Entry 3 Script A
Task 1
(About 15 minutes)
Your college has a Learning Centre with a library and computers where students can study on their
own. In the Learning Centre you receive a questionnaire to fill in.
Answer the questions.
Learning Centre Questionnaire
Name: Magdalena
Tel no: +44
Bilinski
6545 135790
Class:
ESOL, Entry 3
First language: polish
How often do you visit the Learning Centre?
twice a week
How does the Learning Centre help you with your studies?
(Write about 30 words. Write in sentences.)
The Learning Centre help me with my studies a lot. For
example I can check some things on computer, use internet,
borrow books or magazine and learn from this
How can we improve the Learning Centre?
(Write about 30 words. Write in sentences.)
I think you schuld be open longer than now. You schuld buy
more new books and fixed the problem with internet. I think
will would be a good idea to open mini shop with coffe,
tea or some drink as well.
(Total: 18 marks)
Entry 3 Sample test A – Scripts and Commentaries
Entry 3 Script A
Task 1 – Learning centre questionnaire
Learning Outcomes
The learner will:
Sentence grammar is sufficiently controlled for the message to
2. Be able to produce text
remain clear, e.g. ‘You schuld buy more new books and fixed
for a given audience the problem with the internet.’
Sentence
There is some evidence of ability to construct compound
sentences accurately, e.g. ‘I think you schuld be open longer
than now.’ However, most linkers are simple, e.g. ‘and’, ‘or’.
Mark
4
Basic punctuation is correct.
2. Be able to produce text
for a given audience Word
Vocabulary is appropriate to task, e.g. ‘check’, ‘internet’,
‘borrow’, ‘problem’.
Handwriting is legible.
A range of task-appropriate and common words are spelled
correctly, e.g. ‘studies’, ‘magazine’, ‘longer’, ‘would’, ‘as well’.
‘Schuld’ is incorrect but easily decipherable.
3. Be able to complete a
form - Form
All sections are completed appropriately and mostly
effectively.
Entry 3 Sample test A – Scripts and Commentaries
5
6
Entry 3 Script B
Task 1
(About 15 minutes)
Your college has a Learning Centre with a library and computers where students can study on their
own. In the Learning Centre you receive a questionnaire to fill in.
Answer the questions.
Learning Centre Questionnaire
Name: Ivan
Class: Entry
3
Tel no: -
First language: (English)
How often do you visit the Learning Centre?
I visit the Learning Centre 2 times a week.
How does the Learning Centre help you with your studies?
(Write about 30 words. Write in sentences.)
My Learning Centre help me with my studies, I can use Library.
It is very important for me, because they has a lot of good
books, dictionarys. Library working time is good for me
us well.
How can we improve the Learning Centre?
(Write about 30 words. Write in sentences.)
All is fine, the Learning Centre no need improve. They have most
important things for students. One of them is Library!
(Total: 18 marks)
Entry 3 Sample test A – Scripts and Commentaries
Entry 3 Script B
Task 1 – Learning centre questionnaire
Learning Outcomes
The learner will:
Sentence grammar is sufficiently controlled for the message
2. Be able to produce text
to be communicated, e.g. ‘They have most important things
for a given audience for students.’
Sentence
There is some evidence of ability to construct compound
sentences accurately, e.g. ‘It is very important for me, because
they has a lot of good books, dictionarys’. A number of
sentences are simple.
Mark
3
Basic punctuation is generally correct. Full stops are
underused at sentence boundaries, e.g. ‘Learning Centre help
me with my studies, I can use Library.’
2. Be able to produce text
for a given audience Word
Vocabulary is appropriate to task, e.g. ‘studies’, ‘Library’,
‘important’, but there isn’t a range.
Handwriting is legible though there is little discrimination
between lower and upper case ‘f’.
4
Many task-appropriate and common words are spelled
correctly, e.g. ‘because’, ‘most’, ‘good’.
3. Be able to complete a
form - Form
The form is completed appropriately and effectively on the
whole. Some personal detail is missing but the student could
be identified from other information present.
Entry 3 Sample test A – Scripts and Commentaries
5
Entry 3 Script C
Task 2
(About 20 minutes)
You receive an email from your friend Messaouda.
Hi!
I am coming to Britain next year but my English is not very good. Your English
is very good. How did you learn English? Can you tell me what you did? Was it
difficult?
Best wishes
Messaouda
Write an email to Messaouda. Tell her how you learned English, what was difficult and what was
not difficult.
Write about 80 words.
To:
[email protected]
Subject:
English
Hi , Messaouda
How are you doing? I am glad to hear from you. That’s a great
news from you to coming here in next year. My English isn’t perfect
but it’s better. I’ve learnt English at college every Monday and
Thursday. I studied about vocabulary, tense, speaking etc.
