Italian Speaking
GCSE Unit 3 Controlled Assessment
Teacher Online Standardisation 2015 – pieces of work 1-5
This document contains the following:
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•
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Introductory Information
Tasks
Completed Task Planning Forms
Transcripts
Commentaries
Introductory Notes for TOLS
Message from Principal Moderator
Introduction
I hope that by working though these examples you will feel more confident when
assessing your own candidates. You will be able to mark these 5 candidates and
read the commentaries which explain how the marks were awarded. You will also
be able to view a transcript of the conversation.
Before you start…
Make sure that you have available the Controlled Assessment Handbook which
contains all the information you need for making an assessment including:
. The assessment criteria grid
. Expanded descriptors for each band in the assessment criteria
. The grid giving limitation of marks in other categories depending on the mark
for Communication
. The grid limiting marks for Communication depending on the number of
successful bullet points
. Notes about timing and the unpredictable question.
Some points to think about when awarding marks…
Communication – a mark out of 10
How long was the test? Was it shorter than 4 minutes? If so, the maximum
potential mark is limited to 9. Was it longer than 6 minutes? If so, stop marking
after the last utterance started before the 6 minutes.
Did the Task Preparation Sheet [if used] contain any illegal material – more than
40 words, conjugated verbs, pictures and codes etc? If so, any relevant
utterances are discounted.
How many of the main bullet points have been completely addressed? All points
in the main bullet must be addressed in order to score but sub-bullets are not
compulsory – so pay attention to how a task is set out. See grid for limitations.
Was an unpredictable question asked and answered using an appropriate verb?
It can be the same verb as in the question.
Were responses developed by the candidate?
Were opinions expressed? They can be simple but a minimum of two is required
for more than 2 marks.
Did the candidate speak with confidence? Note that this does not mean that
the performance has to be faultless for a top band mark.
Remember that the Communication mark may limit the marks for the other
categories – see the grid.
Range and Accuracy – a mark out of 10
How much topic appropriate vocabulary was the candidate able to use?
Did the candidate use some interesting structures? This might be to link clauses
or sentences or any other structures beyond simple sentences.
Did the candidate use a variety of tenses? One tense limits the maximum
potential mark to 6.
How accurate was the performance? Look especially at the expanded
descriptors for 5-6 and 6-7.
What was the balance of Range and Accuracy? A candidate could use a wide
range of structures but be very inaccurate or vice versa. A best fit mark may
be required to reflect both elements of the performance in this category.
Pronunciation and Intonation – a mark out of 5
Here again, a best fit judgment may be required if one element is better than
the other.
Consider whether meaning is obscured by poor pronunciation and intonation. See
especially the descriptor for 2.
Interaction and Fluency – a mark out of 5
Here again, a best fit judgment may be required if one element is better than
the other.
The total mark is out of 30.
PIECE OF WORK
1
NO TPF WAS
USED FOR THIS
TASK
*2015-16 TOLS candidate 1
Task: Personal Information
Time: 3.40
Teacher
Ciao, come ti chiami?
Student
Ciao, io sono Reuben.
Student
Ho [Eng] sedici anni.
Teacher
Teacher
Student
Teacher
Student
Teacher
Student
Teacher
Student
Teacher
Student
Teacher
Student
Teacher
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Teacher
Student
Teacher
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Teacher
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Teacher
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Teacher
Student
Quanti anni hai?
Che scuola frequenti?
Studio alla scuola superiore, Barking Abbey a Londra.
Quali sono le tue materie preferite?
Le mie materie preferite sono la matematica, la scienze, l’educazione
tecnica e l’educazione fisica perché io trovo facile.
Quali sono le materie che ti piacciono di meno?
Non mi piace l’educazione civica e l’inglese perché trovo noiossi.
Che cosa pensi di te stesso?
Credo di essere ragazzo un … intelligente e molto diligente.
Che cosa fai di solito nel tempo libero?
La domenica di solito vado a giocare a calcio con i miei amici. Io gioco
dei miei… io gioco meg-lio dei miei amici a calcio.
Che cosa fai durante le vacanze?
Durante le vacanze vado con i miei amici a centro .. al centro
commersciale di Westfield e ci divertiamo molto.
