Trinity Orally Sample

8/12/2019 Trinity Orally Sample

1/75

Graded examinations in

spoken Englishfor speakers of

other languages

20042007

Trinity College London

89 Albert Embankment,

London SE1 7TP, UK

Tel: +44 (0)20 7820 6100

Fax: +44 (0)20 7820 6161

e-mail: [email protected]

website: www.trinitycollege.co.uk

Patron HRH The Duke of Kent KG

Copyright Trinity College London 2003

Published by Trinity College London

Second impression January 2005


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page ii

All additions and improvements to this syllabus and a wide range of support to teachers andlearners can be downloaded from the Trinity website at www.trinitycollege.co.uk

If you have any questions about this syllabus, please email [email protected]


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Contents

Foreword . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page iv

General introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Initial stage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Grade 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Grade 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Grade 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Elementary stage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Grade 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Grade 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Grade 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Intermediate stage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Grade 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Grade 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Grade 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Advanced stage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

Grade 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

Grade 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

Grade 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

Regulations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58

Appendix 1Topic forms for Grade 4 and Grade 6 . . . . . . . . . . . . . . . . . . . . 63

Appendix 2The Report form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65

Appendix 3Summary of language items for each grade . . . . . . . . . . . . . . 66

Appendix 4Support material for teachers . . . . . . . . . . . . . . . . . . . . . . . . . 70

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Foreword

Welcome to this revised edition of the syllabus for Trinity graded examinations in spoken English for speakers of

other languages. It will apply to all examinations undertaken from 1 April 2004 until 31 March 2007 and replaces

all previous versions.

If you have used Trinity's English Language examinations before, most of this syllabus will be familiar. The format

of Trinitys graded examinations in spoken English at the Initial and Elementary stages remains the same as in the

ESOL 2002 syllabus. However,

the text phase at Intermediate and Advanced stages has been replaced by an interactive task which ismore relevant to candidates communicative needs

the listening phase at Advanced stage has been redesigned changes have been made to the marking scheme to increase the reliability of the assessment system without reducing high validity although Candidate Report forms look quite different, the performance standards required for each grade

remain the same.

This syllabus is a working document which is widely used in the classroom as well as in the examination. It is a

very important document for teachers and learners.

Guidance to teachers can be found in the introduction to each stage which provides advice about preparation for

the examination and how it will be conducted. Further support can be found on our website and in books

available through a range of publishers: look at Appendix 4 for more information about support materials

through print, video and the Trinity website.

This syllabus can be downloaded in full and grade by grade from the Trinity website at www.trinitycollege.co.uk

A separate syllabus is available online for examinations conducted within the National Qualifications Framework

in the UK. If you wish to register as a Trinity centre, contact [email protected]

Thank you for your interest in Trinity examinations, and I wish all those who enter for them a positive andrewarding experience and, of course, every success.

Sheila NeedhamChief Examiner in English for speakers of other languages

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Spoken English

for speakers ofother languages

General introduction

Trinity College London has been conducting examinations internationally since the 1880s. Trinity is accredited in

the United Kingdom by the Qualifications and Curriculum Authority as an independent award-giving body.

English language examinations and qualificationsTrinity examinations in English for speakers of other languages (ESOL) are organised into three inter-related

suites. These share a common philosophy but provide different learners with the opportunity to choose a

qualification which most suits their individual needs.

Graded examinations in spoken English for international students (this syllabus)

Integrated Skills in English examinations (see our separate syllabus)

ESOL Skills for Life qualifications accredited by QCA (minimum age for entry is 16)Entry for the graded examinations and ISE examinations is open to anyone aged 7 and over whose first language

is not English. There is no upper age limit. Candidates do not have to be following a course of study but must

enter for the examinations at a registered Trinity centre.

Trinity also provides teaching qualifications.The Trinity Certificate in TESOL is an initial qualification for those

wishing to enter the profession whilst the Licentiate Diploma in TESOL is for practising teachers wishing to further

their career.

About Trinitys graded examinations in spoken English for

speakers of other languagesAim

Trinitys graded examinations in spoken English provide a reliable and valid scheme of assessment through which

candidates, teachers and parents may measure progress and development, whether for educational and

vocational purposes or as a leisure activity. The grades provide a continuous measure of linguistic competence

from absolute beginner to full mastery.

Framework

This series of twelve progressively graded tests is designed for speakers of languages other than English and sets

realistic objectives in listening to and speaking with other English speakers. The grades take the learner from avery low level of proficiency (Grade 1) to an advanced level of proficiency comparable with first-language ability

(Grade 12).

A major benefit of a graded examination system is that it provides a motivational tool with which to encourage

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learners to develop and progress by acknowledging small steps. All learners make progress at different rates, and

a graded system ensures that at every stage of their development there is an opportunity for them to mark that

progress. There is a Trinity graded examination in spoken English appropriate to all learners,whatever their level

of ability in communicating in English.

The progress is marked by

greater linguistic demands categorised under grammar, lexis and phonology increasing evidence of the use of communicative skills and the expression of functions an increasing degree of independence which allows the candidate to initiate and take control of the interaction.

The twelve graded examinations in spoken English are organised in four development stages. The four stages are

designed to give a framework to the teaching and learning progression and the tasks in the different stages are

designed in such a way as to allow candidates to demonstrate their abilities in a number of different discourse

types.

The strong support provided to the candidate at the Initial stage is gradually replaced throughout the other three

stages by the encouragement for them to take responsibility for the interaction.

From Grade 1 throughout the four stages, the examinations take the form of a one-to-one, face-to-face interview

between the candidate and an examiner who is a native speaker of English. The examination at each stage, andwith increasing demands at each grade, replicates real-life exchanges in which the candidate and the examiner

pass on information, share ideas and opinions and debate topical issues.

The four stages

At Initial stage (Grades 13), the conduct of the examination is initiated by the examiner. Examinations at Initial

stage relate to the first common reference level (Basic User) in the Common European Framework for Languages:

Learning,teaching, assessment (2001).

At Elementary stage (Grades 46), the candidate introduces a topic of his or her own choice. The examiner

directs the discussion using the points prepared by the candidate.Then the examiner moves on to the

conversation phase, selecting two subject areas for discussion from the list provided. Examinations at Elementary

stage provide a bridge from the first to the second common reference levels ( Basic User to Independent User) in

the Common European Framework for Languages.

At Intermediate stage (Grades 79), the candidate initiates and maintains a discussion on a topic of his or her

own choice. This is followed by an interaction initiated by the examiner and then maintained by the candidate,

and the examination ends with a conversation on two subject areas selected by the examiner from the list

provided. Examinations at Intermediate stage relate to the second common reference level (Independent User)

in the Common European Framework for Languages.

At Advanced stage (Grades 1012), the examination begins with a formal presentation of a topic leading into a

discussion of the presentation. The candidate-controlled interaction is followed by a listening task, and the

examination ends with a conversation on two subject areas selected by the examiner from one of the lists

provided. Examinations at Advanced stage take the learner from the second to the third common reference level

(Independent User to Proficient User) in the Common European Framework for Languages.

