Documenti di Didattica
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ADVANCED 1
INTERMEDIATE 3
INTERMEDIATE 2
INTERMEDIATE 1
FOUNDATION 3
FOUNDATION 2
FOUNDATION 1
PRE-FOUNDATION
INTRODUCTORY CERTIFICATE
OF SUCCESS
2011-12
ESB Assessment Programmes for Schools for Foundation, Intermediate and Advanced Levels
Equivalence Chart between ESB EAL levels and the levels of the
Common European Framework and the National Language Standards
The National Languages Standards 2000 The Language National Training Organisation
Pre-School Syllabus:
Introductory Certificate of Success, Levels 1 & 2
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12
24
34
44
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20
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Recommended sources of EAL readers for ESB EAL Junior and Senior levels
45
GENERAL INTRODUCTION
The following gives a brief outline of ESBs provision and assessment processes.
Aims
The English Speaking Board was founded in 1953 to promote and assess effective, confident and constructive oral
communication skills for all levels and all ages. The emphasis is very much on spoken English as a practical and
enjoyable life skill, with the focus at assessment on the candidate both as a speaker and as an active listener sharing
knowledge and ideas with others.
Provision
ESB provides qualifications in Spoken English through four main series of assessment programmes:
Junior/Senior/Advanced Senior
Level 1 to Level 5
Certificate of Achievement
Entry Level
English as an Acquired Language (EAL)
Pre-Entry to Level 5
Each series of programmes is designed to encourage progression. The skills required at each stage are distinguished
by increasing demands of thought, shaping, language and technique appropriate to context and level.
Guided learning hours are flexible to allow for entries throughout the year, individual rate of progress and context
for delivery. E.g. as the focus for a short course or to complement/assist delivery of e.g. GNVQ, NVQ or English in
the National Curriculum, usually over 1-3 terms according to level and application.
Assessment takes place within a participating peer group, as candidate interaction is an integral part of the
assessment. Each candidate must be in a group of at least five other candidates to give opportunities for each to
demonstrate listening and responding skills as well as competence as a speaker. Assessment is designed to be a
supportive process. The assessment process itself is independent and the tutor is not involved in the process or
outcome but is invited to observe part or all of the assessment process as part of the formative nature of the
programme.
Oral competence is complemented by visual aids, notes and written support materials where appropriate, prepared
in advance of assessment to assist in fulfilling performance tasks and assessment criteria.
Each candidate receives an individual written narrative report within five working days of the assessment (UK). All
successful candidates will receive a certificate within approximately 6 weeks giving syllabus, level, stage and grade
of Pass.
TASKS
PERFORMANCE
CRITERIA
(level/stage objectives)
ASSESSMENT
CRITERIA
(level/stage outcomes)
Criteria met
LEVEL OF ATTAINMENT
(award level)
Unsuccessful
The aim of the EAL for School series of programmes is provide a focus and framework for progressive mastery of
Spoken English communication in English as an Acquired Language from Year group 1 to A level or equivalent,
with the emphasis on presentation skills delivered in a group context. The skills assessed include listening to,
speaking to and responding to an audience, and interpretation of stimulus material.
ESBs OVERALL OBJECTIVES
The programmes for Junior and Senior EAL Levels/Stages are designed to:
Encourage discrimination in the choice of subject matter
Place the candidate in authority, thus developing confidence and spontaneity in addressing others, known and unknown
Develop skills in shaping and signposting presentations for an audience
Give practice in the discipline of working to time limits
Give practice in group interaction to enable debate and discussion with active, perceptive listening skills
Promote access to a variety of factual and imaginative writing from which the candidate can make a reasoned, individual choice for
interpreting and sharing ideas and emotions
Promote appreciation of spoken language and its techniques, including effective reading aloud
Promote the interaction of candidates and examiner at assessment and to enable each candidate to benefit from individual informed
encouragement and feedback
Provide a full written report for each candidate which provides detailed evidence of achievement including guidance on areas for
improvement
This series of assessments provides programmes for progression in EAL. The series focuses on practical oral
communication within the context of the participating group. ESB EAL qualifications are appropriate as a distinctive
complementary programme for students on the National Literacy programme, taking Key Stages 1-4. They are also
appropriate as a distinctive complementary programme for students taking a Key Skills qualification (and
corresponding GCSEs) such as the Key Skill qualification in Communication or the Wider Key Skills qualifications.
They can be used as an intrinsic part of a Curriculum Enrichment programme, as part of lateral and linear progression
routes. There are also opportunities for students on GNVQ/NVQ programmes, on work experience or who are about
to be in employment where there are or will be language training programmes. They are also suitable for children
overseas attending a language school, extra-curricular language classes or as part of the foreign languages
programme within the school curriculum.
Each level/stage has its own criteria for each section to reflect specific emphases and the progressive mastery of
knowledge, skills and understanding as specified in the syllabus tasks. A specific level of pass gives articulation
between levels/stages and helps to measure readiness for the next level/stage. Pass indicates the minimum level at
which criteria have been met for the level/stage. Higher levels/stages of attainment are based on evidence at each
level/stage of the increasing degree of independence, skill and control in: selecting, shaping and presenting
information and ideas; handling equipment and visual aids; interpreting literary and factual stimuli; fluency,
confidence, technique, language skills and sensitivity in sharing communication.
