This publication may be reproduced only in accordance with
Edexcel Limited copyright policy.
©2006 Edexcel Limited.
Printer’s Log. No.
N24876A
W850/U4063/57570 4/4/4/3/2/
Paper Reference(s)
4063
L T E
London Tests of English
Certificate of Attainment
Oral Examination
Oral Tests Level 3
Session 2 2006
*N24876A*
2
INSTRUCTIONS FOR EXAMINERS AND ASSESSORS
London Tests of English Level 3 – Upper Intermediate (B2)
The Interviewer interviews the candidates.
The Assessor assesses the candidates using the assessment criteria in this booklet.
The Interviewer may contribute to the assessment at the request of the assessor.
Candidates must be assessed on all five criteria.
All marks must be entered in the Oral Test Marksheets and OPTEMS.
Candidates must be examined in pairs.
Timing per pair of candidates must be 12 minutes.
If there is only one candidate, please use all the allowed time.
If there are three candidates, allow 18 minutes for the examination.
The interview has three phases.
Phase 1 Introduction: 2 minutes
Phase 2 Theme/Scenario: 5 minutes
Phase 3 Development: 5 minutes
Please note:
Ensure that you record the oral examinations as instructed.
Candidates must be tested on all phases of the examination.
Candidates must be assessed on all five criteria in the assessment criteria grid.
This grid may be removed from the booklet for your reference during the examination.
USE OF PICTURE CARDS:
Please use the enclosed sets of picture cards when examining the candidates.
N24876A
3
N24876A
Turn over
LE
VE
L THR
EE
Marks awarded shoul
d
take ac
count of
TH
E LINGUISTIC REQUIREMENTS OF LEVEL TH
REE
:
Effectiv
e
commun
icati
on Interaction
Vo
cabulary Gramma
r Pronun
ciati
on
Featu
res
:
Communic
a
tes
•
Information
•
Some ideas
•
O
p
inions
clea
rly enough to be
understood.
Featu
res
:
•
Res
pondi
ng releva
ntly
•
A
ski
ng ques
ti
o
n
s wi
th
a
n
d wi
tho
u
t pro
m
pti
ng
•
Com
m
enti
ng o
n
i
dea
s
and
op
inions w
it
h
and
wi
tho
ut pro
m
pti
n
g
•
Developi
ng i
d
ea
s to
sust
ain int
e
ra
ct
ion
Featu
res
:
•
Adequa
te / a
ppropri
a
te
word choice for producing
connected speech
•
Aw
areness of
st
yle (
formal
/ inf
ormal)
•
Vocab
ulary f
or d
iscu
ssing
to
pi
ca
l i
ss
u
es
(a
dva
n
ta
ges
+
di
sa
dva
nta
ges
, vi
ewpo
in
t)
•
Level 3 themes
Featu
res
:
•
Us
e of a
ll tens
es
(a
cti
ve +
p
a
ssiv
e
)
•
Full rang
e of
modals
•
Us
e of reported
s
p
eech
•
U
se of verb
patterns
(e
g
.
Infi
ni
ti
ves / …i
ng forms)
•
Superlatives
•
Varie
ty of
clause t
y
p
e
s
Featu
res
:
•
Indi
vi
dua
l s
o
unds
•
Us
e o
f wo
rd
/
sent
ence st
ress
•
Us
e o
f i
n
to
na
ti
o
n
fea
tures
•
Na
tura
l flo
w: no
t
too f
a
st
/ slow
5 Ex
cellent
understa
nding
and communic
a
tion,
keeps
li
st
ener’s
a
ttenti
on.
Excellent co
ntri
buti
o
n
to
the
int
e
ract
ion.
Excellent ra
nge a
nd a
ccura
te
use of
vo
c
a
bula
ry.
Excellent ra
nge a
nd a
ccura
te
use of
g
rammar.
Ex
cellent pronunciation,
ca
using no stra
in on the
li
st
ener.
4
Good understa
ndi
ng a
nd
communi
c
a
tion,
ea
si
ly
understood.
Goo
d
a
nd ba
la
nced contri
buti
on
to
t
h
e int
e
ract
ion,
includ
ing
legi
ti
m
a
te pa
us
es
.
R
a
ng
e of
v
o
cabulary is g
ood and
most
ly accur
at
e.
G
ood rang
e of
g
rammar;
most
ly
accurat
e.
Pronunciation generally
good; mi
nor la
ps
es
do not
im
pede communi
c
a
ti
o
n.
