Unit standard 17140, version 4 - NZQA 3 of 32 New Zealand Qualifications Authority 2013 Assessor guidelines Unit standard 17140, version 4 ... Element 1, Task 1: Querying an assignment

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Page 1 of 32 New Zealand Qualifications Authority 2013

Contents

Unit standard 17140, version 4 Complete spoken exchanges to obtain information, goods and services (ESOL)

Level 3 5 Credits

Element 1 1 Assessor guidelines 2 Task 1

• Assessor instructions • Model exchange • Candidate instructions and checklist • Assessment task • Assessment schedule

3 Task 2

• Assessor instructions • Flight timetable • Model exchange • Candidate instructions and checklist • Assessment task • Assessment schedule

Element 2 1 Assessor guidelines 2 Task 1


3 Task 2




Note: The following guidelines are supplied to enable teachers/tutors to carry out valid and consistent assessment using this internal assessment resource. Teachers/tutors must manage authenticity for any assessment from a public source, because students may have access to the assessment schedule or student exemplar material. This assessment resource without modification may mean that students’ work is not authentic. The teacher may need to change the context or topic to be investigated, or change to a different text to read or perform.



Assessor guidelines


Level 3 5 Credits

This unit standard has two elements: Element 1: Complete spoken exchanges to obtain goods and services. Range: two different contexts each of at least two minutes.

Conditions • All assessment activities must be conducted in English, which must not be the

candidate’s first language. • Candidates may be assessed on an actual exchange or in a simulated activity. • For the purposes of moderation, the assessment must be recorded visually e.g. on

videotape or DVD. For guidance on how to submit materials for moderation please refer to http://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/subjects/preparing-digital-visual-submissions-for-moderation/

• Contexts for assessment must be familiar and personally relevant to the candidate but exchanges must be for information that is new to the candidate.

• Candidates should be given sufficient time to become familiar with the requirements of the role-play.

Learning contexts Candidates should be assessed after they are familiar with the topics. By completing reading, writing and speaking tasks on similar topics, the context and vocabulary will become familiar to the candidates. Formative work on other topics will allow candidates to become familiar with the assessment conditions and question types. Notes for assessors • It is important that candidates are familiar with the requirements of the performance

criteria and the special notes. • Candidate’s speech may occasionally include hesitations and or grammatical errors but

these must not interfere with meaning. • Pronunciation, intonation, stress and rhythm may occasionally be unconventional but

these must not interfere with meaning. • Candidate’s responses must be given without prompting. • It is essential to ensure the validity and fairness of the assessments. For this reason,

assessors must ensure that candidates who have completed the assessments are not able to communicate with other candidates, or that a variety of scenarios are used. Additional possible scenarios are included in the assessor instructions.

• Refer to your institution’s policies before offering reassessment opportunities.

http://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/subjects/preparing-digital-visual-submissions-for-moderation/





Assessor instructions


Level 3 5 Credits

Element 1: Task 1: Querying an assignment grade The interviewer will engage the candidate in a role-play. N.B. The exchange must last at least two minutes. Scenario The candidate: • is unhappy with the grade they have been given for a recent assignment • is unable to read your comments. You will be the teacher/lecturer. • Ask what the problem is. • Ask if they have a copy of the marking schedule and have read your comments. • Justify your position e.g. the candidate has made too many spelling and punctuation

errors and there is not enough supporting detail. • Say you won’t remark the work and give a reason • Tell them how to lodge an appeal. (Use the assessment procedures at your institution to

guide this part of the conversation.) A model exchange has been supplied. This not a script but is included to give an example of how the exchange might take place. It is advisable to practise the role-play with someone who is not involved in the assessment for this standard prior to the actual assessment. Additional scenario: Request for an assignment extension.



Model Exchange: Querying an assignment grade


Level 3 5 Credits

Element 1: Task 1 Model exchange between a teacher and a candidate who is querying a grade. Use this as a guide only to the exchange; it is not a script.

