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English National Awarding Body approved to design and award qualifications to national standards#. Step by step approach to testing encourages and "otivates students to "a'e clear and effective progress#. No "ini"u" age require"ents for the e$a"s#.he 0oung &earner levels are ta'en by children as young as four years old#.
English National Awarding Body approved to design and award qualifications to national standards#. Step by step approach to testing encourages and "otivates students to "a'e clear and effective progress#. No "ini"u" age require"ents for the e$a"s#.he 0oung &earner levels are ta'en by children as young as four years old#.
English National Awarding Body approved to design and award qualifications to national standards#. Step by step approach to testing encourages and "otivates students to "a'e clear and effective progress#. No "ini"u" age require"ents for the e$a"s#.he 0oung &earner levels are ta'en by children as young as four years old#.
Specifications ENERA! EN!"SH #$%$ & #$%% 1 About An'lia Ascentis Ascentis is an English National Awarding Body approved by both the English regulatory bodies (the QCA/Ofqual and QAA to design! ad"inister and award qualifications to national standards# Anglia E$a"inations England has specialised in E%O& (English for spea'ers of other languages assess"ents for over () years and has been based in Chichester! England since (**+# Anglia offers a co"prehensive and structured progra""e of assessing English language co"petence fro" beginner through to native spea'er level in over ,- countries worldwide# .his step by step approach to testing encourages and "otivates students to "a'e clear and effective progress# Anglia E$a"inations "easure all four language s'ills / listening! reading! writing and spea'ing# .here are no "ini"u" age require"ents for the e$a"s# .he 0oung &earner levels are ta'en by children as young as four years old# .he 1igher &evels and Business English e$a"s are ta'en by students and adults who plan to continue their studies at international institutions or to i"prove their career prospects# 2or further infor"ation about Anglia! please visit our websites at www#angliae$a"s#co" / www#anglia#org 2or further infor"ation on Ascentis! visit www#ascentis#co#u' All rights reserved# 3,44* Anglia E$a"ination %yndicate &i"ited# 2
CONTENTS (AE "nt)oduction * Batte)y % + C,ild)en-s O)als. Exam Content / Batte)y # + "nte')ated Tests of En'lis, 0 Reading and Writing Paper1 Exam Content 2 Fi)st Step (lus !e3el 2 4unio) (lus !e3el %# ()ima)y (lus !e3el %5 ()elimina)y (lus !e3el #6 Elementa)y !e3el #5 ()e&"nte)mediate !e3el 66 "nte)mediate !e3el 60 Ad3anced !e3el *6 AcCE(T ()oficiency !e3el *5 7aste)s !e3el 8% Batte)y # + "nte')ated Tests of En'lis, 86 Listening Paper1 Exam Content 8* Fi)st Step (lus !e3el 88 4unio) (lus !e3el 88 ()ima)y (lus !e3el 8/ ()elimina)y (lus !e3el 8/ Elementa)y !e3el 8/ ()e&"nte)mediate !e3el 85 "nte)mediate !e3el 85 Ad3anced !e3el 80 AcCE(T ()oficiency !e3el 82 7aste)s !e3el 82 Batte)y % 9 # + C,ild)en-s O)als : "nte')ated /$ Tests of En'lis,; Speaking Component1 "nst)uctions Fo) Examine)s9 Teac,e)s Appendix % + (e)fo)mance desc)ipto)s 0* Appendix # & Common Eu)opean F)ame<o)= !e3els 05 Appendix 8 + Code of ()actice 00 3 "NTROD>CT"ON .here are %6 levels to the Anglia Ascentis 5eneral English tests6 Batte)y %1 C,ild)en-s O)als a; !e3el " b; !e3el "" c; !e3el """ Batte)y #1 "nte')ated Tests of En'lis, % Fi)st Step (lus !e3el # 4unio) (lus !e3el 6 ()ima)y (lus !e3el * ()elimina)y (lus !e3el 8 Elementa)y !e3el / ()e&"nte)mediate !e3el 5 "nte)mediate !e3el 0 Ad3anced !e3el 2 ()oficiency !e3el %$ 7aste)s !e3el Our tests ac'nowledge that at the beginning of the language learning process a candidate recognises "ore than he/she can actively produce# %o! at the first level! 2irst %tep 7lus! the candidate doesn8t have to write any full words at all! but indicates his or her understanding in other ways6 "atching! colouring! and so on#
After 2irst %tep 7lus! levels , 9 - closely follow a step9by9step incre"ental syllabus which tests a little "ore of the building bloc's of the language! and as's for a little "ore active production at each level# By level *! 7roficiency! the for"at of the test re"ains fa"iliar but the candidate is not tied to a list of structures! showing he/she has a good enough active vocabulary and gra""atical understanding to underta'e a course of study in English in 2urther or 1igher Education# At level (4! the candidate shows that he/she has a wide9ranging active 'nowledge of the language gained! for e$a"ple by reading! watching .: and tal'ing with other people in English! and can "anipulate his/her 'nowledge with confidence# Anglia Ascentis E$a"inations ai" to provide a clear! fa"iliar for"at for the fair and accurate assess"ent of the students ta'ing the"# .hey are designed so that both the students and their teachers ali'e 'now e$actly what is required 4 of the" on the day of the e$a"! thereby "ini"ising the an$iety of the test situation# Our ai" at all levels is to give confidence to the students ta'ing our e$a"inations! to reward what they8ve learnt and to encourage the" in their language learning# 5 BATTER? % + CH"!DREN-S ORA!S Exam Content Ce)tificate % Nu"bers fro" ( to (4 As' so"eone;s na"e <ntroducing oneself and others .al'ing about age 5iving infor"ation6 yes/no answers! what! where! who! how "any =e"bers of the fa"ily %i"ple colours! ite"s of clothing! opposites! parts of the body %i"ple prepositions6 in! on! under %i"ple songs! chants! poe"s! rhy"es! etc Ce)tificate # Teachers are expected to cover the previous contents plus: Nu"bers fro" (( to (44 .al'ing about possession .al'ing about ability 5reetings =ore colours! ite"s of clothing! parts of the body %i"ple co""ands .he 7resent Continuous .al'ing about habits/routines (si"ple verbs =ore prepositions6 ne$t to! between! behind .al'ing about ti"e (o;cloc' 9 half past >ays of the wee' .here is 9 .here are .al'ing about the weather %i"ple songs! chants! poe"s! rhy"es! etc Ce)tificate 6 Teachers are expected to cover the previous contents plus: Nu"bers / >ates .al'ing about food 6 .al'ing about ti"e =ore 7repositions %hops and places in town .al'ing about shapes =ore opposites =ore co"ple$ sentences and questions .he 7resent %i"ple =onths of the year %easons of the year 7ossessive Case .he %i"ple 7ast (si"ple verbs >escription of people/places N;B;1 .he contents described above are only suggested guidelines for teachers/institutions# .hey "ay vary fro" one teacher/institution to another# 7lease! feel free to contact your local representative for further infor"ation# 7 READ"N : @R"T"N TESTS 8 BATTER? # + "NTERATED TESTS OF EN!"SH Readin' and @)itin' Exam Content F"RST STE( (!>S !EAE! BOne ,ou)C N;B; T,e c,ild)en must ,a3e colou)in' pencils o) felt tips fo) t,is test1 )ed. yello<. ')een. blue. blac=. <,ite; Section A #$ ma)=s :ocabulary recognition6 "atching =atch the correct word with its picture! by drawing a line between the"# .here are five pictures and five words! plus one e$a"ple# All the words tested co"e fro" the 2irst %tep 7lus word list# .he words do not for" a set# Section B #$ ma)=s :ocabulary recognition6 right or wrong? .here are five pictures with state"ents ne$t to the"6 It is a ________# %o"e of the five are right! so"e are wrong# .ic' or cross as appropriate# .here are two e$a"ples! one right! one wrong# All the words co"e fro" the 2irst %tep 7lus word list and do not for" a set# Section C %$ ma)=s >ays of the @ee'6 letters 2ive days of the wee' are given! each with one letter "issing! to be filled in# .he "issing letters are given! in a bo$# .here is one e$a"ple# Either consonants or vowels "ay be gapped# 9 Section D #$ ma)=s Colours 2ive obAects to colour# One e$a"ple# Colouring pencils/felt tips should be provided! but if not! the children "ay write the colour on the picture# Section E %$ ma)=s Nu"bers .here are lines of balls to colour in! li'e an abacus# Nu"bers only fro" one to ten# 2ive questions plus one e$a"ple# Section F %$ ma)=s 2ace vocabulary and word groups .here is an outline of a "onster to draw on# A nu"ber! a colour and a feature are given! e#g# two blue noses# Section %$ ma)=s Questions and answers .here are five questions and five answers to read and "atch! plus one e$a"ple# Fi)st Step (lus @o)d !ist NO>NS
SETS OF @ORDS Days of t,e @ee= >ay! wee'! =onday! .uesday! @ednesday! .hursday! 2riday! %aturday! %unday Ca)dinal Numbe)s One! two! three! four! five ! si$! seven! eight! nine! ten Colou)s Colour! red! blue! yellow! green! blac'! white! orange! purple! pin' "n T,e Home house! table! chair! window! door! bed! television! co"puter Sc,ool school! boo'! teacher! pen! pencil! pencil9case! rubber! pupil Face eyes! nose! ears! "outh Animals ani"al! cat! dog! fish! bird! octopus! crocodile! pet T)anspo)t car! train! bus! bi'e! plane 10 (eople "other! father! brother! sister! baby! friend Food apple! banana! chocolate! ca'e! egg Natu)e tree! flower! sea! s'y Spo)t football! tennis! ball "dentification 0es# No# =y na"e is BBBBBB## <;" (C etc )eetin's 1ello# 5oodbye# "nst)uctions %topD >on;t touchD %tand up# %it down# Examinations tic'! cross! word! letter! bo$! line )amma) and St)uctu)es !ist fo) t,e Fi)st Step (lus Examination )amma) and St)uctu)es @,at a)e t,ey used fo)D Some examples :EEB% Co""ands Fnderstanding instructions D)a< a line; Tic= or c)oss; @)ite the letter; Colou) or <)ite; Colou) the right nu"ber; !isten to the words; Tic= the bo$; Read and matc, StopE Don-t touc,E Stand up; Sit do<n; 7resent si"ple of the verb 8to be8 ( st ! , nd and G rd person <dentification of obAects / people / pets T,e flo<e) is )ed; <t is a co"puter# "-m 7eter / a teacher# ?ou-)e =ary / a pupil# Questions <nfor"ation about obAects / people / ani"als @,at is itD @,at-s you) nameD Ho< old a)e youD @,at colou) is you) do'D A)e you a teac,e)D Ha3e you 'ot a petD 7resent si"ple of Hhave gotI ( st and , nd person .al'ing about possession Ha3e you 'ot a bi'e? ?es. " ,a3e 9 No. " ,a3en-t; 7EONOFN% / H<tI <dentification "t is a bi'e# AE.<C&E% a! an! the As part of the identification of an obAect an egg t,e teacher a boo' 11 4>N"OR (!>S !EAE! BOne ,ou)C Section A #$ ma)=s :ocabulary recognition fro" pictures# =atch the correct word with its picture# .here are ten pictures plus one e$a"ple# All the words tested co"e fro" the Junior 7lus &evel word list# .he words do not for" a set# =isspellings are "ar'ed incorrect# Section B %$ ma)=s :ocabulary recognition and spelling# 7ut the "issing letters into words to co"plete the"# .here "ay be either si$ or seven questions# .here are two "ar's for each gapped letter# .here is one e$a"ple# Either consonants or vowels "ay be gapped# All the words co"e fro" the Junior 7lus &evel word list# Only "onths of the year/days of the wee' are tested# Section C %$ ma)=s Nu"ber recognition and spelling# Count the obAects in the pictures# 2ive questions and one e$a"ple# Nu"bers only fro" one to twenty# 12 =isspellings are "ar'ed incorrect# Section D %$ ma)=s English in use 2ive questions and one e$a"ple# .hree9option "ultiple9choice# Section E %$ ma)=s 5ra""ar6 7repositions of place 2ive questions and one e$a"ple# 2ind the obAects in the picture# Only the prepositions fro" the Junior 7lus &evel syllabus are tested i#e# in. be,ind. unde). on. nea). in f)ont of are tested# Section F #$ ma)=s Eeading Co"prehension .en questions and one e$a"ple# =atch colours in the reading with obAects in the picture# .he reading is in the present tense with words fro" the Junior 7lus &evel word list# .he colour vocabulary co"es fro" the colours in the Junior 7lus &evel word list# .he colours in the reading do not appear in the sa"e order as the nu"bered questions in the illustration# Section %$ ma)=s 2illing in a for" 2ive questions6 na"e! age! birthday! and two favourites! e#g# food. spo)t. boo=. teac,e). best f)iend. d)in=. day of t,e <ee=. colou); Section H %$ ma)=s >ialogue 13 2ive questions and five answers! plus one e$a"ple# Eead and co"plete the conversation# @rite the full question on the correct line# .here are ten given questions! five are correct and five are distractors# 4unio) (lus !e3el @o)d !ist %; NO>NS1
SETS OF @ORDS Clot,es >ress! shirt! .9shirt! trousers! s'irt! boots! soc's! shoes! hat! watch Food. meals and d)in=s ca'e! ice9crea"! biscuits! piKKa! ha"burger! hot9dog! o"elette! stea'! fish! salad! brea'fast! lunch! dinner! "il'! Auice Bi)ds 7enguin! parrot! duc' Sc,ool pen! pencil! rubber! ruler! boo'! des'! co"puter! blac'board! classroo"! bag T)anspo)t helicopter! boat! bus! bicycle! car! train! plane Animals "on'ey! lion! bear! elephant! crocodile! cat! dog! sna'e! tiger! Kebra! rabbit! "ouse House,old television! video! chair! table! house! cassette9player! bed! bath! cloc'! picture! vase! photo! radio! door! "at! window! floor! cupboard Kitc,en glass! plate! bowl! cup! 'nife! for' Ae'etables potato! to"ato! carrot F)uit pear! peach! apple! banana! orange! le"on Fis, >olphin! octopus! shar'! whale! starfish! fish a)den flower! tree! grass Days of t,e @ee= =onday! .uesday! @ednesday! .hursday! 2riday! %aturday! %unday 7ont,s of t,e ?ea) January! 2ebruary! =arch! April! =ay! June! July! August! %epte"ber! October! Nove"ber! >ece"ber Spo)t football! tennis! swi""ing! bas'etball! volleyball (laces par'! garden! ho"e! school! shop! house! 'itchen! bedroo"! bathroo" (a)ts of t,e Body hair! eyes! "outh! nose! face! ar"s! legs! foot/feet! head! hands !ette)s a9K Ca)dinal Numbe)s one! two! three! four! five! si$! seven! eight! nine! ten! eleven! twelve! thirteen! fourteen! fifteen! si$teen! seventeen! eighteen! nineteen! twenty Exams letters! words! sentence! question! answer! story! Family 7embe)s "other! father! brother! sister! baby! girl! boy! children 14 #; AD4ECT"AES1 SETS OF @ORDS SiFe tall! short! big! s"all Feelin's happy! sad Colou)s Blac'! blue! green! yellow! white! orange! red! grey! brown! pin'! purple A'e old! young! new 6; AERBS watch! play! listen! coo'! wear! go! read! write! eat! drin'! sit! stand! have! has! is! are! a" *; ART"C!ES a! an! the 8; (ERSONA! (RONO>NS <! you! he! she! it! we! they /; (OSSESS"AE AD4ECT"AES "y! your! his! her! our! their! its 5; (RE(OS"T"ONS in! under! behind! on! near! in front of at (recognition only so that it can be understood in the phrases 8at school8! 8at ho"e8! 8at the beach8 )amma) and St)uctu)es !ist fo) t,e 4unio) (lus !e3el examination )amma) and St)uctu)es @,at a)e t,ey used fo)D Some examples :EEB% 7resent %i"ple (to be! to have! in the third person singular Question for" and short answers >escribing personal attributes <dentifying an obAect 1e ,as blac' hair# .he "ouse is behind the cupboard @,at is itD "s it a bird? ?es. it is; No it isn-t 7resent continuous