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Introduction


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Introduction

What each stage involves

The above timings include time for the candidate to enter and leave the room and for the examiner to complete

the individual Report form.

About the tasks

Conversation

This is an opportunity for a realistic exchange of information, ideas and opinions.

The conversation phase involves a meaningful and authentic exchange rather than a formal question and answer

interview. The examiner selects two of the subject areas provided in the syllabus for the particular grade Thesubject areas have been carefully selected to offer a progression from the familiar to the less familiar and from the

concrete to the abstract.

At each stage, the candidate is expected to take more responsibility for initiating and maintaining the

conversation. One of the ways in which this is expected to be actioned is by the candidate asking the examiner a

number of questions. The assessment of this phase takes into account the ability of the candidate to find out

relevant information using the language of the grade: for example, fact-finding questions at Grade 4 (What kind of

food do you like?), requests for personal opinion at Grade 6 (What do you think of Sorrento?), and discussion

prompts at Grade 11 (Whats your opinion about genetically-modified food?). These questions are expected to arise

naturally out of the conversation and will be used to further the interaction.

The topic

Before the examination, the candidate prepares a topic and in the examination this is used as a basis for

the interaction.

Trinitys philosophy is that candidates should be given every opportunity to demonstrate to the examiner what

they can do in English. This includes giving them the opportunity to talk about a topic which is of interest to them

and which they feel confident talking about.

Candidate choice is important and in selecting their own topic, candidates from the earliest grades have a degree

of autonomy and control over this phase of the examination.

This task allows candidates to demonstrate the range of structures, functions and lexis at their command and of

the grade. It provides the candidates with the opportunity to show they can link sentences together to talk about

a subject at some length.

Initial Elementary Intermediate Advanced

Grades 1-3 Grades 4-6 Grades 7-9 Grades 10-12

5-7 minutes 10 minutes 15 minutes 25 minutes

Topic presentation

Topic discussion

Topic presentation anddiscussion

Interactive task

Topic discussion Interactive task Listening task

Conversation Conversation Conversation Conversation


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Introduction

The interactive task

An initial prompt from the examiner gives rise to an interaction controlled by the candidate.

All the examination phases are interactivebut this is the phase in which the candidates own initiating skills are of

paramount importance in determining the successful outcome of the task.

This phase provides the opportunity for the candidate to demonstrate his or her ability to take control throughthe use of questioning techniques and functions associated with requesting information, seeking clarification and

encouraging further detail.

At Intermediate stage, candidates start to demonstrate their independence as users of English.This autonomy is

further developed at the Advanced stage. The task requires the candidate to initiate turns in the conversation

and control the direction of the interaction. Tasks require an authentic exchange of information and opinions,

with the language functions listed at each grade arising naturally out of the task.

The listening task

Three short spoken passages prompt the use of the skills of deduction, prediction and inferring.

A listening task is introduced at the Advanced stage.The passages are non-specialist and do not relate to thespecific subject areas provided for the conversation phase. It is considered important at this stage to introduce an

unknown element into the examination for which the candidate cannot prepare specifically in terms of language

content.

The listening task is intended to be solely a test of listening. The candidate is required to give only very brief

verbal responses indicating comprehension achieved through the use of high level listening skills.

About this syllabus

Layout

The syllabus is divided into the four stages. At the beginning of each stage there is an introduction which outlinesthe candidate profile expected by the end of the stage. These profiles relate to the common reference levels in

the Common European Framework of Reference for Languages: Learning, teaching, assessment (Council of Europe

2001). The introduction to each stage is followed by individual grade pages which give details of the

requirements of the particular grade. These are set out for ease of use in the classroom. Examination regulations

are set out from page 58. The appendices contain supporting documentation such as Topic forms, Report forms

and a summary of the language items of each grade, to assist candidates and those preparing them for the

examinations.

The contents are organised as follows:

Introduction to each stage

Candidate profiledescribes what the candidate can do by the end of the stage

Formatgives the content of the examination

Proceduredescribes the way in which the examination will be conducted

Assessmentgives general information on the assessment relevant to the stage

Guidanceoffers advice on preparation for the examination including samples of tasks


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Individual grade pages

Formatgives examination phases and timings

Candidate performancedescribes what the candidate should demonstrate under these two headings:

Communicative skillsrequirements, subject areas, language functions Language productiongrammar, lexis and phonologyExaminer and candidate languagegives examples of the kind of language that might be used by the candidate and the examiner

Regulations

See pages 58 to 62

These give advice on entry requirements, the appeals procedure and arrangements for candidates with special

needs. In entering candidates for Trinity graded examinations in spoken English, centres agree to abide by Trinitys

regulations and,therefore, they must ensure that they and the candidates are completely familiar with the

regulations set out in this syllabus.

Appendices

See pages 63 to 71

I Completed Topic forms for Grade 4 and Grade 6These are provided as examples to show the way in which

candidates should fill in a Topic form.

2 Completed Report formAn Intermediate stage Report form is provided to show how the Report form is

completed by the examiner.

3 Summary of language items for each gradeThis table provides a summary of the requirements at each grade

in terms of language functions, grammar,lexis and phonology, and subject areas for conversation. This can be

used, along with the lists of communicative skills on the grade pages, to decide which grade candidates should

be entered at and as a checklist to ensure that all required items have been covered before the examination

itself is taken.

The outcomes for each grade assume mastery of the outcomes of the previous grades. It is therefore

important, when preparing candidates for a particular grade,that attention is paid to the content and coverage

of all previous grades. Although these will not be examined explicitly, the examiner will be looking to the

candidate to demonstrate a repertoire of language items which includes items from the current grade and

preceding grades.

4 Support material for teachers where to go to find publications, downloadable materials and general advice.

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Introduction


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About the assessment

How the candidate is assessed

The candidates performance in the examination is measured by means of one overall criterion, Task fulfilment.

This is assessed in each phase of the examination.

The assessment of each Task fulfilment criterion is based on the following factors:

coverage of the communicative skills listed, including the language functions coverage of the grammatical, lexical and phonological items listed accuracy in the use of the grammatical, lexical and phonological items listed appropriacy of the grammatical, lexical and phonological items used fluency and promptness of response appropriate for the grade.

The examiner assesses the candidates performance by selecting one of four levels of performance and awards a

letter grade,A B C or D. In simple terms,these levels can be classified as follows:

ADistinction

BMerit

CPassDFail

More detailed descriptions of task fulfilment are available to show how the examiner assesses all examination

phases at Initial,Elementary, Intermediate and Advanced stages, with separate descriptions for the Listening

phase at Advanced stage. These descriptions can be consulted on the Trinity website.

In every examination, the examiner assesses the use made of the language of the particular grade and that of all

preceding grades.

All phases of the examination at each stage are given equal importance in the overall assessment.

