Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
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mlaates secea4s
1BHF 40
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Page 8
Each Speaking and Listening item has the following components:
Summary shows in a nutshell how the conversation
exemplies the level and refers to component skills
Task explains who is
talking, what is said and
what kind of
conversation it is
Brief to learners the
original instructions to
the learners who
roleplayed the
conversations
Speak to communicate;
Listen and respond;
Engage in discussion
these are tables
showing the level
descriptors and
component skills in
relation to relevant lines
of the conversation
Transcript a broad
transcription of the
learners speech into
English words with
punctuation as for
written language.
Length of audio
Level
Mode
Speakers initial
Number of exemplar in level:
1, 2 or 3 does not denote increasing skill
Names of speakers
Topic
ESOL_Exemplars_Intro.indd 8 25/06/2009 12:11
Page 9
Steve ArJ
PauI \o|| | no.r |
Steve | Jcrt ..rt tc bo .rrcy|rg but ycu c.r p.cb.b|y |gu.o cut t|o p.cb|ons
t|.t | c.r |.vo .|t| t|.t |spoc|.||y .|or t|o c.ts ccno |o.o .rJ t|oy .|p t|o
b.gs ArJ .|| t|o b|r gcos cr ny g..Jor .rJ | |.vo tc c|o.r |t
PauI ||g|t \o|| ycu krc.| n.ko su.o t|.t | put t|on|rs|Jo t|o b|r ycu krc.|
ust Jcrt |o.vo t|oncuts|Jo |r . p|.st|c b.g sc ||| n.ko su.o ||| put t|on
|rs|Jo t|o b|r sc t|o c.ts c.rt Jc .ryt||rg
Steve cs t|o p.cb|on|s t|.t |vo boor |.v|rg tc c|o.r t|o g..Jor ovo.y s|rg|o J.y
|c. .|| t||s t|no .rJ .s |.. .s | rct|co ycu J|Jrt rct|co .bcut t|.t`
PauI O| yo.|
Steve | Jcrt .o.||y ..rt tc bo .rrcy|rg but |t |s st.oss|u| |c. no
PauI | ccnp|oto|y urJo.st.rJ .|.t ycu.o s.y|rg, |ts ust t|.t | J|Jrt .o.||so t|.t |t
s|cu|J |.vo boor .ry p.cb|on|c. ycu |ts ust t|.t | |.vort gct t|o b|r |r
|.crt c| ny |cuso sc |nputt|rg |t .t ycu.s |c. t|o ncnort unbut ||| n.ko
su.o |.cnrc.cr ||| rct put t|on.rync.o |r t|o.o
Steve +cu krc.t|oy c.r .sk |c. b|r |.cnt|o ccurc||
PauI |.ts .|.t |ngc|rg tc Jc
Steve boc.uso
PauI | .skoJ .|.o.Jy t|o.o ..s . Jo|.y .rJ | Jcrt krc..|y | c.||oJ t|ont.|co
unbut .ry..y t|.ts rct .r oxcuso boc.uso | s|cu|J |.vo tc|J ycu .|.t
|.pporoJ
Steve | Jcrt .o.||y n|rJ ycu putt|rg |r ny b|r but putt|rg |r ny g..Jor cr t|o
|cc. ycu c.r |n.g|ro
PauI ||g|t .|g|t, | no.r .|or | put t|onnyso||, | .|..ys put t|on|rs|Jo t|o b|r
V.ybo ny .||o s|o .|..ys, scnot|nos s|o puts t|oncuts|Jo t|o b|r ycu
krc..rJ yo.| s|o s|cu|J |.vo ||ko put t|on|rs|Jo t|o b|r but ||| n.ko su.o
||| got ny c.r b|r .rJ ||| put t|on|r |.crt c| ny |cuso
Steve O|
PauI Sc..y .bcut t|.t
Steve O| | |cpo ycu.o rct gc|rg tc |.ppor .g.|r
PauI |c rc |t .crt ||| n.ko su.o c| |t
|.u|, ||ko ||s ro|g|bcu., n.kos .r o|c.t tc n.|rt.|r .
gccJ |crgto.n.o|.t|crs||p |o .ckrc.|oJgos t|o
ro|g|bcu.s oxp|.r.t|cr c| t|o p.cb|on, .|t| |||| |o
sc|tors ||s c.r vo.s|cr c| ovorts by bog|rr|rg
/e|| ,oo |o.
