ENGLISH LANGUAGEGymnasium: Languages – 4 hours per week, total 148;

General Gymnasium, Social Sciences, Mathematics and Information Technology – 3 hours per week, total 111;

Natural Sciences – 2 hours per week, total 74

INTRODUCTION

Learning is a complex process of discovery, collaboration, and inquiry facilitated by language. Composed of interrelated and rule governed symbol systems, language is a social and uniquely human way of representing, exploring, and communicating meaning. Language is an essential tool for forming interpersonal relationship, understanding social situations, extending experiences, and reflecting on thought and action. Language is the principal instrument of thought and the primary basis of all communication.

PHILOSOPHY

The program for English language will emphasize the importance of experiencing language in context. Learners’ background knowledge, skills and attitudes will be used as means of developing communicative abilities: interpreting, expressing and negotiating meaning through oral and written texts. As the learners develop communicative skills, they also increase their linguistic awareness and develop language learning skills and strategies.

In the English language program students will acquire various kinds of knowledge, skills and attitudes about:

1. Interpreting, expressing and negotiating meaning (communi-cation).

2. Patterns of ideas, behaviours, manifestations, cultural artefacts and symbols (culture).

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3. Sounds, written symbols, vocabulary, grammar and discourse (language).

4. Cognitive, socio-affective and meta-cognitive processes (general language education).

Learners will learn to communicate in English through the processes of ‘reception’, ‘comprehension’, ‘production’ and ‘negotiation’. Recep-tion is receiving the information and decoding the message. Compre-hension involves deriving meaning or significance from an oral or writ-ten text. Production is expressing meaning by creating oral and written texts to suit different participants, topics, purposes and reasons for com-munication. Negotiation is the interaction process: participants in the communication process must adjust to the needs and intentions of others. Integral to all three processes are the communicative intents or communi-cative functions, inquiring reporting, or describing and so on, which are developed in the experience / communication component. Students will also learn about the language and how to use it: the sound – symbol system, vocabulary, structures and discourse elements that are needed to convey ideas and enhance communication in an oral or written context.

AIMS

Following the long-term aims of the English Language Curriculum, in order to communicate effectively and increase their cultural understan-ding, in grade eleven learners should:

Develop, deepen and apply the four language skills;

Broaden their linguistic knowledge;

Use the target language for real-life purposes in order to make and apply connections within and between learning areas;

Develop respect and tolerance for cultures other than their own by increasing their awareness with regards to cultural similarities and differences;

Become active participants in the learning process;

Take responsibility for their own learning;

Gain the capability to learn independently and to monitor their own progress.

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The Scope of Grade Eleven English Language Curriculum

COMMUNICATIONEnable learners to further develop and deepen their language skills and gain ability and confidence for effective communication both with native and non-native speakers of English.LISTENINGGeneral Objective: Enable learners to listen to a variety of spoken discourse, including teachers, peers, and electronic media and gain an increasing level of comprehension of newly acquired language.

Specific objectives Suggested language activities Attainment targetsLearners should be able to: Listen for general meaning and

respond orally or in writing; Listen for specific information

and respond; Listen and raise awareness of

how voice quality and intonation can convey meaning.

Follow instructions; Fill in charts; Complete incomplete texts; Describe objects, people, places,

and events they listen about either orally or in writing;

Summarize in their own words the passage they listened to.

Learners can: Cope with language spoken at normal speed and

with interference and hesitancy; Identify and note the main points and specific

details including viewpoints; needing some repetitions;

Understand the main points of radio, or TV programmes on topics of personal and professional interest when the delivery is relatively slow and clear;

Understand the main points of clear standard speech on familiar matters regularly encountered in work, school, and leisure activities;

Understand the majority of films in Standard English.

READINGGeneral objective: Enable learners to read a variety of texts for a wide range of purposes with an increasing level of comprehension and apply their interpretation to everyday situations.