Tasks and Performance Criteria. The assessment tasks (syllabus) and Language and Vocabulary requirements, and
the assessment criteria for each Level/Stage are side by side for easy reference. The tasks flesh out the content
summary and are in turn further defined by the criteria. The performance criteria say what the candidate must do
in order to achieve the Learning Outcomes (task requirements). The criteria are addressed to the candidate.
The Assessment Criteria. The grading indicators articulate the requirements to be met in order to achieve one of
the levels of attainment for each section of the EAL assessment.
Levels of Attainment. At assessment each section is awarded a level of attainment. The overall award level is the
aggregate for the four sections. The talk/presentation carries double weighting unless indicated otherwise. (i.e. 40%
of the total award) Each of the other three tasks carry equal weighting, i.e. each one is equal to one fifth of the total
award. The individual candidate report gives the individual level of attainment for each task and the aggregate
(overall) level. The aggregate level is the one recorded on the certificate.
Grading Levels for EAL Schools. ESB maintain three standardisation bands - Pass, Merit and Distinction.
At Pass and Merit there is a qualifier grade available for reports and certification to acknowledge the top 10% of
candidates within either band.
Candidates who achieve a Pass at the higher level will have their certificates endorsed as Good Pass.
Candidates who achieve a Merit at the higher level will have their certificates endorsed as Merit Plus.
Prcentage marks are not given on Reports or Certificates but grades start at the following points:
Pass: 50%; Good Pass: 60%; Merit: 70%; Merit Plus: 80%; Distinction: 90%
The Equivalence Chart demonstrates ESBs interpretation of its alignment of EAL levels against the levels of the
Council of Europe and the National Language Standards.
The Global Scales and Descriptors are drawn up by the Council of Europe (COE) and ESB works within the broad
framework of these descriptors: Performance for ESB, has the emphasis on practical oral communication skills,
and the General ESB Objectives clarify this emphasis. ESBs distinctive criteria requirements are further detailed
within each Level and Stage.
The National Language Standards, drawn up by the Languages National Training organisation, measure the
practical use of language in a vocational and vocationally-related context.
Content Summary Grids. A content summary grid is given before the Junior and Senior syllabuses. The grids give
an overview of content for each Level/Stage so that users can see the comparative and progressive requirements at
a glance.
It is recommended that each candidate has a copy of the syllabus programme so that he
or she can refer individually to the assessment tasks for the level/stage entered.
Equivalence Chart
The chart below demonstrates ESBs interpretation of its EAL alignment against the levels of the
Council of Europe and the National Language Standards.
ENGLISH SPEAKING BOARD
ESB EAL
Common
European
Framework
CEF
National
Language
Standards
NLS
C2 - Level 6
Mastery
Higher Certificate
Advanced 2
Advanced 1
Advanced 2
Advanced 1
B2 - Level 4
Vantage
Intermediate 3
Intermediate 3
B1 - Level 3
Threshold
Intermediate 2
Intermediate 1
Intermediate 2
Intermediate 1
A2 - Level 2
Waystage
Foundation 3
Foundation 2
Foundation 3
Foundation 2
Foundation 1
Pre-Foundation
Foundation 1
Pre-Foundation
Certificate of Success
Certificate of Success
C1 - Level 5
Effective
Operational
Proficiency
A1 - Level 1
Breakthrough
GUIDE TO SIMILARITY OF OUTCOMES BETWEEN ESB SCHOOLS SPOKEN ENGLISH AND ESB
EAL SCHOOLS SYLLABUSES
The two series of assessments are aligned for similarity of outcome in a class of native and non-native speakers
of English where the age and cognitive development might he broadly the same. However, the EAL Schools
syllabuses allow for the different stages of linguistic development for non-native speakers of English for whom
English is not the first language. The EAL series also allows for lateral and linear progression within the EAL
syllabuses and onto the mainstream Schools syllabuses. NB Please note that due to the mismatch between
cognitive and linguistic development, the two series of assessments will not be aligned at the same levels on the
National Qualifications Framework.
ESB JUNIOR AND SENIOR SYLLABUSES
ADVANCED 1
SENIOR THREE
INTERMEDIATE 3
INTERMEDIATE 2
INTERMEDIATE 1
FOUNDATION 3
FOUNDATION 2
FOUNDATION 1
PRE-FOUNDATION
Proficient User
C2
C1
Independent User
B2
B1
Basic User
A2
A1
Can understand with ease virtually everything heard or read. Can summarise information from different
spoken and written sources, reconstructing arguments and accounts in a coherent presentation. Can express
him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more
complex situations.
Can understand a wide range of demanding, longer texts and recognise implicit meaning. Can express
him/herself fluently and spontaneously without much obvious searching for expressions. Can use language
flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured,
detailed texts on complex subjects, showing controlled use of organisational patterns, connectors and
cohesive devices.
Can understand the main ideas of complex texts on both concrete and abstract topics, including technical
discussions in his/her field of specialisation. Can interact with native speakers quite possibly without strain
for either party. Can produce clear, detailed texts on a wide range of subjects and explain a viewpoint on a
topical issue giving the advantages and disadvantages of various options.
Can understand the main points of clear standard input on familiar matters regularly encountered in work,
school, leisure, etc. Can deal with most situations likely to arise while travelling in an area where the
language is spoken. Can produce simple connected text on topics which are familiar or of personal interest.
Can describe experiences and events, dreams, hopes and ambitions, and briefly give reasons and explanations
for opinions and plans.
Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g.
very basic personal and family information, shopping, local geography, employment). Can communicate in
simple and routine tasks requiring a simple and direct exchange of information on familiar and routine
matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in
areas of immediate need.
Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of
needs of a concrete type. Can introduce him/herself and others and can ask and answer questions about
personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a
simple way provided the other person talks slowly and clearly and is prepared to help.
THE NATIONAL LANGUAGE STANDARDS 2000 - The Languages National Training Organisation (NTO)
The following descriptors are taken, with the permission of the Languages National Training Organisation, from the
National Language Standards 2000, which are subject to Crown Copyright. These are the standards upon which
language NVQs are based and as such have been submitted for approval by QCA to the Projects and Standards
Approvals Group and have received that approval.
LEVEL
DESCRIPTOR
FOUR
Competent in a broad range of complex language tasks in the users specialist area, performed in a wide
variety of contexts in which flexibility of linguistic structures is essential. Fluency is only interrupted by the
most conceptually difficult topics and the user can interact skilfully in discussion, contributing to and helping
to maintain coherence.
FIVE
THREE
TWO
ONE
Competent in the full range of complex language tasks across a wide and often unpredictable variety of
contexts. Command of idiom and grammatical structures permits expression of the finest nuances. Applies a
significant range of language strategies from an extensive repertoire, continuously updated to meet
challenging requirements. Interactive skills allow complete and harmonious control of any discussion and
constant review of its content and direction.
Competent in a varied range of language tasks, both factual and expressive, performed in a variety of
contexts. Repertoire is wide and adaptable to the unexpected and grasp of the grammatical system is mainly
secure.
Competent in a limited range of language tasks, performed in familiar work and social contexts. Repertoire
is equal to most routine language tasks, and the user has sufficient grasp of grammar to cope with some nonroutine tasks.
Competent in a limited range of predictable and simple language tasks, using mainly set expressions and
simple combinations of these. Capable of some rehearsed grammatical manipulations.
This Certificate is for pre-school and school children who are beginning to enjoy learning to speak a little English and it
is therefore a certificate of Encouragement. It may be awarded at Level 1 or 2.
All the conversations take place in very informal situations, depending on the age and/or school class of the child. The assessor walks
round the room with one or two, or a group of children; or sits at child level when the children are:
doing class work and/or working on projects or doing activities such as drawing, playing with constructional material, or engaging in
dramatic and imaginative play.
Level 1
This is very basic and assessors operate a very flexible approach. Responses will be formulaic and with the support of non-verbal
communication and they will be in the form of single words or short, fragmented phrases.
Level 2
Responses will be in the form of words, phrases and incomplete sentences and with the support of non-verbal communication. Simple
formulaic questions by the children are expected at this level.
LANGUAGE
USAGE LANGUAGE
possessive adjectives
Functions - some
I can say Please and Thank you.
vocabulary
I can apologise.
10
me
my family
food
drink
colours
animals
days of the week
months of the year
my classroom
numbers 1-20
letters of the alphabet
prepositions of place
Section 1
Talk
Section 2
Reading aloud
Section 3
Using Language/
Meeting Situations
Section 4
Oral interaction
Prepared Reading/Text
1 minute per candidate
Speak by heart a rhyme or poem
sing a song.
or read a practised short poem or
passage. (max. 100 words)
Introduce text with title/author.
Using Language
1 minute per candidate
one or two questions
from examiner about yourself.
Listening/Responding
Foundation 1
6-7 minutes
Prepared Reading/Text
1 minute per candidate
Speak by heart a rhyme or poem
or sing a song,
or read a practised short poem or
passage. (max. 100 words)
Introduce text with title/author.
Using Language
1 minute per candidate
Answer one or two questions
from examiner about yourself
Listening/Responding
Foundation 2
8-11 minutes
Prepared Reading/Text
1-2 minutes per candidate
Speak by heart a rhyme or poem
or sing a song;
or read a practised short poem or
passage. (max. 150 words)
Introduce text with title/author.
Using Language
2 minutes per candidate
Answer one or two questions
from examiner about yourself
and ask the examiner one or
two questions too.
Listening/Responding in
Conversation
Answer simple questions
from examiner and group on
talk and ask others questions
after their talks. Join in very
simple conversation on
familiar topics with question
and comments.
Foundation 3
11-12 minutes
Explaining How
3-4 minutes per candidate
Present a talk with a
demonstration explaining how
you achieved, made. grew or
found something of interest to
you;
or use a map or diagram to
describe the area in which you
live and explain how to get to
your school. etc.
Reading Aloud
2 minutes per candidate
Read a practised short poem or
passage (max. 200 words);
or read instructions from a game.
recipe. hobby or directions from
a map. (max. 200 words)
Introduce text with title/author and
give reasons for your choice.
Using Language
2 minutes per candidate
Working in pairs, ask each
other two or three questions
about likes/dislikes. daily life
and future plans.
Listening/Responding in
Conversation
Answer simple questions
from examiner and group on
talk. Ask others questions
after their talks. Join in
simple conversation with
question and comments, and
very simple discussion on
familiar topics.
Oral Presentation/prepared
Talk 3-4 minutes per candidate
Present a talk on a topic of
personal interest which might
include a demonstration;
or describe a personal
experience/event;
or describe the plot of a
film/book, or tell a story
or describe plans fur next
summer/year.
