IESOL Qualification Handbook

7/25/2019 IESOL Qualification Handbook

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International ESOL (English forSpeakers of Other Languages)(8984)

Qualification handbookwww.cityandguilds.comOctober 2010

Version 25.0



About City & Guilds

City & Guilds is the UK’s leading provider of vocational qualifications, offering over 500 awardsacross a wide range of industries, and progressing from entry level to the highest levels ofprofessional achievement. With over 8500 centres in 100 countries, City & Guilds is recognised byemployers worldwide for providing qualifications that offer proof of the skills they need to get the job done.

City & Guilds Group

The City & Guilds Group includes ILM (the Institute of Leadership & Management) providingmanagement qualifications, learning materials and membership services and NPTC which offersland-based qualifications and membership services. City & Guilds also manages the EngineeringCouncil Examinations on behalf of the Engineering Council.

Equal opportunities

City & Guilds fully supports the principle of equal opportunities and we are committed to satisfyingthis principle in all our activities and published material. A copy of our equal opportunities policystatement Access to assessment and qualifications is available on the City & Guilds website.

Copyright

The content of this document is, unless otherwise indicated, © The City and Guilds of LondonInstitute 2009 and may not be copied, reproduced or distributed without prior written consent.

However, approved City & Guilds centres and learners studying for City & Guilds qualifications mayphotocopy this document free of charge and/or include a locked PDF version of it on centreintranets on the following conditions:

• centre staff may copy the material only for the purpose of teaching learners working towards aCity & Guilds qualification, or for internal administration purposes

• learners may copy the material only for their own use when working towards a City & Guildsqualification

• the Standard Copying Conditions on the City & Guilds website.

Please note: National Occupational Standards are not © The City and Guilds of London Institute.Please check the conditions upon which they may be copied with the relevant Sector Skills Council.

Publications

City & Guilds publications are available on the City & Guilds website or from our Publications Salesdepartment at the address below or by telephoning +44 (0)20 7294 2850 or faxing +44 (0)20 72943387.

Every effort has been made to ensure that the information contained in this publication is true andcorrect at the time of going to press. However, City & Guilds’ products and services are subject to

continuous development and improvement and the right is reserved to change products andservices from time to time. City & Guilds cannot accept liability for loss or damage arising from theuse of information in this publication.

City & Guilds

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International ESOL (English for Speakers of Other Languages) (8984) 3

International ESOL (English forSpeakers of Other Languages)(8984)

Qualification handbook

www.cityandguilds.comOctober 2010

Version 25.0



4 International ESOL (English for Speakers of Other Languages) (8984)

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Contents

1 International English Qualifications (IEQs) 6

1.1

The International ESOL qualification handbook and other publications 6

1.2 IEQ qualifications 7

1.3 Teaching qualifications 9

2 International ESOL 10

2.1 Introduction 10

2.2 Common European Framework of Reference for Languages 12

2.3 Qualification titles and Q Numbers 13

2.4 Descriptions of competence at each level 14

2.5 Alignment of IESOL to the CEFR 16

2.6

Centre Approval and operating procedures 17

2.7 Format and features of International ESOL suite of examinations 19

3 Overview of assessment for International ESOL 31

3.1 Assessment of the IESOL examination paper 31

3.2 City & Guilds Marking Examiners 34

3.3 Assessment criteria by level 35

4 Syllabi 39

4.1 Introduction 39

4.2 Preliminary level 40

4.3

Access level 52

4.4 Achiever level 65

4.5 Communicator level 79

4.6 Expert level 93

4.7 Mastery level 107




1

International English Qualifications (IEQs)

1.1 The International ESOL qualification handbook and otherpublications

The International ESOL qualification handbook from City & Guilds provides a comprehensiveintroduction to the City & Guilds series of examinations in International ESOL (English for Speakers ofOther Languages).

The aim of this guide is to provide information and advice for all existing and potential teachers andlearners of the City & Guilds International ESOL examinations.

A separate qualification handbook has been produced for the International Spoken ESOLQualification.

To find out more about our International English Qualifications (IEQs) visit:

www.cityandguilds.com/ieq

Other City & Guilds publications supporting the International ESOL qualifications include thefollowing:

Practice tests are available on the website.

Support materials for International ESOL (written by Vincent Smidowicz and Bridget Bloom):

International ESOL: Student Book 1 Preliminary

International ESOL: Student Book 2 Access

International ESOL: Student Book 3 Achiever

International ESOL: Student Book 4 Communicator

International ESOL: Student Book 5 Expert

International ESOL: Student Book 6 Mastery

International ESOL: Teacher’s Book 1 Preliminary

International ESOL: Teacher’s Book 2 Access

International ESOL: Teacher’s Book 3 Achiever/Communicator

International ESOL: Teacher’s Book 4 Communicator

International ESOL: Teacher’s Book 5 ExpertInternational ESOL: Teacher’s Book 6 Mastery

A similar range of support materials is also available for the International Spoken ESOL awards.Details of all the International ESOL and Spoken ESOL publications and how to order them can befound on the City & Guilds website.




1 International English Qualifications (IEQs)

1.2 Qualifications

International ESOL (English for Speakers of Other Languages) (8984)This range of examinations offers a communicative approach to the testing of listening, reading andwriting at six levels:

• Preliminary (equivalent to A1 Breakthrough on the Common European Framework1)

• Access (equivalent to A2 Waystage on the Common European Framework)

• Achiever (equivalent to B1 Threshold on the Common European Framework)

• Communicator (equivalent to B2 Vantage on the Common European Framework)

• Expert (equivalent to C1 EOP on the Common European Framework)

• Mastery (equivalent to C2 Mastery on the Common European Framework).

This qualification handbook covers all six levels.

International Spoken ESOL (Spoken English for Speakers of OtherLanguages) (8985)This range of examinations complements the International ESOL series. It is a separatelyadministered spoken examination and is available at the same levels as the International ESOLrange. A separate qualification handbook is available for International Spoken ESOL.

Spoken English Tests for Business (8981)

The Spoken English Test (SET) for Business is a qualification specifically developed for candidateswho need to use spoken English in the workplace. This qualification is ideal for those who work inbusiness in an English speaking country or in a multinational organisation which uses English forinternal communications.

Young ESOL (English for Speakers of Other Languages – YoungLearners) (8962 and 8969)Young ESOL and Young Spoken ESOL are for candidates aged 8-13. The examinations are at thelower levels only.

1 See: 2.2 The Common European Framework of Reference for Languages - page 12




English for Business Communication (8959)English for Business Communication focuses on the candidate's ability to perform in real businesssituations through the medium of English. This qualification evaluates understanding and writing ofbusiness communications in English. Level 1 requires learners to understand and write simpleletters, memos, faxes and emails. Level 2 involves the understanding of more complex businesscommunications, writing letters and memos and drafting faxes and emails and other business-related documents. At level 3, learners need to understand a wider range of businesscommunications, write letters, faxes and memos in response to a wide range of situations and

prepare notices, speeches, adverts, articles, and other business documents.

English for Office Skills (8960)The English for Office Skills qualification tests accuracy in the use and transcription of English andthe ability to perform office-related tasks to spoken or written instructions. These tests are suitablefor those who need to carry out tasks in English where accuracy in writing and following instructionsis important. Both levels involve the demonstration of accurate spelling and punctuation, writingdown a spoken message, reading comprehension, knowledge of vocabulary and proofreadingdocuments.




1 International English Qualifications (IEQs)

1.3 Teaching qualifications

Access Certificate in English Language Teaching (ACE) (8575)The ACE certificate has been jointly developed with the Department of Language and LiteraryStudies in Education at Manchester University. The qualification is suitable for existing Englishlanguage teachers who want to upgrade their skills, teachers who want to move into Englishlanguage teaching, and newcomers to teaching who wish to gain an initial English languageteaching qualification.




2

International ESOL

2.1 Introduction

The City & Guilds International ESOL examinations offer a comprehensive test of Listening, Readingand Writing skills in English which can either be taken as a stand-alone examination or acomplement to the International Spoken ESOL examinations.

These examinations are accredited by the UK Qualification & Curriculum Development Agency(QCDA) and are defined by QCDA as being ESOL International qualifications. According to QCDACriteria, ESOL International qualifications are designed for candidates who are not native speakersof English and who wish to achieve a high quality, internationally recognised qualification in Englishthat is available and recognised worldwide and, at the highest level (NQF level 3/CEF C2), candidateswho are preparing for entry to higher education or professional employment in the UK orelsewhere.

International ESOL Qualifications are designed to reference the descriptions of language proficiencyin the Common European Framework of Reference for Languages (CEFR). The levels in the CEFRhave been mapped to the levels in the National Qualifications Framework for England Wales andNorthern Ireland (see, Pathways to Proficiency: the alignment of language proficiency scales forassessing competence in English Language DFES/QCA, 2003).

Who are the City & Guilds International ESOL qualifications intended for?

• Non-native speakers of English worldwide

• young people or adults attending an English course either in the UK or overseas

• students learning English as part of their school or college curriculum

• people needing English for their everyday or working life• learners who require externally recognised certification of their levels in English

• those who are attending courses over a period and require a series of graded examinationswhich provide steps up in the ladder of proficiency

• learners attending short courses in English.

Why take City & Guilds International ESOL examinations?

• Examinations are on demand

Centres are in control of timetabling and can hold examinations whenever required. City & Guildsneed two weeks’ notice for the UK and Ireland and four weeks’ overseas.

• Integrity of total external assessment

Centres can be confident of quality and the maintenance of international standards.

• Feedback reports

Unsuccessful candidates automatically receive a short feedback report designed to prepare them toretake an examination.

• Rapid certification

Results and certificates are issued within eight weeks.




• Easy to run

Simple administration

One examination covering three skill areas – Listening, Reading and Writing

• Relevance

Task-based questions

Real-world context

Levels

The levels chart below shows the six levels of the International ESOL examinations, the duration ofeach examination and the skills involved.

Examination Duration Skills tested

A1 Preliminary 2 hours Listening, Reading and Writing

A2 Access 2 hours Listening, Reading and Writing

B1 Achiever 2 ½ hours Listening, Reading and Writing

B2 Communicator 2 ½ hours Listening, Reading and Writing

C1 Expert 3 hours Listening, Reading and Writing

C2 Mastery 3 hours Listening, Reading and Writing




2 International ESOL

2.2 Common European Framework of Reference for Languages

The six levels of the International ESOL Examination are linked to those of the Common EuropeanFramework of Reference for Languages1 developed by the Council of Europe. The comparativelevels chart below shows how the levels relate to each other.

City & Guilds ESOL Levels Common European Framework Equivalent UK nationallevels

A1 Preliminary A1 Breakthrough Entry 1

A2 Access A2 Waystage Entry 2

B1 Achiever B1 Threshold Entry 3

B2 Communicator B2 Vantage Level 1

C1 Expert C1 Effective Operational Proficiency Level 2

C2 Mastery C2 Mastery Level 3

1See ‘Common European Framework of Reference for Languages: Learning, teaching, assessment’Cambridge University Press 2001 ISBN 0521 005310





2.3 Qualification titles and Q Numbers

The table below details the names of the City & Guilds levels alongside the full title of eachInternational ESOL qualification as it appears on the certificate. It also lists the Qualification Numbers(Q Numbers) that are assigned by the UK Qualifications and Curriculum Development AgencyAuthority (QCDA) once a qualification is accredited by them.

International ESOL

Examination

Title on certificate Q Number Certification enddate

Preliminary (A1) City & Guilds EntryLevel Certificate inESOL International(reading, writing, and

listening) (Entry 1)

500/1763/9 31/08/2014

Access (A2) City & Guilds EntryLevel Certificate inESOL International(reading, writing andlistening) (Entry 2)

500/1769/X 31/08/2014

Achiever (B1) City & Guilds EntryLevel Certificate inESOL International(reading, writing andlistening) (Entry 3)

500/1764/0 31/08/2014

Communicator (B2) City & Guilds EntryLevel Certificate inESOL International(reading, writing andlistening) (Level 1)

500/1765/2 31/08/2014

Expert (C1) City & Guilds EntryLevel Certificate inESOL International(reading, writing andlistening) (Level 2)

500/1766/4 31/08/2014

Mastery (C2) City & Guilds Entry

Level Certificate inESOL International(reading, writing andlistening) (Level 3)

500/1767/6 31/08/2014

The name of each examination and appropriate CEFR Level appear below the title on eachcertificate.





2.4 Descriptions of competence at each level

City & Guildsqualificationlevel

Descriptor

Preliminary • Can understand and use familiar everyday expressions and very basic phrasessatisfying practical needs in connection with education, training and social roles.

• Can introduce him/herself and others.

• Can ask and answer questions about personal details such as possessions,address and people known.

• Can interact in a simple way provided the other person talks slowly and clearlyand is prepared to help.

• Can read and understand short texts on familiar topics and obtain information

from common signs and symbols.• Can write short simple phrases and sentences in documents such as forms, lists

and messages.

Access • Can understand sentences and frequently-used expressions related to areas ofmost immediate relevance such as basic personal and family information,shopping, local geography, employment, education, training and social roles.

• Can communicate in simple and routine tasks requiring a direct exchange ofinformation, feelings and opinions on familiar and routine matters.

• Can engage in conversation to establish shared understanding about familiartopics.

• Can read, understand and obtain information from short documents, familiarsources, signs and symbols.

• Can write to communicate with some awareness of the intended audience.

Achiever • Can understand the main points of clear standard communication on mattersregularly encountered in social roles, work, school, leisure, education andtraining.

• Can convey information, feelings and opinions on familiar topics, usingappropriate formality.

• Can engage in discussion in a familiar situation making relevant points andresponding to reach a shared understanding.

• Can deal with most situations likely to arise whilst travelling in an area wherethe language is spoken.

• Can produce a simple connected text on topics which are familiar or of personalinterest, adapting to the intended audience.

• Can describe experiences and events, dreams, hopes and ambitions and brieflygive explanations for opinions and plans.




Communicator • Can understand the main ideas of complex communication on both concreteand abstract topics, including technical discussions in his/her field ofspecialisation.

• Can communicate with a degree of fluency and spontaneity that makesinteraction quite possible without strain for either party.

• Can adapt to take account of the listener(s), the context and the medium.

• Can engage in discussion in familiar and unfamiliar situations making clearand relevant contributions.

• Can obtain information from different sources.• Can communicate clearly and in detail on a wide range of subjects and

explain a viewpoint giving the advantages and disadvantages of variousoptions, varying length, format and style appropriate to purpose andaudience.

Expert • Can understand a wide range of demanding longer texts, both written andspoken, and recognise implicit meaning.

• Can use the language fluently and spontaneously without much obvioussearching for expressions.

• Can respond to extended information and narratives, follow detailedexplanations and complex instructions, adapting response to audience,medium and context.

• Can engage in discussion in a variety of situations making clear and effectivecontributions.

• Can use language flexibly and understand a range of texts of varyingcomplexity and length for social, academic and professional purposes.

• Can produce clear well-structured, detailed text on complex subjects,showing controlled use of organisational patterns, connectors and cohesivedevices.