Specific objectives Suggested language activities Attainment targetsLearners should be able to: Make use of different reading

Matching activities; Inferring (guessing meaning of

Learners can: Understand and respond to short pieces of writing

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strategies; Read both intensively and

extensively; Make attempts at reading for

pleasure.

words from the context); Multiple choice questions; Data gathering, note-taking, and

outlining; Summarizing the main points of the

text; Poems, short stories, simplified

readers.

on subject matter containing some complex and unfamiliar language;

Use vocabulary and structures found in reading to respond in speech and/or writing;

Use reference material from books and multi-media;

Work out the meaning of language they do not know, using context and their knowledge of grammar more confidently.

SPEAKING General objective: Enable learners to communicate orally with an improved degree of fluency and a fair degree of accuracy.

Specific objectives Suggested language activities Attainment targetsLearners should be able to: Produce language with

improved pronunciation and intonation;

Express likes and dislikes and preferences;

Agree and disagree; Describe themselves and other

people’s physical appearance and character;

Describe objects, places and events;

Express and justify opinions, behaviour, attitudes, and plans;

Seek clarification and justification with regards to other people’s behaviour and attitude

Take turns in initiating, maintai-

Dialogues/Role play; Conversation; Interviews; Retelling stories; Discussions.

Learners can: Make themselves understood with little or no

difficulty, although there may be some hesitancy at times;

Initiate, develop and end conversations; Discuss matters of personal and/or topical interest; Produce fairly accurate and fluent language

expressing opinions, likes and dislikes, and preferences, making themselves understood with some hesitancy at times;

Demonstrate increased competence in their delivery needing little support from the teacher;

Participate in a structured conversation of increasing length and complexity.

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ning, and ending a conversation.

WRITING General objective: Enable learners to write with an increasing accuracy for specific purposes and different audiences.

Specific objectives Suggested language activities Attainment targetsLearners should be able to: Write clear and fairly detailed

texts on a wide range of subject-related and interest-related topics;

Describe, objects, places, and events;

Describe themselves and other people’s physical appearance and character;

Use basic capitalization and punctuation correctly (proper nouns, comma, full stop, question mark…).

Filling in forms and applications; Writing notes, messages and e-

mails; Advertisements; Invitations and thank you letters; Formal and informal letters; Summarizing the main points of

written and oral texts; Writing an ending of a story; Keeping a personal diary.

Learners can: Apply grammar in a new context. Although there

may be a few mistakes, the meaning they convey is usually clear;

Fill in forms and applications, and write formal and informal letters;

Produce pieces of a variety of lengths related to past and present events and future plans (descriptions, narratives);

Make attempts at creative writing (diaries, short essays, and simple stories).

UNDERSTANDING AND USING ENGLISHIncrease learners’ awareness and deepen their cognitive and meta-cognitive skills. Sound and spelling systemGeneral objective: Enable learners to notice the basic differences between the sound system and spelling alphabet of English and the mother tongue

Specific objectives Suggested language activities Attainment targetsLearners should be able to: Gain independence in learning

particular aspects of sound system of English such as:

Spelling and pronunciation;

Transcription and spelling exercises;

Long and short vowels drills; Weak and strong forms drills; Word and sentence stress drills;

Learners can: Match spelling and transcription of words; Identify and apply word stress; Pronounce word groups and utterances fairly

accurately with appropriate stress, rhythm and

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Individual sounds and sounds in groups;

Observe the rules of pronunciation of silent letters and correct stress;

Read aloud with changing intonation to reflect affirmative, interrogative, and exclamatory sentences.

Songs. intonation.

VOCABULARY General objective: Enable learners to expand further their knowledge and skills related to areas such as vocabulary building and register.

Specific objectives Suggested language activities Attainment targetsLearners should be able to: Use vocabulary found in

reading to respond in speech and/or in writing;

Understand and use new vocabulary found in context;

Recognize and make use of synonyms, homonyms, and antonyms;

Deal with, and make use of word families, multi-word verbs, and compound words.

Word lists; Word families; Multi-word verbs; Compounds words; Collocations.