Reading to listeners
2 minutes per candidate
Read a practised poem, short story
extract from a simplified reader
(max. 200 words).
or read a dramatised dialogue
with another candidate.
(max. 200 words each)
Introduce the text, giving reasons
why you chose it.
Meeting Situations
3 minutes per candidate
Respond appropriately to
simple practical daily
situations in pairs.
Listening/Responding in
conversation/discussion
Answer questions after your
talk. Participate in more
extended conversation.
Contribute to discussion with
opinions, agreement and
disagreement.
Intermediate 2
13-16 minutes
Practical Instruction/prepared
Talk 4-5 minutes per candidate
Present a talk on a skill/activity
that you have acquired with
instructions and a demonstration;
or describe a special
occasion/event;
or describe the plot of a
film/book; or tell a story & your
feelings/reactions;
or describe hopes. plans. dreams
for next summer/year.
Reading to listeners
2-3 minutes per candidate
Read a practised poem, short story.
extract from a simplified reader
(max. 250 words);
or read a dramatised dialogue
with another candidate.
(max. 250 words each)
Introduce the text, setting it in
context.
Meeting Situations
3-4 minutes per candidate
Respond appropriately to
practical daily situations in
pairs, triads or small groups.
11
Very young candidates - Speak by heart a short rhyme or poem, or sing a song that you enjoy and have practised in
English.
Section 3: Using language (1 minute per child)
The examiner will ask you one or two questions about yourself. This might happen at the beginning of the assessment.
Language
Vocabulary
To have
Have got
Family
Yes/No questions
Clothes
Articles
Home
Demonstratives
Possessive adjectives
Simple adjectives
Games
Toys
Health
Weather
*Adjectives to describe:
colour
physical attributes of animals and people
shape of objects
12
I can prepare the description with very basic vocabulary and fixed expressions.
I can greet the group and introduce myself and my description.
I can describe my toy or item to the group without learning by heart or reading.
I can describe my toy or item using cue cards or other prompts to maintain the flow and order.
I can show my toy or item as part of my description.
I can try to speak audibly and clearly.
I can communicate with some understanding, allowing for some hesitation and errors.
I can try to make eye contact at the beginning or end of the talk.
(I can try to answer very simple questions from the group.)
or I can learn and speak by heart a short rhyme or poem, or sing a song.
I can stand or sit as appropriate and hold the text firmly.
I can recite, read or sing it to the group audibly.
I can recite, read or sing with some clarity.
I can try to make eye contact at the beginning or end of the reading/text.
I can understand someone who speaks very slowly, clearly and simply with long pauses.
I can understand and follow some very short, simple instructions.
13
Language
Vocabulary
To have
Have got
Family
Clothes
Present continuous
Simple imperatives
Yes/No questions
Home
Articles
Demonstratives
Games
Toys
Possessive adjectives
Health
Possessive pronouns
Weather
Simple adjectives
Prepositions of place
*Adjectives to describe:
colour
physical attributes of animals and people
shape of items
14
15
Language
Vocabulary
Id like to + infinitive
Family
Future-going to
I like+verb+ing
Colours
Can
Home
much/many
Quantifiers
More adjectives
Some adverbs
Games
Toys
Health
Weather
*Adjectives to describe:
colour
physical attributes of people/animals
shape of objects
16
17
Vocabulary
Language
18
19
Vocabulary
Language
*Collocations
20
21
Language
Vocabulary
22
23
Section 1
Talk
Section 2
Reading aloud
Section 3
Using Language/
Meeting Situations
Section 4
Oral interaction
Reading Aloud
1 minute per candidate
Read a practised short poem or
passage. (max. 100 words)
Introduce text with title and author.
Using Language
1 minute per candidate
Answer one or two questions
from examiner about yourself.
Listening/Responding
Reading Aloud
1 minute per candidate
Read a practised short poem or
passage. (max. 100 words)
Introduce text with title/author.
Using Language
1 minute per candidate
Answer one or two questions
from examiner about yourself.
Listening/Responding
Reading Aloud
1-2 minutes per candidate
Read a practised short poem or
passage. (max. 150 words)
Introduce text with title/author.
Using Language
2 minutes per candidate
Answer one or two questions
from examiner about yourself
and ask the examiner one
or two questions too.
Listening/Responding in
Conversation
Answer simple questions from
examiner and group on talk
and ask others questions after
their talks. Join in very simple
conversation on familiar topics
with question and comments.
Reading Aloud
2 minutes per candidate
Read a practised short poem or
passage (max. 200 words);
or read instructions from a game,
recipe, hobby (max. 200 words);
or read directions from a map.
(max. 200 words)
Introduce text with title/author and
give reasons for your choice.
Using Language
2 minutes per candidate
Working in pairs. ask each
other two or three questions
about likes/dislikes, daily life
and future plans.
Listening/Responding in
Conversation
Answer simple questions from
examiner and group on talk.
Ask others questions after
their talks. Join in
conversation/simple
discussion on familiar topics.
Make comments and express
agreement and disagreement.
Foundation 1
6-7 minutes
Foundation 3
11-12 minutes
Explaining How
3-4 minutes per candidate
Present a talk explaining how you
achieved, made, grew or found
something of interest to you with
a demonstration;
or use a map or diagram to
describe the area in which you
live and explain how to get to
your school, etc; or describe
a recent trip/holiday, how you
got there/what you did there.
