Handbook for Teachers General English2010LA

8/10/2019 Handbook for Teachers General English2010LA

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HANDBOOK FOR TEACHERS

Full Examination Syllabus andSpecifications

GENERAL ENGLISH

2010 - 2011


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About Anglia Ascentis

Ascentis is an English National Awarding Body approved by both the Englishregulatory bodies (the QCA/Ofqual and QAA) to design, administer and award

qualifications to national standards.

Anglia Examinations England has specialised in ESOL (English for speakersof other languages) assessments for over 15 years and has been based inChichester, England since 1994. Anglia offers a comprehensive andstructured programme of assessing English language competence frombeginner through to native speaker level in over 28 countries worldwide. Thisstep by step approach to testing encourages and motivates students to makeclear and effective progress.

Anglia Examinations measure all four language skills listening, reading,writing and speaking. There are no minimum age requirements for the exams.The Young Learner levels are taken by children as young as four years old.The Higher Levels and Business English exams are taken by students andadults who plan to continue their studies at international institutions or toimprove their career prospects.

For further information about Anglia, please visit our websites atwww.angliaexams.com/ www.anglia.org

For further information on Ascentis, visit www.ascentis.co.uk

All rights reserved. 2009 Anglia Examination Syndicate Limited.


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CONTENTS PAGE

Introduction 4

Battery 1 Childrens Orals, Exam Content 6

Battery 2 Integrated Tests of English 8Reading and Writing Paper: Exam Content 9First Step Plus Level 9

Junior Plus Level 12Primary Plus Level 17Preliminary Plus Level 23Elementary Level 27Pre-Intermediate Level 33Intermediate Level 38Advanced Level 43AcCEPT Proficiency Level 47Masters Level 51

Battery 2 Integrated Tests of English 53Listening Paper: Exam Content 54First Step Plus Level 55Junior Plus Level 55Primary Plus Level 56Preliminary Plus Level 56Elementary Level 56Pre-Intermediate Level 57Intermediate Level 57Advanced Level 58AcCEPT Proficiency Level 59

Masters Level 59

Battery 1 / 2 Childrens Orals & Integrated 60Tests of English. Speaking Component: InstructionsFor Examiners/ Teachers

Appendix 1 Performance descriptors 84

Appendix 2 - Common European Framework Levels 87

Appendix 5 Code of Practice 88


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INTRODUCTION

There are 13levels to the Anglia Ascentis General English tests:

Battery 1: Childrens Orals

a. Level Ib. Level IIc. Level III

Battery 2: Integrated Tests of English

1 First Step Plus Level2 Junior Plus Level3 Primary Plus Level4 Preliminary Plus Level5 Elementary Level6 Pre-Intermediate Level7 Intermediate Level8 Advanced Level9 Proficiency Level

10 Masters Level

Our tests acknowledge that at the beginning of the language learning processa candidate recognises more than he/she can actively produce. So, at the firstlevel, First Step Plus, the candidate doesn't have to write any full words at all,but indicates his or her understanding in other ways: matching, colouring, andso on.

After First Step Plus, levels 2 - 8 closely follow a step-by-step incrementalsyllabus which tests a little more of the building blocks of the language, and

asks for a little more active production at each level. By level 9, Proficiency,the format of the test remains familiar but the candidate is not tied to a list ofstructures, showing he/she has a good enough active vocabulary andgrammatical understanding to undertake a course of study in English inFurther or Higher Education. At level 10, the candidate shows that he/she hasa wide-ranging active knowledge of the language gained, for example byreading, watching TV and talking with other people in English, and canmanipulate his/her knowledge with confidence.

Anglia Ascentis Examinations aim to provide a clear, familiar format for thefair and accurate assessment of the students taking them. They are designed

so that both the students and their teachers alike know exactly what is


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required of them on the day of the exam, thereby minimising the anxiety of thetest situation.

Our aim at all levels is to give confidence to the students taking ourexaminations, to reward what they've learnt and to encourage them in their

language learning.


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BATTERY 1 CHILDRENS ORALS

Exam Content

Certificate 1

Numbers from 1 to 10

Ask someones name

Introducing oneself and others Talking about age

Giving information: yes/no answers, what, where, who, how many Members of the family Simple colours, items of clothing, opposites, parts of the body Simple prepositions: in, on, under Simple songs, chants, poems, rhymes, etc

Certificate 2

Teachers are expected to cover the previous contents plus:

Numbers from 11 to 100 Talking about possession

Talking about ability Greetings

More colours, items of clothing, parts of the body Simple commands The Present Continuous Talking about habits/routines (simple verbs) More prepositions: next to, between, behind

Talking about time (oclock - half past)

Days of the week There is - There are

Talking about the weather Simple songs, chants, poems, rhymes, etc

Certificate 3

Teachers are expected to cover the previous contents plus:

Numbers Dates Talking about food Talking about time More Prepositions


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Shops and places in town

Talking about shapes More opposites More complex sentences and questions The Present Simple Months of the year Seasons of the year Possessive Case

The Simple Past (simple verbs) Description of people/places

N.B.: The contents described above are only suggested guidelines forteachers/institutions. They may vary from one teacher/institution to another. Please,feel free to contact your local representative for further information.


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READING &WRITING

TESTS


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BATTERY 2 INTEGRATED TESTS OF ENGLISH

Reading and Writing

Exam Content

FIRST STEP PLUS LEVEL (One hour)

N.B. The children must have colouring pencils or felt tips forthis test: red, yellow, green, blue, black, white.

Section A 20 marks

Vocabulary recognition: matching

Match the correct word with its picture, by drawing a line between them.

There are five pictures and five words, plus one example.

All the words tested come from the First Step Plus word list.

The words do not form a set.

Section B 20 marks

Vocabulary recognition: right or wrong?

There are five pictures with statements next to them: It is a ________. Someof the five are right, some are wrong. Tick or cross as appropriate.

There are two examples, one right, one wrong.

All the words come from the First Step Plus word list and do not form a set.

Section C 10 marks

Days of the Week: letters

Five days of the week are given, each with one letter missing, to be filled in.

The missing letters are given, in a box. There is one example.

Either consonants or vowels may be gapped.

Section D 20 marks


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Colours

Five objects to colour.One example.

Colouring pencils/felt tips should be provided, but if not, the children may write

the colour on the picture.

Section E 10 marks

Numbers

There are lines of balls to colour in, like an abacus.

Numbers only from one to ten.

Five questions plus one example.

Section F 10 marks

Face vocabulary and word groups

There is an outline of a monster to draw on.

A number, a colour and a feature are given, e.g. two blue noses.

Section G 10 marks

Questions and answers

There are five questions and five answers to read and match, plus oneexample.

First Step Plus Word ListNOUNS SETS OF WORDS

Days of theWeek

Day, week, Monday, Tuesday, Wednesday, Thursday, Friday,Saturday, Sunday

CardinalNumbers

One, two, three, four, five , six, seven, eight, nine, ten

Colours Colour, red, blue, yellow, green, black, white, orange, purple,pink

In The Home house, table, chair, window, door, bed, television, computer

School school, book, teacher, pen, pencil, pencil-case, rubber, pupil

Face eyes, nose, ears, mouth

Animals animal, cat, dog, fish, bird, octopus, crocodile, pet

Transport car, train, bus, bike, plane

People mother, father, brother, sister, baby, friend

Food apple, banana, chocolate, cake, eggNature tree, flower, sea, sky


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Sport football, tennis, ball

Identification Yes. No. My name is .. Im (6 etc)

Greetings Hello. Goodbye.

Instructions Stop! Dont touch! Stand up. Sit down.

Examinations tick, cross, word, letter, box, line

Grammar and Structures List for the First Step Plus ExaminationGrammar andStructures

What are they usedfor?

Some examples

VERBS

Commands Understandinginstructions

Draw a line.Tick orcross.Write the letter.Colour orwrite.Colour the right

number.Listen to the words.Tick the box.Read and matchStop!Dont touch!Stand up.Sit down.

Present simple of theverb 'to be' 1st, 2ndand3rdperson

Identification of objects /people / pets

The flower isred.It is a computer.ImPeter / a teacher.Youre Mary / a pupil.

Questions Information aboutobjects / people /animals

What is it?Whats your name?How old are you?What colour is yourdog?Are you a teacher?Have you got a pet?