• Can communicate ideas and opinions effectively, using length, format andstyle appropriate to purpose, content and audience.

Mastery • Can understand with ease virtually everything heard or read.

• Can summarise information from different spoken or written sources,

reconstructing arguments and accounts in a coherent presentation. Canexpress him/herself spontaneously, very fluently and precisely, differentiatingfiner shades of meaning even in more complex situations.

The above six descriptions are adapted from the global description of the Common EuropeanFramework of Reference for Languages. Text from these is reproduced by kind permission of theCouncil of Europe.





2.5 Alignment of IESOL to the CEFR

Given the increasing importance and high profile of the body of work around the Common EuropeanFramework of Reference for Languages (CEFR), the decision was made early on in the developmentprocess of the IESOL suite of examinations to align the levels of these examinations with the levelsof the CEFR.

The examinations were developed using the CEFR (Council of Europe 2001) as a source document toinform the assessment tasks, specifications and assessment criteria. The procedures described inthe Draft Manual (2003) for relating examinations to the framework were used. In addition,procedures are in place to ensure that alignment to the levels is ongoing and CEFR methodology isimbedded into the City & Guilds quality process.

City & Guilds worked in partnership with a team of expert consultants and organisations, includingthe Centre for Language Assessment Research (CLARe) based at Roehampton University, London

and led by Professor Barry O’Sullivan. This work ensures that there is the necessary expertise tointerpret and apply the principles described in the Manual and provides an impartial perspective onthe skills tested and the levels of proficiency.

A panel of thirty testing experts is directly involved in the test development process and anadditional forty language testers and other colleagues make sure that the City & Guilds tests providevalid, reliable measurement of candidates’ language proficiency. External testing experts are alsoclosely involved in the research and development process of the City & Guilds tests to ensure thatour testing system should meet the challenges that present day research in language testing offers.





2.6 Centre Approval and operating procedures

Please refer to Centre Guide – Delivering International Qualifications. This publication provides step-by-step guidance on applying to become a City & Guilds centre, including examples of how you canshow us that you will be able to meet our approval criteria. It includes copies of the appropriateforms with detailed guidance on how to complete them and where to send them.

Centre approval will enable you to conduct examinations. This is valid for a period of two years,subject to your ongoing compliance with our regulations, and will allow you to enter candidates forand conduct any type of examination. The approval procedures are quite straightforward.

You will need to complete an Application for centre approval. This form includes a list of ourapproval criteria and you will be asked to provide information on how you satisfy or will be able to

satisfy these criteria. For example, we need to know that you have a safe or lockable steel cabinetand appropriate arrangements to ensure the security of all examination papers. Send the form tothe relevant address found in: Centre guide - Delivering International Qualifications.

City & Guilds reserves the right to suspend an approved centre, or withdraw its approval from anapproved centre to conduct a particular City & Guilds qualification or particular City & Guildsqualifications, for reasons of debt, malpractice or for any reason that may be detrimental to themaintenance of authentic, reliable and valid qualifications or that may prejudice the name of City &Guilds.

Operating procedures – general requirements

All centres offering the City & Guilds International ESOL qualifications will have to meet the fullrequirements for the assessment procedures as detailed in this qualification handbook.

This includes the provision of:

• appropriately qualified staff to invigilate the examination

• facilities for assessments to be undertaken at appropriate times under conditions requiredby City & Guilds. To run this examination, in addition to the examination room you will needreliable equipment to play the CD which provide the recorded texts for the Listening part ofthe examination. It is the responsibility of the centre to provide the best possible conditionsto enable candidates to listen to these recordings. We recommend that you check thereliability of the equipment and the audibility of the CD prior to starting theexamination.




Invigilation

Centres will be expected to provide invigilators for the examination process. The invigilator will beresponsible for the conduct and integrity of the examination. The person(s) undertaking this role willneed to:

• be familiar with the content of the City & Guilds conduct of examinations document

• observe the time allotted for the examination accurately

• read out the ‘rules to candidates’ prior to commencement of the examination

• ensure that all examination scripts are collected immediately after the examination andhanded to the person responsible for despatching them

• ensure compliance with all other regulations relating to the examination.

Ideally, invigilators will not be involved in training the candidates. However, where this isunavoidable the trainer will not be allowed to be the only invigilator involved for that examination.

Conduct and supervision of the examinations

Centres must ensure the following:

• Any information charts in rooms where assessments take place should be removed orcovered if they would give help to candidates taking the assessments.

• Once papers have been handed in, they shall not be returned to the candidate.

• Centres must provide levels of invigilation to ensure that candidates work unaided for theduration of the examination.

• Candidates will not be permitted to remove question papers from the location n in whichthe assessment is taking place, or to retain question papers.

• Where, in the opinion of the invigilator, any candidate engages in any conduct during anexamination that is deemed to have given him/her an unfair advantage, the candidate will berequired to take an alternative paper.



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A c c e s s L e v e l – ( A 2 ) – ( e x a m i n a t i o n d u r a t i o n 2 h o u r s

)

S k i l l a n

d F o c u s

T

a s k

F o r m a t

M a r k s

L i s t e n i n g 1 : r e c o g n i s e s i m p l e k e y

i n f o r m a

t i o n i n s h o r t s t a t e m e n t s

L

i s t e n t w i c e t o m a t c h s e v e n s h o r t

s

t a t e m e n t s t o p i c t u r e s ,

n u m b e r s ,

s

p e l l i n g s ,

m a p s ,

p l a n s ,

e t c

.

E

a c h i t e m c o n t a i n s t w o p i e c e s o f



u t t e r a n c e

7


i d e n t i f y f u n c t i o n s i n

s h o r t u t t e r a n c e s t y p i c a l o f s p o k e n

E n g l i s h

L

i s t e n t w i c e t o c h o o s e t h e b e s t r e

p l y

t

o s e v e n s h o r t u t t e r a n c e s ,

o n e

b

e i n g f o r m a l


u t t e r a n c e

7




L

i s t e n t w i c e t o 5 s h o r t

c


t o


, p u r p o s e ,

c o n t e x t ,

s

p e a k e r s ,


e n

s

p e a k e r s ,

f u n c t i o n s ,

a t t i t u d e s ,

f


F o u r - o p t i o n m u l t i p l e c h o i c e

q u e s t i o n f o r e a c h d i a l o g u e

5


f r o m a m o n o l o g u e t o c o m p l e t e a

t a s k

L

i s t e n t w i c e t o a m e s s a g e ,

a

n n o u n c e m e n t , e t c t o i d e n t i f y

s

p e c i f i c i n f o r m a t i o n

A n o t e o r m e s s a g e p a d w i t h s i x

h e a d i n g s a n d s p a c e t o w r i t e t h e

c o r r e c t i n f o r m a t i o n f o r e a c

h

h e a d i n g

6

R e a d i n

g 1 : u n d e r s t a n d c o h e r e n c e

a n d c o h

e s i o n o f s h o r t t e x t s

F

i v e s h o r t t e x t s

, e g ,

l i s t , l a b e l ,

a

d d r e s s ,

n o t i c e ,

e a c h w i t h a g a p

O n e f o u r - o p t i o n m u l t i p l e c h o i c e f o r

e a c h t e x t t o c o m p l e t e e a c h o n e

c o r r e c t l y

5

R e a d i n


s t r u c t u r e o f a s h o r t s i m p l e t e x t

A

s h o r t t e x t w i t h f i v e c l a u s e s

r

e m o v e d

G a p p e d t e x t f o l l o w e d b y a

c h o i c e o f

e i g h t o p t i o n s t o c o m p l e t e t h e t e x t

c o r r e c t l y

5




l E S O L ( E n g

l i s h f o r

S p e a

k e r s o

f O t h e r

L a n g u a g e s

) ( 8 9 8 4 )

2 2

S k i l l a n

d F o c u s

T

a s k

F o r m a t

M a r k s

R e a d i n


p u r p o s e o f t e x t a n d t o l o c a t e

s p e c i f i c


F


, e g n o t i c e ,

l e t t e r

,

a

p p o i n t m e n t c a r d ,

w i t h a l i n k e d

t

h e m e ,

b u t w i t h a d i f f e r e n t p u r p o

s e

F i v e m u l t i p l e m a t c h i n g q u e

s t i o n s t o


5

R e a d i n

g 4 : u n d e r s t a n d s p e c i f i c

i n f o r m a

t i o n t h r o u g h d e t a i l e d

r e a d i n g

A

c o n t i n u o u s t e x t : n a r r a t i v e ,

d

e s c r i p t i v e ,

e x p l a n a t o r y ,

e x p o s i t o r y

F i v e f o u r - o p t i o n m u l t i p l e c h o i c e

q u e s t i o n s o n t h e t e x t

5

W r i t i n g

1 : c o m p l e t e a f o r m w i t h

p e r s o n a l d e t a i l s a n d f o l l o w

i n s t r u c t i o n s

A

f o r m w i t h e i g h t p i e c e s o f

i n f o r m a t i o n r e q u i r e d

, e g m a r i t a l

s

t a t u s ,

o c c u p a t i o n ,

h o b b i e s e t c w

i t h

t

w o i n s t r u c t i o n s ,

e g u s e b l o c k

c

a p i t a l s

, t i c k t h e b o x ,

e t c

C o m p l e t e t h e f o r m u s i n g c

o r r e c t

s p e l l i n g

1 0

W r i t i n g

2 : r e - w r i t e s e n t e n c e s

c o r r e c t i n g e r r o r s

R

e - w r i t e f i v e s e n t e n c e s c o r r e c t i n g

e

r r o r s

D e s c r i p t i o n o r n a r r a t i v e o f

f i v e s h o r t

s e n t e n c e s w i t h e r r o r s : 2

p u n c t u a t i o n ,

2 s p e l l i n g ,

1 w

o r d

o r d e r

5

W r i t i n g

3 : r e s p o n d i n f o r m a l l y t o a

g i v e n t e

x t

I n s t r u c t i o n t o w r i t e a r e s p o n s e t o

a

g

i v e n l e t t e r , m e s s a g e ,

e m a i l ,

g

r e e t i n g s c a r d ,

p o s t c a r d ,

e t c

. T h e

t

e x t i n c l u d e s t h r e e q u e s t i o n s ,

s

u g g e s t i o n s ,

o r r e q u e s t s

, e t c

2 0 - 4

0 w o r d s

1 2

W r i t i n g

4 : w r i t e a n e u t r a l o r f o r m a l

t e x t f o r

a n i n t e n d e d a u d i e n c e

I n s t r u c t i o n t o w r i t e f o r a p a r t i c u l a

r

r

e a d e r i n a s p e c i f i e d w a y ,

e g l e t t e

r ,

m

e s s a g e ,

n o t e

, e t c

. T h r e e i t e m s

o f

c

o n t e n t t o b e i n c l u d e d

2 0 - 4

0 w o r d s

1 2




l E S O L ( E n g

l i s h f o r

S p e a

k e r s o

f O t h e r

L a n g u a g e s

) ( 8 9 8 4 )

2 3

A c h i e

v e r L e v e l – ( B 1 ) – ( e x a m

i n a t i o n d u r a t i o n 2 h o u r s 3 0 m i n u t e s )

S k i l l a n

d F o c u s

T

a s k

F o r m a t

M a r k s

L i s t e n i n g 1 : u n d e r s t a n d c o n t e x t ,

m e a n i n

g a n d f u n c t i o n o f a r a n g e o f

u t t e r a n

c e s

L

i s t e n t w i c e t o s i x s h o r t s e n t e n c e

s :

s

t a t e m e n t , e x p l a n a t i o n ,

d e s c r i p t i o n ,

i n s t r u c t i o n o r q u e s t i o n


u t t e r a n c e t o c h o o s e t h e a p

p r o p r i a t e

r e s p o n s e

6




L

i s t e n t w i c e t o t h r e e s h o r t

c


t o


, p u r p o s e ,

c o n t e x t ,

s

p e a k e r s ,


e n

s

p e a k e r s ,

r o l e s ,

f u n c t i o n s ,

a t t i t u d

e s ,

f


T w o f o u r - o p t i o n m u l t i p l e c h o i c e

q u e s t i o n s f o r e a c h c o n v e r s a t i o n

6



t a s k

L

i s t e n t w i c e t o a r a d i o b r o a d c a s t ,

t

a l k

, n a r r a t i v e ,

p r e s e n t a t i o n ,

e t c t

o

i d e n t i f y s p e c i f i c i n f o r m a t i o n

A n o t e o r m e s s a g e p a d w i t h s i x



h

h e a d i n g

6


f o l l o w a d i s c u s s i o n

b e t w e e

n t w o s p e a k e r s

L

i s t e n t w i c e t o a d i s c u s s i o n t o

i d e n t i f y g i s t , e x a m p l e s ,

f a c t , o p i n i o n ,

c

o n t r a s t , p u r p o s e ,

k e y i d e a s ,

a

t t i t u d e ,

c a u s e a n d e f f e c t

S i x f o u r - o p t i o n m u l t i p l e c h o i c e

q u e s t i o n s

6

R e a d i n


c o h e r e n c e a n d c o h e s i o n o f a v a r i e t y

o f a u t h e n t i c t e x t s

F

i v e s h o r t t e x t s e a c h w i t h o n e g a p

t

e s t i n g l a y o u t , l e x i s

, c o h e s i v e

d

e v i c e s ,

c o h e r e n c e

F i v e ,

f o u r - o p t i o n m u l t i p l e c

h o i c e f o r

e a c h t e x t t o c o m p l e t e e a c h o n e

c o r r e c t l y

5

R e a d i n

g 2 : u n d e r s t a n d h o w

m e a n i n

g i s b u i l t u p i n a t e x t

O

n e t e x t w i t h s i x s e n t e n c e s

r

e m o v e d

, e g t o p i c s e n t e n c e ,

s

u m m a r i s i n g s e n t e n c e ,

d e v e l o p i n

g

i d e a ,

e m p h a s i s i n g a p o i n t , o p i n i o n ,

c

o n t r a s t , s e q u e n c e ,

f o r w a r d a n d

b

a c k r e f e r e n c e ,

t r a n s i t i o n t o n e w

i d e a

C h o i c e o f e i g h t s e n t e n c e s t o c h o o s e

f r o m t o c o m p l e t e t h e s i x g a p s

6




l E S O L ( E n g

l i s h f o r

S p e a

k e r s o

f O t h e r

L a n g u a g e s

) ( 8 9 8 4 )