Reporting the assessmentReport forms

An Individual Report form is completed by the examiner immediately after the examination has taken place and

before the next candidate enters the examination room. The Report form gives the following information:

an assessment of the candidates overall performance in each phase of the examination under the Task fulfilment criterion an indication of the key areas where the candidate could make improvements an indication of the overall result of the examination stated simply as Pass or Fail.

The Report forms for all the candidates are given to the centre representative at the end of the examination

session. In the case of examination sessions lasting more than one day, the Report forms will, therefore, not be

issued until all candidates at that session have been examined.

The Report form provides an indication of the result of the examination. This is not a confirmed result and

candidates should either check the result on the Trinity website or await the arrival of the actual certificate before

making any claims about the result of the examination.

Centres wishing to confirm the examiners indication of pass or fail or who wish to find out the level of pass may

use the look-up table provided on the passworded Centre pages of the Trinity Online website.

A sample Report form for the Intermediate stage is provided in Appendix 2.

Marksheets

The examiner also completes a composite centre marksheet with the Task fulfilment assessments for each

candidate. This marksheet is for internal Trinity use only and cannot be issued to centres for reasons of dataprotection. This marksheet is returned to Trinity College London and the results are entered onto the Trinity

database.

Introduction


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Confirmation of results

The computer programme works out and checks the final result and the Certificate is generated if the candidate

has achieved a pass level. The Certificate states the level of pass as follows:

Pass with Distinction

Pass with Merit

Pass

Introduction

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Initial stage

Introduction

Candidate profileBy the end of the Initial stage,the candidate can

understand what is said clearly, slowly and directly in simple everyday conversation with support communicate in basic routine tasks requiring a simple and direct exchange of information on familiar matters to do with work and free time

use basic sentence patterns and communicate through memorised phrases, groups of a few words and formulae about himself or herself and other people, what they do, places and possessions.

This profile is based on the level Basic User (A2), the Council of Europes Common European Framework of Reference for

Languages:Learning, teaching,assessment (2001).

FormatThe examination at each grade consists of the following:

greetings and setting at ease conversation end of conversation and leave-taking.

ProcedureIn all grades, the examiner begins by greeting the candidate and trying to set him or her at ease. The

conversation is then initiated by the examiner and gives the candidate the opportunity to demonstrate

through both speech and actions the range of language required at this stage.

During the examination, the candidate is required to display understanding through gesture and simple

actions, such as moving around the room or pointing to specific objects, and by giving short responses.

The examiner asks questions using the grammatical structures listed for the grade and expects the

candidate to answer using the language indicated for the grade (and for the previous grades where

applicable).

Examiners select their own materials appropriate to the age and maturity of the candidate. These couldinclude everyday objects and pictures which can be used to engage the candidates interest, elicit the

language of the grade and encourage the conversation to develop. The examiner may also refer to the

immediate surroundings of the examination room or centre.

At all grades, the examiner brings the conversation to an end by thanking the candidate and saying

goodbye. The candidate is expected to say goodbye.


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AssessmentAt each grade, the examiner assesses the candidates performance by selecting one of four levels of

performance and awards a letter grade A, B, C or D.These levels can be classified as follows:

ADistinction

BMerit

CPass

DFail

Examiners indicate key areas which are in need of improvement by using the appropriate tick boxes

provided on the Report form.

Detailed descriptions of performance used in the assessment of candidates are provided on the Trinity

website.

GuidanceAt this stage, questions and answers play a major part in the conversation, but the examiner aims to enable

the candidate to participate in a genuine and interesting two-way exchange within the linguistic limits setby the syllabus.

The examiner will speak slowly and clearly throughout and will allow the candidate time to process what is

heard and formulate a response.The examiner will provide support in the form of repetition and re-

phrasing. Candidates should be able to ask for repetition of anything they have not heard clearly or

understood. Memorised phrases such as Can you repeat that, please? or simply Sorry? or Pardon are ideal

for this purpose. However, overuse of such phrases will be taken as an indication that the candidate is

having persistent difficulty understanding the examiner and this will affect the assessment of the task

fulfilment.

At each grade, the candidate is expected to perform the language functions and use the language items

listed on the following pages. Those responsible for preparing candidates for the examinations should

ensure that candidates are completely familiar with the items listed, can understand their meaning and can

use them accurately and appropriately.

At Grade 1, candidates are expected to answer the examiners questions with very short, mostly one or two

word responses as well as with gestures and actions.

At Grade 2, the question Whats your brothers name? could be answered in a number of ways. Full sentence

responses to questions of this kind e.g.His names Bruno are acceptable but not compulsory.Bruno is a

perfectly good response too. However, at Grade 2, candidates are expected to be able to provide simple

descriptions of people and objects and so must be able to construct full sentences such as My brothers tall.

Hes got black hair.

At Grade 3, candidates are required to link groups of words with the simple connectors, producing such

statements as My brothers tall and hes got black hair.

Initial stage


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Grade 1FormatTotal time: 5 minutes

The examination consists of one assessed phase:

Conversation with the examiner (up to 5 minutes)

Candidate performanceIn performing the required task, the candidate is expected to demonstrate the following communicative

skills and use the language items listed below.

Communicative skills

exchange greetings with the examiner

show understanding of simple instructions through appropriate actions give very short, even single-word,answers to simple questions and requests for information

Functions

exchanging greetings giving personal information (name, age) identifying and naming items given in the lexical list below leave-taking

Languageunderstanding and production

Grammar

The candidate is expected to demonstrate the ability to

(a) understand

imperatives for common actions e.g. go, come, show,point, give, touch, stand up question words what? how many? how old? demonstratives this, that

(b) understand and use

the present simple tense of to be common nouns in singular and plural (regular) e.g. ear/ears, shoe/shoes

simple adjectives e.g. small, big, green determiners a, the, my,your, his, her pronouns I,you, he, she, it, they

Lexis

The candidate is expected to demonstrate the ability to understand and use the vocabulary related to

personal information immediate surroundings including classroom objects parts of the face and body animalsdomestic and common farm cardinal numbers up to 20

colours

items of clothingPhonology

the correct pronunciation of individual sounds to form intelligible words


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Examiner and candidate languageThe sample exchanges below show some ways in which examiners and candidates might express

themselves during the conversation. These are only examples,not models to be learned.

Examiner CandidateHello! My names Whats your name? Hello. My names

How old are you? Im ten.

Stand up please. (candidate stands up)

Go to the window. (candidate walks to the window)

Touch the window. (candidate touches the window)

What are they? Theyre pens.

What colour is that? Its green.

And this one? Brown.

How many pencils are there? One, two, three

Whats this? Its a table.

Show me his ears. (candidate indicates ears in picture)And whats this? His nose.

Look at me. This is a white shirt, a black jacket... (candidate says what he or she is wearing )

And you? a red shirt, blue trousers

Grade 1 communicative skills and functions relate to lower A1 Level (Common European Framework).