Present simple of havegot 1stand 2ndperson

Talking aboutpossession

Have you gota bike?Yes, I have / No, I

havent.PRONOUNS It Identification It is a bike.ARTICLES

a, an, the As part of theidentification of anobject

an eggthe teachera book


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JUNIOR PLUS LEVEL (One hour)

Section A 20 marks

Vocabulary recognition from pictures.

Match the correct word with its picture.

There are ten pictures plus one example.

All the words tested come from the Junior Plus Level word list.

The words do not form a set.

Misspellings are marked incorrect.

Section B 10 marks

Vocabulary recognition and spelling.

Put the missing letters into words to complete them.

There may be either six or seven questions. There are two marks for eachgapped letter.

There is one example.

Either consonants or vowels may be gapped.

All the words come from the Junior Plus Level word list.

Only months of the year/days of the week are tested.

Section C 10 marks

Number recognition and spelling.

Count the objects in the pictures.

Five questions and one example.

Numbers only from one to twenty.


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Misspellings are marked incorrect.

Section D 10 marks

English in use


Three-option multiple-choice.

Section E 10 marks

Grammar: Prepositions of place


Find the objects in the picture.

Only the prepositions from the Junior Plus Level syllabus are tested i.e. in,behind, under, on, near, in front of are tested.

Section F 20 marks

Reading Comprehension

Ten questions and one example.

Match colours in the reading with objects in the picture.

The reading is in the present tense with words from the Junior Plus Levelword list.

The colour vocabulary comes from the colours in the Junior Plus Level wordlist.

The colours in the reading do not appear in the same order as the numberedquestions in the illustration.

Section G 10 marks

Filling in a form

Five questions: name, age, birthday, and two favourites, e.g. food, sport,book, teacher, best friend, drink, day of the week, colour.

Section H 10 marks

Dialogue

Five questions and five answers, plus one example.


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Read and complete the conversation. Write the full question on the correctline.

There are ten given questions, five are correct and five are distractors.

Junior Plus Level Word List1. NOUNS: SETS OF WORDS

Clothes Dress, shirt, T-shirt, trousers, skirt, boots, socks, shoes, hat,watch

Food, mealsand drinks

cake, ice-cream, biscuits, pizza, hamburger, hot-dog, omelette,steak, fish, salad, breakfast, lunch, dinner, milk, juice

Birds Penguin, parrot, duck

School pen, pencil, rubber, ruler, book, desk, computer, blackboard,classroom, bag

Transport helicopter, boat, bus, bicycle, car, train, planeAnimals monkey, lion, bear, elephant, crocodile, cat, dog, snake, tiger,zebra, rabbit, mouse

Household television, video, chair, table, house, cassette-player, bed,bath, clock, picture, vase, photo, radio, door, mat, window,floor, cupboard

Kitchen glass, plate, bowl, cup, knife, fork

Vegetables potato, tomato, carrot

Fruit pear, peach, apple, banana, orange, lemon

Fish Dolphin, octopus, shark, whale, starfish, fish

Garden flower, tree, grass

Days of theWeek

Monday, Tuesday, Wednesday, Thursday, Friday, Saturday,Sunday

Months of theYear

January, February, March, April, May, June, July, August,September, October, November, December

Sport football, tennis, swimming, basketball, volleyball

Places park, garden, home, school, shop, house, kitchen, bedroom,bathroom

Parts of theBody

hair, eyes, mouth, nose, face, arms, legs, foot/feet, head,hands

Letters a-z

CardinalNumbers

one, two, three, four, five, six, seven, eight, nine, ten, eleven,twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen,nineteen, twenty

Exams letters, words, sentence, question, answer, story,

FamilyMembers

mother, father, brother, sister, baby, girl, boy, children


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2. ADJECTIVES:SETS OF WORDS

Size tall, short, big, small

Feelings happy, sad

Colours Black, blue, green, yellow, white, orange, red, grey, brown,pink, purple

Age old, young, new

3. VERBS watch, play, listen, cook, wear, go, read, write, eat, drink,sit, stand, have, has, is, are, am

4. ARTICLES a, an, the

5. PERSONALPRONOUNS

I, you, he, she, it, we, they

6. POSSESSIVEADJECTIVES

my, your, his, her, our, their, its

7. PREPOSITIONS in, under, behind, on, near, in front of

at (recognition only so that it can be understood in thephrases 'at school', 'at home', 'at the beach')

Grammar and Structures List for the Junior Plus Level examination

Grammar andStructures


Some examples

VERBS

Present Simple(to be, to have, in thethird person singular)

Question form and shortanswers

Describing personalattributesIdentifying an object

He hasblack hair.

The mouse isbehindthe cupboard

What is it? Is ita bird?Yes, it is. No it isnt

Present continuous Describing presentactions

My brothers arewatchinga video.Jane is playing in thegarden.

PERSONALPRONOUNS

I, you, he, she, it, we,they

Identification Iam listening to theradio.She is wearing a yellowdress.

POSSESSIVE


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ADJECTIVES

her, his, their, our, my,your, its

Identifying relationshipsand possession

Mymother is cooking.His name is John.

ARTICLESa, an, the

As part of theidentification of an

object

Jane is playing in thegarden.

My brothers arewatching a video.

PREPOSITIONS

in, behind, under, on,near, in front of

at (recognition only -notactively tested)

Describing location andposition

The telephone is onthetable.The mouse is under thebed.at school, at home, atthe beach


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PRIMARY PLUS LEVEL (one hour) Standard/ Adult versions

Section A 20 marks

General Grammar

Ten questions plus one example.

Four-option multiple-choice.

Only structures from the Primary Plus Level syllabus are tested, mainly thestructural distinction between the present simple and the present continuous.

Section B 10 marks

Personal pronouns and gap-fill.


Match the correct word in the gap in the text. Am is now one of the options,making the eleven needed.

This section is now in continuous story form.

Only one answer is possible in each gap, including the example.

Section C 10 marks

Singular-plural transformation.


Common regular nouns adding s and plurals which add es (watches,lunches, glasses, dresses, beaches, boxes) and the following irregular nouns(babies, stories, children, men, women) are tested as in the Primary PlusLevel structures list.

Some of the transformed sentence is given to the candidate, who has to fill inthe plurals in the gaps, e.g.

The mother is watching her child.

The______________ are watching their ___________.


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Section D 10 marks

Time

Write out the time in words.


Section E 10 marks

Vocabulary


Name ten things from the picture.

There will be no people in the picture.

The picture scene is limited to one of the following places: classroom, livingroom, kitchen, bedroom, bathroom, garden, shop, caf, park.

Misspellings will be marked as incorrect.

Section F 10 marks

Vocabulary recognition: spotting the odd one out.


The odd one out will be very clear. There will be no similarities between it andthe rest of the set e.g.

peach taxi pear orange NOT peach cabbage pear orange.

Section G 10 marks

Writing a postcard: gap fill

Five questions. The text in a postcard has five words missing. These are in abox.

Section H 10 marks

Dialogue: Read and complete a conversation

Write the full question on the correct line.

Section I 10 marks


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Reading comprehension

Answering questions about a simple text. The reading will be 90 - 120 words.

There are five comprehension questions. These are asked in the order in

which they appear in the text. Full answers are not necessary.

Grammar and Structures List for the Primary Plus Level examinationGrammar and Structures What are they used for? Some examples

VERBSThere is/ there are Identifying

something/someoneThere isa book on the tableThere arefour girls in thekitchen.

Present simple Talking about habits,routines, facts (such aswhere a person lives), the

actions of everyday life.

My uncle livesin a smallhouse.She isthirteen years old.

I always take the bus toschool.The present simple withthe verb like + ing in thethird person singular andplural

Describing what people oranimals like doing

My cat likes sleeping in thegarden.My brothers like playingfootball in the park.

Present continuous Talking about presentactions.

My brothers are playingfootball in the park at themoment.

Interrogative forms of theabove two tenses.

Asking and answeringquestions about the above.

Do they often go to thecinema?Do you have/ Haveyou got a

computer?Are the children doing theirhomework?Is she eating her breakfast atthe moment?

Negative forms of theabove two tenses.

Making the above negative. Sue doesnt like dogs.John isnt studying now, he istalking on the phone.

The modal can. Describing an ability or skill. He can play the guitar.They can cook.

PRONOUNS

All personal pronouns assubject or object - I, you,he, she, it, we, they, me,you, him, her, it, us, them.