2 4

S k i l l a n

d F o c u s

T

a s k

F o r m a t

M a r k s

R e a d i n



s p e c i f i c


F


, e g e m a i l , a r t i c l e ,

a

d v e r t , e t c w i t h a l i n k e d t h e m e , b

u t

w

i t h a d i f f e r e n t p u r p o s e

N i n e m u l t i p l e m a t c h i n g q u e s t i o n s t o


9

R e a d i n


i n f o r m a


r e a d i n g

A


d


e x p o s i t o r y ,

b

i o g r a p h i c a l , i n s t r u c t i v e

T e n o p e n - e n d e d ‘ w h ’ q u e s

t i o n s

r e q u i r i n g s h o r t a n s w e r s

1 0

W r i t i n g

1 : p r o o f r e a d i n g a t e x t t o

i d e n t i f y

a n d c o r r e c t e r r o r s

A

t e x t : d e s c r i p t i o n o f e v e n t s

, s h o r t

r

e p o r t , n e w s p a p e r a r t i c l e

, e t c

. T h

e

t

e x t h a s e i g h t e r r o r s : p u n c t u a t i o n

,

s

p e l l i n g a n d g r a m m a r

I d e n t i f y a n d w r i t e c o r r e c t i o

n i n

m a r g i n o f l i n e w i t h e r r o r

8

W r i t i n g

2 : r e s p o n d a p p r o p r i a t e l y

t o a g i v e n t e x t t o p r o d u c e a f o r m a l

r e s p o n s e f o r a n i n t e n d e d p u b l i c

a u d i e n c

e

I n s t r u c t i o n t o w r i t e a r e s p o n s e t o

a

l e t t e r , p o s t e r , d i a r y ,

t i m e t a b l e

,

l e a f l e t , e t c f o r a s p e c i f i e d r e a d e r a n d

w

i t h f o u r c o n t e n t p o i n t s t o b e

i n c l u d e d

7 0 - 1

0 0 w o r d s

1 2

W r i t i n g

3 : p r o d u c e a n i n f o r m a l

l e t t e r t o

a f r i e n d

I n s t r u c t i o n t o w r i t e a l e t t e r o n a

g

i v e n t o p i c o f p e r s o n a l i n t e r e s t w

i t h

t

w o f u n c t i o n s t o b e i n c l u d e d

, e g

i n v i t e f r i e n d t o s t a y ,

d e s c r i b e w h a

t

y

o u w i l l d o

1 0 0 - 1

2 0 w o r d s

1 2




l E S O L ( E n g

l i s h f o r

S p e a

k e r s o

f O t h e r

L a n g u a g e s

) ( 8 9 8 4 )

2 5

C o m m

u n i c a t o r L e v e l – ( B 2 ) –

( e x a m i n a t i o n d u r a t i o n

2 h o u r s 3 0 m i n u t e s )

S k i l l a n

d F o c u s

T

a s k

F o r m a t

M a r k s


m e a n i n

g a n d f u n c t i o n i n s h o r t

c o n v e r s a t i o n s o n c o n c r e t e a n d

a b s t r a c

t t o p i c s

L

i s t e n t w i c e t o e i g h t u n f i n i s h e d

c

o n v e r s a t i o n s b e t w e e n t w o

s

p e a k e r s ,

o n e b e i n g a f o r m a l

c

o n v e r s a t i o n


e a c h c o n v e r s a t i o n t o c h o o

s e t h e

a p p r o p r i a t e c o m p l e t i o n o r

c o n t i n u a t i o n o f t h e c o n v e r

s a t i o n

8




L

i s t e n t w i c e t o t h r e e c o n v e r s a t i o n s

e

a c h w i t h t w o s p e a k e r s t o i d e n t i f y :

t

o p i c

, p u r p o s e ,

c o n t e x t , s p e a k e r s

,

g

i s t , r e l a t i o n s h i p b e t w e e n s p e a k e

r s ,

r

o l e s ,

f u n c t i o n s ,

a t t i t u d e s ,

f e e l i n g

a

n d o p i n i o n s



6



t a s k

L

i s t e n t w i c e t o a r a d i o b r o a d c a s t ,

n

a r r a t i v e ,


e t c t o

i d e n t i f y s p e c i f i c i n f o r m a t i o n

A n o t e o r m e s s a g e p a d w i t h e i g h t



h

h e a d i n g

8



b e t w e e


L




c


k e y i d e a s ,

a

t t i t u d e ,


E i g h t f o u r - o p t i o n m u l t i p l e c h o i c e

q u e s t i o n s

8

R e a d i n

g 1 : u n d e r s t a n d i n d e t a i l

i n f o r m a

t i o n ,

i d e a s a n d o p i n i o n s

O

n e l o n g t e x t : n e w s s t o r y ,

a r t i c l e ,

r

e v i e w o r p r o p o s a l

S i x f o u r - o p t i o n m u l t i p l e c h o i c e

q u e s t i o n s

6

R e a d i n


m e a n i n

g i s b u i l t u p i n a t e x t

O


r

e m o v e d


s


d e v e l o p i n

g

i d e a ,


c


f o r w a r d a n d

b



i d e a



6




l E S O L ( E n g

l i s h f o r

S p e a

k e r s o

f O t h e r

L a n g u a g e s

) ( 8 9 8 4 )

2 6

S k i l l a n

d F o c u s

T

a s k

F o r m a t

M a r k s

R e a d i n



s p e c i f i c

i n f o r m a t i o n a n d a w a r e n e s s

o f w r i t e

r s ’ s t a n c e a n d a t t i t u d e

F

o u r t e x t s

, e g e m a i l , a r t i c l e

, a d v e r t ,

b

r o c h u r e ,

e t c w i t h a l i n k e d t h e m e

,

b

u t w i t h a d i f f e r e n t p u r p o s e



9

R e a d i n


i n f o r m a


r e a d i n g

A


d




b


N i n e o p e n - e n d e d ‘ w h ’ q u e s t i o n s

r e q u i r i n g s h o r t a n s w e r s

9

W r i t i n g


t o a g i v e n t e x t t o p r o d u c e a f o r m a l


a u d i e n c

e

I n s t r u c t i o n t o r e s p o n d f o r m a l l y

u

s i n g a w r i t t e n ,

g r a p h i c o r v i s u a l

i n p u t w i t h f o u r c o n t e n t p o i n t s t o b e

a

d d r e s s e d a n d t h e i n t e n d e d r e a d

e r

s

p e c i f i e d

1 0 0 - 1

5 0 w o r d s

1 2

W r i t i n g

2 : p r o d u c e a p e r s o n a l

l e t t e r , a

n a r r a t i v e o r d e s c r i p t i v e

c o m p o s i t i o n

I n s t r u c t i o n t o w r i t e a n i n f o r m a l

p

i e c e o f w r i t i n g f o r a s p e c i f i e d

r

e a d e r o n a g e n e r a l s u b j e c t n o t

r

e q u i r i n g s p e c i a l i s t k n o w l e d g e

1 5 0 - 2

0 0 w o r d s

1 2




l E S O L ( E n g

l i s h f o r

S p e a

k e r s o

f O t h e r

L a n g u a g e s

) ( 8 9 8 4 )

2 7

E x p e r t L e v e l – ( C 1 ) – ( e x a m i n

a t i o n d u r a t i o n 3 h o u r s )

S k i l l a n

d F o c u s

T

a s k

F o r m a t

M a r k s


m e a n i n

g a n d f u n c t i o n i n s h o r t

c o n v e r s a t i o n s o n c o n c r e t e a n d

a b s t r a c

t t o p i c s

L

i s t e n t w i c e t o e i g h t u n f i n i s h e d

c

o n v e r s a t i o n s b e t w e e n t w o

s

p e a k e r s .

I d i o m a t i c e x p r e s s i o n s ,

c

o l l o q u i a l i s m s ,

r e g i s t e r s h i f t s a n d

u

s e o f s t r e s s a n d i n t o n a t i o n t o

i n d i c a t e a t t i t u d e i n c l u d e d


e a c h c o n v e r s a t i o n t o c h o o

s e t h e

a p p r o p r i a t e c o m p l e t i o n o r

c o n t i n u a t i o n o f t h e c o n v e r

s a t i o n

8




L


e


t

o p i c

, p u r p o s e ,


,

g


r s ,

r

o l e s ,

f u n c t i o n s ,

a t t i t u d e s ,

f e e l i n g

a

n d o p i n i o n s



6



t a s k

L

i s t e n t w i c e t o a l e c t u r e ,

r a d i o

b

r o a d c a s t , n a r r a t i v e ,


e

t c t o i d e n t i f y s p e c i f i c i n f o r m a t i o n .

L

i s t e n i n g t e x t c o n t a i n s d e n s e ,

f a c t u a l i n f o r m a t i o n

A n o t e

, m e s s a g e p a d o r f o r m w i t h

e i g h t h e a d i n g s a n d s p a c e t o w r i t e


e a c h

h e a d i n g

8



b e t w e e


L




c


k e y i d e a s ,

a

t t i t u d e ,



q u e s t i o n s

8

R e a d i n

g 1 : u n d e r s t a n d l i t e r a r y

t e x t s , u

s e o f e m o t i v e l a n g u a g e a n d

t e x t s d e

n s e w i t h c o m p l e x s t r u c t u r e s

O

n e t e x t i n c l u d i n g m e t a p h o r s ,

s

i m i l e s a n d i d i o m a t i c l a n g u a g e ,

l i t e r a r y n a r r a t i v e o r a c a d e m i c i d e a s ,

a

r g u m e n t s a n d o p i n i o n s

C h o i c e o f t e n s e n t e n c e s t o

c h o o s e

f i v e w h i c h a r e c o r r e c t s t a t e m e n t s

a b o u t t h e t e x t

5




l E S O L ( E n g

l i s h f o r

S p e a

k e r s o

f O t h e r

L a n g u a g e s

) ( 8 9 8 4 )

2 8

S k i l l a n

d F o c u s

T

a s k

F o r m a t

M a r k s

R e a d i n


m e a n i n

g i s b u i l t u p i n d i s c o u r s e

O


r

e m o v e d


s


d e v e l o p i n

g

i d e a ,


c


f o r w a r d a n d

b



i d e a



6

R e a d i n


p u r p o s e o f d i f f e r e n t a u t h e n t i c t e x t s

a n d i d e

n t i f y s p e c i f i c i n f o r m a t i o n

F

o u r t e x t s


, a d v e r t ,

b

r o c h u r e ,


,

b

u t w i t h a d i f f e r e n t p u r p o s e



9

R e a d i n

g 4 : u n d e r s t a n d t e x t

d i s c o u r

s e ,

p u r p o s e a n d g i s t a n d t o

l o c a t e s


A


d




b


- O n e t h r e e - o p t i o n m u l t i p l e

c h o i c e

q u e s t i o n t o c h o o s e t h e b e s t

s u m m a r y o f t h e t e x t

- O n e t h r e e - o p t i o n m u l t i p l e

c h o i c e

q u e s t i o n t o c h o o s e h o w t h

e i d e a s i n

t h e t e x t a r e s t r u c t u r e d

- S i x f o u r - o p t i o n m u l t i p l e c h o i c e

q u e s t i o n s t o u n d e r s t a n d s p e c i f i c


2 2 6

W r i t i n g


t o a g i v e n i n p u t t o p r o d u c e a f o r m a l


a u d i e n c

e

I n s t r u c t i o n t o w r i t e a l e t t e r , r e p o r t ,

a

r g u m e n t o r a r t i c l e u s i n g a w r i t t e

n ,

g

r a p h i c o r v i s u a l i n p u t a n d t h e

i n t e n d e d r e a d e r s p e c i f i e d

e

x p r e s s i n g s t a n c e ,

o p i n i o n ,

j u s t i f i c a t i o n ,

a r g u m e n t a t i o n

1 5 0 - 2

0 0 w o r d s

1 2

W r i t i n g


l e t t e r , a



I n s t r u c t i o n t o w r i t e a n i n f o r m a l

p

i e c e o f w r i t i n g f o r a s p e c i f i e d

r

e a d e r . I n s t r u c t i o n s e l i c i t f u n c t i o n

s :

p

e r s u a s i o n ,

a r g u m e n t , h y p o t h e s i s ;

e

x p r e s s i n g m o o d

, o p i n i o n ,

j u s t i f y i n g ,

e v a l u a t i n g e t c

.

2 5 0 - 3

0 0 w o r d s

1 2




l E S O L ( E n g

l i s h f o r

S p e a

k e r s o

f O t h e r

L a n g u a g e s

) ( 8 9 8 4 )

2 9

M a s t e r y L e v e l – ( C 2 ) – ( e x a m i n a t i o n d u r a t i o n 3 h o u r

s )

S k i l l a n

d F o c u s

T

a s k

F o r m a t

M a r k s


m e a n i n

g a n d f u n c t i o n i n s i n g l e

u t t e r a n

c e s

L

i s t e n t w i c e t o e i g h t s h o r t

s

e n t e n c e s i n c l u d i n g s t a t e m e n t s ,

e

x p l a n a t i o n s ,

d e s c r i p t i o n s ,

i n s t r u c t i o n s o r q u e s t i o n s ,

e a c h w

i t h

a

d i f f e r e n t f u n c t i o n a n d c o n t e x t .

T

w o i t e m s w i t h I d i o m a t i c

e

x p r e s s i o n s ,

c o l l o q u i a l i s m s ,

r e g i s

t e r

s

h i f t s a n d u s e o f s t r e s s a n d

i n t o n a t i o n t o i n d i c a t e a t t i t u d e

i n c l u d e d

. O n e f o r m a l i t e m i n c l u d e

d


e a c h i t e m t o c h o o s e t h e a p

p r o p r i a t e

r e s p o n s e

8




L


e


t

o p i c

, p u r p o s e ,


,

g


r s ,

r

o l e s ,

f u n c t i o n s ,

a t t i t u d e s ,

f e e l i n g

a

n d o p i n i o n s



6



t a s k

L

i s t e n t w i c e t o a l e c t u r e ,

r a d i o

b

r o a d c a s t , n a r r a t i v e ,


e

t c t o i d e n t i f y s p e c i f i c i n f o r m a t i o n .