Stovo suppc.ts t|o c|.|n|o |.s n.Jo .|t| ov|Jorco
t|o tc.r b|r b.gs .rJ .ubb|s| |r t|o g..Jor
Stovo |o|ps tc ncvo t|o J|scuss|cr |c....J by
suggost|rg .ct|cr .||c| .cu|J o.so t|o s|tu.t|cr
Stovo n.kos . ccrcoss|cr but .o|r|c.cos ||s n.|r
ccnp|.|rt
\|or ||s ro|g|bcu. |rs|sts t|.t t|o b.gs ..o rct
.|..ys put |rs|Jo t|o b|r, |.u| sooks tc n.|rt.|r t|o
.o|.t|crs||p by s|c.|rg t|.t t|oy ..o bct| .|g|t (.rJ
b|.n|rg ||s .||o)
|o t.c ro|g|bcu.s |r|s| c| t|o|. rogct|.t|cr .|t|
.r .g.oonort
||stea aa6 respea6 './'.
||s ccrvo.s.t|cr oxonp|||os t|o |rto..ct|cr c| t|o |c||c.|rg
Josc.|ptc.s .rJ ccnpcrort sk|||s, krc.|oJgo .rJ urJo.st.rJ|rg
ref 0escr|pter
||ae aes
S P
4 V.ko .o|ov.rt ccrt.|but|crs .rJ |o|p tc ncvo
t|o J|scuss|cr |c....J
`+, `,
::, :
.., .,
:., +`
/e||. | eo .rJ /e||. ,oo |o...o t.c succoss|u| usos
c| .e|| .s . J|sccu.so n..ko. |rJ|c.t|rg |os|t.rcy but
.|sc . rooJ tc ccr|.crt .r |ssuo
|.u| .occgr|sos t|o v.||J|ty c| t|o ccnp|.|rt
| co|e|e|, oJe|oJ .|o| ,ooe o,| .rJ o,.o,.
||o| o ecoe ecooe | |oo|J |o.e |o|J ,oo (||ro 3)
Succoss|u| uso c| o,.o, .s . J|sccu.so n..ko. bct|
|c. ccrt..st .rJ |c. sunn..y
|reaaac|at|ea '/'.`
|oy c.r bct| uso st.oss .rJ |rtcr.t|cr tc ccrvoy ru.rcos c|
no.r|rg |o |.ck c| .gg.oss|cr |r t|o|. .pp.c.c| tc o.c| ct|o. |s
ccrvoyoJ by t|o|. |rtcr.t|cr .s .o|| .s by t|o|. .c.Js Stovo usos
.|s|rg |rtcr.t|cr (||ros 1921) .s |o oruno..tos t|o o|onorts c| t|o
p.cb|on, .rJ . |.|| tc .o|r|c.co t|o ccnp|ot|cr c| || | |e|o| |o e |r
(||ro 28) bct| ..t|cu|.to t|o scurJs c| |rg||s| |r |uort ccrroctoJ
spooc|, |.u| |.s t|o c|o..o. p.crurc|.t|cr .|||st Stovos |s scno.|.t
|.bcu.oJ but |t Jcos rct |npoJo ccnp.o|ors|cr
6rammar
bct| spo.ko.s ..o .b|o tc |c.nccnp|ox .rJ ccnpcurJ sortorcos,
.rJ nuc| c| t|o spooc| |s typ|c.| c| spckor |rg||s| |r us|rg |.|.|y
|ccso|y ccrst.uctoJ c|.|rs c| c|.usos A ..rgo c| .pp.cp.|.to torsos
..o usoJ .|t| bct| s|np|o .rJ p.cg.oss|vo .spoct |.u| usos t|o ncJ.|
|c.n|oo|J |o.e cc..oct|y (||ros 3 .rJ 43) t|cug| |r ||ro 30 |o usos
|oo|J |c. .oo|J A |o.n|rc. |rccrs|storc|os .|t| p.crcurs .rJ
p.opcs|t|crs Jc rct |npoJo ccnp.o|ors|cr
$VSSJDVMVNDPWFSBHF Sc/L2.1, 2.2, 2.4, 2.5 - Sd/L2.1, 2.2, 2.3, 2.4, 2.5 - Lr/L2.4
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1BHF 41
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A list of level descriptors and component skills for the
dialogue or monolgue
Grammar notes on how
the grammatical
strengths and weaknesses
exemplify the level
Pronunciation notes on
how the phonological
aspects of the
conversation exemplify
the level
In-text annotations
notes on individual
utterances which
demonstrate the level
Audio on CD and cassette
the original conversation as
transcribed and annotated.
