Υποέργο 4: Επιμόρφωση και συγκρότηση σώματος επιλεγμένων αξιολογητών Αγγλικής ΥΠΟΥΡΓΕΙΟ ΕΘΝΙΚΗΣ ΠΑΙΔΕΙΑΣ ΚΑΙ ΘΡΗΣΚΕΥΜΑΤΩΝ ΔΙΕΥΘΥΝΣΗ ΠΙΣΤΟΠΟΙΗΣΗΣ ΤΗΣ ΓΝΩΣΗΣ ΞΕΝΩΝ ΓΛΩΣΣΩΝ ΚΡΑΤΙΚΟ ΠΙΣΤΟΠΟΙΗΤΙΚΟ ΓΛΩΣΣΟΜΑΘΕΙΑΣ STATE CERTIFICATE OF LANGUAGE PROFICIENCY MINISTRY OF NATIONAL EDUCATION AND RELIGIOUS AFFAIRS DIRECTORATE FOR THE CERTIFICATION OF LANGUAGE COMPETENCE NOVEMBER 2008 ΤΟ ΕΡΓΟ ΣΥΓΧΡΗΜΑΤΟΔΟΤΕΙΤΑΙ ΑΠΟ ΤΟ ΕΥΡΩΠΑΪΚΟ ΚΟΙΝΩΝΙΚΟ ΤΑΜΕΙΟ ΚΑΙ ΑΠΟ ΕΘΝΙΚΟΥΣ ΠΟΡΟΥΣ
ΒΑΘΜΟΛΟΓΙΚΟ ΚΈΝΤΡΟ ΑΘΗΝΑΣ (Β.Κ.Α.) Ανδρέας Παπανδρέου 37, 151 80 Μαρούσι Τηλέφωνο: 210 3443823 Δραστηριότητες του Β.Κ.Α. Η συγκέντρωση και ταξινόμηση των γραπτών Αγγλικής, Γερμανικής και Ισπανικής H βαθμολόγηση των γραπτών Αγγλικής, Γερμανικής και Ισπανικής επιπέδου Β1, Β2 και Γ1: Η βαθμολόγηση των κειμένων του τετραδίου (Ενότητα 2 της εξέτασης) Η βαθμολόγηση των ανοικτών απαντήσεων σε φυλλάδια της Ενότητας 1 και της Ενότητας 3 της εξέτασης. Η διενέργεια επιστημονικών συναντήσεων των επιστημονικά υπευθύνων των γλωσσών με τους συντονιστές του έργου της βαθμολόγησης Η διενέργεια σεμιναρίων από τους επιστημονικά υπεύθυνους των γλωσσών με τους βαθμολογητές Η βαθμολόγηση των κλειστών απαντήσεων των εξετάσεων όλων των γλωσσών του ΚΠΓ, μέσω του OMR. Στελέχωση του Β.Κ.Α. Επιτροπή του Βαθμολογικού Κέντρου (Ε.Β.Κ.) Πρόεδρος Γραμματέας Αικατερίνη Κιγιτσιόγλου-Βλάχου Ειρήνη Γεωργούλα Προετοιμασία και υλοποίηση του έργου για τη βαθμολόγηση των γραπτών Αγγλικής Επιστημονικές υπεύθυνες έργου: Γενική Συντονίστριες: Ειδικοί/ες συντονιστές/τριες: Μέντορες νέων βαθμολογητών: Βοηθοί ερευνητικού έργου: Βασιλική Δενδρινού Ευδοκία Καραβά Χριστίνα Αγιακλή Αμαλία Μπαλούρδη Παρασκευή Μουστακίδου Διαμαντούλα Κόρδα Έλλη Μαρμαρά Σούζαν Μουτσουρούφη Πωλ Μπουνιώλ Σοφία Παναγή Μαρία Χαρίτου Ανδριάννα Αγγελή Ελένη Καράλη Σταυρούλα Κουτσογιάννη Αγγελική Κρέπση Αντιγόνη Μπρατσόλη Κωνσταντίνα Μουχτή Βάσω Οικονομίδου Βασιλική Σιούτη Μαργαρίτα Λεοντή Μαρία Σταθοπούλου 2/ KPG Script Rater Guide
TABLE OF CONTENTS 0. Foreword.... 05 1. Marking short answers of B1, B2 and C1 level test papers of Module 1 & 3... 07 2. Marking B1 level scripts... 13 3. Marking B2 level scripts... 22 4. Marking C1 level scripts... 33 APPENDIX: Rating grids for B1, B2 and C1 level... 46 ANNEX: Χρήσιμες πληροφορίες και οδηγίες για βαθμολογητές... 49 3/ KPG Script Rater Guide
ΤΟ ΠΑΡΟΝ ΕΝΤΥΠΟ ΔΙΑΝΕΜΕΤΑΙ ΔΩΡΕΑΝ 4/ KPG Script Rater Guide
FOREWORD The view of language that the KPG examination battery and, in particular, the test papers in English adhere to is that language is a social phenomenon and that to use language for a variety of purposes means to take part in social practices. The approach used in designing, evaluating and assessing writing activities and tasks is genre-based. The underlying assumption of a genre-based approach is that people do not simply write expressing their ideas, but they produce texts which conform to different social rules, depending on a variety of contextual factors such as what the writer wants to say, who it is that is writing, to whom s/he is writing, what the purpose of the text being produced is and in what discourse environment the text to be produced is to appear. The rules are institutionally bound and determine what kind of language (lexicogrammar) is appropriate in each instance and how language is organized into text. In other words, a genre-based approach brings together language, content and context, and focuses on the ways words and structures are used to make coherent and socially meaningful texts. A key concept here is genres, defined as particular categories of texts with relatively stable structural forms (e.g. particular beginnings, middles and ends) and with well-established names which encode the functions, purposes and meanings of various social occasions of a particular culture (e.g. news report, letter, interview, promotional leaflet, novel, office memo, political speech, editorial, etc.). The genre-based approach to writing assessment aims at identifying whether candidates are in the position to reproduce in their text the main conventions of a specific genre. To be in a position to achieve this, candidates for the writing text papers in the English exams need to activate their social and school literacies and their familiarity with the specific genre. This implies that they should have a language awareness which will inform their selections of the textual and lexicogrammatical features they are going to use. In addition to genre conventions, candidates increasingly need to respond to the conventions of a specific register, since genres are realized through specific registers. Registers are language variations which determine what kind of language is used, at the levels of vocabulary and syntax, and they are closely related to the context of situation. Registers vary along three main parameters: the first relates to what candidates are asked to do in the writing activity, the content of what is to be said; the second parameter relates to status and role relationships between the candidate-writer and the reader; and the third parameter relates to the purpose of communication (e.g. to explain, to promote, to persuade, to control) and the channel of communication (whether, for instance, the actual writing output is a written text to be read, a written text to be spoken out, etc). In fact, register relates to those contextual features which determine what type of language is used in a text. Such contextual features which refer to who writes what to whom and for what purpose are always explicitly described