Describing and identifyingpeople, animals and objects. Do you want my father?He is in the garden.John is with him.

Demonstrative pronouns this, these, that, those.

Asking for, and givinginformation.

Theseare tables.That family is rich.Is this a kettle?

CONJUNCTIONSbecause, and, or Linking sentence parts and

ideasJohn and Mary are in thegarden becauseit is sunny.

INTERROGATIVEWORDS

what, who, where, when,why

Asking questions aboutpeople, animals and objects.

What is this?Who is that girl?


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Where are Peter and Paul?

ADVERBS

Adverbs of time today,now, at the momentAdverbs of frequency

always, never, sometimes,often, usually, every day,every week, every month,

Describing when and howoften someone doessomething or something

happens.Discriminating between thepresent continuous and thepresent simple.

I usually eat an egg forbreakfast.

At the moment,John isplaying in the park.

PREPOSITIONS

In, on, at, to Talking about time, place,position

The examination finishes at4pm.My brother is 10 years old inAugust.I am going to Disney World on1stAugust.

TIME EXPRESSIONS10.15 = ten fifteen or (a)

quarter past ten.Telling the time ten fifteen, twenty past one,

half past ten, a quarter to two,eleven forty-five, etc.

NOUNSSingular/pluralSimple nouns, includingsome common irregularones.Countable anduncountable nouns.

The names of commonshapes.

Talking about numbers ofthings

Talking about amounts andquantities.

Describing the shape ofsomething.

eg book-books, box-boxesman-men, woman-women,child-children, party - partiesCan I have the butter?Can I have two sweets?This is a square.That is acircle.

students should know both the mainly written form Do you have? / 'I have' and themainly spoken form Have you got? / I've got' students should recognise universally used contractions

Primary Plus level Word List

The additional words for this level have been added in bold.

1. NOUNS: SETS OF LEXICAL ITEMS

Clothes dress, shirt, T-shirt, trousers, skirt, boots, socks, shoes, hat, watch.jeans, jacket, tie, coat

Food, meals anddrink

cake, ice-cream, biscuits, pizza, hamburger, hot-dog, omelette,steak, fish, salad, breakfast, lunch, dinner, party, milk, juice.bread, tea, coffee, water, lemonade, egg, chicken, sandwich,sugar, ketchup, chips, cheese, sweets, butter

Birds penguin, parrot, duck,hen, chicken

Jobs teacher, doctor, farmer, secretary, businessman/woman,policeman/woman, shop assistant, in the army, student

School pen, pencil, rubber, ruler, book, desk, computer, blackboard,classroom, bagteacher, homework, work, test, exam, student, lesson


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Transport helicopter, boat, bus, bicycle, car, train, plane,taxi, bike, motor bicycle, motorbike, tractor, lorry (Brit), truck(Amer)

Animals monkey, lion, bear, elephant, crocodile, cat, dog, snake, tiger, zebra,rabbit, mouse,

fox, frog, spider, hippo, giraffe, horse, sheep, cows, petsHousehold television, video, chair, table, house, cassette-player, bed, bath,clock, picture, vase, photo, radio, door, mat, window, floor, cupboard,mirror, sofa, armchair, shower, wardrobe

Kitchen glass, plate, bowl, cup, knife, fork, spoon

Vegetables potato, tomato, carrot, cabbageFruit pear, peach, apple, banana, orange, lemon

cherry, strawberry, melon

Fish dolphin, octopus, shark, whale, starfish, fish, goldfishGarden flower, tree, grassDays of theWeek

Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sundayweekend

Months of theYear

January, February, March, April, May, June, July, August,September, October, November, December

Sport football, tennis, swimming, basketball, volleyballbaseball, fishing, football match, tennis racket, running

Places park, garden, home, school, shop, house, kitchen, bedroom,bathroomliving room, zoo, farm, supermarket, office, cinema, cafe,restaurant, car park, flat, swimming pool, town centre, beach,sea, mountains, town, city, village, fields, country (i.e. England),countryside

Musical

Instruments

guitar, piano, drum

Toys ball, kite, castle, soldiers, paint, paintbrush, puppet, drum, gunWeather sun, rain, wind, snow, hot, cold

Parts of theBody

hair, eyes, mouth, nose, face, arms, legs, foot/feet, head, hands

Letters a-zCardinalNumbers

one, two, three, four, five, six, seven, eight, nine, ten, eleven, twelve,thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen,twentytwenty-one to sixty

TimeExpressions

four fifteen, [a] quarter past/to four, half past four, ten past four,four ten, ten to four etc.morning, evening, today

Exams letters, words, sentence, question, answer, storyFamily Membersand People

mother, father, brother, sister, baby, girl, boy, child,childrenaunt, uncle, cousin, grandmother, grandfather, Mum, Dad, man,woman, friend

Shapes square, circle, triangle, rectangle

Miscellaneous film, newspaper, magazine, star, moon, thing


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2. ADJECTIVES:SETS OF LEXICAL ITEMS

Size tall, short,big, small, littleFeelings happy, sadColours black, blue, green, yellow, white, orange, red, grey, brown,

pink, purpleAge old, young, newOther clever, nice, good

Modifiers very3. VERBS watch, play, listen, cook, wear, go, read, write, eat, drink, sit,

stand, have, has, is, are, am,live, work, walk, run, sleep, ride, drive, make, do,understand, want, like, can, swim, look, have/has got, getup, go, start, sit, talk, buy, tell, clean, wash

4. ARTICLES a, an, the5. PERSONALPRONOUNS

I, you, he, she, it, we, they,me, him, them, us

6. POSSESSIVEADJECTIVES

my, your, his, her, our, their, its

7. PREPOSITIONS in, under, behind, on, near, in front of, atto, (by about for may appear in certain expressions;nottested)

8. QUESTIONWORDS what, when, why, where, who

9. ADVERBS today, now, at the moment, never, always, sometimes,often, usually, every day, every week

10.CONJUNCTIONS because, and, or

11.DEMONSTRATIVEPRONOUNS

this, that, these, those


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PRELIMINARY PLUS LEVEL (one hour) Standard/ Adultversions

Section A 10 marks

Reading

Five questions plus one example

Tick the box, true or false.

The reading will be either an email or a postcard using everyday language ofno more than 120 words.

Section B 10 marks

General Grammar

Ten questions plus one example


Structures from the Preliminary Plus Level syllabus are tested. Structuresfrom earlier levels may also be included.

Section C 10 marks

Vocabulary recognition: finding opposites

Ten questions plus one example

Match a list of words with their opposites.

It is mainly adjectives which are tested, but other word types can be included,e.g. summer/winteror above/below.

Section D 10 marks

Past tense irregular verbs


One continuous story of 90 100 words.


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Change the verb, which is given in its base form, into the past. Commonirregular verbs are tested, e.g. be, go, buy, have, sit, make, catch, drive,try, understand, come, write, read, swim, send, see, eat, drink, meet, fly,give, tell, feel, do, take, say, run, find.

Section E 10 marks

Singular-Plural Transformation


Rewrite singular sentences to make them plural.All the plurals tested are irregular. They are not the same high frequencyirregular plurals used in the Primary Plus Level paper, but more difficult ones,e.g. sheep, tooth, mouse, shelf, country, party, dictionary, scarf, foot, fly,butterfly, thief, life, wife, knife, city, factory, monkey.

To limit the number of possible answers, the box which the student fills in isnot now blank. Rather, there should be two or more gaps where the pluralscan be written in, e.g.

The thief ran away to a hot country.

Section F 10 marks

Forming questions


The following tenses are tested:

Present simple

Present continuous

Past simple Present perfect

Modal (can)

In the box, the candidate is supplied with the first word of the mostlikely/natural questions youd ask to obtain the answer, e.g.

She drinks tea in the morning.

The _______________ ran away to ________ ______________.

What ________________________________________________?


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Section G 10 marks

Answering questions of a personal nature

Answer personal questions in full sentences.


Section H 10 marks

Vocabulary and sentence formation


Look at the picture and make sentences from the words in the boxes.

One of the boxes contains the subjects of the sentences, and the other boxcotains the verbs in their non-finite (base) form.

Section I 10 marks

Postcard writing: 30 - 40 words

Candidates are asked to write a postcard to a friend, relative, work partner,etc. A set of instructions clarifying the context is provided.

Section J 10 marks

Dialogue

Read and complete the conversation.

Write the full question on the correct line.