L

i s t e n i n g t e x t c o n t a i n s d e n s e ,

f a c t u a l i n f o r m a t i o n

A n o t e

, m e s s a g e p a d o r f o r m w i t h

e i g h t h e a d i n g s a n d s p a c e t o w r i t e


e a c h

h e a d i n g

8



b e t w e e


L




c


k e y i d e a s ,

a

t t i t u d e ,



q u e s t i o n s

8




l E S O L ( E n g

l i s h f o r

S p e a

k e r s o

f O t h e r

L a n g u a g e s

) ( 8 9 8 4 )

3 0

S k i l l a n

d F o c u s

T

a s k

F o r m a t

M a r k s

R e a d i n

g 1 : u n d e r s t a n d l i t e r a r y

t e x t s , u

s e o f e m o t i v e l a n g u a g e a n d

t e x t s d e

n s e w i t h c o m p l e x s t r u c t u r e s

O

n e t e x t i n c l u d i n g m e t a p h o r s , s i m

i l e s

a

n d i d i o m a t i c l a n g u a g e ,

l i t e r a r y

n

a r r a t i v e o r a c a d e m i c i d e a s ,

a

r g u m e n t s a n d o p i n i o n s

C h o i c e o f t e n s e n t e n c e s

t o c h o o s e

f i v e w h i c h a r e c o r r e c t s t a t e m e n t s

a b o u t t h e t e x t

5

R e a d i n


m e a n i n

g i s b u i l t u p i n d i s c o u r s e

O

n e t e x t w i t h s i x s e n t e n c e s r e m o

v e d

,

e

g t o p i c s e n t e n c e ,

s u m m a r i s i n g

s

e n t e n c e ,

d e v e l o p i n g i d e a ,

e

m p h a s i s i n g a p o i n t , o p i n i o n ,

c


f o r w a r d a n d

b a c k

r

e f e r e n c e ,

t r a n s i t i o n t o n e w i d e a

C h o i c e o f e i g h t s e n t e n c e

s t o

c h o o s e f r o m t o c o m p l e t e t h e s i x

g a p s

6

R e a d i n


p u r p o s e o f d i f f e r e n t a u t h e n t i c t e x t s

a n d i d e

n t i f y s p e c i f i c i n f o r m a t i o n

F

o u r t e x t s


, a d v e r t ,

b

r o c h u r e ,


, b u t

w

i t h a d i f f e r e n t p u r p o s e

N i n e m u l t i p l e m a t c h i n g q

u e s t i o n s

t o i d e n t i f y i n f o r m a t i o n f r

o m t h e

t e x t s

9

R e a d i n

g 4 : u n d e r s t a n d t e x t t o

l o c a t e s


A


d




b


T e n ‘ w h ’ q u e s t i o n s o n t e

x t t o b e

a n s w e r e d i n a f e w w o r d s

1 0

W r i t i n g


t o a g i v e n i n p u t t o p r o d u c e a f o r m a l


a u d i e n c

e

I n s t r u c t i o n t o w r i t e a l e t t e r , r e p o r t ,

a

r g u m e n t o r a r t i c l e u s i n g a w r i t t e

n ,

g

r a p h i c o r v i s u a l i n p u t a n d t h e

i n t e n d e d r e a d e r s p e c i f i e d e x p r e s s i n g

s

t a n c e ,

o p i n i o n ,

j u s t i f i c a t i o n ,

a

r g u m e n t

2 0 0 - 2

5 0 w o r d s

1 2

W r i t i n g


l e t t e r , a



I n s t r u c t i o n t o w r i t e a n i n f o r m a l p i e c e

o

f w r i t i n g f o r a s p e c i f i e d r e a d e r .

I n s t r u c t i o n s e l i c i t f u n c t i o n s :

p

e r s u a s i o n ,

a r g u m e n t , h y p o t h e s i s ;

e

x p r e s s i n g m o o d

, o p i n i o n ,

j u s t i f y

i n g ,

e

v a l u a t i n g e t c

.

2 5 0 - 3

0 0 w o r d s

1 2




3

Overview of Assessment for International ESOL

3.1 Assessment of the IESOL examination paper

The International ESOL suite

The City & Guilds International ESOL suite of examinations is closely allied to the levels of theCommon European Framework of Reference produced by the Council of Europe, details of whichare available on www.coe.int/lang

International ESOL examinations are stringently assessed against the criteria as detailed in thesyllabi. The grades awarded will be either First Class Pass, Pass or Fail.

A First Class Pass is awarded when the candidate achieves First Class Passes in the Listening,Reading and Writing sections.

A Pass is awarded when the candidate achieves at least two Passes and a Narrow Fail in theListening, Reading and Writing sections.

A Fail is given when the candidate achieves one or more Fail grades.

Listening and Reading

• Marks are awarded for the Listening and Reading Sections; the breakdown of these is shownfor each level, together with the minimum requirements for First Class and Pass.

• The Listening and Reading questions are marked against paper-specific marking schemes.

Writing

• Marks are awarded for the closed writing tasks; the breakdown of these is shown for eachlevel, together with the minimum requirements for First Class and Pass.

• The free-writing sections are marked against criteria aligned to the descriptors of the CEFR.These criteria are Task Fulfilment, Grammar, Vocabulary and Structure.

• Task fulfilment a measure of how far the candidate has achieved/addressed the task. Has the candidate donewhat was asked (eg “Write four sentences” – are there four sentences?)

• Grammar

a measure of the range, appropriacy and accuracy of grammar.• Vocabulary

a measure of the range, accuracy and appropriacy of vocabulary. This criterion also includesspelling accuracy.

• Structure a measure of coherence and cohesion. How the text is put together. Is there an attempt to linkthe ideas and to organise them in a coherent manner? We also look at the accurate use ofpunctuation in this criterion.

A mark is awarded on a scale from 0 to 3 for each criterion, depending on the candidate’sperformance. These marks are then added together to obtain an overall mark for that specific task.

A description of the tasks which the criteria assesses is provided at each level in the Syllabi section(Section 4) of the Handbook.




Example of free-writing task specific mark scheme – as used by City & Guilds marking examiners:

Free-writing task-specific mark scheme – example

TaskFulfilment

Grammar Vocabulary Structure

3First Class Pass

Descriptionrelevant to

specific level


specific level


specific level

Description relevant tospecific level

2Pass


specific level


specific level


specific level


1Narrow Fail


specific level


specific level


specific level


0Clear Fail

Descriptionrelevant tospecific level







Feedback reports

Unsuccessful candidates will automatically receive a short feedback report, consisting ofperformance codes, designed to prepare them to retake an examination.

PERFORMANCE CODES

HI Writing – Grammar - standard not met HI

HJ Writing – Task Fulfilment – standard not met HJ

HK Writing – Vocabulary – standard not met HK

HL Writing – Structure – standard not met HL

GA Section grade for Listening: First Class Pass GA

GB Section grade for Listening: Pass GB

GC Section grade for Listening: Narrow Fail GC

GD Section grade for Listening: Fail GD

GE Section grade for Reading: First Class Pass GE

GF Section grade for Reading: Pass GF

GG Section grade for Reading: Narrow Fail GG

GH Section grade for Reading: Fail GH

GI Section grade for Writing: First Class Pass GI

GJ Section grade for Writing: Pass GJ

GK Section grade for Writing: Narrow Fail GK

GL Section grade for Writing: Fail GL




3 Overview of Assessment for International ESOL

3.2 City & Guilds Marking Examiners

All Examiners are approved by City & Guilds and undergo rigorous and frequent training andmoderation, to ensure that grades are awarded strictly in accordance with CEFR levels and City &Guilds examination requirements.




3 Overview of Assessment for International ESOL

Assessment criteria by level

Preliminary (A1) – Listening, Reading and Writing

Level Marks for Listening Marks for Reading

A1 Part 1 Part 2 Part 3 Part 4 Total Part 1 Part 2 Part 3 Part 4 Total

7 7 5 6 25 4 5 5 6 20

18-25 16-20

13-17 11-15

12 10

First Class Pass

Pass

Narrow Fail

Fail 0-11

First Class Pass

Pass

Narrow Fail

Fail 0-9

Marks for Writing A1Part 1 Part 2 Part 3 Part 4 Total

5 5 12 12 34

28-34

17-27

15-16

First Class Pass

Pass

Narrow Fail

Fail 0-14

Access (A2) – Listening, Reading and Writing

Marks for Writing A2

Part 1 Part 2 Part 3 Part 4 Total

10 5 12 12 39

32-39

21-31

19-20

First Class Pass

Pass

Narrow Fail

Fail 0-18


A2 Part 1 Part 2 Part 3 Part 4 Total Part 1 Part 2 Part 3 Part 4 Total

7 7 5 6 25 5 5 5 5 20

19-25 14-20

13-18 10-13

12 9

First Class Pass

Pass

Narrow Fail

Fail 0-11

First Class Pass

Pass

Narrow Fail

Fail 0-8




Achiever (B1) – Listening, Reading and Writing

Marks for Writing B1

Part 1 Part 2 Part 3 Total

8 12 12 32

26-32

16-25

14-15

First Class Pass

Pass

Narrow Fail

Fail 0-13


B1 Part 1 Part 2 Part 3 Part 4 Total Part 1 Part 2 Part 3 Part 4 Total

6 6 6 6 24 5 6 9 10 30

19-24 24-30

12-18 15-23

10-11 13-14

First Class Pass

Pass

Narrow Fail

Fail 0-9

First Class Pass

Pass

Narrow Fail

Fail 0-12




Communicator (B2) – Listening, Reading and Writing

Marks for Writing B2

Part 1 Part 2 Total

12 12 24

20-24

12-19

11

First Class Pass

Pass

Narrow Fail

Fail 0-10

Expert (C1) – Listening, Reading and Writing

Marks for Writing C1

Part 1 Part 2 Total12 12 24

20-24

12-19

11

First Class Pass

Pass

Narrow Fail

Fail 0-10


B2 Part 1 Part 2 Part 3 Part 4 Total Part 1 Part 2 Part 3 Part 4 Total

8 6 8 8 30 6 6 9 9 30

23-30 23-3015-22 15-22

13-14 13-14

First Class PassPass

Narrow Fail

Fail 0-12

First Class PassPass

Narrow Fail

Fail 0-12


C1 Part 1 Part 2 Part 3 Part 4 Total Part 1 Part 2 Part 3 Part 4 Total

8 6 8 8 30 5 6 9 10 30

23-30 23-30

15-22 15-22

13-14 13-14

First Class Pass

Pass

Narrow Fail

Fail 0-12

First Class Pass

Pass

Narrow Fail

Fail 0-12




Mastery (C2) – Listening, Reading and Writing

Marks for Writing C2

Part 1 Part 2 Total12 12 24

20-24

12-19

11

First Class Pass

Pass

Narrow Fail

Fail 0-10

Overall Examination Result

Using the 3 grades awarded for each of the 3 sections of the paper, the overall result isawarded as follows:

First Class 3 First Class grades

Pass 3 Pass grades

or 2 First Class + 1 Pass grades

or 1 First Class + 2 Pass grades

or 2 First Class + 1 Narrow Fail

or 1 First Class + 1 Pass + 1 Narrow Fail grades

or 2 Passes + Narrow Fail grades

Fail 1 or more Fail grades

or 3 Narrow Fails grades

or 1 Pass + 2 Narrow Fail grades

or 1 First Class + 2 Narrow Fail grades


C2 Part 1 Part 2 Part 3 Part 4 Total Part 1 Part 2 Part 3 Part 4 Total8 6 8 8 30 5 6 9 10 30

23-30 23-30

15-22 15-22

13-14 13-14

First Class Pass

Pass

Narrow Fail

Fail 0-12

First Class Pass

Pass

Narrow Fail

Fail 0-12




4 Syllabi

4.1 Introduction

The Syllabi show the standards which a learner must achieve to gain a pass in each of the six levelsof the examination. For each level, Preliminary to Mastery, the standards are shown for Listening,Reading and Writing. The standards must be read in conjunction with the sections showing thegrammar tested at each level and the functions and topics used and tested at each level. Thesefollow the set of standards for each level.




4 Syllabi

4.2 Preliminary level

Listening

The candidate will be able to:

• follow carefully and slowly articulated speech which contains long pauses and repetition toallow the listener to process the information

• follow short conversations in everyday situations on topics concerning self, family andimmediate surroundings, and understand gist, context and the relationship betweenspeakers

• understand very simple questions, statements, accounts, narratives and single-stepinstructions spoken carefully and slowly

• follow short, simple directions and explanations

• identify the function of short utterances (see Grammar and Functions sections which follow)

• extract key information in conversations to complete a simple task.

Phonological features

• listen for phonological detail to distinguish between similar words, to identify attitudes

• recognise feelings and attitudes expressed through stress and intonation.

Range

• understand key grammatical forms used in very common everyday familiar contexts

• recognise familiar words and very basic phrases concerning self, family and immediateconcrete surroundings.

Understanding gist

• understand the main ideas of short explanations and conversations

• identify speakers, context and topic of short conversations.

Understanding detail

• extract key words, numbers and spellings from short statements and explanations.




Reading


• understand very short simple narratives and descriptions, single-step instructions, simpledirections, and simple explanations a single phrase at a time with time to re-read forconfirmation and/or clarification

• recognise the purposes of short texts where the purpose and intended audience is clear

• locate specific information in short texts

• understand viewpoints if made clearly and simply.

Range

• understand very familiar names, words and phrases in simple common texts found ineveryday life

• understand isolated words, short simple phrases and understand grammatical structuresthat link clauses and help identify time reference

• understand the meanings conveyed by capital letters and full stops in very simplesentences.

Register

• understand simple social courtesies.

Text structure

• understand the organisational, lexical and grammatical features of short simple texts

• recognise different purposes of simple texts through layout conventions, culturalconventions, common signs and symbols.




Writing


• write to communicate simple information to a sympathetic reader

• fill in a form with personal details

• copy a text accurately and legibly, correcting basic punctuation and capitalisation errors

• compose simple sentences to communicate ideas or basic information about a topicconnected to personal information or knowledge

• write a short letter, card, postcard and message using simple phrases and sentences tocommunicate ideas and basic information about themselves, where they live and what theydo

• write very simple descriptions, accounts and routines, single-step instructions anddirections in familiar contexts

• express likes, dislikes and preferences in relation to familiar topics.

• use punctuation and capital letters correctly to show beginnings and ends of sentences,proper nouns, personal pronoun ‘I’

• spell correctly personal key words and familiar words

• check what is written for basic errors

• construct simple phrases and sentences using only basic grammar structures

• use a basic range of vocabulary to deal with simple and familiar topics and tasks

• write simple sentences on familiar topics

• write a short sequence of simple sentences to form a basic message.






