1 OralTestsHandbook

ORAL TESTS HANDBOOK
PREPARATION MATERIAL FOR ORAL TESTING OF ENGLISH AND MALTESE
END OF YEAR 6
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DIRETTORAT GAL KWALITA` U STANDARDS FL-EDUKAZZJONI FLORIANA VLT 2000 MALTA DIRECTORATE FOR QUALITY AND STANDARDS IN EDUCATION FLORIANA VLT 2000 MALTA
This handbook is the property of the Directorate for Quality and Standards in Education.
The work was commissioned by Prof. Grace Grima, Director General, DQSE in preparation for the introduction of the oral component in the National End of Primary Examination to be introduced in June 2010.
This handbook was compiled by Dr Doreen Spiteri and Raymond Facciol in collaboration with David Agius Muscat, Antoinette Debattista, Anthony Sammut and Mary Anne Spiteri.
Special thanks are due to all Year 6 teachers who actively participated in the training sessions during the scholastic year 2009-2010 and who provided valuable insights in the decision-making processes related to this important component of language assessment.
Our heartfelt thanks are also due to the schools and pupils who were directly involved in the preparation of this resource and to the technical team responsible for the recordings.
This online resource is to be regarded as work-in-progress and will be updated as necessary as we collectively build up our local experience in the implementation process.
It is managed by Roseanne Xerri at the eLearning Centre.
Oral Tests Handbook - Rationale & Background, General Guidelines, Oral Test Paper Contents Page 2 of 10
INTRODUCTION
RATIONALE AND BACKGROUND GENERAL GUIDELINES ORAL TEST PAPER CONTENTS
RATIONALE AND BACKGROUND

Why introduce oral tests now?
1.
Why are Oral tests for Maltese and English being introduced only now? Oral skills are fundamental to language learning, particularly in the primary school years; however they have been regrettably neglected in favour of reading and writing to the effect that classroom work on oral skills has been virtually absent. The situation was compounded by the fact that for various reasons, the Junior Lyceum examination and the Common Entrance Examination did not test students abilities to speak and understand Maltese and English. This inevitably shaped the teaching that took place in the lead up to these examinations. The Curriculum Review has addressed the issues surrounding the early selection of students for secondary school and the removal of the Junior Lyceum examination is followed by an enhancement of the National End of Primary Examination which will function as a benchmark examination. To this end, from 2011, the NEPE will include the testing of oral skills in Maltese and English thereby giving credit to all the four language skills and representing what the students are able to do in Maltese and English. The Oral tests complement the oral component in the syllabi of the preceding years. Preparation started in October 2009 when a team consisting of Ray Facciol, Melanie Vella Sammut and Ruth Bonello visited all the classes teaching Years 4 and 6 in Maltese State Schools, meeting teachers and giving demonstrations of various activities and strategies to enhance oral skills. At the same time, in-service training started with the same years targeted, and by the end of the scholastic year 2009-2010 all teachers had received 12 hours of training in classroom strategies. In addition, a team led by Dr Doreen Spiteri, Educational Consultant, together with Education Officers Ray Facciol, David Agius Muscat, and Antoinette Debattista organized two training sessions for Year 6 teachers. These were held in May and June 2010 during which the introduction of the oral tests was discussed. Teachers were
2.
Preparation
3.
Teacher preparation for oral tests
familiarized with oral test materials that are used in international examinations and shown proposed test materials constructed locally to better reflect the local educational context. Teachers opinions on a number of issues relating to the testing of languages, in particular the testing of oral skills, were solicited through a questionnaire. These views informed the final format of the oral test papers which are being presented in this document.
4.
The Oral tests were piloted with Year 6 students in three schools two State schools and one Independent school. The students were not coached in any way for the tests, and yet they did not find the tasks problematic though clearly performance on the test differed among students. In most language tests, the four language skills are accorded equal weighting, however, the formal testing of oral skills locally represents a novel situation, something of a milestone in the recognition of oral skills as an integral part of language ability. In a context where reading and writing have enjoyed a privileged status, the speaking and listening skills have had to struggle for their rightful place and their inclusion alongside reading and writing could not but be contentious. Having surveyed teachers opinions on this it has been decided that the reading and writing parts of the Year 6 examination will share 60% of the marks while the listening and speaking make up the other 40%.
Piloting of test materials
5.
Weighting of the four skills in the test papers
GENERAL GUIDELINES
What are we testing?
1.
Language testing is about testing students ability to use the language. The Oral Tests focus on learners ability to speak in English and Maltese on every day topics. The topics that students are required to talk about are drawn from the materials in use in schools and from the kind of experiences that students of that age can be expected to be familiar with either through actual experience or through vicarious experience from the media and books. We are therefore interested in the students range of vocabulary, their ability to form sentences, to use a variety of grammatical structures, to ask questions correctly and interact in a contextually meaningful and appropriate way. The oral tests are designed to be carried out by two teachers whose role will be that of Assessor and Interlocutor respectively (refer to p.11 for seating arrangements) who will assess two students in the same test. The Interlocutor will conduct the Oral Test and will also be making a mental judgement of the students performance. The full assessment will be carried out by the Assessor whose role during the test is to listen carefully and apply the Rating Scale (pp 29, 30) to assess the students spoken language. The Assessor may take notes when necessary as these help in assigning marks on the different criteria. At the end of each test the Interlocutor will give an impression mark and this will be noted on the Marks Sheet along. Before assigning the total mark, the Assessor and the Interlocutor should briefly exchange views on the students performance. Interlocutors should ensure that they are in possession of a watch or a similar device to manage the time well and to check the time discretely during the test. While carrying out the Oral Tests, Interlocutors are encouraged to give students confidence and put them at their ease. This should not be confused with giving students unfair advantage. This has to do with creating the right conditions so that students are able to show how
2.
Roles of Interlocutors and Assessors
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Put students at ease
well they can speak English and Maltese. 5. Interlocutors should not code-mix during the Oral Tests and should be sensitive to certain utterances such as Thank you, OK, Iva and other responses when carrying out the tests. For teachers it is natural to react to students use of language by confirming or questioning or correcting. In a testing situation however, we should remain neutral. We should resist praising and saying Good or Prosit and instead use neutral language such as Ehe, Yes, Iva. It is best to encourage by nodding and when necessary rephrasing the prompt. The simplification of the prompt should be however noted by the Assessor as it indicates some difficulty on the students part in understanding what is required and achieving the task. Also, it is natural for teachers to correct inaccurate language but in an examination situation, this must not happen. For example, in one of the filmed tests a student mistakenly refers to a football stadium shown in the picture as a playground; the Interlocutor does not react. In another filmed Maltese test, one of the students is unable to say zebbug for olives and again the Interlocutor makes no comment. We must see our role in this context as examiners and assessors; we are no longer in the role of teachers. This will be initially difficult however, if we are mentally prepared for this, it will help guide our reactions during the oral tests. Most of the time should be taken up with student talk. This is particularly important during the Inverted Interview task where the Interlocutor responds to students questions. See transcript on page 53 for an example. Interlocutors should be guided by the test materials so that standardization is achieved across the schools conducting the tests. This will make for better time management too. There are, however, instances when the Interlocutor can prompt the students by saying What else...? and this is perfectly acceptable.
6.
Testing not teaching
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Student talk
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Follow the test materials
10.
The Interlocutor should allow students a few seconds think time as they formulate a response and if the student continues to hesitate, the prompt / question should be reformulated and simplified. If the student experiences difficulty and is unable to carry out the task, the Interlocutor should make no reaction and move on to the next stage without passing judgement. In cases where students show very limited linguistic competence in either English or Maltese, and are unable to carry out the tasks, the Interlocutor should gently bring the test to a close without putting undue pressure on the student. This does not relate to issues relating to physical or mental impediments for which other conditions may apply. If at the end of the oral test students ask for feedback on their performance, both Interlocutor and Assessor should avoid giving any information whatsoever and add that the students will be receiving the result at a later date.
Student thinking time
11.
Student difficulty
12.
Do not give feedback to students
ORAL TEST PAPER CONTENTS

Each oral test is composed of the following parts:
TASK 1 TASK 2 TASK 3
1 minute 3 minutes 3 minutes
Warmer - Tejjija Interview - Intervista Tasks 3 and 4 will consist of two tasks set from the following: a. Single Picture Task Thematic Picture Task Inverted Interview Task Compare and Contrast Picture Story Task Stampa Wahda Stampi dwar Tema Staqsini Int Qabbel Stampa Storja b. c. d. e.
TASK 4
3 minutes
On the following pages the teacher can find two examples of a complete oral test, one for English and one for Maltese (shaded in grey). In the English specimen paper the tasks chosen for Task 3 and Task 4 are the Inverted Interview and the Compare and Contrast. The Maltese specimen paper contains the Thematic Picture Task and the Picture Story Task for Task 3 and 4 respectively. In addition to the Sample Test Papers, users of this Handbook can find ten more test tasks exemplifying tasks a. to e. in the table above. In this way, users of the Handbook can find at least one example of each of the different tasks. In addition, there are guidelines for each task on the facing page. These guidelines are intended to give information on the purpose of the task and on how to conduct that part of the Oral Test. The guidelines appear only for the English test paper and they apply equally to the Maltese test paper.
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The Criteria for Assessment describe the criteria against which students oral performance will be assessed. The two marks in the last criterion are tied to Tasks 3 and 4, and are intended to be specific to the tasks set for that test session. The other criteria will still apply to these tasks. Depending on the task set, the following describes what the Assessors should look out for, while the particular tasks are being carried out, if these marks are to be awarded.
Single Picture Picture Story
- hypothesizing / tadit ipotetiku (i.e. kapai jitkellem fuq sitwazzjoni/jiet ipoteti i) - organization of speech / organizzazzjoni tat-tadit (i.e. kapai jitaddet fordni kronoloiku)
Compare and Contrast - use of appropriate qualifiers to describe points of comparison and contrast / attenzjoni gad-dettalji talistampi (i.e. kapai josserva d-dettalji u jikkummenta dwarhom) Inverted Interview - question formation / it-tfassil tal-mistoqsijiet (i.e. kapai jistaqsi mistoqsijiet flokhom u fwaqthom) Thematic Picture - substantiating opinion / it-tisi tal-opinjoni (i.e. kapai jsaa l-opinjoni/jiet li jipprovdi)
SAMPLE ORAL TEST PAPER AND GUIDELINES ENGLISH
Guidelines to Task 1 Warmer

The Warmer is not assessed. The questions are simple and teachers can easily prepare students to answer them well. The purpose of the Warmer is to put the students at ease and make them feel comfortable so that they perform at their best. We suggest the following seating arrangement. The desk/table should be placed offcentre so that the setup is less formal and we move away from an intimidating interview situation. As always, the reason is so that the learners feel at ease. Make sure that both students can see the test materials when these are placed on the table.
Assessor / Assessur
Interlocutor / Interlokutur
Student A
Student B
SAMPLE ORAL TEST PAPER AND GUIDELINES ENGLISH Page 2 of 13
TASK 1 - WARMER 1 MINUTE - NOT ASSESSED Each numbered question has two questions one question for each Student.
1A 1B To Student A: Good morning .............................. , can you spell your name for me please? To Student B: Good morning .............................. , can you spell your name for me please?
2A 2B
To Student A: Where do you live? What is your address? To Student B: How old are you? Which month of the year do you like best? Why?
3A
To Student A: How do you get to school in the morning? Do you walk or do you come by bus? What do you usually see on the way to school? (Prompt: School children? Adults? Shops? Market? To Student B: Talk to me about your favourite room in the house. Why is it your favourite room? What else makes it your favourite room?
3B
4A 4B
To Student A: What do you plan to do today after school? To Student B: What did you do yesterday after school?
Guidelines to Task 2 Interview
1. The topics will change from one year to the other and will include a selection from the following: Weather Free time and entertainment Places School activities School Life Helping at Home Sports Food and Drink You and Others Pets and Animals The environment/preserving our world
2. New topics may be introduced and these will be communicated to teachers. 3. If students run dry, or give a limited answer to a question, a gentle prodding might have the effect of producing more language. For example, during pilot testing of the test materials, a student related why she likes summer using only a few words. The repetition by the Interlocutor of the question What else do you like doing in summer produced more language.
TASK 2 - INTERVIEW 3 MINUTES TOTAL Interlocutor asks questions on one topic per student at a time as indicated below.
TO STUDENT A: The Interlocutor says: Im going to ask you some questions about the weather". 1. What is the weather like today? Describe todays weather for me. 2. What clothes do we wear in warm weather? And what clothes do we wear in cold weather? 3. Do you prefer summertime or winter time? Why? Why dont you like summer/winter? TO STUDENT B: The Interlocutor says: Im going to ask you some questions about free time and entertainment". 1. Do you like the weekends? What do you do during the weekend? 2. Is there anything you hate doing during the weekend? 3. How do you spend your free time? Do you have any hobbies? What do you like about this hobby? Is there a new hobby you would like to start? Why would you like to start that? TO STUDENT A: The Interlocutor says: Im going to ask you some questions about places". 1. What sort of places do tourists usually like to visit when in Malta? 2. Tell me about a place that you have been to. Maybe somewhere you went with your family? Describe this place to me; tell me what you like about it. 3. Is there a place that youd really like to go to? Tell me about it. Why would you like to go there? TO STUDENT B The Interlocutor says: Im going to ask you some questions about school activities". 1. Describe a school outing that you have been on. (Prompt: when, where, what). 2. Describe the school sports day / Christmas concert / book fair / any other school activity. 3. Have you ever taken part in a competition or project? Describe your experience. Were other schools involved?
Guidelines to Task 3 - Inverted Interview
1. This task needs to be handled carefully so that the Interlocutors prompts do not put words into students mouths thereby invalidating the exercise. Teachers should refer to the transcripts of the oral tests for an example of how this can be done. 2. Interlocutors should direct the prompts to each of the two students in turn so that both students participate equally. 3. The picture shown on the test paper is for the Interlocutors use. The students will be shown a larger picture which the Interlocutor will place on the desk in front of them.
TASK 3 - INVERTED INTERVIEW. 3 MINUTES TOTAL

The Interlocutor tells the students while placing the picture in front of them: I want you to look at this picture. Now, I know the footballers in the picture. You can ask me questions about them and I will answer. Have you understood? Would you like to know about them? Ask me about..........:
Interlocutor prompts each student to ask a question in turn.