in the rubrics of the writing activities. In order to perform a writing task, candidates are asked to assume a specific role and address specific readers conveying specific meaning through a particular type of text (genre). The aims of the writing activity then are to identify the degree to which candidates can use English in a socially meaningful way; can effectively and appropriately address in writing a variety of different audiences (individuals, groups, organizations, a broader reading public); and can effectively use the conventions of the required genre, register and style in order to achieve the predefined communicative purpose. The view of language discussed above is also reflected in the evaluation criteria of the writing test paper. The first criterion is directly related to contextual features, i.e., the communicative purpose of the produced text, its appropriateness in terms of genre, register and style. The second evaluation criterion is related to text grammar (text organization, coherence and cohesion), and the third with sentence grammar and lexical features. Moving from the first towards the third criterion, evaluation focuses on whether a candidate has managed to convey a socially meaningful message. The errors that do not 5/ KPG Script Rater Guide
interfere with intended meaning are sometimes disregarded particularly at B1 and B2 level and generally speaking, the starting point of evaluation is what the candidate has accomplished rather than what s/he has done wrong. The genre-based approach on which the writing paper is based determines writing task design. Unlike the writing activities in those examination batteries that include topics of general interest and focus tasks (such as writing an essay, a summary or a description), the writing paper in the KPG examinations: draws on real-life communication situations which are of interest to Greek speakers of English involves candidates in the production of a variety of genres provides a genre and register model at B1 and B2 level to activate candidates social awareness provides reading input in English at C1 level so that writing is an interactive process involves candidates in a mediation activity which requires from them to relay information from a Greek text into English, sensitizing them to the cultural role of language, provides adequate contextual information of the social situation and require from candidates to reflect upon the context. Overall, the KPG candidate taking the exams in English is expected to be an informed social subject, who interacts with the world around him/her, and who has been exposed in his/her everyday life and through his/her formal (first and foreign) language education to a variety of text types which s/he can actively analyze, reconstruct and reflect upon, when required. 6/ KPG Script Rater Guide
1. Marking short answers What are short answers? Modules 1 and 3, that is the reading and listening comprehension papers of the exam contain choice and short answer items. Choice items, such as multiple-choice, multiple matching, true or false, find the correct order, etc., involve the candidate in a process whereby s/he has to select the correct response among two, three or more choices (A-B, A, B, or C, A-H, etc.). These are all objective type items in the sense that there is only one correct answer and as such they can easily be marked mechanically, with the help of an OMR. The last 5-10 items of these papers are also objective type items, but they do not involve selection. Candidates have to think of the response by themselves and write down the word or words. However, these items are not open ended either. They are objective items in the sense that there is either only one possible answer or a limited number. We call these expandable (short answer) items and they are marked not by machine but by the evaluators the people who have been trained to rate scripts. How expandable are these items? This is not always possible to determine, as they are often communicative type items and communication itself is unpredictable. In order to construct the key provided to evaluators, the English team does not merely rely on their own judgment. It examines the responses of a significant sample of candidates. That is, a team of 15-20 experts examine a random sample of 100 short answers on each test paper by actual candidates and then finalizes the key to the short answers. How are short answers marked? As already mentioned short answer items are marked by hand rather than by machine on the basis of a key constructed by the team of experts. In case the evaluator comes across an answer that s/he thinks may be correct and appropriate an answer not included in the key, s/he does not decide on his/her own. S/he first discusses it with his/her group coordinator, who acts in the capacity of a judge. If this unforeseen response is worth considering, the English team experts are consulted. The final decision is announced, recorded and announced on the bulletin board of the Centre so that evaluators who were not present when this decision was taken can see it. Frequently Asked Questions 1. Are short answers with spelling mistakes considered wrong? No, not if the answer is fully intelligible, since these are items in a reading or a listening comprehension test. They are intended to measure the candidates comprehension rather than their production performance. Therefore, if level candidates response shows that they have understood the text in question and produced an semantically and pragmatically correct answer, the items is counted as correct. 2. Which responses are counted as wrong? Those which are grammatically correct but do not show that the respondent had understood the text in question. Those which contain semantic, morphological and/or grammatical errors that distort the intended message. Those which require a specific number of words (one, two, three, etc.) and the candidate provides fewer or more words than s/he is supposed to. The response in such cases is penalized even if it is correct and appropriate. Those responses which require a two or three word response and the candidate s answer is only partially correct. Those responses which require that candidates put jumbled words in the correct order, and they do not succeed. 7/ KPG Script Rater Guide