Che cosa fai d’estate?
Di solito ogni estate io e quattro amici … andiamo li parco
divertimenti di ??
E che cosa ti piace fare al parco divertimenti di ??
Mi piace sul andiamo andare montagne russi.
Che cosa fai di solito durante la settimana dopo la scuola?
Dopo la scuola di solito ceno alle cinque poi faccio i compiti. Avvolte
io e miei amici facciamo i compiti insieme.
Che cosa fai di solito con i tuoi amici?
Con i miei amici gioco a ping-pong.
Qual è la tua squadra di calcio preferita?
Io sono un grande fan del Liverpool. Guardo la televisione.
E i tuoi amici sono fan di Liverpool?
Tutti i miei amici sono fan di Manchester United. Non mi piace il MU.
*2015-16 TOLS candidate 1
Task: Personal Information
Time: 3.40
Preparation
As this student did not use an [optional] Task Preparation Sheet, the teacher
and moderator were unable to check its content. When one is used, teachers
should count the number of words – forty maximum allowed – and check for
conjugated verbs which are not allowed and which should be completely
obliterated.
Other paperwork was appropriately completed and signed.
Time
At 3.40 this test was shorter than the minimum 4 minutes required so the
student would not have been able to access 10 marks if applicable. The
maximum potential mark for communication would have been 9. See the
‘Controlled Assessment Handbook’ for details of maximum marks possible
when not all bullet points are covered.
Communication
It is to be noted that this task was not set out in the conventional manner so
the moderator had to assume that the points in the first paragraph were
individual bullets and the first unpredictable question given was the one to
‘count’ as such and the remainder of the test was ‘extra information’. The
numbering on the task was made by the moderator.
It is helpful to both the student and moderator if the task is set out in bullet
points and questions asked in that order with the unpredictable question
coming at the end. This also makes it less likely to accidently omit a question.
This student was able to answer all the questions put to him but bullet 3 was
not asked. His maximum potential mark for communication would have been
limited to 9 but this was not an issue for him and it was already limited to 9
by timing issues. Note that ‘penalties’ are not cumulative.
He answered all questions simply with some slight developments, eg: he said
why he liked and disliked subjects and that he played football better than his
friends. He regularly added a small amount of detail, eg: talking about his
favourite football team and that of his friends. He could have said more.
Taking the unpredictable question as Che cosa fai durante le vacanze? he did
answer with an appropriate verb. It is essential for the unpredictable question
to be answered with a suitable verb which may be the same verb as in the
question.
He gave a number of opinions quite naturally about school subjects, his
football ability and leisure activities. A minimum of two opinions is required in
order to access more than 2 marks for communication. See the descriptor for
3-4 ‘opinions are conveyed’.
This candidate did what he had to and in places the performance was good.
His performance fell between Good and Sufficient so 7 or 6. Taking the whole
performance into consideration 6 was awarded.
Score 6/10
Range and accuracy
This student used a range of topic appropriate vocabulary – mostly simple with
an occasional surprise, eg: avvolte, di solito and la domenica.
The structures were simple and mostly in short sentences with occasional
longer utterances linked with perche and one with poi. He used a number of
adverbs – see above.
The verbs he used were all appropriate to the question but all the questions
were asked in the present tense. He accurately used different person
endings, eg: gioco, facciamo, i miei amici sono. However, he had no opportunity
to use any other tenses. This limited his maximum mark to 6 – see descriptor
for 7-8 ‘a variety of verb tenses is attempted’.
His level of accuracy was high and his delivery was careful with very few
errors. It was always possible to understand what he was saying.
This was a good controlled performance but with little flair and limited by the
constraints of the task.
Score 6/10 [max available to him]
Pronunciation and Intonation
His pronunciation and intonation were consistently good with very occasional
errors: e.g. megl-io but overall it was very sound. He would have been awarded
5, but was limited to 4 by his Communication mark. See the Handbook for the
limitations grid.
Score 4/5
Interaction and Fluency
He answered readily and without hesitating and with good flow of language.
However, there was little initiative and the delivery was quite slow.