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Grade 1


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Grade 2Format

Total time: 6 minutes



Candidate performance

In performing the required task, the candidate is expected to demonstrate the following communicative



understand short, simple questions, requests and statements

respond with appropriate actions and positive and negative short form answers contribute to the conversation using memorised phrases and short statements use a basic range of words and simple phrases related to personal details and situations

Functions

indicating the position of people and objects describing people, animals, objects and places very simply stating simple facts informing about possessions

Languageunderstanding and production

Grammar

The candidate is expected to demonstrate the ability to

(a) understand

present simple tense questions question wordswho, where present continuous tense questions determiners some, any

(b) understand and use

present simple tense there is/are and has/have got prepositions of place in, on, under, between, next to determiners our, their possessive pronouns mine,yours, his, hers Yes/no answers to present continuous tense questions

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Lexis


rooms in the home household objects

family and friends

pets possessions days of the week and months of the year cardinal numbers up to 50

Phonology

the correct pronunciation of items associated with the lexical areas listed above the appropriate stress for short form answers e.g. Yes, I do contractions e.g. Ive, Im, hes

in addition to the items listed for the previous grade



Examiner Candidate

Hello! Where do you come from? Hello! I come from Granada.

Have you got any brothers and sisters? Yes,I ve got one sister.

Whats her name? (Her name is) Elizabeth.

How old is she? Shes sixteen.

Please look at this picture.

How many people are there in the picture? There are two people (in the picture).

Where are they? Theyre in a house

Do you have any pets? Yes, I have a dog.

Tell me about your dog. His name is Hes two years old.

What do you have for breakfast? Toast.

This man in the pictureis he wearing a

white shirt? Yes, he is.

Put the red pen next to the clock. (candidate puts the pen next to the clock)

Wheres my pencil? (Its) under the book.

What day is it today? And the month? (Its) Monday (the month is) June

Grade 2 communicative skills and functions relate to higher A1 Level (Common European Framework).

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Grade 2


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Grade 3Format





In performing the required task, the candidate is expected to demonstrate the following communicative



show understanding by responding appropriately to simple questions and requests use basic sentence patterns with memorised phrases to communicate limited information related to simple everyday situations give basic personal information and descriptions of everyday life and activities link groups of words in a very simple way (using and, and then)

Functions

describing daily routines, events and weather telling the time and giving dates expressing ability and inability

giving directions

describing current activities of real people or those in pictures describing states in the past

Language production

The candidate is expected to demonstrate the ability to understand and use the items listed below.

Grammar

present continuous tense can and cant prepositions of movement from, to, up, down, along, across prepositions of time on, in, at prepositions of place near, in front of, behind, opposite past tense of verb to be ordinal numbers up to 31st (for dates) link words and, and then

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Lexis


jobs places in the local area

place of study

home life weather free time times and dates.

Phonology

the correct pronunciation of the items associated with the lexical areas listed above the use of contractions where appropriate basic stress and intonation patterns for words and short sentences

in addition to the items listed for the previous grade

Examiner and candidate language

The sample exchanges below show some ways in which examiners and candidates might express


Examiner Candidate

Hello! Where do you live? Hello! I live in Perugia.

Is that near here? No, its half an hour from here by bus.Whats the weather like today? Its hot and sunny.

Is it raining now? No, it isnt.

And what about yesterday? It was cloudy and cold.

What do you do when you get home from I listen to some music, I do my homework

school? and then I have dinner.

Whats the name of your best friend? Marco.

Tell me about Marco. Marcos ten years old. Hes tall and has brown hair.

Lets look at this picture. What are these Theyre sitting in front of a caf. Theyre drinking

people doing? coffee.

Whens your birthday? The fourteenth of April.

What time do you go to bed? At ten oclock.

Can you play the piano? No, I cant.

Grade 3 communicative skills and functions relate to lower A2 Level (Common European Framework).

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Grade 3


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Elementary stage

Introduction

Candidate profileBy the end of the Elementary stage, the candidate can

understand the main points of clear speech on familiar matters enter into conversation, express personal opinions and exchange information on familiar subjects, of

personal interest or related to everyday life demonstrate a sufficient range of language to describe experiences and events and give reasons and explanations for opinions and plans.

This profile is based on the level Independent User (B1), the Council of Europes Common European Framework of

Reference for Languages: Learning, teaching, assessment (2001).


greetings and setting at ease discussion of a prepared topic

conversation on two subject areas end of conversation and leave-taking.

ProcedureThe examiner begins by greeting the candidate and trying to set him or her at ease and then asks the

candidate for the Topic form. The candidate tells the examiner what he or she is going to talk about.

The examiner randomly selects one of the points on the Topic form and asks the candidate to talk about it.

The candidate responds with a limited long turn (three or four sentences). The examiner may ask questions

about each point. This continues until at least four points on the Topic form have been covered. This phase

lasts no more than five minutes. During the topic phase,the candidate asks the examiner at least onequestion related to the topic.

The examiner then closes this phase of the examination and moves on to the conversation.

The examiner selects one of the listed subject areas and engages the candidate in conversation before

moving on to a second. During the conversation, the candidate gives information,makes statements and

responds as appropriate. In addition, at Grade 5 the candidate must ask the examiner at least one question

related to the subject areas being discussed and at Grade 6 must ask at least two such questions. This phase

lasts no more than five minutes.

The examiner brings the phase and the examination to an end.

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page 17


performance and awards a letter grade A, B, C or D for Task fulfilment for the topic and conversation phases.

These levels can be classified as follows:

ADistinction

BMerit

CPass

DFail

The combination of the two letter grades i.e. the one awarded for topic and the one awarded for

conversation provides the overall level of achievement. The examiner gives a provisional indication on the

Report form as to whether the candidate has passed or failed.




website.

Guidance

i Discussion of the prepared topic

Before the examination, the candidate must complete the Topic form and bring it to the examination.

Examples of completed forms are provided in Appendix 1. The candidate must complete the form with the

required number of points for discussion (four discussion points for Grade 4, five for Grade 5, six for Grade 6).

One sentence will suffice for each point. The candidate should prepare enough material about these points

to sustain a discussion of up to five minutes. Although the examiner will refer to the points in no particular

order, the topic should be prepared as a unified whole. All of the points should be thematic and should

provide an opportunity for discussing different aspects of the topic. At all Elementary grades, the examinerwill ask the candidate to talk about at least four of the points on the Topic form.

The Topic form has been introduced in order to help promote a spontaneous discussion which must not

include or rely on a memorised recitation. Topic forms should not include such general points as

Introduction to topicand Conclusion to topic and What I did next ... In preparing the topic, candidates

should be actively discouraged from producing a written text as this will result in the candidate not being

prepared to use spontaneous spoken English.

The prepared topic may be any theme the candidate is interested in, knowledgeable about and able to talk

readily about. It should also provide the candidate with the opportunity to demonstrate the language

requirements of the grade.

The purpose of the phase is to give candidates the opportunity to display their command of the language

of the grade whilst talking about self-selected and personally relevant topics. This personal aspect is animportant feature of the Trinity examinations, and therefore learners should be discouraged from selecting

the same topic as their peers and encouraged to choose an individual topic for discussion. Teachers should

ensure that if groups of learners do decide to use the same topic e.g. Football, every effort is made to

personalise the content and vary the topic, by talking about different aspects of the sport.