Candidate Teacher Candidate Teacher Candidate Teacher Candidate Teacher Candidate Teacher Candidate Teacher Candidate Teacher Candidate Teacher Candidate Teacher Candidate Teacher Candidate Teacher Candidate Teacher Candidate Teacher Candidate Teacher

Good morning … Can I talk to you for a few minutes? Yes, of course. Come and sit down. I want to talk to you about my grade for my last assignment. Is that the assignment on the health system? Yes, it is. Okay, so what is the problem? I got a not achieved / fail and I think I should have got an achieved / pass. Have you looked at the marking schedule and read my comments? I tried to, but I couldn’t read what you wrote. Well, you needed to put more detail and supporting information in your essay. You also need to check for spelling and punctuation errors. I really need an achieved / pass for this assignment and I think my work is as good as other people who have got an achieved, so I’d like you to remark it or change the grade. Well, if you look at the marking schedule you will see that you needed to have almost perfect spelling and punctuation and more supporting detail to get an achieved / pass. My friend got as many errors as me but he has got an achieved /pass. Umm, that’s right but they have done other things better. I’d really like you to mark it again. I don’t really see what difference that would make as I am certain this is not achieved / not a pass. So what else can I do? Well, you can appeal the grade. What’s an appeal? You ask the Head of Department to remark the work. How do I appeal? You have to fill in an appeal form. Fill in your name and the date, the title of the piece of work and the name of the teacher. Then write the reasons why you think your grade is wrong. What do I do with the form? Give it to the Head of Department, but it’s a good idea to remember that your mark could go down or up on a re-mark, so think carefully. Okay, thanks for seeing me. I will think about what I want to do. That’s fine. See me when you have decided.



Candidate instructions and checklist

Unit standards 17140, version 4 Complete spoken exchanges to obtain information, goods and services (ESOL)

Level 3 5 Credits

Element 1, Task 1: Querying an assignment grade Name: ______________________________Date: ________________________________

In this task: • you will talk to a teacher about the grade you have been given for your last assignment. • your speaking and grammar do not need to be perfect but your teacher needs to be able

to understand what you mean.

Candidate checklist

In this assessment task you will need to show that you can do the following:

Use interactive strategies: ‒ greeting e.g. Hello ‒ stating the purpose of the exchange e.g. I’d like to talk to you about… ‒ seeking clarification e.g. Do you mean Mrs. Smith? ‒ confirming e.g. Yes, I can do that. ‒ giving and responding to feedback e.g. I think you should… / That’s really

helpful. ‒ asking for repetition e.g. Could you say that again, please? ‒ thanking e.g. Thank you for seeing me. ‒ closing e.g. I’ll let you know what I decide tomorrow.

1.1

Make requests e.g. Could you…? I’d like to… 1.2

Use assertive strategies: ‒ verbal e.g. I understand what you are saying but I think that…. ‒ non-verbal e.g. using appropriate non-threatening body language while

arguing your point of view.

1.3

Use the appropriate vocabulary for the topic e.g. assignment, grade. 1.4

Use appropriate grammar: ‒ modals e.g. can, should, might ‒ interrogatives e.g. Why did you…? / When will you be able to…?

1.5

Use the right level of formal language. e.g. when talking to a teacher refer to them as Mr. or Ms…, yes not yeah.

1.6



Assessment task


Level 3 5 Credits

Element 1, Task 1: Querying an assignment grade. In this role-play you must talk to your teacher about the grade on your assignment. The exchange must last for two minutes. Your teacher / lecturer has returned your last assignment. Your assignment was given a not achieved / fail grade. You think that you should have got an achieved /pass grade because: • your friend’s work has the same number and sort of errors as your work and they have

got an achieved / pass grade • you can’t read the teacher’s writing on your work so you don’t know what you have done

wrong • you have read the marking schedule and think that you have done everything correctly • you need an achieved / pass grade to pass the course. When you talk to your teacher: • say why you want to see the teacher • give your reasons for wanting your assignment remarked • ask what you can do if the teacher won’t remark your work • ask questions about how to appeal the grade.



Candidate mark sheet for 17140 v4

Name: Date: Context 1 Context 2

1.1 Used interactive strategies: ‒ greeting ‒ stating the purpose of the exchange ‒ seeking clarification ‒ confirming ‒ giving and responding to feedback ‒ asking for repetition ‒ thanking ‒ closing

1.2 Made requests

1.3 Used assertive strategies: ‒ verbal ‒ non-verbal

1.4 Used the appropriate vocabulary for the topic

1.5 Used appropriate grammar: ‒ modals ‒ interrogatives

1.6 Used the right level of formal language

2.1 Used interactive strategies: ‒ opening ‒ stating the purpose of the exchange ‒ seeking or giving clarification ‒ confirming ‒ giving and responding to feedback ‒ asking for repetition ‒ thanking

2.2 Asked for and gave information: ‒ asking ‒ giving

2.3 Used the correct grammar: ‒ modals ‒ interrogatives

2.4 Used the right level of formal language



Assessment schedule: Element 1, Task 1: Querying an assignment grade


Level 3 5 Credits

Element 1 Complete spoken exchanges to obtain goods and services. Range: two different contexts each of at least two minutes.