(Intermediate
Intermediate 1
12-14 minutes
Oral Demonstration/prepared
Talk 3-4 minutes per candidate
Present a talk and demonstration
on a topic of interest from
community/school;
or describe a personal
experience/event;
or describe the plot of a film/book;
or tell a story; or describe dreams,
plans, hopes, intentions for future.
Reading to listeners
2 minutes per candidate
Read a practised poem, short story,
extract from a simplified reader.
(max 250 words);
or read a dramatised dialogue with
another candidate.
(max. 250 words each)
Introduce the text, giving reasons
why you chose it.
Meeting Situations
3 minutes per candidate
Respond appropriately to
simple practical daily
situations in pairs.
Listening/Responding in
conversation/discussion
Answer questions after your
talk. Participate in more
extended conversation.
Contribute to discussion with
opinions, agreement and
disagreement.
Intermediate 2
13-16 minutes
Practical Instructions/Prepared
Talk 4-5 minutes per candidate
Present a talk on a skill/activity
that you have acquired with
instructions and a demonstration;
or describe a personal
experience/event; or describe
the plot of a film/book; or tell
a story & your feelings/reactions;
or describe hopes, ambitions,
dreams for future with
reasons for plans.
Reading to listeners
2-3 minutes per candidate
Read a practised poem, short story,
extract from a simplified reader
(about 250 words);
or read a dramatised dialogue with
another candidate.
(about 250 words each)
Introduce the text and set it in
context.
Meeting Situations
3-4 minutes per candidate
Respond appropriately to
practical daily situations in
pairs, triads or small groups.
24
Time
Level/Stage
Section 1
Talk
Section 2
Reading aloud
Section 3
Using Language/
Meeting Situations
Section 4
Oral interaction
Reading to listeners
2-3 minutes per candidate
practised poem, short story
extract from a reader
(max. 300 words);
or a dramatised dialogue with
another candidate. (max. 300
words each)
Introduce the text and set it in
context.
Meeting Situations
4 minutes per candidate
Open exchange of
ideas
Respond appropriately to
more complex practical
daily situations in pairs,
triads or small groups.
Problem-solving activity
activity
5 minutes per candidate
Respond appropriately to
a problem-solving
activity. It might involve
an individual task before
a group activity in which
you compare and discuss
possible outcomes with
the rest of your group.
Newspaper discussion
4 + 6 minutes per candidate
Presenting a Case/Presenting
a talk 4-5 minutes per candidate
Give a talk on a
national/international issue
which could affect your group,
explaining your views and
giving advantages/disadvantages
of different alternatives;
or summarise plots and
sequences of events in
plays/films/books or from
factual radio/TV programmes
and give your critical response.
Advanced 2
28-30 minutes
Oral exposition/presentation
and discussion
6 + 4 minutes per candidate
Persuade your listeners to
support your views on an
issue which you feel strongly
about, which should contain
ideas, opinions and facts.
Lead into discussion from your
summary;
or present a subject
researched in depth related to
school studies, impending
studies, work experience or
outside interest. The content
should include arguments and
lead into discussion.
Oral exposition/presentation
and discussion
8 + 6 minutes per candidate
Give a talk on a subject which
you have researched in depth
and related to your studies,
work, outside interests or
current affairs.
Your presentation should
include arguments and end
with an appropriate
conclusion, before leading into
discussion.
Reading to listeners
3-4 minutes per candidate
Give a practised reading from a
novel or non-fiction book (max. 350
words).
Introduce text with clear context.
Reading to Listeners
4 minutes per candidate
Newspaper Discussion
5 + 7 minutes
Respond appropriately
and with initiative to a
complex decision-making
activity. It will involve an
individual task before a
group activity in which
you collaborate,
negotiate and come to a
mutual decision with the
rest of the group.
Introduce a newspaper
article and give a
summary. Briefly identify
the issues it raises. Offer
your opinions on the
subject matter and the
way it has been reported,
referring to and quoting
from the article to
illustrate your argument.
Lead a discussion on the
main issues and close it,
summing up the opinions
of the group.
25
SENIOR EAL LEVELS 11+ - 16+ National Curriculum Year Groups 7 - 11+
SENIOR EAL Pre-FOUNDATION (See SE J. Introductory) on the way to Breakthrough A1
Total individual time: 6 - 7 minutes
Bring an object or model that you particularly like or a picture or photograph of your family or a friend and describe it to your
listeners.
Read aloud a prepared short poem or passage (max. 100 words) that you have practised from a simplified reader or a book
appropriate to your level of English. Introduce the text with the title and the author.
Section 3: Using language (1 minute per student)
The examiner will ask you one or two questions about yourself. This might happen at the beginning of the assessment.
Be prepared to answer simple questions from the examiner and the listening group after your talk.
Vocabulary
Language
*Adjectives to describe:
- colour
- physical attributes of people/animals
- shape of objects
26
I can describe my picture using cue cards or other prompts to maintain flow and form..
I can show and use my picture as part of the talk.
I can try to speak audibly and clearly.
I can communicate with some understanding, allowing for some hesitation and errors.
I can try to make eye contact at the beginning or end of the talk.
(I can try to answer very simple questions from the group.)
I can try to make eye contact at the beginning or end of the reading.
I can understand someone who speaks very slowly, clearly and simply with long pauses.
I can understand and follow some very short, simple instructions.
