Spanish Continuers Speaking Skills Examination Training Package. Samples

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1 Spanish Continuers Speaking Skills Examination Training Package Samples

2 Published by Board of Studies NSW GPO Box 5300 Sydney 2001 Australia Tel: (02) Fax: (02) Internet: ISBN Copyright Board of Studies NSW for and on behalf of the Crown in right of the State of New South Wales. This document has been produced by the Board of Studies NSW. The Material is protected by Crown copyright. All rights reserved. No part of the Material may be reproduced in Australia or in any other country by any process, electronic or otherwise, in any material form or transmitted to any other person or stored electronically in any form without the prior written permission of the Board of Studies NSW, except as permitted by the Copyright Act School students in NSW and teachers in schools in NSW may copy reasonable portions of the Material for the purposes of bona fide research or study. Teachers in schools in NSW may make multiple copies, where appropriate, of sections of the HSC papers for classroom use under the provisions of the school s Copyright Agency Limited (CAL) licence. When you access the Material you agree: to use the Material for information purposes only; to reproduce a single copy for personal bona fide study use only and not to reproduce any major extract or the entire Material without the prior permission of the Board of Studies NSW; to acknowledge that the Material is provided by the Board of Studies NSW; not to make any charge for providing the material or any part of the Material to another person or in any way make commercial use of the material without the prior written consent of the Board of Studies NSW and payment of the appropriate copyright fee; to include this copyright notice in any copy made; not to modify the Material or any part of the material without the express prior written permission of the Board of Studies NSW. The Material may contain third party copyright materials such as photos, diagrams, quotations, cartoons and artworks. These materials are protected by Australian and international copyright laws and may not be reproduced or transmitted in any format without the copyright owner s specific permission. Unauthorised reproduction, transmission or commercial use of such copyright materials may result in prosecution. The Board of Studies has made all reasonable attempts to locate owners of third party copyright material and invites anyone from whom permission has not been sought to contact the Copyright Officer, ph (02) , fax (02)

3 This part of the training package contains sample conversation questions that have been developed to give an indication of the type of questions that students may be asked. The questions are not a formula for the examination. Annotated extracts of conversations are also provided, which indicate performance typical of each of the mark ranges. Comments on each student s responses are provided, indicating how they meet the criteria applicable to the mark range. Appropriate parts of the student s responses have been transcribed in order to clarify their relationship with the criteria. All transcriptions are verbatim and students responses have not been corrected in any way. Sample Conversation Questions 1. Háblame sobre tu familia. (Tell me about your family.) 2. Qué hacen tus hermanos? (What do your brothers/sisters do?) 3. Te llevas bien con tus padres? (Do you get on well with your parents?) 4. Qué haceís juntos como familia durante los fines de semana? (What do you do together as a family during the weekends?) 5. Tienes otros parientes que viven cerca? (Do you have relatives living nearby?) 6. Qué diferencia hay entre la vida de familia australiana y la vida de familia hispana? (What are the differences between Australian family life and Hispanic family life?) 7. Son los padres hispanos más estrictos que los padres australianos? (Are Hispanic parents more strict than Australian parents?) 8. Háblame sobre tus amigos. (Tell me about your friends.) 9. Un verdadero amigo, qué significa para ti? (What does a real friend mean to you?) 10. Qué haces en tus ratos libres? (What do you do in your free time?) 11. Eres socio de algún club? Participas en algún equipo deportivo? (Are you member of a club? Do you belong to a team?) 12. Cuando sales con tus amigos, a dónde vaís? (When you go out with friends, where do you go?) 13. Cuál sería para ti una vacación ideal? (What would you consider to be an ideal holiday?) 14. Si tuvieses mucho dinero, qué harías para divertirte? (If you had plenty of money, what would you do to have fun?) 15. Crees que el colegio prepara a los jóvenes para la vida? (Do you think school prepares students for life?) 16. Por qué has estudiado el español? (Why have you studied Spanish?) 17. Qué planes tienes para el futuro? (What plans do you have for the future?) Page 1