The place The event The relationship between these people His feelings at this moment (Interlocutor points to footballer covering face) The moments just before the picture was taken What the other players told him The final result of the game What his family said to him after the game The footballer: His hobbies His free time His family His home - My opinion of the sport you can see in this picture - Is there anything else you wish to ask me about this picture?
The enlarged picture will be shown to the Students
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Guidelines to Task 4 - Compare and Contrast
1.
In this task, the use of prompting is especially useful so that students are encouraged to produce more language. For example, when students are asked to describe how the pictures are different (or similar) the Interlocutor should prompt by saying Can you mention any other differences / similarities? The same strategy can be applied to the other prompts. For example when students are asked How does the man in the second picture spend his day? those students who give a limited answer can be encouraged with a What else does he do?
2.
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TASK 4 COMPARE AND CONTRAST. 3 MINUTES TOTAL

Interlocutor says: Look carefully at these two pictures and I will ask you both some questions about them. 1A 1B To Student A: Tell me how they are different To Student B: Tell me how they are similar.
2A
To Student A: a. Where does the woman work, do you think? What does she do? b. What sort of problems might she face when doing her job? c. Would you like to do that job? Why? Why not? d. What would you like to be when you grown up? Why?
2B
To Student B: a. How does the man in the second picture spend his day? b. What sort of problems might he face when doing his job? c. Would you like to do that job? Why? Why not? d. Is there a job you would definitely not do when you grown up? Why?
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The enlarged pictures will be shown to the Student
END OF TEST
KARTA MUDELL TAL-ORALI MALTI
KARTA MUDELL TAL-ORAL MALTI Pana 1 minn 9
L-EWWEL TARI: IT-TEJJIJA MINUTA - MHUX ASSESSJAT L-Interlokutur jistaqsi dawn il-mistoqsijiet fl-ordni li jidhru.
1A 1B
Lil Student A: Lil Student B:
Bonu ..........................................., fi xin wasalt l-iskola dalgodu? Bonu..............................................fi xin tispia l-iskola llum?
2A 2B
Xgamilt ilbiera filgaxija? Galiex? Xbisiebek tagmel illum wara l-iskola? Galiex?
3A 3B
Kif tasal l-iskola filgodu? Bil-mixi? Xtara inti u ej/ejja? Gandek kamra favorita fid-dar? Liema hi? G aliex? Xhemm fiha?
4A 4B
Tippreferi l-iskola jew id-dar? Galiex? Jogbok ir-raal fejn tgix jew tippreferi tgix xi mkien ieor? Galiex?
5A 5B
Tippreferi l-iskola jew id-dar? Galiex? Tippreferi x-xitwa jew is-sajf? Galiex?
IT-TIENI TARI: L-INTERVISTA 3 MINUTI L-Interlokutur jistaqsi dawn il-mistoqsijiet fl-ordni li jidhru.
Lil Student A: Lil Student B: Xinhija d-data llum? Ag tini l-jum, ix-xahar u s-sena. Meta twelidt? Agtini l-jum, ix-xahar u s-sena.
L-Interlokutur jag el l-arloi 1, 2 u 3 u filwaqt li jipponta lejhom isaqsi: Lil Student A: ares lejn dawn l-arloi. Xin qed jimmarkaw jekk jogbok? ares lejn dawn l-arloi. Xin qed jimmarkaw jekk jogbok? L-Interlokutur jag el l-arloi 4, 5 u 6 u filwaqt li jipponta lejhom isaqsi: Lil Student B:
L-Interlokutur jgid lil Student A: Se nistaqsik xi mistoqsijiet dwar il-vaganzi. 0. 1. 2. 3. Xbisiebek tagmel la nibdew il-vaganzi? Se timmissjaha l-iskola? [Kemm jekk iva, kemm jekk le] Galiex? Hemm xi aa li tixtieq tagmel u forsi hija ftit diffi li gax gadek gir/a? Spjegali. Fil-vaganzi tiltaqa ma sabek tal-klassi? Din togbok jew le? Galiex?
L-Interlokutur jgid lil Student B: Se nistaqsik xi mistoqsijiet dwar il-bieb. 1. 2. 3. 4. Gidli xi aa dwar l-ikbar abib/a tiegek. [Jekk ma tkunx ssemmiet di ] Kif tqattg u l-in flimkien? Semmili xi aa li tobbuha t-tnejn. G aliex? Spjegali galiex tmur tajjeb afna miegu/magha.
L-Interlokutur jgid lil Student A: Se nistaqsik xi mistoqsijiet dwar it-temp. 1. 2. 3. 4. Xtemp hu llum? Iddeskrivili t-temp kif inhu llum. Inti tippreferi s-sajf jew ix-xitwa? Galiex? Xnilbsu fis-sajf u xnilbsu fix-xitwa? Tista idli xi aa ora? Xaktar? Inti fis-sajf tiekol u tixrob l-istess affarijiet li tie u fix-xitwa? Spjegali.
L-Interlokutur jgid lil Student B: Se nistaqsik xi mistoqsijiet dwar kif tqatta l-in liberu tiegek barra l-iskola. 1. 2. 3. 4. Kellimni ftit fuq il-passatemp tieg ek. Xi kemm je odlok in? Galiex? Galiex gailt dan il-passatemp? Kieku kellek tibdlu, xtag el u galiex?
Xin hu jekk jogbok?
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Gwida gat-Tari Stampa Storja. Fil-preparazzjoni gal dan it-tari, l-galliema gandhom jinkoraixxu t-tfal biex kemm jista jkun: 2. josservaw sew l-istampi jiddiskrivu sew u jitkellmu fit-tul jgaqqdu d-diskors flimkien bmod koeiv
1.
Meta l-istudenti jirrakkontaw l-istorja fi ftit kliem wisq, l-Interlokutur gandu jmur lura gal stampa jew ijed u jistieden l-istudent jifta fuqha. Dan gandu jsir fil-limitu tal-in stabbilit.
IT-TIELET TARI: L-ISTAMPA STORJA 3 MINUTI L-Interlokutur jgid:

Jien se nurikom kull wieed sett ta stampi li jag mlu storja. Li tridu tagmlu huwa li tiflu sew dawn l istampi u imbag ad tgiduli fi kliemkom l-istorja u tiddeskrivu fid-dettal xqed taraw. Lil Student A: Se nagti l-ewwel sett ta stampi lilek. Lil Student B, tiegek nagtihomlok wara. Lil Student A: Tista tibda billi id: tg Mela darba / Is -Sibt li gadda /Il-imgha l-ora Gandek madwar minuta. L-istudent g andu jdum mill -anqas minuta jitkellem fuq dawn l-istampi. Jekk l-istudent je el, L Interlokutur jista jipponta lejn stampa partikulari u jg idlu: Ara, spjegali iktar fuq din.
IT-TIELET TARI: L-ISTAMPA STORJA (Ikompli Student B) L-Interlokutur jgid lil Student B: Dawn huma s-sett ta stampi tiegek. Gidli l-istorja u ddeskrivi sew xqed tara. Tista tibda billi tgid: Mela darba... / jew Is-sena li gaddiet L-istudent gandu jdum mill-anqas minuta jitkellem fuq dawn l-istampi. Jekk l-istudent jeel, LInterlokutur jista jipponta lejn stampa partikulari u jg idlu: Issa, spjegali iktar fuq din.
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IR-RABA TARI: L-ISTAMPA DWAR TEMA 3 MINUTI L-Interlokutur jgid: L-Interlokutur jgid: arsu lejn l-istampa l-kbira. Turi ew persuni dejn il-bahar. arsu lejn l-istampi -gar ta tat. Liema minn dawn gandhom xjaqsmu ma din l-istampa ta nies qed iqattgu urnata lbahar? U galiex? Liema minn dawn mgandhomx xjaqsmu? U galiex le? L-Interlokutur jistieden lil Student A biex jagel stampa u jitkellem dwarha, imbagad idur fuq Student B u jistaqsih/a jagmel l-istess. Fka li l-istudenti jelu, l-Interlokutur gandu jipponta hu jew hi lejn stampi li l-istudenti jkunu gadhom ma tkellmux dwarhom u jgid, U din gandha xtaqsam? Ara l-pana li jmiss gall-istampi.
urnata l-Baar
TMIEM TAL-KARTA
ADDITIONAL SAMPLE TEST TASKS TASKS 3 AND 4 ENGLISH

On the following pages, users of this Handbook can find examples of each of the five types of tasks that will be used for Tests Tasks 3 and 4. There are ten examples in all, five for each language. Single Picture Task Thematic Picture Task Inverted Interview Task Compare and Contrast Picture Story Task
Task Single Picture

Interlocutor says: Look at this picture; then we are going to talk about it. Have you understood? Interlocutor allows the students around 5 seconds to look at the picture. The Interlocutor should ask the questions to the two students in turn so that both students participate equally until the 3 minutes assigned for this task have passed. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. Tell me what you can see in the picture. Can you describe one of these persons for me? [ the other one ] How old do you think she is? [the other one ] Where do you think they are? What are they doing there? What do you think happened just before this picture was taken? What do you think happened just after this picture was taken? Is there something in particular you dont like about the picture? Why? What was the first thing that you noticed when you saw this picture? Do you think this picture was taken in Malta? Why? When do you think this picture was taken? At what time of the day? Can you try to guess at what time of the year it was taken? Why do you think so? Who do you think took this photo? You could put this picture in a photo album. But what else could you do with it, can you imagine another use for this picture? 14. If this picture was an advertisement, what would it be advertising? 15. Can you think of a title for this picture? 16. Do you wish to ask me anything about this photograph?
TASK Thematic Picture

Interlocuter says: Look at the large picture, it shows some people at a picnic. Look at the smaller pictures below. Which of these can you find at a picnic? Which of these are not usually found at a picnic? Interlocuter says to Student A Choose a picture and tell me if you would find it at a picnic and tell me why or why not. Interloctur then repeats the question to Student B and alternates between the two students so that both participate equally. If a Student hesitates for too long and seems to be in difficulty, Interlocutor says: Would you take this (point to one of the objects) with you to a picnic? Why? Why not? Do we find this (point to one of the objects) in a picnic? Why? Why not?
Task - Inverted Interview

Interlocutor tells the students, I want you to look at this picture. Now, I know the people in the picture and you can ask me questions about them and I will answer. Have you understood? Would you like to know about them? Ask me about..... Interlocutor should alternate the prompts so that both Students participate equally. The place What they are doing The occasion The food on their table The time of the year / the weather Their work Their hobbies Their relationship The fourth person The family of any person in the picture My (the Interlocutors) opinion of this picture
Candidates Page
Task Compare and Contrast

Interlocutor says: Look at these two pictures and I will ask you both some questions about them. 1A 1B 2A To Student A: Tell me how they are different To Student B: Tell me how they are similar. To Student A:
a) Do you think the boys are friends? Why b) Why are the two boys fighting? c) What do you think happened afterwards? d) Have you ever had a fight with someone? What did you fight about? (If no, ask why not) 2B a) b) c) d) To Student B: Where do you think these girls are? How do you know this? Do you think they are friends? Why? What do you think happened afterwards? How do real friends behave with each other?
Candidates Page
Task Picture Story