Performance criteria Evidence Judgment

1.1 Interactive strategies are used appropriately in each context.

Range: may include but are not limited to: ‒ opening, closing ‒ stating the purpose of the exchange ‒ seeking clarification ‒ confirming ‒ giving and responding to feedback ‒ asking for repetition ‒ thanking.

Candidate uses a range of interactive strategies: ‒ opening e.g. Good morning Mr. / Mrs. … ‒ stating the purpose of the exchange e.g. I’d like to talk to you

about… ‒ seeking clarification e.g. What else can I do? ‒ confirming e.g. Yes, it is. ‒ giving and responding to feedback e.g. I don’t think the

marking is fair / I don’t really agree. ‒ asking for repetition e.g. Sorry, can you say that again? ‒ thanking e.g. Thanks for your time. ‒ closing e.g. Goodbye.

A range of interactive strategies is used appropriately.

1.2 Requests for information regarding goods and services are made.

Requests could include: ‒ asking the teacher to change the grade e.g. I would like you

to change the grade on my essay. ‒ asking for advice e.g. What else can I do? ‒ asking for information e.g. Who do I give it to?

A range of requests for information and / or services is made.



1.3 Assertive strategies are demonstrated.

Candidiates use verbal strategies that: ‒ maintain respect e.g I understand your point of view, but … ‒ satisfy their needs e.g. I really need to get a better grade. ‒ defend their rights, e.g. I will think about what I should do. ‒ respect the rights of others e.g. Okay, thanks for seeing me.

I will think about what I want to do. Candidates use non-verbal assertive strategies that are appropriate to the situation e.g. maintaining eye contact, non-threatening body language.

Candidates use a range of verbal and non-verbal assertive strategies correctly most of the time.

1.4 Exchanges make use of vocabulary suited to the purpose.

Vocabulary includes topic-specific and technical vocabulary appropriate to the context e.g mark / marking, correct / corrections, merit, achieved.

Vocabulary used is relevant to the context and is used correctly most of the time.

1.5 Exchanges include the use of appropriate grammatical structures.

Range: includes modals, interrogatives.

Candidates use appropriate grammatical structures: ‒ modals e.g I’d like to … I think you should… ‒ interrogatives e.g. What else can I do? ‒ tense e.g I saw (simple past), I think (simple present), I can

(modal), to mark (infintive).

Grammatical structures are correct and are appropriate most of the time. Models and interrogatives are used correctly most of the time.

1.6 Exchanges use appropriate levels of formality.

Candidate tailors formality to the situation e.g. Good morning not hiya; Mrs. Hillard not Debbie.

Level of formality is appropriate most of the time.





Level 3 5 Credits

Element 1, Task 2: Changing an airline ticket

The interviewer will engage the candidate in a role-play. N.B. The exchange must last at least two minutes. Scenario The candidate: • has booked a flight to Adelaide but hasn’t realised that the flight allows carry-on baggage

only • wants to change the flight • has a limited amount of money to spend. You will be the travel agent who sold the ticket the ticket to the candidate. • Use the calendar below to help the candidate book a flight. • You should offer the closest dates to the original date first. • The candidate may ask for a discount. Refuse the discount and give a reason e.g. We

are changing the ticket at no cost. A model exchange has been supplied. This not a script. It is included to give an example of how the exchange might take place. It is advisable to practise the role-play with someone who is not involved in the assessment for this standard prior to the actual assessment. Additional scenario: cell phone confiscation dispute



Element 1: Task 2: Assessor calendar

July

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

2 Air NZ 3.30pm $252

3 JetStar 6.30am $195 carry-on luggage only Qantas 3pm $292

4 Air NZ 3.30pm $275

5 Air NZ 7.30am $203

6 7 8 9 10

11

12

13 14 15 16 Air NZ 6.30pm $220

17 Qantas 9pm $275

18 JetStar: 6.30 pm $195 carry-on luggage only Air NZ 3.30pm $292

19 Qantas: 6am (arrives at 9am) $203



Model Exchange: Changing an airline ticket


Level 3 5 Credits

Element 1: Task 2 Model exchange at the travel agents. Use this as a guide only to the exchange; it is not a script.