>escribing present actions =y brothers a)e <atc,in' a video# Jane is playin' in the garden# 7EE%ONA& 7EONOFN% <! you! he! she! it! we! they <dentification " a" listening to the radio# S,e is wearing a yellow dress#
7O%%E%%<:E 15 A>JEC.<:E% her! his! their! our! "y! your! its <dentifying relationships and possession 7y "other is coo'ing# His na"e is John# AE.<C&E% a! an! the As part of the identification of an obAect Jane is playing in t,e garden# =y brothers are watching a video# 7EE7O%<.<ON% in! behind! under! on! near! in front of at (recognition only 9not actively tested >escribing location and position .he telephone is on the table# .he "ouse is unde) the bed# at school. at ho"e. at the beach 16 (R"7AR? (!>S !EAE! Bone ,ou)C Standa)d9 Adult 3e)sions Section A #$ ma)=s 5eneral 5ra""ar .en questions plus one e$a"ple# 2our9option "ultiple9choice# Only structures fro" the 7ri"ary 7lus &evel syllabus are tested! "ainly the structural distinction between the present si"ple and the present continuous# Section B %$ ma)=s 7ersonal pronouns and gap9fill# .en questions plus one e$a"ple# =atch the correct word in the gap in the te$t# LA"; is now one of the options! "a'ing the eleven needed# .his section is now in continuous Lstory; for"# Only one answer is possible in each gap! including the e$a"ple# Section C %$ ma)=s %ingular9plural transfor"ation# 2ive questions plus one e$a"ple# Co""on regular nouns adding Ls; and plurals which add Les; (watches, lunches, glasses, dresses, beaches, boxes and the following irregular nouns (babies, stories, children, men, women are tested/ as in the 7ri"ary 7lus &evel structures list# %o"e of the transfor"ed sentence is given to the candidate! who has to fill in the plurals in the gaps! e#g# The mother is watching her child. 17 The______________ are watching their ___________. Section D %$ ma)=s .i"e @rite out the ti"e in words# 2ive questions plus one e$a"ple# Section E %$ ma)=s :ocabulary .en questions plus one e$a"ple# Na"e ten things fro" the picture# .here will be no people in the picture# .he picture scene is li"ited to one of the following places6 classroo"! living roo"! 'itchen! bedroo"! bathroo"! garden! shop! cafM! par'# =isspellings will be "ar'ed as incorrect#
Section F %$ ma)=s :ocabulary recognition6 spotting the odd one out# .en questions plus one e$a"ple# .he odd one out will be very clear# .here will be no si"ilarities between it and the rest of the set e#g# peach taxi pear orange NO. peach cabbage pear orange# Section %$ ma)=s @riting a postcard6 gap fill 2ive questions# .he te$t in a postcard has five words "issing# .hese are in a bo$# Section H %$ ma)=s >ialogue6 Eead and co"plete a conversation @rite the full question on the correct line# Section " %$ ma)=s 18 Eeading co"prehension Answering questions about a si"ple te$t# .he reading will be *4 9 (,4 words# .here are five co"prehension questions# .hese are as'ed in the order in which they appear in the te$t# 2ull answers are not necessary# )amma) and St)uctu)es !ist fo) t,e ()ima)y (lus !e3el examination )amma) and St)uctu)es @,at a)e t,ey used fo)D Some examples :EEB% .here is/ there are <dentifying so"ething/so"eone T,e)e is a boo' on the table T,e)e a)e four girls in the 'itchen# 7resent si"ple .al'ing about habits! routines! facts (such as where a person lives! the actions of everyday life# =y uncle li3es in a s"all house# %he is thirteen years old# < always ta=e the bus to school# .he present si"ple with the verb Lli'e; N Ling; in the third person singular and plural >escribing what people or ani"als li'e doing =y cat li=es sleepin' in the garden# =y brothers li=e playin' football in the par'# 7resent continuous .al'ing about present actions# =y brothers a)e playin' football in the par' at the "o"ent# <nterrogative for"s of the above two tenses# As'ing and answering questions about the above# Do they often 'o to the cine"a? Do you ,a3e9 Ha3e you 'ot a co"puter?O A)e the children doin' their ho"ewor'? "s she eatin' her brea'fast at the "o"ent? Negative for"s of the above two tenses# =a'ing the above negative# %ue doesn-t li'e dogs#OO John isn-t studyin' now! he is tal'ing on the phone# .he "odal Lcan;# >escribing an ability or s'ill# 1e can play the guitar# .hey can coo'# 7EONOFN% All personal pronouns as subAect or obAect 9 <! you! he! she! it! we! they! "e! you! hi"! her! it! us! the"# >escribing and identifying people! ani"als and obAects# >o you want "y father? He is in the garden# John is with ,im# >e"onstrative pronouns / this! these! that! those# As'ing for! and giving infor"ation# T,ese are tables# T,at fa"ily is rich# <s t,is a 'ettle? CONJFNC.<ON% because! and! or &in'ing sentence parts and ideas John and =ary are in the garden because it is sunny# <N.EEEO5A.<:E @OE>% what! who! where! when! why As'ing questions about people! ani"als and obAects# @,at is this? @,o is that girl? @,e)e are 7eter and 7aul? 19 A>:EEB% Adverbs of ti"e / today! now! at the "o"ent Adverbs of frequency / always! never! so"eti"es! often! usually! every day! every wee'! every "onth! >escribing when and how often so"eone does so"ething or so"ething happens# >iscri"inating between the present continuous and the present si"ple# < usually eat an egg for brea'fast# At t,e moment. John is playing in the par'# 7EE7O%<.<ON% <n! on! at! to .al'ing about ti"e! place! position .he e$a"ination finishes at +p"# =y brother is (4 years old in August# < a" going to >isney @orld on ( st August# .<=E EP7EE%%<ON% (4#() Q ten fifteen or (a quarter past ten# .elling the ti"e ten fifteen! twenty past one! half past ten! a quarter to two! eleven forty9five! etc# NOFN% %ingular/plural %i"ple nouns! including so"e co""on irregular ones# Countable and uncountable nouns# .he na"es of co""on shapes# .al'ing about nu"bers of things .al'ing about a"ounts and quantities# >escribing the shape of so"ething# eg boo'9boo=s! bo$9boxes "an9men! wo"an9<omen! child9c,ild)en! party 9 pa)ties Can < have t,e butte)D Can < have t<o s<eetsD .his is a sGua)e; .hat is a ci)cle; H students s,ould =no< bot, t,e mainly <)itten fo)m IDo you ,a3eD- 9 J" ,a3eJ and t,e mainly spo=en fo)m IHa3e you 'otD- 9 "J3e 'otJ HH students s,ould )eco'nise uni3e)sally used cont)actions ()ima)y (lus le3el @o)d !ist T,e additional <o)ds fo) t,is le3el ,a3e been added in bold; %; NO>NS1
%$;CON4>NCT"ONS because. and. o) %%;DE7ONSTRAT"AE (RONO>NS t,is. t,at. t,ese. t,ose 22 (RE!"7"NAR? (!>S !EAE! Bone ,ou)C Standa)d9 Adult 3e)sions Section A %$ ma)=s Eeading 2ive questions plus one e$a"ple .ic' the bo$! true or false# .he reading will be either an e"ail or a postcard using everyday language of no "ore than (,4 words# Section B %$ ma)=s 5eneral 5ra""ar .en questions plus one e$a"ple 2our9option "ultiple9choice# %tructures fro" the 7reli"inary 7lus &evel syllabus are tested# %tructures fro" earlier levels "ay also be included# Section C %$ ma)=s :ocabulary recognition6 finding opposites .en questions plus one e$a"ple =atch a list of words with their opposites# <t is "ainly adAectives which are tested! but other word types can be included! e#g# summer/winter or above/below#
Section D %$ ma)=s 7ast tense / irregular verbs .en questions plus one e$a"ple# One continuous Lstory; of *4 / (44 words# 23 Change the verb! which is given in its base for"! into the past# Co""on irregular verbs are tested! e#g# be. 'o. buy. ,a3e. sit. ma=e. catc,. d)i3e. t)y. unde)stand. come. <)ite. )ead. s<im. send. see. eat. d)in=. meet. fly. 'i3e. tell. feel. do. ta=e. say. )un. find; Section E %$ ma)=s %ingular97lural .ransfor"ation 2ive questions plus one e$a"ple# Eewrite singular sentences to "a'e the" plural# All the plurals tested are irregular# .hey are not the sa"e high frequency irregular plurals used in the 7ri"ary 7lus &evel paper! but "ore difficult ones! e#g# s,eep. toot,. mouse. s,elf. count)y. pa)ty. dictiona)y. sca)f. foot. fly. butte)fly. t,ief. life. <ife. =nife. city. facto)y. mon=ey# .o li"it the nu"ber of possible answers! the bo$ which the student fills in is not now blan'# Eather! there should be two or "ore gaps where the plurals can be written in! e#g# The thief ran away to a hot country. Section F %$ ma)=s 2or"ing questions 2ive questions plus one e$a"ple# .he following tenses are tested6 7resent si"ple 7resent continuous 7ast si"ple 7resent perfect =odal (can <n the bo$! the candidate is supplied with the first word of the "ost likely/natural uestions you!d ask to obtain the answer, e#g# "he drinks tea in the morning. 24 The _______________ ran away to ________ ______________. What ________________________________________________? Section %$ ma)=s Answering questions of a personal nature Answer personal questions in full sentences# 2ive questions plus one e$a"ple# Section H %$ ma)=s :ocabulary and sentence for"ation 2ive questions plus one e$a"ple# &oo' at the picture and "a'e sentences fro" the words in the bo$es# One of the bo$es contains the subAects of the sentences! and the other bo$ cotains the verbs in their non9finite (base for"# Section " %$ ma)=s 7ostcard writing6 G4 9 +4 words Candidates are as'ed to write a postcard to a friend! relative! wor' partner! etc# A set of instructions clarifying the conte$t is provided# Section 4 %$ ma)=s >ialogue Eead and co"plete the conversation# @rite the full question on the correct line# )amma) and St)uctu)es !ist fo) t,e ()elimina)y (lus !e3el examination )amma) and St)uctu)es @,at a)e t,ey used fo)D Some examples :EEB% 7ast %i"ple including co""on irregular past for"s as well as regular for"s! interrogative and negative .a'ing about past events# @e <atc,ed a football "atch on .: last night# < d)o3e to the hotel# Did John d)in= all the orange Auice? 7resent 7erfect %i"ple interrogative and negative .al'ing about actions only recently co"pleted# .al'ing about e$periences# .he "an ,as Aust eaten the sandwich# Ha3e you ever been to &ondon? < ,a3e never seen a 25 dolphin# A>JEC.<:E% Basic adAectives 2or descriptive purposes! including e$pressing opposites# =y father bought a ne< car yesterday# Co"paratives and superlatives .al'ing about co"parisons between people and things# John isn;t as tall as Jane# %ue is t,e tallest9 t,e most beautiful girl in our class# =y rabbit is olde) t,an9mo)e beautiful t,an "y friend;s rabbit# 7O%%E%%<:E% .he possessive for" E$pressing ownership# .hat sandwich is 4ane-s# "ine! yours! his! hers! its! ours! theirs .al'ing about ownership! possessions! who things belong to# =y bicycle is newer than you)s# .hat boo' is mine# QFAN.<2<EE% "uch 9 "any / a lot / a lot of .al'ing about a"ounts of things which can and cannot be counted# 1ow muc, "oney have you got? <8ve got a lot of itD <t rains a lot in England# 1ow many brothers has she got? so"e / any .al'ing about things which can and cannot be counted! in the positive and negative# .here is some bread# .here isn;t any butter# 7EE7O%<.<ON% by! with! ne$t to .al'ing about where things are .he children are standing next to the cloc'# A>:EEB% ever! never! ago! yet! Aust .al'ing about when things happen < went to 7aris si$ years a'o; 26 E!E7ENTAR? !EAE! Bt<o ,ou)s includin' listenin'C Section A #$ ma)=s Co"position (-49(,4 words .here will be two descriptive and one narrative! or one descriptive and two narrative titles to choose fro"# .he essay titles for this level can be found with the structures list for this level# Section B #$ ma)=s Eeading Co"prehension .he reading will be (*4 9 ,(4 words# .he question types are6 (!,!G / co"prehension questions# (.hese are as'ed in the order in which they appear in the te$t# +!)!C / true/false# (.his is a change# Question C was previously "ultiple choice# S!- 9 three9option "ultiple9choice# * 9 find a word "eaning the opposite of ###
