Activa JavaScript para disfrutar de los vídeos de la Mediateca.

Webinario A2-B1 - Contenido educativo

Ajuste de pantalla

El ajuste de pantalla se aprecia al ver el vídeo en pantalla completa. Elige la presentación que más te guste:

Subido el 10 de mayo de 2021 por Certamenesypremios

470 visualizaciones

Webinario niveles A2-B1

Más información Transcripción

Descargar la transcripción

Good afternoon to everyone. Thank you very much for joining us this afternoon. 00:00:03

We apologize for running a couple of minutes late. 00:00:08

My name is Marius Moufetas. I'm the Executive Director at LanguageCert, 00:00:13

and we are very, very happy to be part of this project this year. 00:00:17

Together with me, we have Robin Gravina, who is the Accounting Manager for Spain, 00:00:21

and you will be hearing from Robin's team regarding the logistics, the preparations, 00:00:26

If you haven't heard already, within the next few days. 00:00:33

And we also have Janet Golding. 00:00:37

Janet is one of the academic consultants that we have at LanguageShare, 00:00:39

and she will be doing the actual presentation. 00:00:44

Before we start with this, let me just ask Mayte Rodriguez from the comunidad 00:00:47

to just say a few words, and then we'll start with the main program of the day. 00:00:52

Okay, thank you so much for your introduction. 00:00:57

Let me speak in Spanish. 00:01:00

My name is Maite Rodríguez. 00:01:01

dirigido a los colegios de educación primaria y vamos a, el objeto de la reunión es tratar 00:01:31

y ver el formato de las pruebas, las temáticas y bueno, sí que me gustaría decir que si 00:01:39

tenéis alguna otra duda que no esté relacionado con esto, pues que poneros en contacto con 00:01:48

vuestro asesor de referencia y estará encantado de resolver las dudas de manera individualizada. 00:01:55

Muchísimas gracias a todos. Thank you so much for letting me say a few words. And well, that's it. 00:02:04

Thank you very much. We appreciate it. Let me start with a quick clarification because 00:02:14

This is the second webinar that we're doing for the A2 and the B1. 00:02:20

So one important point is that for the candidates that do not pass the B1 exam, 00:02:25

but they have achieved the A2 levels, 00:02:31

we will inform the comunidad and the schools of which candidates these are, 00:02:34

so they will have a proof of the A2 level to share with the high schools next year. 00:02:38

So this is something that we have confirmation and we will deploy it. 00:02:44

Janet, before I ask you to start, I now have a small video from the head of the assessment strategy. 00:02:51

Nigel Pike has a small message for you. So I'm going to start by this and then we're going to go to Janet's presentation. 00:03:01

Hello and welcome to the seminar on the Language Cert AESOL examinations for teachers in the 00:03:17

Comunidad de Madrid project. I'm very pleased to be able to introduce the seminar and start 00:03:24

your introduction to Language Cert. My name is Nigel Pike and I've been heavily involved in 00:03:30

English language testing for over 30 years. I've been working for Language Cert for the past five 00:03:37

years as the Assessment Strategy Manager. I work closely with the LanguageCert Assessment Unit 00:03:43

and advise on the ongoing development of existing assessment products and the development of new 00:03:49

tests. To begin with today, I'd like to introduce PeopleCert and LanguageCert as organisations to 00:03:54

you. PeopleCert has been a global leader in certification for the past two decades 00:04:02

and delivers web and paper-based tests across 10,000 testing locations around the globe. 00:04:09

is present in virtually every country in the world. The initial work of PeopleCert 00:04:15

was to certificate professionals in areas like IT, project management and 00:04:22

the like. LanguageCert is a UK based part of the PeopleCert organization and was 00:04:26

set up around 10 years ago to develop and deliver high quality language tests. 00:04:35

Tests are available in several languages with LanguageCert partnering with 00:04:41

renowned organisations worldwide. For example, LanguageCert runs a test in Spanish, where we 00:04:46

work together with the University of Salamanca. English language testing, however, is the main 00:04:52

focus of LanguageCert's work. The English language examinations, such as the IESOL examinations that 00:04:58

will be used in your schools, are of high quality and are all accredited and regulated by Ofqual, 00:05:06

the UK regulator of quality examinations. The LanguageCert assessment staff are all 00:05:13

highly qualified and very experienced in developing tests in line with the CEFR specifications. 00:05:20

In 2020, LanguageCert started delivering secure English language examinations 00:05:27

on behalf of the UK government. These examinations are delivered worldwide 00:05:33

and are used by the UK Home Office for visa and immigration purposes. 00:05:39

I think these examples of accreditation and high-stakes use of our English language examinations indicates the high quality and robustness of the IESOL test that will be used in the school's project in Madrid. 00:05:44

All our examinations are carefully matched to the CEFR, and we only use the most experienced examination materials writers to develop our test materials. 00:06:01

The test materials are high quality and measure accurately and fairly at each of the CEFR levels from A1 through to C2. 00:06:10

The tests are, of course, subject to ongoing validation and research activity. 00:06:19

This activity is led by Professor David Coniam, who joined LanguageCert from the Education University of Hong Kong. 00:06:25

So, LanguageCert is, you could say, a relatively young testing organisation with the highest quality staff and our examinations are used worldwide in rapidly increasing numbers. 00:06:33

In Spain, the LanguageCert iESOL examinations are recognised by CRWI and ACLES for University Graduation, Erasmus, Master's Study and so on. 00:06:48

A majority of the regional governments accept LanguageCert qualifications for recruiting bilingual teachers, including Madrid, Catalunya, the Basque Country and Andalusia. 00:07:02

The exams are also accepted for public employment by several entities in Spain, including Correos and the Bank of Spain. 00:07:14

I hope that gives you some useful background to PeopleCert and LanguageCert. 00:07:24

Before our presenters go into more detail about the tests themselves, I'd just like to explain briefly why I feel they are ideal for your students in the Madrid Bilingual Project. 00:07:32

I should say at this point that I have a personal attachment to Madrid, as I taught in a state secondary school for a while back in the 1980s. 00:07:44

A long, long time ago, but a great experience. 00:07:54

And, in a previous job role, when I was Director of Assessment at Cambridge Examinations, I got to know the Madrid project reasonably well. 00:07:58

I visited schools and went into classrooms to see the project in action. 00:08:08

I've always been so impressed by the Madrid Bilingual Project. 00:08:13

It is groundbreaking in so many ways, and I'm sure brings many benefits to the students in the programme and to the Comunidad de Madrid. 00:08:17

The ASIL tests themselves are very suitable for school pupils. They do not require much specific preparation at all compared to other English language tests, and they very much focus on a skills-based and communicative approach. 00:08:28

Your students will carry out realistic tasks, and the test materials, especially at the higher levels, are very suitable for students following a CLIL classroom approach. 00:08:47

The examination materials are readily accessible to teenagers, and the task types will be familiar from activities you use in the classroom, with a wide range of sub-skills being tested in speaking, listening, reading and writing. 00:08:58

So, to conclude my introduction to the seminar, I'd just like to express how honoured I feel and LanguageCert feels to be able to play a role in such a prestigious project. 00:09:18

I hope the information you get in the seminar is useful and interesting and we look forward 00:09:31

to providing tests for your students. Thank you. So as Janet is preparing to do her presentation 00:09:37