Interlocutor says: Im going to show you a set of pictures each and I want you to tell me what happens in the story. Student A, here are your pictures, Student B, Ill give you your pictures later.
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12
CRITERIA FOR ASSESSMENT - ENGLISH ORAL SKILLS

Range of vocabulary (5 marks) 0 1 2 3 4 5
Can name and use basic vocabulary and phrases related to everyday objects, activities, and people. Has knowledge of thematic word sets. Makes occasional use of another language.
Can use a wider range of vocabulary and phrases to be more specific in expressing meaning appropriate to the context.
Range of grammatical structure (5 marks) 0 1 2 3 4 5
Can use basic grammatical structures and construct simple sentence structures.
Can use a range of grammatical structures and construct complex sentence structures linked with a range of connectors.
Fluency and interaction (4 marks) 0 1 2 3 4
Can interact in a simple way provided the Interlocutor is prepared to repeat or rephrase things as a slower rate of speech. Can ask and answer simple questions in areas of immediate need or on very familiar topics but cannot elaborate.
Can communicate and interact more fully and with greater ease in tasks requiring a simple and direct exchange of information on familiar topics and activities. Shows an ability to extend the interaction.
Task achievement (2 marks) 1 2
Response is only partially Can understand the Can immediately understand relevant in spite of questions/instructions but the questions/instructions prompting and rephrasing. needs some time/prompting and response is relevant. to formulate a relevant response. Pronunciation, intonation, and stress (2 marks) Speech characterized mispronunciations interfere with meaning, intonation and stress heavily influenced by first language. by that and are the 1 Speech is generally clear and intelligible, with some influence of first language intonation and stress patterns, but meaning is generally achieved. Task Specific (2 marks) These marks are pegged with Tasks 3 and 4 for each test session. 2 Speech is consistently clear and intelligible, using the appropriate intonation and stress to express the desired meaning.
ILIET ORALI FIL-MALTI

KRITERJI GALLEVALWAZZJONI
IL-KRITERJI GALL-VALUTAZZJONI TAL-MALTI MITKELLEM
Il-vokabularju (4 marki) 0 1 2 3 4
Jinqeda biss bi kliem u fraijiet baii fil-mod kif jesprimi ru u . Idur gal kliem jew fraijiet blingwa ora li mhix il-Malti.
Jua firxa wiesg a ta vokabularju li jkun addattat gas -sitwazzjoni partikolari tattadit.
It-tadit mexxej u l-interazzjoni (4 marki) 0 1 2 3 4
Jaf ikompli ma min qieg ed ikellmu , imma jkun je tie gajnuna kontinwa.
Jaf ikompli ma min qieg ed ikellmu , bla skossi u mingajr tbatija ejda.
Il-korrettezza grammatikali (4 marki) 0 1 2 3 4
Jieu balji morfoloii u sintattii.
Jinqeda bkostruzzjonijiet morfoloii u sintattii korretti.
Ir-relevanza tad-diskors (3 marki) 0 1 2 3
It-twe ibiet mhumiex relevanti minkejja lgajnuna li jing ata.
Jifhem il-mistoqsijiet u/jew l-istruzzjonijiet u jwieeb bmod relevanti.
It-tlissin tal-kliem u l-intonazzjoni tad-diskors (3 marki) 0 1 2 3
Il-kliem huwa mlissen bmod baljat u binfluwenza ta lingwa barranija flintonazzjoni.
Il-kliem huwa mlissen bmod tajjeb u bintonazzjoni korretta.
Tari 3/4 (2 marki) Dawn il-marki jingataw skont kriterju partikulari li jkun marbut mat-Tari 3 u 4
TESTINGENGLISH ORALSKILLS
SAMPLEMARKSHEET
The following is a sample Mark Sheet that Assessors will use during the Oral Test to record marks for student performance. Ideally, the Mark Sheet will be an Excel file in which marks can be inputting and the total produced automatically.
Range of grammatical structures (/5)
Task specific mark for Task 3 (/1)
Fluency and Interaction (/4)
Range of vocabulary (/5)
ENGLISH YEAR 6.3

No. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Names of Students Agius Jonathan Camilleri Samantha
Task specific mark for Task 4 (/1)
MARK SHEET
Pronunciation, Intonation and Stress (/2)
Task Achievement (/2)
4 3
3 4
3 3
1 2
1 0
1 0
0 1
14 13
Each page will contain the marks of one class.
TOTAL /20
ASSESSJAR TAL-ILIET ORALI FIL-MALTI

MUDELL TAL-PA NA TAR-RIULTAT
Din hija mudell tal-marki li jinabru waqt it-Test Orali mill-Assessur u l-Interlokutur. Idejalment, il-folja tkun Excel file li jkun jista jintela direttament fuq il-kompjuter u jagti t-total mill-ewwel. Ikun jonqos biss li dan ji i stampat.
Il-pronunzja u l-intonazzjoni (/2)
L-istruttura grammatikali (/5)
MARKI Il-MALTI
Vokabularju (/5)
Id-diskors mexxej u l-interazzjoni (/4)
It-twettiq ta dak li ji
(/2)
Marka specjali (/1)
Marka specjali (/1) 13 12
Sena 6.3
No. 1. 2. 3. 4. 5. 6. Ismijiet tal-istudenti Agius Jonathan Camilleri Samantha
4 3
3 4
3 3
1 2
1 0
X X
Kull folja jinabar fiha r-riultat ta klassi wada.
TOTAL ( / 20 ) 14 14
TRANSCRIPTSOFORALTESTS ANDCOMMENTARIES TRASKRIZZJONIJIETTA TESTIJIETORALIU KUMMENTARJI

In the following pages users of this Handbook will find the following transcripts and commentaries: 1. 2. 3. 4. 5. CompleteOralTestEnglish(PearlandDeborah). CompleteOralTestEnglish(MaryandJane) CompleteOralTestMaltese(MaryuJane) CompleteOralTestMaltese(StephanieuMiguel) ComparisonofperformanceonthesameCompareandConstrastTaskbytwodifferent pairsofstudentsMaltese. 6. ComparisonofperformanceonthesameCompareandContrastTaskbytwodifferent pairsofstudentsEnglish.
ORALTESTSHANDBOOKTRANSCRIPTSOFORALTESTSANDCOMMENTARIESPage1of34
1. Pearl and Deborah
TASK 1 WARMER NOT ASSESSED 1 MINUTE

Interlocutor: Pearl: Interlocutor: Pearl: Interlocutor: Deborah: Interlocutor: Deborah: Interlocutor: Deborah: Interlocutor: Pearl: Good morning Pearl. Good morning. Can you spell your name for me, please? P-E-A-R-L. And good morning Deborah. Can you spell your name for me, please? D-E-B-O-R-A-H. Thank you. Deborah, when is your birthday? On the 23rd September. Anddo you know anyone else born in September? Emm my uncle. O.K. Thank you. And Pearl, talk to me about your favourite room. My favourite room is my bedroom emm because emmmy bed is cosy and I have lots of stuff that I like in there. Such as? Good. Not telegraphic, a little extended response. This question is not in the test material but the T felt that with some prodding she could get more language from the student. Better if the two nouns were linked with a conjunction. These questions take a few seconds; they are obviously very easy to answer and that is the intention to ask Ss something they can answer and so they build confidence for the rest of the test. Notice tone is warm and welcoming; the intention is to put Ss at their ease.
Interlocutor:
Pearl: Interlocutor: Deborah: Interlocutor: Deborah: Interlocutor: Deborah: Interlocutor: Deborah: Interlocutor:
Emm toys, books O.K. and Deborah, how do you get to school in the morning? by foot. O.K. What do you see on your way to school? Emm cars, shops What sort of shops? Emmstationery, supermarket O.K. Do you see anything else as youre coming to school? No You see cars and you see shops and...
Should be on foot. Again, more natural to say I see cars and shops This is not in the test material but if this helps students to elaborate, its fine. Omission of article: S. should have said a stationery.
This is simply a repetition of what the S said
earlier, her words, and the intonation of the T encourages a response. People. Interlocutor: Deborah: Interlocutor: Deborah: Interlocutor: Pearl: Where are the people going? to shops, to buy, to school. O.K. And the adults where are they going? They are going to school. Aww they are accompanying their children to school. O.K. And Pearl, what do you plan to do after school today? Emm Im planning to watch T.V. and read some of my favourite books and maybe go to the park. This is not in the test material but the T is prodding for more language. to shops is wrong; to shop or to the shops
TASK 2 INTERVIEW ASSESSED 3 MINUTES