I think my English problem is pronunciation because It’s very
different and difficult from our language. Sometimes I spoke it wrong
and nobody can’t understand. Why are you thinking your English
isn’t good? I remembered when we were studied study you are a
good student. English is so easy for vocabulary trust me!!!
Best wishes
Phawinan
(Total: 24 marks)
Entry 3 Sample test A – Scripts and Commentaries
Entry 3 Script C
Task 2 – Email to Messaouda
Learning Outcomes
The learner will:
1. Be able to plan text for a There is evidence of planning demonstrated through
given audience - Plan
appropriate degree of coherence. The text links together well
and is easy to read.
2. Be able to produce text
for a given audience Text
Mark
5
The intended audience would be fully informed.
There is evidence of ability to adapt text to audience in terms
of register and format, e.g. through informal opening and
close: ‘Hi Messaouda’; ‘How are you doing?’; ‘Best wishes’.
There is evidence of ability to organise text into paragraphs.
New paragraph is at ‘I think my English problem ...’.
6
There is evidence of ability to sequence text chronologically,
e.g. ‘Sometimes I spoke it wrong ...‘; ’I remembered when we
were study you are a good student.’. Sentence cohesion is
good.
2. Be able to produce text
for a given audience Sentence
Sentence grammar is sufficiently controlled for message to be
communicated, though there is isolated lack of clarity,
e.g. ‘... I spoke it wrong and nobody can’t understand.’
There is evidence of ability to construct compound sentences
accurately, e.g. ’I think my English problem is pronunciation
because It’s very different and difficult from our language.’
4
Basic punctuation is correct.
2. Be able to produce text
for a given audience Word
Vocabulary is appropriate to task, e.g. ‘perfect’, ‘tense’,
‘pronunciation’, ‘language’, ‘understand’.
Handwriting is legible.
A range of task-appropriate and common words are spelled
correctly, e.g. ‘because’, ‘better’, ‘different’, ‘Sometimes’,
‘easy’, ‘great’.
Entry 3 Sample test A – Scripts and Commentaries
6
Entry 3 Script D
Task 2
(About 20 minutes)
You receive an email from your friend Messaouda.
Hi!
I am coming to Britain next year but my English is not very good. Your English
is very good. How did you learn English? Can you tell me what you did? Was it
difficult?
Best wishes
Messaouda
Write an email to Messaouda. Tell her how you learned English, what was difficult and what was
not difficult.
Write about 80 words.
To:
[email protected]
Subject:
English
Hi
My name is amir. I am going to college Mounday and Thersday in
Stockfield and houghton colleg. This is very good for me because
wen I stat this colleg I can’t dou any think no speking no reading no
rigth righting now I can sPeak English. my teacher is very good she
always trit to help us. English in not difficult. If some one trey to lern
this. If you went to start college do it
best wish forme
Amir
(Total: 24 marks)
Entry 3 Sample test A – Scripts and Commentaries
Entry 3 Script D
Task 2 – Email to Messaouda
Learning Outcomes
The learner will:
1. Be able to plan text for a There is some evidence of planning demonstrated through
given audience - Plan
appropriate degree of coherence.
2. Be able to produce text
for a given audience Text
Mark
3
The intended audience would be adequately informed. There
is less detail about what is difficult in learning English.
There is a clear awareness of audience through informal open
and (flawed) close, ‘Hi’; ‘best wish’.
There is some evidence of ability to organise text, though no
paragraphing.
4
There is evidence of ability to sequence text and organise
discourse through the use of simple discourse markers,
e.g. ‘Wen I stat this college … now I can speak English.’
2. Be able to produce text
for a given audience Sentence
Sentence grammar is sufficiently controlled for most of the
message to be communicated.
There is evidence of ability to construct compound sentences,
e.g. ’This is very good for me because wen I stat this colleg I
can’t do any think …’
2
Basic punctuation is used but not consistently. Full stops are
used intermittently.
2. Be able to produce text
for a given audience Word
There is evidence of ability to use appropriate vocabulary,
though it may not be always successful, e.g. ‘speking’,
‘reading’, ‘righting’.
Handwriting is almost always legible. The word ‘very’ is
difficult to decipher and the uneven use of upper and lower
case ‘sPeak’ has some impact on ease of reading.
Some task-appropriate and common words are spelled
correctly, e.g. ‘because’, ‘this’. A number of very basic words
are misspelt, e.g. ‘,’trit’, ‘trey’, ‘forme’ ‘wen’, ‘stat’.
Entry 3 Sample test A – Scripts and Commentaries
2
Entry 3 Script E
Task 3
(About 25 minutes)
Your class is discussing popular television programmes around the world.
Write a short report about a popular programme from a country you know.
Describe the programme and say why you think it is popular.
Write 110 words.