B1 LEVEL ENGLISH EXAM At B1 level, expectations regarding discourse production are less demanding than expectations regarding discourse comprehension particularly in comparison to B2 and C1 levels. This means that, in certain cases (see the comments boxes in the ANSWER KEYS), if the answer provided shows that the candidate has fully understood the spoken or written text, we accept it even if it is not fully appropriate, semantically and/or grammatically correct. ACTIVITY 6 MODULE 1 Step 3: The words in Column A are from the text about meteors. Change them so they complete sentences 41-45 in Column B. COLUMN A COLUMN B weigh 41. He has a ڇڇڇڇڇڇڇڇڇ problem. He needs to lose several kilos. followed 42. Ghandi was a great and compassionate leader. That s why he had many ڇڇڇڇڇڇڇڇڇ survive 43. Reports say there were no ڇڇڇڇڇڇڇڇڇ after the airplane crash. travel 44. ڇڇڇڇڇڇڇڇڇ are advised to carry their passports with them at all times. fly 45. Our ڇڇڇڇڇڇڇڇڇ to El. Venizelos Airport leaves at 10.30 am. ANSWER KEY (The responses are not expandable.) 41. WEIGHT 42. FOLLOWERS 43. SURVIVORS 44. TRAVELLERS 45. FLIGHT ACTIVITY 7 Fill in the gaps in items 46-50 with ONE word or phrase so that each rule makes sense. 46. 47. 1000 dollars fine for littering NO GARBAGE. Please ڇڇڇڇڇڇڇڇڇ in Please ڇڇڇڇڇڇڇڇڇ all litter line and wait for in the bin. your turn. 48. 49. NO PARKING parked ڇڇڇڇڇڇڇڇڇ here will be removed. Do not ڇڇڇڇڇڇڇڇڇ bags lying around. All suspicious bags will be removed and destroyed. 50. Sorry. We are closed. :ڇڇڇڇڇڇڇڇڇ Opening 9:00 am 2:00 pm 5:00 pm 8:00 pm 8/ KPG Script Rater Guide
ANSWER KEY (Expandable) 46. THROW/ PUT 47. STAND/ STAY/KEEP/GET 48. VEHICLES/ CARS/ MOTORBIKES 49. LEAVE (YOUR) 50. HOURS/TIMES ACTIVITY 4 MODULE 3 Listen and write down where each speaker (16-20) is. Tapescript 16. - Good afternoon sir, where are you flying to today? - I m going to Budapest - Budapest. Can I have your tickets and passport please? - Sure. Is there a delay on the flight today? - No we re leaving right on time. Would you like a window or an aisle seat? - Window. - Here you go. Have a nice flight! - Thanks! 17. - Yes I am here to see the Picasso paintings ahh.. which floor are they on? - I m sorry sir our Picasso exhibit is closed today. - Oh! ahhh when do you open? - Umm. Let me check that for you. We ll be open in two weeks time. - In two weeks ok.. thank you very much. - Hope to see you then. 18. - So, what are the results of my x-ray? - Well, I am afraid Ms. Smith that you fractured your leg and you are going to have to have this in plaster for about a month. - Oh that s why it s been hurting so much. - Absolutely! 19. - All right everybody turn to page 14 and let s begin with exercise A. - Ah Ms. Did you say page 40 or 14? - um page 14 - ok... 20. - Ok we have five minutes before the movie starts do you want to get some pop corn? ANSWER KEY (Expandable) 16. (AT THE) AIRPORT/ CHECK IN 17. ART GALLERY/ ART EXHIBITION/ MUSEUM/ GALLERY 18. (AT THE) DOCTOR S/ DOCTOR S OFFICE/ CLINIC/ HOSPITAL 19. SCHOOL/ CLASSROOM 20. (AT THE) CINEMA/ MOVIE THEATRE/ MOVIES 9/ KPG Script Rater Guide
ACTIVITY 6 B2 LEVEL ENGLISH EXAM MODULE 1 Step 3: The words in Column A (41-45) appear in the text. Change them so that they are in the right form for the sentences in Column B. COLUMN A WORDS FROM TEXT COLUMN B STATEMENTS month 41. The company also produces a newsletter. find 42. All of the from our research will be made public. free 43. We believe that is more important that wealth or status. useful 44. If the batteries run out, a pocket PC is completely. visit 45. We had a mysterious last night a man who said he d been my father s friend in the army. ANSWER KEY 41. MONTHLY 42. FINDINGS 43. FREEDOM 44. USELESS 45. VISITOR ACTIVITY 7 Complete the word puzzle by filling in gaps 46-50. All the words are connected with health. The first one has been done as an example. Word puzzle Word puzzle Word puzzle Word puzzle Word puzzle Word After the accident, he was rushed to hospital. Make sure you take the three times a day after meals. He s funny about taking any kind of pills. He avoids it even if he s in a great deal of EX. H O S P I T A L 46. E 47. A Tuberculosis is a disease of the 48. L Fruit and vegetables are an important part of a healthy. You'll a cold if you go out in the rain without a coat. 49. T 50. H ANSWER KEY 46. MEDICINE 47. PAIN 48. LUNGS 49. DIET 50. CATCH 10/ KPG Script Rater Guide