Learners can: Use mono and bilingual dictionaries; Store and recall particular words; Explain words and expressions in their own words.

LANGUAGE STRUCTURESGeneral objective: Enable learners to gain and apply knowledge of particular aspects of the structure of the target language.

Specific objectives Suggested language activities Attainment targets

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Learners should be able to: Demonstrate understanding of

similarities and differences in word order of English and the mother tongue;

Recognize and understand the function of word classes;

Correct errors and mistakes as part of learning through error analysis;

Explore independently rules and regularities.

Get your tenses right; Fill the gaps; Correct errors and mistakes; Jigsaw sentences; Classify words into categories (e.g.

people/objects, activities, qualities,...).

Learners can: Recognize and apply basic sentence patterns; Distinguish between statements, questions,

commands, and responses; Use the language with increasing self-confidence

and independence.

DISCOURSE General objective: Enable learners to increase their understanding of the majority of discourse concepts and elements including social context, coherence and cohesion, exposing them to a wide range of situations involving communication within and beyond classroom settings.

Specific objectives Suggested language activities Attainment targetsLearners should be able to: Recognize discourse features in

extended spoken texts (e.g. words, expressions signalling introduction, exemplification and conclusion;

Demonstrate knowledge of different types of social relations;

Comprehend most visual and non-verbal clues;

Use the information from the discourse to make responsible predictions;

Learn ready-made sets of interrelated

Concept questions (WH- Questions); Dialogue practice; Listening to a conversation and

modelling it into a role play/ report; Reading a report of an event and

modelling it into an interview/role play.

Learners can: Initiate, maintain, and end conversation; Take turns at talking and listening; Vary the language to suit context,

audience and purpose; Make use of visual and non-verbal

clues.

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interactions.

MAKING CONNECTIONS Enable learners to make and apply connections within and between learning areas and use English for real-life purposes and fulfilment of tasks. Subject matter connectionsGeneral objective: Enable learners to make and apply subject matter connections in order to transfer and reinforce content and skill of other areas such as science, fine, arts and sports.

Specific objectives Suggested language activities Attainment targetsLearners should be able to: Reinforce their knowledge and skills

developed in sciences (mathematics, physics, etc.);

Develop understanding of fine arts and music;

Listen to, speak, read, and write about subject matter information;

Listen to/watch sports programmes of various sports events in English;

Cope positively with situations in sporting activities;

Use a variety of topics for conversation;

Select relevant from irrelevant information;

Broaden the sources of information available to them (“have a new window on the world”).

Number games; Measuring and comparing; Listen and draw; Listen and guess; Listen and do; Listen and write; Problems and puzzles.

Learners can: Demonstrate knowledge of other

subject areas through English; Present points clearly either orally

and/or in writing; Produce short clear texts on a wide

range of subjects, explaining viewpoints on topical issues arguing advantages and disadvantages of various options;

Use sports terminology to discuss popular games and sports events of target language countries;

Demonstrate understanding of exchange rate and currency.

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TRANSFER OF SKILLS AND CONTENT General objective: Transfer skills and content of foreign language in order to better understand the skills and content of the mother tongue.

Specific objectives Suggested language activities Attainment targetsLearners should be able to: Compare and contrast English and the

mother tongue; Explore similarities and differences

between English and the mother tongue by comparing texts in both languages;

View the mother tongue more analytically.

Read labels and ads in English and translate them into the mother tongue;

Read a text in English/the mother tongue and summarize it in the mother tongue/English;

Read two similar texts in both languages and locate similar and contrasting information.

Learners can: Translate and interpret the gist of

written and oral texts; Summarize the main points of

written and oral texts.

CROSS-CURRICULAR AND EXTRA-CURRICULAR ISSUESGeneral objective: Enable learners to make connections to vocabulary and processes important for the world of work.