Score 4/5
Marks
Communication 6/10
Range and accuracy 6/10
Pronunciation and Intonation 4/5
Interaction and Fluency 4/5
Total: 20/30
PIECE OF WORK
2
A conversation about your home
•
Describe your house
•
Describe your bedroom
•
Say what you like to do at home
•
Describe what you did last weekend to help at home
•
What will you do next week at home
•
Describe your ideal house
•
!
*2015-16 TOLS candidate 2
Task: A conversation about your house.
Time: 5.07
Teacher
Arianna, mi descrivi la tua casa o il tuo appartamento?
Student
Teacher
Student
Teacher
Student
Teacher
Student
Teacher
Student
Teacher
Student
Teacher
Student
La mia casa è grande. Il pianterreno … ha scale che vanno al primo piano
e al secondo piano. La pianterreno ha [Eng] anche un’entrata, un bagno
che aprire sotto le scale. Al primo piano ha la ha un cucina e un
soggiorno e due camere di letto di la mia sorella e fratello. La secondo
piano ha [Eng] … c’è due camere di letto, una della mia madre e padre e
una per me e anche ha un studio.
Benissimo Arianna. Mi descrivi anche la tua camera da letto?
La mia camera da letto è anche grande e ha le muri verdi. Ha due
grandi finestre che guardano sulla giardino e la posta macchina davanti
alla casa. La letto è in mezzo al camera e accanto alla scrivania e sulla
scrivania c’è un computer e davanti alla scrivania c’è una sedia blu.
Benissimo Arianna. Mi dici un po’ che cosa ti piace fare quando sei a
casa?
Quando sono a casa mi piace guardare la tivù con la mia famiglia. Anche
mi piace …. mandare messaggi alle miei amici andare sulla mia computer.
Mi piace anche saltare sulle molle con la mio fratello e … mangerE …
Mangiare..
Mangiare…. scrivere libri con la mia sorella.
Benissimo. Mmmmm che cosa hai intenzione di fare … scusami, scusami
Arianna – mi diresti che cosa hai fatto lo scorso fine settimana per
aiutare in casa.
La scorso settimana, il fine di settimana, ho messo in ordine la mia
camera da letto e anche ho messo apposto i miei vestiti. Ho lavato i
piatti e anche ho passato l’aspirapolvere al tutto il primo piano.
Benissimo, brava. Mi racconti adesso, che cosa, che intenzione hai per
il prossimo fine settimana essendo a casa? Che cosa farai il prossimo
fine settimana a casa?
La fine settimana prossima faccio il letto e anche faccio la spesa. Devo
anche sparecchio la tavola. La mia migliore amica verrò a trovarmi e
facciamo quattro chiacchiere.
Benissimo, farete quattro chiacchere insieme. Mi descrivi la tua casa
ideale Arianna.
La mia casa ideale è grande e dipinto di bianco. Sarebbe grande e
dipinto di bianco. Avrebbe grande finestre che guardano sulla mare e
montagne. Sarebbe molto moderna e avrebbe tutte le nove tecnologie.
Teacher
Student
Teacher
Student
Teacher
Student
Teacher
Avrebbe anche tre piscine e un grande giardino con molti alberi. Anche
avrebbe un grande posto macchina per costosi veloci macchine che
voglio avere quando sono più grande.
Mmmm, benissimo Arianna. Arianna, a questo punto c’è una domanda
che non hai preparato: quando trascorri il tempo in giardino?
Mi piace trascorre tempo in giardino quando è l’estate perché posso
prendere il sole.
Benissimo. Ti piace la tua camera da letto?
Sì, perché è molto grande e spassioso e anche mi piace la colore delle
muri.
Benissimo, altra domandina: che cosa vedi dalla finestra della camera
da letto?
Vedo la mio giardino anche la mia posto la posto macchina davanti alla
mia casa.
Benissimo, bravissima Arianna, abbiamo finito.
*2015-16 TOLS candidate 2
Task: A conversation about your house.
Time: 5.07
Preparation
This candidate did use a Task Planning Form. It was appropriately checked
and commented on by the teacher. It contained fewer than the 40 words
allowed, but there was a conjugated verb mando. As it happened she did not
use the verb as a conjugated verb but did as an infinitive so there was no
problem. Where a TPF is used the teacher must check that it is as it should
be. Any utterances containing ‘illegal’ material such as extra words,
conjugated verbs, codes and illustrations would be ignored when awarding a
mark.
