OK, yes, that’s a good idea…
7 No.
8 No.
9 Good eye contact, appropriate gestures, clear voice, good posture.
Basic sentences are mostly correct. Appropriate range of Basically good Good
However, the vocabulary pronunciation but intonation
sentence structure is limited, lack mispronounces
of sentence variety such as different Mistakes: the word biscuit/
sentence openings (beginning YoungsterYounger bɪskɪt/;
a sentence with an adverb or a students/ Youngsters. pronunciation
transition instead of starting each Make Hold/organize is not clear at
sentence with the subject1; starting a an event the close of the
sentence with a prepositional phrase; conversation
opening a sentence with a present or (03:10)
past participle) and combination of
Student A simple and complex sentences.
Mistakes:
Did you have someany ideas?
Onduring the last week of May.
Responsible to organize for
organizing…
Students will be not busy will not
be busy. Maybe we could put some
information on the Internet (a more
suitable preposition is ‘on’: On the
Internet)2.
Mistakes:
We have organised our party at for the
last week of May.
…at in the backyard.
1
Kirszner, L. G.,and S. R. Mandell. Writing First: Practice in Context with Readings. Boston: Bedford/St.Martin’s, 2000, 231,
232, 234, 238; Folse, K. S. and T.Pugh. GreatWriting 5: GreaterEssays. Boston: HeinleCengageLearning, 2010, 180.
2
British National Corpus, http://bnc.bl.uk/saraWeb.php?qy=on+the+internet&mysubmit=Go
3
Kirszner, L. G., and S. R. Mandell. Writing First: Practice in Context with Readings. Boston: Bedford/St.Martin’s, 2000,
231, 232, 234, 238; Folse, K. S. and T.Pugh. Great Writing 5: Greater Essays. Boston: Heinle CengageLearning, 2010, 180.
Student A: And then we should have the decorations in the… school hall…so we should ask the Art Department
to make something for us.
Student B: Yesh, I believe that our Art Department should get involved in this
Student A: They should.
Student B: Do you have any ideas what decorations we should make? White decorations?
Student A: Hmmm. No, I think…I think we should rent these sorts of lamps… It’s …It’s part of the decoration…
I mean they shoot out light and they could reflect on people’s clothes…
Student B: Yes. And all people should wear white clothing, no jeans allowed.
Student A: Yes, yes of course. It will only work that way. So that will be awesome. And now we need to talk
about refreshments.
Though the students have a good command of English, there are areas for improvement especially regarding
the organization of the discussion. Student speaking time is not equal. Student B speaks for longer periods
of time because he is answering the questions given by Student A. Student A focuses on asking too many
questions without providing her own considerations on the topic points. This makes it impossible for both
students to take equal turns. Student B does not politely interrupt Student A in order to take the initiative
in the conversation.
1 Not exactly. There are areas for improvement regarding the organisation of the discussion. Student
speaking time is not equal. Student A speaks for longer periods of time because he is answering the
questions given by Student B. Student B focuses on just asking in the first part of the discussion. Student
A does not take the initiative in asking Student B for his considerations on the topic.
2 Yes.
3 Yes.
4 Yes.
5 Yes.
1 Student B: I would like to ask. Do you have any ideas for that?
Student A: Of course. One of my best ideas is to introduce sports to our lessons.
2 Student B: Why do you think so?
Student A: Why do I think so? Because I think every person body likes to walk, and I think jogging in a group
is, actually, fun….
3 Student B: Do you think that people should all go jogging at the same time or during an assigned period of
time?
Student A: Well, I think if we do at one time, it will be too huge a group to control….
4 Student B: How long do you suggest?
Student A: Well, I thought about, maybe, twenty minutes a day …every day for a week….
5 Student B: And who do you have in mind (from your family)?
Student A: My grandpa. He is in his mid-sixties….
6 Student B: How do you think we should proceed with this?
Student A: Students got a menu, so I thought about widening it up with something interesting and not so
expensive…
7 Student B: So you propose that we add things to the menu while leaving the other things intact. Yes?
Student A: Yes, I think it’s the best.
Student B: OK. Do you have any other suggestions?