I can try to answer very simple questions very simply about very familiar topics.
I can try to make myself understood using nonverbal communication. I can ask someone to repeat something when I dont
understand.
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SENIOR EAL LEVELS 11+ - 16+ National Curriculum Year Groups 7 - 11+
SENIOR EAL FOUNDATION ONE (See J. Intro./J1) Breakthrough A1
Total individual time: 6 - 7 minutes
Read aloud a prepared short poem or a passage (max. 100 words) that you have practised from a simplified reader or
book appropriate to your level of English. Introduce your text with the title and author.
Section 3: Using language (1 minute per student)
The examiner will ask you one or two questions about yourself. This might happen at the beginning of the assessment.
Be prepared to answer simple questions from the examiner and the listening group after your talk. Listen carefully to
others and ask them questions after their talk.
Language
Vocabulary
*Adjectives to describe:
- colour
- physical attributes of people/animals
- shape of objects
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SENIOR EAL LEVELS 11+ - 16+ National Curriculum Year Groups 7 - 11+
SENIOR EAL FOUNDATION TWO (See SE J. 2 - 3) on the way to Waystage A2
Total individual time: 8 - 11 minutes
Section 1: Show and tell (2 - 3 minutes per student)
Bring a model, game, piece of equipment, special clothing or recipe to help you describe a hobby or interest of yours and
explain what you do;
or bring along a photograph/picture/diagram of your home or school, a friend or someone in your family, a scene or special
occasion and explain what is happening.
Section 2: Reading aloud (1 - 2 minutes per student)
Read aloud a prepared short poem or a passage (max 150 words) that you have practised from a simplified reader or a
book appropriate to your level of English. Introduce your text with the title and author.
Section 3: Using language (2 minutes per student)
The examiner will ask you two or three questions about yourself and you can also ask the assessor two or three questions.
This might happen at the beginning of the assessment.
Section 4: Listening and responding in conversation
Be prepared to answer questions from the examiner and listening group on the subject of your talk. Listen carefully to others
and ask them questions after their talks. Join in very simple conversation on familiar topics and everyday matters with
questions and comments.
Linguistic Structures
Vocabulary
*Adjectives to describe:
- colour
- physical attributes of people/animals
- shape of objects
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SENIOR EAL FOUNDATION TWO (See SE J. 2 - 3) Level One on the way to Waystage A2
SHOW AND EXPLAIN 2-3 minutes per student
I can describe a hobby, interest or game of mine and explain what I do;
or describe a photograph/picture/diagram of my home or school, my family and friends, a scene or special occasions and
explain what is happening.
I can construct a simple talk which shows some knowledge and understanding of the subject.
I can prepare the talk with essential vocabulary, fixed expressions and some accurate and appropriate use of the linguistic
structures prescribed in the syllabus.
I can greet the group and introduce myself and my talk.
I can give the talk to the group without learning by heart or reading.
I can give the talk using cue cards or other prompts to maintain flow and form.
I can speak loudly and clearly and with understanding.
I can use audio/visual aids without passing them round during the talk.
I can make some eye contact during the talk.
I can keep to the time limit.
I can invite questions from the group.
(I can answer simple questions from the group.)
READING ALOUD 1-2 minutes per student
I can learn and speak by heart a short rhyme or poem, or sing a song;
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SENIOR EAL LEVELS 11+ - 16+ National Curriculum Year Groups 7 - 11+
SENIOR EAL FOUNDATION THREE (See SE J. 3) Waystage A2
Total individual time: 11 - 12 minutes
or describe a recent school trip or family trip/holiday and explain how you travelled there and what you did there.
Language
Vocabulary
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SENIOR EAL LEVELS 11+ - 16+ National Curriculum Year Groups 7 - 11+
SENIOR EAL INTERMEDIATE ONE (See SE J.4/S. Intro.) Threshold B1
Total individual time: 12 - 14 minutes
Section 1: Oral demonstration/prepared talk (3 - 4 minutes per student)
Prepare a well-constructed talk in which you explain and demonstrate a topic of interest in which you are involved in your
school or community. Use diagrams, maps, pictures or other visual or audio material to support your talk. If you work with
others, let each speaker contribute a different aspect.
or prepare a well-constructed talk in which you describe a personal experience or an event, or the plot of a film, play or
book, or tell a story.
or prepare a well-constructed talk in which you describe your dreams and hopes, plans and intentions for the future.
Section 2: Reading to your listeners (2 minutes per student)
Read aloud a prepared poem, short story or extract (max. 250 words) from a book which might be religious or holy, which
you have enjoyed reading. Introduce the text with the title and author, giving reasons for your choice; or a prepared
dramatised dialogue with an/other student/s. (max. 250 words each)
Section 3: Meeting situations (3 minutes per student)
Working in pairs, respond appropriately to simple practical daily situations such as giving directions, a
demonstration or instructions.
Section 4: Open exchange of ideas
Be prepared to ask and answer questions in more extended conversation and discussion. Contribute actively to the group
discussion, giving opinions, expressing agreement and disagreement and giving reasons.