Note: This task has now been revised so that each student is asked questions about two different topics. Here, the questions on the same topic are asked to both students.
Interlocutor: O.K. On your way to school today, while you were walking, what was the weather like today Deborah? Deborah: Deborah: Deborah: It was sunny. T. has assessed if S knows cold...... No. hot. .....and hot. Repetition of what S said; this can be avoided so that the time is filled with S talk not T talk. Interlocutor: Ehe, and was it cold? Interlocutor: What was it then? Interlocutor: It was sunny and hot. O.K. [addressing Pearl] Do you prefer summertime of wintertime? Pearl: Pearl: I prefer summertime. because I like to swim thats the thing! Interlocutor: And why is that? Interlocutor: Thats the thing! O.K. And you Deborah, how do you spend your free time? Deborah: Deborah: reading and watching T.V. Yes. Notice the telegraphic responses. Again, it would be natural for a speaker to carry on saying what the hobbies are but the S needed prodding. Interlocutor: Do you have any hobbies?
Interlocutor: Which are they? Deborah: Deborah: dancing and reading since for the Junior Lyceum? Slight breakdown in communication but its normal and the S does well to ask for clarification. It would have been better had she Interlocutor: O.K. How long have you been studying how to dance? Interlocutor: No. for dancing, for you hobby, for dancing.
padded it out with Do you mean for the JL? Deborah: Deborah: Pearl: Pearl: No. I dont go to lessons. [yes as gesture] My favourite food emm is fish and chips. Emm coz I like fish and it haveits a cod and it has breadcrumbs A problem with the third person singular Interlocutor: O.K. But you practise it as a hobby? Interlocutor: O.K. Good. EmmPearl whats your favourite food? Interlocutor: Why do you like fish and chips?
Interlocutor: O.K. And you Deborah, if you are going to make a pizza what toppings would you put on it? Deborah: Emm cheese, mushrooms More fluent users of a language would add Id put cheese,..
Interlocutor: Anything else? Deborah: (pause) corn Interlocutor: O.K. right. And you Pearl, if you are going to make a sandwich how would you fill it? Pearl: Pearl: Pearl: Deborah: Emmbutter, cheese, lettuce, ham. [pause] corn on the cob Mmmhorse. Horse is the animal and the T here acted too much like a T and elicited meat from the S through the intonation. Again, this is a T moment. Try and avoid giving praise for correctness (Good). Rather telegraphic Interlocutor: Ehe. O.K. Is there anything you would definitely not eat? Interlocutor: Is there any food which you would definitely not eat? Interlocutor: O.K. and what about you? Interlocutor: You wouldnt eat horse? Deborah: Meat. Good. O.K. Right.
TASK 3 INVERTED INTERVIEW 3 MINUTES
Interlocutor: Now, I am going to show you a picture and this picture shows some people. Now, I took this photo myself and I know this family and I want you to ask me questions about them because I know them. And you can ask me anything you like. You can ask me about their age. Pearl: Em what is the boy drinking? The S ignored the Ts suggestion. No problem. Good question formation. Good question formation. Good question formation. Difficulty with question formation they are instead of are they and this photo is taken should be was this photo taken. Apparent grammar error in which day but its a mistake because she then used it well.
Interlocutor: The boy is drinking a glass of milk. Deborah: Pearl: Deborah: How old is the woman? Emmare they happy or are they sad? In which day they are spending their hobby? Aww their time? On which day this photo is taken? Interlocutor: The woman is 53 years old. Interlocutor: I think theyre quite happy.
Interlocutor: That was a Sunday. Would you like to know about their hobbies? Pearl? The peoples hobbies there? Would you like to know what they are? Pearl: Pearl: Yes. What are these peoples hobbies? Good question formation T did not prompt her. T keeps answers short to allow more talking time for Ss.. Interlocutor: Ask me. Ask me. Interlocutor: The gentleman in the middle loves watching car races. Pearl: Pearl: Deborah: And the woman? And the man? Is the man their son?
Interlocutor: The woman likeswatching documentaries on travel. Interlocutor: The man is also interested in car races like his father.
Interlocutor: He is their son. Would you like to know about the family? Pearl? Pearl: Are they a big family or they are small?
The Ts prompt is neutral it does not put words into the Ss mouth as the Ss question below shows. Partly correct question formation, partly incorrect..
Interlocutor: No theyre a small family. He has one sister. Interlocutor: Would you like to know about their hobbiestheir holidays? Deborah? Deborah: How are they going to spend their summer holidays? Good question formation. Interlocutor: Right! Well, the gentleman in the picture there (pointing) is going to spend his summer holidays in Gozo. Deborah: Pearl: And the woman? Even the man? The T preferred saying that the people in the picture were NOT going on holiday. This is a minor point but for Ss from families who do not take annual holidays abroad this makes them feel better.
Interlocutor: And the woman is not going anywhere this year. Interlocutor: Yes, hes her husband. Theyre not going anywhere this year.
Pearl:
Are they in their garden?
Interlocutor: Yes. That is their garden. That is their home. Would you like to know anything about their home? Deborah? Deborah: In which country do they live? Good question formation.
Interlocutor: They live in Malta. Anything else youd like to know about their house? Pearl: Is it big or small? Good question formation though limited language Correct. Correct.
Interlocutor: No. Its not very big. Its a flat. Deborah: Pearl: How old is the man? Emm is it winter or is it summer? Interlocutor: The man is 57 years old. Interlocutor: Its autumn. I took the photo in autumn. Would you like to know why they are there? Pearl: Pearl: Yes. Why are they in their garden? Correct.
Interlocutor: So, ask me about it? Interlocutor: Its because the son has come to visit them and theyre having a few drinks together. Interlocutor: Do you like to ask anything else?
1 2
TASK 4 PICTURE STORY 3 MINUTES
O.K. Now, I am going to show you a picture each and I I. tells S what the main point of the picture story want you to tell me the story. Ill start with you Pearl. This sequence is a girl going shopping. is a picture, this is a set of pictures which shows a girl going shopping. I want you to look at the pictures and tell me the story starting from the first one. Deborah, Ill give you your pictures very soon. Pearl: Emm there was a girl and she is read she is as the shopping centre, at the supermarket and she is reading her list. Non-committal encouraging utterance. The I. pointed to the picture thinking that the girl will realize that the picture showed vegetables but the girl repeats bread. This might be an avoidance strategy by the girl but it probably was a genuine inability to make out the picture. and she went to pick some bread and then she went bread.
Interlocutor: Ehe. Pearl: Pearl: Interlocutor: (The Interlocutor pointed to the picture).
Interlocutor: Ehe. Pearl: and then she went to weigh the pear. And then, she went to ask the lady how much the bill is. This prompt is intended to get some more language from the S because the level of detail was rather poor. Ss will need to be coached to describe the pictures in detail. Incorrect.
Interlocutor: O.K. And, what is she pushing here?
Pearl:
The cart.
Interlocutor: The cart. O.K. And, do you know what this is? Pearl: where the lady writes the cost of the things. Circumlocution. S should have said cash register or till.
Interlocutor: O.K. Thank you Pearl. Deborah, this is your set of pictures now. This is a story which shows accidents. O.K. Take a few seconds to look at the pictures. Would you like to start telling us the story of what happened to this man?
Deborah: Deborah: Deborah:
There was a man and he was cleaning a window. No. And there he, there was a man and he went into the door. He didnt see it. because he was looking at the floor instead when he was walking. And, there was a woman, she was scrubbing the floor. He is washing the floor. and maybe the girl left some water in the floor, on the floor and another girl stepped on it and fell on the floor. Yes. She felt on her back.
A man is correct but in fact he has a cleaner. This was intended to help the S understand the next picture. It did not but this is not a big issue.
Interlocutor: Do you think he cleaned it well? Interlocutor: O.K.
went into the door incorrect walked into the glass door. Good vocabulary scrubbing.
Interlocutor: Why didnt he see it? Deborah:
Interlocutor: What is he (pointing) doing Deborah? Deborah: Deborah: Interlocutor: Ehe. O.K. S corrects herself from in to on this is very good. Fell on the floor however, is not idiomatic.
Interlocutor: Is this the lady who fell? Deborah: Deborah: Interlocutor: How do you think she felt? The S might have misheard the question but the repetition of felt in her reply shows she does not yet know how this verb is used.
Interlocutor: O.K.
Deborah: Again, S corrects herself at, to home good. And the fifth picture shows there was a man, he was painting and another man was angry and he sent him back at, to home. This is not in the test materials but the Interlocutor needed to elicit more language from the Student. Again, S corrects herself good but the tense is still not correct would. First half is unidiomatic but second half of sentence is.
Interlocutor: O.K. How would you feel if you were this man in the picture? The same one, when you are sent home? Deborah: I felt angry. I will feel angry.
Interlocutor: Would you feel angry? Why would you feel angry? Deborah: because I went to do my job and they sent me back home.
Interlocutor: O.K. And you Pearl is there a job that youd like to do in life? Pearl: Pearl: Emm I like to be a doctor. because I like to ex emm to see how body, how a body works. Intended to elicit some more language but..... Monosyllabic answer. Monosyllabic answer. More natural to say, Yes, I would or Yes, Id love to. Same as above. Same as above telegraphic response. Interlocutor ends test by politely thanking Ss and signalling clearly that the test is over. No Yes Interlocutor: Ehe. Why is that?
Interlocutor: Any other reason why you want to be a doctor? Pearl: Deborah: Interlocutor: O.K. Do you want to see how a body works Deborah?
Interlocutor: And what would you like to be when you are older? Deborah: Deborah: A teacher. Maths. Interlocutor: O.K. What would you like to teach? Interlocutor: O.K. Thank you very much both of you. Thats the end of the test now.
2. Mary and Jane
TASK 1 WARMER NOT ASSESSED 1 MINUTE

Interlocutor: M & J: Interlocutor: Jane: Interlocutor: Mary: Interlocutor: Mary: Good morning, Mary. Good morning, Jane. Good morning. Erm can you spell your name for me, please? G- G-A-N-E. Can you spell your name for me, please? M-A-R-Y. Thank you. When is your birthday, Mary? 17th February. Ignore this mistake; the Ss were given false names and were not expected to be able to spell them.
Interlocutor: Mary: Interlocutor: Jane: Interlocutor: Mary: Interlocutor: Mary: Interlocutor: Mary: Interlocutor: Jane: Interlocutor: Jane:
Interlocutor: Mary:
Do you know anyone else born in that month? Erm no. Erm talk to me about your favourite room in the house. Erm in my room because I have erm games and. and my laptop and my TV and my books. How do you come to school in the morning? Erm I come to school by van. And what do you see on your way to school? Erm I see the places in Malta, a lot of cars cos the people go to work and a lot of buildings. Do you see any shops? A few, yes. Erm what about you? Do you see anything else on your way to school? Erm I see sometimes my friends passing by erm erm... I see some some bars and stuff and thats it. What do you plan to do today after school? Go home, rest a bit and erm have have lunch and then Im gonna either go have a start my homework and do some revision, watch some TV and then eat again dinner and go to bed. Ok. What about you, Mary? What did you do yesterday after school? Erm yesterday I had a Maltese private lesson and I studied.
The hesitation, the filler erm is natural. Notice S is not telegraphic; she links the nouns together.
Idiomatic use a few.
An extended answer good.
TASK 2 INTERVIEW ASSESSED 3 MINUTES

Interlocutor: Jane: Interlocutor: Mary: Interlocutor: Mary: Interlocutor: Jane: Interlocutor: Jane: Ok. Now erm Im going to ask you some more questions. Erm Jane, what is the weather like today? Erm today its quite sunny erm and I like it its nice. Do you prefer summer or winter? Erm I like both, but if I I would say summer. Why? Because I like I like wearing summer clothes and most of my wardrobe is summer. Ok. Erm Jane, tell me about a place that youve been to perhaps a place youve been to with your family Erm erm abroad? Yes, it could be. Erm Ive been to Italy mostly erm its nice erm Ive been to America as well erm Ive been to Spain thats it. Idiomatic use of quite.
Use of conditional good. Idiomatic use of wardrobe.
We dont want a list of countries that doesnt tell us much about Ss ability to speak English, but the next question does.....
Interlocutor: Jane:
Interlocutor: Mary: Interlocutor: Mary: Interlocutor: Mary: Interlocutor: Mary: Interlocutor: Mary: Interlocutor: Mary: Interlocutor: Jane:
Interlocutor: Jane: Interlocutor: Mary:
Erm tell me about Spain. Erm it was really nice there, there were loads of fruit and a lot of groceries and its really it has nice weather. Its nice. Erm what is your favourite food, Mary? Erm I like fruit. Can you erm tell me which are your favourite toppings for a pizza? Erm I dont really like pizza. Do you eat sandwiches? Yes. Erm what would you fill a sandwich with? Erm ham. Ok. Erm is there any food that you definitely dont like? Spinach. Why? Because I dont really like I just think it doesnt really taste good. Lets talk about school now. Erm what do you like best about your school? Erm the canteen cos its really cool and there are the tables to sit in, I like the teachers they are very nice teachers and its a really nice school. I like it. What would you change if you were to change anything about your school? Erm wear casual every day.
Repetition of nice shows some limitation but good use of loads of.
The Interlocutor thinks of an alternative question that still achieves the aim.
The prompt why resulted in more language doesnt really taste good.
Theres the repetition of nice again, but the use of cool helps the Ss performance. Notice mistake sit in instead of sit at.
Unidiomatic combination of wear and casual, but still shows knowledge of casual
Mary:
Erm tell me about your friends. Erm I think that theyre really erm kind and I feel Good; an extended, correct response. that I can trust them and I think that they care a lot for me. What sort of things do you do with your friends? Erm I chat with them, I play with them and every day I Good; an extended, correct response. learn new things about them that I didnt know before.
TASK 3 INVERED INTERVIEW 3 minutes
Interlocutor:
Jane: Interlocutor: Mary: Interlocutor: Jane: Interlocutor: Mary: Interlocutor: Jane:
Ok. Now its your turn to ask me questions. Im going to show you a picture. I want you to take a good look at it. Its a picture Ive taken and I know the person in that picture. So, you can ask me anything about him. What is he really doing? He was studying and then he felt tired and had a nap. Your turn, Mary. Erm did he have a break when he was studying? Yes, and he ate a pizza. Erm was he tired very tired there? Yes, because he woke up very early. Did he have a lot of things during the day to do? Yes, he had to study his Maths, his English and his History. Would you like to ask about his family? Erm do you think they really care for him? Cos if he had a really long day today, they should have given him something to sleep you know some time to sleep. He looks really tired. Yes, theyre very busy people. His parents are at work. Erm does he have a lot of friends?
Ss very quick to start asking questions formed correctly. Interlocutor invites the other S to ask questions so that both Ss participate. Interlocutors answers short good.
Subjects list could have been omitted. The following prompt serves the purpose well. Good extended response from S showing a range of vocabulary and range of tenses.
Interlocutor: Mary:
S asks this unprompted great when this happens, when not, the Interlocutor suggests as happens with hobbies below.
Interlocutor: Jane:
He has some friends but theyre all studying for their exams. Erm would you like to ask about his hobbies? Erm he likes does he does he really like pizza like? He ate all that pizza? Yes, he did. Erm is erm is he good at computers? Yes, he uses the computer every day. To study? To study, to do his research What are one of his hobbies?
Interlocutor: Mary: Interlocutor: Mary: Interlocutor: Jane:
Notice how S self-corrects: she was going to use a sentence formation then switched to question form but again lapses into sentence form to ask a question. Short answer good. Idiomatic good.
Interlocutor: Mary: Interlocutor: Mary: Interlocutor: Jane: Interlocutor: Mary: Interlocutor: Jane: He enjoys swimming in summer and football during the winter. He plays football during winter. Erm
S not sure what to ask next so Interlocutor prompts.
Would you like to ask about the weather in this picture here? Is it erm sunny outside? Yes, it is, and its a very hot day. Erm does he have A/C inside? Is it warm or very hot? No, he does not have an air conditioner. Erm so one of the reasons why he is sleeping is kind of S takes a real interest in picture and is concerned because he is tired. about the boy. Yes erm and as Ive said, hes woken up very early. This is his room? Wrong question form.
TASK 4 COMPARE AND CONTRAST 3 minutes