Candidates can bring into the examination one or more pictures, photos, diagrams, models or other suitable

objects to illustrate the prepared topic and aid the discussion with the examiner. However, birds, insects,

reptiles or other live animals must not be brought into the examination room. Dangerous objects such as

knives are not allowed in the examination room.

Candidates are advised to think carefully about the amount of material necessary for their topic, bearing in

mind the time available. They should prepare enough material to sustain a discussion of the topic for up to

five minutes,but not more.

Elementary stage


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In preparing their topic,candidates are advised to anticipate questions the examiner might ask. They should

be prepared to give further examples, explanations and clarifications as requested by the examiner.

It is a requirement of the examination that candidates ask the examiner questions. In this phase, at all

Elementary grades, the candidate must ask at least one question about the topic area.

N.B.The Topic form can be written up by a person other than the candidate as written skills in English are

not being assessed in these examinations. However, the content of the form should have originated fromthe candidate.

As the form is crucial for the execution of this phase, the phase will not take place if the information

contained on the form is not made available to the examiner as is stated on the form.

A candidate who fails to prepare a topic for discussion cannot be assessed for Task fulfilment for this phase.

The phase will be voided and this will result in a fail being awarded for the examination as a whole.

ii Conversation

The conversation consists of a discussion of two of the subject areas listed for the relevant grade. The

examiner may sometimes introduce everyday objects or pictures to facilitate conversation. Less reliance is

placed on question and answer than at the Initial stage, the overall aim being to set up an exchange which

is as genuinely interesting and relaxed as the candidates interests and ability permit.

Candidates are encouraged to contribute as much as they can to the conversation and make every effort to

show the examiner the range and quality of the language required for the particular grade. They should be

ready to participate in exchanges based on any of the subject areas using the functions and language items

listed for the grade.

At each grade, the candidate is expected to perform the language functions and use the language items

listed on the relevant pages. Those responsible for preparing candidates for the examinations should ensure

that candidates are completely familiar with the items listed, can understand their meaning and can use

them accurately and appropriately in presenting their topic and in discussion of all of the subject areas.

Although examiners will select only two of the subject areas listed, the candidate needs to be prepared to

deal with all of them.

Grade 5candidates are required to ask the examiner at least one question in this phase.

Grade 6candidates are required to ask the examiner at least two questions in this phase.

page 18

Elementary stage


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page 19

[Turn over for Grade 4]


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page 20

Grade 4Format


The examination consists of two assessed phases:

Discussion of a topic prepared by the candidate (up to 5 minutes) Conversation on two subject areas selected by the examiner (up to 5 minutes)

Candidate performanceIn performing the required tasks, the candidate is expected to demonstrate the following communicative


Communicative skillsIn the Topic phase,

give information about the prepared topic in a series of limited long turns under the four headings on the Topic form answer questions on the prepared topic, and participate in informal discussion, during which the examiner might request more information, facts or details ask the examiner at least one question about the topic area take the opportunity provided to include samples of the functions listed below,where appropriate.

In the Conversation phase,

show understanding of the examiner by responding appropriately to questions make appropriate contributions with short statements communicate limited information in simple and direct exchanges.Two subject areas for conversation will be selected by the examiner from the list below:

Holidays Shops Work Hobbies/sports Food Weekend/seasonal activities

Functions

talking about past events talking about future plans and intentions expressing simple comparisons expressing likes and dislikes describing manner and frequency


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Language production

The candidate is expected to demonstrate the ability to use the items listed below.

Grammar

past simple tense of regular and common irregular verbs

going to future adverbs of manner and frequency comparatives and superlatives of adjectives link word but

Lexis

vocabulary specific to the topic area vocabulary specific to the subject areas adverbs of frequency e.g. sometimes, often, never adverbial phrases of frequency e.g. every day, once a week

expressions of past time e.g.yesterday, last night

Phonology

the correct pronunciation of vocabulary specific to the topic and subject areas appropriate weak forms in connected speech three different ways of pronouncing ed past tense endings e.g.played, walked, wanted

in addition to the items listed for previous grades


themselves during the conversation. It is stressed that these are only examples.

Examiner Candidate

Can I have your Topic form, p lease? Yes, h ere you are. Im going to talk about

New York.

Do you know New York?

What are these people going to do? Theyre going to get on the plane.

Where did you go for your holiday last year? I went to Benidorm.

What do you like doing on the beach? I like lying in the sun and I like swimming but my

parents dont like swimming very much.

When did you buy your jacket? I bought it six months ago.How often do you play tennis? About once a month.

Tell me what you did last weekend. I went to my grandmothers house.

What are some of the differences between Londons bigger than Barcelona. The best

London and Barcelona? thing about London is the London Eye.

Grade 4 communicative skills and functions relate to higher A2 Level (Common European Framework).

page 21

Grade 4


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Grade 5Format



Discussion of a topic prepared by the candidate (up to 5 minutes) Conversation on two subject areas selected by the examiner (up to 5 minutes)


In performing the required tasks, the candidate is expected to demonstrate the following communicative



show understanding of the examiner by responding appropriately to questions give information about the prepared topic in a series of linked long turns under the five headings on the Topic form answer questions on the prepared topic, and participate in informal discussion of the topic,during which the examiner might request more information, facts or details respond to requests for clarification and give reasons for making particular statements ask the examiner at least one question about the topic area take the opportunity provided to use the functions listed below,where appropriate.


show understanding of the examiner by responding appropriately to questions respond to requests for clarification and give reasons for making particular statements ask the examiner at least one question about a subject area.

Two subject areas for conversation will be selected by the examiner from the list below:

Festivals Cars and bicycles Special occasions e.g. birthday celebrations Entertainment e.g. cinema, television, clubs

Music Recent personal events

Functions

talking about the futureinforming and predicting expressing preferences talking about events in the indefinite and recent past giving reasons stating the duration of events quantifying

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Language production


Grammar

present perfect tense including use with for, since, ever, never,just connecting clauses using because willreferring to the future for informing and predicting adverbials of quantity e.g. a lot, not very much

Lexis

vocabulary specific to the topic area vocabulary specific to the subject areas expressions relating to past and future time e.g. two days ago, in the future

Phonology

the correct pronunciation of vocabulary specific to the topic and subject areas the combination of weak forms and contractions e.g. Ive been to the intonation patterns of basic question forms




Examiner Candidate

Can I have your Topic form,please? Yes, here you are. Ive chosen My home townfor

my topic. Have you been here before?

How long have you been interested in this? Ive been interested in it for two years.

Which do you prefer classical music or

pop music? I prefer pop music.

Why is that? Because I can dance to it.

Do you like riding a bike? Not very much.

Have you always celebrated the same

festivals in this area? Yes, always the same.

Which do you prefer to drive, a big or

small car?

What do you think will happen at the

football match? I think Real Madrid will win.

Have you ever been to a pop concert? Yes, I have. I went to one in Barcelona last year.