4 Audio Sample Item 1 Indicative Mark Range Te gusta hacer compras? Te gusta la moda? Perteneces a algún equipo algún club deportivo? Cuéntame de la ropa me dices que te gusta la ropa Es importante estar a la moda? Cuéntame sobre donde vives un piso, una casa? Te gusta la zona donde vives? Si pudieras, imagínate que te toca la lotería, dónde te gustaría vivir? Echas en falta la vida de Chile y por qué la echas en falta? Te relacionas con tu familia de Chile? Dime qué planes tienes para el futuro. En el colegio qué asignaturas haces? tienes muchos amigos? Cuéntame un poco sobre tu colegio. The student is confident, at ease and competent. She communicates fluently with correct intonation and pronunciation. The examiner picks up on ideas mentioned by the student and returns to them so that the student can expand on her responses. Questions are asked in a variety of ways in order to elicit the most complete responses. Although the examiner included some questions that could be answered with a simple yes or no, the conversation that developed was natural and fluent, and covered a variety of topics. The student s delivery is competent and confident. Communicates confidently and fluently with correct intonation and pronunciation. (madre) tenemos una relación bien buena- hago cosas más con mi mamá que con mis amigas. (moda) de repente, como que me dejo, hay tiempos que ya me pongo más a la moda. Pronunciation is clear and intonation is authentic. The student answers readily and with confidence. Demonstrates depth of treatment through presentation of relevant information, opinions and/or comment. (casa) Vivo en un edificio en el tercer piso bien bonito. La zona es buena pero tiene mucho ruido porque como está cerca del aeropuerto pasan siempre los aviones y se mueve toda la casa. The student expands on her responses and provides reasons for her point of view. This sample continues on the next page. Page 2

5 Responds with a high level of grammatical accuracy, and breadth and sophistication of vocabulary and sentence structure. (futuro) Me gustaría ir a la universidad, estudiar administración de negocios un curso se puede decir que se relacione con lo internacional. (vida) la vida acá es mejor- uno puede tener todo lo que quiere, en cambio, en Chile cuesta más. The student demonstrates competence in the use of Spanish grammar, with particular focus on tenses, comparisons, and the use of infinitives. Page 3

6 Audio Sample Item 2 Indicative Mark Range Tienes muchos amigos? Qué haces con tus amigos? Perteneces a algún grupo deportivo.. equipo.. club? Te gusta el fútbol? Cuando sales con tus amigos qué hacéis? Dónde trabajas? Ayudas a limpiar la casa? Tienes idea de lo que vas a hacer? Quieres viajar/ estudiar? Dónde vives? Te gusta vivir en la ciudad? No te gustaría vivir fuera de la ciudad con un jardín grande? The student s comprehension is of a high standard, and his pronunciation and intonation are authentic. The examiner asks many stimulus questions, covering a range of topics and allowing the student to expand on his ideas. Questions should be rephrased only after a student has shown a lack of comprehension at times the student stalled when answering. Communicates effectively, with some degree of fluently and authenticity. (futuro) me gustaría ver más de la Tierra cuando termino mis estudios me gustaría salir de la ciudad tener un perro. The student is confident and responds well to the questions. He uses the conditional mood with competence and links concepts and ideas well. Responds with relevant information and a range of relevant opinions and/or comment. (ciudad) todo está muy cerca- la biblioteca, los cines. The student communicates effectively and demonstrates the ability to explain why he prefers to live in the city at present, and how he would like things to change later on. Responds with a range of vocabulary and structures, but with some minor inaccuracies. equipocado( ocupado) (deporte) tenía que parar (trabajo) mis padre ha estado arreglando la casa. The student shows competence with tenses, is capable of complex sentences and extension of ideas but makes some minor errors with vocabulary and grammatical items. Page 4