Interlocutor: Its his study. Ok, now were going to do a different exercise. Im going to show you two pictures this time. I want you to look at them. Tell me, Mary, how are they different? How are these two pictures different? Mary: Erm the one at the bottom is people playing in the water and there are a lot, and the one on top there is only one person and she is playing a different game and not in the water. Interlocutor: Erm Jane, how are they similar? Jane: They are similar cos they are both sports and they are like this is more sporty in the water and thats more sporty in the winter kind of. Interlocutor: Ok. Erm where is the first sport practised? Mary: Excuse me?
Good vocabulary bottom one
Good knowledge of repair language.
Interlocutor: Mary: Interlocutor: Mary: Interlocutor: Mary: Interlocutor: Jane: Where is the first sport practised? Erm Do you think its practiced outside or or inside? What do you mean? Erm is it an indoor sport? Erm indoor but it can be played outside as well. Ok. And what about the second one? Erm the second one is more summer erm its very erm hard to play erm polo in the water, cos cos erm in water then its cold and they might have to and they might have to jump out of the water up and Ok. In which of the two sports is it more possible to get hurt, Mary? Erm I think its more possible to get hurt in the bottom sport. Why? Because erm they are playing in the water and so things can happen Such as? Erm the it seems there is a ball in the picture. Somebody can hit it at someone, but as well maybe they can drown if they do not know how to swim. Ok. Jane erm can you describe another sport that is dangerous? Erm erm rugby because they stay jumping on each other and its quite rough. Ok erm what sort of sport do you wish to practice, Mary? I like I would like to practice running because erm I like it, I think its fun and I think that Im good at it. What about you, Jane? I would like to practice tennis cos its fun and you jump around and its suitable. you know. Ok, thank you. Thats the end of the test. Thank you. Interlocutor senses that the question is not clear but the help given is too much and it is the Interlocutor who is producing the vocabulary not the S.
Quite a bit of hesitation, not fluent, and not idiomatic use of is more summer.
Interlocutor: Mary:
The S has avoided saying water polo because she probably does not know it, and says the bottom sport instead.
Interlocutor: Mary: Interlocutor: Mary:
Good prompt to encourage more language. Quite good, fluent. Assessor should ignore the fact that someone who cant swim would not be playing water polo what we are after is language not general knowledge.
Interlocutor: Jane: Interlocutor: Mary: Interlocutor: Jane: Interlocutor: M & J:
Notice the stay jumping which is unidiomatic but S was able to mention a sport and used rough.
Good. Correct and fluent.
Has she copied the other student? Maybe. Its best to ask a different question like Which sport would you NOT practise? Interlocutor thanks Ss politely and signals clearly that the test is over.
3. Stephanie u Miguel
TARI 1 IT-TEJJIJA MHUX ASSESSJATA - MINUTA

L-interlokutur: Stephanie: L-interlokutur: Miguel: L-interlokutur: Stephanie, Miguel kif inti Stephanie? Tajba. U inti Miguel? Tajjeb grazzi. Emm .. narak daqsxejn galfejn tossok tajba? ... Eh ... isa ... (Stephanie ma tweibx imma tagmel espressjoni ta tbissima imma li ma tafx tesprimiha) (lil Miguel) Inti kalm, orrajt, rilassat? (lil Stephanie) Stephanie, gidli daqsxejn xgamilt ilbiera. Emm, lgabt ma sabi, kilt, emm rajt itL-uzu tal-kelma boq huwa barra minn postu television, qgadt fuq il-kompjuter, boq, irqadt fdal kuntest. (kelma indistinta). (Lil Miguel) Xin tispia minn hawn gandek ideja xse tagmel? Ma nafx. Imma eneralment xtagmel issa kif tmur d-dar? L-interlokutur bidel id-domanda ghal wahda generali biex l-istudent isib xjghid. Noqgod nilgab naqra wii forsi Ehe aktar kemm in, kemm se ddum tilgab? Forsi tlett kwarti Gandek sieb toro jew hekk? Le. It-tweibiet xotti ta Miguel juru kemm hi importanti din it-tejjija. Stephanie, gandek kamra favorita tiegek partikolari d-dar? Il-kamra tiegi. Galiex? Gax fejn norqod! Gax fejn torqod imma hemm xi aa partikolari li Nipprovaw nevitaw din ir-repetizzjoni ta dak li din veru tossok komda fiha? jkun gadu kif qal l-istudent: din hija prattika li tii mid-drawwiet tal-klassi. Waqt it-test lInterlokutur irid jiba gall-hin. Le, ma nafx. Meta taghlaq sninek, Miguel? Fi Frar, twenty fourth Il-codeswitch fejn jidlu n-numri se tkun komuni afna. Ukoll, Miguel jesprimi d-data fmod daqsxejn stramb. Fl-erbga u goxrin ta Frar. Taf lil xi add ieor li L-Interlokutur qed jaghmilha ta ghalliem billi
Stephanie: L-interlokutur: Miguel: L-interlokutur: Miguel: L-interlokutur: Miguel: L-interlokutur: Miguel: L-interlokutur: Stephanie: L-interlokutur: Stephanie: L-interlokutur:
Stephanie: L-interlokutur: Miguel:
L-interlokutur:
Miguel :
jaglaq mienu fl-istess xahar balek? Le, lil add ma naf.
ikkorega nevitawha din. Miguel jibqa jirrispondi fix-xott.
L-interlokutur: Stephanie: Ma tafx. (lil Stephanie) Emm Stephanie, gid kellimni fuq it temp li qed jagmel illum. urnata sabia, bix-xemx, mhux imsaab Stephanie fil-fatt tiftafit-tweiba imma forsi tista tgaqqad ajar minflok tpoi fraijiet flimkien. Mhux imsaba It-temp: xtippreferi s-sajf jew ix-xitwa, Miguel? Aktar is-sajf gax ma jkollix skola u nkun nista Miguel jagti tweiba bit-tisi tar-rauni ngum. galiex. Ma jkollokx skola u tkun tista ee. Emm fis- Ripetizzjoni li ajar nevitaw. sajf kif tqattgu il-in .? Ngumu, immur gand in-nanna, ... insuq ir-rota U u inti Stephanie gandek xi passatemp li tista tkellimna ftit fuqu? Ngum ... Tgum ida kompli kompli Hawnhekk l-interlokutur qata d-diskors ta Stephanie gax din kienet biss qed taseb kif tkompli. Nilgab ma sabi, noro il-bandli, boq ma nafx Tera l-uu ta boq aktar. U li kieku kellek taqbad xi passatemp ieor gandek ideja xtaqbad? (Pawza) Il-ganutell. Il-ganutell ! Galiex? Galiex? tifta id-diskors. Gax jogbuni afna affarijiet bal dawn Gax jogbuk l-affarijiet li jagmlu
L-interlokutur: Miguel: L-interlokutur: Miguel: L-interlokutur: Stephanie: L-interlokutur:
Stephanie: L-interlokutur: Stephanie: L-interlokutur: Stephanie: L-interlokutur:
TARI 2 L-INTERVISTA
L-interlokutur: Miguel : L-interlokutur: Miguel : Ara, ejja nitkellmu daqsxejn fuq fuq l-isport, tajjeb ? (Lil Stephanie) Inti semmejti li tobb tgum, hux veru? U inti ? (Lil Miguel) Inobb nilgab il-foootball Inti tilgab il-football emm fit-tim tal-football, gidli immaina qisni jiena ma naf xejn fuq ilfootball gidli xi aa dwaru l-logba tal-football. Trid tkun eleven players u trid tipprova tilgab biex tirba
Irridu noqogdu attenti ana wkoll gallgrammatika tagna. Miguel jibda tajjeb imma ma jkomplix jiddeskrivi l-logba sew. Ninnutaw ilcodeswitch: eleven.
L-interlokutur: Miguel :
Ehe u xjiri jiifieri fil-logba? Min jilgab? Min jirba? Min jirbah ikun reba. Miguel ma jifhimx. Imma t-tort jista jkun talinterlokutur li minflok jistaqsi mistoqsija wada qieged iwaddab wada fuq wada. Qieged ukoll jitbieged mill-iscript.
L-interlokutur: Miguel : L-interlokutur: Stephanie: L-interlokutur:
Stephanie: L-interlokutur: Stephanie: L-interlokutur: Miguel: L-interlokutur: Miguel: L-interlokutur:
Stephanie:
L-interlokutur: Stephanie: L-interlokutur:
Stephanie: L-interlokutur: Stephanie: L-interlokutur:
Imma jiedu xi aa maghom per eempju L-interlokutur minflok jiara jaqbad linja u jilbsu ora. Jekk ikun tournament jiedu xi medalja jew xi Miguel ma jkunx attent gall-jiel li qed tazza. jingata, galkemm dan il-jiel seta kien vag. Orrajt. Inti (Lil Stephanie) tgum biex tgum, biss? ieli sibt li tgum bala sport? Le. Le? Assolutament jiifieri taqta qalbek minnha l- L-istess osservazzjoni: afna mistoqsijiet aa? Ma tinteressakx? Hemm xi sport ieor? fxulxin li ma jginux lit-tifla taseb.Fil-fatt, itSport imma, li kieku kellek tagel tagel lilu? tifla kienet qed tikkomunika bgajnejha (nonverbali) gal kull mistoqsija, imma dan, galliskop tat-test, ma jiswiena xejn. Jekk nistaqsu mistoqsija nistennew it-tweiba: hawnhekk gandna ames mistoqsijiet wara xulxin u Stephanie se twieeb biss l-aar wada. It-tennis. Kieku tagel it-tennis. Galiex? Nistghu nevitaw nirrepetu r-risposti talistudenti. Buqq! Ma nafx. Buqq- kelma informali wisq ghassitwazzjoni. Gax gandek grazzja miegu, ma l-isport biss hekk? U inti Miguel? Jien kieku swimming nagel gax inobb ngum Codeswitch. It-tifel jaf gur il-kelma Lafna. gawm. Int tagel swimming. Imma swimming L-interlokutur ikompli bil-codeswitch. sempliiment tmur il-baar jew tgum bala sport? Ngum bala sports. Tgum bala sport. Ejja nitkellmu daqsxejn fuq l- Tinbidel it-tema. isport, fuq l-edukazzjoni. (Lil Stephanie) Millurnata tiegek ewwa l-iskola xtieu pjair tagmel? Balissa qed nagmel af il-crafts, qed nagmlu Filwaqt illi l-kelma crafts forsi hija l-unika li afna crafts, u meta nagmlu l-lesson tal-maths. nuaw fil-verita fl-iskola, il-kelma maths setget iet evitata u ntuat Il-matematika. Jiifieri jogbok il-maths partikolarment. Inti L-interlokutur ukoll ikompli bil-kelma Miguel, xtgidli? maths . Eee .. inobb ir-religion Codeswitch. Ehe jigifieri gidtli maths u qed tagmel afna Fdan il-ka, i-ew mistoqsijiet wara xulxin crafts xma jogbokx, xma tiux pjair huma sinonimi, mhux ball-ka li semmejna tagmel? aktar il fuq. Imma fsens ieor irridu nibgu gall-in. Is-social studies. Codeswitch. Ma jogbokx is-social studies. Galiex? L-istess kumment fuq il-codeswitch. Gax diffili. Gax tossu diffili. Miguel? Kien hemm opportunita li Stephanie tintalab
tispjega ruha. Miguel: L-interlokutur: Miguel: L-interlokutur: Jien ma jogobnix il-maths gax taddem afna rasek. Ma jogbokx il-maths gax ? Ripetizzjoni li fl-aar mill-aar tidher li saret galxejn. Gax il-in kollu trid toqgod taseb. Gax trid toqgod taseb imma allura fis- Uhud mid-domandi tal-Interlokutur mhumiex suetti l-ora ma tasibx li trid taseb? mnizzla fil-karta tal-ezami. Noqoghdu attenti li din ma tigrix bmod eccessiv. Imma mhux daqs kemm taseb fil-maths. Orrajt. OK. Stephanie, fil-klassi kif tossok li tmur ma sabek inti? Tajjeb. Tajjeb emm taseb li ideja tajba li meta tkun fil-klassi tadem ma addieor jew tippreferi tadem wadek? Le, naseb ma addieor tkun ajar. Inti, Miguel, xtgidli fuq din l-istess aa? Kif Id-domandi ghandhom ikunu differenti ghaztaraha din? zewg student nkella jirrepetu lil xulxin. Ghalhekk tajjeb inzommu mal-mistoqsijiet filkarta tal-ezami. Ajar ma addieor gax tkun titgallem It-tifel imdorri jisma din il-kelma u ma juax xi teamwork. aa bal tadem ma addieor Inti tippreferi wkoll tadem ma addieor. Gieli mortu xi skola ora? Ee. Stephanie? Morna naraw l-skola tal-penfriends. Din il-kelma aktarx ma titqiesx bala codeswitch. Mortu taraw skola ta penfriends. Laqtitkom xi aa? Inti mort ukoll Miguel? Iva. Xlaqtek fiha din l-iskola? Kbira afna. Laqtitek gax kbira ee ... xkien hemm iktar? Ghal darbohra, l-Interlokutur jirrepeti dak li qalet l-istudenta. Nevitawha din. afna klassijiet. Miguel jibqa jwieeb, imma fix-xott. Ee Stephanie, kieku kellek tibdel xi aa minn dan li gandek hawnhekk fl-iskola, xtibdel? Ma nafx. Ma tafx ma tafx gax ma tibdilx jew gax ma tiikx fmook ideja? Gax ma nibdilx. Gax ma tibdel xejn minnha kif inhi. (Lil Miguel) Kieku kelli ngidlek kieku kellek inti Is-sintassi tal-interlokutur tista tkun diretta bala job taqbad tadem tgallem kif tolqtok din aktar. Ninnutaw il-codeswitch li seta jii evitat dan ix-xogol? Togbok ix-xogol? ( job ) u l-iball grammatikali.
Miguel: L-interlokutur: Stephanie: L-interlokutur: Stephanie: L-interlokutur:
Miguel: L-interlokutur: Miguel: L-interlokutur: Stephanie: L-interlokutur: Miguel: L-interlokutur: Miguel: L-interlokutur: Miguel: L-interlokutur: Stephanie: L-interlokutur: Stephanie: L-interlokutur:
Miguel: L-interlokutur: Miguel:
L-interlokutur: Stephanie: L-interlokutur:
Le ma jogobnix. Ma jogbokx galiex? Gax ma tantx nieu pjair eempju noqgod Fokkajoni rari li Miguel itawwal is-sentenza, ngallem u hekk, aktar nieu pjair nitgallem minn ninnutaw li hemm xitejjeb: l-uu ta eempju ngallem. minflok per eempju (jew ngidu ana), luu ta u hekk. U inti, Stephanie? Nieu gost naseb. Taseb illi kieku togbok?
TARI 3 L-ISTAMPA DWAR TEMA