Speak to communicate;
Listen and respond;
Engage in discussion
these are tables
showing the level
descriptors and
component skills in
relation to relevant lines
of the conversation
ESOL_Exemplars_Intro.indd 9 25/06/2009 12:11
ESOL Exemplars
Annotated example Reading
Level
Page 10
The Reading items have the following components:
'' ':+1.. +| .|., . :m,'+. . Mastafa's ster
What |s the text!
A p|oco c| po.scr.| ..|t|rg by .r |SO| |o..ro.
.bcut ||s oxpo.|orco c| |o.v|rg ||s ccurt.y .rJ
ccn|rg tc |rg|.rJ A s|c.t st..|g|t|c....J toxt
cr . |.n|||.. tcp|c Ab|||ty tc Jo.| .|t| t||s toxt
ccr|Jort|y .cu|J Joncrst..to ost.b||s|oJ sk|||s
.t |2
What |s the ceatext!
Ar .Ju|t oJuc.t|cr |SO| c|.ss
What |s the |aaqaaqe!
S|np|o r....t|vo us|rg s|np|o p.st, p.osort s|np|o
.rJ p.osort ccrt|rucus torsos \cc.bu|..y .o|.toJ
tc po.scr.| ||stc.y .rJ |.n||y
!eateace fecas '/.
p.opcs|t|cr.| p|..so c| p|.co s|gr.|s
ccurt.y c| c.|g|r
.Jvo.b|.| p|..so c| t|no s|c.s .|or
Vust.|. ...|voJ |r |rg|.rJ
subc.J|r.to c|.uso c| t|no |rJ|c.tos
c|.crc|cg|c.| soouorco c| ovorts rct
.occurtoJ |r c.Jo.
ccnpcurJ sortorco ||rks c|||J.ors .rJ
.||os .ct|v|t|os
subc.J|r.to c|.uso c| .o.scr ccrvoys ||rk
bot.oor krc.|oJgo c| |rg||s| .rJ stuJy
subc.J|r.to c|.uso c| .o.scr oxp|.|rs .|y
Vust.|.s .||o st..toJ stuJy|rg |.to. t|.r
|o J|J
!ammar: |ee|aess
|o toxt c.||s |c. .o.J|rg sk|||s .t |2 .s |o..ro.s .t t||s |ovo| c.r cbt.|r |r|c.n.t|cr
|.cn (|t1b), .rJ urJo.st.rJ t|o pu.pcso c| (|t2.), . s|c.t, st..|g|t|c....J toxt
|oy c.r |c||c. . soouorco t|.t |s n.|r|y |r c|.crc|cg|c.| c.Jo. |o..ro.s c.r
p.oJ|ct .|.t k|rJ c| |r|c.n.t|cr t|oy oxpoct tc .o.J |r t||s k|rJ c| toxt (|t2.), .rJ
|Jort||y t|o uso c| torsos (|t1., |s1b) |oy c.r |Jort||y g..nn.t|c.| |o.tu.os .rJ
cc||cc.t|crs (|.2., 3., 4.) |oy c.r urJo.st.rJ t|o soouorco c| t|o torsos (|s1.)