All paperwork was appropriately completed and signed.
Time
At 5.07 this test fell within the 4-6 minutes allowed.
Communication
This student fully addressed all the bullets in the task.
She fully developed all her answers very well, giving detail about her house
and bedroom as well as the activities that she does, did and will do. She also
gave a full description with lots of details of her ideal house.
She answered the unpredictable question with a verb as is required. This
question was not written on the task, but was announced by the teacher as
such. AQA ask that a note of the unpredictable question is sent to the
moderator with the task. The material following this was taken as 'extra
material' and contributed to her communication mark.
Most of the information she gave was factual but towards the end she gave
opinions about her garden and bedroom and some of the details of her ideal
house. A minimum of two opinions is required to access a mark higher than 2
for Communication – see the assessment criteria for 3-4 ‘opinions are
conveyed’.
This candidate was able to say exactly what she wanted to and was never
compromised by lack of language. A good confident performance.
Note: The conjugated verb mando appeared on the TPF and the utterance
would have been discounted if she had used it.
Score 10/10
Range and accuracy
She consistently used a wide range of topic appropriate vocabulary including
descriptors such as davanti a, accanto, in mezzo a. She also included the
idiomatic phrase quattro chiacchere.
She used a variety of structures including linking ideas with perché, anche,
che and modal verb structures such as posso prendere.
She was confident in her control of verbs and used the present tense: mi
piace guardare, the perfect: ho lavato i piatti, the future but not quite
correctly: verrò [for third person] and averà and the conditional lots of
times correctly: avrebbe. It was not faultless but it was confident.
She displayed a high level of accuracy and again, whilst certainly not faultless,
it was a very good performance.
She did very well in this test using a range of vocabulary and structure and
tenses. It did contain some errors but not enough to cause a problem. A
confident performance does not have to be faultless to score in the top band.
Score 10/10
Pronunciation and Intonation
Pronunciation and intonation were consistently good with very few errors.
Score 5/5
Interaction and Fluency
She answered promptly and spoke fluently at a good speed. She showed
initiative and when describing her ideal house, imagination too - tre piscine!
Score 5/5
Marks
Communication 10/10
Range and accuracy 10/10
Pronunciation and Intonation 5/5
Interaction and Fluency 5/5
PIECE OF WORK
3
The unpredictable task could be:
• What jobs/work experience do your friends do?
Notes for Teachers
Remember, at this point you will have to respond to something you have not yet prepared.
The dialogue will last between 4 and 6 minutes.
1. Do you have a part-time job at the moment? What do you do? When do you do it? How much do
you earn?
2. Do you like your job? Why?
3. Where did you go for your work experience?
4. Do you think that work experience is a good idea? Why?
5. What job do you want to do in the future? Why?
6. What are the advantages and disadvantages of your chosen career?
7. Is unemployment a problem for young people?
Your teacher will ask you the following:
You are going to have a conversation with your teacher about part-time jobs and work experience.
Task: Part-time jobs
Exemplar Task C – Work and Education
Speaking
*2015-16 TOLS candidate 3
Task: Part Time job
Time: 5.52
Teacher
Buongiorno Maria.
Student
Buongiorno.
Student
Sì
Teacher
Teacher
Student
Teacher
Student
Teacher
Student
Oggi voglio parlare del lavoro.
Hai un lavoro di ridotti ore?
Sì, ho un lavoro di ridotti … orario adesso. Lavoro nel un bar. È
chiamato ?? House.
Sì, e cosa fai lì?
Io servo le bevande…
Sì.
Student
Con clienti come birra, vino, sidro qualche volte il tè o caffè ma non
servono cibo.
Non cibo? Niente cibo?
Niente, no, forse panini.
Student
Ogni sabato sera dalle sette fino undici e mezzo.
Teacher
Teacher
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Student
Teacher
Student
Teacher
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Teacher
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Teacher
Student
Teacher
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Teacher
Panini solo. E quanto guadagni?
E quanto guadagni?
Non guadagno molto ma non sono lì solo per i soldi. Mi piace il lavoro e
di solito non esco il notte di sabato quindi preferisco di lavorare.