Grammar and Structures List for the Preliminary Plus Level examination



Some examples

VERBS

Past Simpleincluding commonirregular past forms aswell as regular forms,interrogative andnegative

Taking about pastevents.

We watched a footballmatch on TV last night.I drove to the hotel.Did John drink all theorange juice?

Present Perfect Simpleinterrogative andnegative

Talking about actionsonly recently completed.Talking about

experiences.

The man hasjust eatenthe sandwich.Have you ever been to

London?I have never seen a


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dolphin.

ADJECTIVES

Basic adjectives For descriptivepurposes, includingexpressing opposites.

My father bought a newcar yesterday.

Comparatives andsuperlatives

Talking aboutcomparisons betweenpeople and things.

John isnt as tall asJane.Sue is the tallest/ themost beautiful girlinour class.My rabbit is olderthan/more beautifulthan my friends rabbit.

POSSESSIVES

The possessive form Expressing ownership. That sandwich isJanes.

mine, yours, his, hers,its, ours, theirs

Talking aboutownership, possessions,who things belong to.

My bicycle is newer thanyours.That book is mine.

QUANTIFIERS

much - many a lot alot of

Talking about amountsof things which can andcannot be counted.

How much money haveyou got? I've got a lot ofit!It rains a lot in England.How many brothers hasshe got?

some any Talking about thingswhich can and cannotbe counted, in thepositive and negative.

There is somebread.There isnt any butter.

PREPOSITIONS

by, with, next to Talking about wherethings are

The children arestanding next to theclock.

ADVERBS

ever, never, ago, yet,just

Talking about whenthings happen

I went to Paris six yearsago.


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ELEMENTARY LEVEL (two hours including listening)

Section A 20 marks

Composition (80-120 words)

There will be two descriptive and one narrative, or one descriptive and twonarrative titles to choose from. The essay titles for this level can be found withthe structures list for this level.

Section B 20 marks


The reading will be 190 - 210 words.

The question types are:

1,2,3 comprehension questions. (These are asked in the order in which theyappear in the text.)

4,5,6 true/false. (This is a change. Question 6 was previously multiplechoice.)

7,8 - three-option multiple-choice.

9 - find a word meaning the opposite of ...

10 - find a word meaning the same as ....

Section C 20 marks

General Grammar

Four-option multiple-choice


A range of structures will be tested, including the first conditional, pastcontinuous, used to past, and the modals should or must in the sense ofobligation or advice as they are all introduced at this level.

Section D 10 marks

Answering questions


The questions will follow a theme, so that when the candidate reads themthey are one side of a conversation.


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A wide range of question types will be tested, and a wide range of verbs, inparticular, common irregular ones.

Section E 10 marks

Filling in an official form

Nine spaces to fill in on a form: first name, surname, address with or without apost/zip code, country, nationality, age, date of birth, interests. 1 mark will begiven for legibility and neatness of handwriting.

Section F 10 marks

Prepositions Gap fill

Five questions plus one example question. Two gaps in each question,including the example.

Choose the correct preposition from the box and put it in the gap in thesentence.

Section G 10 marks

Word Order


Put the mixed-up words into the right order to make a sentence.

Only statements are tested not questions.

The sentences will contain 6 - 11 words.

The student is given a strong clue about how the sentence begins: the firstword of the sentence has a capital letter.

Sentence structures appropriate to the level are tested, including a variety oftenses.

Examples of Essay Questions for the Elementary Level

Narrative

1. The best holiday I have ever had.

2. The lost dog/bag.

3. A day out with my family/my friends.

4. A day with my grandparents.


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habits and states in an office.My sister used to havelong hair.

Modals should, must Expressing obligationand advice

You must study hard ifyou want to go to

university.You mustnt worryabout it.You should alwayslockyour car.

I would rather + nonfinite verbI had better + non finiteverb(Both of these incontracted forms too:I'd better, he'd better,we'd rather etc

Expressing preferenceand advice

I would rather eat fishthan meat.You had better take anumbrella or youll getwet.

Infinitive of purpose Talking about thepurpose of doingsomething

Jane went to America tolearn English

QUESTION TAGS

Isnt he? Arent you? Doyou?

Asking for confirmationof a negative or positivestatement or inviting ananswer to a question

You are coming to myparty, arent you?You havent seen mycar keys, have you?

RELATIVE PRONOUNS

Which, who, that Identifying people andobjects

This is the best cakethat I have ever eaten.Jack is the one who issitting at the back of theclass.

REFLEXIVEPRONOUNS

Myself, himself, herself,etc.

Identify people andobjects

He hurt himself.

ADVERBS

Adverbs of frequency,e.g. never, sometimes;adverbs of manner, e.g.quietly, slowly; adverbsof time, e.g. today, now;

adverbs of degree, e.g.a lot, a little

Describing how often,how, when and to whatextent people dosomething

I have never flown in aplane.At the moment, thechildren are playing inthe park.

The children walkedhome


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(and associated wordorder)

Simple modal adverbse.g. possibly, probably,

perhaps;Adverbs of sequencee.g. first, finally, next,then.

Indicating degree ofpossibility.

Ordering events andunderstandinginstructions anddirections.

slowly.

He isprobably in hisroom.

First, I had mybreakfast.Go down the road andthenstraight on.

The contrast oftoo/enough

Talking about the extentof something

The student isnt tryinghard enough, he neverdoes his homework.The student is trying too

hard, he will makehimself ill.

PREPOSITIONS,

Prepositions as used insome very commonphrasal verbs* andprepositional phrases*.

You must put on a hat ifyou go out in the sun.I am very fond of mypets.

INTENSIFIERS

e.g. really, quite, so,very

Indicating degree. It is reallyhot today.

SPOKEN DISCOURSEMarkers e.g. right, well.

Use of substitution.

Structuringconversation.

Respondingappropriately.

Right, has everyonegot a book?I think so. I hope so.

FORMALIDENTIFICATION

First name, surname,age, date of birth,address, postcode,

country, nationality.

Coping in formalsituations especiallywhen filling in forms.

Date of Birth: 30.10.78

* Full list of these at this level on the next page.

Phrasal Verbs and Prepositional Phrases at Elementary Level

keen onfond ofinterested inproud ofgood at


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PRE-INTERMEDIATE LEVEL (two hours including listening)

Section A 20 marks

Composition (120 - 150 words)

Choose one of four titles.

There will be at least one of each of all the essay types at this level: narrative,imaginative and descriptive.

All the essay questions for this level can be found with the structures list forthis level.

Section B 20 marks


The reading will be 240 260 words.

The topics will be suitable for 10-12 year olds.

The question types are:

1,2,3 - comprehension questions, asked in the order in which they appear inthe text.

4,5 - true/false.

6,7,8 - three option multiple choice.

9 find a word meaning the opposite of....

10 find a word meaning the same as ....

Section C 30 marks

General Grammar


Fifteen questions plus one example.


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The only major tense structure introduced at this level is the secondconditional, so this section tests both this and the first conditional.

In addition, the passive voice is tested.

Note that the present perfect was introduced two levels below, at PreliminaryPlus Level. It may be included in this section, but its use with for and since istested thoroughly insection D.

Section D 10 marks

Sentence Transformation: Irregular past participlesUse of the present perfect/ passive voice


Two types of transformation: from past simple into the present perfect simplenegative(2) and from simple active to passive or simple passive to active(3).

Prompts are given.

Irregular past participles are tested in both types of transformation; there is amixture of for and since in the present perfect negative

Section E 5 marks

Word order - adverbs


Put the adverbs given into the right place in the sentence.

There is a wider range of adverbs at this level. Check the structures list.

A range of tenses and sentence structures are used.

Section F 5 marks

Noun, adjective or adverb?

Five questions. Three part-multiple-choice. The only words which will betested at this level for this exercise are:

INTEREST INTERESTING INTERESTEDANGER ANGRY ANGRILYLUCK LUCKY LUCKILYEXCITEMENT EXCITING EXCITEDCARE CAREFUL

HUNGER HUNGRY HUNGRILYBORE BORING BORED


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NOISE NOISY NOISILYDANGER DANGEROUS DANGEROUSLYHEALTH HEALTHY HEALTHILY

Section G 10 marks

Prepositions


Choose the right preposition from the box and put it in the gap.

This section tests both prepositions of time and place and prepositions asused in prepositional phrases. Check the structures lists at this level and theElementary level.

