Now a question about food away from your home. Where do you eat your lunch on a school day, and what is the food like?
Question 1 Report
Now a question about food away from your home.
Where do you eat your lunch on a school day, and what is the food like?
Answer Details
What a strong answer covers.
The card did not ask about school or about food bought outside the home, so this turn must produce new content. A strong response says where lunch is eaten, who it is eaten with, and what the food actually is, then gives an opinion of it. Expect the present simple, place and food vocabulary, and at least one evaluative adjective supported by a reason. Simply repeating the meal described on the card does not answer this turn.
Model response.
On a school day I eat my lunch in the yard with my friends. Most of us bring food from home in a small container, because the school does not have a proper canteen. I usually bring rice from the night before, or bread with an egg inside it. There is a woman who sells snacks at the gate, and if I have a little money I buy a doughnut from her. Honestly, the food is not exciting, and by lunchtime it is always cold. But we only have twenty minutes, so nobody complains very much. For me the best part is not the food at all, it is sitting with my friends.
Mark this turn whole. The bands describe getting the message across, the language used to do it, and how it sounds.
Speaking, out of 5
| Marks | Band | Descriptor |
|---|---|---|
| 5 | 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. |
| 4 | 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 | 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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