Verb forms

Preliminary Access

as Preliminary and in addition

Verb forms Present reference:

• simple present tense of be/have/do

and common regular verbs• present continuous of common

verbs

• have got

Other:

• yes/no questions

• question words:who/what/where/when/howmuch/how many/how old

•

auxiliary ‘do’ for questions andnegatives (positive questions only)

• short answers such as yes he does,no I haven’t

• imperatives and negativeimperatives

• contracted forms appropriate tothis level

• let’s + infinitive for suggestion

Present reference:

• simple present with no time focus

• present continuous to expresscontinuity

Past reference:

• past tense of regular and commonirregular verbs with time markers

Future reference:

• NP + be going to¸ presentcontinuous and time markers

Other:

•

limited range of common verbs _ -ing form, such as like, go

• verb + to + infinitive such as want,hope

• very common phrasal verbs such as get up, switch on

• questions such as what time, howoften, why, how which

• simple question tags using all theverb forms at this level

• contracted forms appropriate to

this level




Modals, nouns, pronouns, possessives, prepositions

Preliminary Access


Modals • can, can’t (ability/inability,permission) and would like (request)

• not negative questions

Modals and forms with similarmeaning:

• must (obligation)• mustn’t (prohibition)

• have to, had got to (need)

• can, could (requests)

• couldn’t (impossibility)

• may (permission)

• single modal adverbs: possibly, probably, perhaps

Nouns • regular and common irregular pluralforms

• very common uncountable nouns

• cardinal number 1-31

• countable and uncountable nouns

• simple noun phrases

• cardinal numbers up to 100,

• multiples of 100

Pronouns • personal-subject • object, reflexive

Possessives • possessive adjectives such as my,your, his, her, its, our, their

• use of ‘s, s’

• possessive pronouns such as mine,yours, whose

Prepositions andprepositionalphrases

• common prepositions such as at, in,on, under, next to, between, near,to, from

• prepositional phrases of place, timeand movement, such as at home, onthe left, on Monday, at six o’clock

• Prepositions of place, time andmovement, such as before, after,towards, up, down, along, across, in

front of, behind, opposite• Prepositional phrases of place and

time, such as dinner, before tea




Articles, determiners, adjectives, adverbs, intensifiers

Preliminary Access


Articles • definite, indefinite • definite article

• zero article with uncountable

nouns• definite article with

superlatives

Determiners • Any, some, a lot of • All, none, not(any), enough, (a)few, (a) little, many, more,most, much, no

Adjectives • common adjectives in front ofa noun

• demonstrate adjectives this,that, these, those

• ordinal number 1-31

• Order of adjectives

• Comparative, superlative,regular and common irregularforms

• Use of than • Ordinal numbers up to 100,

multiples of 100

Adverbs • simple adverbs of place,manner and time, such ashere, slowly, now

• Simple adverbs and adverbialphrases: sequencing, time andplace, frequency, manner

• Position of adverbs and wordorder of adverbial phrases

Intensifiers • very, really • Quite, so, a bit




Punctuation and spelling

Preliminary Access


Punctuation • use of capital letters and fullstops

• use of question marks,exclamation marks, use of

comma in listsSpelling • the correct spelling of

personal keywords andfamiliar words

• the correct spelling of mostpersonal details and familiarcommon words

Discourse

Preliminary Access


• sentence connectives: then,next

• adverbs to indicate sequence(first, finally)

• use of substitution, (I think so,I hope so)

• markers to structure spokendiscourse (right, well, OK)




Topics

Preliminary Level – A1

• PERSONAL IDENTIFICATIONo nameo addresso telephone/fax numbero date and place of birtho ageo sexo marital statuso nationalityo origino occupationo familyo likes and dislikeso physical appearanceo email addresso titleo first language

• HOUSE AND HOME, ENVIRONMENTo accommodation, roomso furniture, furnishingo serviceso amenitieso regiono flora and fauna

• DAILY LIFEo at homeo at work

• FREE TIME, ENTERTAINMENTo leisureo hobbies and interestso TV, radio computer etco cinema, theatreo intellectual pursuitso sportso presso interneto musico holidays

• TRAVELo public transporto private transporto traffico holiday accommodationo luggageo travel documents

o signs and notices




• RELATIONS WITH OTHER PEOPLEo relationshipso correspondenceo behaviouro friends

• HEALTH AND BODYCAREo parts of the bodyo personal comforto hygieneo ailments, accidentso medical services

• SHOPPINGo shopping facilitieso foodstuffso clothes, fashiono household articleso

prices

• FOOD AND DRINKo types of food and drinko eating and drinking out

• SERVICESo posto telephoneo bankingo policeo hospital, surgeryo garageo petrol stationo emergencyo insurance

• PLACESo asking the way and giving directionso location

• LANGUAGEo foreign language abilityo understanding, expressiono spelling and alphabet

• WEATHERo obtain information from weather forecasto climate and weather

• MEASURES AND SHAPESo digits and cardinal numbers up to 31o telephone numbers, processo height, length, weight, capacity, temperatureo dates, times, dayso shape




• EDUCATIONo schoolingo subjects




Functions

(see topics list for contexts)

Personal environment

• asking for and giving personal information

• describing where one lives (accommodation, area, etc)

• asking and answering questions for confirmation, information, identification• describing familiar people, places and things

• correcting information

• explaining daily routines.

Expressing thoughts and feelings

• expressing agreement or disagreement

• expressing views and feelings

• stating knowledge or ignorance of something or someone

• stating and asking about ability or inability to do something

• seeking, granting or denying permission

• expressing wishes

• expressing a preference

• expressing likes and dislikes

• offering and accepting an apology.

Making things happen

• responding to a request

• requesting something or someone to do something

• inviting someone to do something• accepting or declining an offer or invitation

• giving single-step instructions.

Social contact

• getting someone’s attention

• greeting people and responding to greetings

• expressing thanks

• addressing somebody

• introducing oneself, family and close friends

• opening, closing a conversation

• indicating lack of understanding

• asking someone to clarify something

• asking for and giving the spelling and meaning of words

• counting and using numbers

• asking for and telling people the time, day, date

• taking leave




4 Syllabi

4.3 Access level

Listening


• understand speech which is clearly and slowly articulated

• follow short conversations both formal and informal connected with education, work andsocial life understanding gist, context, feelings, opinions and relationships

• understand simple questions, statements, narratives, directions, explanations andinstructions

• identify the function of short utterances (see Grammar and Functions sections)

• extract and reproduce key information from simple spoken messages and announcements.


• recognise stress and intonation in simple and compound sentences

• recognise feelings, moods, attitudes, important points and opinions expressed throughstress and intonation.

Range

• understand key grammatical forms used in common everyday contexts and situations

• understand high frequency vocabulary and basic phrases relating to areas of immediatepersonal relevance in straightforward familiar formal and informal exchanges.

Understanding gist

• understand the main ideas in short, clear, simple messages, presentations andannouncements, explanations, narratives and instructions

• identify topic, purpose, context, speakers, relationships and opinions from conversations.


• extract key words, phrases, numbers and spellings from announcements and messages.




Reading


• understand short simple narratives and descriptions, straightforward instructions,directions and explanations on familiar and work related topics

• recognise the different purposes of text both formal and informal when purpose andintended audience is clear

• locate specific predictable information in everyday short texts on familiar matters

• understand a simple line of argument simply expressed

• understand the main ideas and gist of simple personal letters and newspaper articlesdescribing events

• understand routine formal letters on familiar topics

• understand everyday signs and notices found in public places.

Range

• recognise high frequency words and words with common spelling patterns in everydaytexts

• understand punctuation and capitalisation used in simple and compound sentences.

Register

• understand simple expressions conveying different levels of formality.

Text structure

• understand the organisational, lexical and grammatical features of short simple texts

• understand a very limited range of cohesive devices

• identify the different purposes of short straightforward texts through layout conventions,common signs, symbols and cultural conventions.






l E S O L ( E n g

l i s h f o r

S p e a

k e r s o

f O t h e r

L a n g u a g e s

) ( 8 9 8 4 )

5 5

G r a m m a r

C a n d i d a t e s m a y b e e x p o s e d t o t h e g r a m

m a r r e q u i r e d f o r t h e l e v e l a b o v e

, b u t w i l l n o t b e t e s t e d o n i t .

P r e l i m i n a r y

A c c e s s

a s P r e l i m

i n a r y a n d i n a d d i t i o n

A c h i e v e r

a s A c c e s s a n d i n a d d i t i o n

S i m p l e

s e n t e n

c e s

•

w o r d o r d e r i n s i m p

l e s t a t e m e n t s :

s u b j e c t - v e r b -

o b j e c t / a d v e r b / a d j e

c t i v e / p r e p o s i t i o n a l

p h r a s e

•

w o r d o r d e r i n i n s t r u c t i o n s

•

w o r d o r d e r i n q u e s

t i o n s

•

T h e r e i s / a r e + n o u n

•

T h e r e

w a s / w e r e

•

T h e r e h a s / h a v e b e e n

•

T h e r e w i l l b e / t h e r e i s g o i n g t o b e

C o m p o

u n d

s e n t e n

c e s

•

u s e o

f c o n j u n c t i o n s a n d / b u t / o r

•

w o r d

o r d e r

s u b j e c t - v e r b - ( o

b j e c t )

( + a n d

/ b u t / o r ) + s u b j e c t - v e r b - ( o

b j e c t )

C o m p l e x

s e n t e n

c e s

•

c l a u s e s o f :

t i m e

w i t h w h e n ,

b e f o r e ,

a f t e r r e a s o n

b e c a

u s e ,

r e s u l t s o

•

n o u n c l a u s e w i t h t h a t

•

w o r d o r d e r i n c o m p l e x s e n t e n c e s

•

c o m p l e x s e n t e n c e s w i t h o n s u b o r d i n a t e

c l a u s e

•

d e f i n i n g r e l a t i v e c l a u s e s w i t h w h o ,

w h i c h ,

t h a t

•

c l a u s e a s s u b j e c t / o b j e

c t




l E S O L ( E n g

l i s h f o r

S p e a

k e r s o

f O t h e r

L a n g u a g e s

) ( 8 9 8 4 )

5 6

V e r b f o r m s


A c c e s s

a s P r e l i m i n a

r y a n d i n a d d i t i o n

A c h i e v e r


V e r b

f o r m s

P r e s e n t r e f e r e n c e :

•

s i m p l e p r e s e n t t e n s e o f b e / h a v e / d o a n d

c o m m o n r e g u l a r v e r b s

•

p r e s e n t c o n t i n u o u s o f c o m m o n v e r b s

•

H a v e g o t

O t h e r :

•

Y e s / n o q u e s t i o n s

•

Q u e s t i o n w o r d s :

w h o / w h a t / w h e r e / w

h e n / h o w

m u c h / h o w m a n y / h o w o l d

•

A u x i l i a r y ‘ d o ’ f o r q u

e s t i o n s a n d

n e g a t i v e s ( p o s i t i v e

q u e s t i o n s o n l y )

•

S h o r t a n s w e r s s u c h

a s y e s h e d o e s ,

n o I h a v e n ’ t

•

i m p e r a t i v e s a n d n e

g a t i v e

i m p e r a t i v e s

•

c o n t r a c t e d f o r m s a

p p r o p r i a t e t o t h i s

l e v e l

•

l e t s + i n f i n i t i v e f o r s u g g e s t i o n


•

s i m p l e p r e s e n t w i t h n o t i m e f o c u s

•

p r e s e n t

c o n t i n u o u s t o e x p r e s s c o n t i n u i t y

P a s t r e f e r e

n c e :

•

p a s t t e n

s e o f r e g u l a r a n d c o m m o n

i r r e g u l a

r v e r b s w i t h t i m e m a r k e r s

F u t u r e r e f e r e n c e :

•

N P + b e

g o i n g t o ¸

p r e s e n t c o n t i n u o u s a n

d

t i m e m a

r k e r s

O t h e r :

•

l i m i t e d r a n g e o f c o m m o n v e r b s

_ - i n g

f o r m , s

u c h a s l i k e ,

g o

•

v e r b + t o + i n f i n i t i v e s u c h a s w a n t , h o p e

•

v e r y c o m m o n p h r a s a l v e r b s s u c h a s g e t

u p ,

s w i t c h o n

•

q u e s t i o

n s s u c h a s w h a t t i m e ,

h o w o f t e n ,

w h y , h o

w w h i c h

•

s i m p l e q u e s t i o n t a g s u s i n g a l l t h e v e r b

f o r m s a

t t h i s l e v e l

•

c o n t r a c

t e d f o r m s a p p r o p r i a t e t o

t h i s l e v e l

P r e s e n t / P a s t r e f e r e n c e :

•

P r e s e n t p e r f e c t w i t h

s i n c e / f o r / e v e r / n e v e r , y e t / a l r e a d y ,

j u s t

P a s t r e f e r e n c e :

•

u s e d t o f o r r e g u l a r a c t i o

n s i n t h e p a s t

•

p a s t c o n t i n u o u s


•

F u t u r e s i m p l e v e r b f o r m

s ,

N P + w i l l

O t h e r :

•

Z e r o a n d 1 s

t c o n d i t i o n a l

•

R a n g e o f v e r b s + - i n g f o r m s

•

t o + i n f i n i t i v e t o e x p r e s s

p u r p o s e

•

c o m m o n p h r a s a l v e r b s a n d p o s i t i o n o f

o b j e c t p r o n o u n s ,

s u c h a

s I l o o k e d i t u p

•

s i m p l e r e p o r t e d / e m b e d d e d s t a t e m e n t s

a n d q u e s t i o n s

•

q u e s t i o n t a g s u s i n g a l l v

e r b s

•

a p p r o p r i a t e a t t h e l e v e l

•

c o n t r a c t e d f o r m s a p p r o

p r i a t e t o t h i s

l e v e l




l E S O L ( E n g

l i s h f o r

S p e a

k e r s o

f O t h e r

L a n g u a g e s

) ( 8 9 8 4 )

5 7

M o d a l s , n o u n s , p r o n o u n s , p o s s e s s i v e s , p r e p o s i t i o n s


A c c e s s

a s P r e l i m

i n a r y a n d i n a d d i t i o n

A c h i e v e r


M o d a l s


•

c a n ,

c a n ’ t ( a b i l i t y / i n a b i l i t y

, p e r m i s s i o n )

a n d w o u l d l i k e ( r e q u e s t )

•

n o t n e g a t i v e q u e s

t i o n s

M o d a l s

a n d f o r m s w i t h s i m i l a r

m e a n i n

g :

•

m u s t

( o b l i g a t i o n )

•

m u s t

n ’ t ( p r o h i b i t i o n )

•

h a v e

t o ,

h a d g o t t o ( n e e d )

•

c a n , c o u l d ( r e q u e s t s )

•

c o u l d

n ’ t ( i m p o s s i b i l i t y )

•

m a y ( p e r m i s s i o n )

•

s i n g l e m o d a l a d v e r b s : p o s s i b l y ,

p r o b a b l y ,

p e r h a p s

M o d a l s a n d f o r m s w i t h s i m i l a r

m e a n i n g :

•

s h o u l d ( o b l i g a t i o n ,

a d v i c e )

•

m i g h t , m a y ,

w i l l , p r o b a b l y ( p o s s i b i l i t y

a n d p r o b a b i l i t y i n t h e f u t u r e )

•

w o u l d / s h o u l d ( a d v i c e )

•

n e e d t o ( o b l i g a t i o n )

•

n e e d n ’ t ( l a c k o f o b l i g a t i o n )

•

w i l l d e f i n i t e l y ( c e r t a i n l y i n t h e f u t u r e )

•

m a y I ( a s k i n g f o r p e r m

i s s i o n )

•

I ’ d r a t h e r ( s t a t i n g p r e f e r e n c e )

N o u n s

•

r e g u l a r a n d c o m m

o n i r r e g u l a r p l u r a l

f o r m s

•

v e r y c o m m o n u n c

o u n t a b l e n o u n s

•

c a r d i n a l n u m b e r s

1 - 3

1

•

c o u n

t a b l e a n d u n c o u n t a b l e n o u n s

•

s i m p

l e n o u n s p h r a s e s

•

c a r d i n a l n u m b e r s u p t o 1 0 0 + m u l t i p l e

s

o f 1 0

0

•

n o u n p h r a s e s w i t h p r e

- a n d p o s t -

m o d i f i c a t i o n s u c h a s f a i r - h a i r e d p e o p l e

w i t h s e n s i t i v e s k i n

•

a l l c a r d i n a l n u m b e r s

P r o n o u

n s

•

p e r s o n a l - s u b j e c t

•

o b j e c t , r e f l e x i v e

P o s s e s

s i v e s

•

p o s s e s s i v e a d j e c t i v e s s u c h a s m y ,

y o u r ,

h i s ,

h e r , i t s ,

o u r , t h

e i r

•

u s e o f ‘ s ,

s ’