Language
Vocabulary
*Collocations
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SENIOR EAL LEVELS 11+ - 16+ National Curriculum Year Groups 7 - 11+
SENIOR EAL INTERMEDIATE TWO (See SE S. 1 - 2) Threshold B1
Total individual time: 13 - 17 minutes
Section 1: Practical instruction/prepared talk (4 - 5 minutes per student)
Prepare a well-constructed talk on any subject or activity in which you are, or have been involved in your school or
community life, which might include giving clear, practical instructions and a practical demonstration. Appropriate
audio/visual material should be used to support your presentation; You can share the talk with partner.
or give a well-detailed account of a personal experience or an event, tell a story, or tell the plot of a book, play or film and
describe your feelings and reactions;
or describe dreams, hopes and ambitions for the future and what they involve, explaining and giving reasons for your plans.
Section 2: Reading to your listeners (2 - 3 minutes per student)
Read aloud a prepared poem, or an extract (about 250 words) from a book which might be religious or holy which you have
enjoyed reading. Introduce the book briefly and set the extract in context;
or a dramatised dialogue with an/other student/s. (max. 250 words each)
Section 3: Meeting situations (3 - 4 minutes per student)
Working in pairs, triads and/or small groups, respond appropriately to practical daily situations. Fluency is more important
than accuracy.
Section 4: Open exchange of ideas
Be prepared to answer questions from the examiner and the listening group after you talk. Listen carefully to others and
participate in extended conversation with confidence. Contribute actively to extended group discussion, express agreement
and disagreement, and complementing facts with reasons ideas and opinions.
Language
Vocabulary
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SENIOR EAL LEVELS 11+ - 16+ National Curriculum Year Groups 7 - 11+
SENIOR EAL INTERMEDIATE THREE (See SE Senior 3) Vantage B2
Total individual time: 15 - 18 minutes
Section 1: Presenting a case/Presenting a talk (4 - 5 minutes per student)
Give a talk on a national or international issue, which could affect your age group. Explain your own views, giving
advantages and disadvantages of different alternatives, and linking them together into a reasoned argument;
or summarise plots and sequences of events in plays, films and books, or from factual radio or television programmes such
as the News or documentaries, and give your critical response.
Section 2: Reading to your listeners (2 - 3 minutes per student)
Read aloud a prepared poem or an extract (max. 300 words) from a book which might be religious or holy which you have
enjoyed reading.
or a prepared dramatised dialogue with an/other candidate/s. (max. 300 words each) Introduce the text and set it in context.
Section 3: Meeting situations (4 minutes per student)
Working in pairs, triads and/or small groups, respond appropriately to more complex practical daily situations.
Section 4: Open exchange of ideas
Ask and answer questions and participate at length at all stages of extended conversation and discussion, complementing
facts with thoughts ideas views, reasons and examples.
Language
Vocabulary
*Idiomatic expressions
*Collocations
* Synonyms
*Antonyms
etc
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SENIOR EAL LEVELS 11+ - 16+ National Curriculum Year Groups 7 - 11+
SENIOR EAL ADVANCED LEVEL ONE (See SP/ACSE) EOP C 1
Total individual time: 28 - 30 minutes
GENERAL
LANGUAGE ctd.
VOCABULARY
I can demonstrate a good command of a broad vocabulary, which
includes using alternatives, in the topics required for Intermediate 3
Family, friends, people and relationships
Personality, character; Feelings and emotions
House, home and environment; the future
Daily life and society/social relations; Special occasions
Education and school; Leisure activities and entertainment
Language and languages; Travel and transport
Sports, health and fitness
Weather, climate and the world around us
Shopping, clothes & commodities; Fashion & youth culture
Music and the pop world
Politics & current events; Social & cultural issues
LANGUAGE
I can demonstrate accurate use of the language required
for Intermediate Level 3
future perfect simple/future perfect continuous
all uses of present perfect
present continuous for irritation
future - present simple + words of time
all tense forms
verb + ing/verb + infinitive/verbs of perception
used to v. would
multi-word verbs+supposition
gerunds v. gerundives
causatives and other complex passive forms
relative clauses & defining v. non-defining clauses
more complex indirect speech
verbs, nouns, adjectives + prepositions
subordinating conjunctions/conjunctive adverbs
multiple complex/multiple compound sentences
EXTENDED DISCOURSE
I can demonstrate increasing use of following with greater fluency:
differences in register in work and social settings
variations of structure of information
organisation and connection of ideas
responses to a variety of text types
questions for different purposes
THE VOICE
I can demonstrate increasing fluency in the use of the voice including:
clear pronunciation of words although influenced by L1
voice modulation through varied use of pitch and inflection
variety of intonation patterns to express meaning
use of my voice to express feelings and emotions
use of my voice to show I understand my material
sense of rhythm through use of stressed/unstressed syllables/words
varied use of pauses/varied use of pace
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SENIOR EAL LEVELS 11+ - 16+ National Curriculum Year Groups 7 - 11+
SENIOR EAL ADVANCED LEVEL TWO (See SE SP/ACSE) EOP C1
Total individual time: 36 - 40 minutes
Section 1: Oral exposition/presentation and discussion (8 + 6 minutes per student)
Prepare a presentation on a subject, researched in depth and related to your studies, work, outside interests or current
affairs. Your presentation should include arguments and end with an appropriate conclusion, before leading into discussion.
Competent and effective use of demonstration material will be considered an integral part of the presentation.
Section 2: Reading to your listeners (3 minutes per student)
Prepare a passage to be read aloud. The extract (max. 400 words) should be taken from a novel, biography, study textbook
or manual, library reference book or anthology, critical review, biography, newspaper or a manifesto from a secular
organisation, which has extended your interest in the subject matter. Introduce the extract and give an evaluative
recommendation. A copy of the written text should be given to the assessor.