I hope everybody can hear us well and as I said just to repeat again the Madrid team will be 00:10:02

working with the schools in order to facilitate all aspects of the project, like the actual exam 00:10:13

schedule, all the logistics that are required, the room allocation, personnel, etc, etc. 00:10:21

If you haven't been in contact already, they will be with you in contact very soon. 00:10:30

Janet, are you ready to start? I am indeed. Thank you, Marius. Thank you, Janet. 00:10:34

Okay, hopefully everyone can see my slides and hear me as well. And a warm welcome from myself as well to you. Thanks for coming today. And just to let you know what we're going to cover today regarding the IESOL A2 and B1 examinations. 00:10:39

So we're going to start, first of all, with an overview of both exams, the format, some marking information and some key features. 00:11:02

And then we're going to take a detailed look at the exam tasks. 00:11:12

And then we're going to consider which support resources will be helpful to you while you're preparing your learners during quite a tight window for preparation this year. 00:11:18

and then look at next steps. By the way, if you've got any questions that you want to ask us, 00:11:29

please put them in the chat box and we will answer some of them at the end of this presentation. 00:11:37

OK, let's go then. So first of all, let's talk about. 00:11:45

The exams themselves, an overview, and we'll start with the key features. 00:11:55

And you'll notice here, first of all, we state that we don't test grammar and vocabulary on their own. 00:12:04

They are integrated within the listening, reading and writing. 00:12:13

And by the way, there are two exams in case you didn't realise that already. 00:12:19

We have a written exam with listening, reading and writing and then a spoken exam. 00:12:24

And throughout any of our exams, actually, the grammatical items, the lexical items, as we've just said, are tested authentically within the skills tasks that we present in our examination papers. 00:12:31

the written exam is student and teacher friendly exam we feel there isn't really any necessity 00:12:48

to prepare special from special materials or use special techniques we are calibrated to the common 00:12:59

european framework descriptors for all our different levels and obviously for a2 and b1 00:13:10

And anything you're using already, any sort of material from the course book, supplementary material, even what you might have used to prepare for other exams will be helpful. 00:13:15

Obviously, along with a bit of exam awareness of the specifics that we use to test those items. 00:13:26

We pride ourselves on testing real life English skills in a highly communicative set of contexts. 00:13:36

And as you can see here, we test listening, reading and writing together, which may be a little bit different for you. 00:13:45

And they are tested separately within the exam itself. 00:13:52

OK, let's have a look at some features of the spoken exam now. 00:13:58

We have topics and four tasks at every level, including A2 and B1. 00:14:06

And they're all based on typical things, typical settings, typical activities that somebody would experience or take part in. 00:14:13

In everyday life. So we do within the personal information section, we have an opportunity for a candidate to give personal information. 00:14:24

And depending on their level, opinions and ideas, we then ask them to do some role plays in everyday scenarios. 00:14:35

Then there's an interactive task where they exchange information with the interlocutor. 00:14:45

More on them in a moment. And then there's a long turn. 00:14:55

So this is where the candidate speaks about something and the topic itself is chosen by the interlocutor. 00:14:59

And by the way, it's a really nice, friendly exam arrangement. 00:15:07

It's called one to one. It's one candidate with one interlocutor. 00:15:13

And that means you're not working with any other candidate. 00:15:20

You're just on your own with the interlocutor and hopefully will be able to be encouraged, supported and facilitated by the interlocutor to do the best you can without working with a learner that may be weaker or stronger than than yourself. 00:15:24

And on the point of an interlocutor, you may be used to other exams where you have examiners or other different setups. 00:15:39

But with us, the exam takes place in the classroom or a suitable building in a suitable room in the school building. 00:15:47

And you have an interlocutor in the room with the candidates. 00:15:56

The interlocutor is trained and selected, moderated and standardised by us. 00:16:00

But they don't make the assessment. So they concentrate on facilitating, guiding, supporting the candidate throughout the test. 00:16:06

And the test itself is audio recorded, so not video, but audio recorded and then sent back to us to be marked by a language cert, trained, monitored and standardised marker. 00:16:17

that might be a little bit different to what you've experienced before as well 00:16:32

okay so let's have a little look at the format now of both a2 and b1 the written exam consists 00:16:38

of as we've heard listening reading writing basically the candidate has one exam paper 00:16:50

but they do the listening first. There are four parts with 26 questions and they hear each part 00:16:57

played twice. If you're doing A2 then this section is 20 minutes long and if you're doing B1 it's 30 00:17:07

minutes long. The reading and the writing are then following up after the listening and in fact if 00:17:17

the candidate really wanted to do them in the opposite order to what they are presented as on 00:17:25

the exam paper, they can. So on the exam paper, you've got reading next, then writing, but a 00:17:32

candidate might feel more comfortable or confident to start with their writing. The big point, 00:17:38

though, as we would understand, is that they mustn't get so carried away with one of the 00:17:44

tasks they're carrying out, that they don't complete the rest of the reading and or writing. 00:17:50

The reading and the writing part of the whole exam varies in timing. So for A2, it's an hour 00:17:57

and 20 minutes, and for B1, it's two hours and 10 minutes. We also give you, as the candidate, 00:18:05

an extra 10 minutes for a final check and any last transferring of answers, because I haven't 00:18:12

mention it so far, but because there is a question paper, but candidates must put their answers on an 00:18:19

answer sheet. More on answer sheets a bit later, but they need to make sure they put everything on 00:18:26

the answer sheet. That's the only document that's marked. Okay, with the spoken exam, as you can see 00:18:35

here, we talked about it already. There's a one-to-one format, and we have four parts, as we said. 00:18:45

When you do it as an A2 test, it's nine minutes. And for B1 candidates, it's a 12 minute test for the interlocutor. 00:18:51

OK, let's move on now to marking, because I'm sure you'll be interested in this as well. 00:19:00

Before we look at this, actually, though, can I just kindly point out that we have a different setup for listening and reading? 00:19:08

each listening and reading item attracts one mark now moving on to what you see on the screen now 00:19:16

we have some information about how we mark writing so remember there are two tasks and 00:19:26

the candidate needs to complete both there are no options they have to complete the two that are 00:19:33

in the paper that day. And in fact, they are marked per task on these assessment criteria. 00:19:42

These should be quite familiar to you, depending on the exam board you may have used before. They 00:19:52

might call them slightly different things or the same, but it's a similar sort of focus. So 00:19:57

we're looking at task fulfilment. We're looking at accuracy and range of grammar. 00:20:03

we're looking at accuracy and range of vocabulary and organisational skills and the marker will 00:20:10

allocate zero one two or three marks for all of these and basically if somebody was given a zero 00:20:19

it's because they're generally speaking there was nothing presented or it was an insufficient sample 00:20:29

one equates to a below standard performance two that you are to the standard of the level 00:20:36

and three above the standard of the level so both tasks are marked with all of these four criteria 00:20:49

and allocated zero to three as we've mentioned and there are lots more details about mark schemes 00:21:01

This is just generic information to start with. But if you want to know what the different mark schemes are per level, 00:21:08

you can have a look at some other documents I will mention later. 00:21:15

OK. Let's have a look at how this translates into marks now. 00:21:21

So when you have a look at the table here, we have what we call raw scores. 00:21:26

So listening and reading up to a total of 26 each and writing 24. 00:21:33

Remember, that's two tasks, 12 maximum each. And then these are scaled up to 50 per skill. 00:21:40

The total possible score then is 150. And the candidate will either get a pass with these numerical ranges there that you can see on the table. 00:21:49