Greet the candidate. Confirm that the JetStar flight is carry-on baggage only. State that the ticket can’t be changed. Accept responsibility and offer to change the flights. Offer the Qantas flight on same day. If asked, tell the candidate the price. Offer the Air NZ flight on Sunday. If asked, tell candidate the price.

Good morning, how can I help you? Good morning my name is John Taylor and I booked a flight to Adelaide with you last week but when I got my ticket it says carry-on baggage only. Yes, um, Mr. Taylor, let me just look it up on the computer. Yes, a ticket with JetStar to Adelaide on July 3rd returning to … on July 18th… Yes, these cheap flights are carry-on baggage only. I’m afraid I need to take two suitcases so I need to change my flight. I’m sorry, but you have already paid for the ticket. There is nothing we can do. But you didn’t tell me it was carry-on baggage only when I booked. Okay, that does seem to be true. So that looks like it was our fault. Let’s see what other flights there are. Do you want to fly on the same days? Yes, I do. Okay, well, there is a Qantas flight to Adelaide on the 3rd at 3pm. How much is that? It costs $292. That’s too much. Is there anything cheaper? Yes, there’s a cheaper Air NZ flight on Sunday. How much is that? $275.



Offer the Air NZ flight on Monday 5th

July. If asked confirm that the candidate can take suitcases. Ask about return flights. Offer Air NZ flight on same day (18th) and state price. Give the date, departure time and cost of the Qantas flight on 19th July. Offer the Saturday and Friday flights. Confirm the dates and costs. Refuse the requests for a discount. Explain. End the conversation.

That’s still too expensive. Is that the cheapest? Well, there is a flight for $203 but it is on Monday. Okay, that will have to do, but can I take suitcases? Yes you can. Now what about the return flight? The same dates? Yes please. There’s an Air NZ flight on the same day but it is nearly $300. No, that is too expensive. What is the cheapest flight? The cheapest flight is with Qantas on Monday 19th. It costs $203 and arrives in Auckland at 9am. No, that’s no good. I have an exam at 9.30. What other flights are there? Well, there’s a flight on Saturday for $275 and one on Friday for $220. I’ll take the Friday flight. Okay, so that’s out on Monday 5th at $201 and back on Friday 16th with luggage for $220, a total of $421. My holiday is going to be shorter by three days and is going to cost more. Can you offer me a discount? No, we don’t give discounts. Yes, but it was your mistake because you didn’t tell me about the carry-on baggage. I’m sorry, but we can’t do anything else. We are already changing the flights free of charge. Okay, thanks for all your help / Obviously I’m disappointed, but I understand that you can’t do anything / Look, you’ve been very helpful, but I am going to write a letter of complaint. I’m sorry we couldn’t help further, but I hope you enjoy your trip.





Level 3 5 Credits

Element 1, Task 2: Changing an airline ticket Name: ____________________________________ Date: __________________________

In this task you will take part in a role-play. • You will try to change an airline ticket you have bought. • Your speaking and grammar do not need to be perfect but your assessor needs to be

able to understand what you mean.

Candidate checklist


Use interactive strategies: ‒ greeting e.g. Hello. ‒ stating the purpose of the exchange e.g. I’d like to talk to you about… ‒ seeking clarification e.g. Do you mean on Monday? ‒ confirming e.g. Yes, I can be there then. ‒ giving and responding to feedback e.g. I think you need to… / I think you may be

right about that. ‒ asking for repetition e.g. Can you say that again, please? ‒ thanking e.g. Thank you for seeing me. ‒ closing e.g. Goodbye.

1.1

Make requests for good or services e.g. When is the next bus to …? 1.2

Use assertive strategies: ‒ verbal e.g. I understand what you are saying but I think that…. ‒ non-verbal e.g. using appropriate non-threatening body language while arguing

your point of view.

1.3

Use the correct vocabulary for the topic e.g. holiday, luggage , airline 1.4

Use the correct grammar: ‒ modals e.g. can, should, might ‒ interrogatives e.g. I’d like you to… / When will you be able to..