E fare i soldi!
Sì.
E ti piace il tuo lavoro allora?
Sì, mi piace perché mi piace le persone. Sono amichevoli. C’è una
buona atmosfera e qualche volte quando è traquillo - tranquillo… sì, mi
piace studiare …l’italiano.
Fai i compiti lì?
Sì! Io faccio i miei compiti.
Allora, hai mai fatto un’esperienza del lavoro?
No, non è necessario per me fare esperienza di lavoro perché è
qualcosa che ho fatto per un lungo tempo.
Sì.
Quindici anni.
Quindici anni.
Quindici anni.
Un lungo tempo.
Student
Un lungo tempo.
Student
Sì, è una buona idea per i giovani.
Teacher
Teacher
Student
Teacher
Student
Teacher
Student
Teacher
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Teacher
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Teacher
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Teacher
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Teacher
Pensi che è un buon’idea esperienze del lavoro?
Sì.
Perché possono provare lavori differente. Scelgono quello che per …
preferiscono per una carriera.
Sì, è molto importante provare forse prima. Che lavoro ti piacerebbe
fare nel futuro?
Nel futuro mi piace trovare più tempo per la mia arte
Ah sì? Sei un’artista allora?
Sì, spero che sarò un’artista migliore e io dipingerò di più.
E cosa pensi sono i vantaggi e gli svantaggi di essere un ‘artista?
Un vantaggio sarebbe che non ho bisogno di viaggiare per lavoro
perché posso lavorare da casa e anche mi … io trovo pitturare
piuttosto rilassante.
Sì.
Svantaggio sarebbe che qualche volta l’arte è difficile da vendere. Io
vendo la mia arte su Ebay. Così dipende dalla stagione, per esempio, a
Natale un dipinto può vendere per molti soldi poi primavera, in
primavera un dipinto può vendere per meno soldi, molto meno soldi.
Allora è un po’ difficile sapere….
Sì, molto.
Pensi che la disoccupazione è una problema per i giovani?
È una problema non solo per i giovani ma per tutto è importante
scegliere la giusta carriera perché più tardi nella vita è difficile
cambiare.
Molto difficile, sì. Allora, che lavoro fanno i tuoi amici?
Mmmm.. ho un amico, vive in Italia. Lui è un dentista. Anche ho un
altro amico anche in Italia in Milano, a Milano. Lui è un architetto.
Hai molti amici in Italia!
Only due. Solo due.
Grazie Maria.
*2015-16 TOLS candidate 3
Task: Part Time job
Time: 5.52
Preparation
This student did use a Task Planning Form. The teacher did give some
feedback via the form as is permitted but did not comment on the conjugated
verb. The student included a number of verbs but all correctly in the infinitive
form except for 'lavoro' which could have been a noun or a verb, but which
was used once as a verb. This utterance was discounted. She included the
maximum of 40 words allowed. Where a TPF is used the teacher must check
that it is as it should be. Any utterances containing ‘illegal’ material such as
extra words or conjugated verbs, codes or pictures would be ignored when
awarding a mark.
All paperwork was appropriately completed and signed.
Time
At 5.52 this test was within the 4-6 minutes required.
Communication
This student managed to present some information about each bullet even
though a number of them did not readily apply to her situation as an adult.
The format of the task meant that all parts of each bullet had to be
addressed in order to count. For example, if the first part of bullet one was
set out as the main bullet and the remaining elements as sub-bullets, it would
not have mattered if not all elements were completed.
In bullet 1 she gave an incorrect response when asked how much she earned.
When asked the same thing again, she did get it right but this second attempt
did not count. Bullet 3 was not successful as she did not answer the question
on the task. An adapted task would have suited her better as an adult.
With two failed bullets her maximum potential mark for communication was
limited to 8. See the Controlled Assessment Handbook for details of
limitations.
She developed every answer appropriately and in full. She gave detail and
description.
She answered an UPQ using a number of appropriate verbs. At least one verb
is required.
She expressed a number of opinions quite naturally, mi piace il lavoro…, sono
amichevoli …io trovo pitturare piuttosto rilassante. A minimum of 2 opinions is
required.
This student spoke well and the 9-10 band would have been considered.