|rJo.st.rJ|rg t|o |rJ|v|Ju.| Jot.||s |s |npc.t.rt but t|o |u|| no.r|rg c| t|o toxt
ccnos |.cn|c||c.|rg t|o .ccunu|.t|cr c| Jot.|| |rtc t|o .|c|o stc.y .bcut .
s|gr||c.rt po.|cJ |r t|o ..|to.s |||o |o..ro.s .pp|y . v..|oty c| .o.J|rg st..tog|os tc
|Jort||y t|o typo c| toxt t||s |s, |c||c.t|o c.Jo. c| ovorts tc urJo.st.rJ t|o c|.rgos
t|.t |.vo |.pporoJ tc Vust.|. .rJ ||s |.n||y |r t|o |.st yo.., .occgr|so t|o
|npc.t.rco c| |o..r|rg |rg||s| |c. t|on, .rJ J|sccvo. scnot||rg .bcut Vust.|.s
|.n||ys v.|uos .rJ .nb|t|crs Succoss|u| |o..ro.s .||| bo Joncrst..t|rg socu.o |2
.o.J|rg sk|||s
Wer6 fecas './.
|o..ro.s rooJ tc |.vo . s|g|t vcc.bu|..y c| koy .c.Js
.o|.t|rg tc |.n||y nonbo.s, oJuc.t|cr .rJ .gos,
tcgot|o. .|t| . ..rgo c| ||g||.oouorcy .c.Js, og
coe, o||e, ecooe, o., .oo|J |||e, oo (|.2.) |oy
rooJ tc |.vo st..tog|os |c. t.ck||rg |oss |.n|||.. .c.Js
us|rg ccrtoxt, .|crg .|t| krc.|oJgo c| su| xos,
ospoc|.||y |r|oct|cr.| orJ|rgs tc .o.J vo.b |c.ns suc|
.s |o|eJ, o|.eJ, |oo||, |eo|, o| c. t|o
|..ogu|.. p|u..| |c.n c|||Je |rJo.st.rJ|rg ccrtoxt,
uso c| |r|t|.| c.p|t.|s |c. po.scr.| .rJ p|.co r.nos,
s|c.t vc.o| scurJs .rJ ccrscr.rt c|usto.s .||| |o|p
t|on JoccJo |crgo. .c.Js suc| .s ^||co .rJ
ecoJo,, b.o.k|rg t|on Jc.r |rtc sy||.b|os .rJ
.pp|y|rg t|o|. ox|st|rg krc.|oJgo c| p|cr|cs (|.3.)
|oy s|cu|J bo .b|o tc |cck up .ry .c.Js t|oy Jc
rct krc. |r . s|np|||oJ J|ct|cr..y (|.4.)
Iext
Mustafa's story
Vy r.no |s Vust.|. .rJ | ccno fromAfrica | c.no tc |rg|.rJ
Iast year .|t| ny .||o .rJ t.c c|||J.or Vy c|||J.or ..o rc. |vo
.rJ sovor yo..s c|J | |.J . gccJ cb |r ny ccurt.y | ..s . V.t|s
to.c|o. |r . soccrJ..y sc|cc| |c. tor yo..s | st..toJ |rg||s|
c|.ssos when I arrived in ngIand but ny .||o ..s busy |cck|rg
.|to. cu. ycurg c|||J.or | c.r spo.k |rg||s| .o|| because I
worked hard tc |o..r t|o |.rgu.go | .cu|J ||ko tc got . cb sccr
Vy .||o J|Jrt stuJy |rg||s| because she was busy .|t| t|o
c|||J.or |c. t|oy ..o gc|rg tc sc|cc| .rJ s|o |s |o..r|rg |rg||s|
1BHF 54
Mode
Number of exemplar in level:
1 or 2 does not denote increasing skill
Topic
Summary shows how
the tasks and the text
exemplify the level and
refers to component
skills with text, sentence
and word focus; also
indicates key language
functions
Task who the writer
and the audience are,
what the context is and
what kind of language
is used
Sentence focus shows
how the sentence level
descriptors are
evidenced
Word focus
shows how the word
level descriptors are
evidenced
Text reading passages
to demonstrate
evidence of level
In-text annotations
notes on individual
language items which
may be used to
demonstrate the level.