1.5

Use the right level of formal language e.g. when talking to an assessor refer to them as Mr. or Ms…, yes not yeah

1.6



Assessment task


Level 3 5 Credits

Element 1: Task 2: Changing an airline ticket You have booked a flight to Adelaide. When you get the ticket it says carry-on baggage only but you need to take two suitcases. The travel agent didn’t tell you this when you booked. Go to the travel agent, explain the problem and ask them to change your flight. You need to make sure that: • the flight is in the holidays from Saturday 3rd July to Sunday 25th July • the flight is the right price. You have $450.00 for flights

Remember: • you need to take two suitcases • you have to be at the airport 2 hours before the flight takes off • you have an exam on Monday 19th at 9.30 am • you can ask for a discount if the new flights cost more or you have less time in Adelaide. When you have agreed the dates, times and prices of the flights, add the total cost of the two flights at the bottom of your calendar.



Element 1, Task 2: Candidate calendar: Changing an airline ticket Name ………………………………………………. Date ………………………..

July

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

2 Lecture/ Lesson 2-4 pm

3 JetStar 6.30am $195

4

5

6 7 8 9 10

11

12

13

14 15 16 17

18 JetStar 6.30 pm $195

19 Exam 9.00

Flight to Adelaide Date …………………. Time…………………. Cost …………………….. Suitcases YES / NO Flight to Auckland Date …………………. Time…………………. Cost …………………….. Suitcases YES / NO

Total cost …………………..



Assessment schedule: Element 1: Task 2: Changing an airline ticket


Level 3 5 Credits

Element 1 Complete spoken exchanges to obtain goods and services. Range: two different contexts each of at least two minutes.



Range: may include but are not limited to opening, closing, stating the purpose of the exchange, seeking clarification, confirming, giving and responding to feedback, asking for repetition, thanking.

Interactive strategies similar to: ‒ opening e.g. Good morning my name is… ‒ stating the purpose of the exchange e.g. I’d like to change

my ticket to … ‒ seeking clarification e.g. Which one is cheaper? ‒ confirming e.g. Yes, the one on Friday. ‒ giving and responding to feedback e.g. No, that’s no good. /

That’s true but you didn’t tell me … ‒ asking for repetition e.g. Did you say 9am? ‒ thanking e.g. Thanks for your time. ‒ closing e.g. Goodbye.


1.2 Requests for information regarding goods and services are made.

Requests could include: ‒ asking for ticket to be changed e.g. I would like to change my

ticket. ‒ asking the price, date or time of a flight e.g. How much is

that? / When does it arrive? / Is it the cheapest?

A range of requests is made.



1.3 Assertive strategies are demonstrated.

Candidates use verbal strategies that: ‒ maintain respect e.g I understand your point of view. ‒ satisfy their needs e.g. I would like you to change the ticket. ‒ defend their rights, e.g. Yes, but you didn’t tell me it was

carry-on baggage only when I booked. ‒ respect the rights of others e.g. Look, you’ve been very

helpful but … Candidates use non-verbal assertive strategies that are appropriate to the situation e.g. maintain eye contact, use non-threatening body language.

Candidates use a range of verbal and non-verbal assertive strategies correctly most of the time.

1.4 Exchanges make use of vocabulary suited to the purpose.

Vocabulary includes topic-specific and technical vocabulary appropriate to the context e.g. flight, booked / booking, carry-on luggage, arrival / arrive.

Vocabulary used is relevant to the context and is used correctly most of the time.

1.5 Exchanges include the use of appropriate grammatical structures.


Candidates use appropriate grammatical structures: ‒ modals e.g I’d / would like to … I think you should… ‒ interrogatives e.g. What other flights are there? ‒ tense e.g I booked (past simple), I have (present), is going

(future), to cost (infintive)


1.6 Exchanges use appropriate levels of formality.

Candidate tailors formality to the situation e.g. Good morning not hiya; Debbie not Mrs. Hillard.




Assessor guidelines

Unit standard 17140, version 4 Complete spoken exchanges to obtain information, good and services (ESOL)

Level 3 5 Credits

This unit standard has two elements: Element 2: Obtain information through telephone enquiries. Range: two enquiries, each seeking at least four pieces of information.