Student A: Well, I would, actually, like to suggest cleaning…
8 Student B: Don’t you think that a lot of students would just stay at home and not come?
Student A: Well...no…I think…maybe…of course not all would come but I think like seventy per cent of
students would come and help…
9 Student B: Do you think we should involve parents into the same…mean…just for them to encourage their
children to come and help clean the school?
Student A: Yeah, the encouragement, of course, would be great, but I think…
Student B: So in summary, what do you think would be best to do? (b)The organic school lunches?
Student A: Yes, the most important …yes, I think…and jogging would be, actually, good. I think the lecture
is very important too.
agrees
agrees
Asks follow up questions: Yeah, perfect idea. Just the only question is…Do you have any person in mind
already?
Gives examples: Students got a menu, so I thought about widening it up with something
interesting and not so expensive like smoothies or err…fruit salads, vegetables…
fresh.
Gives opinion: One of my best ideas, actually, is to introduce sport to our lessons.
Gives suggestions: Well, I would like, actually, introduce cleaning… so I thought about introducing
a cultural day in the middle of the week. What do you think?
Asks for opinion: …so I thought about introducing a cultural day in the middle of the week. What
do you think?
Partially agrees: Well, errr…no, I think, maybe. Of course, not all would come but I think like
seventy per cent of the students would come…and help.
Acknowledges the other speaker’s Yeah, I think encouragement, of course, would be great but I think of more…
point: because parents are already busy with their jobs and their children of course…so
I don’t think we need to introduce them to the school cleaning work too.
Disagrees and gives reasons: Yeah, I think encouragement, of course, would be great but I think of more…
because parents are already busy with their jobs and their children of course…so
I don’t think we need to introduce them to the school cleaning work too.
Clarifies: Why do I think so? Because I think every person likes…err.. to walk…I think
jogging…err…in a group is, actually, very fun and …is not so, maybe, hard for a
person to do.
Paraphrases: Student B: Do you think we should involve parents into same…mean…just for
them to encourage their\children to come and help clean the school?
Student A: Yeah, the encouragement, of course, would be great, but I think…
Summarises the main points: …and jogging would be, actually, good. I think the lecture’s very important, too.
Asks follow up questions: And who do you have in mind… from your family?
Gives opinion: …and I think that students would benefit from that greatly…
Gives suggestions: We could invite a guest lecturer, someone who is a health specialist. I also
thought of organic school lunches.
Asks for opinion: Do you think that people should all go jogging at the same time or during an
assigned period of time?
How long do you suggest?
How do you think we should proceed with this?
Do you think we should involve parents into the same…mean… just to
encourage their children to come and help clean the school?
Invites the other student to speak: Do you have any other ideas?
Disagrees and gives reasons: I think that will be too much because the students also have important lessons…
Don’t you think that a lot of students would just stay at home and not come?
Asks for clarification: Why do you think so? So you propose that we add things to the menu while
leaving the other things intact?
Clarifies: mean…just for them to encourage their children to come and help clean the
school?
Summarises the main points: So, in summary, what do you think would be best to do? The organic school
lunches?
Student A
Student B
Uses a range of Wide vocabulary Fluent, speaks Basically good Basically good
complex structures, range without pronunciation but intonation
uses a variety of noticeable mispronounces the word
question types effort encourage /ɪnˈkʌrɪdʒ/
(03:30)
1 Yes.
Student A: Hey, are you ready to discuss …?
Student B: Yes, I’m very excited.
2 Yes.
3 Yes.
4 Yes, during the course of their discussion.
5 Student A: The best suggestion I could come up with was Kurtuvėnai Regional Park.
Other possible phrases: I believe it would be nice to go to Kurtuvėnai Regional Park; I am not sure but
we could go to…; Let’s go to…; Why don’t we go to…?
6 Student B: I mean I love your idea, but I was thinking of something more adventurous.
7 Yes.
8 The students end their discussion by summarising the points agreed upon in the discussion.
Claim: Kurtuvėnai Regional Park is the best suggestion I could come up with.
Reason: it is a fairly entertaining park.
Support:
Support 1 you can watch the landscape.
Support 2 you can take horse rides and buggy rides.
Support 3 the hillfort of Kurtuvėnai is something to be seen.