[dan it-tahrig inbidel kemmxejn biex ikun jiftiehem ahjar mill-istudenti. Ara pagni ohrajn fejn tajna ezempji.]
L-interlokutur: Ara, a nurikom stampa jiena nixtieqkom din tarsu lejha stampa entrali u mbagad hemm afna affarijiet ora. Issa li rrid mingandkom huwa li se nipprovaw nitkellmu fuq l-oetti jiifieri tgidli, isma dana iva dana le, dan gandek bonnu, sewwa. Mela, qegdin nitkellmu fuq rigal tal-Milied, sewwa? Stephanie inti kieku xtoss li huwa utli u gandek bonn minn dawn l-affarijiet? Semmili oett u tkellem fuqu u mbagad ngaddu gand Miguel. Naseb il-Christmas Tree jien. Emm kif torbot il-Christmas tree biex tagmel ir-rigal? Emm ma nafx Qed nitkellmu fuq li tgewru, li tagmlu. Imma l-Christmas Tree xi aa tal-Milied, gandha xtaqsam mal-Milied. afna nies juawha biex iejnu ddar taghom Miguel, mill-oetti li hemm gidli dan iva dan le a nagtik eempju. Miguel, din il-aa hija importanti gal rigal tal-Milied? Tassojaha? Minkejja li l-ispjega tidher twila, fil-fatt Stephanie ma tifhimx. Jista jkun li gax l-ewwel darba li qed tagmel dan it-tari, jista jkun li ma kienet tilfet ilkonentrazzjoni imma jista jkun ukoll illi t-tifla kienet aljenata tares lejn l-istampi. Tajjeb ukoll li l-Interlokutur izomm mal-istruzzjonijiet fil-karta taloral ghax dawn huma cari.
L-interlokutur: Stephanie: L-interlokutur: Stephanie: L-interlokutur: Stephanie: L-interlokutur:
Uzu tal-Ingliz. L-interlokutur idur fuq Miguel biex ma jallihx jistenna imma wkoll biex Stephanie jkollha spjega mit-tweiba ta Miguel. Suppost iwieeb iva
Miguel: L-interlokutur: Miguel: L-interlokutur: Miguel:
L-interlokutur: Miguel: L-interlokutur: Stephanie: L-interlokutur: Stephanie:
Ija. Qed tinduna xinhija qed tagrafha xinhija? igella. It-tifel ma jafx il-kelma sew. Huwa -off ta-igarella ee, xtaseb? Le mhux (pawa) mhux gax hemm wada Hawnhekk nindunaw illi lanqas Miguel ma fehem dia. sew xqed jii mitlub minnu: it-tifel qed jara listampa tal-oett lest u mhux qed jaseb filproess involut imma fil-prodott finali. Fil-fatt kienu ew preparati ew tipi ta mudelli gal dan it-tari: mudell li jinvolvi proess (bal dan) u mudell li jinvolvi sitwazzjoni (familja qegdin dejn il-baar). Orrajt, imma inti u tagmel rigal tal-Milied taseb li hi aa li hija bonnjua? Iva. Din id-darba t-tifel jippronunzja sew. Iva, orrajt. Issa Stephanie, tini oett inti. Emm naseb l-imqass gax L-imqass galiex? Gax biex tirrappja l-present irid ikollok imqass.
gur li wieed jista jargumenta li tirrappja hija l-
kelma li qed tintua fil-Malti kurrenti imma teisti lkelma tgewer. Kieku t-tifla galet din ta laar kienet tkun qed turi uu ajar ta vokabularju. Il-kelma present ma jmisshiex intuat.: dan il-codeswitch gur irid jii penalizzat. L-interlokutur: Stephanie: L-interlokutur: Stephanie: L-interlokutur: Stephanie: L-interlokutur: Stephanie: L-interlokutur: Miguel: Ikollok imqass. Ir-riga forsi Ir-riga emm .. fliema sens? Spjegali. (Pawa twila) Ma nafx. Galiex ietek fmook ir-riga kif ir-riga? Biex forsi tkejjel? Biex forsi tkejjel Stephanie a naqbad oett jiena dan, per eempju, (juri d-deterent) taseb li huwa Ma nasibx li huwa utli biex tirrappja present gax biex Filwaqt li s-sentenza hija tajba mhix perfetta. tasel il-wejje. Suppost intua pronom (dak). Emm Miguel, ha nissuerilek xi aa ora. Dan loett taseb li hu mportanti? (juri t-tape) Tajjeb, biex taglaq ir-wrapping.
Miguel juri li fehem. Il-kelma wrapping hija codeswitch. L-interlokutur: Orrajt, orrajt, ok, tajjeb afna. Stephanie a nera Nevitaw li ngidu tajjeb afna. Dan huwa rifless nissuerilek oett u rridek taseb dan (juri naturali ta galliem imma hawnhekk mhux ilspanner) mument li nagtu feedback. Stephanie: Ma nahsibx li huwa tajjeb biex tirrappja l-prezent gax xi Stephanie tera tibni sentenza imma bl-istess aa tal-godda! struttura difettua: DAK huwa xi aa tal-godda! L-interlokutur: Ee, xinhuwa dak propju? Stephanie: Emm, ma nafx. L-interlokutur: U iva all right, imma galfejn nuawh? Stephanie: Biex tirrana xi aa fil-karozza. L-interlokutur: Biex tirrana xi aa fil-karozza. (Lil Miguel) Miguel, qed emm nara lil dan l-oett jiena (juri l-karta tat-tgewir tar-rigali) huwa afna tipi ta Miguel: Files. Miguel jaseb li l-karti kuluriti tat-tgewir tar-rigali huma files. L-interlokutur: Ee emm le, mhuwiex. Stephanie tista tginna ftit inti? Stephanie: Emm jiena naseb li dik hija wrapping paper u Issa Stephanie tua l-kelma rigal, imma ma tuax gandek bonnha biex tagmel ir-rigal. karti biex tgewer L-interlokutur: Taqbel inti Miguel ? Miguel: Iva. L-interlokutur: Agilli oett li ma gandek bonnu assolutament xejn. Miguel: It-te. L-interlokutur: Galiex ? Miguel: It-te jiedu (ma jintfehemx) L-interlokutur: Orrajt. (Lil Stephanie) Tista tagel oett illi forsi issib ORALTESTSHANDBOOKTRANSCRIPTSOFORALTESTSANDCOMMENTARIESPage22of34
Stephanie: L-interlokutur: Stephanie: L-interlokutur: L-interlokutur: Miguel: L-interlokutur: Miguel: L-interlokutur: Miguel:
uu galih li ma semmejtux jiena. Uu biex tirrappja l-present ? Ehe, li huwa utli. Emm naseb il-basket gax il-persuna mhux a ttitha l-present hekk ittihula fbasket hu ? Eee ittihula tpoih fbasket. Emm ha nispiaw Miguel emm dan l-oett taseb li huwa importanti? (juri l-obon) Biex tieklu tajjeb. Biex tieklu tajjeb imma ma dak li qed nagmlu balissa ? Le. Le. Galiex ? Naf li forsi tinstema afifa. Galiex imma ? Gidli. Gax gax il-obon mhux tajjeb gal present.
Miguel ma jweibx gal dak li hu mistoqsi.
Miguel jispjega buu barra minn postu tal-kelma tajjeb . Il-obon ma gandux xjaqsam marrigal. jew Il-obon ma gandekx bonnu Meta kienu qed isiru dawn l-orali, bdiet tingata storja wada li-ew kandidati. Il-mudell inbidel, u ttiedet deijoni li l-istudenti ma jadmux ittnejn fuq l-istess sensiela ta stampi. Galkemm ma jintfehemx, minn kliem l-interlokutur nindunaw li Miguel kien ikkumenta fuq xi aa li kienet aktar il quddiem fir-rakkont.
L-interlokutur: L-interlokutur:
Miguel: L-interlokutur:
Miguel:: L-interlokutur: Miguel:
Orrajtt, ok. Issa a nagtikom stampi illi minnhom nixtieq jiena illi noro storja Sewwa ? arsu daqsxejn lejhom (pawa) Sewwa? Min jixtieq jibda? Tista tibdiha Miguel? Emm dan. (mhux ar) Emm le. Ibda minn din l-istampa alli nipprovaw ngaddu l-istorja u nipprovaw nibnuha l-istorja. Qieged taraha qisek quddiem gajnejk l-istorja Miguel? Iva. Orrajt, ibdihieli. Emm xi add se jsiefer, qed jipprepara l-bagalji u lwejje o fihom. Kompli Stephanie. Emm ippjanaw li jmorru post fejn il-baar gax hawnhekk fl-istampi qed juruna li adu affarijiet tal-baar U mbagad Miguel xgara? Marru bala familja gax erbga Iva, ok. U siefru bl-ajruplan. Tajjeb, ok. Stephanie, xittini? Tista tgidli daqsxejn iktar dwar ilmawra bl-ajruplan?
Ir-rakkont joro batut afna. Kemm fejn gandu xjaqsam id-dettal ( xi add ), kif ukoll bala teknika u bala lingwa.
L-interlokutur: Stephanie:
L-interlokutur: Miguel: L-interlokutur: Miguel: L-interlokutur: L-interlokutur:
Ir-rakkont huwa lugat u ej bl-iskossi.
Stephanie: Marru post emm trid tivvjaja bl-ajruplan bilfors ma tistax per eempju ana biex immorru Gawdex ma gandniex bonn ajruplan. Imma qed ngidu storja jiifieri tini fatti wara xulxin inkomplu nirrakkontawha. Jiifieri per eempju urnata minnhom xgamlu? abru l-affarijiet u ? U siefru U siefru ... marru l-airport biex jaqbdu l-ajruplan. U mbagad waslu d-destinazzjoni li xtaqu jmorru Tajjeb. Kompli Miguel. Stephanie titlaq mill-istil tar-rakkont u tidol flargumentattiv. L-interlokutur jinduna li l-istorja sejra ain u jera jdur lejn il-bidu. Meta t-tfal jingataw jiel li nassojawh mal-bidu ta storja ( Darba / urnata minnhom / ) imorru ajar kif jidher hawn tat.
L-interlokutur:
Stephanie:
L-interlokutur:
Miguel: L-interlokutur: Stephanie: L-interlokutur: Stephanie: L-interlokutur: Stephanie: L-interlokutur:
U minn hemmhekk marru l-baar, qagdu fuq ir-ramel jilagbu. Ee, emm ipprova aglaqha l-istorja Stephanie. Naseb li adu gost. Ee fost affarijiet ora biex adu gost? Gax kien hemm qagdu jgumu ? Taseb inzertaw temp sabi? Ee. Ok, grazzi.
Nevitaw li ngidu Tajjeb. Forsi jekk ngidu Sewwa, ma gandhiex l-istess sens ta evalwazzjoni imma tfisser Iva jew (tera ajar minn sewwa) nuaw mela. Issa anke Miguel qed jagti l-istil tar-rakkont.
Egluq ajar ikun Mela hekk spiajna t-test. Grazzi
3. Jane u Mary
TARI 1 IT-TEJJIJA MHUX ASSESSJATA - MINUTA