However, she spoke without the confidence for a top band mark. Her general
performance was only just outside the top band but in any case, her
communication mark was already limited to 8 - see above - so a mark of 8 was
awarded.
Score 8/10
Range and accuracy
She was able to use all the vocabulary she needed to complete the task. She
knew particular words associated with her work both in the bar and as a
painter. Sometimes, however, an idea was confused, un dipinto può vendere,
non esco il notte di sabato.
She did use a range of simple structures and extended sentences with qualche
volta, perche, che, ma, anche. There were also a very few nice touches such
as, scelgono quello che … and non sono lì per i soldi, but language was mostly
simple.
She was comfortable in the present tense,non guadagno, mi piace studiare …
She used the past tense but not really appropriately in ho fatto per un lungo
tempo. She managed a future in sarò un'artista'and a conditional in
svantaggio sarebbe. Generally her use and control of verbs was sound but not
outstanding.
Her accuracy was good enough to always communicate but her grammar was
‘untidy’ in places and a little bit ‘English translated’.
This was a mixed performance within the 7-8 band were considered. With
elements of both, on a ‘best fit’ basis she was awarded 8.
Score 8/10
Pronunciation and Intonation
Pronunciation and accuracy were 'generally good' and caused no problem.
Score 4/5
Interaction and Fluency
She did respond readily with negligible hesitation. She extended answers in
some cases and showed some initiative, eg in the UPQ she could have just
mentioned one friend.
Score 4/5
Marks
Communication 8/10
Range and accuracy 8/10
Pronunciation and Intonation 4/5
Interaction and Fluency 4/5
Total: 24/30
PIECE OF WORK
4
2015-16 TOLS candidate 4
Task: My town
Time: 5.40
Teacher
Dove abiti e cosa c’è da fare?
Student
Teacher
Student
Teacher
Student
Teacher
Student
Teacher
Student
Teacher
Student
Teacher
Abito a Whalley Bridge da dieci anni. Whalley Bridge è una città che
si trova nel nord ovest dell’Inghilterra e c’è a due passi da
Manchester. Manchester è una citte industria città industriale e si
puoi fare molto sport. C’è una un passi … sci all’interno pista di sci
all’interno e se sei un tifo tifosso, puoi andare allo stadio.
E cosa fai normalmente quando vai in centro?
Quando vado a città, compro vestiti nel centro commerciale e andare
al cinema per vedere il film più rissenti. La settimana scorso [pron]
ho visto un film … poi andato a… ad ristorante italiano.
Bene, e quali sono, secondo te, gli aspetti positivi e negativi della tua
città?
Mia città è granda e offre tante divers opportuniti opportunità ma
allo steso tempo a due passi campagna da compagna.
Ok. E cosa suggerisci per migliorare la città?
Mmmm mi piacerebberei, piacerebbe vivere in questa?? … mmmm
introdurre delle tasse per … mmmm le fabrisce da automobilist
Sì, per gli automobiliste.
...liste
Ok. E dove ti piacerebbe abitare e perché?
Mi piacerebbe vivere in Italia perché è caldo e anche interessante
per la storia.
Sì, è vero. E adesso una domanda che non hai preparato, va bene?
Student
Mmm.
Student
….
Teacher
Teacher
Student
Teacher
Student
Teacher
Student
Teacher
Nel futuro, hai intenzione di abitare in Italia?
Intendi abitare in Italia?
Abitare perché è …
Dove di preciso abiterai in Italia? A Roma? A Venezia?
Mi piacerebbe in Italia perché è bene per andare vacanza con la
famiglia?
Con la famiglia, è vero. E ti piacerebbe abitare in montagna?
Sì, mi piacerebberei abitare in montagna perché è interessante.
Ok grazie, end of test
2015-16 TOLS candidate 4
Task: My town
Time: 5.40
Preparation
This student did use a Task Planning Form and the teacher did give some
feedback via the form as is permitted telling him to obliterate conjugated
verbs. He did scribble over some but a number were still discernible on the
original form which the moderator was sent [less so on the copied version] and
most problematically he did not attempt to obliterate the terribly common è.