Specific objectives Suggested language activities Attainment targetsLearners should be able to: Explore cross-curricular issues by

listening to authentic recordings understanding key vocabulary items;

Use a variety of topics for conversation; Demonstrate understanding and apply

the vocabulary of particular fields of human activities (jobs, community service, recreational activities);

Read a wide range of authentic texts on extra-linguistic topics related to career options;

Read texts containing extensive vocabulary with increasing confidence, including subject specific texts.

Listen to dialogues; Discuss in groups (career options, medical

and health issues, environmental issues); Read newspaper and magazine articles

and extract information; Fill in incomplete dialogues; Summarize and discuss viewpoints

represented in different oral and written texts.

Learners can: Explain viewpoints on topical issues

giving the advantages and disadvantages of various options;

Produce short, clear text on a wide range of subjects.

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ENGLISH IN THE WORLDIncrease learners’ awareness of cultural similarities and differences in order to develop respect and tolerance for cultures other than their own.Comparison of languages and culturesGeneral objective: Increase learners’ awareness with regards to cultural similarities and differences.

Specific objectives Suggested language activities Attainment targetsLearners should be able to: Gain background knowledge on the

main aspects of everyday life, school and community in the countries where English is used;

Listen to different varieties of English, using authentic recordings of the speech of people from various parts of the world and respond;

Demonstrate understanding of interpersonal relations within the family;

Identify a range of cultural nuances, values, attitudes and moods of the English speaking world;

Develop cultural and social attitudes in accordance with the values and principles of an open society;

Change gradually their world view as they gain a better understanding of their own culture and the foreign language culture.

Open dialogues; Role play; Picture stories; Story telling; TV and Video spots.

Learners can: Discuss issues of cultural diversity

and make comparisons; Show respect for ethnic, religious

and cultural diversity by writing e-mails and greeting cards on special occasions (national and religious holidays);

Cope with a range of situations related to cultural differences (e.g. eating and drinking habits, composition of meals, times of regular meals, visiting, working hours and leisure activities, relations within the family, and so on).

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INTERACTION WITH THE REPRESENTATIVES OF THE TARGET LANGUAGEGeneral objective: Enable learners to communicate effectively with people from other cultures where English is spoken either as a first, second, or an international language.Specific objectives Suggested language activities Attainment targetsLearners should be able to: Engage in oral and written exchanges of

materials to provide and obtain information;

Comprehend gestures and body language often used in everyday interaction in the target language;

Make use and create simple print and/or hand written media messages in the target language modelled on media examples (e.g. hand written texts, newspapers, magazines, articles, TV and ICT based texts);

Summarize the main points of selected media presentations in the target language;

Discuss the significance of the past and present cultural perceptions of their own lives, and the lives of the others.

Advertisements, posters, brochures, and /or web-sites;

Filling forms; Writing e-mails; Writing formal and informal letters; Games, songs and role play; Reading a magazine article, ICT based

text, literature extract.

Learners can Interact with people with an

increased confidence orally and /or in writing;

Produce simple media messages; Talk about a poem, piece of music

or painting.

USE THE TARGET LANGUAGE FOR LEISURE AND PERSONAL ENRICHMENT General objective: Enable learners to explore and work independently, and use the language outside the classroom settings as part of becoming lifelong learners.Specific objectives Suggested language activities Attainment targetsLearners should be able to: Present an original production using

known vocabulary and language structures;

TV commercials, ads, songs, and so on; Using given words to complete a task; Matching words to other words e.g.

Learners can: Use bilingual and monolingual

dictionaries; Summarize the main points of

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Discuss, read, and write about themes and setting of selected materials in the target language with assistance of glossaries, guided questions and outlines;

Relate the information studied in other subjects to their learning of the foreign language and culture;

Reinforce and further their knowledge of other subjects through English language;

Explore materials of interest analysing the content, and comparing it with the information in their own language.

collocations, synonyms, and opposites; Matching descriptions to the right words.

selected materials; Show evidence of becoming life-

long learners by using the language for personal enjoyment and enrichment.