Grade 5 communicative skills and functions relate to lower B1 Level (Common European Framework).

Grade 5

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Grade 6Format



Discussion of a topic prepared by the candidate (up to 5 minutes) Conversation with the examiner on two subject areas selected by the examiner (up to 5 minutes)




show understanding of the examiner by responding appropriately to questions give information and opinions about the prepared topic in a series of sustained turns under the six headings on the Topic form make the sequence of events clear by referring back to previous events and forward to forthcoming events answer questions on the prepared topic,and participate in informal discussion of the topic,

responding to the examiners requests for more information, facts or details

ask the examiner at least one question about the topic area

take the opportunity provided to include samples of the functions listed below,where appropriate.


show understanding of the examiner by responding appropriately to questions provide information and offer opinions where appropriate start to play a limited part in initiating and maintaining the conversation ask the examiner at least two questions about the subject areas.

Two subject areas for discussion will be selected by the examiner from the list below:

Travel

Money

Fashion Rules and regulations Health Shopping

Functions

expressing and requesting opinions and impressions expressing intention and purpose expressing obligation and necessity

expressing certainty and uncertainty

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page 25

Language production


Grammar

open and first conditional, using if and when

present continuous tense for future use past continuous tense modals connected to functions listed above e.g. must, have to, need to, might infinitive of purpose

Lexis

vocabulary specific to the topic area vocabulary specific to the subject areas further expressions relating to future time e.g. the day after tomorrow, in a years time

Phonology the correct pronunciation of vocabulary specific to the topic and subject areas sentence stress to clarify meaning basic intonation and features of connected speech at sentence level intonation patterns of more complex question forms


Examiner and candidate language

The sample exchanges below show some ways in which examiners and candidates might expressthemselves during the conversation. These are only examples,not models to be learned.

Examiner Candidate

Can I have your Topic form, please? Yes, here you are. Im talking about Ancient Egypt

for my topic.

I went to Cairo last year. What did you think of the pyramids?

If I come to your country, can I get health If you are a foreigner and you come to my

treatment? country, you can have free health treatment.

What do you intend to see when you travel

to Scandinavia? I want to go to the north to see the midnight sun.

What are the regulations about smoking If you want to smoke, you have to sit in a specialon trains here? carriage.

Do office-workers have to go outside to smoke in

England?

What was your family doing while you were

shopping for clothes? They were waiting for me in a cafeteria.

What do you think of boysfashions today? I dont think theres a lot of choice for boys. What do

you think?

Do you have to help your mother in the house? No but if I dont, she doesnt give me any pocket

money.

And what do you spend it on? I use it to buy clothes and magazines.

Grade 6


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Have prices gone up a lot recently? Yes,s ince the introduction of the Euro a lot of

shopkeepers have put up their prices.

So if Britain joins the Euro, what do you We have to wait and see but probably prices

think will happen? will rise. Is that what you think?

Grade 6 communicative skills and functions relate to higher B1 Level (Common European Framework).

page 26

Grade 6


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[Turn over for Intermediate Stage]

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page 28

Intermediate stage

Introduction

Candidate profileBy the end of the Intermediate stage, the candidate can

understand complex and extended speech used in the discussion of reasonably familiar subjects communicate with some spontaneity and engage in extended conversation by giving clear

descriptions and expressing and explaining views on most general subjects

initiate, maintain and end the discourse with effective turn-taking demonstrate a sufficient range of language to produce stretches of discourse, using some complex sentence forms and without much searching for words whilst correcting most of his or her own mistakes.

This profile is based on the level Independent User B2, the Council of Europes Common European Framework of Reference

for Languages:Learning, teaching,assessment (2001).


greetings and setting at ease candidate-led discussion of a prepared topic interactive task conversation on two subject areas end of conversation and leave-taking.

ProcedureAfter the short setting at ease phase, the candidate is invited to introduce the topic and initiate the

discussion by presenting information on the topic. The discussion is led by the candidate who provides

most of the input. This is in the form of more sustained long turns than at the Elementary stage. The

candidate is responsible for engaging the examiner in discussion of the topic and must be prepared to ask

and answer questions or handle interruptions or requests for clarification throughout the discussion. This

phase lasts no more than five minutes.

The examiner brings the phase to a close and introduces the interactive task by informing the candidate

of what he or she is required to do. The examiner provides an oral prompt to which the candidate has to

respond by questioning the examiner in order to find out more information and by making comments.

Once the examiner has set up the situation, the candidate takes the responsibility for maintaining the

interaction. The phase lasts no more than four minutes. If the candidate fails to initiate or to maintain the

interaction, the phase will not extend to the full four minutes.

The examiner then initiates a conversation on two of the subject areas selected from the list provided. This

phase lasts no more than five minutes.

The examiner indicates the end of the conversation and examination.


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page 29

Intermediate stage


performance and awards a letter grade A, B, C or D for Task fulfilment for the topic, interactive task and

conversation phases. These levels can be classified as follows:

ADistinctionBMerit

CPass

DFail

The combination of the three letter grades i.e. the one awarded for topic, the one awarded for the

interactive taskand the one awarded for conversation provides the overall level of achievement. The

examiner gives a provisional indication on the Report form as to whether the candidate has passed or

failed.

Please note the following:

Candidates who achieve two D band awards will not pass the examination overall irrespective of the third

band awarded. Hence, final results of ADD, BDD, CDD and DDD in any order on the Report form, result in a

fail overall.




website.

Guidance

i Candidate-led discussion of topic

Candidates select a topic and plan the areas of the topic which they would like to inform the examinerabout and discuss.The candidate is not required to complete a Topic form. As with the previous stage,

candidates should prepare the topic on anything they are interested in, knowledgeable about and able to

talk readily about. The topic chosen should also provide the candidate with the opportunity to demonstrate

the language requirements of the grade. Although the examiner will try to elicit the language items of the

grade where necessary, it is to the candidatesadvantage for these to be incorporated into their own

contributions. The topic should not be chosen from the list of subject areasthis is to enable the candidate

to show the necessary range of language.

As one of the main objectives of the Topic phase is to allow the candidate and examiner to engage in a

spontaneous discussion about a subject that the candidate has chosen and is interested in, candidates must

not prepare their topic as a written script. This inevitably results in a memorised recital and this type of

interaction will not meet the requirements stated under the Communicative skills heading. Candidates are

strongly encouraged to use brief notes or diagrams to assist them and to make a copy of such notesavailable to the examiner at the start of the phase. The notes will facilitate the discussion of the topic and

allow the examiner to make relevant contributions (but these notes do not form part of the assessment).

Candidates are advised to think carefully about the amount of material necessary for their topic, bearing in

mind the time available. They should prepare enough material to sustain a discussion of the topic for up to

five minutes,but not more.

In preparing their topic,candidates are advised to anticipate questions the examiner might ask. They should

be prepared to give further examples, explanations and clarifications and personal opinions requested by

the examiner.

Birds, insects, reptiles or other live animals may not be brought into the examination room. Dangerous

objects such as knives are not allowed in the examination room.