Interlokutur: a nibdew, Mary u Jane. Ser nibdew dan it-test test qasir afna, ser nitkellmu bil-Malti, se nsaqsikom xi mistoqsijiet zgar, ser nurikom xi stampi u nitkellmu flimkien. Sewwa? Mela Jane, kif inti llum? Tajba. U galiex tossok tajba? ara xi aga? hekk? Gax il-lum jum xemxi afna u nobb is-Sajf. Tajjeb. Erm u inti, Mary, kif inti llum? Tweiba sia u rilevanti. Introduzzjoni kemmxejn twila ghax l-istudenti ma kienux familjari ma dawn it-testijiet.
Jane: Interlokutur: Jane: Interlokutur:
Mary: Interlokutur: Mary: Interlokutur: Mary: Interlokutur: Jane:
Tajjeb grazzi. Tajjeb afna. U galiex? Erm... gax... erm... gax qed immur tajjeb afna fliskola... Ee... Il-lum... u llum aret urnata sabia u ser noqogdu nilagbu wkoll. Ehe... Xbesiebek tagmel il-lum wara l-iskola, Jane? Meta mmur id-dar ninasel, immur nistrie ftit, u mbagad nibda x-xogol tiegi tal-iskola, u mbagad forsi nirrevedi ftit. U inti, Mary, kif tasal l-iskola eneralment filgodu? Jien nasal l-iskola mal-mummy... twassalni l-mummy, imbagad twassal lil oti -gira u tmur gax-xogol. Tajjeb... issa erm... a nkomplu nitkellmu ftit fuq liskola. Ok? Inti, Jane, xin tqum eneralment galliskola? Is-soltu nqum fis-fis-sitta w nofs. Ee u inti? Balha fis-sitta u nofs. Fis-sitta w nofs. U fi xin tibda l-iskola? Fit-tmienja, t-tmienja u nofs. Ee. Gandek tul gall-iskola inti, biex tii mid-dar gal hawnhekk? Le. Nasal hawnhekk fgaxar minuti, kwarta Inti, Jane, xtagmel qabel l-iskola? Erm... indum ftit biex inqum, imbagad ninasel, nilbes gall-iskola, niekkja kollox... niekkja li gandi kollox lest u nieu kolazzjoni u mmur lejn l-iskola. Tajjeb. U inti, Mary, xi ib miegek gall-in tal-brejk? Erm inib ob, xi aa gira ta-ikkulata u nib ilma. Aha ok. Jogbok il-in tal- brejk, inti, Jane? Iva. Galiex? Jekk ma nistaqsux galiex afna student jixxottaw. Id-diskors huwa magqud u esti. L-istudenta uat il-kelma kolazzjon tajjeb afna - minflok breakfast. Nevitaw li nagtu gudizzju ajar nuzaw mela. L-uzu ta xi aa gira huwa idjomatiku. Malti idjomatiku tajjeb. Ir-repetizzjoni tal-Interlokutur Fis-sitta w nofs ajar ma ssirx. Setget uzat ommi jew il-mama. Diskors mexxej, vokabolarju tajjeb. Risposta dettaljata. Uzu idjomatiku ta aret urnata. L-ezitazzjoni hija naturali. Uzu idjomatiku immur tajjeb.
Interlokutur: Mary: Interlokutur:
Jane: Interlokutur: Mary: Interlokutur: Jane: Interlokutur: Mary: Interlokutur: Jane:
Interlokutur: Mary: Interlokutur: Jane: Interlokutur:
Jane: Interlokutur: Mary:
Gax irridu brejk gir mill-lezzjonijiet gax xi kultant ngejjew. Ehe U inti, Mary, jogbok il-hin tal-break? Ija gax nistgu niltaqgu mal-bieb tagna li mhumiex fil-klassi tagna u nistgu noqogdu nilagbu wkoll.
Risposta koerenti.
Sentenza koerenti u estia.
TARI 2 L-INTERVISTA Interlokutur: Tajjeb. Mela a nitkellmu ftit fuq il-bieb issa. Orrajt? Semmili xi bieb minn tiegek, Jane, li gandek inti. Gandi Elena... erm... Sarah u gandi xi ftit mill-bieb tiegi mhux fl-iskola. Ok... u fejn qegdin dawn allura? Erm... ma nafx fliem skola jmorru ... Sewwa ... Imma niltaqgu wara l-in tal-iskola. Tajjeb. U inti Mary, kieku kellek issemmili l-ikbar bieb tiegek, min ikunu? Erm... Shana, Katrina, Lara... erm... u ukoll erm... tifla ora li tii... niltaqa magha wara l-iskola fl-gawm, jisimha Nicole. Issa gidli xi aa dwar... inti semmejt Shana. Hekk... gidli xi aa dwarha. Erm... Shana tifla elwa, tifla kwieta afna, tginni afna fix-xogol. Ukoll, jekk ikollna bonn xi aa inemplu lil xulxin u kull darba nginu lil xulxin u kull darba nkunu hemm gal xulxin ukoll. Tajjeb. Issa inti Jane, semmejtli il-bieb tiegek. Kif tqattgu l-in flimkien mal-ikbar bieb tiegek eneralment? Erm... noqogdu flimkien fil-break, u anke fil-lezzjonijiet xi kultant meta rridu nadmu fi gruppi noqogdu flimkien u nginu lil xulxin. Hawnhekk ukoll; din il-mistoqsija inbidlet gax rajna li l-istudenti kienu qed jaghtuna lista ta ismijiet u ma nkunu qed nassessjaw xejn bhekk. Uzu ta gawm tajjeb. Din is-sekwenza turi interazzjoni tajba. Din il-mistoqsija inbidlet gax rajna li l-istudenti kienu qed jagtuna lista ta ismijiet u ma nkunu qed nassessjaw xejn bhekk.
Jane: Interlokutur: Jane: Interlokutur: Jane: Interlokutur:
Ahjar nevitaw kliem bal OK, u nuaw mela.
Mary: Interlokutur: Mary:
Tibda tajjeb afna ida tispia binfluenza sintattika mill-Ingli inkunu hemm gal xulxin ukoll we are there for each other.
Interlokutur: Jane:
Sentenza koerenti li fiha l-istudenta evitat tgid lessons u qalet lezzjonijiet. Hawnhekk wieed jinnota wkoll l-uu ta nadmu fi gruppi meta flintervista ta qabel Miguel qal teamwork.
TARI 3 STAQSINI INTI 3 Minuti

Interlokutur: Ok. Mela issa a ngaddu gal xi aa ohra. U din iddarba, minflok a nsaqsikom jiena, a ssaqsuni intom. Mela jiena ser nurikom... ser nurikom din l-istampa. Arawha ftit qabel. Issa jiena dak ir-ritratt jien adtu, allura naf kollox. Li tridu saqsu. Arawha ftit. Tistgu tibdew. Li tridu saqsu, fuq per eempju ir-rael li hemm hemmhekk, jew jien naf... araw intom.
Jane: Interlokutur: Mary: Interlokutur: Mary: Jane: Intervistatur: Mary: Interlokutur: Jane: Interlokutur: Mary: Interlokutur: Mary: Interlokutur: Mary: Jane:
Erm... fejn hu dan il-post? Dak il-post qieged tas-Sliema. Erm dak ir-rael xqed jagmel bil-basktijiet? Dak huwa ir-rael li jgin fil-anut. Allura qieged jginhom biex jippakkjaw il-wejjeg u mbagad iwassalhom fil-karozza. Ok. Erm... xtista tixtri minn dak il-anut? Dak huwa anut kbir imma fdan is-sular hawnhekk tista tixtri l-wejjeg. Fsulari orajn hemm affarijiet orajn xtista tixtri. Kemm hemm sulari? Bkollox hemm erbga. U dan is-sular huwa tal-wejje. Erm hemm il-wejjeg gan-nisa jew l-iriel? Hemm tan-nisa, hemm tal-iriel u hemm anke tat-tfal. Erm is-sulari l-orajn tal-wejjeg ukoll jew ta xi aa iehor? Skui? Is- sulari l-orajn tal-wejjeg ukoll jew ta xi aa iehor? Le le fis-sulari l-orajn gandek affarijiet orajn imbagad. Ee ... Erm ... dawk in-nisa xqed jixtru? Risposta qasira biex id-diskors jgaddi lura gand listudenti. Mistoqsija korretta u uu tal-Malti basktijiet u mhux shopping bags.
Interlokutur:
Mary: Interlokutur: Jane: Interlokutur:
In-nisa qegdin jixtru l-wejjeg galiex nhar is-Sibt li ej dawk gandhom tie tan-neputi taghom u issa qegdin jixtru xi aa biex ikunu imorru puliti u bxi aa dida. Erm dak ir-rael bl-abjad xqed jagmel? Dak ma tantx ie tajjeb fir-ritratt u nsejt. Erm... hemm afna qishom pupi. Erm kemm hemm? Bkollox hemm afna ma qgadtx ngoddhom. Imma dawk kif taf, dawk huma manekkini li juawhom biex jilbsu lbies illi jkunu qed ibieghom imbagad filanut. L-iktar ilbies li jkun modern Erm Per eempju tistgu issaqsuni xi aa fuq dawk in-nisa. Dawk nafhom sew jien ... jekk jiux minni per eempju. Inti fejn tarahom? Tafhom ximkien? Fejn tafhom? Dawk huma z-zijiet tiegi. Galhekk nafhom sew. Kemm gandhom mien? Wada gandha amsa u erbgin u l-ora gandha tlieta u erbgin. Erm... fejn tiltaqa maghom inti? Ma tantx niltaqgu, imma ieli fxi festa bal fxi tie per eempju, jew inkella fil-Milied ... Erm... int gandek dawk iz-zijiet biss jew gandek iktar? Le, gandi orajn. Gandi zijiet tiegi jgixu l-Awstralja wkoll. Erm xtraw xi wejje lit-tfal taghom, jekk gandhom it-tfal? Le, mgandhomx. Orrajt. Erm fil-anut il-wejjeg huma galjin jew irhas? Huma galjin huma galjin
Din setget tiqsar.
Ir-rwol tal-Interlokutur mhux ta galliem u gandna nirreistu li ngallmu waqt l-eami.
Mary: Interlokutur:
Nevitaw nagtu hjiel ta din ix-xorta jekk jiux minni per eempju gax inkunu qed ipou l-kliem falq l-istudenti.
Mary: Interlokutur: Jane: Interlokutur: Mary: Interlokutur: Jane: Interlokutur: Mary: Interlokutur: Mary: Jane: Interlokutur:
L-Interlokutur gandu joqgod attent li jagti nnumri bil-Malti.
It-tieni bicca hija ejda fi-irkostanzi ... importanti li nagtu aktar in lill-istudenti.
Aettabbli. Uu tajjeb ta vokabolarju.
TARI 3 STAMPA STORJA 3 Minuti

