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i)    David: Are there any good _ on television tonight?

A showings B programmes C screens D performances

ii)    Linda: Yes, there’s a very good _ about life in the Arctic.

A news B service C documentary D attraction

iii)    etc.

2 Look at the following train timetable. Use the Information in the timetable and write T or F after each of the sentences bełow it.

Examples of subjective ąuestions, on the other hand, are: compositions, reports, letters, answers to comprehension ąuestions using students’ own words, conversations, discussions (probłem-solving tasks, etc.), talks (describing pictures, telling stories, etc.)

Clearly, subjective ąuestions offer better ways of testing language skills and certain areas of language than objective ąuestions.

dep

arr

0645

0908

Leeds - London

MF

0725    0740

0945    1014 .

Mondays to Saturdays

MF    S    S

0845    0910 -    0945 ’    1030c

11-12    . 1319    1.312    1456

MF

1045

1312

dep = depart arr'= arriye

c = cheap farę MF, = Monday to Friday S = Saturday Only

. i) The first train to London on a Saturday leaves Leeds at ąuarter to

ii)    The nine-terrtrain runs only on Saturdays -

iii)    etc.

seyen

Since subjective ąuestions allow for much greater freedom and flexibility in the answers they reąuire, they can only be marked by a competent marker or teacher. Often there is no answer which is 100 per cent right or 100 per cent wrong. Markers have to use their own judgements when they award marks.

The following example shows how difficult marking subjective ąuestions sometimes is. The ąuestion is one which you might ask a student in an orał interview; the answers are fairly t3'pical of those which students might give.

3    The following ten sentences are about a fire drill. However, they are in the wrong order. Write the sentences in the correct order.

A Then the class should walk ąuickly along the corridor to the main entrance.

B Each class monitor should then check the attendance.

C etc.

4    Choose the best reply in List B for each sentence in List A Write the letter in the blank.

List A    List B

Good evening, sir.    _ A Just a glass of water.

Is this table all right?    _ B Rice, please.

Anything to drink, sir? _ C Yes, it’s fine.

Here’s the menu.    _ D Good evening. A table for one.

Potatoes or rice with it? _ E Some bread, please.

Anything else, sir?    _ F Thanks. I’d like fish.

What’s your	favourite pastime?
A’s answer:	Swimming.
B’s answer:	I am liking always the swimming.
C’s answer:	I like swimming a lot but I’m not very good at it.
D’s answer:	Swimming is my favourite gamę.
E’s answer:	I enjoy to swim.
F’s answer:	Swim.

How can these different answers be marked fairly so that we .reward-each student’s ability appropriateiy? Clearly, we must have some guidelines before we can set about marking reliably. (For a morę detailed treatment of this problem of marking, see the section ‘Grading orał ability’ in Chapter 4 and the ‘General’^ section in Chapter 7.)

The following ąuestions, on the other hand, present each problem clearly and are very easy to mark.

1T__tabłe-tennis a lot. A am liking B have liked C like D liking

2    I also enjoy _:    A swim B swimming C to swim D for swimming

3    Swimming is my favourite _. A sport B gamę C match D leisure