Examples of Essay questions at Pre-Intermediate level.

Narrative

1. Write a story which begins with ........................2. Write a story which ends with .............................."3. The best/worst day/week/year/holiday of my life.4. The robbery.5. The accident.6. The unexpected gift/ The big surprise.

Imaginative

1. A day in the life of an animal such as a cat/bird/crocodile.2. A day in the life of a film star / sports personality.3. A day in the life of a prisoner.4. An amazing day.5. A bad day.

Descriptive

1. My favourite ...2. The most useful thing I own.3. The most interesting place I have ever visited.4. My country.5. A local/national festival.

Grammar and Structures List for the Pre-Intermediate Level



Some examples

VERBS

The passive voice Talking about a process,Omitting the activesubject

The best computergames are made inJapan.


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List of 10 Additional Phrasal Verbs at Pre-Intermediate Level

go on, carry on continue

put up raise the price (also, go up)

put down lower the price (also, go down)

put off delay

take off an aeroplane

look after take care of something/somebody

look something up find information in a dictionary, encyclopaedia,

timetable etc.

go away go on holiday

go out - a light or fire not burning anymore, or, go to a cinema,restaurant etc.

put out a light or fire by the switch or with water etc


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INTERMEDIATE LEVEL (B1) (two hours including listening)

Section A 20 marks

Composition (150 - 200 words)

Choose one of four titles.

The titles have a minimum of six words and at this level do notinclude thetopics asking the students to describe their best or favourite object/person.

The topics offered will be a mixture of descriptive, narrative and imaginarytypes; for example:

Descriptive:1. What can you see from your bedroom window? Describe the view.2. Give a description of your home town, city or village.

Narrative:3. Write a story beginning with the words ....................4. ................................ Continue the story.

Imaginative:5. What would you do if you won $1billion?

6. Imagine you are very old. What is it like?

Section B 20 marks


The reading will be 290 310 words. The text will be of different genres and

have varying layouts e.g. newspaper articles will be set out as they would bein a newspaper and information about the natural world will be set out as itwould be in an encyclopaedia.

The question types are the same as for Pre-Intermediate level.

Section C 20 marks

General Grammar




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Structures from the Elementary, Pre-intermediate and Intermediate structurelists are tested in this section. Note that phrasal verbs and prepositionalphrases may also be tested.

Section D 20 marks

Sentence transformation


Rewrite sentences so that they mean the same as the original. A prompt isgiven.

Only the following are tested:

Reported speech Passive voice

The difference between too and enough

The difference between so and such

Any aspect of comparatives and superlatives (these were introduced atPreliminary Level)

Section E 10 marks

Word transformation

Change the word given so that it fits into the sentence.

Ten questions plus one example. Only words from the list which follows thissection are tested.

Only these transformations are tested:

Adjective-adverb (e.g. careful - carefully, fortunate - fortunately, tidy -tidily);

Verb-participle adjective (e.g. bore - bored/boring, interest -

interested/interesting excite - excited/exciting); Positive-negative with prefixes (e.g. happy - unhappy, patient - impatient,

healthy - unhealthy); Proper noun countries to their adjectives for language and/or people (e.g.

China -Chinese , Germany - German, France - French); Jobs or people formed from nouns (e.g. reception - receptionist, rob -

robber, run - runner, visit -visitor);

words very commonly used with suffixes, either noun to adjective (e.g.danger -dangerous, use - useful), or verb to noun (inform - information,celebrate - celebration);


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The candidate is not asked to make multiple transformations at this level (e.g.tidy -untidily, health - unhealthy)

List of Words for transformation exercise - Intermediate Level SectionE.

Argentina patientangry perfectbegin pleasebore possibleBritain proudbuild quickcareful receptioncelebrate robChina runcook Russia

Cyprus slowdanger Spaineasy stripeEgypt tidyEngland Turkeyexcite usefortunate usualFrance visitGermany worryGreece inventhappy invitehealthy Italyheavy Japanhungry kindinform likeinterest loudmean luckynoise

Additional countries may be added to this list.

Section F 10 marks

Using Phrasal verbs

Five questions.

There are five sentences with gaps in them. The five phrasal verbs are givenin random order at the end of the exercise. Candidates must choose thecorrect phrasal verb for each sentence, and put it into the sentence in thecorrect tense and form.


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Grammar and Structures List for the Intermediate Level Examination.



Some examples

VERBS

Reported speech Repeating messages

Passing on informationTelling stories, jokesChecking facts

What is the height of

the Empire StateBuilding?He wanted to knowwhatthe height of theEmpire State Buildingwas.Did you phone yourparents? said Jane.Jane askedus if wehad phoned ourparents

The third conditional -if/past perfect tense +would have/non finiteverb

Expressing regretMusingDescribing a past thatnever wasTalking through theconsequences of ouractions

They would have goneto the concert if theyhad had tickets.If he had known, hewould have finishedearlier.

Past Perfect Ordering the past As in reported speechand 3rdconditionalabove

The gerund -after certainprepositionsin certain idiomatic

expressions

After leaving work, hewent to the gym.Itsno use talking tohim.Is it worth doing?

To have somethingdone

Expressing the fact thatthe speakercommissioned anactivity

John had his housepainted.

CONJUNCTIONS

Conjunctions of reasonand purpose, cause andresult, concession

As connectives and,but, nevertheless, or,however

Talking about whypeople do things, thepurpose of something,its cause, expressingsurprise

Expressing connectionsin a sentence, text orargument

She goes to the gym inorder to keep fit.There is a lack of wateras a result of the hotweather.Despite/in spite of hiswealth, he wasnthappy.

VARIATION IN WORDORDER

Changes in word order Expressing information To the north is


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ADVANCED LEVEL (B2) (three hours including listening)

Section A 25 marks

Composition 200 - 250 words

There will be four titles to choose from, in the following form:

1. Who......? or What.....? or Which.......?e.g. Which famous person would you most like to meet?

What would you like to achieve by the age of thirty?Who is the most important person in the world today?

2. Describe....e.g. Describe what the world will be like when you are old.

Describe the building you most admire.Describe your country in the spring.

3. Give an account of....e.g. A brave rescue.

A lucky escape.A dangerous adventure.

4. ........................ Discuss.e.g. We have come too far away from nature. Discuss.

The world would be a better place without cars. Discuss.What is the most important invention ever? Discuss.

Section B 15 marks

Letter writing

Write a letter of approximately 100 words.

Two possible tasks, one personal, one formal.

Each of the tasks will test a different function from the following list:

asking for information

asking for advice

giving information

thanking

congratulating complaining


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inviting

refusing/accepting an invitation

apologising

For example:

Formal Write a letter to the manager of a holiday hotel you have just stayedin, complaining about the lack of facilities for young people there.

Informal Write a letter to a friend thanking him/her for the birthday present

they sent you.

Candidates need to know the basic layout of the two different kinds of letters.The rubric of the examinations says:Set out the letter correctly and appropriately. Include the address or

addresses but do not count them in the number of words.

For formal letters, any recognised business format is acceptable, block orindented, providing it is consistent within itself, plus the salutations must becorrect. For informal letters, the candidate must place the address clearly, anduse appropriate friendly greeting to begin and end the letter.

Section C 20 marks

Reading comprehension

The reading will be 340 - 360 words.

The topic may be fiction or non-fiction. The question types are the same as forIntermediate.

Section D 10 marks

General Grammar



In this section, a range of structures from all previous levels is tested.

Section E 10 marks


With prompts, rewrite the sentences to mean the same as the originals.


The following will be tested:


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Inversion after negative adverbs

Reported speech

Conditionals

Past modals

Phrasal verbs

Other structures may also be tested.

Section F 10 marks

Gap fill

Ten gaps plus one example.

Put the correct word in the gap. No help given.

The text will be 130 140 words long.

The text will be clear: factual or encyclopaedic. The words tested will bemainly grammatical, such as prepositions, auxiliaries, pronouns.

The gaps are evenly spread throughout the text but this is nota cloze testwhere one in every 7 or 10 words is gapped, no matter what it is.

Section G 10 marks

Word transformation

Ten questions plus one example. This is new the previous paper had onlyfive questions.

Any transformation can be used, including suffixes. Multiple transformationmay be asked for; e.g. understand misunderstanding.

Grammar and Structures List for the Advanced Level Examination

Grammar and

Structures

What are they used

for?