All utterances containing these verbs were not assessed. The student also
included a number of verbs correctly in the infinitive form. He included 37
words, less than the maximum of 40 and no visuals or codes etc which are not
allowed. Where a TPF is used the teacher must check that it is as it should
be. Any utterances containing ‘illegal’ material such as extra words or
conjugated verbs, as here, are to be ignored when awarding a mark.
All paperwork was appropriately completed and signed.
Time
At 5.54 this test was within the 4-6 minutes required.
Communication
It was difficult to assess the phrases not containing 'è', but it would seem
that only bullet one was answered completely, because of ‘illegal’ material on
the TPF. He did not appropriately answer the UPQ . This meant that of the 6
bullets, only 1 counted and this limited his maximum potential score to 5. See
the Controlled Assessment Handbook for limitations. In fact this was not an
issue for him as he did not reach that level.
He attempted some developments but again ‘illegal material’ meant that many
utterances were discounted.
The UPQ was not included with the task but is introduced as such on the
recording. However, it did not score as he failed to answer the initial
unpredictable question Hai intenzione di abitare in Italia? Any questions
answered after that were considered as extra information.
If the illegal material is ignored, no opinions can be counted. This limited his
maximum mark to 2.
Score 2/10
Range and accuracy
Vocabulary was basic and rather repetitive. There were some better bits, 'a
due passi, sci all’interno, allo stesso tempo' but it was mostly pedestrian.
The range of structures used was very basic but the first utterance was
better, se sei un tifo tifosso, *** andare allo stadio.
He managed a few verbs in the present tense abito, si trova. The conditional
he used, mi piacerebbe, was discounted. He did not manage any other tenses.
This limited his maximum potential mark in this category to 6, but he was
already limited to 4 by his communication mark – and this was not an issue for
him as he did not reach that standard.
His level of accuracy was generally poor with a few better pre-learned
phrases.
Taking the performance as a whole it fell into the 3-4 category but nearer to
1-2 than 5-6. He was awarded a mark of 3.
Score 3/10
Pronunciation and Intonation
Pronunciation and Intonation were reasonable and did not cause a problem
despite some inconsistency. However, this was limited to 2 because of the
Communication mark.
Score 2/5
Interaction and Fluency
He tried to reply readily but was hampered by lack of language. Because of
the excluded sections his fluency was impeded.
Score 2/5
Marks
Communication 2/10
Range and accuracy 3/10
Pronunciation and Intonation 2/5
Interaction and Fluency 2/5
Total: 9/30
PIECE OF WORK
5
NO TPF WAS
USED FOR THIS
TASK
2015-16 TOLS Candidate 5
Task: A conversation about your home
Time: 3.50 from*
Teacher
Buongiorno, come stai?
Student
Sto bene.
Student
AbIto in campagna in un villaggio. Il mio villaggio si chiama ?? AbIto
con la mia famigh-lia. Secondo mi, il mio villaggio è bella perché
tranquillo. Normalmente in estate fa calde, così gioco a calcio, faccio
lo shopping con mia sorella. Mi piace molto inverno? perché ogni anno
di pasi di neve ??? cose insolite con amici.
Teacher
Teacher
Student
Teacher
Student
Teacher
Student
Teacher
Student
Teacher
Student
Teacher
Student
Fantastico. Oggi parliamo un po’ della tua casa. * per cominciare, dove
abiti?
È interessante il tuo villaggio. Com’è la tua casa?
AbIto un dieca?? abbastanza grande casa. Amo abitAci perché
spasiosa. Quello che mi piace di più in casa mi è la mia camEra perché
è inormi. Nella mia camEra da letto, un letto castello e un altro letto
perché condivido la camEra e due sorelli. Il giorno coltiamo la frutta,
è squisita.
E con cui abiti?
AbIto in con il mia madre, mio padre e mio quatore sorelli. AbIta
anche due cani. Mia madre è bassa con i capelli castani e ghli occhi
castani. Mio padre è basso con i capelli neri e gli occhi verdi. Di solIto
vado d’accordo con i miei genitore perché è divertente e generosso.
Mmmm ok.
Qualche volte vado d’accordo con i mie sorelle perché litighiamo
sempre. Mio padre lavora negosio per .. con mia madre.
Passi molto tempo a casa tua?