Conditions • All assessment activities must be conducted in English, which must not be the

candidates’ first language. • Candidates may be assessed on an actual exchange or in a simulated activity. • For the purposes of moderation, the assessment must be recorded visually e.g. on

videotape or DVD. For guidance on how to submit materials for moderation please refer http://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/subjects/preparing-digital-visual-submissions-for-moderation/

• For this element both speakers must be recorded visually but should not be able to see each other. This could be achieved by erecting a barrier between the speakers.

• In each telephone exchange the candidate must request at least four pieces of information.

• Contexts for assessment must be familiar and personally relevant to the candidate but exchanges must be for information that is new to the candidate.

• Candidates should be given sufficient time to become familiar with the requirements of the role-play.

Learning contexts Candidates should be assessed after they are familiar with the topics. By completing reading, writing and speaking tasks on similar topics, the context and vocabulary will become familiar to the candidates. Formative work on other topics will allow candidates to become familiar with the assessment conditions and question types. Notes for assessors • It is important that candidates are familiar with the requirements of the performance

criteria and the special notes. • Candidates’ speech may occasionally include hesitations and or grammatical errors but

these must not interfere with meaning. • Pronunciation, intonation, stress and rhythm may occasionally be unconventional but

these must not interfere with meaning. • Candidate responses must be given without prompting. • It is essential to ensure the validity and fairness of the assessments. For this reason,

assessors must ensure that candidates who have completed the assessments are not able to communicate with other candidates, or that a variety of scenarios are used. Additional possible scenarios are included in the assessor instructions.

• Refer to your institution’s policies before offering reassessment opportunities.






Unit standard 17140, version 4 Complete spoken exchanges to obtain information, good and services (ESOL)

Level 3 5 Credits

Element 2, Task 1: Booking a bus ticket

The candidate will phone and ask for information about bus times to Auckland Airport. 1. Use the following information to answer the questions the candidate asks. Departure times 6 pm, 7 pm and 8.30 pm Arrival times 2 hours later Terminals Both domestic and international Cost $48 Method of payment Can pay on the day but it is better to book and pay now by credit card Ticket collection At the ticket office, 15 minutes before the bus leaves 2. Ask the candidate for their following credit card details and note them down. What card is it? What is the name on the card? What is your card number? And the expiry date? 3. Repeat the number of tickets, the destination, the time and the type of credit card, but make 2 mistakes to allow the candidate the opportunity to clarify (2.1) e.g. So that’s one ticket to the domestic terminal on Friday at 8pm, booked with a Visa card. Is that correct? Additional scenario: inquiring about a holiday job



Model exchange: Booking a bus ticket

Unit standard 17140, version 4 Complete spoken exchanges to obtain information, goods and services (ESOL) Level 3 5 Credits

Element 2, Task 1: Model exchange. Use this as a guide only to the exchange; it is not a script.

Candidate Ticket office Candidate Ticket office Candidate Ticket office Candidate Ticket office Candidate Ticket office Candidate Ticket office Candidate Ticket office Candidate Ticket office Candidate Ticket office Candidate Ticket office Candidate Ticket office Candidate Ticket office Candidate Ticket office Candidate Ticket office Candidate Ticket office

Good morning. I’d like to know the times of buses to Auckland Airport on Friday. Morning or evening? Evening. There are buses at 6, 7 and 8.30pm. When do they arrive? / How long do they take to get there? They arrive 2 hours later / 2 hours. Which terminal do they go to? To both. Domestic first, then International. How much does a ticket cost? $48. Can I book a seat now? Yes, what time for? 6 o’clock. And what name is that? …(name)… How would you like to pay? Credit Card Master card or Visa? Mastercard What is the name on the card? J Lee Can you please give me the number and expiry date of the card? The number is 5777 1877 3919 7053. Expiry date November (this year). Thank you. So that’s one ticket to Auckland Airport on Friday at 8pm booked with a Visa card. Is that correct? No, 6pm and it’s a Mastercard. Sorry, Friday at 6pm booked with Mastercard. Yes, that right. Friday at 6 o’clock. Where do I collect the ticket? From the ticket office 15 minutes before the bus leaves. Okay, thanks very much. Goodbye. Goodbye.