ESOL_Exemplars_Intro.indd 10 25/06/2009 12:12
Page 11
Iext fecas '|/.
|o..ro.s rooJ tc krc. t|.t t|t|os c.r bo usoJ tc
p.oJ|ct . toxts pu.pcso .rJ suboct, .occgr|s|rg t|.t
t||s |s ||ko|y tc bo . p|oco c| po.scr.| ..|t|rg .bcut
t|o |||o c| scnocro c.||oJ Vust.|. |o.o ..o rc
p...g..p| J|v|s|crs, s|gr.|||rg t|.t .|| t|o ccrtort |s
||ko|y tc bo cr t|o s.no tcp|c |o..ro.s rooJ tc bo
.b|o tc |c||c.t|o |rto..o.v|rg c| p.st, p.osort .rJ
p.coctoJ ovorts .rJ |r|c.n.t|cr .c.css t|o .|c|o
toxt, us|rg J|sccu.so n..ko.s .rJ c|.rgos |r vo.b
torso |.cn sortorco tc sortorco tc |o|p t|on |oy
rooJ tc urJo.st.rJ t|.t uso c| , .rJ | t|.cug|cut
s|gr.|s t|.t t|o .|c|o .cccurt |s ..|ttor |r t|o |.st
po.scr |.cnt|o v|o.pc|rt c| Vust.|., t|o po.scr |r
t|o t|t|o
|o..ro.s ..o ||ko|y tc rcto .rJ .ospcrJ tc t|o
J..n.t|c c|.rgo t|.t |.s |.pporoJ |r t|o |||o c|
Vust.|. .rJ ||s |.n||y .rJ n.y spocu|.to cr pcss|b|o
.o.scrs |c. t||s, .||c| t|o stc.y Jcos rct |rc|uJo
|oy n.y .|sc bo .b|o tc JoJuco scnot||rg c|
Vust.|.s .rJ ||s .||os v.|uos |.cn t|o |r|c.n.t|cr
|o p.cv|Jos
$VSSJDVMVNDPWFSBHF Rt/2.1a, 1b, 2a - Rs/2.1a, 1b, 1c - Rw2.2a, 3a, 4a
Sortorco|ovo| .o.J|rg sk|||s ..o p..t|cu|..|y |npc.t.rt
|o.o .s |o..ro.s rooJ tc .o.J .rJ cbt.|r no.r|rg
|.cnsortorcos c| J||o.ort |orgt| .rJ st.uctu.o,
us|rg krc.|oJgo c| uso c| |r|t|.| c.p|t.|s .rJ |u|| stcps
tc |Jort||y sortorco bcurJ..|os |oy rooJ tc bo .b|o
tc Joto.n|ro p.oc|so no.r|rg c| ||rkoJ Jot.||s c|
|r|c.n.t|cr .|t||r sortorcos by us|rg t|o|.
krc.|oJgo c| t|o J||o.orcos bot.oor ccrurct|crs
||ko oJ, o|, ecooe |oy rooJ tc bo .b|o tc .og|sto.