(4 9 find a word "eaning the sa"e as #### Section C #$ ma)=s 5eneral 5ra""ar 2our9option "ultiple9choice .en questions plus one e$a"ple# A range of structures will be tested! including the first conditional! past continuous! Lused to; past! and the "odals #should$ or #must$ in the sense of obligation or advice as they are all introduced at this level# Section D %$ ma)=s Answering questions 2ive questions plus one e$a"ple# .he questions will follow a the"e! so that when the candidate reads the" they are one side of a conversation# 27 A wide range of question types will be tested! and a wide range of verbs! in particular! co""on irregular ones# Section E %$ ma)=s 2illing in an official for" Nine spaces to fill in on a for"6 first na"e! surna"e! address with or without a post/Kip code! country! nationality! age! date of birth! interests# ( "ar' will be given for legibility and neatness of handwriting# Section F %$ ma)=s 7repositions / 5ap fill 2ive questions plus one e$a"ple question# .wo gaps in each question! including the e$a"ple# Choose the correct preposition fro" the bo$ and put it in the gap in the sentence# Section %$ ma)=s @ord Order 2ive questions plus one e$a"ple# 7ut the "i$ed9up words into the right order to "a'e a sentence# Only state"ents are tested / not questions# .he sentences will contain C 9 (( words# .he student is given a strong clue about how the sentence begins6 the first word of the sentence has a capital letter# %entence structures appropriate to the level are tested! including a variety of tenses# Examples of Essay Ouestions fo) t,e Elementa)y !e3el Narrative (# .he best holiday < have ever had# ,# .he lost dog/bag# G# A day out with "y fa"ily/"y friends# +# A day with "y grandparents# 28 )# A day in the par'/by the sea/at the beach/in the "ountains/in the countryside C# A long day at school/A good day at school# S# A luc'y day/A special day# -# .he long Aourney# *# .he birthday party# (4# .he stor"y/windy/foggy/hot day# >escriptive (# =y best friend/ favourite relative/best teacher# ,# =y grand"other/grandfather/sister/brother/"other/father/ parents# G# =y school# +# .he old "an / old lady# )# =y favourite place/sport/singer/actor/pop star/ .: progra""e# C# An old house / =y house# S# =y hobbies# -# =y pet# *# =y favourite ani"al# (4# 1ow < usually spend "y6 %aturdays/%undays/wee'ends/holidays/ evenings# )amma) and St)uctu)es !ist fo) t,e Elementa)y !e3el Examination )amma) and St)uctu)es @,at a)e t,ey used fo)D Some examples :EEB% 2uture si"ple /will ( st conditional / with Lif; clause present and result clause will/won;t .al'ing about future plans .al'ing about future plans which have conditions on the" @hat <ill you do when you are older? "f it )ains. we <on-t 'o to the par'# 2uture of intention Lbe going to; .al'ing about future intentions <;" 'oin' to see a fil" this evening# 7ast continuous 9 when! while .al'ing about past activities which were interrupted < <as ,a3in' "y brea'fast when the post"an 'noc'ed# @hile < <as studyin'! he played loud "usic# Fsed to .al'ing about long past =y father used to <o)= 29 habits and states in an office# =y sister used to ,a3e long hair# =odals /should! "ust E$pressing obligation and advice 0ou must study hard if you want to go to university# 0ou mustn-t <o))y about it# 0ou s,ould always loc= your car# < would rather N non finite verb < had better N non finite verb (Both of these in contracted for"s too6 <8d better! he8d better! we8d rather etc E$pressing preference and advice < <ould )at,e) eat fish than "eat# ?ou ,ad bette) ta=e an u"brella or you;ll get wet# <nfinitive of purpose .al'ing about the purpose of doing so"ething Jane went to A"erica to lea)n English QFE%.<ON .A5% <sn;t he? Aren;t you? >o you? As'ing for confir"ation of a negative or positive state"ent or inviting an answer to a question 0ou are co"ing to "y party! a)en-t youD 0ou haven;t seen "y car 'eys! ,a3e youD EE&A.<:E 7EONOFN% @hich! who! that
<dentifying people and obAects .his is the best ca'e t,at < have ever eaten# Jac' is the one <,o is sitting at the bac' of the class# EE2&EP<:E 7EONOFN% =yself! hi"self! herself! etc# <dentify people and obAects 1e hurt ,imself; A>:EEB% Adverbs of frequency! e#g# never! so"eti"esR adverbs of "anner! e#g# quietly! slowlyR adverbs of ti"e! e#g# today! nowR adverbs of degree! e#g# a lot! a little >escribing how often! how! when and to what e$tent people do so"ething < have ne3e) flown in a plane# At t,e moment. the children are playing in the par'# .he children wal'ed ho"e 30 (and associated word order %i"ple "odal adverbs e#g# possibly! probably! perhapsR Adverbs of sequence e#g# first! finally! ne$t! then# <ndicating degree of possibility# Ordering events and understanding instructions and directions# slo<ly; 1e is p)obably in his roo"# Fi)st! < had "y brea'fast# 5o down the road and t,en straight on# .he contrast of too/enough .al'ing about the e$tent of so"ething .he student isn;t trying hard enou',! he never does his ho"ewor'# .he student is trying too hard! he will "a'e hi"self ill# 7EE7O%<.<ON%! 7repositions as used in so"e very co""on phrasal verbsT and prepositional phrasesT# 0ou "ust put on a hat if you go out in the sun# < a" very fond of "y pets# <N.EN%<2<EE% e#g# really! quite! so! very <ndicating degree# <t is )eally hot today# %7OUEN ><%COFE%E =ar'ers e#g# right! well# Fse of substitution# %tructuring conversation# Eesponding appropriately# PRi',t! has everyone got a boo'?I < thin' so# < hope so# 2OE=A& <>EN.<2<CA.<ON 2irst na"e! surna"e! age! date of birth! address! postcode! country! nationality# Coping in for"al situations especially when filling in for"s# Date of Bi)t,1 6$;%$;50 T 2ull list of these at this level on the ne$t page# 7hrasal :erbs and 7repositional 7hrases at Ele"entary &evel
'een on fond of interested in proud of good at 31 get up ( get out of bed get on ( e#g# a bus get off ( e#g# a bus get to ( travel to so"ewhere put on (get dressed ta'e off (get undressed pic' up ( a heavy bag put down ( a heavy bag stand up sit down lie down loo' at (this photograph loo' for (try to find so"ething loo' li'e (e#g# a green to"ato loo's li'e an apple / also s"ell li'e! sound li'e! feel li'e! taste li'e# turn off! switch off (e#g# a light turn on! switch on ( e#g# a light
32 (RE&"NTER7ED"ATE !EAE! Bt<o ,ou)s includin' listenin'C Section A #$ ma)=s Co"position ((,4 9 ()4 words Choose one of four titles# .here will be at least one of each of all the essay types at this level6 narrative! i"aginative and descriptive# All the essay questions for this level can be found with the structures list for this level# Section B #$ ma)=s Eeading Co"prehension .he reading will be ,+4 / ,C4 words# .he topics will be suitable for (49(, year olds# .he question types are6 (!,!G 9 co"prehension questions! as'ed in the order in which they appear in the te$t# +!) 9 true/false# C!S!- 9 three option "ultiple choice# * / find a word "eaning the opposite of#### (4 / find a word "eaning the sa"e as #### Section C 6$ ma)=s 5eneral 5ra""ar 2our9option "ultiple9choice# 2ifteen questions plus one e$a"ple# 33 .he only "aAor tense structure introduced at this level is the second conditional! so this section tests both this and the first conditional# <n addition! the passive voice is tested# Note that the present perfect was introduced two levels below! at 7reli"inary 7lus &evel# <t "ay be included in this section! but its use with Lfor and since; is tested thoroughly in section ># Section D %$ ma)=s %entence .ransfor"ation6 <rregular past participles Fse of the present perfect/ passive voice 2ive questions plus one e$a"ple# .wo types of transfor"ation6 fro" past si"ple into the present perfect si"ple negative(, and fro" si"ple active to passive or si"ple passive to active(G# 7ro"pts are given# <rregular past participles are tested in both types of transfor"ationR there is a "i$ture of Lfor; and Lsince; in the present perfect negative Section E 8 ma)=s @ord order 9 adverbs 2ive questions plus one e$a"ple# 7ut the adverbs given into the right place in the sentence# .here is a wider range of adverbs at this level# Chec' the structures list# A range of tenses and sentence structures are used# Section F 8 ma)=s Noun! adAective or adverb? 2ive questions# .hree part9"ultiple9choice# .he only words which will be tested at this level for this e$ercise are6 <N.EEE%. <N.EEE%.<N5 <N.EEE%.E> AN5EE AN5E0 AN5E<&0 &FCU &FCU0 &FCU<&0 EPC<.E=EN. EPC<.<N5 EPC<.E> CAEE CAEE2F& 1FN5EE 1FN5E0 1FN5E<&0 BOEE BOE<N5 BOEE> 34 NO<%E NO<%0 NO<%<&0 >AN5EE >AN5EEOF% >AN5EEOF%&0 1EA&.1 1EA&.10 1EA&.1<&0 Section %$ ma)=s 7repositions 2ive questions plus one e$a"ple# Choose the right preposition fro" the bo$ and put it in the gap# .his section tests both prepositions of ti"e and place and prepositions as used in prepositional phrases# Chec' the structures lists at this level and the Ele"entary level#
Examples of Essay Guestions at ()e&"nte)mediate le3el; Narrative (# @rite a story which begins with H########################I ,# @rite a story which ends with H##############################V G# .he best/worst day/wee'/year/holiday of "y life# +# .he robbery# )# .he accident# C# .he une$pected gift/ .he big surprise# <"aginative (# A day in the life of an ani"al such as a cat/bird/crocodile# ,# A day in the life of a fil" star / sports personality# G# A day in the life of a prisoner# +# An a"aKing day# )# A bad day# >escriptive (# =y favourite ### ,# .he "ost useful thing < own# G# .he "ost interesting place < have ever visited# +# =y country# )# A local/national festival# )amma) and St)uctu)es !ist fo) t,e ()e&"nte)mediate !e3el )amma) and St)uctu)es @,at a)e t,ey used fo)D Some examples :EEB% .he passive voice .al'ing about a process! O"itting the active .he best co"puter ga"es a)e made in 35 subAect Japan# .he new church <as built last year# .he second conditional 9 if / past tense N would /non finite verb .al'ing about hypothetical situations "using "f < <o)=ed harder! < <ould 'et higher "ar's# "f < <on so"e "oney! < <ould buy a new car# 7resent perfect continuous E$pressing unfinished or recently co"pleted actions 1ow long have you been li3in' in &ondon? .he gerund after certain verbs < enAoy lea)nin' English# < hate eatin' spaghetti# Non finite verbs in particular phrases6 e#g# "a'e so"eone do so"ething! let so"eone do so"ething E$pressing persuasion and per"ission =ary;s parents let her d)i3e their car# =y father made "e do "y ho"ewor'# < would rather N non finite verb < had better N non finite verb (Both of these in contracted for"s too6 <;d better! he;d better! we;d rather! etc# E$pressing preference and advice < <ould )at,e) eat fish than "eat# 0ou ,ad bette) ta=e an u"brella or you;ll get wet# <-d )at,e) eatB 0ou-d bette) ta'eB A>:EEB% for and since =ore adverbs of frequency! "anner! ti"e or degree E$pressing ti"e periods fro" a point in the past! relating the" to the present >escribing how often! when! how! and how "uch people do so"ething < have lived in this house fo) five years# < haven;t swu" in the sea since last su""er# <;" still here; 1e;s al)eady finished; .hat bird )a)ely visits Britain; @e ,a)dly 'new hi"; CONCFEEENCE Neither do </so do < E$pressing concurrence with a positive or a negative state"ent E$pressing concurrence within a positive or negative state"ent < don;t li'e playing co"puter ga"es# Neit,e) do "; < li'e eating chocolate# So do "; < don;t li'e cabbage and neit,e) does "y sister# Jane loves chocolate and so do her friends# 36 !ist of %$ Additional (,)asal Ae)bs at ()e&"nte)mediate !e3el go on! carry on / continue put up / raise the price (also! go up put down / lower the price (also! go down put off / delay ta'e off / an aeroplane loo' after / ta'e care of so"ething/so"ebody loo' so"ething up / find infor"ation in a dictionary! encyclopaedia! ti"etable etc# go away / go on holiday go out 9 a light or fire not burning any"ore! or! go to a cine"a! restaurant etc#
put out / a light or fire by the switch or with water etc 37 "NTER7ED"ATE !EAE! BB%C Bt<o ,ou)s includin' listenin'C Section A #$ ma)=s Co"position (()4 9 ,44 words Choose one of four titles# .he titles have a "ini"u" of si$ words and at this level do not include the topics as'ing the students to describe their Lbest; or Lfavourite; obAect/person# .he topics offered will be a "i$ture of descriptive! narrative and i"aginary typesR for e$a"ple6 >escriptive6 %. &hat can you see from your bedroom window' (escribe the view. ). *ive a description of your home town, city or village. Narrative6 +. &rite a story beginning with the words ,....................- .. ,................................- /ontinue the story. <"aginative6 0. &hat would you do if you won 1%billion' 6. Imagine you are very old. &hat is it like' Section B #$ ma)=s Eeading Co"prehension .he reading will be ,*4 / G(4 words# .he te$t will be of different genres and have varying layouts e#g# newspaper articles will be set out as they would be in a newspaper and infor"ation about the natural world will be set out as it would be in an encyclopaedia# .he question types are the sa"e as for 7re9<nter"ediate level# Section C #$ ma)=s 5eneral 5ra""ar .en questions plus one e$a"ple# 2our9option "ultiple9choice# 38
%tructures fro" the Ele"entary! 7re9inter"ediate and <nter"ediate structure lists are tested in this section# Note that phrasal verbs and prepositional phrases "ay also be tested# Section D #$ ma)=s %entence transfor"ation .en questions plus one e$a"ple# Eewrite sentences so that they "ean the sa"e as the original# A pro"pt is given# Only the following are tested6 Eeported speech 7assive voice .he difference between Ltoo; and Lenough; .he difference between Lso; and Lsuch; Any aspect of co"paratives and superlatives (these were introduced at 7reli"inary &evel Section E %$ ma)=s @ord transfor"ation Change the word given so that it fits into the sentence# .en questions plus one e$a"ple# Only words fro" the list which follows this section are tested# Only these transfor"ations are tested6
AdAective9adverb (e#g# careful 2 carefully, fortunate 2 fortunately, tidy 2 tidilyR :erb9participle adAective (e#g# bore 2 bored/boring, interest 2 interested/interesting excite 2 excited/excitingR 7ositive9negative with prefi$es (e#g# happy 2 unhappy, patient 2 impatient, healthy 2 unhealthyR 7roper noun countries to their adAectives for language and/or people (e#g# /hina 2/hinese , *ermany 2 *erman, 3rance 2 3renchR Jobs or people for"ed fro" nouns (e#g# reception 2 receptionist, rob 2 robber, run 2 runner, visit 2visitorR words very co""only used with suffi$es! either noun to adAective (e#g# danger 2dangerous, use 2 useful4, or verb to noun 5inform 2 information, celebrate 2 celebrationR 39 .he candidate is not as'ed to "a'e "ultiple transfor"ations at this level (e#g# tidy 9untidily! health 9 unhealthy !ist of @o)ds fo) t)ansfo)mation exe)cise & "nte)mediate !e3el Section E;