Or a high pass. So that reflects an above standard performance. 00:22:03

So the pass rate as such is 50 percent. And overall, although you're marked on each skill separately, 00:22:08

you need to achieve an overall cumulative mark across the different skills. 00:22:16

and if you have a look at the next page it just gives you an example of the speaking assessment 00:22:24

criteria now when we look here again it could be quite familiar to you from other exams 00:22:34

we've got task fulfillment and coherence we've got accuracy and range of grammar 00:22:39

accuracy and range of vocabulary and pronunciation, intonation and fluency. 00:22:48

Now, the only difference from this and the writing is the mark is given holistically across the whole four tasks. 00:23:02

So they will get a candidate will get zero to three for each one of these assessment criteria across the whole performance. 00:23:12

And similarly to writing, a zero will mean an insufficient sample, failing to meet the task requirements, too limited and so on. 00:23:22

One, when you would expect it's below standard, too limited, it fails to meet most of the requirements. 00:23:37

In fact, two, you do meet the requirements, mostly OK with limited control and three would be above standard for the level. 00:23:44

So, again, if you want to know more details of what those implications are for your particular level of learner, 00:24:01

we've got other materials, handbooks and assessment documents that will tell you more about this. 00:24:08

But this just gives you a general idea. And then just so you know, in the table, similar to what we've seen for writing, 00:24:14

we start then with raw marks of 12 scaled up to 50 and then candidates would either get a pass or a high pass. 00:24:22

So pass rate is 50 percent or they would get a fail. 00:24:31

and then overall let's just have a little look at what they receive in the way of results and 00:24:36

certificates so um covering a2b1 we're not showing all the different levels here or all the different 00:24:43

skills but just to give you an idea so for the result everybody gets a result and it will 00:24:53

obviously show that they failed past or got high pass and within that result they can also see the 00:24:59

breakdown of performance across the skills. And then for the certificate, only those that get a 00:25:05

pass or high pass will receive that certificate. So it will look something like this. OK, now let's 00:25:13

move on to a more detailed look at each level, skill by skill and task by task. And by the way, 00:25:26

we're going to look at extracts from practice papers. They won't show all the questions for 00:25:36

the listening and reading tasks just because of time and space constraints today. But you can see 00:25:42

whole practice papers on our website. I will tell you the links later. So let's start with A2. 00:25:48

So let's look at the overarching points of A2 and consider that there are four parts, 26 items. 00:25:59

And then if you look at the item types, they should be quite familiar to you and your learners. 00:26:06

Multiple choice questions, filling in gaps. You may have done a lot of this when you do reading and sorry, listening practice in class or maybe with other exams. 00:26:12

And if we just have a look, then there are four parts, as we've mentioned. 00:26:24

So part one at A2 will concern seven short statements. 00:26:28

They're not connected to each other and then they're followed by multiple choice questions. 00:26:36

Part two will involve candidates listening to seven short statements, again, not connected and followed by questions. 00:26:42

When they do part three at this level, they will hear six short conversations and then have to answer a question, a multiple choice one. 00:26:54

And then if they were sorry, when they move on to part four, they will hear an announcement or a message or similar. 00:27:04

And there will be six gaps in a notepad or a message pad, which we'll see in a minute. 00:27:12

And they need to complete it with up to three words. 00:27:19

So that takes approximately 20 minutes at this level. 00:27:23

So let's have a look at some typical tasks. 00:27:27

So we're listening for A2, part one. 00:27:31

Here's an example. So the candidate will hear some sentences twice and then choose the correct answers. 00:27:35

Here's just a sample from a part one. 00:27:44

OK, now let's have a look at a sample for part two. 00:27:48

So they'll hear some sentences twice and then they need to choose the best reply. 00:28:04

So here are just some of the questions you would get asked in part two. 00:28:09

And then here's an example of part three. So remember, they hear some short conversations. 00:28:23

Here's just two examples and they hear them twice and they choose the correct answer. 00:28:30

for each of the conversations. And then part four. So they will hear somebody talking, 00:28:36

they'll hear the person twice. And then you see here, you've got this message pad, 00:28:50

or you might have a notepad, and they need to complete some short answers. And this is really 00:28:57

important. Two things to highlight here. One is the answers need to be one to three words maximum. 00:29:04

The other thing is. The exam paper, obviously, the question book will have this message pad and that's absolutely fine for the learner to write on there. 00:29:10

But they must remember to transfer these answers onto the answer sheet at some stage. 00:29:26

OK, now let's have a look at A2 reading. So an overarching view on this in this table. 00:29:32

Again, we've got these 26 items and four parts, multiple choice and matching questions at A2 level. 00:29:45

six short reading texts in the first part for them to look at and then there are three choices 00:29:53

to complete them. In part two at this level they will see a piece of reading with six gaps 00:30:08

and then seven choices so they need to choose six out of seven and then in part three they 00:30:16

will have a look at some smaller pieces of reading text and then they have to match which text 00:30:27

answers the question. And then in part four, a longer piece of reading with multiple choice 00:30:34

questions. So let's have a little look at some samples. So for reading part one, if you have a 00:30:42

look here, so you've got reading the text and then choosing the correct answer to complete each text. 00:30:50

And as I mentioned, we're not showing all of the questions, but just some samples. 00:30:57

And then let's have a look at. Part two, so they would read the text, choose the correct words to complete each sentence, and there's an extra word or phrase. 00:31:08

OK, then in part three, if you recall, they need to look at four short texts like these and then match up the questions to the correct text. 00:31:31

Which text tells you who can enjoy themselves at the farm? Is it A, B, C, D and so on? 00:31:46

And then finally, they'll have something to read in part four that's a bit longer. 00:31:53

And then they need to answer some questions. So there are more questions than this. 00:32:01

This is just a sample. OK, so that just gives you a flavour of the listening and the reading at A2. 00:32:07

Let's look at the writing now. So at A2 level, the candidates need to complete two tasks. 00:32:20

no choice with this. And the first part, the writing they need to produce needs to be between 00:32:28

30 to 50 words and a response to a letter, maybe a message, an email and so on. And the second piece 00:32:37

of writing they need to do could be a letter, a message or a note, for example, and again, 00:32:48

between 30 to 50 words. Remember, there's a lot more detail about the types of genre and actual 00:32:54

examples within the qualification handbook, as well as the practice papers. So, let's have a 00:33:08

look on the note of practice papers. So, here's something from a practice paper for part one. So, 00:33:16

reading the letter here from a friend and writing a letter back you can see here there's some space 00:33:22

for writing but candidates mustn't forget that whatever they write here if they want to write a 00:33:32

draft version correct anything or just do bullet points or brainstorm mind map it doesn't matter 00:33:37

but they must put the final version in the actual answer sheet not here in the question paper 00:33:46

and here's a sample of part two and you've got three things that they need to cover in what they 00:33:52

say again if they want to write in the space they're most welcome to but they must put their 00:34:04

answers on the answer sheet at some stage before the end of the test okay now let's look at a two 00:34:11

spoken exam. Now, we've mentioned there are four tasks. You've got the giving of personal 00:34:20

information in part one, role playing in part two. Part three involves an interactive task 00:34:28

and then part four involves, sorry, giving a long turn, talking about a selected topic given to you 00:34:37

by the interlocutor. So let's have a little look at some samples of this. So a part one, 00:34:45

by the way, you may not be used to the practice papers for our spoken exams, the way they're laid 00:34:53

out. In fact, they cover everything that the candidate would need to know about the exam. 00:34:58