ACTIVITY 4 MODULE 3 Read questions 16-20. Listen and answer the questions in Column B. 16. What s the speaker s profession? 17. What s the speaker looking for? 18. Who s the speaker talking about? 19. What s the speaker referring to? 20. What sort of surprise is the speaker talking about? Tapescript 16. Now, Mrs Jones let me take a look at your leg. Is the pain getting any better? 17. Let me think. Where did I put them? I must have had them when I left the house because I remember locking the door. 18. I m so glad we decided to get one. I know he s not very well trained yet. He does jump up on everybody who comes along and the neighbours really don t enjoy the barking but he s really part of the family. 19. Well, my dad gave it to me for my birthday. It s really beautiful, but it s the wrong size. I can t get it on my finger! 20. It s going to be a surprise. I ve invited all his friends and I ve organised food and everything. I can t wait to see his face when he sees everyone! ANSWER ΚΕΥ 16. HE S A DOCTOR 17. HIS KEYS 18. THEIR DOG/ NEIGHBOUR 19. A RING/A GIFT/A PRESENT 20. A (SURPRISE) PARTY ACTIVITY 5 C1 LEVEL ENGLISH EXAM MODULE 1 Step 5: Fill in the gaps in Column Β (items 51-55) with words that have approximately the same meaning as those with a strikethrough in Column A, as in the example. COLUMN A Emmeline Pankhurst topped the polls among Observer and Daily Mirror readers as the woman of the twentieth century. Most historians have presented her in a negative manner. Sylvia had often been at odds with the views of her mother Emmeline Goulden married Dr. Richard Pankhurst When Richard died the following year, Emmeline temporarily lost interest in politics. The plight of the poor women she encountered stirred her. COLUMN B Emmeline Pankhurst came top in the polls 0. among Observer and Daily Mirror readers as the woman of the twentieth century. 51. The historians have presented her in a negative manner. 52. Sylvia had often the views of her mother 53. Emmeline Goulden Dr. Richard Pankhurst. When Richard died the following year, 54. Emmeline,, lost interest in politics. 55. The plight of the poor women she stirred her. 11/ KPG Script Rater Guide
ANSWER KEY 51. THE MAJORITY OF 52. DISAGREED WITH/ ARGUED AGAINST/OBJECTED TO/NOT SUPPORTED/BEEN AGAINST 53. WAS MARRIED TO/EXCHANGED VOWS WITH/GOT MARRIED TO 54. FOR A WHILE/FOR SOME TIME/FOR A PERIOD 55. GOT TO KNOW/WAS DEALING WITH ACTIVITY 6 Solve the quiz. For items 56-60, put the jumbled words in Column Β in the correct order, so as to complete the utterance in Column A meaningfully, as in the example. Column A 0. Notice in bar It is an offence for any person under the age of 18 to buy or attempt to buy liquor. 56. Travel leaflet Avoid taking food such as icecream, warmed up meat or cold drinks from street vendors. 57. Advert for medicine Panawonder's soothing action works, lift that weary feeling and set you up again. 58. Weather forecast it will be or drizzle; maximum temperatures will be 8 degrees centigrade. 59. Parliamentary report The Minister said that the government believed fox hunting to be cruel because of the. 60. Book of records The greatest number of Olympic gold medals won is nine by Mark Spitz, and all world records. Column B under - age- any - the - 18 - person -of or - markets - eating- in - open -food to - and - clear - aches - gently -pains cloudy - rain - occasional - rather -with infliction - suffering -of - unnecessary performances - but - were - of - these - one ANSWER KEY 56. EATING IN OPEN FOOD MARKETS/ EATING FOOD IN OPEN MARKETS 57. TO GENTLY CLEAR ACHES AND PAINS/ TO CLEAR ACHES AND PAINS GENTLY/ TO CLEAR GENTLY ACHES AND PAINS 58. RATHER CLOUDY WITH OCCASIONAL RAIN 59. UNNECESSARY INFLICTION OF SUFFERING/ INFLICTION OF UNNECESSARY SUFFERING 60. PERFORMANCES BUT ONE OF THESE WERE/ THESE BUT ONE WERE PERFORMANCES OF/ OF THESE PERFORMANCES BUT ONE WERE/ BUT ONE OF THESE PERFORMANCES WERE 12/ KPG Script Rater Guide
MODULE 3 ACTIVITY 4 Listen to people reading aloud and say what type of book you believe they re reading from (e.g., a book on engineering, a geography book, etc.). 21. So you are doing the Mongols at school.. umm.. Let s have a look at what it says here. Emm.. ok... In 1206 the Mongols allied themselves with other similar Turkish groups to form the most vital force in the world. Under Genghis Khan, which means Prince of all that lies between the oceans, they ravaged Peking in 1215 before turning west and conquering Persia, Armenia, Northern India, and Southern Russia. 22. Bevel? Ahh I don t know Let me look it up. Alright a bevel ok... it says here a bevel is an instrument used by mechanics for drawing angles and in fixing surfaces at an angle. Ahh.. It consists of two limbs joined together, the stock and the blade, movable on a pivot at the joint, and adjustable so as to include any angle between it and the stock. 23. So here s how it begins the old midwife swung her legs over the side of the bed and rubbed her eyes with the heals of her palms. A cruel and implacable light had already invaded the house stamping a brilliant rectangle upon the floor with the door stood open. She moved her feet a little to one side, so that the sun would not scold them. 24. Irrational numbers? Ohh.. I m not quite sure let me see what it says here hold on... alright to get a better idea of what irrational numbers like, let s first examine rational numbers in decimal form (often called decimal fractions). To convert a decimal number to its decimal form, we divide the numerator by the denominator. However, converting from the decimal form. 25. Ok so far so good listen to what it says here umm. Garnish the serving plate with sliced cucumbers. Drizzle a teaspoon of the truffle oil and a teaspoon of both salt and vinegar over the cucumbers. Place the tartar in a small