Argentina patient angry perfect begin please bore possible Britain proud build quic' careful reception celebrate rob China run coo' Eussia Cyprus slow danger %pain easy stripe Egypt tidy England .ur'ey e$cite use fortunate usual 2rance visit 5er"any worry 5reece invent happy invite healthy <taly heavy Japan hungry 'ind infor" li'e interest loud "ean luc'y noise Additional countries "ay be added to this list# Section F %$ ma)=s Fsing 7hrasal verbs 2ive questions# .here are five sentences with gaps in the"# .he five phrasal verbs are given in rando" order at the end of the e$ercise# Candidates "ust choose the correct phrasal verb for each sentence! and put it into the sentence in the correct tense and for"# 40 )amma) and St)uctu)es !ist fo) t,e "nte)mediate !e3el Examination; )amma) and St)uctu)es @,at a)e t,ey used fo)D Some examples :EEB% Eeported speech Eepeating "essages 7assing on infor"ation .elling stories! Ao'es Chec'ing facts H@hat is the height of the E"pire %tate Building?I 1e <anted to =no< <,at the height of the E"pire %tate Building <as; H>id you phone your parents?I said Jane# Jane as=ed us if <e ,ad p,oned our parents .he third conditional 9 if/past perfect tense N would have/non finite verb E$pressing regret =using >escribing a past that never was .al'ing through the consequences of our actions .hey <ould ,a3e 'one to the concert if they ,ad ,ad tic'ets# "f he ,ad =no<n. he <ould ,a3e finis,ed earlier# 7ast 7erfect Ordering the past As in reported speech and G rd conditional above .he gerund 9 after certain prepositions in certain idio"atic e$pressions Afte) lea3in' wor'! he went to the gy"# <t;s no use tal=in' to hi"# <s it <o)t, doin'D .o have so"ething done E$pressing the fact that the spea'er co""issioned an activity John ,ad his house painted; CONJFNC.<ON% ConAunctions of reason and purpose! cause and result! concession As connectives / and! but! nevertheless! or! however .al'ing about why people do things! the purpose of so"ething! its cause! e$pressing surprise E$pressing connections in a sentence! te$t or argu"ent %he goes to the gy" in o)de) to 'eep fit# .here is a lac' of water as a )esult of t,e ,ot <eat,e); Despite9in spite of his wealth! he wasn;t happy# :AE<A.<ON <N @OE> OE>EE Changes in word order E$pressing infor"ation To t,e no)t, isQ 41 in specific situations accurately !ist of %8 Additional (,)asal Ae)bs at "nte)mediate !e3el give up (s"o'ing put up with (tolerate let so"eone down (brea' a pro"ise set out/ set off (start a Aourney co"e across (find by accident go off (e$plode go off (rot loo' into (investigate loo' forward to (anticipate with pleasure
ta'e after (rese"ble e#g# father to son "a'e up (pretend "a'e off (escape get on with (be friends get over (recover turn up (arrive 42 ADAANCED !EAE! BB#C Bt,)ee ,ou)s includin' listenin'C
Section A #8 ma)=s Co"position ,44 9 ,)4 words .here will be four titles to choose fro"! in the following for"6 (# @ho######? or @hat#####? or @hich#######? e.g. &hich famous person would you most like to meet' &hat would you like to achieve by the age of thirty' &ho is the most important person in the world today' ,# >escribe#### e.g. (escribe what the world will be like when you are old. (escribe the building you most admire. (escribe your country in the spring. G# 5ive an account of#### e.g. 6 brave rescue. 6 lucky escape. 6 dangerous adventure. +# L########################; >iscuss# e.g. #&e have come too far away from nature$. (iscuss. #The world would be a better place without cars$. (iscuss. #&hat is the most important invention ever'$ (iscuss. Section B %8 ma)=s &etter writing @rite a letter of appro$i"ately (44 words# .wo possible tas's! one personal! one for"al# Each of the tas's will test a different function fro" the following list6 as'ing for infor"ation as'ing for advice giving infor"ation than'ing congratulating 43 co"plaining inviting refusing/accepting an invitation apologising 2or e$a"ple6 2or"al / &rite a letter to the manager of a holiday hotel you have 7ust stayed in, complaining about the lack of facilities for young people there. <nfor"al / &rite a letter to a friend thanking him/her for the birthday present they sent you. Candidates need to 'now the basic layout of the two different 'inds of letters# .he rubric of the e$a"inations says6 "et out the letter correctly and appropriately. Include the address or addresses but do not count them in the number of words. 2or for"al letters! any recognised business for"at is acceptable! bloc' or indented! providing it is consistent within itself! plus the salutations "ust be correct# 2or infor"al letters! the candidate "ust place the address clearly! and use appropriate friendly greeting to begin and end the letter# Section C #$ ma)=s Eeading co"prehension .he reading will be G+4 9 GC4 words# .he topic "ay be fiction or non9fiction# .he question types are the sa"e as for <nter"ediate# Section D %$ ma)=s 5eneral 5ra""ar .en questions plus one e$a"ple# 2our9option "ultiple9choice# <n this section! a range of structures fro" all previous levels is tested# Section E %$ ma)=s %entence transfor"ation @ith pro"pts! rewrite the sentences to "ean the sa"e as the originals# 2ive questions plus one e$a"ple# 44 .he following will be tested6 <nversion after negative adverbs Eeported speech Conditionals 7ast "odals 7hrasal verbs Other structures "ay also be tested# Section F %$ ma)=s 5ap fill .en gaps plus one e$a"ple# 7ut the correct word in the gap# No help given# .he te$t will be (G4 / (+4 words long# .he te$t will be clear6 factual or encyclopaedic# .he words tested will be "ainly gra""atical! such as prepositions! au$iliaries! pronouns# .he gaps are evenly spread throughout the te$t / but this is not a cloKe test where one in every S or (4 words is gapped! no "atter what it is# Section %$ ma)=s @ord transfor"ation .en questions plus one e$a"ple# .his is new / the previous paper had only five questions# Any transfor"ation can be used! including suffi$es# =ultiple transfor"ation "ay be as'ed forR e#g# understand 8 misunderstanding. )amma) and St)uctu)es !ist fo) t,e Ad3anced !e3el Examination )amma) and St)uctu)es @,at a)e t,ey used fo)D Some examples <N:EE%<ON .he inversion of subAect and verb after certain negative adverbial introductions! e#g# never! rarely! hardly ever! not only! little! seldo" Creating e"phasis! varying style and idio" Ne3e) ,a3e " seen such a terrible fil"# !ittle did ,e =no< he would one day be 7ri"e =inister# Not only <as it raining! it was also cold# :EEB% 2O&&O@E> B0 45 .1E 7A%. .EN%E < wish! it;s about ti"e! it;s high ti"e E$pressing hypothesis! regret! decision "a'ing and the need for decision "a'ing < <is, < ,ad W("illion# "t-s ,i', time we did so"e wor'# "t-s about time he bou',t a new car# >E>FC.<ON Fsing "odal verbs followed by the non9 finite and perfect non9 finite verb using will E$pressing hypotheses and deductions in varying degrees of certainty Jane <ill be in bed at this ti"e of night# .hey s,ould ,a3e ,ea)d the telephone# .hey must ,a3e 'one out; 1e can-t ,a3e finis,ed his ho"ewor'# <f he had! he <ould ,a3e put it on "y des' by now# John mi',t be sittin' in the theatre already# .1E <N2<N<.<:E After certain verbs After certain adAectives After question words .he perfect infinitive < ,ope to ,ea) fro" you shortly# @e can-t affo)d to 'i3e you a pay rise# < <ant you to do so"ething for "e# <ts very difficult to explain; .ell "e <,e)e to 'o9 ,o< to 'et t,e)e9 <,at to say; <;d love to ,a3e met hi"# 1e doesn;t seem to ,a3e done it# 46 AcCE(T (ROF"C"ENC? !EAE! BC%C Bt,)ee ,ou)s includin' listenin'C 7roficiency (C( is the level nor"ally used by students applying to university or other institutes of higher education as the qualification which shows they have international student co"petence in the English language# <n recognition of this! this level has been redesigned and is now set in the conte$t of acade"ic life! with the e"phasis on English for acade"ic purposes# .he tas' types and ite" structures the"selves re"ain the sa"e! but the reading co"ponent has an acade"ic bias in its content! the su""ary section is a "ore for"al prMcis e$ercise and there are two sets of options for the writing# .he "ain change fro" the point of view of preparing students is therefore in the writing section# Candidates "ust choose their essay title fro" two groups of four options! a group of general English essay titles! and a group of acade"ic English essay titles# <t is therefore reco""ended that students who will want to use the qualification obtained through this e$a" for university entry purposes should choose the acade"ic writing option# .his option will include essay titles which will require the candidate to write a structured argu"ent or analysis# %pecialised subAect 'nowledge or e$tensive world 'nowledge will not be necessary as this is not what is being assessed# Candidates who 'now they do not and will not want to use this qualification for specifically acade"ic purposes! but rather for pro"otion at wor'! for e$a"ple! "ay choose the general English option# .his option will include! as it has always done! the chance to write an i"aginative narrative or a detailed description# AcCE7. stands for Acade"ic Certificate in the English 7roficiency .est# Candidates who choose the acade"ic writing option will have AcCE7. 7roficiency on their final certificate# Candidates who choose the general English option will have a nor"al 7roficiency certificate# 9oth certificates are qualifications at C( level# Section A #8 ma)=s 5eneral English Co"position ,)4 9 G44 words .here will be four titles to choose fro"! in the following for"6 ( @hat are the advantages and disadvantages of ##########? e.g. &hat are the advantages and disadvantages of living in the computer age' &hat are the advantages and disadvantages of living in a big city' 47 , >escribe in detail ##### e.g. (escribe in detail your idea of a perfect city. (escribe in detail a tourist resort you are familiar with. G @rite an account of B e.g. &rite an account of a very strange incident which cannot easily be explained. + L################################; >iscuss# e.g. :ankind should not use animals for their own benefit. (iscuss. ;olitics is a pointless activity. (iscuss. <n the general English co"positions! the "ar'ers are loo'ing for evidence of a good range of vocabulary! good control of tense and sentence structure! and evidence of enough language to address the title convincingly# A good structure to the co"position will help it gain a good grade! but lively and creative writing is at least as i"portant as the structure# &ess for"al English "ay be used if appropriate to the title chosen# Acade"ic English Essay G44 9 G)4 words .here will be four titles to choose fro"# .he essay titles cover a range of topics! at least one of which will be science9based for candidates "ore interested in the sciences than hu"anities or social sciences# %4 To what extent do you agree with the statement that ,The sub7ect of a university degree is irrelevant. It is better to study any degree than to go directly into the workplace.- )4 Traditional chilhood games are in danger of dying out in a high2tech culture. (o you think that these games will eventually die our completely as a result of computer games' "hould this be a cause for concern' (iscuss. +4 <utline the arguments both for and against students taking a gap year between finishing school and going to university. .4 &hat do you understand by the phrase ,scientific method-' *ive some examples of scientific method to illustrate your answer. Acade"ic English essays are for"al pieces of writing# <n addition to evidence of a good range of vocabulary! good control of tenses and sentence structure! and evidence of enough language to address the title convincingly! "ar'ers are loo'ing for a well9structured piece of writing# .he essay "ust have an introduction! which would typically present the question and outline the argu"ents the writer will use! a "ain section or body in which the writer will present the detailed ideas with evidence! and a conclusion with a final decision or su""ing up in which the writer "a'es his or her position on the title clear# .he precise organisation of the essay will clearly depend on the specific title chosen# 48 Section B %8 ma)=s &etter writing @rite a letter of appro$i"ately ()4 words# .wo possible tas's! one for"al! one infor"al## Each of the tas's will be a different function 9 refer to the Advanced level list for guidance# Candidates need to 'now the layout of the two different 'inds of letters# Section C 6$ ma)=s Section C% #$ ma)=s fo) Guestions %&%$ Eeading Co"prehension .he reading te$t will be )G4 9 )-4 words# .he topic will be co"ple$ enough to generate questions which can only be answered by a thorough reading of the te$t# Questions (9) are true/false/doesn;t say# Questions C9- are G9part "ultiple9choice# Questions * 9 (4 are two9part vocabulary questions# Section C# %$ ma)=s T,e summa)y will be on an aspect of the reading! not the reading as a whole# .he candidate "ust write )4 / S) words# Section D %$ ma)=s %entence transfor"ation .his now has ten questions plus one e$a"ple# Negative inversion will be tested! plus a selection of the "ore co"ple$ aspects of gra""ar such as the third conditional etc# .here is no specific structures list for 7roficiency &evel# Section E %$ ma)=s @ord transfor"ation .en questions plus one e$a"ple# =ore co"ple$ vocabulary will be tested# 49 Section F %$ ma)=s 5ap fill .en gaps plus one e$a"ple# .he te$t will be a "a$i"u" of ()4 words#