Interlokutur: Mela alli ngaddu issa gal xi aa ohra. Erm... u issa ser nibda... ser nibda minn Jane. Imbagad wara ngaddi galik, Mary. Ok? a nurik din l-istorja. Qiegda fi stampi. Sewwa? Araha daqsxejn sew. Allura issa inti li ser tagmel huwa se tirrakkontali xara, xgaddew minnu l-familja Borg dik id-darba li siefru u ibda Mela darba....
Jane:
Mela darba l-familja Borg iddeiedu... iddeidew biex isiefru u sabu post dejn il-baar u ppakjaw kollox, kienu lesti u marru bl-ajruplan. Meta waslu hemm, qagdu ftit fuq il-baar u vera adu gost gax kien hemm ir-ramel vera isfar, il-baar blu skur... Sewwa. Issa gidli xi aa, hekk per eempju fuq din listampa (jipponta). Xqiegda tara hawnhekk? Hemm afna ... Xtaseb li kien hemm fihom? Hemm afna bagalji, probabbli gandhom il-malji taghom, xugaman, u probabbli meta jaslu hemm ha jilagbu bil-ballun.
L-istudenta qeghda tikkoregi lilha nnifisha tajjeb. L-uzu tal-prepozizzjoni biex f iddeidew biex isiefru hija zbaljata bhal ma hi fuq il-bahar minflok hdejn.
Interlokutur: Jane: Interlokutur: Jane:
Sentenzi marbutin sew flimkien, diskors mexxej u sostnut.
Mary:
Interlokutur: Mary:
Interlokutur: Mary:
Mela darba kien hemm... kien hemm rael, li x-xogol tiegu huwa li jagmel... jagmel ilaxix biex jiekol u hekk, u mbagad darba gamlet ix-xita u kiber kollu l-axix u vera kien sabi, ibiegu imbagad. U mbagad familja wada xtraw minnu u l-urnata l-ora gamlu l-ikla bdak il-axix li xtraw. Tajjeb. Issa gidli xi aa daqsxejn dwar din listampa hawnhekk, xqiegda tara. Qed naraw familja... erm bit-tfal taghom: tifel u tifla erm jieklu erm... jieklu fnofsinhar qisu l-add balma nagmlu... u jiltaqgu man-nanniet taghom. Ee tajjeb. U fuq dan, xtista tgidli fuq dan? Dak it-tifel qed jieu gost afna jiekol. Qed jilbes erm... shirt qmis roa erm roa blamar u qed jilbes jeans. Taseb li gandu gu? Ija, naseb li gandu u. Intom gandkom u? Ija, gandi ftit. Mela morru kulu... it-test spia, grazzi... erm... u nistgu nieqfu hawn. Thank you.
Jagmel il-haxix mhux Malti korrett bhal ma mhuwiex lgurnata l-ora the other day u familja wahda a family. Id-diskors mhux marbut sew flimkien u l-vokabolarju huwa limitat.
L-Interlokutur jmur lura gall-istampi individwali bl-iskop li listudenta tifta aktar l-istorja. L-istudenta setget tiddeskrivi xhemm fuq il-mejda u tiddeskrivi n-nies l-apparenza, l-eta, iz-zmien tas-sena.... L-Interlokutur imur lura gall-istampi individwali bl-iskop li listudenta tifta aktar l-istorja. Influwenza baljata mill-Ingliz qed jilbes is wearing minflok liebes. Tajjeb li kkoregiet ruha fuq l-uu tal-Ingli shirt. Il-kelma jeans hija korretta gax mgandiex kelma ora flokha.
Interlokutur: Mary: Interlokutur: Mary: Interlokutur: M & J:
L-Interlokutur jaglaq it-test bmod cajtier.
Kellhom juzaw il-Malti.
Comparison of performance on same task by two different pairs of students. Tqabbil ta kif vola l-istess tari bi studenti differenti.
Tari QABBEL
5
I:
Daniel u Heather
Mela, Daniel u Heather, nilqagkom, a nagmlu test, em, idum qisu madwar gaxar minuti u fih se nsaqsikom xi mistoqsijiet. Owkej? U l-ewwel li se nibdew huwa bit-tari Qabbel. U hawnhekk se nurikom ew stampi. arsu ftit lejhom, imbagad wara se nsaqsikom xi mistoqsijiet fuqhom. U se jibda Daniel. Daniel, xqed tara fl-ewwel stampa? Em, ew min-nies jilagbu xi logba, forsi tal-karozzi jippruvaw jgaddu l xulxin. Owkej. U inti Heather, xqed tara fdin l-istampa? I:
Margaret u Matthew
Mela a nibdew dan it-test flimkien, a nsaqsikom xi mistoqsijiet fih, it-test se jdum qisu madwar gaxar minuti. Owkej? U l-ewwel li se nibdew, em, bittari jismu Qabbel. a nurikom dawn l-istampi, Matthew u Margaret, arsu ftit lejhom galissa u se nsaqsikom xi mistoqsijiet fuqhom. U se jibda Matthew billi jgidli xqieged jara fl-ewwel stampa. Em, jilagbu l-Playstation. Owkej. Min qieged jilgab?
D: I:
M: I:
H: I: D: I: H: I:
Em, tlett itfal, qed jilagbu -ess. Owkej. D, em, xgandhom komuni dawn i-ew stampi? It-tnejn qed jilagbu logba. Owkej. U inti, Heather, gidli ftit xgandhom differenti dawn i-ew stampi. Li qed jilagbu logba differenti. Mm. Issa, D, liema taseb li huwa l-aktar logob li jilagbu l-Maltin illum? Jekk hux dan jew dan. Li qed tara fl-istampa. Naseb l-ewwel stampa. U galiex? Gax, e, diitali u hekk. Owkej. U inti xtaseb Heather? Ta fuq. U galiex? Qisha ijed tgaddi l-in biha u xxxx tieu gost. Mm. Owkej. Daniel, liema hija l-isba stampa galik, din jew din? It-tnejn. It-tnejn? Galiex? E, gax it-tnejn sbie xxx logob jogbuni afna. Owkej. U inti, Heather, liema hija l-isba stampa galik? It-tnejn ukoll gax it-tnejn li huma interessanti wkoll biex tilgab.
M: I: Mg: I: M: I:
Rael u mara. Orrajt. Issa, inti Margaret, em, fit-tieni stampa, xqiegda tara? Qed nara lit-tfal jilagbu, em, kontra xulxin. Owkej. Matthew, gidli ftit, em, dawn i-ew stampi, xhemm komuni bejniethom? Em, it-tnejn qed jilagbu xi aa. Mm. U Margaret, dawn i-ew stampi, xgandhom differenti? Gax hawn fuq qed jilagbu l-kbar u hawn fuq, fuq qed jilagbu -gar. Owkej. M, liema taseb illi, em, it-tfal illum ilurnata l-iktar li jobbu biex jilagbu, fMalta? L-ewwel stampa. Din jew din? L-ewwel stampa. Din. U galiex? Gax saru aktar jilagbu dawk l-affarijiet balha, Dawk l-affarijiet xjiifieri? Bala Playstations u hekk. Sewwa. Saru aktar iffissati fuqhom. Sewwa. U inti, Margaret, xtaseb? Liema, taseb illi t-tfal l-iktar li jippreferu, din jew dil-logba? Il-Playstation ukoll. Il-Playstation. U galiex taseb? Em, gax ikun hemm per eempju afna logob fejn jaglu, u jkun qed jilgab, per eempju, jew, jien naf, kontra xulxin u hekk. Mm. Issa M, liema hija l-isba stampa galik minn dawn it-tnejn? Din. Galiex? Gax hemm tfal qishom magqudin flimkien, jilagbu. Mm. U inti Mg? Din, gax qed iabblu mohom ukoll fil-logba u qed jiedu pjair flimkien.
D: I: D: I: H: I: H: I: D: I: D: I: H:
Mg: I: M: I: M: I: M: I: M: I: M: I: Mg: I: Mg:
I: M: I: M: I: Mg:
6. Task - COMPARE AND CONTRAST
Daniela and Miguel

I: First task is the COMPARE AND CONTRAST...task. We have three pictures which well be looking at (pause). Hmm...Daniela, Id like you to tell me whats different in these pictures. Em...one of them is relaxing, the other one, em, is happy, the other one something wrong happened to him. Thank you. How are they similar? Whats, whats the same in these pictures? Hmm...(pause) They, theyre like eh theyre at work? Ok. Can you describe this mans feeling? Em...happy? Happy. And why do you think hes feeling happy? Because he has a smile. He has a smile. Would you like to work, em, on computers when you grow up? No, not that much, Not that much. Why not? Eh, cause I prefer, em, working with my hands, kind of, not to using the computer. I:
Emanuela and Gabriel

The first task is a COMPARE AND CONTRAST. Ok, Im going to show you some pictures and I want both of you to look at them. Yeah? Look at them carefully. And, Emanuela, tell me. How are these pictures different from each other? Theres a lot of different expressions.
D:
E:
I: M: I: D: I: D: I: M: I: M:
I: E: I: G: I: G: I: G: I: G: I:
Tell me more How is he feeling? (points at picture) Relaxed. Ok. And, Gabriel, tell me how the pictures are similar. Mm, theyre doing the same thing? What are they doing? On the laptop? And what do you do on a laptop? Eh like play games or stuff? Alright. How else are they the same? What about their clothes? Mm, theyre on job or something. Theyre in job or... Alright, ok. Back to you Emanuela. Can you describe the mans feelings here? Happy. Yes. Why do you think hes feeling that way?
I: M:
Ok, like what? what, what would you like to do? Engineering, design.
E: I:
I: D: I:
Thats good. And have you ever felt like... this person? (points to picture) No, I dont think so. What happened immediately, what do you think happened immediately before this picture was taken? Hmm...Hes going ...hes going to check something ej. Like... And then? And then he...(shakes head)... he knew aw, I think that something happened to...wrong in his break. Ok. Lets do a different task now.
E: I: G:
He won something or he passed something. Mhmm. Ok. Gabriel, can you describe this mans feelings and why is he feeling that way? Sad because he lost or...
D: I: D:
I: G: I:
What did he lose, do you think, Gabriel? Like money or something. Money. Ok. Would you like to work in computers when you are older, Gabriel? Yeah. Why would you like to do that? (Sighs) Why do you find computers interesting? Like, I like playing games and stuff. Alright. Ok. Em, Emanuela? Have you ever felt like any one of these people? Yes. Which one and why? When? This one (points at picture). You felt like this person? How did you feel? (Pause) If you felt like this person, how did you feel? Excited. You felt excited and happy? Can you remember something that made you excited and happy? I had passed a level... (mumbles) You had passed? I cant hear you. Shout a bit. I had passed a level of a game that was very hard. Ok. Thank you. And Gabriel, have you ever felt like this person? Yes. How is he feeling, do you think? Eh, when I died on a game.
I:
G: I: G: I: G: I: E: I: E: I: E: I: E: I: E:
G: I: G:

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ORAL TESTS HANDBOOK

PREPARATION MATERIAL FOR ORAL TESTING OF ENGLISH AND MALTESE

It is managed by Roseanne Xerri at the eLearning Centre.

RATIONALE AND BACKGROUND

Teacher preparation for oral tests

Piloting of test materials

Weighting of the four skills in the test papers

Roles of Interlocutors and Assessors

Put students at ease

Testing not teaching

Follow the test materials

Student thinking time

Do not give feedback to students

ORAL TEST PAPER CONTENTS

TASK 1 TASK 2 TASK 3

1 minute 3 minutes 3 minutes

Single Picture Picture Story

SAMPLE ORAL TEST PAPER AND GUIDELINES ENGLISH

Guidelines to Task 1 Warmer

SAMPLE ORAL TEST PAPER AND GUIDELINES ENGLISH Page 2 of 13

SAMPLE ORAL TEST PAPER AND GUIDELINES ENGLISH Page 3 of 13

Guidelines to Task 2 Interview

SAMPLE ORAL TEST PAPER AND GUIDELINES ENGLISH Page 4 of 13

SAMPLE ORAL TEST PAPER AND GUIDELINES ENGLISH Page 5 of 13

Guidelines to Task 3 - Inverted Interview

SAMPLE ORAL TEST PAPER AND GUIDELINES ENGLISH Page 6 of 13

SAMPLE ORAL TEST PAPER AND GUIDELINES ENGLISH Page 7 of 13

TASK 3 - INVERTED INTERVIEW. 3 MINUTES TOTAL

Interlocutor prompts each student to ask a question in turn.

SAMPLE ORAL TEST PAPER AND GUIDELINES ENGLISH Page 8 of 13

The enlarged picture will be shown to the Students

SAMPLE ORAL TEST PAPER AND GUIDELINES ENGLISH Page 9 of 13

Guidelines to Task 4 - Compare and Contrast

SAMPLE ORAL TEST PAPER AND GUIDELINES ENGLISH Page 10 of 13

TASK 4 COMPARE AND CONTRAST. 3 MINUTES TOTAL

SAMPLE ORAL TEST PAPER AND GUIDELINES ENGLISH Page 11 of 13

SAMPLE ORAL TEST PAPER AND GUIDELINES ENGLISH Page 12 of 13

The enlarged pictures will be shown to the Student

SAMPLE ORAL TEST PAPER AND GUIDELINES ENGLISH Page 13 of 13

KARTA MUDELL TAL-ORALI MALTI

KARTA MUDELL TAL-ORAL MALTI Pana 1 minn 9

Lil Student A: Lil Student B:

Lil Student A: Lil Student B:

Lil Student A: Lil Student B:

Lil Student A: Lil Student B:

Lil Student A: Lil Student B:

KARTA MUDELL TAL-ORAL MALTI Pana 2 minn 9

KARTA MUDELL TAL-ORAL MALTI Pana 3 minn 9

Xin hu jekk jogbok?

KARTA MUDELL TAL-ORAL MALTI Pana 4 minn 9

KARTA MUDELL TAL-ORAL MALTI Pana 5 minn 9

IT-TIELET TARI: L-ISTAMPA STORJA 3 MINUTI L-Interlokutur jgid:

KARTA MUDELL TAL-ORAL MALTI Pana 6 minn 9

KARTA MUDELL TAL-ORAL MALTI Pana 7 minn 9

KARTA MUDELL TAL-ORAL MALTI Pana 8 minn 9

KARTA MUDELL TAL-ORAL MALTI Pana 9 minn 9

ADDITIONAL SAMPLE TEST TASKS TASKS 3 AND 4 ENGLISH

Task Single Picture

TASK Thematic Picture

Task - Inverted Interview

Task Compare and Contrast

Task Picture Story