cyclinder in the center of the plate. Top the tartar with a dollop of sour cream and a small teaspoon of caviar. Serve with slices of toast. ANSWER KEY 21. HISTORY BOOK 22. DICTIONARY/ ENCYCLOPEDIA 23. NOVEL/ SHORT STORY/FAIRY TALE 24. MATHEMATICS (BOOK) 25. COOKERY BOOK/COOK BOOK/A BOOK WITH RECIPES 2. Marking B1 level scripts PURPOSE OF THE WRITING AND MEDIATION TEST The purpose of the Module 2 test is to assess the B1 level candidates written performance in English and their ability to function as mediators. In particular, it aims at determining whether candidates: Can write straightforward, connected texts on a range of familiar subjects within their field of interest, by linking a series of shorter discrete elements into a linear sequence (CEFR, p. 62) in order to address individuals, groups, or a broad reading public, using English in a socially meaningful way in order, for example, to report or describe events and people, give accounts of experiences, narrate stories, summarize or report factual information, etc. (see B1 level illustrative descriptors below) and relay information from a Greek text into English, without serious errors that interfere with intelligibility. In order to compose a text of a particular text type, candidates are expected to use their social knowledge and experiences, their language awareness and reading skills in Greek. An important part of the exam, the Module 2 test counts for 30% of the total (100 exam points) and, in order for candidates to pass it, they must achieve at least 30% of the possible maximum score (i.e., 9 out of 30 for both texts). Candidates who do not sit for the written component automatically fail the exam. 13/ KPG Script Rater Guide
EVALUATION CRITERIA 1. CONTENT/TOPIC, TEXT TYPE (GENRE), COMMUNICATIVE PURPOSE, REGISTER AND STYLE Candidates are expected to develop the topic required in Activity 1 and 2, and produce texts: of a particular text type (genre), such as a report, e-mail, personal note, article, etc. for a particular communicative purpose, such as to make a report, to describe something or someone, state a problem, or narrate a personal experience. the register of which is more or less appropriate for the context of situation. For Activity 2, candidates are also expected to use SOME of the information in a Greek text which serves as a prompt for production in English. 2. TEXT GRAMMAR Candidates are expected to produce texts, which: are organized in a way which is suitable for the text type they are producing are coherent (i.e., sentences/utterances and parts of the text must follow a logical sequence) make use of simple but appropriate cohesive devices within and across sentences use punctuation that makes the text intelligible. 3. SENTENCE GRAMMAR AND LEXICAL FEATURES Candidates are expected to produce texts, in which: the words used express intended meaning, conform to the basic morphological rules of the English language and their spelling does not prevent intelligibility. The sentences in the text respond to the basic rules of the grammar and syntax of standard varieties of English. (Are articles, verbs and tenses, prepositions, pronouns used correctly? Is S+V connected?) ILLUSTRATIVE DESCRIPTORS FOR WRITING AND MEDIATION Candidates must be able to: 10. Write short texts (such as personal letters, electronic messages and notes) that supply or request information on everyday events 11. Describe in personal letters or messages to friends and acquaintances, experiences, impressions, plans, ambitions, intentions, feelings, etc. 12. Write an informal letter or e-mail to a friend, acquaintance or relation concerning a problem or a personal situation 13. Convey the main points of a familiar event or situation 14. Write about the content/ plot of a book or film to a friend or acquaintance 15. Give and justify opinion on a familiar topic 16. Write a straight-forward report (for example, to the head of a school), pinpointing the main points of the case 17. Provide personal information in the form of brief biographical notes, personal letters, etc. 18. Compose a text in English which summarises, explains or relays part of the information that is in a Greek text 19. Relay in English the general or specific information from one or more short Greek texts on issues such as the weather, transport timetables, menus, office and working hours, shop opening hours and public notices, etc. THE PROFILE DESCRIPTORS OF B1-LEVEL SCRIPTS Candidates who pass the B1 level English exam can produce a socially meaningful script, according to the task rubrics in Activity 1. What are the characteristics of a successful B1 script? To produce a script which is like the model text in terms of genre, register and style of writing. At least partial achievement of the communicative purpose as stated in the rubrics. Coherence of text containing ideas which are presented in some kind of logical order. 14/ KPG Script Rater Guide