7 Audio Sample Item 3 Indicative Mark Range 5-8 Háblame de tus amigos. Sueles salir con tus amigos? Haces cosas con ellos? Vais alguna vez.a discotecas/ a la ópera? Practicas algún deporte? Perteneces a algún club? Cuándo entrenas? Qué planes tienes para cuando termines el colegio? Puedes decirme algo sobre tu colegio? The student is familiar with some expressions me parece que, no sé por qué, which add authenticity to the conversation. She has reasonable pronunciation skills but has a limited vocabulary, occasionally resorting to English or French. The student requires questions to be rephrased and simplified before being able to respond. She is generally hesitant in her responses. The examiner does supply the necessary vocabulary items to maintain the flow but this is to be avoided in the examination. Maintains a basic level of communication using simple structures and vocabulary with frequent pauses and errors. (deporte) mi madre piensa que hacer un deporte es. (pasatiempos) no me gusto discotecas me gusta conciertos de música. The use of tenses is problematic, as are agreements of subject and verb / noun and adjective. The student slots in words in English or French rather than the appropriate word in Spanish. Presents some relevant information, opinions or ideas. (amistades) me parece que mis amigos de la escuela francés no son mejor pero prefiero los franceses a australianos, no sé por qué, porque soy australiana. (colegio) no me gusto que debo hacer sólo seis asignaturas, en la escuela francés hacemos ocho más o menos. No puedo hacer. The student attempts to give opinions about points she has made. She has mastered some relevant vocabulary and structures but is unable to give depth to her responses. Page 5

8 Audio Sample Item 4 Indicative Mark Range 5 8 Dime Cómo es tu casa? Cuántos sois en tu familia? Con quién te llevas mejor, el hermano o la hermana? Te gusta una zona tranquila? Dime, pensando en unos 10 años, cómo te ves? Te gustan las computadoras, entonces, te vas a dedicar más a música electrónica? Ahora estás haciendo un curso de informática, cómo te va? Cuándo vas a estudiar más? durante las vacaciones? Las asignaturas, las eligiste tú o tus padres? Tienes una memoria de tu pasado que era cómica, ridícula / un momento especial? Tienes un trabajo ahora? Por qué no? The student has good pronunciation and intonation but is limited in vocabulary and the ability to manipulate structures and tenses. Some responses commence well but then fade. The examiner has to rephrase questions because the student is very hesitant. Answers tend to be very short and lacking in depth. Maintains a basic level of communication using simple structures and vocabulary with frequent pauses and errors (asignaturas) pues no mal, pero no bien (trabajo) quiero dedicarme a los estudios. The student s performance indicates a basic competence in Spanish. He has difficulty with verb conjugations in the present tense, and demonstrates a limited use of the preterite tense. Agreements tend not to be made. (familia) cuando nació mi hermano nosotros son cincos, mis padres.yo tengo una hermana. The student is occasionally aware of errors: nosotros son good-buenos amigos mis amigos son- están muy cerca. Presents some relevant information, opinions or ideas. y mis amigos en mi barrio.. están muy cerca. The student is able to converse on some topics with greater confidence than others. However, he lacks the ability to treat any topic in depth. Page 6

9 Audio Sample Item 5 Indicative Mark Range 1 4 Cuántas personas hay en tu familia? (tu hermano) qué estudia? Cómo te llevas con tu papás y con tu hermano? Vives en una casa o en un piso? Ayudas en casa? Qué familia tienes? Dónde vive tu familia? Cuánto tiempo hace que tu vives en Australia? Tienes muchas amigas en Australia? en Serbia? Te acuerdas de ellas? Les escribes? Qué es lo que te gusta? Qué tipo de música? The student s pronunciation is reasonable. The examiner makes every effort to simplify the questions and to speak very slowly in order to enable the student to provide a response. Many of the questions, even when simplified, are beyond the student s capacity to understand. Answers tend to be minimal, almost monosyllabic. Words that are unknown are provided in English. Responds with a limited range of ideas and information relating to the topic using single words and set formulae, and using anglicisms and English syntax. ( familia) con mi hermano no bien, pero mi hermana es OK sí, sometimes (contacto) sí, escribes en internet y mail. The student is unable to demonstrate mastery of grammar and vocabulary, hence the level and depth of response are extremely limited and the conversation appears unnatural. Page 7

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