And in fact, including all the full interlocutor language and the procedures. Obviously, in the 00:35:07

the candidates don't see this exam paper. Okay, so everybody at every level is asked these two 00:35:13

questions about their spelling, their family name and where they're from and then at this level 00:35:23

candidates need to answer up to five questions from a set that the interlocutor will choose from 00:35:30

and they'll ask questions from a number of different topics. So here are just some 00:35:38

But bear in mind, there could be other topics and the full range of topics possible are in the qualification handbook. 00:35:44

And then for part two, if you have a look here, we have a sample of the role plays the candidate has to do with the interlocutor. 00:35:56

So the interlocutor will have a number of choices and they will go for the ones most suitable for the candidate in front of them. 00:36:08

But definitely they need to choose two different types. Situation A is a type where the interlocutor will start the conversation, 00:36:18

whereas situation B is where the candidate is expected to start the conversation. 00:36:28

and whichever one is used the candidate will need to respond or initiate and approximately two turns 00:36:34

each are carried out per situation if there's time the interlocutor at their own discretion 00:36:43

may well choose a third situation and then if we have a look at an interactive task sample so 00:36:51

that's part three by the way if you notice there are two pictures so basically the interlocutor 00:37:00

will give the candidate their own task sheet the candidate will not see the interlocutor's task 00:37:08

sheet and the interlocutor will give instruction of what to do so for example here you've got 00:37:17

here's a picture of a fruit shop. I have a different picture of a fruit shop. Let's ask 00:37:26

and answer questions about the two pictures and the interlocutor will start. At the end of the 00:37:33

task, the interlocutor will take back the task sheet. Okay, and then part four, we have a lot, 00:37:40

what we call a long turn, where the candidate needs to talk on their own about something. 00:37:53

Again, the interlocutor here has a choice. They have a choice of three and they will choose the most appropriate one for the learner in front of them, 00:38:00

bearing in mind what's been discussed so far in part one, two or three. 00:38:09

They will introduce the topic and give the candidate 30 seconds to make some notes. 00:38:14

So they'll hand over some paper and a pen or pencil. They'll tell them the topic again, give them 30 seconds to prepare. 00:38:22

And then the candidates will give their. Long term and then afterwards, there will be some follow up questions. 00:38:32

And then as you can notice here, you have some sample follow up questions based on this topic called My Favourite Game or Sport. 00:38:43

But obviously, there'll be different topics. Again, have a look at the spoken syllabus, the handbook, qualification handbook. 00:39:02

And you can look at some other practice papers for some ideas and maybe for the learners to have a bit of mock practice with you or with each other in class or outside of class. 00:39:10

OK, so let's move on to focus on B1 now. 00:39:21

And we'll start with B1 listening. 00:39:27

So we have, as you have heard before, four parts and 26 items. 00:39:31

And the item type should be, again, very similar, very familiar to candidates from what they've done in class with their coursework and so on. 00:39:38

Multiple choice, for example, filling in gaps. 00:39:47

But specifically for this level, let's have a look. 00:39:50

So part one, they have to listen to seven short, unconnected statements and then answer some multiple choice questions and they'll hear one person speaking. 00:39:53

In part two, they'll hear two people speaking and there will be three longer, unconnected conversations and some multiple choice questions to answer. 00:40:07

The listening in part three involves a notepad. We've seen that also for A2, and they have to complete the gaps with one to three words maximum. 00:40:17

And this will be listening to a monologue. And part four, they'll hear a conversation. 00:40:31

Followed by six multiple choice questions and there'll be two speakers. 00:40:40

so that should take about half an hour and then now let's dig in deeper by looking at some actual 00:40:45

samples from practice papers remembering what I've said earlier that they may not 00:40:53

have the full sample on every page I show you but do have a look in the practice papers for 00:40:57

further examples of the full set of questions so here you've got part one they'll listen to 00:41:03

some sentences hear them twice and choose the best reply a b or c and then if they do part two 00:41:12

to follow from part one they will hear some conversations twice and then they need to choose 00:41:27

the correct answers for each conversation here is just one example from part two 00:41:33

and again it's a multiple choice in part three for the listening b1 they need to complete 00:41:39

the different information on the notepad but really important as i said for a2 to write 00:41:55

answers one to three words maximum and then here's an example of part four they'll hear a 00:42:04

conversation twice and they need to choose the correct answers using a multiple choice 00:42:16

item type okay let's move on to reading and as we have discovered already there are four parts 00:42:22

with 26 items and multiple choice questions matching now and filling in gaps as well so 00:42:40

they should be familiar with all of those from classwork when they're doing reading practice 00:42:52

and extending their skills in reading. So part one for our exam involves looking at five short 00:42:56

pieces of reading and answering some multiple choice questions. Part two is where they see a 00:43:05

text with six gaps and they need to choose from seven sentences to complete the gaps part three 00:43:14

is where they will look at four four sorry smaller texts and need to answer seven questions where 00:43:24

they match the questions to the text either text a b c or d and then part four a longer 00:43:31

reading text with eight open ended questions to be answered using three, sorry, one to three words 00:43:39

maximum. So let's have a look. Let's dig down a bit deeper. So here's an example of reading part 00:43:48

one. Bearing in mind, we may not be covering all the questions that you see on the exam paper. 00:43:55

So they would read these different texts and then choose the correct answer from multiple choice on 00:44:02

the right here. And then let's have a look at reading part two. So they would read the text 00:44:07

and then if you look over to the right hand side there are lots of different sentences 00:44:23

and they need to choose the correct sentence for each of the six gaps and there's one extra 00:44:28

sentence. And then here is an example of reading part three for B1 candidates. So they would have 00:44:35

four different texts, quite small texts, and then they need to match the text to the questions on 00:44:50

the right hand side. Okay, now let's look at the fourth part. Last but certainly not least, 00:44:58

a longer piece of reading to do. And then on the right hand side, there's lots of questions and 00:45:17

they need to answer it using a maximum of three words. That's really important that they keep to 00:45:23

that. OK, now let's have a look at the writing. So at B1 level, candidates need to complete two 00:45:30

tasks. And let's have a look at those now. So the first task will be something between 70 and 100 00:45:52

words using more neutral formal language. And for a specific audience, the audience will be 00:45:59

specified within the rubric of the question. And they need to cover three points that are given 00:46:08

in the rubric. For the second task, they need to complete a piece of writing of 100 to 120 words. 00:46:15

It will be informal, could be a letter or an email, and they need to include two functional, 00:46:24

Sorry, two functions. So, for example, suggesting something, making and agreeing on plans, persuading someone to do something. 00:46:31

It will depend on what's in the question rubric, but there'll be two types of functional language that they will naturally, let's hope, include in their answer. 00:46:45

OK, so let's have an example of each one. So part one, typical example for B1, you've got some information to have a look at here, an advert in a newspaper and you have to write a letter to enter the holiday competition. 00:46:55

and look here we go we've got the three things they need to include and then if we have a look 00:47:16

at a sample of part two here it involves writing a letter to a friend about their favourite day in 00:47:34

the year and suggesting what they could do together on that day and as we I think we mentioned earlier 00:47:46

with A2 you've got some space here to write your answer but candidates must remember that they've 00:47:54

got to transfer their answer or, if you like, do their final version of their answer on the answer 00:48:00

sheet. OK, so let's move on to the spoken exam now. And at this level, it's 12 minutes for B1. 00:48:07