Use of cohesion devices which make sense even if they are not always the most appropriate and the same ones are repeatedly used. Use of words that make sense in the context in which they are used to form a socially meaningful message. Lexical repetition is expected given the candidate s limited range of vocabulary. Occasional (and) minor grammar, vocabulary and spelling errors should not prevent intelligibility of the text locally or as a whole. The text generally conforms to the basic rules of the formal grammar and syntax of English. The points above are also valid for Activity 2, which requires mediation from Greek into English. In this case, however, the text must contain information relayed in English from a Greek text. The amount of information relayed depends on the task. Of course, because candidates have often not been trained to mediate, they frequently resort to translation, plus there may be relatively heavy L1 interference in the script. In marking a B1 level script, either for Activity 1 or for Activity 2, our starting point is what the candidate has accomplished rather than what s/he has not or what s/he has done wrong. Particularly as concerns grammar, vocabulary and spelling errors which are often considered a very serious offence in ELT, especially if they violate rules of formal grammar, their gravity should be assessed in the light of whether or not the text conveys a socially meaningful message, despite the language errors it may contain. The Marking Grid which you are asked to follow helps you to start by considering all the basic evaluation criteria in an impressionistic sense, then as you consider the text more carefully move on to finer points of assessment. ACTIVITY 1 Imagine you are Antonis or Antonia Michael and that you want to take a summer course in Acting at an English College. Along with your application, send a personal statement (about 100 words) explaining why you want to attend this course. (Use the statement below as a model, but use your own ideas and information). Do NOT use your real name. Personal Statement The main reason why I want to take this course is because I m thinking of studying Architecture later. I ve always wanted to become an Architect like my mother. Whenever I have free time, I go to her office and help out in any way I can. I have always found architecture fascinating. Designing the places where people live is a really important way of making people s lives better. This course will combine my interest in Architecture and my love of History. I love everything about the ancient world about history and prehistory! I hope I will be accepted to attend this course during the summer months at your University. It will be a great experience for me. 15/ KPG Script Rater Guide
EXPECTATIONS REGARDING OUTPUT IN ACTIVITY 1 Criterion 1: Candidates are asked to produce a personal type of note providing reasons why they wish to attend a summer course in Acting, using the given text as a model (this is the communicative purpose of the text). Candidates are expected to include personal information (likes and interests) BUT related to the course they wish to attend, that is, a COURSE IN ACTING. They are not supposed to copy the model text, just use it as a prompt. The genre of the text to be produced is that of a personal statement and the style/ register is expected to be personal and informal as in the model text. Criterion 2: Candidates are asked to produce an original text (about 100 words) though a model text is provided. We expect informal paragraphing and a loose structure, but the produced text should be cohesive and coherent (with a few simple and appropriate linking devices within and across sentences). A mere copy of the model text is NOT acceptable. Criterion 3: Candidates are expected to produce texts with vocabulary conducive to the topic in question; therefore, they should use descriptive adjectives to describe their feelings about the course they are supposedly applying for, their likes and interests. They are also expected to use verbs of action to talk about their abilities or experiences in Acting. The lexicogrammar used should be socially meaningful and conform to the rules of standard English. Spelling should not prevent intelligibility. Simple grammatical structures and simple syntax are expected as determined by the given model text. Script 1 Below is an interesting script for Activity 1. Despite the fact that the candidate has not written a personal statement for a summer course in Acting, the candidate has produced an appropriate text (in terms of genre and communicative purpose. However the candidate did not really understood what s/he was supposed to do. So, s/he and did not write about wanting to attend a course Acting, as the task demands, but about wanting to attend a course in fashion design! Yet, she s produced a fairly well structured text, responding to the communicative purpose of the task, at least partially. Here is the text: B1 script 1 It would be very important for me to attend the summer course at this College. Since I remember myself, my only dream was to become a fashion designer. I can remember myself as a little girl drowing for hours and hours. Everyone in my family admired my talent and said to me that in the future I could be a very successful designer. But what I know is that talent is only the beginning. If you ant to succeed, you have to study and word very hard. And I m going to work very hard for this. Studying at this college would be a great opportunity for me to follow my dream and make it come true. As we can see, the candidate managed to produce a fairly well organized personal statement, using the given text as a model but not copying it. The language is appropriate and correct. There is only one insignificant spelling error and a few grammar errors which, however, do not distort the meaning in any way. Taking into account that this text responds to all three evaluation criteria (though only partially to the first), the English team marked this text with scores ranging between 11 and 12. What mark would you give it? Script 2 Here is another script worth commenting. The candidate started by saying that he wants to take the course in Acting, but soon switched to the course found in the model text architecture. ). From there on, s/he merely copied the model provided. In terms of genre, the opening and closing provided are not appropriate. The candidate does not fulfill any of the 3 criteria and thus the script is considered problematic and was given a score of 3 by the team. Do you agree? 16/ KPG Script Rater Guide