UNDERSTANDING THE TRADITION AND PERSPECTIVES OF THE TARGET LANGUAGEGeneral objective: Enable learners to broaden their knowledge and understanding of traditional ideas and perspectives of the target language culture.Specific objectives Suggested language activities Attainment targets

Learners should be able to: Gain background knowledge related to

cultural events, celebrations and major national holidays;

Recognize and appreciate cultural artifacts and symbols shared by particular cultures;

Recognize customs and manners of other people;

Appreciate products of particular culture (sports, games, stories, traditional celebrations...).

Greetings and celebrations; Miracles of the world Writing a description of a party; Reading, writing and talking about

lifestyles; Describing weather and climate; Talking about sports and leisure activities; Discussing customs connected with births,

weddings and other special occasions.

Learners can: Foster cultural awareness of other

cultures and tradition; Discuss cultural events and

celebrations related to particular cultures;

Describe orally or in writing cultural artefacts and symbols of particular cultures;

Talk and write about distinguished personalities of the English speaking world.

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GRADE ELEVEN – TOPICAL CONTENT

1. What a wonderful world The town where I live The world around us Around the world

2. English is fun The present and the

future of English Jobs and subjects Dilemmas and decisions

3. Entertainment Weddings, parties and

invitations National celebrations Special occasions

4. Travel and tourism How organized are you? Package tours Travel wisely, travel

well5. Relations with other people

Generation gap People around me Visiting relatives

6. Health Don’t smoke, eat apples!

Drugs and alcohol damage your health

Computer games and children

7. Home sweet home Do’s and don’ts What home means to

people in different countries Rules and freedom of

behaviour8. Fashion around the world

Dressing up Styles, clothes and

colours Fancy dress party

9. Food and drinks Following a Recipe Typical meals Mind your manners

10. Environment Is there a future for us? Tomorrow’s world Escape from the big city

11. Future plans Time travellers

Lucky generation My daydreams

12. Heroes and stars Heroic periods Heroes of war and peace Life changes (Political

and social change)13. Welcome

Make yourself at home Hospitality in different

countries Hospitality in your

country14. Traffic

Breaking the rules Means of transport Signposts

15. Lovely weather Climate and seasons Best times for travelling

abroad Seasonal activities

16. News and media Television

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Newspapers and magazines

A matter of taste

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Note to the teachers: In order to achieve the targeted aims and objectives of Grade 11 Curriculum, and cover the topical content of Grade 11 syllabus, teachers should select teaching materials from cour-se-book(s) and other sources of intermediate level. These materials sho-uld primarily be age-appropriate, which means that they should be dedi-cated to teenagers and/or young adults.

In vocational schools, it remains in the teacher’s domain to select teaching materials that may be type-appropriate, which (s)he may use either as alternative or as supplementary material in the English language teaching program. On the other hand, teachers of language oriented upper secondary schools, should use supplementary materials according to the time available and dedicated to the English language within the school curriculum, in order to suit their learners’ needs and to meet the attainment requirements.

Although it is estimated that within a school year, approximately 12 content areas should be covered, it is the teacher’s responsibility to plan the number of topical areas (units) and the composition of it, in accordance with the total amount of hours dedicated to English in particular types of schools.

METHODOLOGY

The Communicative Approach and Task – Based Learning

The overall aim of the English Language Curriculum is to enable learners to communicate successfully. Successful communication means getting our message across to others effectively. The communicative approach to language learning aims at facilitating genuine interaction with others, regardless whether they live in the neighbourhood, in a distant place, or on another continent.

In language learning, the attention of the learners may be focused on particular segments, or on the language as a whole. In cases when we want to focus learners’ attention on particular segments, then a segment may be a grammatical structure (a tense), a language function (expressing gratitude), a vocabulary area (food and drinks), or a phonological feature (stress or particular sounds).

On the other hand, when attention is focused on the language as a whole, learners, through a wide range of language activities, use the language for practical and realistic purposes. In other words, they act as genuine users of the language. Participating actively in communicative

language activities, they in fact play roles, simulate situations related to real life, and learn through personalisation. In the earlier stages of learning, learners should be allowed to use gestures, body language, facial expressions, mime, drawings and so on. When they learn by doing, they realise that language is a powerful means of communication and will use it as such.