Remembering you've got your personal information to give in part one, role plays in part two, 00:48:20

exchanging information in part three and then speaking about something on your own chosen by 00:48:26

the interlocutor so let's have a look now we've mentioned earlier with a2 that when you look at 00:48:37

the actual practice papers they include the full instructional procedural language to the 00:48:45

interlocutor as well as all the different options so we're just giving you some samples from the 00:48:51

sample. So, if we have a look at part one, in fact, as I mentioned for A2, everybody needs to 00:48:57

answer these two questions about their spelling of their family name and where they're from. 00:49:04

Then the interlocutor will ask up to five questions, one from each of the topics that 00:49:10

they have for that particular day in that particular exam paper. So, here you've got 00:49:19

Sports, Communication and Correspondence, Weather, Education and Furniture. 00:49:23

It could be another five in another paper. And certainly the range of topics that are required for B1 competence can be seen in the qualification handbook. 00:49:28

If you needed to know the parameters of what might be chosen within a B1 exam. 00:49:40

And then for part two, which, if you recall, is where they do role plays with the interlocutor, the interlocutor will choose the two situation A and B. 00:49:47

So there'll be one situation A and one situation B. 00:50:01

If you remember from the A2 example, you have a situation A where the interlocutor initiates and then a situation B where the candidate is expected to initiate. 00:50:05

approximately two terms each for either type of situation. And the interlocutor chooses from a 00:50:21

small number of situations. They may, at their discretion, choose a third situation if there's 00:50:28

any time left. OK, so let's have a look at the third one, which is an interactive task. 00:50:34

There isn't a choice here. There will be one particular example. And if you have a look here 00:50:43

At B1, a bit different to A2 in general, but also the actual task sheet is the same for the candidate and the interlocutor. 00:50:49

So the interlocutor will hand over a task sheet to the candidate. 00:51:03

They have a look at it and the interlocutor will talk with them about the particular situation. 00:51:09

So, for example, here you've got an English class bringing out a school magazine and you and the interlocutor need to decide what to put in it. 00:51:21

At the end of this task, the task sheet is given back to the interlocutor, by the way. 00:51:31

OK, here's an example of part four. Now, remembering this is a long turn, ostensibly, but with some follow up questions afterwards. 00:51:45

So the long term. You will be given a topic by the interlocutor. 00:51:53

they will have a small choice and they will decide which one is most appropriate for the 00:52:03

person in front of them. So, for example, a sports event you would like to go to. 00:52:08

At this level, the candidate will need to speak for one and a half minutes. 00:52:14

And part of the procedure is they'll be given the actual topic. They'll be given a piece of paper 00:52:19

and a pen or a pencil. They can make some notes if they want. The topic is repeated. 00:52:25

And then they give their long turn. And then there are follow up questions like these sample ones here as well. 00:52:34

And the whole thing will take three minutes in total. 00:52:49

OK, so I hope that's given you a flavour of the different item types, contexts, the formats and so on for A2 and for B1. 00:52:54

Now, let's move on to some other support material or some key support material, I should say, that will help you and your learners prepare. 00:53:11

So I've mentioned them a lot so far. Practice papers are probably the quickest, easiest way to get to grips with what's in the exam, 00:53:21

what the format's all about, what the procedures are about, what the context might be, what the topics might be. 00:53:32

So I would strongly advise you having a look at them yourself, but also the candidates having a look with with or without you as well. 00:53:39

You may want to do some mocks. The normal format is, let's say, for the written, for example, you get a question paper, a question booklet, 00:53:49

But detailed transcript of the listenings, all the audio recordings, which you may not get with other exam boards, by the way. 00:54:00

Then a key for the reading and the listening and then a sample of the answer sheet. 00:54:11

And as I mentioned earlier, it's really important that candidates get to grips and understand what the answer sheet is all about. 00:54:16

In fact, as we said earlier, they need to use a pencil and there are specific instructions. 00:54:23

So, for example, for the listening and the reading where you have circles on the answer sheet, they have to fill in the circle. 00:54:29

So they're not ticking it or crossing it or anything like that. 00:54:40

But it does show you that information visually on the answer sheets on the website. 00:54:44

So they really need to get comfortable with that. 00:54:51

and where you've got lines rectangular boxes that's obviously where they write 00:54:54

one to three or one to five words whatever it is depending on the level and if it's listening or 00:55:02

reading so it's very important they get used to looking at those where are you going to find these 00:55:08

practice papers if you go to the preparation section of our website and then go to practice 00:55:15

material, then the IESOL section, you will see these. And on the next page, you'll see all of 00:55:21

these. Now, these are really important materials as well for the teacher. I would say the most 00:55:29

important is the qualification handbook. So the listening, reading, writing one and the speaking 00:55:36

one, because within those you have all the different ranges of topic, function, grammar 00:55:41

that will come up or could come up to show that you're able to perform and operate at a particular 00:55:50

level and lots more besides we also have two very useful books assessing writing and assessing 00:55:57

speaking and they have those deeper level mark schemes and particularly with the writing there 00:56:06

are written samples with exam and a comment so that will be really helpful as well and then a 00:56:14

fabulous document on the far right-hand side here preparing for the speaking exams. That's 00:56:19

fantastic. It has activities, assessing information, examiner tips, and additional 00:56:25

practice papers to work with. The qualification overview on the far left of this page is also 00:56:31

really handy. It goes into great detail about the tasks, format, and marks for the writing, 00:56:38

Sorry, for the written exam. OK, beyond that, let's see what else you might want to consider. 00:56:46

While you're preparing the learners, so we would suggest the following as good ways forward with the short period of time that you have at the moment. 00:57:01

So a good idea is to watch the webinar recording again. 00:57:14

They're going to be posted on the CAM website, so you'll be able to access them there. 00:57:20

And then next thing I would do is go straight to the practice papers and the qualification handbooks, as we talked about just now. 00:57:27

You might want to also look at other resources on our website, including FAQs, which are in the About Us section. 00:57:38

There are other things there as well you might want to use and don't forget to have a look at 00:57:46

our YouTube channel. You might want to look at some work on exam etiquette and management of 00:57:51

people's time within the exam and that might be done through doing mocks and then don't forget 00:58:03

that we are here in the academic support team to help you as well so email us with any academic 00:58:09

queries and here we've got some key support details for you contact details so here's the 00:58:15

email for you to use to contact the academic support team here's the website address and 00:58:25

then obviously go to the preparation section as a priority and you might want to follow us 00:58:36

on facebook or linkedin as well okay so thank you so much for your attention today well i hope 00:58:42

that you found that valuable information and food for thought and what we want to do next 00:58:59

is look at any questions you may have put in the question uh sorry in the chat box um you may 00:59:06

want to put some more questions in now so we're going to move forward with looking at those 00:59:14

Thank you very much, Janet. And thanks to all the teachers for attending, taking the time to attend and for listening and asking a lot of questions. 00:59:20

So, Janet, we're going to start with some easy questions to start off with. Are the wrong answers going to subtract points? 00:59:36

No, we're not a board that penalises. So we're always looking to give you marks. So we don't take marks off. 00:59:44

We either give you some or we don't, but we don't penalise. 00:59:54

Exactly. And we have another easy question. 00:59:59

Can can they do the writing part in pencil or in pen in either or both? 01:00:03

You need to use a pencil on your answer sheet. 01:00:09

But if you want to use a pen when you're doing some draft work on the question paper, please do so. 01:00:12