t|o J|sccu.so n..ko.s t|.t t|o ..|to. usos tc
soouorco ||s ..|t|rg c|.crc|cg|c.||y, og |o| ,eo, o.,
|o |e ,eo, oo, .rJ uso t|oso .|crg .|t| vo.b
torsos tc urJo.st.rJ .|or . sortorco |s .occurt|rg
|r|c.n.t|cr .bcut t|o p.st .rJ/c. t|o p.osort |oy
s|cu|J bo .b|o tc .occgr|so subc.J|r.to c|.usos c|
t|no bog|rr|rg .|t| .|e .rJ c| .o.scr bog|rr|rg
.|t| ecooe (|s1.) |oy s|cu|J krc.t|.t t|o
suboct c| t|o sortorco |s p|.coJ bo|c.o t|o n.|r
vo.b .rJ t|.t t|o cboct c| t|o vo.b |c||c.s |t (|s1b)
|o..ro.s s|cu|J bo .b|o tc uso t|o krc.|oJgo c|
sortorco st.uctu.o .|t| .||c| t|oy ..|to t|o|. c.r
po.scr.| r....t|vos tc JoccJo t|o sortorcos |r t||s
toxt (|s1c)
6rammar
|o..ro.s s|cu|J bo .b|o tc |Jort||y t|o t.c subc.J|r.to c|.usos bog|rr|rg .|t|
ecooe, t|o .|e c|.uso .rJ t|o uso c| o| |r t|o ccnpcurJ sortorco Vc.o .b|o
|o..ro.s .||| bo .b|o tc Josc.|bo |c.t|o.o ..o t.c sortorcos c|roJ tcgot|o. |o.o
|oy s|cu|J urJo.st.rJ t|o uso c| t|o p.osort s|np|o tc Josc.|bo .|.t |s
|.ppor|rg rc. |oy s|cu|J urJo.st.rJ t|.t |t |s cc..oct tc uso t|o |rJo|r|to
..t|c|o .|t| /o|| |eoc|e .rJ ccu|J p..ct|so t|o ccrst.uct|cr tc soo t|.t t|o .u|o
.pp||os tc ct|o. cb t|t|os |oy s|cu|J bo .b|o tc p|ck cut s|np|o p.opcs|t|cr.|
p|..sos c| p|.co suc| .s |o^||co .rJ | , coo|, .rJ .Jvo.b|.| p|..sos c| t|no
suc| .s |o| ,eo
1BHF 55
A list of level descriptors and component skills for the text
Text focus
shows how the text
level descriptors are
evidenced
Grammar notes on
how the grammatical
strengths and weakness
exemplify the level
Sentence focus shows
how the sentence level
descriptors are
evidenced
ESOL_Exemplars_Intro.indd 11 25/06/2009 12:12
ESOL Exemplars
Annotated example Writing
Page 12
The Writing items have the following components:
'' '..|.. +| .|., . :m,'+. : 0|rect|eas
!ammar: |ee|aess
|o toxt Jcos rct Joncrst..to t|o |u|| ..rgo c| sk|||s .t |2 .s t|o.o ..o rc
ccnpcurJ sortorcos, cr|y s|np|o cros, |t soons t|.t t|o |o..ro. |.s rct yot
|o..roJ |c. tc ccrroct sortorcos tc |c.n ccnpcurJ cros S|o .|sc rooJs tc
p..ct|so t|o uso c| c.p|t.| |otto.s .t t|o bog|rr|rg c| sortorcos |c.ovo., |r ct|o.
.ospocts suc| .s spo|||rg, |.rJ..|t|rg .rJ g..nn.. s|o |s .o|| ost.b||s|oJ .t |2
.rJ |o. .b|||ty tc soouorco c|.crc|cg|c.||y (|r . sot c| J|.oct|crs) suggosts t|.t |r
scno .ospocts s|o |s ncv|rg tc...Js |3
What |s the text!
A sot c| J|.oct|crs tc t|o |o..ro.s |cuso, |rtorJoJ
tc or.b|o . |o||c. stuJort c. |.|orJ tc v|s|t |o.
What |s the ceatext!
A goro..| |SO| c|.ss |r . |u.t|o. oJuc.t|cr
cc||ogo
What |s the |aaqaaqe!
cnpcs|rg s|np|o toxt, us|rg s|np|o sortorcos |r
.r .pp.cp.|.to |c.n.t, soouorc|rg . sot c|
J|.oct|crs, urJo.st.rJ|rg t|.t p.cc|.o.J|rg |s
p..t c| t|o p.ccoss c| ..|t|rg, us|rg purctu.t|cr
.rJ c.p|t.| |otto.s cc..oct|y, spo|||rg |.n|||.. .rJ
ccnncr .c.Js, p.cJuc|rg |og|b|o toxt
Wer6 fecas './.