.he te$t will be clear! i#e# factual or encyclopaedic# &e$ical ite"s "ay be tested but only if there are no "ore than two possible answers to the gap# Otherwise! gra""atical ite"s are tested# 50 7ASTERS !EAE! BC#C BT,)ee ,ou)s includin' listenin'C Section A !istenin' %$ ma)=s &istening Co"prehension .en three9option "ultiple9choice questions# .he candidate hears an e$tended interview on a general topic e#g# travel! holidays! or interests of the interviewee and "ar's the correct option# Section B !istenin' and @)itin' %$ ma)=s Co"bined .as'6 &istening and letter writing .he candidate hears a radio advertise"ent for a concert! sports occasion or si"ilar activity# 1e or she ta'es notes while listening# .he notes the"selves are not "ar'ed as part of the e$a"ination but he/she writes a letter as instructed using the"# .he letter is "ar'ed for the accuracy of infor"ation transferred fro" the listening! plus the appropriateness and accuracy of the language used for conveying the infor"ation# Section C >se of En'lis, #8 ma)=s 7art ( ((4 "ar's %ingle sentence gap9fill .en sentences with one word to fill in! in each sentence# 7art , (() "ar's %entence transfor"ation Candidates are given a sentence which they "ust transfor" into another sentence with as close a "eaning as possible to the original using the word or phrase given# .he Fse of English section of the e$a"ination tests a wide range of gra""ar! usage and vocabulary! including idio"# .here is no set syllabus for this as it tests the depth of 'nowledge a student has obtained fro" using the language! through reading! listening and spea'ing it in a variety of conte$ts such as 51 reading newspapers! "agaKines and boo's! listening to "usic and the radio! watching fil"s and .#:#! tal'ing to other people and so on#
Section D Readin' %$ ma)=s .e$t "atching .here are fifteen headlines and ten short news stories# .he candidate "atches ten of the headlines with the news stories# .he news stories are authentic! ta'en fro" recent newspapers# Section E Readin' and @)itin' #$ ma)=s Eeading Co"prehension ,4 "ar's .he te$t will be )*49C,4 words# 7art ( ((4 "ar's Candidates "ust replace ten phrases or words fro" the passage with phrases or words of their own so that the article still reads correctly both gra""atically and in the sense of what is said# .he words to be replaced are all underlined in the te$t so that they "ay be found easily# .his section tests the candidate8s understanding of the te$t as a whole! of the specific vocabulary involved and their ability to actively produce si"ilar level language# 7art , ((4 "ar's Candidates are as'ed to "a'e a su""ary of the te$t of about ()4 words# Section F @)itin' #8 ma)=s @riting (co"bined with reading! above One co"position title is given# .here is no choice of topic# .he the"e of the co"position is related to the the"e of the reading in %ection E# .he candidate "ust use his/her own ideas! the notes given! and if he/she wishes! notes ta'en fro" the reading! to write a structured co"position which will include arguing an opinion of between G)4 and +)4 words# 52 !"STEN"N TESTS 53 BATTER? # + "NTERATED TESTS OF EN!"SH !"STEN"N TESTS Exam Content O3e)3ie< of !istenin' Tests A!! !"STEN"N TESTS ARE CO7B"NED @"TH THE READ"N9@R"T"N TESTS AND @E"HTED AT #$R OF THE TOTA! 7ARK "AEN 2<E%. %.E7 7&F% ,4 "ar's (4 sets of + pictures# .ic' the word heard# JFN<OE 7&F% ,4 "ar's ) sets of + pictures# .ic' the word heard# >ictation of ) separate words# 7E<=AE0 7&F% ,4 "ar's %.AN>AE> / A>F&. :EE%<ON &isten to ) straight sentences! + options# .ic' the word or nu"ber heard# 5ap9fill dictation of ) words in short te$t# =atch ) na"es with Aobs etc fro" list# 7EE&<=<NAE0 7&F% ,4 "ar's %.AN>AE> / A>F&. :EE%<ON 2ive conversations! + options for each# 5ap9fill of (4 words# 0 .rue/false questions# E&E=EN.AE0 (44 "ar's 2ive conversations! + options for each# 5ap9fill of (4 words# (4 .rue/false questions# 7EE9<N.EE=E><A.E (44 "ar's 2ive conversations! + options for each# 5ap9fill of (4 words# (4 .rue/false questions# ,49word dictation# <N.EE=E><A.E (44 "ar's .en conversations! + options for each# 5ap9fill of (4 words# (4 true/false questions# +49word dictation# A>:ANCE> (44 "ar's 2or" to fill in / (4 gaps .he news with (4 true/false questions# 54 5ap9fill of () words# AcCE7. 7EO2<C<ENC0 (44 "ar's 5ap9fill of twenty words Answer phone "essage with C G9part "ultiple9choice questions .he news! with (+ true/false questions (4 three9part "ultiple9choice questions! responding appropriately in social situations# =A%.EE% ,4/(44 "ar's <ntegrated into e$a"6 .en three option "ultiple9choice questions# >ialogue to listen to# @rite notes while listening and then write letter using these notes# Eadio advert of event! place of interest to visit etc to listen to# F"RST STE( (!>S #$ ma)=s (a)t One #$ ma)=s @ord recognition# .here are ten sets of four pictures! all representing words fro" the 2irst %tep word list# One word in each set is the 'ey and is spo'en on tape# All the words are nouns# 4>N"OR (!>S #$ ma)=s (a)t One %$ ma)=s @ord recognition# .here are five word9sets of four words each! fro" the Junior &evel word list# One word in each set is the 'ey and is spo'en on the tape# All the words are nouns# .he words will not appear on the test paper! but all the words will be illustrated! not Aust the 'ey# (a)t T<o %$ ma)=s @ord recognition and spelling# 2ive "ore words fro" the list# .hey need not all be nouns / for e$a"ple Lyellow;! but they will not be purely gra""atical words / for e$a"ple Lthe;# .his section has no pictures# <t is purely a dictation test# (R"7AR? (!>S BStanda)d9 Adult 3e)sionC #$ ma)=s (a)t One 8 ma)=s 55 @ord discri"ination# 2ive sets of options6 ti"e! nu"ber! date! shape and prepositions of place# All of the options are given on the paper! either as pictures or as words# .he candidate hears the 'ey word on the tape in a si"ple sentence# (a)t T<o 8 ma)=s @ord recognition in conte$t# A si"ple gapped listening of five short sentences! with the te$t on the test paper# Each sentence has one word "issing / never the first or last word# .he "issing word can be any word type# .he te$t is in continuous Hstory for"I# (a)t T,)ee %$ ma)=s &istening for "eaning6 =atch five na"es with the hobby! Aob! food etc that they belong to# (RE!"7"NAR? (!>S BStanda)d9 AdultC #$ ma)=s (a)t One 8 ma)=s &istening for =eaning# 2ive conversations# + options given for each# .he candidate listens and chooses the correct option# .here are distracters in the conversation! but the answer is always stated e$plicitly at so"e point# (a)t T<o %$ ma)=s @ord recognition in conte$t# A gapped listening with the te$t on the test paper# (4 gaps# Any word type can be gapped# .he "issing words are in a bo$ in rando" order underneath the te$t# (a)t T,)ee 8 ma)=s &istening for "eaning# Candidates hear a continuous reading and "ar' five true/false state"ents on their papers# .he state"ents appear in the order in which they co"e up in the script# E!E7ENTAR? %$$ ma)=s (a)t One #$ ma)=s &istening for =eaning# 2ive conversations# + options given for each# .he candidate listens and chooses the correct option# .here are distracters in the conversation! but the answer is stated clearly# (a)t T<o *$ ma)=s 56 &istening for words in conte$t# A gapped listening with the te$t on the test paper# .his now has ten gaps# (a)t T,)ee *$ ma)=s &istening for "eaning# A passage with ten true/false state"ents! which appear in the correct order# (RE&"NTER7ED"ATE %$$ ma)=s (a)t One #$ ma)=s &istening for =eaning# 2ive conversations# + options given for each# .he candidate listens and chooses the correct option# .here are distracters in the conversation and the answer is always not always stated e$plicitly. (a)t T<o #$ ma)=s &istening for words in conte$t# A gapped listening! with te$t on the test paper# At this level! there are ten gaps# (a)t T,)ee #$ ma)=s &istening for "eaning# A passage with ten true/false state"ents! which will appear in the correct order# (a)t Fou) *$ ma)=s &istening for "eaning! with writing s'ills# A dictation of twenty words exactly# <n order to set the conte$t! the candidate is given either one sentence! or an opening re"ar' or question and the twenty9word dictation is the subsequent sentence(s or the response# .he sentence is spo'en all the way through at nor"al speed first and then read with pauses for candidate to write in# "NTER7ED"ATE %$$ ma)=s (a)t One #$ ma)=s &istening for =eaning# .en conversations# + options given for each# .he candidate listens and chooses the correct option# .here are distracters in the conversation and the answer is not always stated e$plicitly# 57 (a)t T<o #$ ma)=s
&istening for words in conte$t# A gapped listening! with the te$t on the paper# At this level! there are ten gaps# (a)t T,)ee #$ ma)=s &istening for "eaning# A passage with ten true/false state"ents! which will appear in the correct order# (a)t Fou) *$ ma)=s &istening for "eaning with writing s'ills# A dictation of forty words e$actly! with no conte$t9setter# ADAANCED %$$ ma)=s (a)t One *$ ma)=s &istening for! and writing in! infor"ation# A for" to fill in with (4 gaps# .here will be a "a$i"u" of one nu"ber tested! as they are tested thoroughly in the previous section# Candidates will listen for spelling (na"es! places! colours! address etc# (a)t T<o #$ ma)=s &istening for "eaning# .he news! with (4 true/false state"ents#
(a)t T,)ee *$ ma)=s &istening for words in conte$t# A listening with () gaps# AcCE(T (ROF"C"ENC? %$$ ma)=s (a)t One *$ ma)=s &istening for words in conte$t# &istening with ,4 gaps# Fsually first9person story or testi"ony# (a)t T<o %# ma)=s &istening for infor"ation# Answer phone! tourist infor"ation tape etc# %i$ G9part "ultiple choice questions in the order in which they co"e up on the tape# 58 (a)t T,)ee #0 ma)=s &istening for "eaning# .he news! with (+ true/false state"ents# (a)t Fou) #$ ma)=s &istening for appropriateness! "eaning and conte$t in a spo'en situation# (4 three9part "ultiple9choice ite"s# .he candidate chooses the correct reply to a question or state"ent# @rong answers "ay be either inappropriate or have incorrect "atching gra""ar e#g# &ould you like a cup of coffee' =es, I$d love one. =es, I have. =es, it was a pleasure. 7ASTERS !EAE! .he listening for the =asters level is integrated into the Eeading and @riting paper# 59 S(EAK"N TESTS 60 C,ild)en-s O)al Exams & Ce)tificate % "nst)uctions fo) Examine)s9 Teac,e)s !OCAT"ON6 a quiet place in the school# D>RAT"ON1 (+ 9 (C "inutes# (ART"C"(ANTS1 ,/ G studentsR e$a"inerR usher# 7ATER"A!S NEEDED1 A set of pictures with a large nu"ber of ite"s to point to and na"e# All the ite"s "ust be part of the vocabulary list for this level# Tas= %1 (, "inutes per candidate .he e$a"iner welco"es and reassures the students# .he e$a"iner encourages the students to tal' about so"e of the following topics6 Name A'e Family (ets F)iends Tas= #1 (- "inutes .he e$a"iner has several pictures facing down on the table# .he students pic' one each# .he e$a"iner na"es a few number > colour > ob7ect combinations (e#g# two grey cars for the candidates to point to. .he e$a"iner na"es a few number > colour > ob7ect co"binations for the candidates to name. .he e$a"iner as's questions about so"e of the ite"s in the picture# Tas= 61 (optional (, "inutes .his tas' should be si"ultaneously conducted with both/ all candidates# .he obAect of this part is to give wea'er students the opportunity to get a higher score# At this stage! be ready to allocate bonus points for signs of successful 61 production of the .arget &anguage# .as's "ay include one/two of the following6 Son' C,ants R,ymes S,o)t poems Thank the candidates and say well done. End of the oral interview# C,ild)en-s O)al Exams & Ce)tificate # "nst)uctions fo) Examine)s9 Teac,e)s !OCAT"ON1 a quiet place in the school# D>RAT"ON1 (+ 9 (S "inutes# (ART"C"(ANTS1 ,/ G studentsR e$a"inerR usher# 7ATER"A!S NEEDED1 A set of pictures with a large nu"ber of ite"s to point to# E$a"ple pictures "ay include one or "ore of the following co"binations6 body and clothes, home and garden, school and playground, family and friends, town and country, sports centre and park, ?oo and 7ungle. %et of question words "ounted on card# Tas= %1 (( 9 , "inutes per candidate
.he e$a"iner welco"es and reassures the candidates# .he e$a"iner encourages the candidates to tal' about so"e of the following topics6 na"e a'e family pets f)iends li=es : disli=es ability ,abits )outines Tas= #1 (- "inutes 62 7art ( .he e$a"iner has several pictures facing down on the table# .he candidates pic' one each#