But you need to use a pencil on the actual answer sheet. 01:00:19

okay perfect thank you and then we've had a couple of questions um about the practice materials and 01:00:22

commenting on how suitable they are for the for the age age 12 in sixth year of primary um i believe 01:00:29

the the real exam is going to be extremely adapted to that age group is that right that's what i 01:00:36

understand yes so have a look at all the practice papers that that are publicly available but yes 01:00:42

the papers that younger learners are going to receive will be adapted for the age. 01:00:47

Exactly. And we've had a couple of questions saying that the listing for B1 they find quite difficult for the kids. 01:00:55

Do you have any comments on that? 01:01:08

I think it's basically a point of them getting to know the way we are asking the questions, 01:01:10

if they're not used to doing the types of item type but i would think they would be doing that 01:01:19

in class work when they're doing listening skills but beyond all that with the time and you've got 01:01:26

to hand which i know isn't much i was just do as plenty as many practices of listening text as you 01:01:30

can um and for that purpose use the practice papers because they've got audio recordings 01:01:36

and transcripts that could help as well build up their confidence with that but they need to be 01:01:43

able to do those types of things and really we're really requesting and expecting skills that are 01:01:49

truly embedded within the b1 competencies from the framework so you know they need to to be as 01:01:57

confident as they can to show that they can do those things so maybe more practice with practice 01:02:03

papers at the moment okay let me just add to that that the difficulty of a listening depends on on 01:02:09

two main factors one how complex the text is and two what the question is so you could have a very 01:02:16

complex text and the question could be is this a radio show or is it a football commentary yeah 01:02:23

and that's a very easy question for difficult text so it's it's difficult it doesn't depend 01:02:30

on the text it depends on the questions that we ask yeah that's a good that's a good thing to 01:02:35

consider as well yeah we've got a couple of um of questions about if the student forgets to 01:02:40

transfer an answer but answers in the exam sheet the answer is do not do that please put everything 01:02:50

on the answer sheet because otherwise it won't count you know same as with some other boards 01:02:56

that i've worked with before you it's could be a an accident that you did that but the person 01:03:01

marking the it's only going to mark the answer sheet so you have to have got your answers on 01:03:08

there so that's why we give that extra 10 minutes but within the whole period of time 01:03:14

you've got enough time to do everything in that written paper but you've just got to manage your 01:03:20

time effectively and make sure whatever you've put on the question paper needs to be transferred 01:03:26

carefully as well um don't go and transfer it and put the wrong thing so you do need to manage your 01:03:33

time effectively it's what i was talking about exam etiquette you know time management for doing 01:03:40

an exam under pressure and what have you okay robin if i if i just want to interrupt just jump 01:03:45

in on this you can advise your candidates if something like this occurs to them to inform 01:03:53

the invigilators 01:03:59

but 01:04:00

please try to abide by 01:04:02

the rules in the biggest possible way 01:04:05

it will make 01:04:07

everybody's life a lot easier 01:04:10

if you can please 01:04:11

ok thank you Marios 01:04:13

do we need a CD player? 01:04:15

no a CD player will be no good 01:04:18

because we don't have CDs 01:04:19

we have MP3 01:04:20

files 01:04:23

so we hope the computer will work 01:04:24

if there's a backup somewhere 01:04:27

in the school in case it's a problem that would be fantastic for us we also asking about um 01:04:29

there's some technical questions about bubbles which obviously is a big factor in 01:04:37

in primary just to tell you that we're calling everybody um from this office and we're trying 01:04:41

to sort out situations that work um about keeping bubbles about keeping distances and making sure 01:04:49

sure everyone's safe so you'll all have an individual talk and you'll be able to talk 01:04:55

about it with one of our agents who will help you organize the logistics of exam day i've got some 01:04:59

common questions about using capital letters in the reading or listening it doesn't matter 01:05:08

because in the end we're not testing writing in the listening and reading sections but all i would 01:05:13

say from experience of being a marker 01:05:21

is however you write it 01:05:23

make it legible 01:05:25

because sometimes in fact when people 01:05:26

write capitals it's not as legible 01:05:30

We've got a question 01:05:33

another question just to 01:05:37

reiterate this about students 01:05:40

who take B1 but 01:05:42

fail 01:05:44

we'll be providing the results to the 01:05:45

Consejería and for those students 01:05:48

who failed B1 01:05:50

but did 01:05:52

show the level of A2 01:05:53

we'll be showing that they do have 01:05:56

an A2 level so that they can 01:05:58

go to the sección 01:06:00

when they're in the first year 01:06:01

of ESO 01:06:03

we've got a question about IDs 01:06:05

obviously it's not 01:06:09

obligatory in Spain to have a 01:06:11

DNI or 01:06:13

a TIE 01:06:14

so we would like some photo IDs 01:06:16

so if you do have the 01:06:19

card, the feature which you keep in the school 01:06:20

that's um that's fine obviously you know the kids we're not expecting people to arrive 01:06:23

from outside and we can identify them suitably like like that i've got a question um about the 01:06:29

spoken exam and why it's not in pairs and where that may be challenging for primary students 01:06:39

May I just point out, I've been in an exam of the various boards and I think where our exam is a little bit more reassuring and candidate friendly, the interlocutor, whether the candidate knows them or not, is extremely encouraged in their training to make sure they're as approachable as possible. 01:06:45

they're there to reassure guide support candidates of any age and any level absolutely should ask for 01:07:07

repetition or clarification throughout as they would in normal circumstance and absolutely part 01:07:15

of the role of the interlocutor and an examiner in any other capacity is to set the candidate at 01:07:21

ease whatever age they are so rest assured that's part of their role to do that and there's a 01:07:27

question about if we've got any examples of speaking 01:07:36

tests on the YouTube channel. 01:07:38

We do, but they're not really suitable 01:07:40

for your case because they're with people 01:07:42

who are over 16 and they're 01:07:44

from Hungary. 01:07:46

Feel free to watch them because it'll give 01:07:48

you an idea of what goes on, 01:07:50

but it's not exactly relevant 01:07:52

for the case of the students in 01:07:54

sixth year of primary. 01:07:56

I've seen the same question again. 01:08:00

It's appearing. 01:08:02

The questions that are available in the website 01:08:03

are overall questions adapted to all types of formats. 01:08:06

I want to reassure you that the topics that we'll be using in the live exams 01:08:09

will be quite, if not very much, adapted to the age group of the candidates. 01:08:13

So we've taken a lot of care of making materials 01:08:21

that do not create concerns or unease to the candidates. 01:08:23

Yes. 01:08:30

Thanks, Maurice. 01:08:32

My students are 11 and 12 years old, 01:08:32

And they get really nervous when improvising. Are they going to be helped? 01:08:35

I think that's that's one for you, Janet. It goes back to the interlocutor role. 01:08:39

It's a fantastic job to do, by the way. In this project, the interlocutor is coming in. 01:08:45

In other scenarios, they can be people from the school. 01:08:51

But let's bear in mind this current situation. The interlocutors are there to assist, to support and guide. 01:08:56

And they are trained in lots of different methods and approaches on what to do when learners are nervous or anxious or dry up, et cetera, et cetera. 01:09:02

So, you know, they give the most reassuring possible situation for the learner to do their best. 01:09:13

I mean, we're not testing knowledge of the world. We're not testing if you're that you've all got to be really loud extrovert speakers. 01:09:22