A candidate who fails to prepare a topic for discussion cannot be assessed for Task fulfilment for this phase,

and this may result in a fail being awarded for the examination as a whole.


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Intermediate stage

ii Interactive phase

This phase provides the opportunity for candidates to demonstrate their ability to initiate and take control

over the interaction. In addition to general functions such as requesting information, the language functions

listed for the particular grade should arise naturally from each task prompt. In this phase, the emphasis is

placed upon the candidates ability to use functional language rather than upon the accurate use of the

grammatical structures listed for the grade.It is important that, once the examiner has set up the situation, the candidate takes responsibility for the

interaction. The interaction will take the form of multiple turns, with the examiners turns being much

shorter than those of the candidate.

In some cases this may involve role-play but the examiner and candidate are free to be themselvesso as to

create as authentic an exchange as possible.

The phase should last no more than four minutes. In this phase, the responsibility for maintaining the

interaction is the candidates. If a candidate fails to initiate or to maintain the interaction of this phase, the

examiner will not intervene and take control. In such a case, the phase will not extend to the full four

minutes and the candidates performance will not be rated highly.

Candidates should be able to understand and use the language functions of the grade to take a full part in

the exchange.

Those responsible for preparing candidates should help them practise

question formations using the grammatical structures of the preceding grades expressing the functions of the grade in a variety of ways holding conversations which naturally result in the use of the language functions of the grade strategies to maintain the flow of conversation taking the initiative and controlling the direction of the conversation.

An example of a prompt and the possible development of the interaction at Grade 7 is given below.

Sample exchange in the Interactive phase at Grade 7

Examiner: This is the first time Ive ever been to this area and I have a free weekend.

Candidate: What are you interested in?

Examiner: Well, I like visiting museums but I dont like noisy or crowded places.

Candidate: Oh, yes. I feel the same. There are three very good museums in the town. Do you like

modern art?

Examiner: Not really, I prefer history.

Candidate: Well, I think you should definitely go to the Archaeological Museum. Its an old castle which

was converted into a museum last year. There are many Roman remains in this part of the

country and the museum displays these very well.

Examiner: Whats a good time to go?Candidate: The best time to go is probably Sunday morningits usually quite empty then.

Examiner: Right. Actually, I went to an archaeological museum in England not long ago.

Candidate: Did you? Where in England was that?

Examiner: Have you heard of Cambridge?

Candidate: Yes, its very famous, isnt it? Was the museum very good?

Examiner: Yes, theyve done a lot of work to the museum to make the displays more interesting for

visitorsand theres also a wonderful cafeteria there.

Candidate: Unfortunately, theres nowhere to eat or drink inside the museums here. It isnt so common

in this country

Conversation continues


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Intermediate stage

iii Conversation

The conversation will include discussion of two of the subject areas listed for the relevant grade. The

examiner may use pictures to facilitate conversation. At the Intermediate stage,the candidate will be

capable of initiating and sustaining more conversation than at the Elementary stage. Although candidates

interests and abilities may still limit the scope and direction of the conversation, they will be expected to

take more responsibility for the content contribute opinions and ideas as well as information on the subject areas listed for the grade maintain the flow of the exchange demonstrate to the examiner the range and quality of the language of the grade at their command.


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Grade 7Format


The examination consists of three assessed phases:

Candidate-led discussion of a topic prepared by the candidate (up to 5 minutes) Interactive task (up to 4 minutes) Conversation on two subject areas selected by the examiner (up to 5 minutes)




show understanding by responding appropriately to the examiner communicate a variety of facts, ideas and opinions about a chosen topic linked across a series of extended turns engage the examiner in discussion of the topic be prepared to ask and answer questions about the content of the topic handle interruptions or requests for clarification throughout the discussion of the topic.

In the Interactive task phase,

initiate the discourse

maintain the discourse by asking for information help the discussion along by inviting comment from the examiner take and give up turns when appropriate to do so where appropriate to the individual task,make use of the functions listed below.


show understanding by responding appropriately to the examiner share the responsibility for the maintenance of the interaction with the examiner in case of a breakdown in communication, show awareness and take basic steps to remedy it.


Education National customs Village and city life Youth culture Early memories Pollution and recycling

Functions

giving advice making suggestions describing past habits expressing possibility and uncertainty eliciting further information and expansion of ideas and opinions expressing agreement and disagreement

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Language production


Grammar

second conditional simple passive used to relative clauses modals and phrases used to give advice and make suggestions e.g. should/ought to, could,youd better modals and phrases used to express possibility and uncertainty may, might, Im not sure discourse connectors though, in case

Lexis

vocabulary specific to the topic area

vocabulary specific to the subject areas expressions of agreement and disagreement appropriate words and expressions to indicate interest and show awareness of the speaker e.g. Really? Oh dear! Did you? simple fillers to give time for thought e.g. Well Um

Phonology

the correct pronunciation of vocabulary specific to the topic and subject area rising intonation to indicate interest and surprise as appropriate falling intonation to indicate the end of a turn intonation and features of connected speech beyond sentence level




Examiner Candidate

And what are you going to talk about today? Today Id like to tell you about Dolphins. Ive been

interested in dolphins since I was eleven.

A friend of mine has asked me to lend him a

large amount of money. Why does he want to borrow this money?

I think Ive lost something very important. Oh dear! What exactly have you lost?

If you were me,what would you do? Id probably go to the police.

An old friend suddenly appeared in my hotel. Really! What a surprise!

Who do you think should be responsible for I think its mainly the governments responsibility

recycling? but we should all take part.

I used to hate green vegetables when I was So did Ibut my mother used to make me eat

small. them. Did you like fruit?

Tell me about some of the marriage customs Well, the ceremony is usually held in a church and

in your country. the bride is dressed all in white.

Do you think you might go to university when Im not sure, though my brother is studying

you finish school? medicine and enjoying university a lot.

Grade 7 communicative skills and functions relate to lower B2 level (Common European Framework).

page 33

Grade 7


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page 34

Grade 8Format







In the Topic phase,

show understanding of the examiner by responding appropriately communicate facts, ideas, opinions and viewpoints about a chosen topic linked across a series of extended turns maintain coherence and cohesion throughout the phase by organising the discourse handle interruptions by using recovery strategies engage the examiner in discussion of the topic be prepared to ask and answer questions about the content of and views about the topic and

respond to requests for further information, clarifications and further explanations rephrase where necessary in order to maintain the discourse.


initiate the discourse maintain the discourse by asking for information and commenting on the responses obtained help the discussion along by encouraging comment and opinion from the examiner take, give up and offer turns when appropriate to do so take the opportunity to use the functions listed below, as appropriate to the individual task.


show understanding of the examiner by responding appropriately take more responsibility for the maintenance of the interaction with the examiner follow up on comments from the examiner in order to develop the conversation in case of a breakdown in communication, take steps to repair it.