Some examples

INVERSION

The inversion of subjectand verb after certainnegative adverbialintroductions, e.g.never, rarely, hardlyever, not only, little,seldom

Creating emphasis,varying style and idiom

Never have I seen sucha terrible film.Little did he know hewould one day be PrimeMinister.Not only was it raining,it was also cold.

VERBS FOLLOWED BY

THE PAST TENSEI wish, its about time, Expressing hypothesis, I wish I had 1million.


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its high time regret, decision makingand the need fordecision making

Its high time we didsome work.Its about time hebought a new car.

DEDUCTION

Using modal verbsfollowed by the non-finite and perfect non-finite verbusing will

Expressing hypothesesand deductions invarying degrees ofcertainty

Jane will be in bed atthis time of night.They should haveheardthe telephone.They must have goneout.He cant have finishedhis homework. If he had,he would have put it onmy desk by now.John might be sittingin the theatre already.

THE INFINITIVE

After certain verbsAfter certain adjectivesAfter question wordsThe perfect infinitive

I hope to hearfrom youshortly. We cant affordto give you a pay rise. Iwant you to dosomething for me. Itsvery difficult toexplain. Tell mewhere to go/ how to

get there/ what to say.Id love to have methim. He doesnt seemto have done it.


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AcCEPT PROFICIENCY LEVEL (C1) (three hours includinglistening)

Proficiency (C1) is the level normally used by students applying to universityor other institutes of higher education as the qualification which shows theyhave international student competence in the English language. In recognitionof this, this level has been redesigned and is now set in the context ofacademic life, with the emphasis on English for academic purposes. The tasktypes and item structures themselves remain the same, but the readingcomponent has an academic bias in its content, the summary section is amore formal prcis exercise and there are two sets of options for the writing.

The main change from the point of view of preparing students is therefore inthe writing section. Candidates must choose their essay title from two groupsof four options, a group of general English essay titles, and a group ofacademic English essay titles. It is therefore recommended that students whowill want to use the qualification obtained through this exam for universityentry purposes should choose the academic writing option. This option willinclude essay titles which will require the candidate to write a structuredargument or analysis. Specialised subject knowledge or extensive world

knowledge will not be necessary as this is not what is being assessed.

Candidates who know they do not and will not want to use this qualification forspecifically academic purposes, but rather for promotion at work, for example,may choose the general English option. This option will include, as it hasalways done, the chance to write an imaginative narrative or a detaileddescription.

AcCEPT stands for Academic Certificate in the English Proficiency Test.Candidates who choose the academic writing option will have AcCEPTProficiency on their final certificate. Candidates who choose the general

English option will have a normal Proficiency certificate. Bothcertificates arequalifications at C1 level.

Section A 25 marks

General English Composition 250 - 300 words

There will be four titles to choose from, in the following form:

1 What are the advantages and disadvantages of ..........?e.g. What are the advantages and disadvantages of living in the computer

age?What are the advantages and disadvantages of living in a big city?


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2 Describe in detail .....e.g. Describe in detail your idea of a perfect city.

Describe in detail a tourist resort you are familiar with.

3 Write an account of e.g. Write an account of a very strange incident which cannot easily beexplained.

4 ................................ Discuss.e.g. Mankind should not use animals for their own benefit. Discuss.Politics is a pointless activity. Discuss.

In the general English compositions, the markers are looking for evidence of agood range of vocabulary, good control of tense and sentence structure, andevidence of enough language to address the title convincingly. A good

structure to the composition will help it gain a good grade, but lively andcreative writing is at least as important as the structure. Less formal Englishmay be used if appropriate to the title chosen.

Academic English Essay 300 - 350 words

There will be four titles to choose from. The essay titles cover a range oftopics, at least one of which will be science-based for candidates moreinterested in the sciences than humanities or social sciences.

1) To what extent do you agree with the statement that The subject of auniversity degree is irrelevant. It is better to study any degree than togo directly into the workplace.

2) Traditional chilhood games are in danger of dying out in a high-techculture. Do you think that these games will eventually die ourcompletely as a result of computer games? Should this be a cause forconcern? Discuss.

3) Outline the arguments both for and against students taking a gap yearbetween finishing school and going to university.

4) What do you understand by the phrase scientific method? Give someexamples of scientific method to illustrate your answer.

Academic English essays are formal pieces of writing. In addition to evidenceof a good range of vocabulary, good control of tenses and sentence structure,and evidence of enough language to address the title convincingly, markersare looking for a well-structured piece of writing. The essay must have anintroduction, which would typically present the question and outline thearguments the writer will use, a main section or body in which the writer willpresent the detailed ideas with evidence, and a conclusion with a finaldecision or summing up in which the writer makes his or her position on thetitle clear. The precise organisation of the essay will clearly depend on thespecific title chosen.


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Section B 15 marks

Letter writingWrite a letter of approximately 150 words.

Two possible tasks, one formal, one informal..

Each of the tasks will be a different function - refer to the Advanced level listfor guidance.

Candidates need to know the layout of the two different kinds of letters.

Section C 30 marks

Section C1 20 marks for questions 1-10


The reading text will be 530 - 580 words.

The topic will be complex enough to generate questions which can onlybeanswered by athorough reading of the text.

Questions 1-5 are true/false/doesnt say.Questions 6-8 are 3-part multiple-choice.

Questions 9 - 10 are two-part vocabulary questions.

Section C2 10 marks The summarywill be on an aspect of the reading,not the reading as a whole. The candidate must write 50 75 words.

Section D 10 marks


This now has ten questions plus one example.

Negative inversion will be tested, plus a selection of the more complexaspects of grammar such as the third conditional etc.

There is no specific structures list for Proficiency Level.

Section E 10 marks

Word transformation


More complex vocabulary will be tested.


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Section F 10 marks

Gap fill

Ten gaps plus one example.

The text will be a maximum of 150 words.

The text will be clear, i.e. factual or encyclopaedic. Lexical items may betested but only if there are no more than two possible answers to the gap.Otherwise, grammatical items are tested.


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reading newspapers, magazines and books, listening to music and the radio,watching films and T.V., talking to other people and so on.

Section D Reading 10 marks

Text matching

There are fifteen headlines and ten short news stories. The candidatematches ten of the headlines with the news stories.

The news stories are authentic, taken from recent newspapers.

Section E Reading and Writing 20 marks

Reading Comprehension 20 marks

The text will be 590-620 words.

Part 1 (10 marks)

Candidates must replace ten phrases or words from the passage with phrasesor words of their own so that the article still reads correctly both grammaticallyand in the sense of what is said. The words to be replaced are all underlinedin the text so that they may be found easily. This section tests the candidate'sunderstanding of the text as a whole, of the specific vocabulary involved andtheir ability to actively produce similar level language.

Part 2 (10 marks)

Candidates are asked to make a summary of the text of about 150 words.

Section F Writing 25 marks

Writing (combined with reading, above)

One composition title is given. There is no choice of topic. The theme of thecomposition is related to the theme of the reading in Section E. The candidate

must use his/her own ideas, the notes given, and if he/she wishes, notestaken from the reading, to write a structured composition which will includearguing an opinion of between 350 and 450 words.


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LISTENINGTESTS


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BATTERY 2 INTEGRATED TESTS OF ENGLISH

LISTENING TESTS

Exam Content

Overview of Listening TestsALL LISTENING TESTS ARE COMBINED WITH THE READING/WRITINGTESTS AND WEIGHTED AT 20% OF THE TOTAL MARK GIVEN

FIRST STEP PLUS 20 marks 10 sets of 4 pictures. Tick the wordheard.

JUNIOR PLUS 20 marks 5 sets of 4 pictures. Tick the wordheard.

Dictation of 5 separate words.

PRIMARY PLUS 20 marksSTANDARD / ADULT VERSION

Listen to 5 straight sentences, 4options. Tick the word or numberheard.

Gap-fill dictation of 5 words in shorttext.

Match 5 names with jobs etc from list.

PRELIMINARY PLUS 20 marksSTANDARD / ADULT VERSION

Five conversations, 4 options foreach.

Gap-fill of 10 words.

5True/false questions.ELEMENTARY 100 marks Five conversations, 4 options for

each.


10 True/false questions.

PRE-INTERMEDIATE 100 marks Five conversations, 4 options for

each. Gap-fill of 10 words.

10 True/false questions.

20-word dictation.

INTERMEDIATE 100 marks Ten conversations, 4 options foreach.