Level 3 5 Credits

Element 2: Task 1: Booking a bus ticket Name: _________________________________Date: _____________________________

In this assessment: • you will ask about buses to Auckland Airport. • your speaking and grammar do not need to be perfect but your assessor needs to be


Checklist


Use interactive strategies: ‒ opening e.g. Hello / Good morning ‒ stating the purpose of the exchange e.g. I’d like to know about … ‒ seeking or giving clarification e.g. Is that…? / Yes, at 7 o’clock. ‒ confirming e.g. Yes, a red one. ‒ giving and responding to feedback e.g. I think you should… / Thank you, I think

you’re right. ‒ asking for repetition e.g. Can you say that again, please? ‒ thanking e.g. Thank you / Thanks. ‒ closing e.g. Goodbye.

2.1

Ask for and give information: ‒ asking e.g. Can you tell me …? ‒ giving e.g. My address is ….

2.2

Use the correct grammar: ‒ modals e.g. can, could, will, might. ‒ interrogatives e.g. When is… What day …

2.3

Use the right level of formal language e.g. when talking to an assessor refer to them as Mr. or Ms…, yes not yeah.

2.4



Assessment task


Level 3 5 Credits

Element 2, Task 1: Booking a bus ticket You want to book a bus to Auckland Airport on Friday evening. You want to go to the Domestic Terminal not the International Terminal. You want to arrive at 8pm. Phone the bus station. • Tell them why you are phoning. • Find out the following information and write the information in the spaces below.

Departure times ……………………………. Arrival time ……………………………. Terminal ……………………………. Cost ……………………………. Book a seat with your Mastercard number 5777 1877 3919 7053. Expiry date November (this year) : day……….. time………..

• Find out where to collect the ticket. • Finally confirm that you have the correct information.



Assessment schedule: Element 2, Task 1


Level 3 5 Credits

Element 2 Obtain information through telephone enquiries. Range: two enquiries, each seeking at least four pieces of information.



Range: may include but are not limited to – opening, closing, stating the purpose, seeking clarification, confirming, giving and responding to feedback, asking for repetition, thanking.

Candidates use some of the following interactive strategies: ‒ opening and closing e.g. Good morning / Goodbye. ‒ stating the purpose of the exchange e.g. I’d like to know the

times of buses Auckland Airport on Friday. ‒ seeking or giving clarification e.g. Is that the domestic or the

international terminal? / No, not 7 o’clock. ‒ confirming e.g. Yes, that’s right. ‒ giving and responding to feedback e.g. No, not 7 pm /Yes, I

think you’re right. ‒ asking for repetition e.g. Can you say that again? ‒ thanking e.g. Thanks for your help / Thanks.


2.2 Information is requested and given to support the enquiry.

Candidates ask for and give information: ‒ asking for information e.g. When do they arrive? Which

terminal do they go to? How much does a ticket cost? ‒ giving information e.g. My name is …By credit card.

Candidates ask for at least four pieces of information. Correct information is given in response to questions most of the time.



2.3 Grammatical structures appropriate for making telephone enquiries are used.


Candidates use the appropriate grammatical structures for the context: ‒ modals e.g. I’d (would) like to know / Can I book a seat now? ‒ interrogatives e.g. How much does a ticket cost? / When do

they arrive? ‒ sentence fragments e.g. By credit card. ‒ complete sentences e.g. Where do I collect the ticket?


2.4 Enquiries demonstrate appropriate levels of formality.

Range: formality includes but is not limited to – appropriate vocabulary.

Candidate’s language is at a suitable level of formality e.g. Can you tell me…? / Thanks for your help.






Level 3 5 Credits

Element 2, Task 2: Ask about a language course

The candidate will phone and ask for information about an English Language Course in the December / January holidays. Use the following information to answer the questions the candidate asks. Course dates 8th December, 15th January Length of course two weeks, 10 days of instruction and one weekend of activities which is not compulsory Cost $800.00 Language level all, multiple classes Booking download the enrolment form and send it with your deposit Payment 25% deposit and the rest one week before the course starts can be made with cash, cheque, credit card, internet banking or telegraphic transfer Additional scenario: inquiry about how to join the local library or sports club.



Model exchange: Ask about a language course


Level 3 5 Credits

Element 2, Task 2: Model exchange. Use this as a guide only to the exchange; it is not a script.