Support 4 there is an inn where you can taste Lithuanian national dishes, which is also a big part
of Lithuanian culture.
Warrant: …and in this way not only would they have an entertaining day but they would also be…err…
they would also get to know the culture of Lithuania, the history of Lithuania and the landscape
and… what not better.
Fairly entertaining: horse rides and buggy includes a bit of adrenalin because riding a horse or buggy is for
rides. those who haven’t done it before is…is… adrenalin filled experience;
Lanscape and history: the hillfort of in this way not only would they have an entertaining day but they
Kurtuvėnai. would also be…err…they would also get to know the culture of
Lithuanian culture: Lithuanian national dishes. Lithuania, the history of Lithuania and the landscape.
Staying at a campsite for a night. We wouldn’t have to worry about any accommodation as we would
in Lokės pėda.
Something adventurous like Lokės pėda: sixty Student B does not provide any counterarguments
obstacles such as monkey bridges, moving logs,
nettings, swings and so much more.
It would test our courage.
Transcript:
Student A: The best suggestion I could come up with was Kurtuvėnai Regional Park.
And errr…it is a fairly entertaining park because not only can you view the landscape but also you
can take horse…horse rides and buggy rides, and the hillfort of Kurtuvėnai is something to be…to be
seen because it is part of the Lithuanian landscape and those visiting should know…hmmm… where
they have set their feet. Also, there is an inn where you can taste Lithuanian national dishes, which
is also a big part of Lithuanian culture…and in this way not only would they have an entertaining
day but they would also be…err…they would also get to know the culture of Lithuania, the history
of Lithuania and the landscape and… what not better.
Student B: I mean I love your idea, but I was thinking of something more
Adventurous, maybe like going to Lokės pėda…I mean it is something we would have to…it is like
adrenalin seeking…and we would have to have team work and we would bond more…and I mean
in Lokės pėda there are sixty obstacles such as monkey bridges, moving logs, nettings, swings and so
much more…hmmm…So it would test our courage, it would be fun we bond more. I mean… What
do you think about that?
Student A: Oh, even though Kurtuvėnai Regional Park is a simplistic concept, I think…err…it is fairly…it
includes a bit of adrenalin because riding a horse or buggy is for those who haven’t done it before
is…is… you know…it might be…errr…adrenalin filled experience so I would suggest staying at
Kurtuvėnai Regional Park although I love your… suggestion but…
Student B: OK, so you’re basically saying that Kurtuvėnai Regional Park would be better for…us to go to.
Student A: Yes, it would…and it has a big bonus because we could spend the night at the campsite there and we
wouldn’t have to worry about any accommodation as we would in Lokės pėda.
Student B: Oh, I agree. OK. So then we are going OK…so we’re going to Kurtuvėnai Regional Park….
Student A
Student B
Uses a range of complex Wide vocabulary Fluent, speaks Good Good intonation;
structures, uses a variety of range without pronunciation good intonation
question types with accuracy noticeable effort in lists
1 Student A: Shelters have dogs in need of aid; dogs need exercise but do not get it because there is no available
staff.
2 Student B: The elderly rely on us to help them; the elderly get bored and we could entertain them by playing
board games, taking them for a walk, organising poetry reading or karaoke sessions.
3 Student A:That would probably work but what about we do both things at the same time?
4 Yes, partly. Student B has an idea to volunteer in animal shelters on Saturdays and to take care of the
elderly on Sundays.
5 Student A: We might not do enough in a single day.
6 To have a vote.
Yes, there are areas for improvement. Both students could have elaborated more when responding to the
other student’s request and could have provided more extensive counterarguments.
1 Yes No
2 Yes No
3 Yes No
4 Yes ☐
No Student A did not discuss one point given in the dialogue task; namely, the point
about answering questions from visitors and facilitating visitations
5 Yes No
6 Yes No
7 Yes No
8 Yes No The arguments mostly contain only the claim and reason
9 Yes No
Yes No
Yes No
Yes No Although the students do not give a short summary of the points discussed, they close
the discussion appropriately by deciding to have a vote on the place to volunteer.
Yes No
Yes No
Yes No
Yes No
Yes No Good intonation in lists (Student B)
Yes No
Yes No