Since communication basically means sending and receiving messages, learners should develop the four language skills, which are the core of communication. Development of receptive skills, that is of listening and reading skills, will enable learners to receive messages and, depending on tasks they are expected to fulfil, select essential information. However, since language skills do not occur in isolation, but are normally integrated for communicative purposes, after having received a message, learners should be able to make decisions, and respond appropriately. In a situation which involves language, their response is a communicative function, which is performed by one of the productive skills either by speaking or by writing.

The Learning - Centred Classroom

The objective of learning centred teaching is to make teachers aware of the importance of learner autonomy in the classroom. The teacher is required to do more preparation before the lesson, and less stand up teaching in the classroom. But it doesn’t mean that the teacher should sit back and relax. The teacher has a role, to support and help learners. The learners learn more actively and with enjoyment. The environment requires a learning centred approach that relies on participant’s share in the learning, and responsibility for furthering discussion. In all cases learners need clear guidelines and preparation for effective discussion participation.

The major aims, or set of aims will relate to the development of learning skills. Such aims may include the following:

To provide learners with efficient learning strategies; To assist learners identify their own preferred ways of learning; To develop skills to negotiate the curriculum; To encourage learners to adopt realistic goals and a timetable to

achieve these goals; To develop learners’ skills in self-evaluation.

The Use of the Mother Tongue in the Classroom

Contrary to the principles of the direct method and natural approach in language learning, which favour exclusive use of the target language, excluding the mother tongue completely from the classroom, most recent approaches today suggest that the use of the mother tongue at particular stages of foreign language learning may prove useful.

While there is clearly a place for the mother tongue in the classroom, teachers should make efforts to keep the use of the mother tongue to a minimum. Instead of translating words and/or asking learners to translate, they should demonstrate, act, use simple drawings and/or pictures, explain, and give simple definitions. If teachers readily intervene with translation, as soon as learners are provided with an ‘equivalent’ word or expression, as soon as their curiosity is satisfied, they may lose interest in that particular item. In consequence, the English word or expression is easily forgotten and cannot be easily recalled. This method is easiest for teacher and learner, but may be the least memorable.

The Role of Grammar 

If we see language as a building, the words as building blocks or bricks, and grammar as the architect’s plan, than we must admit that without a plan, even a million bricks do not make a building. Similarly, one may know a million English words, but if s/he does not know how to put them together, s/he cannot speak English ( Sesnan, 1997).

In the light of this statement, the question is not whether to teach grammar or not, but how to teach it. We should consider which approach to adopt in teaching grammar, whether to teach form before meaning, or meaning before form, and what strategies and techniques to use in order to enable learners to put their knowledge of grammar into use and communicate effectively. It is the teacher’s responsibility to estimate which approach would yield best effects at a particular stage of learning, or with a particular class.

At this level of education, learners should be ready not only to notice the regularities in language, but also to make a conscious effort to work out the rules. They should be ready to deal with more complex sentences, including coordinated and subordinated clauses. Therefore, teachers should increase the learners’ awareness about their progress in learning, as well as to encourage them to work independently and keep record of

their own learning. Teachers should constantly bear in mind the fact that grammar is knowledge in the mind, and not rules in a book.

Assessment and Evaluation

There are many reasons for assessing learners. Some of them are: to compare learners with each other; to see if learners have reached a particular standard; to help the learners’ learning; to check if the teaching programme is successful.Teaching means changing the learner. Teachers will always want to

know how effective their teaching has been - that is, how much their pupils have changed. This change can be in the amount of English learners know, in the quality of the English they use, and in their ability to use English.

The general word for measuring the change is assessment. Naturally if we want to asses how much pupils have changed, we have to know exactly what they already know and what they can already do.

There are different types of assessment (or evaluation): Self assessment (self - evaluation) relies on: The amount of effort spent in research; The amount of organization; The amount of effort spent on writing.