10 true/false questions.

40-word dictation.

ADVANCED 100 marks Form to fill in 10 gaps

The news with 10 true/falsequestions.


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AcCEPT PROFICIENCY 100 marks Gap-fill of twenty words

Answer phone message with 6 3-partmultiple-choice questions

The news, with 14 true/false

questions 10 three-part multiple-choice

questions, responding appropriately insocial situations.

MASTERS 20/100 marks Integrated into exam:

Ten three option multiple-choicequestions. Dialogue to listen to.

Write notes while listening and thenwrite letter using these notes. Radioadvert of event, place of interest to

visit etc to listen to.

FIRST STEP PLUS 20 marks

Part One 20 marks

Word recognition.There are ten sets of four pictures, all representing words from the First Stepword list. One word in each set is the key and is spoken on tape. All thewords are nouns.

JUNIOR PLUS 20 marks

Part One 10 marks

Word recognition.There are five word-sets of four words each, from the Junior Level word list.One word in each set is the key and is spoken on the tape. All the words arenouns. The words will not appear on the test paper, but all the words will beillustrated, not just the key.

Part Two 10 marks

Word recognition and spelling.Five more words from the list. They need not all be nouns for exampleyellow, but they will not be purely grammatical words for example the.This section has no pictures. It is purely a dictation test.

PRIMARY PLUS (Standard/ Adult version) 20 marks

Part One 5 marks


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Word discrimination.Five sets of options: time, number, date, shape and prepositions of place. Allof the options are given on the paper, either as pictures or as words. Thecandidate hears the key word on the tape in a simple sentence.

Part Two 5 marks

Word recognition in context.A simple gapped listening of five short sentences, with the text on the testpaper. Each sentence has one word missing never the first or last word. Themissing word can be any word type. The text is in continuous story form.

Part Three 10 marks

Listening for meaning:Match five names with the hobby, job, food etc that they belong to.

PRELIMINARY PLUS (Standard/ Adult) 20 marks

Part One 5 marks

Listening for Meaning.Five conversations. 4 options given for each. The candidate listens andchooses the correct option. There are distracters in the conversation, but theanswer is always stated explicitly at some point.

Part Two 10 marks

Word recognition in context.A gapped listening with the text on the test paper. 10 gaps. Any word type canbe gapped. The missing words are in a box in random order underneath thetext.

Part Three 5 marks

Listening for meaning.Candidates hear a continuous reading and mark five true/false statements on

their papers. The statements appear in the order in which they come up in thescript.

ELEMENTARY 100 marks

Part One 20 marks

Listening for Meaning.Five conversations. 4 options given for each. The candidate listens andchooses the correct option. There are distracters in the conversation, but theanswer is stated clearly.

Part Two 40 marks


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Listening for words in context.A gapped listening with the text on the test paper. This now has ten gaps.

Part Three 40 marks

Listening for meaning.A passage with ten true/false statements, which appear in the correct order.

PRE-INTERMEDIATE 100 marks

Part One 20 marks

Listening for Meaning.Five conversations. 4 options given for each. The candidate listens andchooses the correct option. There are distracters in the conversation and theanswer is always not always stated explicitly.

Part Two 20 marks

Listening for words in context.A gapped listening, with text on the test paper. At this level, there are tengaps.

Part Three 20 marks

Listening for meaning.A passage with ten true/false statements, which will appear in the correctorder.

Part Four 40 marks

Listening for meaning, with writing skills.A dictation of twenty words exactly. In order to set the context, the candidateis given either one sentence, or an opening remark or question and thetwenty-word dictation is the subsequent sentence(s) or the response.

The sentence is spoken all the way through at normal speed first and thenread with pauses for candidate to write in.

INTERMEDIATE 100 marks

Part One 20 marks

Listening for Meaning.Ten conversations. 4 options given for each. The candidate listens andchooses the correct option. There are distracters in the conversation and theanswer is not always stated explicitly.


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Part Two 20 marks

Listening for words in context.A gapped listening, with the text on the paper. At this level, there are tengaps.

Part Three 20 marks

Listening for meaning.A passage with ten true/false statements, which will appear in the correctorder.

Part Four 40 marks

Listening for meaning with writing skills.

A dictation of forty words exactly, with no context-setter.

ADVANCED 100 marks

Part One 40 marks

Listening for, and writing in, information.A form to fill in with 10 gaps. There will be a maximum of one number tested,as they are tested thoroughly in the previous section. Candidates will listen forspelling (names), places, colours, address etc.

Part Two 20 marks

Listening for meaning.The news, with 10 true/false statements.

Part Three 40 marks

Listening for words in context.A listening with 15 gaps.

AcCEPT PROFICIENCY 100 marks

Part One 40 marks

Listening for words in context.Listening with 20 gaps. Usually first-person story or testimony.

Part Two 12 marks

Listening for information.Answer phone, tourist information tape etc. Six 3-part multiple choicequestions in the order in which they come up on the tape.


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Part Three 28 marks

Listening for meaning.The news, with 14 true/false statements.

Part Four 20 marks

Listening for appropriateness, meaning and context in a spoken situation.10 three-part multiple-choice items. The candidate chooses the correct replyto a question or statement.Wrong answers may be either inappropriate or have incorrect matchinggrammar e.g.

Would you like a cup of coffee?Yes, Id love one.Yes, I have.

Yes, it was a pleasure.

MASTERS LEVEL

The listening for the Masters level is integrated into the Reading and Writingpaper.


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SPEAKINGTESTS


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Childrens Oral Exams - Certificate 1

Instructions for Examiners/ Teachers

LOCATION: a quiet place in the school.

DURATION:14 - 16 minutes.

PARTICIPANTS:2/ 3 students; examiner; usher.

MATERIALS NEEDED:

A set of pictures with a large number of items to point to and name. Allthe items must be part of the vocabulary list for this level.

Task 1: (2 minutes per candidate)

The examiner welcomes and reassures the students. The examinerencourages the students to talk about some of the following topics:

Name

AgeFamilyPetsFriends

Task 2:(8 minutes)

The examiner has several pictures facing down on the table. The studentspick one each.

The examiner names a few number + colour + object combinations(e.g. two

grey cars) for the candidates to point to.

The examiner names a few number + colour + object combinations for thecandidates toname.

The examiner asks questions about some of the items in the picture.

Task 3: (optional) (2 minutes)

This task should be simultaneously conducted with both/ all candidates. Theobject of this part is to give weaker students the opportunity to get a higherscore. At this stage, be ready to allocate bonus points for signs of successful


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production of the Target Language. Tasks may include one/two of thefollowing:

SongChants

RhymesShort poems

Thank the candidates and say well done.

End of the oral interview.


Instructions for Examiners/ Teachers

LOCATION:a quiet place in the school.



MATERIALS NEEDED:

A set of pictures with a large number of items to point to. Examplepictures may include one or more of the following combinations: body

and clothes, home and garden, school and playground, family andfriends, town and country, sports centre and park, zoo and jungle.

Set of question words mounted on card.

Task 1: (1 - 2 minutes per candidate)

The examiner welcomes and reassures the candidates.

The examiner encourages the candidates to talk about some of the followingtopics:

name

agefamilypetsfriendslikes & dislikesabilityhabitsroutines

Task 2: (8 minutes)


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Part 1

The examiner has several pictures facing down on the table. Thecandidates pick one each.

The examiner gives each candidate a set of 2/3 question words (e.g.:what, where, how many,) mounted on card. Each candidate is expectedto ask the child sitting on his/her right questions about a picture, using thebeginnings given. Naturally, the partner has to answer back.

The examiner elicits further information about each candidates picture.

Part 2

The examiner gives one of the candidates a set of simple commands and

asks him/her to perform these tasks. E.g.: stand up please open theblue door sit down now give me the green pencil please

One candidate at a time now has to give the child sitting on the right a newset of 3/4 simple commands. Naturally, the partner has to perform thesenew tasks.

Task 3: (3 minutes)

This task should be simultaneously conducted with both/all candidates.The object of this part is to give weaker students the opportunity to get ahigher score. At this stage, be ready to allocate bonus points for signs ofsuccessful production of the Target Language. Tasks may include one/two of the following:

SongsChantsRhymesShort poems.




Instrictions for Examiners/ Teachers


DURATION:14 - 18 minutes

PARTICIPANTS:2/3 students; examiner; usher.