B1 script 2 I am writing this personal statement because I want to take a summer course in Acting at your English college. Always I dream to take a summer course in Acting because Acting is my passion. First as all, I am 18 years old student and my name is Antonis. I am thinking as studying Architecture late because always wanted to become an Architect like my mother. When I have free time I go to her office and help her. I like this job because I am interested in designing the places where people live. Also, I like very much everything about the ancient world especially history and prehistory. I hope I will be accepted to attend this course during the summer months at you university. It will be a great experience for me. Yours sincerely, Antonis BELOW ARE SOME MORE SCRIPTS AND HOW WE MARKED THEM B1 script 2: Fully satisfactory I am interested in taking this summer course because I want to realize my dream: to be an actress. Since I am a student in High School, the summer, actually, is my only free time period. In addition, I consider this course a great opportunity of acting experience. It would be a unique chance for me, meeting people who love acting from another country and exchanging experiences. I suppose, I am going to learn other kind or manners of acting and I find that fascinating. I would be gratefull to be accepted to this course at your College. I am looking forward to starting the course! Antonia Michael Words: 103 Comments: This candidate has clearly responded to the task in terms of all three criteria. S/he has fully achieved the communicative purpose (produced correct content, genre and register). The text grammar and organization of ideas are satisfactory and the script is totally coherent. There are minor grammar and vocabulary errors which do not impede intelligibility. (Score: 13-14) B1 script 3: Moderately satisfactory Mr Director, My name is Antonis Michael from Greece. I m 18 years old and Im finished the hi school this year. I wold like to take a summer course in Acting at your College. The main reason why I want to take this course is because I m thinking of studying to theatre s school of north Grece. Is my dream. I want to read and learn new things and colture about the theatre and the art, and in your college is an chance for me. I love everything about the English art but if I take this course I will be really very happy. I hope I will be accepted to attend this course during the summer months at 17/ KPG Script Rater Guide
your University. It will be a great experience for me. thank you Regar d s Antonis Michael Words: 143 Comments: The script partly fulfills the 3 criteria. In terms of criterion 1, the candidate has successfully responded to the content and the communicative purpose of the task, producing a personal statement partly deviating from the standards (inappropriate opening and closing / Mr Director, Thank you regar d s ). In terms of criterion 2 it is OK as ideas are fairly well organized and there is only one point where an incorrect cohesive device has been used (I love everything about the English art but if I take this course I will be really very happy). In terms of criterion 3, there are several problems, as the grammar is often incorrect and some language problems cause misunderstanding. (Score: 6-7) B1 script 4: Unsatisfactory The main reason I am writing this letter is because I would like to take a summer course in Acting at an English College. To begin with I would like to attend this course because because I need some more information about the painting which I m thinking of studying later. Moreover I think that the Painting make people s feel better. Also I would like to paint a lot of magic sceneries which I will sent them to make some money for my studies. Furthermore I know that a lot of children attend this course so I will do and some more friends. To sum up I hope to accept me in this coure because it will be a very exciting experience to me. Words: 119 Comments: This text does not fully respond to any of the criteria. Regarding the topic of the script, the candidate initially starts by saying that he s applying for an Acting course but then continues and explains why he likes painting! The communicative purpose has not been achieved, while the register is inappropriate (e.g., to begin with, moreover ). The text also lacks cohesion and this renders the text at times incomprehensible. There are also frequent grammar errors which distort the intended message. (Score: 4-5) NOW TRY TO MARK THE SCRIPT BELOW and be ready to discuss the evaluation criteria on which you based your decision: B1 script 5: Score Dear Sir/madam The main reason why I want to take this course is because I m thinking of studying Opera and being an opera singer and actor later. I ve always wanted to become a famous opera singer like Maria Kallas. Whenever I have free time I go to the opera theatre to see the Opera singers singing and acting this wonderful parts as Carmen. I have always found acting fascinating. Taking every time someones place, being every time a different person, having every time othe personalitty. This course will combine my interest in Acting and my love of Opera music. I love everything about acting, classical music and ballet. I hope I will accepted to attent this course during summer months at your University. It will be a great expirience for me. Sincerelly yours, Antonia Michael 18/ KPG Script Rater Guide