Society and living standards Personal values and ideals The world of work The supernatural National environmental concerns

Public figures


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page 35

Functions

expressing feelings and emotions expressing impossibility reporting the conversation of others

speculating persuading and discouraging

Language production


Grammar

third conditional present perfect continuous tense

past perfect tense reported speech linking expressions e.g. even though, in spite of, unless cohesive devices e.g. so to continue, in other words, for example

Lexis

vocabulary specific to the topic area

vocabulary specific to the subject areas

reporting verbs e.g. say, tell, ask, report, advise,promise

appropriate words and expressions to encourage further participation e.g.And then? And what about you?

Phonology

the correct pronunciation of vocabulary specific to the topic and subject area rising and falling intonation to indicate giving up and offering turns stress, intonation and pitch relevant to the functions listed above stress and intonation to indicate emotion


Grade 8


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Examiner Candidate

Have you been working in this company forlong? Yes, I have.

How long? For about two years. Id worked for a similar

company before I came here but its better here.

What if you hadnt got the job? Id have stayed where I was.

What did they ask you at the interview? They asked me about my previous experience.

A nice woman offered to carry my bag for me. What did you say to her?

We talked about some of the countries Had you been to any of the same countries as each

wed visited. other?

Who is the most important public figure in Probably our President, unless you count pop stars

your country at the moment? and footballers. M ost young people think they

are more important than politicians.

Do you believe in ghosts? No I dont, even though my friend is certain that

she saw one. What about you?

Have living standards improved in this For most people yes, in spite of the countrys

country in the last few years? economic problems.

Grade 8 communicative skills and functions relate to mid B2 Level (Common European Framework).

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Grade 8


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[Turn over for Grade 9]

page 37


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page 38

Grade 9Format







In the Topic phase,

show understanding of the examiner by responding appropriately communicate facts, ideas, opinions and attitudes about a chosen topic linked across a series of extended turns maintain coherence and cohesion throughout the phase by organising the discourse highlight significant points handle interruptions by recapping and recovering engage the examiner in discussion of the topic.


initiate the discourse maintain the discourse by asking for information and elaborating on the responses obtained develop the discussion by encouraging comment and opinion from the examiner take, keep, give up and offer turns when appropriate to do so where appropriate to the individual task, include exponents of the functions as listed below.


show understanding of the examiner by responding appropriately

take more responsibility for the maintenance of the interaction with the examiner

follow up on comments from the examiner in order to develop the conversation in case of a breakdown in communication, use paraphrasing and circumlocution.


Dreams and nightmares Crime and punishment Technology Habits and obsessions Global environmental issues Design


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Functions

expressing abstract ideas expressing regrets,wishes and hopes expressing assumptions

paraphrasing evaluating options hypothesising evaluating past actions or course of events

Language production


Grammar

verbs followed by gerund and/or infinitive e.g. forget, stop, go on, remember more complex forms of the passive with modals should/must/might/could + present perfect tense correct verb patterns after wish and hope

Lexis

vocabulary specific to the topic area vocabulary specific to the subject areas cohesive devices to recap and recover e.g.As I was saying,Anyway hesitation fillers e.g. I mean,you know

stock phrases to gain time for thought and keep the turn e.g. Well, let me think

Phonology

the correct pronunciation of vocabulary specific to the topic and subject areas rising and falling intonation for keeping, giving up and offering turns stress and rhythm to highlight and emphasise main points and ideas intonation and pitch to convey attitude


page 39

Grade 9


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Examiner CandidateIve always worked even when my family was And do you wish you had stayed at home with

young. your children when they were small?

In what ways do you think computers have Well, you know, we can get a lot of information for

made life easier? our school work from the internet and my

parents use it to buy things and book holidays.

You said your friend cant stop smoking. How Theres a local self-help group which meets every

do you think he might be helped? week.They talk about how they want to give it

up and often it really helps them to stop smoking.

In Britain, a lot of cities are banning drinking We dont have such a problem with that here, but

in public places because its becoming a I wish the police would be stricter with people

big problem. who drink and drive. The number of fatal

accidents has been growing for a long time.

What do you think of modern architecture? Well,let me see I live in Barcelona and I love

Gaudis Sagrada Familia. I wish I had his

imagination. But Im not so keen on the

minimalist style. What about you?

Im very pessimistic about the future of the So am I. As I was saying, we have to stop allowing

earth. the planet to become more and more

overheated. I hope the governments of the

industrialised countries will realise this soon.

I dont see much point in analysing dreams. Are you saying that you think dreams dont have

any meaning?

Grade 9 communicative skills and functions relate to higher B2 Level (Common European Framework).

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Grade 9


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[Turn over for Advanced Stage]


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Advanced stage

Introduction

Candidate profileBy the end of the Advanced stage, the candidate can

understand the main points, arguments, inferences, changes in register and emphasis in extended, complex and sometimes unstructured speech contribute and respond confidently and appropriately in interaction in all social and professional contexts, on matters within their personal experience control the direction of the conversation and maintain its flow with ease, relating skilfully to the contributions of the listener demonstrate full control of a wide range of language structures,vocabulary and functions approaching that of a native speaker produce speech at word, sentence and discourse level which rarely deviates from an internationally intelligible model.

This profile is based on the level Proficient User (C2), the Council of Europes Common European Framework of Reference

for Languages:Learning, teaching,assessment(2001).


greetings and setting at ease presentation of a topic prepared by the candidate discussion of the topic presentation with the examiner interactive task listening task conversation on two subject areas selected by the examiner end of conversation and leave-taking.

ProcedureAfter the initial greetings and introduction, the examiner invites the candidate to present his or her topic.

The candidate provides the examiner with a written outline of the topic in note form.

The candidate gives a formal oral presentation of the prepared topic. The examiner makes notes on the

information content during the presentation. This phase lasts no more than five minutes.

After bringing the presentation to an end, the candidate initiates the discussion of the topic presentation

by asking if the examiner has any questions about the talk. The development of the discussion will involve

the candidate in justifying, exemplifying and elaborating on facts, ideas and opinions, and debating the

issues raised in the talk. This phase lasts no more than five minutes.

The interactive taskphase is then introduced by the examiner who informs the candidate of what he orshe is required to do. The examiner provides an oral prompt to which the candidate has to respond by

questioning the examiner in order to find out more information and by making comments. Once the

examiner has set up the situation, the candidate takes full responsibility for maintaining the interaction.


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The phase lasts no more than four minutes. If the candidate fails to initiate or to maintain the interaction,

the phase will not extend to the full four minutes and the candidates performance will not be rated highly.

The examiner then introduces the Listening taskphase and informs the candidate of the requirements for

the two different task types. The examiner orally presents three short pieces of discourse. The candidate is

required to suggest possible endings for the first two texts, and to identify participants,contexts or settings

related to the third text. Only short responses from the candidate are required. This phase lasts no more

than three minutes.

The examiner then initiates a conversation on two of the subject areas selected from one of the lists

provided. At Grade 12, the examiner selects any two suitable subjects for discussion.

This phase lasts no more than six minutes.

The examiner indicates the end of the conversation and examination.


performance and awards a letter grade A, B, C or D for Task f

Documents

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