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MATERIALS NEEDED:

A set of cards with a number of topics to encourage the candidates tohold a conversation.

A set of pictures to be rearranged in an appropriate sequence so thatits outcome accounts for a logically accomplished story.

Task 1:(2 minutes per candidate)

The examiner welcomes and reassures the candidates.

The examiner encourages the candidates to talk about some of the followingtopics:

Personal informationFamily and FriendsPets and AnimalsLikes and DislikesHabits and RoutinesLeisure and Holiday timeTV programmes and FilmsSports and HobbiesThe weatherGoing shopping

Traditional celebrations and festivals

Task 2: (8 minutes)

The examiner has several cards with conversation topics facing down onthe table. The candidates pick one each.

The candidates are expected to ask one child at a time questions abouthis/ her "conversation topic". Naturally, the interviewee has to answerback. Both/ all candidates should be encouraged to respect the principle of"turn-taking" in order to develop as natural a conversation as possible.

The examiner elicits further information about each candidates previousconversation topic.

Task 3: (4 minutes)

The examiner gives the candidates a sequence of pictures to rearrange.The candidates should first decide on an appropriate sequence and thentell the story in the present or past, as stated/ implied by the examiner. Theexaminer will provide the candidates with the beginning of the story.


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Either when the task has been completed or the candidates have beenasked to stop, the examiner will ask a few more questions about thepictures/story.



FIRST STEP PLUS

The Speaking Test comprises 20% of the total score for the entireexamination.




A set of pictures with a large number of items to point to and name. Allthe items must be part of the vocabulary list for this level.

RECORDING: The examination might be recorded onto a cassette tape/CDor MP3. The recording is sent to Anglia Ascentis ESOL Examinations,Chichester College for moderation.

BEFORE the candidates enter the room, record their full names and numbersclearly onto the tape/CD or MP3.

AFTER the examination, the usher must ensure that the candidates do notreturn to the area where candidates yet to take the test are still waiting.-------------------------------------------------------------------------------------------------------

Task 1: (2 - 3 minutes per candidate)


nameagefamilypetsfriends

Task 2: (6 minutes)

The examiner has several pictures facing down on the table. The studentspick one each.


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The examiner names a few number + colour + objectcombinations (e.g. twogreen books) for the candidates to point to.

The examiner points to a few number + colour + objectcombinations for thecandidates to name.

The examiner asks questions about some of the items in the picture.

Task 3 (optional): (1 - 2 minutes)

This task should be simultaneously conducted with both/all candidates. Theobject of this part is to give weaker students the opportunity to get a higherscore. At this stage, be ready to allocate bonus points for signs of successfulproduction of the Target Language. Tasks may include one/two of thefollowing:

SongChantsRhymesShort poems



JUNIOR PLUS LEVEL



DURATION: 12 - 16 minutes.

PARTICIPANTS: 2 students; examiner; usher.

MATERIALS:

A set of pictures with a large number of items to point to. Examplepictures may include one or more of the following combinations: Body& Clothes, Home & Garden, School and Playground, Family andFriends, Town & Country.

Set of question words mounted on card.

RECORDING: The examination might be recorded onto a cassette tape/CDor MP3. The recording is sent to Anglia Ascentis ESOL Examinations,

Chichester College for moderation.


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BEFORE the candidates enter the room, record their full names, andnumbers, clearly onto the tape/CD or MP3.

AFTER the examination, the usher must ensure that the candidates do notreturn to the area where candidates yet to take the test are still waiting.

-------------------------------------------------------------------------------------------------------

Task 1: (3 - 4 minutes)


nameagefamily (parents; brothers; sisters)

pets

The examiner may rely on visual aids to clarify meaning. Lots of questionprompts are usually used at this level.

Task 2: (7 8 minutes)

The examiner shows the candidates a picture together with a set of questionwords.

The examiner invites candidate A to ask candidate B questions about thepicture. The questions must begin with one of the question words from theset.

The examiner now invites candidate B to ask candidate A questions about thepicture. The procedure is the same as above.

The examiner asks both candidates further questions about the picture.

Task 3: (Optional) (2 3 minutes)

The examiner asks both candidates to perform a chant, rhyme, song or poemthey know.

When the test is over, thank the students and say well done.


PRIMARY PLUS LEVEL - Standard/ Adult versions



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BEFORE the candidates enter the room, record their full names, andnumbers, clearly onto the tape/CD or MP3.


-------------------------------------------------------------------------------------------------------


The examiner welcomes and reassures the students. The examiner inviteseach of the students in turn to talk about him/herself. At some point, theexaminer stops the candidate and asks questions. (See Test Materials forexamples of prompt questions). It is at the examiners discretion when to startprompting.

Task 2: (5 6 minutes)

The examiner shows the picture with the simple sequence story to thestudents and briefly sets the scene for the candidates to continue the story inthe past. When candidate A has finished, or when time is up, the examinerfollows the same procedure with candidate B. Should either or bothcandidates not say enough, or the level of the interaction be kept belowstandard, the examiner must then start prompting accordingly. (See TestMaterials for examples of prompt questions).

Task 3: (4 - 5 minutes)Information-gap activity, to be done as a pair.

The examiner gives both candidates the cards with the information-gapactivity about the same character/s from the story chosen for Task 2. Bothcandidates should complete their grids by asking/answering questions aboutthe same character/s using the details/question prompts given.

Stay cheerful and encouraging, and when the test is over, thank thestudents and say well done.


ELEMENTARY LEVEL Standard/ Adult versions




PARTICIPANTS:2 students; examiner; usher.


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MATERIALS NEEDED:

The students choose 3 photographs or pictures each to bring to theexam, such as family or holiday photographs, or pictures frommagazines. These pictures should be vetted by a teacher before the

test for their suitability.

The list of Elementary topics for the students to interview each otherabout.

OR

(for the Optional Reader-based Task) One/ more of the illustrationsfrom the reader the candidate has chosen and read beforehand.

RECORDING: The examination might be recorded onto a cassette tape/CDor MP3. The recording is sent to Anglia Ascentis ESOL Examinations,Chichester College for moderation.

BEFOREthe candidates enter the room, record their full names and numbersclearly onto the tape/CD or MP3.


-------------------------------------------------------------------------------------------------------

Task 1: (4 minutes in total)

The examiner welcomes and reassures the students. The examiner inviteseach of the students in turn to talk about him/herself. At some point, theexaminer stops the candidates and asks questions. It is at the examinersdiscretion when to begin prompting.

(The trick here is to keep an eye on the students pictures and the topics

for task 3 and make sure there is no overlap in this warm-up section).


The examiner invites each of the students in turn to talk about the pictures heor she has brought to the exam. (If, for some reason, a student cannotproduce pictures, the examiner should provide several magazines or picturesfor him or her to choose from).

Examiner: This looks like a very interesting picture. Tell me about it.

For a photograph:Whos that? Who are those people?


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When was it taken?Who took it?Tell me about the day it was taken.Why did you choose this photograph?Do you go there often? (e.g. picture of family at the beach)

For a picture from a magazine:Where did you get it?Why did you choose this picture? (e.g. picture of a famous person)Would you like to be famous / a pop star / in a band? etc.


Each student chooses a topic from the list. They take it in turns to intervieweach other on their chosen topic.

Start them off like this:

Examiner: Lucas, what have you chosen?Candidate A: Your favourite place.Examiner: OK. Now Laura, ask Lucas about his favourite place. Goon thats right What is the name of

If the candidate talks about the topic and the candidates partner in the test ishappy asking him or her some questions about it, there is no need tointervene. However, if help is needed, here are some possible prompts:

Example 1: My favourite TV programme

Assessor prompt Target candidate question:Ask him/her what his/her favourite TVprogramme is.

Whats your favourite TV programme

Ask him/her why he/she likes it. Why do you like x?Ask your friend how often he/she watchesTV.

How often do you watch TV?

Ask him/her if he/she has a TV in his/herbedroom.

Have you got a TV in your bedroom?

Ask your friend what the TV programme isabout.

What is the TV programme about?

Ask him/her what he/she watched on TVlast night.

What did you watch on TV last night?

Extend the topic What other programmes do you watch on TV? Do youlike watching sport on TV? What sports do you watch?

Example 2 : My favourite place

Ask your friend what his/her favourite place is. What is your favourite

place?Ask him/her why he/she likes it.Why do you lik

Documents

Handbook for Teachers General English2010LA