Grade 9 Term 1 Teacher Notes
Mark Sheet Speaking Mark Sheet Class Date Name Mark Out of Page 2 of 11
Teacher Notes Speaking Part 1 Please note: Part 1 should not last longer than 2 minutes. Move on to Part 2 without asking all questions if necessary. Teacher s script Teacher: Good morning/afternoon. My name is and this is. He/She is just going to listen to us. Now, what s your name? Thank you. And what s your name? Thank you. In this first part I m going to ask you some questions about yourself. 1. Ask Student A: A: Do you have your own room? If so/if not, what do you have inside it? Ask student B: B: Which room do your family spend the most time in? What do you do in the room? 2. Ask Student B: B: Which is your favourite room in the house? How would you decorate it? Ask Student A: A: Do you help around the house? What are your jobs? How about your other family members? Page 3 of 11
Teacher Notes 3. Ask Student B: A: Where do you go grocery shopping? Why do you go there and not (an alternative)? Ask Student A: B: Who chooses what to buy when you go grocery shopping? What do you usually buy when you go grocery shopping? 4. Ask Student A: A: How would you describe your personality? Do you think that you are an organised person? Ask Student B: B: Who in your family has a similar personality to you? Are you and your mother/father alike? Page 4 of 11
Teacher Notes Speaking Part 2 Teacher s script Teacher: Now, in this next part I d like you to talk about something together for about two minutes. Prompts Show students Source 1. The Teacher/Interlocutor should give one prompt to the pair of students, intervening only if one does not take part in the student-student dialogue. Once one prompt has been exhausted, a second and subsequent one may be used, up to the time limit for this part of the test. 1. Look at these two pictures. I want you to talk together and decide which of these two classes, in your opinion, is better for learning. 2. Now I would like you to interview each other, what can you have in the classroom to make it more fun? 3. Please discuss what are some problems that can happen in the type of room you have chosen. 4. Now I would like you to discuss together do you think this classroom would be good for ALL subjects? Why or why not? Page 5 of 11
Answer Keys Listening Part 1: Answer Key 1-2 C and D, 3 B, 4 C, 5 A, 6 B Listening Part 2: Answer Key 1 25 (twenty-five), 2 30 (thirty), 3 largest, 4 A, 5 B, 6 A Reading Part 1: Answer Key 1 D, 2 B, 3 longest, 4 large companies, 5 1963 6 vehicles, 7 pedestrians, 8 E, 9 D, 10 B Reading Part 2: Answer Key 1 A, 2 C, 3 B, 4 T, 5 F 6 Forest School, 7 Boat School, 8 Plane School and Forest School, 9 Boat School and Plane School, 10 Boat School Page 6 of 11
Answer Keys Writing: Rubric Band Task completion Vocabulary Grammar Organisation Completing requirements Appropriacy of content Style 4 Has completed all requirements the task effectively. Appropriate content and style for the task throughout. Range Accuracy Uses a good range of vocabulary appropriately, including many words from this Grade or above. Shows an ability to use precise topicspecific vocabulary. Spelling is accurate throughout, with only occasional spelling errors in more complex vocabulary. Range Accuracy Shows good control of grammar throughout. Consistently uses complex sentences and verb forms with accuracy, with possibly just 1 or 2 minor errors. Organization of content Linking Content is clearly organised into paragraphs as required for the text. Uses a good range of links and signposts for different ideas/information accurately throughout. Punctuation is appropriate throughout, even in very complex sentences (with maybe only 1 or 2 minor errors) 3 Has completed most of the requirements for the task, but 1 or 2 minor aspects missed (e.g. a bullet point may be just implicitly or minimally covered). Most content is appropriate, only occasional ideas may be off-topic. Some evidence of choosing an appropriate style for the task. Uses a range of vocabulary including new words from this Grade to avoid repetition and which is clearly sufficient for the task. Uses 1 or 2 examples of precise topicspecific vocabulary. Spelling is accurate but with some errors in more difficult words or 1 or 2 persistent errors in basic words. The text contains several examples of complex sentences and/or verb forms. All basic structures are accurate throughout, more complex structures may contain minor errors. Content shows some organization, but a paragraph may be too short/long or spacing between paragraphs may be unclear. Uses suitable links and signposts throughout. May be some repetition or errors. Punctuation is largely accurate throughout, but may be slightly more consistent errors in complex sentences. 