•

p o s s e s s i v e p r o n o u n s s u c h a s m i n e ,

y o u r s ,

w h o s e

•

A s A c c e s s

P r e p o s

i t i o n s

a n d

p r e p o s

i t i o n a l

p h r a s e

s

•

c o m m o n p r e p o s i t

i o n s s u c h a s a t , i n ,

o n ,

u n d e r , n e x t t o ,

b e t w e e n ,

n e a r , t o ,

f r o m

•

p r e p o s i t i o n a l p h r a

s e s o f p l a c e ,

t i m e

a n d m o v e m e n t , s u c h a s a t h o m e ,

o n

t h e l e f t , o n M o n d a

y ,

a t s i x o ’ c l o c k

•

p r e p o s i t i o n s o f p l a c e ,

t i m e a n d

m o v e m e n t , s u c h a s b e f o r e ,

a f t e r ,

t o w a

r d s ,

u p ,

d o w n ,

a l o n g ,

a c r o s s ,

i n

f r o n t

o f , b e h i n d ,

o p p o s i t e

•

p r e p o s i t i o n a l p h r a s e s o f p l a c e a n d t i m

e ,

s u c h

a s a f t e r d i n n e r , b e f o r e t e a

•

w i d e r a n g e o f p r e p o s i t i o n s ,

s u c h a s

b e y o n d ,

a b o v e ,

b e n e a

t h ,

b e l o w

•

p r e p o s i t i o n a l p h r a s e s

s u c h a s i n h e r

t w e n t i e s ,

o f a v e r a g e h

e i g h t , i n t h e t o p

r i g h t h a n d c o r n e r




l E S O L ( E n g

l i s h f o r

S p e a

k e r s o

f O t h e r

L a n g u a g e s

) ( 8 9 8 4 )

5 8

A r t i c l e s ,

d e t e r m i n e r s , a d j e c t i v e s , a d v e r b s ,

i n t e n s i f i e r s


A c c e

s s

a s P r

e l i m i n a r y a n d i n a d d i t i o n

A c h i e v e r

a s A c c e s s a n d i n a d d i t i o

n

A r t i c l e s

•

D e f i n i t e

, i n d e

f i n i t e

•

d e f i n i t e a r t i c l e

•

z e r o a r t i c l e w i t h u n c o u n t a b l e n o u n s

•

d e f i n i t e a r t i c l e w i t h s u p e r l a t i v e s

•

d e f i n i t e a r t i c l e w i t h p

o s t - m o d i f i c a t i o n ,

s u c h a s t h e p r e s e n t y

o u g a v e m e

•

u s e o f i n d e f i n i t e a r t i c

l e i n d e f i n i t i o n s ,

s u c h a s a n a r c h i t e c t i s a p e r s o n w h o

d e s i g n s b u i l d i n g s

D e t e r m

i n e r s

•

a n y ,

s o m e , a

l o t o f

•

a l l , n o n e ,

n o t ( a n y ) , e n o u g h ,

( a ) f e w ,

( a )

l i t

t l e ,

m a n y ,

m o r e ,

m o s t , m u c h , n o

•

a r a n g e o f d e t e r m i n e

r s ,

e g a l l t h e ,

m o s t , b o t h

A d j e c t i v e s

•

c o m m o n a d j e c t i v e s i n f r o n t o f a n o u n

•

d e m o n s t r a t i v e a d j e c t i v e s t h i s ,

t h a t ,

t h e s e ,

t h o s e

•

o r d i n a l n u m b

e r s 1 - 3

1

•

o r d e r o f a d j e c t i v e s

•

c o m p a r a t i v e ,

s u p e r l a t i v e ,

r e g u l a r a n d

c o m m o n i r r e g u l a r f o r m s

•

u s e o f t h a n

•

o r d i n a l n u m b e r s u p t o 1 0 0 + m u l t i p l e s

o f 1 0 0

•

a d j e c t i v e s e n d i n g – e

d + -

i n g s u c h a s

t i r e d a n d t i r i n g

•

c o m p a r a t i v e s t r u c t u r e s ,

s u c h a s

a s … …

a s ,

i s t h e s a m

e a s ,

n o t

s o … . .

a s … ,

l o o k s l i k e

/ i s l i k e

•

a l l o r d i n a l n u m b e r s

A d v e r b

s

•

s i m p l e a d v e r

b s o f p l a c e ,

m a n n e r a n d

t i m e ,

s u c h a s

h e r e ,

s l o w l y ,

n o w

•

s i m p l e a d v e r b s a n d a d v e r b i a l p h r a

s e s :

s e q u e n c i n g ,

t i m e a n d p l a c e ,

f r

e q u e n c y ,

m a n n e r

•

p o s i t i o n o f a d v e r b s a n d w o r d o r d e

r o f

a d v e r b i a l p h r a s e s

•

m o r e c o m p l e x a d v e r

b i a l p h r a s e s o f

t i m e ,

p l a c e ,

f r e q u e n c y ,

m a n n e r , s u c h

a s a s s o o n a s p o s s i b l e

I n t e n s i f i e r s

•

v e r y ,

r e a l l y

•

q u i t e ,

s o ,

a b i t

•

a r a n g e o f i n t e n s i f i e r

s s u c h a s t o o ,

e n o u g h




l E S O L ( E n g

l i s h f o r

S p e a

k e r s o

f O t h e r

L a n g u a g e s

) ( 8 9 8 4 )

5 9

P u n c t u a t i o n a n d s p e l l i n g


A c c e s s

a s P r e

l i m i n a r y a n d i n a d d i t i o n

A c h i e v e r


n

P u n c t u

a t i o n

•

u s e o f c a p i t a l l e t t e r s a n d f u l l s t o p s

•

u s e o f q u e s t i o n m a r k s ,

e x c l a m a t i o n

m a r k s ,

u s e o f c o m m a i n l i s t s

•

u s e o f p u n c t u a t i o n i n

f o r m a l a n d

i n f o r m a l t e x t s

, s u c h a

s d a s h e s ,

b r a c k e t s

, b u l l e t p o i n t s

, s p e e c h m a r k s

S p e l l i n

g

•

t h e c o r r e c t s p e l l i n g o f p e r s o n a l

k e y w o r d s a n d

f a m i l i a r w o r d s

•

t h e c o r r e c t s p e l l i n g o f m o s t p e r s o n

a l

d e

t a i l s a n d f a m i l i a r c o m m o n w o r d s

•

t h e c o r r e c t s p e l l i n g o

f c o m m o n w o r d s

a n d k e y w o r d s r e l a t i n g t o o w n w o r k ,

l e i s u r e a n d s t u d y i n t e r e s t s

D i s c o u r s e


A c c e

s s

a s P r

e l i m i n a r y a n d i n a d d i t i o n

A c h i e v e r


n

D i s c o u

r s e

•

s e n t e n c e c o n

n e c t i v e s : t h e n ,

n e x t

•

a d v e r b s t o i n d i c a t e s e q u e n c e ( f i r s t ,

f i n a l l y )

•

u s e o f s u b s t i t u t i o n ( I t h i n k s o ,

I h o p

e

s o

)

•

m

a r k e r s t o s t r u c t u r e s p o k e n d i s c o

u r s e

( R

i g h t , w e l l , O K )

•

m a r k e r s t o i n d i c a t e a

d d i t i o n ( a l s o ) ,

s e q u e n c e ( i n t h e f i r s t p l a c e ) , c o n t r a s t

( o n t h e o t h e r h a n d )

•

m a r k e r s t o s t r u c t u r e

s p o k e n

d i s c o u r s e ,

( a n y w a y ,

b y t h e w a y )

•

u s e o f e l l i p s i s i n i n f o r m a l s i t u a t i o n s

( g o t t o g o )

•

u s e o f v a g u e l a n g u a g e ( I t h i n k ,

y o u

k n o w )




Topics

Access Level – A2

• PERSONAL IDENTIFICATIONo nameo addresso telephone numbero date and place of birtho ageo sexo marital statuso nationalityo origino occupationo familyo likes and dislikeso physical appearanceo email addresso titleo first language

• HOUSE AND HOME, ENVIRONMENTo accommodation, roomso furniture, furnishingo serviceso amenitieso regiono flora and fauna

• DAILY LIFEo at homeo at work

• FREE TIME, ENTERTAINMENTo leisureo hobbies and interestso TV, radio, computer etco cinema, theatreo intellectual pursuitso sportso

presso interneto musico holidays

• TRAVELo public transporto private transporto traffico holiday accommodationo luggageo travel documents

o signs and notices




• RELATIONS WITH OTHER PEOPLEo relationshipo correspondenceo behaviouro invitationso friends


• SHOPPINGo shopping facilitieso foodstuffso clothes, fashiono household articleso prices


• SERVICESo posto telephoneo bankingo policeo hospital, surgeryo garageo petrol stationo emergencyo insurance







• MEASURES AND SHAPESo digits and cardinal numbers up to 100 and multiples of 100o telephone numbers, processo height, length, weight, capacity, temperatureo dates, times, dayso shape

• EDUCATION

o schoolingo subjects




Functions

(See topics list for contexts)



• describing where one lives (accommodation, area, etc)

• asking and answering questions for confirmation, information, identification• describing people, places and things


• explaining daily routines

• describing past events

• comparing things, people.

Expressing thoughts and feelings

• expressing agreement or disagreement

• denying something

• expressing views and feelings with reasons

• stating and asking about knowledge or ignorance of something or someone

• stating and asking about ability or inability to do something

• stating and asking about certainty or uncertainty of something


• expressing and asking about wishes and hopes

• expressing and asking about wants, desires, needs

• stating and asking about intention

• stating a preference

• expressing and asking about likes and dislikes, with reasons• expressing and asking about (dis)pleasure, (un)happiness

• expressing and asking about satisfaction or dissatisfaction

• expressing disappointment

• expressing gratitude

• offering and accepting an apology

• expressing approval or appreciation

• expressing regret.




• inviting someone to do something

• accepting or declining an offer or invitation

• giving instructions

• giving advice

• warning others to be careful or to stop doing something

• offering and requesting assistance

• insisting politely

• persuading• suggesting a course of action.




Social contact





• introducing oneself, family and close friends


• congratulating someone

• proposing a toast


• asking someone to clarify or explain something

• asking someone to repeat all or part of something

• asking someone to speak more slowly

• asking for help in finding words or phrases



• asking for and telling people the time, day, date• interrupting politely

• summing up

• taking leave

• observing telephone conventions

• observing letter-writing conventions.




4 Syllabi

4.4 Achiever level

Listening


• understand clearly articulated standard speech delivered relatively slowly

• follow short conversations both formal and informal in a range of familiar situationsunderstanding gist, context, feelings, opinions and relationships

• understand straightforward narratives, sequences, instructions, directions and explanations

• identify the function of short utterances (see Grammar and Functions sections)

• follow the main points, speakers, purposes and attitudes in an extended discussion

• extract and reproduce key information from announcements and media broadcasts on a

range of familiar topics.


• recognise stress and intonation in order to follow discourse

• recognise feelings, moods, attitudes, important points and opinions expressed throughstress and intonation.

Range

• understand key grammatical forms used in familiar and less familiar contexts and situations

• understand high frequency vocabulary and expressions relating to familiar and less familiar

topics.

Understanding gist

• understand the main ideas in straightforward announcements, conversations anddiscussions on familiar and less familiar topics.


• extract key information from announcements, conversations and discussions on familiarand less familiar topics.




Reading


• locate and understand details in narratives, explanations, descriptions, instructions,biographies, articles and discursive texts on familiar topics

• understand the main ideas in straightforward texts of more than one paragraph

• locate and understand specific information in formal and informal real-life texts which mayinclude graphics

• understand the purpose of different texts

• understand information or purpose which may not be expressed overtly

• understand a line of argument and conclusions clearly signalled in discursive text

• understand feelings and opinions expressed in informal texts.

Range

• understand words relating to work, leisure and study

• understand longer texts which may contain some complex structures.

Register

• understand the features which signal different levels of formality

• understand features which indicate the purpose of a text.

Text structure

• recognise the purpose of texts through layout conventions, common signs and symbols andcultural conventions

• use organisational features of texts to locate information

• understand the organisational, lexical and grammatical features of a text

• recognise the common structure of paragraphing to build up meaning in a text• understand how meaning is built up over discourse using markers to indicate addition,

sequence and contrast.




Writing


• write straightforward connected texts on a range of familiar topics

• write short simple formal letters to ask for and convey simple information

•

write short simple texts for practical purposes: instructions, reports, articles• write short informal letters on topics of personal interest and knowledge

• write brief narratives and descriptions on straightforward topics

• express opinions simply, giving supporting reasons

• proofread written work correcting errors

• use correct punctuation in formal and informal texts including dashes, brackets, bulletpoints and speech marks

• spell correctly the majority of common words and key words relating to work, study andleisure interests

• use basic grammatical structures correctly, including conjunctions, connectives and

discourse markers. Errors do not impede a sympathetic reader’s understanding• use vocabulary adequately to meet straightforward needs

• communicate information and ideas with some adaptation to the intended reader

• link a short linear sequence of ideas using discourse markers and conjunctions

• demonstrate some awareness of conventions of an informal and formal letter.

.




l E S O L ( E n g

l i s h f o r

S p e a

k e r s o

f O t h e r

L a n g u a g e s

) ( 8 9 8 4 )

6 8

G r a m m a r

C a n d i d a t e s m a y b e e x p o s e d t o t h e g r a m

m a r r e q u i r e d f o r t h e l e v e l a b o v e

, b u t w i l l n o t b e t e s t e d o n i t .