3 Suffi
ci
ent
unders
ta
ndi
ng
of
sp
e
a
k
e
rs and
t
a
sk
s t
o
be able to communicate
a
n
d co
m
p
lete the
ta
sk
s.
Sa
ti
sf
a
c
to
ry a
n
d ba
la
n
c
ed
co
ntri
buti
o
n
to
the i
n
tera
cti
o
n,
includ
ing
leg
it
imat
e p
a
uses.
R
a
ng
e and accuracy of
vocabulary
su
ffi
ci
ent to
ca
rry o
u
t the
ta
sks
.
R
a
ng
e and accuracy of g
rammar
su
ffi
ci
ent to
ca
rry o
u
t the
ta
sks
.
Pronunci
a
ti
on s
u
ffi
c
iently
clear,
requiring
only
occas
ional need for
re
peti
ti
o
n
.
2 Limited
understanding/
co
m
m
uni
c
a
ti
o
n
/
tas
k
co
m
p
leti
o
n
; no
t a
lwa
ys
understood.
Uns
a
ti
sf
a
c
to
ry co
ntr
ibuti
o
n
to
th
e int
e
rv
iew
. Sig
nif
icant
pro
m
pti
n
g requi
red.
Insufficient rang
e and/or accu
racy.
Grammati
c
a
l rang
e and/or ac
curacy
in
ad
e
q
u
at
e
.
Lack of
clarit
y in
pronunci
a
ti
on c
a
us
es
co
ns
idera
b
le
s
trai
n
o
n
the
li
st
ener.
1 Extremely
limited
understanding/commun
i-
cat
ion
/in
te
ll
ig
ib
ilit
y
.
Extrem
ely li
m
ited/
to
ta
lly
uns
a
ti
sfa
cto
ry contri
buti
on to
the i
n
tera
c
ti
o
n.
Severely limited rang
e and/or
accuracy.
Severely limited rang
e;
v
e
ry
inaccur
at
e use of
g
rammar.
Pronunci
a
ti
o
n s
o
fla
wed
tha
t o
n
ly s
tretches
o
f
lang
uag
e
intellig
ible.
0
N
o asse
ss
me
nt
p
ossib
le
.
N
o asse
ss
me
nt
p
ossib
le
.
N
o asse
ss
me
nt
p
ossib
le
.
N
o asse
ss
me
nt
p
ossib
le
.
N
o asse
ss
m
e
n
t p
ossib
le
.
4
BLANK PAGE
N24876A
5
N24876A
Turn over
When you record an interview on cassette or CD, please state clearly
at the beginning of the interview:
• Centre number
• Level being examined
• Name and examiner number of the
Assessor
• Name and examiner number of the
Interviewer
• Full names and numbers of the candidates
6
BLANK PAGE
N24876A
7
London Tests of English Oral Examination
Level 3
Phase One: Introduction (2 minutes)
The main purpose of this phase is to set the candidates at their ease so that they may go on to do
themselves justice and perform to the best of their ability in the remainder of the test.
(Note: The letters X and Y are used to denote the candidates.)
1.1 Ask the candidates to introduce themselves or if they know each other to introduce each
other.
e.g. Tell me about / Introduce yourself.
Y, do you know X? Tell me what you know about X.
X, could you tell me something about Y?
1.2 Get the candidates to talk to you and each other about any ONE or TWO of the following:
•
youth attitude: fashion and peer pressure
•
books, magazines and newspapers
•
topical issues
•
place of study or place of work
•
hobbies, sports and other leisure activities
•
entertainment and other places of interest
e.g. Please ask X what interesting places there are to visit in this part of the country.
Has this town / city changed much since you / your parents were young?
What kind of work have people in this area traditionally done? Is this changing?
What changes would you introduce to make school more interesting for young people?
Do people read more books or magazines these days? Why is that?
What provision is there in this town / city for people who are interested in sport?
(to x) Please ask y what hobbies he / she used to have when he / she was younger?
Allow any interesting conversation to develop within the time limit.
N24876A
Turn over
8
BLANK PAGE
N24876A
9
Phase Two: The Theme/Scenario (5 minutes)
Please refer to pages 11-15 for pictures for your reference.
Tell the candidates that the theme is based around Modern Art Galleries
2.1 Choose a picture card and show it to the candidates (ONE of 3 picture cards). Get the
candidates to talk about it. Use some of the questions below to get the candidates started
but also extend the conversation when appropriate with open questions and opinion related
questions.
e.g. What can you see in this picture?
Who do you think these people are?
