Now some wider questions about food and families. In many homes, people now eat their meals separately, at different times. Do you think that matters? Give ...
Question 1 Report
Now some wider questions about food and families.
In many homes, people now eat their meals separately, at different times. Do you think that matters? Give a reason.
Answer Details
What a strong answer covers.
A strong response takes a clear position and defends it with at least one developed reason, not just an assertion. The best answers also acknowledge the other side, using although, on the other hand, or however, before returning to their own view. Expect opinion phrases such as I think, in my opinion, it seems to me, and the present simple used generally. A one sentence yes or no with no reason cannot reach the top band on this turn.
Model response.
I think it does matter, yes. In my opinion a family that never eats together slowly stops talking to each other. When we sit down at the same time, my mother finds out that my brother had a problem at school, and I find out that she is tired. If everybody eats alone with a phone in their hand, nobody notices these things. On the other hand, I do understand why it happens. My aunt works at night, so she simply cannot be there at seven o'clock, and that is not her fault. So I would not say that these families are wrong. I would say they should try to eat together at least once a week.
Mark this turn whole. The bands describe getting the message across, the language used to do it, and how it sounds.
Speaking, out of 6
| Marks | Band | Descriptor |
|---|---|---|
| 6 | Band 5 | Speaks readily and keeps going, with only natural hesitation. The point comes across first time. Draws on a good spread of words and structures, handles more than one tense, and links ideas rather than listing them. Slips are few and never hide the meaning. Sounds are clear and the voice rises and falls in a way that carries attitude. |
| 5 | Band 4 | Speaks at a steady pace with some pausing to think. Nearly everything is understood on first hearing. Uses a fair spread of language and joins ideas with simple connectors. Errors show up in the more ambitious stretches but the listener follows. Generally clear to listen to. |
| 3-4 | Band 3 | Keeps going with noticeable pauses and some repetition. The main idea arrives, though the listener works for parts of it. Relies on everyday words and mostly simple sentences. Errors are frequent but meaning is usually recoverable. Some sounds need effort to catch. |
| 2 | Band 2 | Manages short stretches and then stalls. Only parts of the response can be followed. Vocabulary is narrow and the same few structures repeat. Errors often block the meaning. Delivery is flat or hard to catch. |
| 1 | Band 1 | Says very little, or repeats the wording of the prompt. Almost nothing can be followed. Little evidence of the language the task needs. |
| 0 | Band 0 | No response, or nothing that relates to the prompt. |
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