S e n t e n

c e s t r u c t u r e

A c c e s s

a s P r e l i m i n a r y a n d i n a d d

i t i o n

A c h i e v e r

a s A c c e s s a n d i n

a d d i t i o n

C o m m u n i c a t o r

a s A c h i e v e r a n d i n a d d i t i o

n

S i m p l e

s e n t e n

c e s

•

T h e r e w a s / w e r e

•


•

T h e r e w i l l b e

/ t h e r e i s g o i n g t o

b e

S i m p l e ,

c o m p o u n d

A n d

c o m p l e x

s e n t e n c e s

w i t h

s u b o r d i n a

t e

c l a u s e s

•

w o r d o r d e r i n s e n t e n

c e s w i t h m o r e

t h a n o n e s u b o r d i n a t e c l a u s e

•

t h e r e h a d b e e n

•

u s e o f c o m m o n c o n j u n c t i o n s

e x p r e s s i n g c o n t r a s t ,

p u r p o s e ,

c o n s e q u e n c e ,

c o n d i t

i o n ,

c o n c e s s i o n

•

n o n - d e f i n i n g r e l a t i v e

c l a u s e s

•

d e f i n i n g r e l a t i v e c l a u s e s w i t h w h e r e ,

w h o s e ,

w h e n

•

d e f i n i n g r e l a t i v e c l a u s e s w i t h o u t

r e l a t i v e p r o n o u n s

•

p a r t i c i p i a l c l a u s e s d e

s c r i b i n g a c t i o n

w i t h –

i n g

C o m p o

u n d

s e n t e n

c e s

•

u s e o f t h e c o n j u n c t i o

n s a n d / b u t / o r

•

w o r d o r d e r

s u b j e c t - v e r b - ( o

b j e c t )

( + a n d / b u t / o r )

+ s u b j e c t - v e r b - ( o

b j e c t )

C o m p l e x

s e n t e n

c e s

•

c l a u s e s o f :

t i m e w i t h w h e n ,

b e f o

r e ,

a f t e r ,

r e a s o n b e c a u s e

r e s u l t s o

•

n o u n c l a u s e w i t h t h a t

•

w o r d o r d e r i n c o m p l e x s e n t e n c e s

•

c o m p l e x s e n t e

n c e s w i t h o n e

s u b o r d i n a t e c l a u s e

•

d e f i n i n g r e l a t i v

e c l a u s e s w i t h

w h o ,

w h i c h , t h

a t

c l a u s e a s s u b j e c t / o b j e c t




l E S O L ( E n g

l i s h f o r

S p e a

k e r s o

f O t h e r

L a n g u a g e s

) ( 8 9 8 4 )

6 9

V e r b f o r m s

A c c e s s

a s P r e l i m i n a r y a n d i n a d d i t i o n

A c h i e v e r



a s A c h i e v e r a n d i n a d d i t i o n

V e r b

f o r m s


•

s i m p l e p r e s e n t w i t h n o t i m e f o c u s

•

p r e s e n t c o n t i n u o u s t o e x p r e s s

c o n t i n u i t y


•

p a s t t e n s e o f r e g u l a r a n d c o m m o n

i r r e g u l a r v e r b s w i t h

t i m e m a r k e r s


•

N P + b e g o i n g t o , p

r e s e n t c o n t i n u o u s

a n d t i m e m a r k e r s

O t h e r :

•

l i m i t e d r a n g e o f c o m m o n v e r b s

_ - i n g

f o r m ,

s u c h a s l i k e , g

o

•

v e r b + t o + i n f i n i t i v

e s u c h a s w a n t ,

h o p e

•

v e r y c o m m o n p h r a

s a l v e r b s s u c h a s

g e t u p ,

s w i t c h o n

•

q u e s t i o n s s u c h a s w

h a t t i m e ,

h o w

o f t e n ,

w h y ,

h o w w h

i c h

•

s i m p l e q u e s t i o n t a g

s u s i n g a l l t h e

v e r b f o r m s a t t h i s l e v e l

•

c o n t r a c t e d f o r m s a

p p r o p r i a t e t o t h i s

l e v e l


•

P r e

s e n t p e r f e c t w i t h

s i n c e / f o r / e v e r / n e v e r , y e t / a l r e a d y , j u

s t


•

u s e

d t o f o r r e g u l a r a c t i o n s i n t h e p a

s t


F u t u r e r e f

e r e n c e :

•

F u t u r e s i m p l e v e r b f o r m s ,

N P + w i l l

O t h e r :

•

Z e r o a n d 1 s


•


•

t o + i n f i n i t i v e t o e x p r e s s p u r p o s e

•

c o m m o n p h r a s a l v e r b s a n d p o s i t i o n

o f o b j e c t p r o n o u n s ,

s u c h a s I l o o k e d

i t

u p

•

s i m

p l e r e p o r t e d / e m b e d d e d

s t a

t e m e n t s a n d q u e s t i o n s

•

q u e s t i o n t a g s u s i n g a l l v e r b s

•


•

c o n t r a c t e d f o r m s a p p r o p r i a t e t o t h i s

l e v

e l


•

p r e s e n t p e r f e c t c o n

t i n u o u s


•

p a s t p e r f e c t

O t h e r :

•

s i m p l e p a s s i v e

•

u s e o f 2 n

d a

n d 3 r d

c o

n d i t i o n a l

•

v e r b s + ( o b j e c t )

_ g e r u n d o r i n f i n i t i v e

s u c h a s w o u l d l i k e s

o m e o n e t o d o

s o m e t h i n g ,

+ s u g g e

s t d o i n g

s o m e t h i n g

•

c a u s a t i v e u s e o f h a v e a n d g e t

•

r e p o r t e d s p e e c h w i t h a r a n g e o f

t e n s e s

•

w i d e r r a n g e o f p h r a

s a l v e r b s s u c h a s

g i v e u p ,

h o l d o u t

•

r e p o r t e d r e q u e s t s a n d i n s t r u c t i o n s

•

q u e s t i o n t a g s u s i n g

t e n s e s

a p p r o p r i a t e t o t h i s l e v e l




l E S O L ( E n g

l i s h f o r

S p e a

k e r s o

f O t h e r

L a n g u a g e s

) ( 8 9 8 4 )

7 0

M o d a

l s , n o u n s , p r o n o u n s , p o s s e s s i v e s , p r e p o s i t i o n s

A c c e s s


A c h i e v e r



a s A c h i e v e r a n d i n a d d i t i o

n

M o d a l s

M o d a l s a n d f o r m s w

i t h s i m i l a r

m e a n i n g :

•

m u s t ( o b l i g a t i o n )

•

m u s t n ’ t ( p r o h i b i t i o n )

•

h a v e t o ,

h a d g o t t o

( n e e d )

•

c a n ,

c o u l d ( r e q u e s t s )

•

c o u l d n ’ t ( i m p o s s i b i l i t y )

•

m a y ( p e r m i s s i o n )

•

s i n g l e m o d a l a d v e r

b s : p o s s i b l y ,

p r o b a b l y ,

p e r h a p s

M o d a l s

a n d f o r m s w i t h s i m i l a r

m e a n i n

g :

•


a d v i c e )

•

m i g h t , m a y ,

w i l l , p r o b a b l y ( p o s s i b i l i t

y

a n d

p r o b a b i l i t y i n t h e f u t u r e )

•

w o u

l d / s h o u l d ( a d v i c e )

•


•


•

w i l l

d e f i n i t e l y ( c e r t a i n l y i n t h e f u t u r e )

•

m a y

I ( a s k i n g f o r p e r m i s s i o n )

•

I ’ d r

a t h e r ( s t a t i n g p r e f e r e n c e )

•

o u g h t t o ( o b l i g a t i o n )

•

n e g a t i v e o f n e e d a n d h

a v e t o t o

e x p r e s s a b s e n c e o f o b

l i g a t i o n

•

m u s t / c a n ’ t ( d e d u c t i o n

)

N o u n s

•

c o u n t a b l e a n d u n c o u n t a b l e n o u n s

•

s i m p l e n o u n s p h r a s e s

•

c a r d i n a l n u m b e r s u

p t o 1 0 0 + m u l t i p l e s

o f 1 0 0

•

n o u

n p h r a s e s w i t h p r e - a n d p o s t -


w i t h

s e n s i t i v e s k i n

•

a l l c

a r d i n a l n u m b e r s

•

w i d e r r a n g e o f n o u n p

h r a s e s w i t h p r e -

a n d p o s t - m o d i f i c a t i o n

•

w o r d o r d e r o f d e t e r m i n e r s ,

e g a l l m y

b o o k s

P r o n o u

n s

•

o b j e c t , r e f l e x i v e

P o s s e s

s i v e s

•

p o s s e s s i v e p r o n o u

n s s u c h a s m i n e ,

y o u r s ,

w h o s e

•

A s A

c c e s s

P r e p o s

i t i o n s

a n d

p r e p o s

i t i o n a l

p h r a s e

s

•

p r e p o s i t i o n s o f p l a c e ,

t i m e a n d

m o v e m e n t , s u c h a s b e f o r e ,

a f t e r ,

t o w a r d s ,

u p ,

d o w n

, a l o n g ,

a c r o s s , i n

f r o n t o f , b e h i n d , o p

p o s i t e

•

p r e p o s i t i o n a l p h r a s e s o f p l a c e a n d t i m e ,

s u c h a s a f t e r d i n n e

r , b e f o r e t e a

•


s u c h a s

b e y o n d ,

a b o v e ,

b e n e a t h ,

b e l o w

•

p r e p o s i t i o n a l p h r a s e s s u c h a s i n h e r

t w e n t i e s ,

o f a v e r a g e h e i g h t , i n t h e t o

p

r i g h

t h a n d c o r n e r

•

w i d e r r a n g e o f p r e p o s

i t i o n s i n c l u d i n g

d e s p i t e ,

i n s p i t e o f

•

c o l l o c a t i o n s o f v e r b s / n

o u n s +

p r e p o s i t i o n s s u c h a s p

o i n t a t , h a v e a n

i n t e r e s t i n

•

p r e p o s i t i o n + - i n g f o r m

s u c h a s a f t e r

l e a v i n g




l E S O L ( E n g

l i s h f o r

S p e a

k e r s o

f O t h e r

L a n g u a g e s

) ( 8 9 8 4 )

7 1

A r t i c l e s ,

d e t e r m i n e r s , a d j e c t i v e s , a d v e r b s ,


A c c e s s


A c h i e v

e r

a s A c c e

s s a n d i n a d d i t i o n



A r t i c l e s

•


•

z e r o a r t i c l e w i t h u n c o u n t a b l e n o u n s

•

d e f i n i t e a r t i c l e w i t h s u p e r l a t i v e s

•

d e f

i n i t e a r t i c l e w i t h p o s t - m o d i f i c a t i o

n ,

s u c

h a s t h e p r e s e n t y o u g a v e m e

•

u s e

o f i n d e f i n i t e a r t i c l e i n d e f i n i t i o n s

,

s u c

h a s a n a r c h i t e c t i s a p e r s o n w h o

d e s

i g n s b u i l d i n g s

•

d e f i n i t e

, i n d e f i n i t e a n d

z e r o a r t i c l e

w i t h b o t h c o u n t a b l e a n

d u n c o u n t a b l e

n o u n s i n a r a n g e o f u s e

s

D e t e r m

i n e r s

•

a l l , n o n e ,

n o t ( a n y ) , e n o u g h ,

( a ) f e w ,

( a )

l i t t l e ,

m a n y ,

m o r e

, m o s t , m u c h ,

n o

•

a r a n g e o f d e t e r m i n e r s ,

e g a l l t h e ,

m o

s t , b o t h

A d j e c t i v e s

•

o r d e r o f a d j e c t i v e s

•

c o m p a r a t i v e ,

s u p

e r l a t i v e ,

r e g u l a r a n d

c o m m o n i r r e g u l a

r f o r m s

•

u s e o f t h a n

•

o r d i n a l n u m b e r s

u p t o 1 0 0 + m u l t i p l e s

o f 1 0 0

•

a d j e c t i v e s e n d i n g – e d + -

i n g s u c h a s

t i r e

d a n d t i r i n g

•

c o m

p a r a t i v e s t r u c t u r e s ,

s u c h a s

a s …

… a s ,

i s t h e s a m e a s ,

n o t

s o …

. . a s … ,

l o o k s l i k e / i s l i k e

•

a l l o r d i n a l n u m b e r s

•

c o m p a r i s o n s w i t h f e w e

r a n d l e s s

•

c o l l o c a t i o n o f a d j e c t i v e

+ p r e p o s i t i o n

s u c h a s r e s p o n s i b l e f o r

A d v e r b

s

•

s i m p l e a d v e r b s a

n d a d v e r b i a l p h r a s e s :

s e q u e n c i n g ,

t i m e

a n d p l a c e ,

f r e q u e n c y ,

m a n n

e r

•

p o s i t i o n o f a d v e r b s a n d w o r d o r d e r o f

a d v e r b i a l p h r a s e s

•

m o

r e c o m p l e x a d v e r b i a l p h r a s e s o f

t i m

e ,

p l a c e ,

f r e q u e n c y ,

m a n n e r , s u c

h

a s a

s s o o n a s p o s s i b l e

•

a d v e r b i a l p h r a s e s o f d e

g r e e ,

e x t e n t ,

p r o b a b i l i t y

•

c o m p a r a t i v e a n d s u p e r

l a t i v e o f

a d v e r b s


•

q u i t e ,

s o ,

a b i t

•

a r a

n g e o f i n t e n s i f i e r s s u c h a s t o o ,

e n o

u g h

•

w i d e r a n g e s u c h a s e x t r e m e l y ,

m u c h

t o o




l E S O L ( E n g

l i s h f o r

S p e a

k e r s o

f O t h e r

L a n g u a g e s

) ( 8 9 8 4 )

7 2

P u n c t u a t i o n a n d s p e l l i n g

A c c e s s


A c h i e v e r




P u n c t u

a t i o n

•

u s e o f q u e s t i o n m a r k s ,

e x c l a m a t i o n m a r k s ,

u s e o f c o m m a

i n l i s t s

•

u s e o f p u n c t u a t i o n i n f o r m a l a n d

i n f o r m a l t e x t s

, s u c h a s d a s h e s ,

b r a c k e t s


, s p e e c h

m a r k s

•

m u l t i p l e u s e s o f c o m m a s

•

u s e o f a p o s t r o p h e s f o r

p o s s e s s i o n a n d o m i s s i o n

•

u s e o f o t h e r p u n c t u a t i o n

t o

e n h a n c e m e a n i n g

S p e l l i n

g

•

t h e c o r r e c t s p e l l i n g o f m o s t

p e r s o n a l d e t a i l s a n d f a m i l i a r

c o m m o n

w o r d s

•

t h e c o r r e c t s p e l l i n g o f c o m m o n

w o r d s a n d k e y w o r d s r e l a t i n g t o

o w n w o r k ,

l e i s u r e a n d s t u d y

i n t e r e s t s

•

t h e c o r r e c t s p e l l i n g o f w o r d s

u s e d i n w o r k ,

s t u d i e s a n d d a i l y

l i f e

D i s c o u r s e

A c c e s s


A c h

i e v e r

a s A

c c e s s a n d i n a d d i t i o n



D i s c o u

r s e

•

a d v e r b s t o i n d i c a t e s e q u e n c e

( f i r s t , f i n a

l l y )

•

u s e o f s u

b s t i t u t i o n ( I t h i n k s o ,

I

h o p e s o )

•

m a r k e r s t o s t r u c t u r e s p o k e n

d i s c o u r s e ( R i g h t , w e l l , O K )

•

m a r k e r s t o i n d i c a t e a d d i t i o n

( a l s o ) , s e q u e n c e ( i n t h e f i r s t

p l a c e ) , c o n t r a s t ( o n t h e o t h e r

h a n d )

•


d i s c o u r s e ,

( a n y w a y ,

b y t h e w a y )

•

u s e o f e l l i p s i s i n i n f o r m a l

s i t u a t i o n s ( g o t t o g o )

•


y o u k n o w )

•

a r a n g e o f d i s c o u r s e m a r k e r s

e x p r e s s i n g a d d i t i o n ,

c a u

s e a n d

e f f e c t , c o n t r a s t ( h o w e v e r ) ,

s e q u e n c e a n d t i m e ( a t a

l a t e r

d a t e )

•

m a r k e r s t o s t r u c t u r e s p o

k e n

d i s c o u r s e ( a s I w a s s a y i n

g )

•

u s e o f e l l i p s i s i n i n f o r m a l s p e e c h

a n d w r i t i n g ( s o u n d s g o o d )




Topics

Achiever Level – B1

• PERSONAL IDENTIFICATIONo nameo addresso telephone numbero date and place of birtho ageo sexo marital statuso nationalityo origino occupationo familyo likes and dislikeso physical appearanceo email addresso titleo first languageo character, disposition

• HOUSE AND HOME, ENVIRONMENTo accommodation, roomso furniture, bedclotheso serviceso amenitieso regiono flora and fauna

o types of accommodation o cost

• DAILY LIFEo at homeo at worko income o prospects

• FREE TIME, ENTERTAINMENTo leisure

o hobbies and interestso TV, radio, computer etco cinema, theatreo intellectual pursuitso sportso presso interneto musico holidayso exhibitions, museumso artistic pursuits




• TRAVELo public transporto private transporto traffico holiday accommodationo luggageo travel documentso signs and notices

o entering and leaving a country

• RELATIONS WITH OTHER PEOPLEo relationshipso correspondenceo behaviouro invitationso club membershipo government and politicso crime and justiceo social affairs o friends




• SERVICESo posto telephone

o bankingo policeo hospital, surgeryo garageo petrol stationo emergencyo insuranceo diplomatic services







• MEASURES AND SHAPESo all digits and cardinal numberso telephone numbers, processo height, length, weight, capacity, temperatureo dates, times, days o shape

• EDUCATIONo schoolingo subjectso qualifications




Functions

(see topics list for contexts)



• describing where one lives (accommodation, area etc)

• asking and answering questions for confirmation, information, identification

• describing people, places, things


• explaining daily routines

• narrating and describing past, present and future events

• comparing things, people

• reporting facts, actions.