Section 3: Problem-solving activity (6 - 7 minutes per student)
You will be expected to respond appropriately and with initiative to a complex decision-making activity. It will involve an
individual task before collaborating, negotiating and coming to a mutual decision with the group on the final outcome.
Section 4: Newspaper discussion (5 + 7 minutes per student)
Prepare an article for discussion from a quality newspaper on a topic which interests you. Introduce the article and give a
summary, briefly identify the issues it raises, offer your opinions on the subject matter and the way it has been reported,
referring to and quoting from the article to illustrate your argument. Lead a discussion on the main issues and close it,
summing up the opinions of the group.
LANGUAGE
EXTENDED DISCOURSE
Students should he able to demonstrate that they meet the
criteria for Advanced 1, and:
I can demonstrate approaching educated native speaker
competence in the application of the following:
Use of complex sentences
THE VOICE
I can demonstrate that I meet the requirements for
Advanced 1, and:
I can demonstrate approaching educated native speaker
competence in the use of the voice including:
clear pronunciation (although influenced by L1)
VOCABULARY
I can demonstrate that I meet the requirements for
Advanced 1, and:
I can use appropriate vocabulary for a wide range of
topics including local, national and global
events/issues.
I can discriminate between words of similar meaning
and make appropriate choice of words.
I can use words to explain emotions and feelings.
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ESB is committed to meeting the needs of all those with particular assessment requirements. Some general principles apply as
outlined below; but we ask that all tutors who have such candidates contact the Board in advance of assessment, for individual
needs are met on an individual basis. (For Certificate of Achievement entries, where all candidates have learning difficulties
and special arrangements already apply, only specific requirements need to be notified in advance - e.g. multiple handicap or
severe behavioural problems.)
Tutors are asked to alert the assessor to any specific problems when contacting him/her to discuss general arrangements in
advance of assessment.
In selecting, appointing and training ESB assessors, the Board is acutely aware of the importance of an understanding,
sensitive and supportive approach to all learners, (and particularly where there are any special requirements) without
compromising assessment standards.
Where learners have particular requirements, tutors are encouraged to take an interactive role in interpreting needs, assisting
with any specialist equipment that may be required and generally using their knowledge of the candidate to help ensure the
optimum conditions for success.
Specialist equipment may be utilised as required. Specialist staff (e.g. speech therapist) may be utilised in consultation with
the Board.
Pointers include:
All Certificate of Achievement syllabuses are specifically designed to take account of learning difficulties.
The Board provides assessors who, in addition to undertaking the mainstream examiner training and general annual training
session, are also required to attend additional specialist training led by the designated Co-ordinator for Certificate of
Achievement assessments.
The Guidelines spell out key provision, i.e.
The assessor takes a conductive role to guide the candidate into success.
Time is allowed before the assessment (usually about quarter of an hour) for the assessor to meet the candidates informally
to help establish a friendly and positive atmosphere.
The time allowance is more generous than that for mainstream candidates at introductory levels, allowing both for varying
timing within each section according to the need for guidance and averaging 20 minutes per candidate overall.
Breaks can be arranged to suit the felt need where powers of sitting, listening and concentration are limited.
The assessors lead-in tactics and physical arrangements between presentations may take longer than is usual in ESB
assessments.
Auxiliary staff or specialists - e.g. a speech therapist - may give specialist support without supplanting the requirement that
it is the individual candidate who must meet the criteria.
Impaired Hearing
Where candidates have the ability, they are encouraged to follow a mainstream syllabus. If hearing is seriously impaired,
additional time will be given (normally 50% for each task).
Where hearing impairment would hinder ready understanding, e.g. by a potential employer, the certificate will be endorsed
Hearing Impaired while allowing the candidate to achieve the intellectual level and grade of which he is capable.
Dyslexia
Normally additional time allowed for reading - 50% - with the candidates own choice of passage for prior practice where (e.g.
Senior Grades) the assessor would normally choose an extract from a longer prepared section.
Impaired Sight
If a candidate reads braille, additional time - 50% - will be allowed for reading. The candidate may choose his or her own
passage for prior practice in any syllabus where normally the assessor would choose a sight reading.
Where a candidate does not read braille, a pre-recorded tape is acceptable, built up by the candidate from listening to other
readers (preferably a variety) and developing his or her own interpretation.
Where extended reading would cause particular problems, the selected passage may be limited to 100-150 words if this is shorter
than the length or time specified for a particular component.
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(The Alignment between ESB EAL levels and Publishers levels is only approximate and allowances must be made for
overlaps.)
See: Keltic International, 39 Alexandra Road, Addlestone, Surrey KT15 2PQ
- The Keltic Guide to ELT Materials 2000 - www.keltic.co.uk
The Penguins & Longmans information are taken from their publications brochures:
CONTACTS BELOW ARE FOR EXAMPLES OF RESOURCES FOR CLASSROOM SUPPORT MATERIALS
MARY GLASGOW/SCHOLASTIC ELT
Commonwealth House
1-19 Oxford Street LONDON WC1 ACC 1NU E-MAIL: acowle@maryglasgowmags.co.uk
REFUGEE COUNCIL
Jill Rutter
National Education Adviser
3 Bondway LONDON SW8 1SJ e-mail jillrutter@refugee.council.org.uk
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