New Total English – B – Final Exam Teacher’s Sheet
Introductory Notes
This exam aims at evaluating students’ performance in different aspects of language content and skills dealt with in New Total English – B B.. It is important to note that there is not an oral component in this evaluation format. A grade should be assigned to students’ oral performance based on the criteria underlying the continuous evaluation process. This written exam consists of two booklets and is to be administered in two 75-minute sessions. During the first one, students should complete Part A (Reading Comprehension, Vocabulary and Language Focus), and during the second, Part B (Listening Comprehension and Writing). The written exam and the oral performance grades are worth 100 points each. In order to calculate the student ’s final grade on the exam, the written exam grade should be multiplied by two and added to the oral performance grade. This amount should then be divided by three (see scoring table). Also, follow the criteria below when correcting all of students’ answers throughout the exam. DESCRIPTION OF CORRECTION CRITERIA
1. Neatness of Presentation
Are the texts neatly presented? Are they legible?
2. Task Comprehension
Was the student able to understand the instructions? Is that reflected in the texts?
3. Genre Adequacy
Do the texts present the characteristics of the genre proposed - email, letter, postcard, note, etc.?
4. Contents
Do the texts contain all the information asked for in the task instructions?
5. Accuracy
Do the texts show a reasonable command of structures, as expected for the level?
6. Vocabulary
Do the texts show appropriate and varied vocabulary?
7. Textual Cohesion
8. Creativity
Are sentences well connected? e.g. Are pronouns and linkers adequately used? Does the student use appropriate punctuation? Does the student take risks, even if he/she makes mistakes? Do the texts seem to “take flight”?
9. Use of Language
Do the texts present previously taught - not necessarily asked for - language items?
10. Overall Impression
What do you think of the student’s performance based on the above criteria?
general
PART A
Reading Comprehension Task 1 1. D
6. A
2. H
7. E
3. C
8. J
4. F
9. B
5. I
10. G
Task 2 Possible answer for the first question: The author believes people make their own luck. Whether a person is successful in life or not will depend on how focused he/she is and how hard he/she works. For the second question, use the correction criteria presented on the first page of this teacher’s sheet to help you grade your students’ piece of writing consistently and fairly. Go over them carefully and decide whether each item will be worth 0.3 points. Take into consideration their relevance to the writing task. Vocabulary Task 1 1. b. on
5. a. gut
2. a. win
6. b. in
3. c. state
7. a. up
4. c. call
8. c. flow
Task 2 1. masterpiece
5. wound up
2. resolute
6. overrated
3. sympathetic
7. tricky
4. kind
Language Focus Task 1 1. c. – (no article)
4. b. to
2. a. Much
5. b. can’t
3. c. whose
6. c. whenever
Task 2 1. wouldn’t talk/didn’t talk 2. polluting 3. feel 4. started 5. Have … heard Task 3 1. Phil warned Laura not to let anyone see her PIN number. 2. The fact remains/The fact is that giant corporations still rule the world. 3. I wish I’d/had gone to the Picasso exhibition. 4. Alex is likely to start looking for a new job soon. 5. If only I didn’t feel so tired all the time.
Scoring Table Part A
Part B
Reading Comprehension Task 1 - 15,0 (10 x 1,5) Task 2 - 3,0 Vocabulary Task 1 - 8,0 (8 x 1,0) Task 2 - 7,0 (7 x 1,0) Language Focus Task 1 - 6,0 (6 x 1,0) Task 2 - 10,0 (5 x 2,0) Task 3 - 10,0 (5 x 2,0)
Listening Comprehension Task 1 - 10,0 (5 x 2,0) Task 2 - 10,0 (5 x 2,0)
Sub-total = 59,0
Sub-total = 41,0
TOTAL: Part A + Part B = 100,0
Writing - 21,0
PART B
Listening Comprehension [Audio: New Total English Advanced Teacher’s Resource Disc: Achievement Test 2, Listening – Speakers A to E, the Example and Speaker F will not be used] Advise students to read the questions in each task before listening. Then, play the audio and stop it to give students some time to answer the question(s). After that, go on playing and stop once again and allow some more time for students to review their answers. If necessary, at the end (task 2.2), play the audio again so that students can check all their answers.
Script: New Total English – B – Final Exam Speaker A
It’s always the same with me. After a couple of years I start to feel restless and want to move on. Even as a child I’d get bored really quickly and want to do something else. So far I’ve been lucky that I’ve always found work quite easily but I guess there’ll come a time when I’m too old to just chuck it all in and get on the road or maybe I’ll just want to settle down and be sensible! Speaker B
When you’re young you can cope with living life to the max. I know I certainly enjoyed burning the candle at both ends but once I’d done it all I kind of felt that there’s more to life than rushing from here to there and back again. I have a much better work / life balance now and I really appreciate having time to sit back and relax. Speaker C
I just love that feeling of being right in the thick of things especially at night. There’s always something going on and you have the sense of being where all the action is. You only get that in a big city, somewhere like New York or London I’d say. Anything’s possible, you’re young and you’re free. The world’s your oyster and the future is exciting. Speaker D I woke up one morning and that’s when I knew I’d have to make some changes. I could hardly breathe. I think I must have had a minor heart attack or something but it was really scary. My blood pressure was really high as well and the doctor said in no uncertain terms that I probably wouldn’t be so lucky next time. So now I’m working part -time and taking things at a much slower pace. Speaker E
I’ve always been pretty laid back. Well, what’s the point of stressing and worrying about things you have no control over? I mean, of course there’s stuff you can change but me, I’ll take the easy way out of any situation. I look at my colleagues and they get so wound up about stuff. Me, I just look on.
Task 1 A. 5 B. 2 C. 4 D. 1 E. 3 Task 2 1. F 2. T 3. T 4. F 5. T
Writing
Use the correction criteria presented on the first page of this teacher’s sheet to help you grade your students’ piece s of writing consistently and fairly. Go over them carefully and decide whether each item will be worth 2,1 points in the Writing section. Take into consideration their relevance to the writing task.
Scoring Table Part A
Part B
Reading Comprehension Task 1 - 15,0 (10 x 1,5) Task 2 - 3,0 Vocabulary Task 1 - 8,0 (8 x 1,0) Task 2 - 7,0 (7 x 1,0) Language Focus Task 1 - 6,0 (6 x 1,0) Task 2 - 10,0 (5 x 2,0) Task 3 - 10,0 (5 x 2,0)
Listening Comprehension Task 1 - 10,0 (5 x 2,0) Task 2 - 10,0 (5 x 2,0)
Sub-total = 59,0
Sub-total = 41,0
TOTAL: Part A + Part B = 100,0
Writing - 21,0