I think discussing popular television programmes around the world
is running men. It is Korea entertainment. Th This TV programmes
is about game. The play different game to f make fun . and they is
very fully. They go to any country.
(Total: 24 marks)
Entry 3 Sample test A – Scripts and Commentaries
Entry 3 Script E
Task 3 – Short report about a popular TV programme
Learning Outcomes
The learner will:
There is some evidence of planning shown through appropriate
1. Be able to plan text
for a given audience - degree of coherence. However, it is clear that the answer is too
underdeveloped to demonstrate many features of coherence.
Plan
2. Be able to produce
text for a given
audience - Text
Mark
2
The intended audience would only be partially informed due to
the brevity of the answer.
There is some evidence of ability to adapt text to audience in
terms of register and format, e.g. the presence of an
introduction, ‘I think discussing ...’.
There is limited evidence of ability to organise text and no
paragraphing.
1
There is insufficient evidence of ability to sequence text
chronologically and limited use of discourse markers to sequence
text generally.
2. Be able to produce
text for a given
audience - Sentence
Sentence grammar is sufficiently controlled for most of the
message to be communicated, though meaning is impeded at
times, e.g. ‘... I think discussing popular television programmes
around the world is running men.’
There is no evidence of ability to construct compound sentences
accurately. All sentences are simple in structure, e.g. ‘It is Korea
entertainment.’
1
Basic punctuation is correct but limited given the brevity of the
answer.
2. Be able to produce
text for a given
audience - Word
Vocabulary is usually appropriate to task, e.g. ‘entertainment’,
‘fun’, though limited in range due to the brevity of the answer.
Handwriting is usually legible. The word ‘country’ is hard to
decipher.
Some task-appropriate and common words are spelled correctly,
e.g. ‘game’, ‘fun’, but some words are lifted from the rubric.
Entry 3 Sample test A – Scripts and Commentaries
2
Entry 3 Script F
Task 3
(About 25 minutes)
Your class is discussing popular television programmes around the world.
Write a short report about a popular programme from a country you know.
Describe the programme and say why you think it is popular.
Write 110 words.
My programme is a big brother.
There are many big brother around the world, there are
big brother in Spain, United Kingdom, Brazil…
There are many people that watch this programme around
the world. This programme is about people (20 people) are
inside one house and they can’t go away outside. These
This people must be together inside the house, they have to
eat in the same house, in conclusion they have to spend a lot
of time together , and this is the problem. The people start
discuss, the people cry, there are people angry wit is angry with
other mates, others falling in love, and this a mess.
Each week, they have to play together if they want get
money, due to they need this money for food, cigarettes or
other things.
I think the programme likes the people, because you can
watch them whole time, and the people do things very weirds,
and each day is different
The people when that is inside this house, they are people very
extravagant and unique.
(Total: 24 marks)
Entry 3 Sample test A – Scripts and Commentaries
Entry 3 Script F
Task 3 – Short report about a popular TV programme
Learning Outcomes
The learner will:
There is evidence of planning shown through appropriate
1. Be able to plan text
for a given audience - degree of coherence. However, the final paragraph would sit
better earlier in the text. Overall the text flows well.
Plan
2. Be able to produce
text for a given
audience - Text
The intended audience would be fully informed though there is
slightly less detail on why the programme is popular given the
length of answer.
There is some evidence of ability to adapt text to audience in
terms of register and format, e.g. the presence of an
introduction, ‘My programme is...’, and a conclusion that
summarises the appeal of the programme, ‘The people that is
inside this house, they are people very extravagant and unique.’
Mark
5
5
There is clear evidence of ability to organise text into paragraphs.
There is evidence of ability to sequence text chronologically,
e.g.‘Each week they have to play together ...’; ‘... you can watch
them the whole time .. and each day is different’. Use of linkers
to sequence text well at sentence level.
2. Be able to produce
text for a given
audience - Sentence
Sentence grammar is sufficiently controlled for most of the
message to be communicated, though there may be isolated lack
of clarity, e.g. ‘I think this programme likes the people.’
There is evidence of ability to construct compound sentences
accurately, e.g. ‘Each week they have to play together if they
want get money’...’; ‘There are many people that watch this
programme around the world.’
4
Basic punctuation is generally correct. However, sentence
boundaries are often marked with commas rather than full stops,
e.g. ‘The people must be together in the house, they have to eat
in the same house,’.
2. Be able to produce
text for a given
audience - Word
Vocabulary is appropriate to task, e.g. ‘together’, ‘problem’,
‘falling in love’.
Handwriting is almost always legible. Some letters occasionally
merge, e.g. ‘many’, ‘have’, though context makes meaning
readily clear.
A range of task-appropriate and common words are spelled
correctly, e.g. ‘mess’, ‘due to’, ‘because’, ‘different’.
Entry 3 Sample test A – Scripts and Commentaries
6