.he e$a"iner gives each candidate a set of ,/G question words (e#g#6 what! where! how "any!B "ounted on card# Each candidate is e$pected to as' the child sitting on his/her right questions about a picture! using the beginnings given# Naturally! the partner has to answer bac'# .he e$a"iner elicits further infor"ation about each candidate;s picture# 7art , .he e$a"iner gives one of the candidates a set of si"ple co""ands and as's hi"/her to perfor" these tas's# E#g#6 stand up please@ open the blue door@ sit down now@ give me the green pencil please@ One candidate at a ti"e now has to give the child sitting on the right a new set of G/+ si"ple co""ands# Naturally! the partner has to perfor" these new tas's# Tas= 61 (G "inutes .his tas' should be si"ultaneously conducted with both/all candidates# .he obAect of this part is to give wea'er students the opportunity to get a higher score# At this stage! be ready to allocate bonus points for signs of successful production of the .arget &anguage# .as's "ay include one/ two of the following6 Son's C,ants R,ymes S,o)t poems# T,an= t,e candidates and say P<ell doneS; End of the oral interview# C,ild)en-s O)al Exams & Ce)tificate 6 "nst)ictions fo) Examine)s9 Teac,e)s !OCAT"ON1 a quiet place in the school# D>RAT"ON1 (+ 9 (- "inutes (ART"C"(ANTS1 ,/G studentsR e$a"inerR usher# 63 7ATER"A!S NEEDED1 A set of cards with a nu"ber of topics to encourage the candidates to hold a conversation# A set of pictures to be rearranged in an appropriate sequence so that its outco"e accounts for a logically acco"plished story# Tas= %1 (, "inutes per candidate .he e$a"iner welco"es and reassures the candidates# .he e$a"iner encourages the candidates to tal' about so"e of the following topics6 (e)sonal info)mation Family and F)iends (ets and Animals !i=es and Disli=es Habits and Routines !eisu)e and Holiday time TA p)o')ammes and Films Spo)ts and Hobbies T,e <eat,e) oin' s,oppin' T)aditional celeb)ations and festi3als Tas= #1 (- "inutes .he e$a"iner has several cards with Hconversation topicsI facing down on the table# .he candidates pic' one each# .he candidates are e$pected to as' one child at a ti"e questions about his/ her Vconversation topicV# Naturally! the interviewee has to answer bac'# Both/ all candidates should be encouraged to respect the principle of Vturn9ta'ingV in order to develop as natural a conversation as possible# .he e$a"iner elicits further infor"ation about each candidate;s previous Hconversation topicI# Tas= 61 (+ "inutes .he e$a"iner gives the candidates a sequence of pictures to rearrange# .he candidates should first decide on an appropriate sequence and then tell the story in the present or past! as stated/ i"plied by the e$a"iner# .he e$a"iner will provide the candidates with the beginning of the story# 64 Either when the tas' has been co"pleted or the candidates have been as'ed to stop! the e$a"iner will as' a few "ore questions about the pictures/story# Thank the candidates and say well done. End of the oral interview# F"RST STE( (!>S .he %pea'ing .est co"prises ,4X of the total score for the entire e$a"ination# !OCAT"ON1 a quiet place in the school# D>RAT"ON1 (, 9 (C "inutes# (ART"C"(ANTS1 ,/ G studentsR e$a"inerR usher# A set of pictures with a large nu"ber of ite"s to point to and na"e# All the ite"s "ust be part of the vocabulary list for this level# RECORD"N1 .he e$a"ination "ight be recorded onto a cassette tape/C> or =7G# .he recording is sent to Anglia Ascentis E%O& E$a"inations! Chichester College for "oderation# BEFORE the candidates enter the roo"! record their full na"es and nu"bers clearly onto the tape/C> or =7G# AFTER the e$a"ination! the usher "ust ensure that the candidates do not return to the area where candidates yet to ta'e the test are still waiting# &&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&& Tas= %1 (, 9 G "inutes per candidate .he e$a"iner welco"es and reassures the students# .he e$a"iner encourages the students to tal' about so"e of the following topics6 name a'e family pets f)iends Tas= #1 (C "inutes .he e$a"iner has several pictures facing down on the table# .he students pic' one each# 65 .he e$a"iner na"es a few number > colour > ob7ect co"binations (e#g# two green boo's for the candidates to point to. .he e$a"iner points to a few number > colour > ob7ect co"binations for the candidates to name. .he e$a"iner as's questions about so"e of the ite"s in the picture# Tas= 6 BoptionalC1 (( 9 , "inutes .his tas' should be si"ultaneously conducted with both/all candidates# .he obAect of this part is to give wea'er students the opportunity to get a higher score# At this stage! be ready to allocate bonus points for signs of successful production of the .arget &anguage# .as's "ay include one/two of the following6 Son' C,ants R,ymes S,o)t poems T,an= t,e candidates and say P<ell doneS; End of the oral interview# 4>N"OR (!>S !EAE! .he %pea'ing .est co"prises ,4X of the total score for the entire e$a"ination# !OCAT"ON1 a quiet place in the school# D>RAT"ON1 (, 9 (C "inutes# (ART"C"(ANTS1 , studentsR e$a"inerR usher# 7ATER"A!S1 A set of pictures with a large nu"ber of ite"s to point to# E$a"ple pictures "ay include one or "ore of the following co"binations6 9ody A /lothes, Bome A *arden, "chool and ;layground, 3amily and 3riends, Town A /ountry. %et of question words "ounted on card# RECORD"N1 .he e$a"ination "ight be recorded onto a cassette tape/C> or =7G# .he recording is sent to Anglia Ascentis E%O& E$a"inations! Chichester College for "oderation# 66 BEFORE the candidates enter the roo"! record their full na"es! and nu"bers! clearly onto the tape/C> or =7G# AFTER the e$a"ination! the usher "ust ensure that the candidates do not return to the area where candidates yet to ta'e the test are still waiting# &&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&& Tas= %1 (G 9 + "inutes .he e$a"iner welco"es and reassures the students# .he e$a"iner encourages the students to tal' about so"e of the following topics6 name a'e family Bpa)entsT b)ot,e)sT siste)sC pets
.he e$a"iner "ay rely on visual aids to clarify "eaning# &ots of question pro"pts are usually used at this level# Tas= #1 (S Y - "inutes .he e$a"iner shows the candidates a picture together with a set of question words# .he e$a"iner invites candidate A to as' candidate B questions about the picture# .he questions "ust begin with one of the question words fro" the set# .he e$a"iner now invites candidate B to as' candidate A questions about the picture# .he procedure is the sa"e as above# .he e$a"iner as's both candidates further questions about the picture# Tas= 61 (Optional (, Y G "inutes .he e$a"iner as's both candidates to perfor" a chant! rhy"e! song or poe" they 'now# @,en t,e test is o3e). t,an= t,e students and say I<ell done-; End of the oral interview# (R"7AR? (!>S !EAE! & Standa)d9 Adult 3e)sions .he %pea'ing .est co"prises ,4X of the total score for the entire e$a"ination# 67 !OCAT"ON1 a quiet place in the school# D>RAT"ON1 (, 9 (+ "inutes# (ART"C"(ANTS1 , studentsR e$a"inerR usher# 7ATER"A!S NEEDED1 7ictures showing different situations# All pictures "ust show two characters engaged in conversation with each other# .wo copies of selected pictures showing relevant details for infor"ation gap activity# %ets of words/ cards for odd9one9out activity (only needed if .as' G is included# RECORD"N1 .he e$a"ination "ight be recorded onto a cassette tape/C> or =7G# .he recording is sent to Anglia Ascentis E%O& E$a"inations! Chichester College for "oderation# BEFORE the candidates enter the roo"! record their full na"es! and nu"bers! clearly onto the tape/C> or =7G# AFTER the e$a"ination! the usher "ust ensure that the candidates do not return to the area where candidates yet to ta'e the test are still waiting# &&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&& Tas= %1 (, Y G "inutes .he e$a"iner welco"es and reassures the students# .he e$a"iner encourages each of the students in turn to tal' about one or "ore of the following topics6 name a'e family Bpa)entsT b)ot,e)sT siste)sC pets Ifa3ou)ite- food. colou). animal. type of music etc; )outines ,obbies and inte)ests Tas= #1 (- "inutes .he e$a"iner has several pictures facing down on the table# Both candidates agree to pic' only one picture each# .he e$a"iner as's the candidates questions about the scene shown in the picture# 68 "nfo)mation&'ap acti3ity Candidate A as's candidate B about his/her picture character using the pro"pts given# Candidate B answers using the infor"ation provided# .hen they swap roles and the tas' is repeated# Tas= 61 (, Y G "inutes .he e$a"iner shows the students one of the word sets! says all first four words aloud and then says which is the odd9one9out! and why# .he e$a"iner shows several sets of these to the students and as's the" in turn to Y say each of the four words aloud Y say which is the odd9one9out and why .he obAect of this tas' is to give wea'er students the opportunity to get a higher score# At this stage! be ready to allocate bonus points for signs of successful production of the .arget &anguage# <f a student does not produce the right answer! the e$a"iner should give it# .he e$a"iner should not e"phasise the fact that a student fails to produce the right answer# .hen the e$a"iner goes on with the test and as's the ne$t question# Stay c,ee)ful and encou)a'in'. and <,en t,e test is o3e). t,an= t,e students and say I<ell done-; End of the oral interview# (RE!"7"NAR? (!>S !EAE! + Standa)d9 Adult 3e)sions .he %pea'ing .est co"prises ,4X of the total score for the entire e$a"ination# !OCAT"ON1 a quiet place in the school# D>RAT"ON1 (G 9 () "inutes# (ART"C"(ANTS1 , studentsR e$a"inerR usher# 7ATER"A!S NEEDED1 7icture showing one si"ple sequence story# .wo cards for infor"ation9gap activity# RECORD"N1 .he e$a"ination "ight be recorded onto a cassette tape/C> or =7G# .he recording is sent to Anglia Ascentis E%O& E$a"inations! Chichester College for "oderation# 69 BEFORE the candidates enter the roo"! record their full na"es! and nu"bers! clearly onto the tape/C> or =7G# AFTER the e$a"ination! the usher "ust ensure that the candidates do not return to the area where candidates yet to ta'e the test are still waiting# &&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&& Tas= %1 (+ 9 C "inutes .he e$a"iner welco"es and reassures the students# .he e$a"iner invites each of the students in turn to tal' about hi"/herself# At so"e point! the e$a"iner stops the candidate and as's questions# (%ee H.est =aterialsI for e$a"ples of pro"pt questions# <t is at the e$a"iner;s discretion when to start pro"pting# Tas= #1 () / C "inutes .he e$a"iner shows the picture with the si"ple sequence story to the students and briefly sets the scene for the candidate;s to continue the story in the past# @hen candidate A has finished! or when ti"e is up! the e$a"iner follows the sa"e procedure with candidate B# %hould either or both candidates not say enough! or the level of the interaction be 'ept below standard! the e$a"iner "ust then start pro"pting accordingly# (%ee H.est =aterialsI for e$a"ples of pro"pt questions# Tas= 61 (+ 9 ) "inutes "nfo)mation&'ap acti3ity! to be done as a pair# .he e$a"iner gives both candidates the cards with the infor"ation9gap activity about the sa"e character/s fro" the story chosen for .as' ,# Both candidates should co"plete their grids by as'ing/answering questions about the sa"e character/s using the details/question pro"pts given# Stay c,ee)ful and encou)a'in'. and <,en t,e test is o3e). t,an= t,e students and say I<ell done-; End of the oral interview# E!E7ENTAR? !EAE! + Standa)d9 Adult 3e)sions .he %pea'ing .est co"prises ,4X of the total score for the entire e$a"ination# !OCAT"ON1 a quiet place in the school# D>RAT"ON1 (+ 9 (C "inutes# (ART"C"(ANTS1 , studentsR e$a"inerR usher# 70 7ATER"A!S NEEDED1 .he students choose G photographs or pictures each to bring to the e$a"! such as fa"ily or holiday photographs! or pictures fro" "agaKines# .hese pictures should be vetted by a teacher before the test for their suitability# .he list of Ele"entary topics for the students to interview each other about# OE (for the Optional Reade)&based Tas= One/ "ore of the illustrations fro" the reader the candidate has chosen and read beforehand# RECORD"N1 .he e$a"ination "ight be recorded onto a cassette tape/C> or =7G# .he recording is sent to Anglia Ascentis E%O& E$a"inations! Chichester College for "oderation# BEFORE the candidates enter the roo"! record their full na"es and nu"bers clearly onto the tape/C> or =7G# AFTER the e$a"ination! the usher "ust ensure that the candidates do not return to the area where candidates yet to ta'e the test are still waiting# &&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&& Tas= %1 (+ "inutes in total .he e$a"iner welco"es and reassures the students# .he e$a"iner invites each of the students in turn to tal' about hi"/herself# At so"e point! the e$a"iner stops the candidates and as's questions# <t is at the e$a"iner;s discretion when to begin pro"pting# 5The trick here is to keep an eye on the students pictures and the topics or task ! and make sure there is no o"erlap in this warm#up section$. Tas= #1 () 9 C "inutes .he e$a"iner invites each of the students in turn to tal' about the pictures he or she has brought to the e$a"# (<f! for so"e reason! a student cannot produce pictures! the e$a"iner should provide several "agaKines or pictures for hi" or her to choose fro"# E$a"iner6 This looks like a "ery interesting picture. Tell me a%out it. 2or a photograph6 Whos that& Who are those people& 71 When was it taken& Who took it& Tell me a%out the day it was taken. Why did you choose this photograph& 'o you go there oten& (e.g. picture o amily at the %each$ 2or a picture fro" a "agaKine6 Where did you get it& Why did you choose this picture& (e.g. picture o a amous person$ Would you like to %e amous ) a pop star ) in a %and& etc. Tas= 61 () 9 C "inutes Each student chooses a topic fro" the list# .hey ta'e it in turns to interview each other on their chosen topic# %tart the" off li'e this6 E$a"iner6 Lucas* what ha"e you chosen& Candidate A6 +our a"ourite place. E$a"iner6 ,-. .ow Laura* ask Lucas a%out his a"ourite place. /o on0 thats right0 What is the name o0 <f the candidate tal's about the topic and the candidate;s partner in the test is happy as'ing hi" or her so"e questions about it! there is no need to intervene# 1owever! if help is needed! here are so"e possible pro"pts6 Example %1 7y fa3ou)ite TA p)o')amme Assesso) p)ompt Ta)'et candidate Guestion1 1sk him)her what his)her a"ourite T2 programme is. ,&hat$s your favourite TC programme- 1sk him)her why he)she likes it. ,&hy do you like x'- 1sk your riend how oten he)she watches T2. ,Bow often do you watch TC'- 1sk him)her i he)she has a T2 in his)her %edroom. ,Bave you got a TC in your bedroom'- 1sk your riend what the T2 programme is a%out. ,&hat is the TC programme about'- 1sk him)her what he)she watched on T2 last night. ,&hat did you watch on TC last night'- E$tend the topic Y What other programmes do you watch on T2& 'o you like watching sport on T2& What sports do you watch& Example # 1 7y fa3ou)ite place 1sk your riend what his)her a"ourite place is# ,&hat is your favourite place'- 1sk him)her why he)she likes it. ,&hy do you like it'- etc. 72 1sk him)her how oten he)she goes there. ,Bow often do you go there'- 1sk i he)she goes there alone or with riends. ,(o you go there alone or with friends'- 1sk when he)she will go there again. ,&hen will you go there again'- 1sk when he)she last went there. ,&hen did you last go there'- 1sk what he)she did there. ,&hat did you do there'- E$tend the topic