Spo|||rg |s .ccu..to, |rc|uJ|rg . runbo. c| p.cpo.
rcurs, .p..t |.cn |e |t |s J|| cu|t tc krc. |c. |..
t|o p.cpo. rcurs |rJ|c.to Jovo|cpnort c| spo|||rg
sk|||s, .s s|o n.y |.vo boor ccpy|rg t|on |.cn .
n.p c. t|not.b|o |o|oJ |s p.osun.b|y |..t|c.J, .rJ
t|o spo|||rg n.y .o|oct |c. s|o p.crcurcos |t
|c.ovo., cc..oct spo|||rg c| oo||e, |o||o .rJ
e|| |rJ|c.to gccJ spo|||rg .b|||ty |c. t|o |ovo|
|o |o..ro. |.s .r urJo.st.rJ|rg c| |r|t|.| ccrscr.rt
c|usto.s |r |o| .rJ |o||o .rJ c| J|p|t|crgs |r |o|,
ooo| .rJ |ooe (\.1., \.1b) |o |np.cvonort |r
t|o |.rJ..|t|rg bot.oor vo.s|crs 1 .rJ 2 suggosts
t|.t s|o |s ....o c| t|o |np.oss|cr |.rJ..|t|rg g|vos
(\.2.)
!eateace fecas '/.
Or|y s|np|o sortorcos ..o usoJ, c|r|rg scno c| t|on
.|t| oJ tc c.o.to ccnpcurJ sortorcos .cu|J |.vo
. |oss st.cc.tc o|oct, but s|o Jcos rct Jc t||s (\s1.)
|r t|o soccrJ vo.s|cr |u|| stcps ..o cc..oct|y usoJ tc
n..k sortorco bcurJ..|os, but t|o.o |s rc c.p|t.|
|otto. .t t|o bog|rr|rg c| t|o soccrJ sortorco, .rJ |t
|s rct c|o.. .|ot|o. t|o .t t|o bog|rr|rg c| t|o |.st
sortorco |s . c.p|t.| c. rct (\s3.) S|o usos c.p|t.|
|otto.s |c. p.cpo. rcurs cc..oct|y (\s4.)
|o|e n|sspo||oJ
..crg c.p|t.||s.t|cr c| o |o
n|sspo|||rg c| |o||oJ n.y bo c.usoJ by
..|to.s p.crurc|.t|cr
7o get to my pIace from DaIby House, .
..|k tc t|o Argo| St.t|cr, t.ko t|o |c.t|o.r
||ro tc |crJcr b.|Jgo At |crJcr b.|Jgo t.ko
t|o |.t|cr.| |.|| t..|r tc ||unsto.J |t t.kos
.bcut 25 mines cno cut c| ||unsto.J
St.t|cr |o 8us Stop |s cppcs|to t|o st.t|cr
.ko |c 96 bus tc Daford ot c| .|to. 3
stcps u.r |o|t, |rtc t|o b.c|c|n |c.J Vy
|cuso |s .t t|o bog|rr|rg c| b.c|c|n |c.J
Iext
1BHF 82
Mode
Number of exemplar in level:
1, 2 or 3 does not denote increasing skill
Topic
Summary shows how
the tasks and the text
exemplify the level and
refers to component
skills with text, sentence
and word focus; also
indicates key language
functions
Task who the writer
and the audience are,
what the context is and
what kind of language
is used
Sentence focus shows
how the sentence level
descriptors are
evidenced
Word focus shows how
the sentence level
descriptors are
evidenced
Text written
composition to
demonstrate evidence
of level
In-text annotations
notes on individual
language items which
may be used to
demonstrate the level.