Candidate Receptionist Candidate Receptionist Candidate Receptionist Candidate Receptionist Candidate Receptionist Candidate Receptionist Candidate Receptionist Candidate Receptionist Candidate Receptionist Candidate Receptionist Candidate Receptionist Candidate Receptionist Candidate Receptionist Candidate

Good morning. I’d like to know about the language courses you are running in December and January. What would you like to know? When do the courses start? 8th December and 15th January. What do they cost? $800. How long are the courses? Two weeks. Are there lessons at the weekend? No, there are 10 days of lessons and one weekend of activities. Do I have to go on the weekend activities? No, you don’t, but they are fun and you’d enjoy them. How do I book the course? Download the enrolment form and send in your deposit. How much is the deposit? 25% Is that $200? / How much is that? Yes, it is / $200. How can I pay? By cash, cheque, credit card, internet banking or telegraphic transfer. Would you like me to send a brochure? Yes, please. What is your name and address? Name and address given. Okay, I’ll send that out today. Thank you. You’ve been very helpful. Goodbye. Goodbye.





Level 3 5 Credits

Element 2, Task 2: Ask about a language course Name: _________________________________Date: _____________________________

In this task you will: • ask about an English language course in the December holidays. • your speaking and grammar do not need to be perfect, but your assessor needs to be


Candidate checklist


Use interactive strategies: ‒ opening e.g. Hello / Good morning. ‒ stating the purpose of the exchange e.g. I’d like some information about … ‒ seeking or giving clarification e.g. Is that ….? / Yes, the first one. ‒ confirming e.g. Yes, the one on …. ‒ giving and responding to feedback e.g. I think you should… / Thank you,

that’s really helpful. ‒ asking for repetition e.g. Can you say that again, please? ‒ thanking e.g. Thank you / Thanks. ‒ closing e.g. Goodbye.

2.1

Ask for and give information: ‒ asking for information e.g. Can you tell me … ‒ giving information e.g. My address is ….

2.2

Use the correct grammar: ‒ modals e.g. Can, could, will, might. ‒ interrogatives e.g. When is… / What day …?

2.3

Use the right level of formal language e.g. when talking to an assessor refer to them as Mr. or Ms…, yes not yeah.

2.4



Assessment task


Level 3 5 Credits

Element 2, Task 2: Ask about a language course

1 You want to find out about an English language course in the December / January

holidays. 2 You will need to:

• phone the language school • tell them why you are phoning • find out the following information and answer any questions you are asked.

3 Write the information in the spaces below.

Course dates ……………………………. Cost ……………………………. Length of the course ……………………………. Lessons at the weekend? ……………………………. Are weekend activities compulsory? …………………………… How to book the course ……………………………. Deposit …………% Check the price in dollars $................ How can you pay? ………………………………

4 Finally give some feedback about the help that you have received to the person you have been talking to.



Assessment schedule: Element 2, Task 2: Ask about a language course


Level 3 5 Credits

Element 2: Obtain information through telephone enquiries. Range: two enquiries, each seeking at least four pieces of information.



Range: may include but are not limited to – opening, closing, stating the purpose, seeking clarification, confirming, giving and responding to feedback, asking for repetition, thanking.

‒ Candidates use some of the following interactive strategies: ‒ opening and closing e.g. Good morning / Goodbye /Thank

you. ‒ stating the purpose of the exchange e.g. I’m phoning about

the English Language course in the holidays. ‒ seeking or giving clarification e.g. Is that $220? / No, on the

8th. ‒ confirming e.g. Yes, please. ‒ giving and responding to feedback e.g. You’ve been very

helpful / Thanks for letting me know. ‒ asking for repetition e.g. Can you say that again? ‒ thanking e.g. Thank you / Thanks.

A range of interactive strategies are used appropriately.

2.2 Information is requested and given to support the enquiry.

Candidates ask for and give information: ‒ asking for information e.g. Can you tell me the dates of the

courses? What does it cost? How long is the course? ‒ giving information e.g. My name is …

Candidates ask for at least four pieces of information. Correct information is given in response to questions most of the time.



2.3 Grammatical structures appropriate for making telephone enquiries are used.


Candidates use the appropriate grammatical structures ‒ modals e.g. I’d (would) like to know / Can you tell me … ‒ interrogatives e.g. How much does … / When does it …?


2.4 Enquiries demonstrate appropriate levels of formality.

Range: formality includes but is not limited to – appropriate vocabulary.

Candidate’s language is at a suitable level of formality e.g. Can you tell me…? / Thanks for your help.


Documents

Unit standard 17140, version 4 - NZQA 3 of 32 New Zealand Qualifications Authority 2013 Assessor guidelines Unit standard 17140, version 4 ... Element 1, Task 1: Querying an assignment