Y what do you do when you are there& 3s it dierent in the summer and the winter& Example 61 Ho< " usually spend my <ee=ends 1sk i he)she goes out. ,(o you go out'- 1sk who with# ,&ho do you go out with'- 1sk where. ,&here do you usually go'- 1sk what he)she does i he)she is at home. HIf you are at home during the weekend, what do you do'- 1sk i he)she sees riends. ,(o you see your friends'- 1sk i he)she tends to play inside or outside. ,(o you tend to play inside or outside'- E$tend the topic Y Would you like to %e at home all the time& 3 not* why not& 3 so* why& Example *1 T,e best season of t,e yea) 1sk your riend what the %est season o the year is and why he)she likes it. H&hat$s the best season of the year' &hy do you like it'- .ow ask what the weather is like during the %est season. ,&hat is the weather like during the best season'- ,(o you have any celebrations during that season'- ,(o all the family get together'- ,(o you usually get presents'- ,(o you play any sport at that time of year'- <f yes! then as' further questions on this topic e#g# ,&hen did you start playing DDD'- ,(o you have any holiday during the spring'- ,&hen is the last day of term before the summer holidays'- ,Bow do you feel on the last day of term'- E$tend the topic 4 Whats your least a"ourite season o the year& Why& Example 81 @,at " usually do in t,e e3enin's 1sk what time he)she gets home rom school) work# H&hat time do you get home from school/ work'- 1sk your riend what he)she usually does in the e"enings. H&hat do you usually do in the evenings'- <f he or she tal's about ho"ewor'! for e$a"ple! as' how "uch ho"ewor' they have every day! or as' where they do their ho"ewor'6 ,Bow much homework do you have in the evening'- ,(o you do your homework in your bedroom'- 1sk i he)she does any acti"ity or sport in the e"ening# H(o you do any activity or sport in the evening'- 73 <f he/she tal's about sport! for e$a"ple! as' about that# ,&hen did you start playing this sport'- ,6re you in a team'- ,Bow good are you at it'- ,&hat do you like about it'- and so on# Other questions Y H&hat time do you have your dinner in the evening' &hat kind of things do you usually have for dinner'- (o you and your family have dinner all together' E$tend the topic Y 'o you preer mornings or e"enings& 3 mornings* why& What time do you usually go to %ed& 'o you share a %edroom& OE 2or the Reade)&based Tas= ! the candidates will each be as'ed to perfor" one of the following6 9 .he e$a"iner produces one/ "ore of the illustrations fro" the reader the candidate has chosen and as's the candidates to describe/ tal' about/ discuss6 What is happening in the picture) each o the pictures&5 What happened %eore the scene(s$ shown in the picture(s$& What is going to happen ne6t in the story& one/ more of the characters in the pictures 9 .he e$a"iner invites the candidate to retell a part of the story as if he/ she were one of the "ain characters in the story! starting with HI BI 9 .he e$a"iner invites the candidate to tal' about his/ her favourite! or least favourite! character in the story# 9 .he e$a"iner invites the candidate to retell his/ her favourite! or least favourite! part of the story# 9 .he e$a"iner as's the candidate whether he/ she li'ed the story and to say why (not# Stay c,ee)ful and encou)a'in'. and <,en t,e test is o3e). t,an= t,e students and say I<ell done-; End of t,e o)al inte)3ie<; (RE&"NTER7ED"ATE .he %pea'ing .est co"prises ,4X of the total score for the entire e$a"ination# !OCAT"ON1 a quiet place in the school# 74 D>RAT"ON1 (+ Y (C "inutes# (ART"C"(ANTS1 , studentsR e$a"inerR usher# 7ATER"A!S NEEDED1 Eole9play cards# (for the Optional Reade)&based Tas= One/ "ore of the illustrations fro" the reader the candidate has chosen and read beforehand RECORD"N1 .he e$a"ination "ight be recorded onto a cassette tape/C> or =7G# .he recording is sent to Anglia Ascentis E%O& E$a"inations! Chichester College for "oderation# BEFORE the candidates enter the roo"! record their full na"es and nu"bers clearly onto the tape/C> or =7G# AFTER the e$a"ination! the usher "ust ensure that the candidates do not return to the area where candidates yet to ta'e the test are still waiting# &&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&& Tas= %1 (+ Y ) "inutes in total .he e$a"iner welco"es and reassures the students# 1e/%he invites the students to tal' about the"selves and they are e$pected to as' each other questions# Tas= #1 () Y C "inutes in total .he students have prepared a topic that starts with6 =y favourite B e#g# =y favourite holiday! fa"ous person! "ovie! subAect at school/ university! wor' activity! wor' colleague# .hey are then invited to have an interactive conversation6 they as' each other questions and co""ent on what is being said# OE 2or the Reade)&based Tas= ! the candidates will each be as'ed to perfor" one of the following6 9 .he e$a"iner produces one/ "ore of the illustrations fro" the reader the candidate has chosen and as's the candidate to describe/ tal' about/ discuss6 what is happening in the picture) each o the pictures& what happened %eore the scene(s$ shown in the picture(s$& what is going to happen ne6t in the story& 75 one/ more of the characters in the pictures 9 .he e$a"iner invites the candidate to retell a part of the story as if he/ she were one of the "ain characters in the story! starting with HI BI 9 .he e$a"iner invites the candidate to retell part of the story fro" the point of view of one of the characters# 9 .he e$a"iner invites the candidate to retell his/ her favourite! or least favourite! part of the story! and e$plain why he/ she has chosen this part# 9 .he e$a"iner invites the candidate to i"agine an alternative ending to the story and tal' about it# Tas= 61 () Y C "inutes in total .he students are given an unprepared role9play and act it out together# .he dialogue is guided in the for" of role9play cards# .he basic facts are givenR the students should be encouraged to elaborate# .he e$a"iner should only pro"pt when necessary# Stay c,ee)ful and encou)a'in'. and <,en t,e test is o3e). t,an= t,e student and say I<ell done-; End of the oral interview# "NTER7ED"ATE !EAE! BB%C .he %pea'ing .est co"prises ,4X of the total score for the entire e$a"ination# !OCAT"ON1 a quiet place in the school# D>RAT"ON1 (+ / (C "inutes# (ART"C"(ANTS1 , studentsR e$a"inerR usher# 7ATER"A!S NEEDED1 &ist of topics for <nter"ediate &evel (B(! if ta'ing the non9reader based option# %tructured role9play cards 2ree role9play card 76 RECORD"N1 .he e$a"ination "ight be recorded onto a cassette tape/C> or =7G# .he recording is sent to Anglia Ascentis E%O& E$a"inations! Chichester College for "oderation# BEFORE the candidates enter the roo"! record their full na"es! and nu"bers! clearly onto the tape/C> or =7G# AFTER the e$a"ination! the usher "ust ensure that the candidates do not return to the area where candidates yet to ta'e the test are still waiting# &&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&& Tas= %1 (+ Y ) "inutes As' the students about the"selves and their ho"es! fa"ilies! hobbies and so on# Tas= #1 () Y C "inutes ()epa)ed discussion6 the topics have been handed out beforehand# .he questions are all hypothetical conditions# T,e students ta=e tu)ns to say <,at t,ey <ould do9be and ans<e) any follo<&up Guestions f)om t,e ot,e) student; T,e examine) s,ould encou)a'e bot, candidates to inte)act <it, eac, ot,e) as muc, as possible; OE 2or the Reade)&based Tas=! the candidates will each be as'ed to perfor" one of the following6 9 .he e$a"iner as's the candidate to i"agine that two of the "ain characters in the story "eet again after ten/ twenty/ forty years# .he e$a"iner invites the candidate to tal' about what he/ she thin's the characters tal' about/ tell each other/ as' each other/ discuss# 9 .he e$a"iner invites the candidate to speculate on what happens/ happened after the story ends/ ended# 9 .he e$a"iner as's the candidate to tal' about his/ her favourite! or least favourite! character# 1e/ she should describe the character! "ention so"e of the things the character does in the story and Austify his/ her feelings for the character# 9 .he e$a"iner as's the candidate to i"agine that a 'ey event in the story had not happened! or had happened differently# .he candidate is supposed to tal' about/ discuss this Htwist in the taleI# 77 9 .he e$a"iner invites the candidate to i"agine an alternative ending to the story and tal' about it# Tas= 61 () Y C "inutes T<o&pa)t )ole&play Y A; fixin' appointments and B; discussion and decision&ma=in' A# %tructured6 Each student is given a half9co"pleted diary# .hey "ust "a'e appoint"ents with each other# B# 2ree6 .he students are as'ed to organise an event! or aspect of an event# Stay c,ee)ful and encou)a'in'. and <,en t,e test is o3e). t,an= t,e students and say I<ell done-; End of the oral interview# ADAANCED !EAE! BB#C .he %pea'ing .est co"prises ,4X of the total score for the entire e$a"ination# !OCAT"ON6 a quiet place in the school D>RAT"ON6 approximately ,4 "inutes (ART"C"(ANTS1 , studentsR an e$a"inerR an usher# 7ATER"A!S NEEDED6 .he list of Advanced topics (B, for the students to interview each other about! if ta'ing the non9reader based option %ets of cards for priority9ordering / at least two copies of each card! A! B and C# RECORD"N1 the e$a"ination "ight be recorded onto a cassette tape/C> or =7G# .he recording is sent to Anglia Ascentis E%O& E$a"inations! Chichester College for "oderation# BE2OEE t,e candidates ente) t,e )oom. )eco)d t,ei) full names and numbe)s clea)ly onto t,e tape9CD o) 7(6; AFTER the e$a"ination! the usher "ust ensure that the candidates do not return to the area where candidates yet to ta'e the test are still waiting# &&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&& 78 Tas= %1 (, / + "inutes "nt)oducto)y <a)m&up1 as' each student to introduce hi" or herself# 7ro"pt the students to as' each other questions about their lives! fa"ilies! hopes and so on# Tas= #1 (- / (4 "inutes ()epa)ed tal= and discussion1 each student gives a short presentation (,/G "inutes on a topic fro" the list# .hen students respond to one another;s presentations for about G "inutes each# OR 2or the Reade)&based Tas=. the candidates will each be as'ed to perfor" one of the following6 9 .he e$a"iner as's the candidate to i"agine that two of the "ain characters in the story "eet again after ten/ twenty/ forty years# .he e$a"iner invites the candidate to tal' about what he/ she thin's the characters tal' about/ tell each other/ as' each other/ discuss# 9 .he e$a"iner invites the candidate to speculate on what happens/ happened after the story ends/ ended# 2 The candidate will have used the Internet, for example, to research one/ more aspect5s4 of the story. 2or e$a"ple! if the candidate has read The ;erfect "torm by %ebastian Junger! he/ she could have used the <nternet to research! for instance! the fil"! any Hon9locationI anecdotes fro" the fil"ing! the truth behind the weather conditions depicted! any true cases of si"ilar events! etc# .he candidate gives a short presentation of three "inutes on his/ her topic of research# .hen! the other candidate and/ or e$a"iner as'(s hi"/ her follow9 up questions# 9 .he e$a"iner as's the candidate to i"agine that a 'ey event in the story had not happened! or had happened differently# .he candidate is supposed to tal' about/ discuss this Htwist in the taleI# 9 .he e$a"iner invites the candidate to i"agine an alternative ending to the story and tal' about it# .hen! the e$a"iner as's the candidate to say whether he/ she thin's this new version would have appealed to his/ her country;s readership "ore than the original# Tas= 61 (C 9 - "inutes F)ee discussion and decision&ma=in'1 priority ordering / each student draws a card containing a list of subAects! the order of i"portance of which they have to decide on with their partner by negotiation# 79 @hen the card has been chosen! the student;s partner is also given a copy to wor' fro"# Stay c,ee)ful and encou)a'in'. and <,en t,e test is o3e). t,an= t,e students and say I<ell done-; End of t,e o)al inte)3ie<; AcCE(T (ROF"C"ENC? !EAE! BC%C .he %pea'ing .est co"prises ,4X of the total score for the entire e$a"ination# !OCAT"ON1 a quiet place in the school# D>RAT"ON1 approximately ,4 "inutes# (ART"C"(ANTS1 , studentsR e$a"inerR usher# 7ATER"A!S NEEDED1