But obviously, for a speaking exam, you do have to speak. 01:09:31

So even for shy learners, they need to find ways of pushing themselves forward as much as they can at any age for us to have enough sample of their spoken output to give them marks. 01:09:36

But this interlocutor is there to help with that because they're not worrying about marking their whole existence in that task. 01:09:49

In that test, sorry, is to focus on the learner and facilitate the exam. 01:09:56

Thank you. We've got a bunch of questions here about the spaces for the exams, for the written exams, the spoken exams. 01:10:01

As we said, we've got a team of people calling you all, all of your schools and talking to the directors or the bilingual coordinators. 01:10:13

And we understand completely this is a difficult situation. The schools are full. 01:10:20

People have been making sort of improvised measures all year long. 01:10:25

and the team is basically trying to offer options that will work 01:10:30

so that we can do the exams compatible with your normal school activity 01:10:35

and in safe spaces. 01:10:39

So there's various ideas for solutions, but don't worry. 01:10:41

If we do have to put an extra space, then we don't worry about that. 01:10:44

But we are trying to find solutions that will be the best for all the schools. 01:10:50

Somebody has asked if all parts of the written exam need to be written in pencil. 01:10:58

Yes. So the reading, the listing and the writing. 01:11:04

And I'm just looking at the more recent questions. 01:11:11

OK, if a student is sick and misses one part, I must admit I do have experience in this project because I did used to work for another exam board. 01:11:16

and I know 01:11:28

that there's always 01:11:31

quite a lot of kids 01:11:32

break an arm, break a leg 01:11:34

have flu, we hope 01:11:36

they don't have Covid 01:11:39

but we will be organising a session 01:11:39

again or sessions in September 01:11:42

for those candidates who were sick 01:11:44

and missed the exam 01:11:46

so don't worry, they'll have the opportunity to get the certificate 01:11:47

and they'll have an opportunity to prove their level 01:11:50

and a question about 01:11:52

marking, there's been a few questions like this Janet 01:12:03

about 01:12:05

the actual pass grade and how it's calculated it's 50 but is it exactly 50 of the questions 01:12:06

or does each question have a no because as i mentioned in that um uh table you've got raw 01:12:12

marks which are then scaled up there's some information on the scaling in the handbook 01:12:19

but not widely detailed because it's really for markers to work on but if you wanted to have a 01:12:26

look at the assessing booklet and the sorry the speaking assessing booklet and the writing 01:12:33

assessing booklet but generally speaking um you need to be aware of the raw marks 01:12:39

and not the same as the score scaled marks thank you yes it's quite a complex issue because it 01:12:45

involves a certain amount of statistical analysis and weighting or difficulty and the the thing 01:12:52

measured but the the you know the figure we quote is 50 yeah um do we have a specific paper to fill 01:12:58

in that substitutes an id no um as we said before if if you've got the feature which is either for 01:13:06

the library or something that's held in the director's office um with the information of 01:13:14

each kid and the photo and so on that's perfectly valid for for us question about about breaks in 01:13:19

exam. There are no breaks in the exam. Students can go to the bathroom for five minutes, but 01:13:26

the exam is continuous. So it's, you know, people say, oh, it's a long time for 12-year-olds, 01:13:35

but again, you know, a lot of experience in this kind of thing, and we know that kids 01:13:42

can do this. It's longer than a normal class, but they are perfectly able to concentrate 01:13:47

for for an hour and 50 obviously the case of of certain kids with a particular um special need 01:13:53

there there has to be something different um but to the average 12 year old i think it's absolutely 01:14:00

be fine um there's a very interesting point um i've had another seminar so far if somebody gets 01:14:06

a high pass in a in an exam does that mean they automatically get the level above no unfortunately 01:14:14

not if when you're into these are level specific exams um so if you get a high pass that shows 01:14:21

your um at the higher end of that level but it doesn't equate to you getting the next level up 01:14:28

and i know robin and maris have already discussed with you about the b1 uh failure what the 01:14:35

implications regarding getting a note about a two level but the other way around if you get a high 01:14:43

pass it doesn't mean that you get the higher level yeah and just to add to that that um 01:14:51

other exam boards don't give a certificate saying that they've got the high level they give um 01:14:58

something that says the student has showed abilities at that level which is not the same 01:15:04

as a certificate. 01:15:08

There's a question. 01:15:13

We're getting towards the end of the time here, 01:15:14

but there's so many questions, 01:15:15

it's really great that everyone's so interested in this. 01:15:16

Yes. 01:15:19

How are you going to share the slides with us? 01:15:20

What we're going to do is we pass the links 01:15:23

to the sessions onto the Consejería 01:15:24

and they publish them on their website. 01:15:26

So you'll be able to see this particular session 01:15:30

or any of the other sessions on A2B1. 01:15:32

and you can go through it fast 01:15:35

just to see the slides 01:15:39

or you can go through it slowly 01:15:40

to listen to Janet explaining. 01:15:41

It'll be completely available to everybody. 01:15:44

Yeah, exactly. 01:15:47

And another question, 01:15:48

I think this may have to be 01:15:52

the last question for the moment. 01:15:53

If you already registered your candidates for A2, 01:15:56

can you choose a couple of them for B1? 01:15:59

Really, it's too late. 01:16:03

They should be entered into the, you know, the level they've been entered in. 01:16:05

If you want to talk to the Consejería and talk about it, they could consider. 01:16:11

But in terms of, obviously, we have to print the papers for each person's name and they have to arrive at the school and so on. 01:16:17

So it's very, very, very late to be doing this kind of change. 01:16:25

Anything else? We've got a few moments. 01:16:38

Is there anything else, Robin, on the logistical side that you want to? 01:16:40

Yeah, let me just scroll through these questions. 01:16:48

Here's a technical question about the exam. 01:16:55

Can they underline parts of the reading text on the question papers? 01:16:57

They can do whatever they like that could help them. 01:17:05

absolutely because those question papers are not part of the assessment so whether it's the 01:17:07

listening part or the reading or even the writing if you want to do sort of arrows coming out or 01:17:14

underlying or circling the rubric do whatever you need to do as a candidate to help you 01:17:20

because the key point is all the answers need to be on the answer sheet and that's what the 01:17:26

marker we'll see, not the question paper. 01:17:31

Okie dokie. 01:17:34

Can they bring a bottle 01:17:36

of water to the exam, the speaking exam? 01:17:37

Ooh. 01:17:41

I don't know the answer to that myself. 01:17:42

Can you repeat 01:17:48

the question, Robin? 01:17:49

Yeah, can the students bring a bottle of 01:17:51

water to the speaking exam, 01:17:53

to the oral exam? I'm sure 01:17:55

they can. Yeah. 01:17:57

It's only like 11 minutes 01:18:00

for A2, 01:18:02

but obviously some kids will get nervous. 01:18:04

and will want to dry their, to wet their throat and so on. 01:18:05

Are spelling mistakes allowed in the listening part? 01:18:11

Yes, as long as we know what they mean, because we're not testing their writing skills in that section. 01:18:14

Yeah, this is the same kind of question as we answered before about, do we take off points for mistakes? 01:18:22

I'm sorry, there's a terrible noise here, the ambulances. 01:18:31

Because basically what we're measuring is the ability to communicate and the ability to communicate according to the common framework. 01:18:34

So a spelling mistake doesn't impede communication as long as it's not something that Donald Trump might write on Twitter. 01:18:41

But we're marking the communication. We're not looking to remove marks for errors. 01:18:48

There's a useful question there about, I'm just looking at some practice papers, about when you're writing letters, 01:18:59