What are they doing?
Do you have a favourite picture? Describe it. How about you, X?
Compare your tastes in art with those of your parents.
Have you ever been to an art museum or gallery? Which one(s) / Why not?
Why do you think people collect art?
Do you like modern art? Why (not)?
You can only understand a picture properly if you know its history and that of the artist.
Discuss together.
What would you say to a friend who was thinking of buying some pictures for his
house? Discuss together.
Which is your favourite art form? Discuss together.
Please refer to page 10 for Phase 2.2
N24876A
Turn over
10
2.2 Hold an extended conversation with the candidates. Use some of the prompts below to get
the candidates started but also extend the conversation when appropriate with open or
opinion related questions and open or opinion related statements.
e.g. Are most young people interested in art? Why (not)?
Discuss together what artistic hobby you would encourage your children to take up.
Do you think that people are more interested in art now than in the past? Why do you
say that?
If you could have free art lessons, what would you choose to do? Explain your ideas.
Should art objects taken from other countries in the past now be returned to them?
Discuss together.
Imagine you are going to hold an art exhibition. How would you organise it and
publicise it? Who would you invite? Discuss together.
Encourage candidates to ask each other for clarification and / or reasons.
Turn to page 17 for Phase Three.
N24876A
11
N24876A
Turn over
Level 3 - Phase 2.1 - Picture 1
12
BLANK PAGE
N24876A
13
N24876A
Turn over
Level 3 - Phase 2.1 - Picture 2
14
BLANK PAGE
N24876A
15
N24876A
Turn over
Level 3 - Phase 2.1 - Picture 3
16
BLANK PAGE
N24876A
17
Phase Three: Development (5 minutes)
Please refer to pages 19-23 for pictures for your reference.
3.1 Choose a picture card and hand it to the candidates (ONE of 3 picture cards). Encourage
the candidates to speak about a topic related to the picture or arising from it. Use some of
the prompts below to get the candidates started but also extend the conversation when
appropriate with open or opinion related questions and open or opinion related statements.
e.g. Describe what you can see in this picture.
Do you think art museums should be beautiful buildings?
All big cities should have an art museum. What’s your opinion? Discuss this together.
Do you think modern sculptures look better outdoors or inside a museum?
Discuss this together.
It is important for all students to have art classes at school. What’s your opinion?
What do you think of art produced with the help of a computer? Is it real art?
Would you be prepared to buy pieces of art over the Internet? What are the advantages
and disadvantages?
If you / your school went on an art tour, which country / city would you prefer to visit?
Why?
What sort of art would you have in an office / apartment / garden?
3.2 Have the candidates hold a discussion. Use some of the prompts below to get the
candidates started but also extend the discussion when appropriate with open or opinion
related questions and open or opinion related statements.
e.g. Governments should spend less money on art and more on hospitals. Do you both
agree with this statement? Explain why (not).
Some art forms are more important than others. Discuss this together.
Modern art is more difficult to understand than art from earlier periods. What is your
view? Discuss this together.
Do you think being an artist is a proper job? What would you say if your child wanted
to become an artist?
All museums and art galleries should be free for the general public. Discuss this
together.
That is the end of the oral test.
N24876A
Turn over
18
BLANK PAGE
N24876A
19
N24876A
Turn over
Level 3 - Phase 3.1 - Picture 1
20
BLANK PAGE
N24876A
21
N24876A
Turn over
Level 3 - Phase 3.1 - Picture 2
22
BLANK PAGE
N24876A
23
N24876A
Level 3 - Phase 3.1 - Picture 3
24
BLANK PAGE
N24876A
Wyszukiwarka
Podobne podstrony:
Level 1 session 2 2006 Mark Scheme
Level 3 session 3 2006 Mark Scheme
Level 3 session 1 2006 Tape Script L24852
Level 1 session 2 2006 Tape Script
Level 3 session 2 2006 Tape Script
Level 3 session 1 2006 Mark Scheme
Level 3 session 3 2006 Tape Script
Level 3 session 2 written paper NEW
Session One, Level 4 Tape Script
Session One, Level 5 Mark Scheme
Session One, Level 1 Tape Script
Level A1 session 3 2006 Mark Scheme
Session One, Level 4 Written Paper
Session One, Level 3 Written Paper
Session One, Level 5 Written Paper
Level A1 session 2 2006 Mark Scheme
Level A1 session 2 2006 Written Paper N24859A
Session One, Level 5 Tape Script
Session One, Level 3 Mark Scheme
więcej podobnych podstron