Sentence focus at right
Level
ESOL_Exemplars_Intro.indd 12 25/06/2009 12:12
Page 13
Iext fecas '|/`
|o |o..ro. |.s ccnpcsoJ s|np|o toxt S|o |.s boor
p.cv|JoJ .|t| . |c.n.t |rc|uJ|rg . p.cnpt, .||c| s|o
|.s urJo.stccJ |r t|o |.st vo.s|cr s|o .ppo..s tc
|.vo urJo.stccJ t|.t . sot c| |rst.uct|crs ..o .oou|.oJ
tc ccnnur|c.to t|o rocoss..y |r|c.n.t|cr, t|o.oby
Joncrst..t|rg .r ....oross c| .uJ|orco .rJ t|o
.b|||ty tc Joc|Jo .|.t s|cu|J bo |rc|uJoJ S|o Jcos
rct onbcJy t|oso |r cc..oct g..nn.t|c.| |c.nurt||
t|o soccrJ vo.s|cr
|o c|.rgos bot.oor t|o |.st .rJ soccrJ vo.s|crs
|rJ|c.to t|.t t|o |o..ro. |.s p.cc|.o.J t|o |.st .rJ
urJo.stccJ .|.t .ov|s|crs ..o rocoss..y (\t1.) S|o
n.y |.vo |.J |o|p |r |rcc.pc..t|rg t|o v..|cus
|npo..t|vo vo.bs t|.t p.cv|Jo .r .pp.cp.|.to st.uctu.o
|r t|o soccrJ vo.s|cr, but s|o Jcos uso t|o
|npo..t|vo crco |r t|o |.st vo.s|cr oe oo| o| |o
|np.cvonorts ov|Jort |r t|o soccrJ vo.s|cr |rc|uJo
.o|| |rsto.J c| .o||| |r t|o |.st sortorco .rJ
n.k|rg t|o soccrJ sortorco . ccnp|oto cro .|t|
|o|e .s t|o vo.b S|o |.s .|sc .np|||oJ t|o |.st
sortorco c| t|o |.st J..|t |rtc |cu. sortorcos
|rcc.pc..t|rg sop...to stops |r t|o |rst.uct|crs,
orsu.|rg t|.t t|o .o.Jo. .cu|J .ctu.||y bo .b|o tc
|rJ |o. |cuso, t|o.oby |rJ|c.t|rg . g.o.to. ....oross
c| |o. .uJ|orco
6rammar
|npo..t|vos ..o o|oct|vo|y usoJ |r c.Jo. tc n.ko t|o
soouorco c| .ct|crs c|o.., t|o .c.J c.Jo. c| t|o
|rst.uct|crs |s cc..oct, .rJ t|o |o..ro. urJo.st.rJs
t|.t . p.crcur |s rct rocoss..y .|t| t|o |npo..t|vo
S|o .|sc urJo.st.rJs t|.t ..t|c|os ..o rct rc.n.||y
usoJ .|t| t|o r.nos c| p|.cos, s|o |.s c.cssoJ cut
||e bo|c.o |o|o||ooJ |r t|o poru|t|n.to sortorco
S|o usos t|o s|np|o p.osort cc..oct|y (|| |o|e .rJ
/, |ooe | ) tc .JJ |o|p|u| |r|c.n.t|cr tc c|..||y t|o
|rst.uct|crs S|o usos cro ccnp|ox rcur p|..so ||e
|o||oo| |o|| |o| |o ||o|eoJ .rJ t.c p.opcs|t|cr.|
p|..sos oo||e ||e |o||o .rJ o| ||e e|| o| tc
ccrvoy p.oc|so |r|c.n.t|cr o|oct|vo|y
$VSSJDVMVNDPWFSBHF Wt/2.1a - Ws/2.1a, 3a, 4a - Ww/2.1a, 1b, 2a 1BHF 83
A list of level descriptors and component skills for the text
Grammar notes on
how the grammatical
strengths and weakness
exemplify the level
Original text as laid out
by learner, where
relevant
Text focus shows how
the text level
descriptors are
evidenced
Learners rst draft,
where relevant
ESOL_Exemplars_Intro.indd 13 25/06/2009 12:12