ACTIVITY 2 Imagine you are Antonis or Antonia Michael and that you have visited Lake Plastira. Write an email message (100 words) to your friend, Luise, who s visiting Greece in April. Recommend this place to her and tell her why you think she will enjoy her visit there. Use some of the information below and sign your message as Antonis or Antonia. Do NOT use your real name. Λίμνη Πλαστήρα Η λίμνη Πλαστήρα βρίσκεται 25 km(χλμ.) δυτικά της Καρδίτσας. Το τοπίο είναι συναρπαστικό και η λίμνη πανέμορφη ανάμεσα σε ψηλά καταπράσινα βουνά. Η περιοχή θεωρείται "παράδεισος" για κάθε φυσιολάτρη και δίνει την δυνατότητα για εξάσκηση σε όλων των ειδών τα αθλήματα βουνού και για περιπάτους στο δάσος. Μη ξεχνάμε πως η περιοχή ήταν επίσημο προπονητικό κέντρο Ποδηλασίας για τους Ολυμπιακούς Αγώνες του 2004. Σπορ στη λίμνη Πλαστήρα Το ποδήλατο βουνού (ή mountain bike) είναι μια καλή επιλογή για τους επισκέπτες της λίμνης Πλαστήρα που ενδιαφέρονται να τη δουν μέσα από το δάσος με τα έλατα και τις βελανιδιές πάνω στο ποδήλατό τους. Από τότε που ανοίχτηκαν οι διάδρομοι ορειβατικού ποδηλάτου (μήκους 35 περίπου χιλιομέτρων), το μόνο που χρειάζεστε είναι να είστε σε καλή φυσική κατάσταση και να έχετε έναν έμπειρο οδηγό. Οργανώστε μια τριήμερη εξόρμηση που περιλαμβάνει πεζοπορία σε φαράγγι με καταρράκτες, εκδρομή με mountain bike ή υδρο-ποδήλατο (hydro bike) στη λίμνη, αλλά και τοξοβολία! Που θα μείνετε Στην περιοχή υπάρχουν ξενοδοχεία, ξενώνες και ενοικιαζόμενα δωμάτια. Η διαμονή σε ξενοδοχείο, σε δίκλινο δωμάτιο για δύο νύχτες (με πρωινό) κοστίζει 100 ευρώ το άτομο. Γίνονται προσφορές σε οικογένειες και σε ομάδες επισκεπτών. Οι προσφορές ισχύουν για ημερομηνίες εκτός εορτών. Για περισσότερες πληροφορίες τηλ.: 6977-74.00.66, 24410-92.555 site: www.tavropos.com 19/ KPG Script Rater Guide
EXPECTATIONS REGARDING OUTPUT IN ACTIVITY 2 Criterion 1 Prompted by a text in Greek on Lake Plastira, candidates are expected to produce an e-mail message (this is the genre of the text) addressed to their friend, Luise. The communicative purpose is to relay some of the information about the Lake Plastira from the Greek text in order to recommend it as a holiday destination to a friend, explaining the reasons why they think she would enjoy it. The text to be produced should have a personal and informal tone (style and register). Texts that are in the form of an essay or a formal letter are inappropriate. As this is a mediation activity, candidates are to relay information from the Greek text (not to translate it) and perhaps add their own ideas. In case candidates do not use information from the Greek text, and have only provided general information about Lake Plastira, their script may be unacceptable. A linguistically satisfactory script with no information from the Greek text should be considered as unsatisfactory. Criterion 2 The organization of each script may vary, but it should be suitable for an e-mail message. In this case, it would be natural to find: (a) an informal opening (some kind of greeting and a statement about the reason that this message is being written), (b) the main part of the message which should ideally contain a description of the lake, recommendation and an explanation why it s worth visiting the lake, (c) a proper closing (which may be a short statement or a farewell remark. (Expressions like Yours Sincerely are considered inappropriate for this context). In terms of cohesion, simple linking words and cohesive devices should be expected. Criterion 3 Sentence grammar should be appropriate for B1 level. Elliptical clauses, which are characteristic of e-mail messages, are acceptable. The linguistic choices should be suitable and appropriate in such a way that they relay the information from the Greek input. We would expect to find expressions of giving recommendations (i.e. it s worth visiting, it s fantastic, you could go, don t forget to, don t miss ) and explanations. Lexicogrammatical errors are acceptable as long as they do not interfere with intelligibility. BELOW ARE SOME SCRIPTS AND HOW WE MARKED THEM. B1 script 6: Fully satisfactory Hi Luise, Knowing that you are going to visit Greece, I recommend you a place I have visited lately and I am sure that you will enjoy visiting. I am talking about Lake Plastira that is located 25km in the west of Karditsa. It s a real paradise, you can practice all the sports there. You can try the mountain bike and hydro bike, too. Around the lake there are wooded mountains for walking. As far as the accomodation is concerned there are plenty of rooms for renting. I am looking forward to hearing from you, Kisses Antonis Words:97 Comments: This script meets all 3 criteria. In terms of the mediation task, the candidate has successfully relayed information from the Greek text in order to recommend Lake Plastira to his friend. In terms of genre, it is an e-mail message with the appropriate opening and closing. In terms of text organisation, it is well-structured and the ideas are organised successfully creating an absolutely coherent text. The vocabulary is rich and appropriate. There are almost no spelling errors. Score: 14-15