Group assessment (group - evaluation) can be done by: Evaluating individual learner progress within the group; Awarding group and individual marks.This fosters cooperation among the learners, they promote higher

achievement, greater motivation, and a more positive attitude towards the subject area and greater social skills.

Individual assessment (evaluation) is more readily accepted by learners, shows learners activity, his/her participation level in the group activity, willingness to respect the viewpoints of others.

Combination of group and individual assessment - the group component may foster the spirit of cooperation, and the individual component may permit the recognition of individual contributions.

The use of work samples, portfolios and projects. These folders or portfolios may be used to collect samples of a range of learners’ work over the course of a term or a year. All these may reflect the learners’ overall development and show learners’ progress.

If teachers want to find out how effective their teaching has been, or if they want to evaluate the learners’ progress the tests are used. Tests are conducted in class by the teacher. They measure the results of learners’ performance. Teaching and testing always go hand-in-hand. Questions are often asked to check if the learners have understood what has been said. Equally, they may be asked to find out whether a particular point needs to be taught. We instinctively know why we ask a question: whether it is to teach or to test something.

Evaluation is seen as wider than testing. Testing may be a successful tool in evaluation, but we also think there are other criteria for assessing someone’s performance. Evaluation is not limited to numbers or just giving learners marks. Instead of trying to count or measure learner’s ability to make useful contribution to the class, we can simply judge whether s/he makes a contribution or not, and sometimes we will have to justify, negotiate, and possibly modify our opinions. Evaluation looks for illumination: How did you learn that? Why did you learn that? This means that we are doing something with the learner, rather than to the learner. By asking these questions, we learn a lot of extra information, such as: What the learner thinks s/he is learning; what the learner thinks is easy / difficult; what the learner enjoys / hates doing in the class; where the teaching programme and the learner don’t meet; where the teaching programme need re-designing.

With evaluation we attempt to help the learner to learn, so it is not an assessment, in fact it is aid to learning. In other words, we can use assessment procedure to develop and improve, not only the learner, but also the teaching programme and even the school.

Note to the teachers: For further methodological guidelines concer-ning the topics discussed above as well as those related to how to teach language skills and vocabulary, how to manage the classroom, and similar topics, see A Comprehensive Handbook of ELT Methodology (A Handbook for English Language Teachers).

BAND DESCRIPTORS FOR ASSESSING LANGUAGE SKILLS

Band Listening Speaking Reading WritingFluency Accuracy

5 Can understand all the message

Does task very well. Little or no hesitation

Good pronunciation, use of vocabulary and grammar

Can understand all the text

Work is well organised. Good punctuation. Few or no mistakes

4 Can understand most of the message

Does the task well. Some hesitation

Good pronunciation, vocabulary and grammar. A few mistakes

Can understand most of the text

Work is mostly well organised Good punctuation. A few mistakes

3

Can understand some of the message

Does the task adequately. Quite a lot of hesitation

Pronunciation, vocabulary and grammar are adequate.. Quite a lot of mistakes but it is possible to understand the learner

Can understand some of the text

Some problems with the message and/or punctuation and/or organisation, but it is possible to understand the message

2

Can understand a little bit of the message

Does not do the task adequately. A lot of hesitation

Pronunciation, vocabulary and grammar are limited. It is difficult to understand the learner

Can understand a little bit of the text

Problems with the message and/or punctuation and/or organisation. It is difficult to understand the message

1Can understand very little of the message

Is not really able to do the task at all

Very hard or impossible to understand the learner.

Can understand very little or none of the text

Significant problems with the message and/or punctuation and/or organisation. It is almost impossible to understand the message

The table above sets out bands which describe levels of achievement in the four skills. This band descriptors are intended to apply to specific tasks (e.g. listening to a story, talking about a picture, reading about an invention, writing a letter), as an aid to the teacher and learner in assessing performance. It is of course perfectly possible for a learner to perform to different bands of achievement for different task and different skills.