Do you include the addresses, the address and the addressee? 01:19:05

I mean, I would go with what you need to be able to do that in real life. 01:19:10

But I would go with what the instruction mentions in the practice paper, the exam paper. 01:19:13

So, for example, I've just got one in front of me for A2 writing part one. 01:19:21

And it actually says write a letter to him. Do not write an address. 01:19:25

in a part two for A2 it gives the rubric and it says do not write an address there it does vary 01:19:30

so I've got another one for B1 where part one gives you what you've got to do you've got to 01:19:39

write an email and mention various things and it actually clarifies do not write an address 01:19:46

whereas part two you're writing a letter um it doesn't mention it but i would say it's not 01:19:52

would never be included in the word count anyway because it's not the main body of your work 01:20:02

um for an exam purpose let's say for a communicative purpose in real life you may 01:20:07

obviously be doing that but particularly there's a point here about answering and following 01:20:12

instructions on exam papers and if it tells you not to do something it's best not to do it there'll 01:20:19

be reasons why thanks there's a couple of technical questions about the logistics 01:20:24

um so someone will contact the school um yes we're contacting the the primary schools your schools 01:20:32

first and to talk about the spaces and logistics um one invigilator per class yes we have a ratio 01:20:40

of one invigilator for 25 01:20:48

candidates maximum. And we understand 01:20:50

that in 99% of cases 01:20:52

this is going to be a maximum of 20 01:20:54

students in a class 01:20:56

who are a bubble. 01:20:58

Do we 01:21:01

need to take off posters in English 01:21:02

off the walls? 01:21:04

Yes. There needs to be nothing 01:21:06

in English that the students can see. 01:21:08

And another 01:21:12

question about 01:21:13

sorry 01:21:16

if they fail 01:21:23

the speaking part 01:21:26

will it still technically be possible to pass 01:21:26

the entire exam 01:21:29

if they fail 01:21:30

the speaking is its own 01:21:33

qualification 01:21:36

so 01:21:36

for the purposes of this project 01:21:39

Marius do you happen to know this 01:21:42

because obviously normally they're stand alone 01:21:43

qualifications so 01:21:46

no they will not 01:21:47

they need to pass the speaking part of the exam so they've got to pass both exam papers if you like 01:21:49

sorry both exams the written and the spoken and just to reiterate what i said earlier about the 01:21:56

written um you get an overall mark for the written so although it will show you on the 01:22:03

the exam result what you got for listening reading writing it's an overall mark that's your pass mark 01:22:09

okie dokie 01:22:16

is there a specific minimum distance between students 01:22:18

it's the COVID regulations 01:22:23

1.5 metres 01:22:26

which is larger than our normal 01:22:27

standard distance 01:22:29

and a question about 01:22:31

things written in English on their clothes 01:22:34

I have to say there's 01:22:36

in my experience seeing exams 01:22:40

I've seen some people with incredibly 01:22:43

rude things written on their clothes 01:22:45

when they come to the exam 01:22:46

but in general it's best not to have anything 01:22:48

in English that could be 01:22:50

seen because it's a clue 01:22:52

and something that people can use 01:22:54

There's a question which is 01:22:56

I think for you Janet 01:23:04

when they're teaching 01:23:05

they ask the students to answer with a full sentence 01:23:07

How can 01:23:09

they answer the questions in just three words? 01:23:11

Well don't forget we're testing 01:23:14

listening and reading in those 01:23:15

sections not 01:23:17

four pieces of writing um so you just have to answer accordingly to make sure we we know that 01:23:19

you understood the listening or you understood the reading so yeah when you're writing for other 01:23:26

people you're actually doing specific writing that's another scenario so obviously in the 01:23:31

writing task that's different but for the listening reading we're entirely testing 01:23:37

reading and listening discreetly so it's absolutely fine to just give short answers 01:23:41

And in fact, I believe that you would lose a mark or you wouldn't get the mark if you wrote over the number of words. 01:23:47

So not lose a mark. You wouldn't get the mark at the one mark if you wrote over the number of words they specify. 01:23:55

So that's an important thing. Again, it's, you know, sort of to do with listening, 01:24:02

sort of understanding and abiding by the instructions given to the best of your ability. 01:24:07

Okay. We've had this question before, but I think it's worth repeating because it's obviously very, very important for your students' academic future, that if a student takes B1 and fails with a zero, I'm not sure what that means, but if they show that they have a level of A2, then that's the level that we will submit to the Consejería. 01:24:11

And so they can go to the bilingual section rather than the bilingual programme. 01:24:41

So please, please be reassured about that. 01:24:46

Anything else, Robin, before we close? 01:25:02

It's just about time for us to take our leave today. 01:25:05

There's no more questions popping up. 01:25:11

If you do have any more questions on the last slide of the presentation, 01:25:15

um you were given a an email address which i shall try and repeat here or maybe maybe you 01:25:20

can remember it janet yes i could all lowercase academic support one word at language cert.org 01:25:28

i think it's it's um written multiple times as well in the uh slides so have a look at the slides 01:25:36

Again, when you look at the recording, but academic support at language.org. 01:25:43

Thank you, Janet. So I just want to say thank you very much for you for coming. 01:25:51

I'm really pleased at the number of questions and the type of questions, because it shows that everyone's extremely engaged. 01:25:57

We know that this is really important for your for your students. We want them to do well. 01:26:06

We want you to do well. And we're really looking forward to carrying out this evaluation successfully under these very difficult circumstances that you've been dealing with magnificently all year long. 01:26:10

And see you all soon. Thank you very much. 01:26:23

Thank you, everybody. And really good luck for your learners. Bye. 01:26:27

Bye. 01:26:33

Idioma/s:
Autor/es:: Subdirección General de Bilingüismo y Calidad
Subido por:: Certamenesypremios
Licencia:: Reconocimiento - No comercial - Compartir igual
Visualizaciones:: 470
Fecha:: 10 de mayo de 2021 - 11:02
Visibilidad:: Público
Centro:: EST ADMI D.G. DE BILINGÜISMO Y CALIDAD DE LA ENSEÑANZA
Duración:: 1h′ 26′ 43″
Relación de aspecto:: 1.78:1
Resolución:: 1920x1080 píxeles
Tamaño:: 274.66 MBytes

Del mismo autor…

Recursos y servicios del Programa ALBOR
Contenido educativo. subido por Educaalbor 13′ 26″ - hace 5 horas - Idioma: - 8 visualizaciones
RETO SALUBRIDAD
Contenido educativo. subido por CP INF-PRI EDUARDO ROJO 00′ 23″ - hace 5 horas - 2 visualizaciones
Video resumen "La Tierra en el Universo"
Contenido educativo. subido por Carlos B. 06′ 38″ - hace 6 horas - Idioma: - 1 visualizaciones
Uso del Padlet para parte de ausencias del profesorado
subido por Isidro H. 08′ 37″ - hace 6 horas - 1 visualizaciones
Proyecto El cuerpo humano 1º Infantil C
Contenido educativo. subido por Marta A. 05′ 20″ - hace 7 horas - 2 visualizaciones
Vídeo resumen "Genética mendeliana"
Contenido educativo. subido por Carlos B. 08′ 50″ - hace 7 horas - Idioma: - 4 visualizaciones
Cierre proyecto El cuerpo 1º infantil C
Contenido educativo. subido por Marta A. 02′ 37″ - hace 7 horas - 1 visualizaciones