2 Has completed some of the requirements of the task, but significant aspects missed (e.g. whole bullet point aspects). Some content is inappropriate or irrelevant to the task. No evidence of choosing the appropriate style for the task. 1 Does not complete task. Either far too little text or not relevant. Uses adequate vocabulary for the task, but mainly makes use of simpler words from previous Grades. Vocabulary may be repetitive. Most sentences contain at least a minor spelling mistake, and a few words difficult to decipher. Vocabulary is basic and/or repetitive throughout the response. Frequent errors in spelling which cause some difficulty for the reader. Mostly relies on simple structures with only isolated examples of more complex sentences/verb forms. Occasional errors in both simple and complex structures. Little evidence of being able to use anything but basic structures. Frequent grammatical errors throughout the task. Has attempted to organize the text into paragraphs but doesn t meet the expected requirements of the task. Uses linking words but may be repetitive or rely on simple words. Punctuation generally doesn t affect the flow of sentences but there may be a few noticeable errors/lack of punctuation even in simple sentences. Lack of organization in terms of paragraphing and linking words makes the text difficult to read. Seemingly struggles with punctuation, frequent errors or lack of adequate punctuation. 0 Non-assessed: Student absent, evidence of cheating or nothing of meaning communicated. Page 7 of 11
Teacher Notes Speaking: Rubric Communicative success Range and accuracy of language Pronunciation Fluency Appropriacy of answers Support required from examiner Interaction maintenance Organisation of extended speech 4 Answers all questions clearly and expands unprompted on them in an appropriate manner. Does not need the examiner to repeat or rephrase questions. Shows they can maintain effective interaction asking unprompted questions to their colleague/examiner, involving them in the discussion or supporting them if needed, and staying on topic. Content in extended speech is relevant and clearly organised. Range and accuracy of vocabulary Range and accuracy of grammatical structures Uses a range of verb forms and clause types in an appropriate way Uses a wide range of vocabulary, including precise topic-related words and phrases. Makes minor errors that have no effect on communication. Clarity of phonemes, syllables, words Rhythm and stress Intonation Pronunciation is sufficiently clear to understand in any context. Uses natural rhythm and stress patterns throughout. The candidate uses intonation appropriately throughout and also to convey implied meanings. Impression of confidence Mid-response language-related hesitation Pace Appears confident in speaking English with little hesitation except to formulate complex thoughts. Uses a clear but natural pace of speaking. 3 Answers all questions clearly except for possibly one or two, and expands unprompted on the majority of them. Needs support from the examiner one or two times, through some repetition and rephrasing. The interaction is smooth-flowing with just one or two lapses caused by candidate due to e.g. an overly long turn, an irrelevant response or not helping their colleague respond. Asks the examiner at least one unprompted question (Grade 12). Content of extended speech is mostly relevant and some evidence of organisation. Uses a range of verb forms and clause types, though sometimes inaccurately. Uses some examples of precise topic-related vocabulary. One or two errors in complex vocabulary and/or grammar may render the meaning of some utterances unclear. Pronunciation is sufficiently clear to understand in any context, possibly apart from isolated words. Uses clear rhythm and stress patterns for utterances, with one or two lapses. The candidate uses intonation and stress appropriately throughout most of the test, possibly with one or two lapses. Appears mainly confident in speaking English, with some examples of hesitation with more complex language/responses. Uses a natural pace of speaking for most utterances, but occasionally quite slow in more complex turns. Pace of speaking may be overly fast which can impede communication. 