Passo molto tempo a casa perché è divertente. Di solIto, di solIto
castello trascorre tempo il giorno ascoltato la musica. Ogni sera
mangio con la mia famigh-lia.
E cosa fai per aiutare a casa Emily?
Ogni tanto portare a casa ?? lavastoviglie e passo l’aspirarolvere. Non
mi piace perché e nosIo. Ogni weekend faccio babysitter per mia
sorella perché mia madre lavora negosio. Mi piace perché è
divertente ma chalche volte preferische uschire con i mi amici. Ieri
ho pulito banno perché era troppo sporco.
Ok, parli un po’ del weekend scorso. Cos’hai fatto a casa?
Il weekend scorso [pron] era buono ma avvolte nosIo. Il sabAto ho
Teacher
Student
Teacher
Student
Teacher
pulito la mia camEra perché ??? stato faticoso. La domenica mattina
ho fatto i miei compiti. E stato molto nosIo.
E adesso il fUturo, dove abiterai in fUturo?
In fUturo vorrei vivare a Roma perché è la città è bella. La mia casa
da sog-no avere un cinema, una pischina. Invertire tutti i miei amici e
faremo una festa ogni giorno. Se vinssessi alla lottEria alla lottEria
restare a New York poiché incredibAle.
Ok, per finire, preferisci tu la città o la campagna?
Preferische alla campagna perché è molto piccOlo.
OK. Grazie Emily.
2015-16 TOLS candidate 5
Task: A conversation about your home
Time: 3.50 from*
Preparation
As this student did not use an [optional] Task Preparation Sheet, the teacher
and moderator were unable to check its content. When one is used, teachers
should count the number of words – forty maximum allowed – and check for
conjugated verbs which are not allowed and which should be completely
obliterated.
Other paperwork was appropriately completed and signed.
Time
At 3.50 this test was slight shorter than the minimum 4 minutes required.
This would have limited her maximum potential mark for communication to 9
but this was not an issue for her as she did not reach that standard.
Communication
She managed to present quite a lot of information about every bullet point
and only the UPQ did not score – see below. This would have limited her
maximum potential mark to 9 but again, this was not an issue for her.
Sometimes inaccuracy and ‘approximate’ language obscured meaning, ho pulito
banno.
She did develop every point very well and with great enthusiasm. She gave a
lot of description and detail. Not all was readily understandable but plenty of
information was communicated.
She answered the UPQ but as the verb she used was inappropriately formed,
preferische to mean I prefer - it did not score – see above.
She gave lots of opinions, including, il mio villaggio è bella e tranquillo and
perché è divertente e generosso.
In general this was a vigorous performance in which she gave lots of
information most but not all of which communicated. Her performance was in
the 7-8 band but nearer to Sufficient than Very Good so 7 was awarded.
Score 7/10
Range and accuracy
She used a lot of topic appropriate words but mostly simple vocabulary –
descriptions of people and places. She did include a few more interesting
words, eg: un letto castello, la mia casa da sog-no. However, some attempts
failed due to poor pronunciation and grammar.
The range of structures was limited and most sentences were very simple.
The exception was her attempt at se vincessi alla lotteria ……. She managed
connectives, mainly, perche and some nice phrases such as secondo mi and
ogni tanto. Some phrases failed due to inaccuracy.
She managed some correct verbs in the present tense, condivido la camera,
and past tenses, era buono… ho fatto i compiti. She also had a good attempt
at a conditional phrase in vorrei vivare. However, there were very many verbs
which did not communicate well, preferischi uschire.
Her level of accuracy was low and language very ‘raggy’.
Her performance was in the 5-6 band and she was awarded 5 because of the
level of accuracy.
Score 5/10
Pronunciation and Intonation
Her pronunciation let her down and the intonation and stress was very unItalian. It sounded as if she had learned a script and was recalling it not quite
accurately.
However, some was understandable – just! Scores of 2 and 3 were considered
and 2 was awarded.
Score 2/5
Interaction and Fluency
She certainly responded readily and enthusiastically and at a good speed. She
extended answers well beyond the minimum.
Score 4/5
Marks
Communication 7/10
Range and accuracy 5/10
Pronunciation and Intonation 2/5
Interaction and Fluency 4/5
Total: 18/30