A set of two cards with Eeadings for >iscussion (previously given to and prepared by students &ist of .opics for AcCE7. 7roficiency level (C( RECORD"N1 .he e$a"ination "ight be recorded onto a cassette tape/C> or =7G# .he recording is sent to Anglia Ascentis E%O& E$a"inations! Chichester College for "oderation# BEFORE the candidates enter the roo"! record their full na"es and nu"bers clearly onto the tape/C> or =7G# AFTER the e$a"ination! the usher "ust ensure that the candidates do not return to the area where candidates yet to ta'e the test are still waiting# &&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&& Tas= %1 (up to + "inutes .he obAect here is to give the students t,e oppo)tunity to feel mo)e comfo)table and to be able to P<a)m upS by as'ing the candidates to introduce the"selves and tell each other why they are ta'ing the e$a"ination# A"ong the questions you should use are6 @,at-s you) name and numbe)D (.his is a necessary double chec' with the na"e and nu"ber previously recorded# @ould you please tell us somet,in' about you)selfD Other questions are ad"issible such as6 80 Ho< lon' ,a3e you been lea)nin' En'lis,D @,at a)e you) futu)e plansD Tas= #1 5up to - "inutes .he two reading te$ts which the students have prepared are on the table# As' each candidate which reading they would li'e to tal' about# <t is obviously better if the candidates tal' about different topics so you should try and steer the" to do this! but it is not co"pulsory# &et the candidates begin by tal'ing about the article uninterrupted! after which you will e$plore the issues with both of the"# Tas= 61 (up to - "inutes .he list of topics should be on the table in front of the students# .here are two groups of topics with five state"ents in each group# As' each candidate which group of topics they have chosen# .hen choose at rando" one of the state"ents in those groups and invite each candidate in turn to spea' alone for up to three "inutes# .he ai" of this part is to let the candidates spea' uninterrupted! after which you will sti"ulate debate with both of the"# <t is at your discretion when to begin pro"pting# .he candidates should be allowed to spea' alone for up to three "inutes if they are able to! but should not be left in aw'ward silence if they have little to say# Stay c,ee)ful and encou)a'in'. and <,en t,e test is o3e). t,an= t,e students and say I<ell done-; End of the oral interview# 7ASTERS !EAE! BC#C .he %pea'ing .est co"prises ,4X of the total score for the entire e$a"ination# !OCAT"ON1 a quiet place in the school# D>RAT"ON1 (S 9 ,4 "inutes# (ART"C"(ANTS1 , studentsR e$a"inerR usher# 7ATER"A!S NEEDED1 A set of two cards with Eeadings for >iscussion (previously given to and prepared by students &ist of .opics for =asters &evel (C, 81 RECORD"N1 .he e$a"ination is to be recorded onto a cassette tape/C> or =7G# .he recording is sent to Anglia Ascentis E%O& E$a"inations! Chichester College for "oderation# BEFORE the candidates enter the roo"! record their full na"es and nu"bers clearly onto the tape/C> or =7G# AFTER the e$a"ination! the usher "ust ensure that the candidates do not return to the area where candidates yet to ta'e the test are still waiting# &&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&& Tas= %1 (G 9 + "inutes .he obAect here is to give the students t,e oppo)tunity to feel mo)e comfo)table and to be able to P<a)m upS by as'ing the candidates to introduce the"selves and tell each other why they are ta'ing the e$a"ination# A"ong the questions you should use are6 @,at-s you) name and numbe)D (.his is a necessary double chec' with the na"e and nu"ber previously recorded# @ould you please tell us somet,in' about you)self and <,y you a)e ta=in' t,is examinationD Other questions are ad"issible such as6 Ho< lon' ,a3e you been lea)nin' En'lis,D @,y did you <ant to lea)n itD @,at do you expect to be doin' in. say. #$ yea)s- timeD Ho< do you expect t,e <o)ld to ,a3e c,an'ed by t,enD Tas= #7 (S 9 - "inutes Candidates have prepared the two newspaper articles for this level# .hey are on the table# As' each candidate which article they would li'e to tal' about# <t is obviously better if the candidates tal' about different topics so you should try and steer the" to do this but it isn;t co"pulsory# &et the candidates begin by tal'ing about the article uninterrupted! after which you will explo)e t,e issues with both of the"# Examine)-s notes on t,e a)ticles1 possible points to explo)e; Readin' One1 TODD!ER (HONES >o you agree that no child under the age of (, has the need for a "obile phone? 1ow would your life be different without a "obile phone? 82 %hould the govern"ent provide A&& children with a si"plified "obile phone! such as the 2irefly! to help ensure their safety? @hat products do you believe should not be "ar'eted to children? <s "obile phone theft a"ong young people a real proble" in your country? Readin' T<o1 THE DEC!"NE AND FA!! OF BOOKS; "S TH"S THE F"NA! CHA(TER FOR THE BOOK "ND>STR? D >o you thin' that printed boo's will ever beco"e obsolete? 1ow has the <nternet changed the way you do your shopping? <n your opinion! will libraries beco"e "ore or less popular in the future? >o you thin' that the basic s'ills of reading! writing and arith"etic for school9children are already old9fashioned? 1ow can the boo' industry help prevent digital privacy? Tas= 61 (S 9 - "inutes As' each candidate which card they have chosen! A or B# Choose one of the four state"ents on their chosen card and invite the" in turn to spea' about it# Allow each candidate up to three "inutes to spea' alone# .he ai" of this part is to let each candidate spea' uninterrupted! after which you will sti"ulate debate with both of the"# <t is at your discretion when to begin pro"pting# .he candidate should not be left in aw'ward silence for long periods if he or she has little to say# Stay c,ee)ful and encou)a'in'. and <,en t,e test is o3e). t,an= t,e student and say I<ell done-; End of the oral interview# 83 Appendix % "NTERATED TESTS OF EN!"SH1 (ERFOR7ANCE DESCR"(TORS F"RST STE( (!>S .he student has a basic vocabulary recognition of about (44 words 'nows how to as' and answer very basic questions can identify nu"bers between 4 and (4 can relate si"ple wordings to drawings! pictures 4>N"OR (!>S .he student has a basic vocabulary recognition of about ,44 words 'nows how to describe present actions can identify and describe basic location and position can follow a short! si"ple written te$t (R"7AR? (!>S .he student has a basic active vocabulary of about G44 words can tell the ti"e can describe present actions! give personal and fa"ily infor"ation! describe habits! routines and everyday activities can co""unicate when and how often an action or event ta'es place can for" questions and negatives (RE!"7"NAR? (!>S .he student has a basic active vocabulary of about +44 words can co""unicate present and past events! recently co"pleted actions and life e$periences can co""unicate where things are and when things happen 84 can e$press opposites! co"parisons and ownership can as' questions! answer questions! and write full sentences# E!E7ENTAR? !EAE! .he student has sufficient active vocabulary and structural understanding to write a short connected te$t on descriptive or narrative topics read and understand a te$t fro" a fa"iliar range of topics as' and answer questions about past or present events distinguish between and use a variety of tenses in fa"iliar conte$ts6 past! present and future e$press basic intention! purpose! obligation! preference and advice (RE&"NTER7ED"ATE !EAE! .he student has sufficient active vocabulary and structural understanding to write a short connected te$t on descriptive! narrative or i"aginary topics read and understand a te$t fro" a fa"iliar range of topics distinguish between and use a variety of tenses6 past present and future as' and answer questions about past or present or future events e$press basic intention! purpose! obligation! preference! advice! agree"ent and disagree"ent! hypothesis and process "NTER7ED"ATE !EAE! .he student has sufficient active vocabulary and structural understanding to write a short connected te$t on descriptive! narrative or i"aginary topics read and understand te$ts fro" both concrete or abstract topics distinguish between and use a variety of tenses6 past present and future as' and answer questions about past or present or future events e$press basic intention! purpose! obligation! preference! advice! agree"ent and disagree"ent! hypothesis and process including regret and consequence repeat "essages! pass on infor"ation! chec' facts ADAANCED !EAE! .he student has a good active vocabulary and structural understanding! and can write clear connected te$t on descriptive! narrative! i"aginary or discursive topics write letters! both for"al and infor"al understand and respond to the "ain points of a te$t on any topic! concrete or abstract 85 use language to perfor" any function li'ely to arise in a nor"al social or learning conte$t "anipulate structures to create e"phasis! and vary style and idio" listen and respond to passages and questions in a variety of for"s delivered at a "easured spea'ing pace (ROF"C"ENC? !EAE! .he student has a very good active vocabulary and structural understanding! and can therefore underta'e a course of study in English in further or higher education# .he student can successfully write clear! organised te$t on descriptive! narrative! or discursive topics! including giving opinions and e$plaining the advantages and disadvantages of a given issue write letters! both for"al and infor"al read and respond to a longer te$t on any topic! concrete or abstract provide an accurate su""ary of a te$t use language to perfor" any function li'ely to arise in a nor"al social or learning conte$t "anipulate structures to create e"phasis! and vary style and idio" listen and respond accurately to passages and questions in a variety of for"s and conte$ts! delivered at a nor"al spea'ing pace 7ASTERS !EAE! .he student shows that he/she has a wide9ranging active 'nowledge of the language and can "anipulate his/her 'nowledge with total confidence# >espite a slight trace of a foreign accent! "ainly due to "other tongue influence! he/she is able to use the target language with native9li'e proficiency# :ery few errors should be present at this level# 86 Appendix # HO@ AN5&<A EPA=<NA.<ON% !EAE!S RE!ATE TO THE CO==ON EFEO7EAN 2EA=E@OEU !EAE!S .he following table gives an indication of how AN5&<A A%CEN.<% E%O& EPA=<NA.<ON levels relate to CE2 levels# Common Eu)opean F)ame<o)= An'lia ene)al En'lis, Examinations An'lia "nte)national Business Examinations C, =astery =asters &evel 7roficiency in Business English C( EO7 AcCE7. 7roficiency &evel Advanced Business English B, :antage Advanced &evel B( .hreshold <nter"ediate &evel <nter"ediate Business English 7re9<nter"ediate &evel 7ractical Business English A, @aystage Ele"entary &evel A( Brea'through 7reli"inary 7lus 7ri"ary 7lus Junior 7lus 2irst %tep 7lus Children;s Orals! all levels 87 Appendix 6 AN!"A ASCENT"S ESO! EKA7"NAT"ONS CODE OF (RACT"CE At Anglia Ascentis E%O& E$a"inations we underta'e to "aintain the highest possible standards in English testing# <n the tests the"selves we strive for clarity! consistency and fairness# <n our ad"inistration we ai" for efficiency! security and fle$ibility# Above all! our tests are designed to be inclusive / Lopening the gateway to opportunity;# .o achieve this we follow the principles and procedures below6 "nfo)mation and suppo)t fo) candidates. teac,e)s and a'ents infor"ation pac's to be provided for anyone who enquires! including - a full syllabus with e$a"ination specifications i#e# reco""ended age groups! "ethodology! procedure! for"at and content of all eight levels of the e$a"ination! - a reco""ended boo'list for those preparing for the e$a"inations! - an outline of the grading sche"e for the e$a"inations! - a full list of the colleges which will accept the Anglia 7roficiency E$a"ination as an entry qualification pilot tests for groups considering participating a scale of fees on request regular "eetings to be held with agents and teachers to provide feedbac' on the perfor"ance of candidates! offer advice on the preparation of candidates and listen to co""ents and ideas fro" participating groups regularly "aintained websites fro" which sa"ple practice papers and infor"ation can be downloaded Consistency and standa)disation of1 a) test content only qualified and e$perienced test writers to write for the syndicate test writers to be provided with a handboo' of detailed instructions on the assess"ent ai"s! for"at and content of the tests tests to be edited and proofread by specialist syndicate staff e$perienced professionals to be co""issioned for artwor' and for listening paper recordings 88 a regular review of the tests to be underta'en by syndicate staff and writers bC ma)=in' p)ocedu)es the 'eys and "ar'ing sche"es to every test to be prepared prior to every test session all "ar'ers to attend a co"pulsory induction "eeting at the beginning of each "ar'ing session detailed assess"ent criteria to be supplied on all writing tas's all papers to be "ar'ed under supervision in group sessions in9house qualified and e$perienced "oderators to be present throughout the entire "ar'ing period reasonable adAust"ents to be "ade to the 'eys and "ar'ing sche"es during a "ar'ing session if the "oderators Audge the" to be valid and fair at least (4X of papers to be constantly "oderated throughout the "ar'ing session to ensure consistency and standardisation! plus all borderline papers to be "oderated "ar's to be chec'ed and recorded in separate sessions to ensure accuracy a report to be prepared by the "oderators at the end of a "ar'ing session cC a<a)din' p)ocedu)es when all results are available! a "oderating "eeting to be held by specialist staff at Anglia to award final grades! finally adAudicate borderline cases and any issues arising such as identical papers! an unanticipated level of failure fro" a particular centre! or unanticipated percentages of success or referral at any level for a particular paper any paper to be re9"ar'ed and re9chec'ed! or otherwise "ade available for inspection! on the request or appeal of a candidate;s teacher or agent a final report to be prepared by the principal e$a"iner to review the entire session and reco""end any necessary i"prove"ents in the tests or assess"ent procedures Secu)ity total confidentiality of live papers to be "aintained all papers fully copyrighted and legal redress sought for i"itations all certificates for successful candidates to be produced in9house fro" secure and confidential records all papers and certificates to be delivered to e$a"ination centres by secure "ethods e$a"ination centres to be visited by Anglia staff to inspect and approve security! invigilation and e$a"ination procedures 89 Administ)ati3e efficiency and flexibility agents to be supplied with clear and realistic deadlines for declaration of entries! subsequent absences and final accounts results to be published no later than between two and three "onths after an e$a"ination session any particular candidate;s! agent;s or country;s requests or difficulties to be seriously considered and acco""odated or negotiated if the syndicate considers this to be appropriate and possible 90