2 Answers most questions in an appropriate way. Sometimes does not expand unprompted on answers. Needs support from the examiner for several questions, through some repetition and rephrasing. The interaction is mostly smooth-flowing but occasional, temporary lapses are caused by not asking enough questions, not involving their colleague or not giving relevant responses. Asks the examiner at least one appropriate question upon prompting (Grade 12) Content of extended speech is sometimes not relevant and organisation is sufficient to understand but basic and repetitive. Uses mostly simple grammatical structures but some isolated examples of more complex verb forms and clauses Uses a limited range of vocabulary, with only one or two uses of more complex or precise vocabulary. Makes occasional errors in both basic and more complex vocabulary/grammar that impede communication at some points. Pronunciation means the speech is generally easy to understand but there may be consistent problems with specific phonemes. Rhythm and stress patterns may be inappropriate at times. Examples of appropriate use of intonation but not maintained throughout the test. Occasionally appears confident in speaking English, but often seems hesitant when moving beyond more basic topics. Often speaks slowly or in a stilted fashion compared to standard English pace. 1 Only answers half or less of the questions appropriately. Requires a lot of support and prompting, which means the interaction doesn t flow. Responses are typically too short to provide evidence of organisation Cannot maintain a smooth-flowing and shared interaction with their colleague/examiner through the phase. While basic sentence forms may be accurate, any evidence of more complex verb forms, subordination or vocabulary are almost universally lacking or inaccurate. Pronunciation requires significant patience and effort from the listener, due to mispronunciation of many phonemes and/or consistent lack of appropriate word or sentence stress. Rarely uses any appropriate intonation patterns (beyond one or two isolated examples) Lacks confidence in speaking English with frequent hesitation during answers. Pace and rhythm require considerable patience from the listener. 0 Non-assessed: Student absent, evidence of cheating or nothing of meaning communicated. Page 8 of 11
Audioscript Part 1 Narrator: Ahmed: Listen to Ahmed give a short talk about his bedroom. My name is Ahmed and I live in a house with my parents and my younger brother, Khalid. I really like my room. It s on the first floor, next to my brother s room. My room is bigger than Khalid s. It has sky blue walls and a pale grey carpet. My bedspread is white with dark blue circles. I m interested in travelling after school, so I have a few pictures on my walls of places I want to visit. I m a really calm and organised person and I think that my room shows it. It s important to me to keep things tidy, so my room is always clean. My clothes are always hung in the cupboard and my books are stacked neatly in the bookcase. There is a desk next to the bookcase where I sit and do my homework and study for exams. Sometimes I work really late. I love my brother, but he s impatient. Khalid s room is always messy. His clothes are always on the floor or his bed. His books are everywhere. He often leaves his things in the kitchen and living room too. Sometimes I get annoyed with him. I m not usually quick-tempered, but I hate seeing his mess all over the house. I might get angry, but I usually help him clean everything up. [The recording is repeated] Page 9 of 11
Audioscript Part 2 Narrator: Listen to Mansour and Ali study for their exam on rainforests. Ali, are you ready to study for our exam on rainforests? I think so, where should we begin? Let s start with a review of all the facts about rainforests. Okay, so tell me, how much of the world s land surface do rainforests cover? Hmmmm let me think 9%? That was a good guess, but sorry, the correct answer is 8%. Okay now you ask me a question. Ok. What percentage of modern medicine comes from the rainforest? That s a good question, I know this it s 25%. Well done! That s correct. Now it s your turn to ask me. Right, how many different types of plants and animals live in the rainforest? Oh, I know this. It s 30 million. That s right! That sure is a lot! Ok, my turn to ask you. The Amazon in South America is what? It is the largest tropical rainforest in the world. You studied for the exam already didn t you? Yes, I did. I wanted to make sure I do well in my exam, so I studied by myself before I reviewed for the exam with you. Ok, now I m going to ask you a question. Last one, food from the rainforest includes: nuts, bananas, spices, coffee and? I know this one, I know this one. its chocolate! Yes, you re right! Talking about chocolate, let s go eat some. All this studying has made me hungry (They both laugh and leave the room to go get some chocolate.) [The recording is repeated] Page 10 of 11
Source 1 Page 11 of 11