Expressing thoughts, feelings and attitudes

• expressing and asking about agreement or disagreement



• stating and asking about knowledge or ignorance of something or someone

• stating whether a person, thing or action is remembered or forgotten

• enquiring of someone else whether a person, thing or action is remembered or forgotten

• stating and asking about degrees of probability

• expressing, denying or asking about necessity (including logical deduction)

• stating and asking about one’s certainty or uncertainty of something

• stating and asking about one’s ability or inability to do something

• stating and enquiring about one’s obligation (or lack of) to do something


• stating and asking about the permissibility of doing something

• expressing and asking about wishes and hopes



• stating, responding to and asking about preference

• expressing and asking about likes and dislikes, with reasons

• expressing and asking about (dis)pleasure, (un)happiness

•

expressing and asking about satisfaction or dissatisfaction• expressing disappointment


• expressing and asking about interest or lack of it

• expressing surprise or lack of it

• expressing and asking about fear or worry

• giving reassurance

• expressing regret, sympathy


• granting forgiveness

• expressing approval or appreciation

• expressing regret




• expressing indifference

• expressing and asking about approval or disapproval

• expressing moral obligation.






• giving instructions

• giving and asking for advice

• responding to or rejecting advice, with reasons




• persuading someone to do something

• suggesting a course of action• asking for, responding to or rejecting suggestions with reason/alternative

• encouraging someone to do something

• making and agreeing plans and arrangements

• reaching a compromise

• prohibiting someone from doing something

• making a complaint.

Social contact





• making and responding to introductions




• praising someone

• paying a compliment

• asking someone’s opinion• indicating lack of understanding

• giving and asking for clarification or explanation of something

• confirming one’s own or another’s understanding

• asking someone to repeat a word, phrase or sentence





•

asking for and telling people the time, day, date• interrupting politely




• exemplifying or emphasising a point

• encouraging another speaker to continue

• indicating a wish to continue or finish speaking

• summing up

• taking leave






4 Syllabi

4.5 Communicator level

Listening


• understand standard spoken English delivered at normal speed

• follow short conversations both formal and informal in a range of familiar situationsunderstanding gist, context, purpose, function, attitude, feelings, opinions and relationships

• follow a conversation and predict the likely outcome

• understand narratives, sequences, instructions, descriptions and explanations

• identify the function of short utterances which may contain idiomatic expressions (seeGrammar and Functions sections)

• follow a discussion to identify gist, detail, purposes and key ideas and distinguish betweenfact and opinion

• extract and reproduce key information from announcements, media broadcasts,presentations and lectures including abstract and concrete topics encountered in personal,social, academic and vocational life

• follow clearly structured extended speech and more complex argument when familiar withthe topic.


• recognise how intonation, pitch and/or stress can affect meaning

• recognise feelings, moods, attitudes, important points and opinions expressed throughstress, pitch and intonation.

Range

• understand ideas, arguments and descriptions expressed through complex sentence forms

• understand some lower frequency vocabulary and expressions relating to everyday life andcurrent events.

Register

• recognise degrees of formality used by speakers in different types of utterances in everydayand less familiar situations.

Understanding gist

• understand the main ideas in longer but clearly structured announcements, conversationsand discussions on familiar and unfamiliar concrete and abstract topics.


• extract the more salient points of detail from longer but clearly structured texts on familiarand unfamiliar topics and on both concrete and abstract topics.




Reading


• understand texts in different styles and purposes with a large degree of independence

• understand the main ideas in complex texts on both familiar and abstract topics

• understand the way meaning is built up in a range of texts

• locate specific information from different parts of a text or different texts

• understand feelings, opinions, warnings and conditions in both formal and informal text

• understand lengthy texts containing complex instructions or explanations

• understand articles and reports concerned with contemporary issues in which the writersadopt particular viewpoints

• locate and understand information, ideas and opinions from longer more specialisedsources in familiar contexts.

Range

• understand a broad range of vocabulary but may experience some difficulty with low

frequency idioms• understand texts which contain a broad range of grammatical structures.

Register

• understand the features of register in texts including those conveying emotion or dispute.

Text structure

• recognise how purpose is achieved in a range of texts including those containing images,graphical and tabular data

• understand a broad range of discourse markers including those expressing addition, cause

and effect, contrast, sequence and time.




Writing


• write coherently on topics of general interest linking ideas appropriately and effectively

• write clear connected text describing real or imaginary people or events

• present an argument giving points for and against, supporting and evaluating differentviews

• write formal letters, reports or articles to fulfil a range of functions for practical purposes

• write letters descriptions of personally significant events, people or experiences.

• use correct punctuation in formal and informal writing to enhance meaning

• correctly spell words used in work, study and daily life

• control grammar to communicate effectively although errors may occur when complexstructures are attempted

• use words and expressions appropriate to topic and purpose of the writing

• adjust register in familiar contexts to suit purpose and readership

• use a range of linking words effectively to show clearly the relationship between ideas

• paragraph appropriately

• reproduce conventional features of common types of text.



I n t e r n a

t i o n a

l E S O

L ( E n g

l i s h f o r

S p e a

k e r s o

f O t h e r

L a n g u a

g e s

) ( 8 9 8 4 )

8 2

G r a m m a r

C a n d i d a t e s m

a y b e e x p o s e d t o t h e g r a m m a r r e q u i r e d f o r t h e l e v e l a b o v e ,

b u t w

i l l n o t b e t e s t e d o n i t .

S e n t e n c e s t r

u c t u r e

A c h i e v e r


C o m m

u n i c a t o r


E x p e r t

a s C o m m u n i c a t o r a n d i n a d d i t i o n

S i m p l e

s e n t e n c e s

•


•

T h e r e w i l l b e / t h e r e i s g o i n g

t o b e

S i m p l e ,

c o m p o u n d a n d

c o m p l e x

s e n t e n c e s w i t h

s u b o r d i n a t e

c l a u s e s

•

w o

r d o r d e r i n s e n t e n c e s w i t h m o r e

t h a n

o n e s u b o r d i n a t e c l a u s e

•

t h e

r e h a d b e e n

•

u s e o f c o m m o n c o n j u n c t i o n s e x p r e

s s i n g

c o n t r a s t , p u r p o s e ,


c o n d i t i o n ,

c o n c e s s i o n

•

n o n - d e f i n i n g r e l a t i v e c l a u s e s

•

d e f i n i n g r e l a t i v e c l a u s e s w i t h w h e r e

,

w h

o s e ,

w h e n

•

d e f i n i n g r e l a t i v e c l a u s e s w i t h o u t r e l a t i v e

p r o n o u n s

•

p a r t i c i p i a l c l a u s e s d e s c r i b i n g a c t i o n

w i t h

– i n

g

•

w o r d o r d e r i n c o m p l e x s e n t e n c e s ,

i n c l u d i n g o r d e r s e l e c

t e d f o r e m p h a s i s

•

t h e r e c o u l d b e / w o u l d

b e / s h o u l d b e

•

c o u l d h a v e / w o u l d h a

v e / s h o u l d h a v e

•

w i d e r r a n g e o f c o n j u

n c t i o n s i n c l u d i n g o n

c o n d i t i o n t h a t , p r o v i d e d t h a t

•

c o m p a r a t i v e c l a u s e s

•

m o r e c o m p l e x p a r t i c

i p i a l c l a u s e s

d e s c r i b i n g a c t i o n w i t h - e

d

C o m p l e x

s e n t e n c e s

•

w o r d o r d e r i n c o m p l e x

s e n t e n c e s

•

c o m p l e x s e n t e n c e s w i t h

o n e s u b o r d i n a t e c l a u s e

•

d e f i n i n g r e l a t i v e c l a u s e s

w i t h w h o ,

w h i c h ,

t h a t

•

c l a u s e a s s u b j e c t / o b j e c

t



I n t e r n a

t i o n a

l E S O

L ( E n g

l i s h f o r

S p e a

k e r s o

f O t h e r

L a n g u a

g e s

) ( 8 9 8 4 )

8 3

V e r b f o r m s

A

c h i e v e r

a

s A c c e s s a n d i n a d d i t i o n

C o m m u n i c a t o

r


E x p e r t

A s C o m m u n i c a t o r a n d i n a d d

i t i o n

V e r b

f o r m s

P

r e s e n t / P a s t r e f e r e n c e :

•

P r e s e n t p e r f e c t w i t h s i n c e / f o r / e v e r / n e v e r ,

y e t / a l r e a d y ,

j u s t


•

u s e d t o f o r r e g u l a r a c t i o n s i n

t h e p a s t

•



•

F u t u r e s i m p l e v e r b f o r m s ,

N P

+ w i l l

O t h e r :

•

Z e r o a n d 1 s


•


•

t o + i n f i n i t i v e t o e x p r e s s p u r p

o s e

•

c o m m o n p h r a s a l v e r b s a n d p

o s i t i o n o f

o b j e c t p r o n o u n s ,

s u c h a s I l o o k e d i t u p

•

s i m p l e r e p o r t e d / e m b e d d e d s

t a t e m e n t s a n d

q u e s t i o n s

•

q u e s t i o n t a g s u s i n g a l l v e r b s

•


•

c o n t r a c t e d f o r m s a p p r o p r i a t e t o t h i s l e v e l

P r e s e n t / P a s t r

e f e r e n c e :

•

p r e s e n t p e r f e c t c o n t i n u o u s


•

p a s t p e

r f e c t

O t h e r :

•


•

u s e o f 2

n d

a n d 3 r d

c o n d i t i o n a l

•

v e r b s +

( o b j e c t )

_ g e r u n d o r i n f i n i t i v e

s u c h a s

w o u l d l i k e s o m e o n e t o d o

s o m e t h

i n g ,

+ s u g g e s t d o i n g s o m e t h i n g

•

c a u s a t i v e u s e o f h a v e a n d g e t

•

r e p o r t e

d s p e e c h w i t h a r a n g e o f t e n s e s

•

w i d e r r a n g e o f p h r a s a l v e r b s s u c h a s

g i v e u p ,

h o l d o u t

•

r e p o r t e

d r e q u e s t s a n d i n s t r u c t i o n s

•

q u e s t i o

n t a g s u s i n g t e n s e s a p p r o p r i a t e

t o t h i s l e v e l

•

a l l v e r b f o r m s a c t i v e a

n d p a s s i v e

O t h e r :

•

w o u l d e x p r e s s i n g h a b

i t i n t h e p a s t

•

m i x e d c o n d i t i o n a l s

•

r e p o r t e d s p e e c h w i t h

f u l l r a n g e o f

t e n s e s a n d i n t r o d u c t o

r y v e r b s

•

e x t e n d e d p h r a s a l v e r b s s u c h a s g e t

r o u n d t o ,

c a r r y o n w i t h

•

q u e s t i o n t a g s u s i n g a l l t e n s e s

•

i m p e r a t i v e + q u e s t i o n

t a g

•

c o n t r a c t e d f o r m s a p p

r o p r i a t e t o t h i s

l e v e l



I n t e r n a

t i o n a

l E S O

L ( E n g

l i s h f o r

S p e a

k e r s o

f O t h e r

L a n g u a

g e s

) ( 8 9 8 4 )

8 4

M o d a l s , n o

u n s , p o s s e s s i v e s , p r e p o s i t i o n s

A c h i e v e r


C o m m u n i c a

t o r

a s A c h i e v e r a

n d i n a d d i t i o n

E x p e r t


M o d a l s

M o d a l s a n d f o r m s w i t h s i m i l a r m e a n i n g :

•


a d v i c e )

•

m i g h t , m a y ,

w i l l , p r o b a b l y ( p o s s i b i l i t y a n d

p r o b a b i l i t y i n t h e f u t u r e )

•

w o u l d / s h o u l d ( a d v i c e )

•


•


•

w i l l d e f i n i t e l y ( c e r t a i n l y i n

t h e f u t u r e )

•

m a y I ( a s k i n g f o r p e r m i s s

i o n )

•

I ’ d r a t h e r ( s t a t i n g p r e f e r e

n c e )

•


•

n e g a t i v e

o f n e e d a n d h a v e t o ,

t o e x p r e s s

a b s e n c e

o f o b l i g a t i o n

•

m u s t / c a n

’ t ( d e d u c t i o n )

•

s h o u l d h a v e / m i g h t h a v e / m

a y h a v e / c o u l d

h a v e / m u s t h a v e a n d n e g a

t i v e f o r m s o f

t h e s e

•

c a n ’ t h a v e ,

n e e d n ’ t h a v e

N o u n s

•

n o u n p h r a s e s w i t h p r e - a

n d p o s t -


w i t h s e n s i t i v e s k i n

•

a l l c a r d i n a l n u m b e r s

•

w i d e r r a n

g e o f n o u n p h r a s e s w i t h p r e -


•

w o r d o r d

e r o f d e t e r m i n e r s ,

e g a l l m y

b o o k s

•

e x t e n d e d r a n g e o f c o m p l e

x n o u n p h r a s e s

P r o n o u n s

P o s s e s s i v e s

A s A c c e s s

P r e p o s i t i o n s

a n d

p r e p o s i t i o n a

l

p h r a s e s

•


s u c h a s

b e y o n d ,

a b o v e ,

b e n e a t h ,

b e l o w

•

p r e p o s i t i o n a l p h r a s e s s u c h a s i n h e r

t w e n t i e s ,

o f a v e r a g e h e i g

h t , i n t h e t o p

r i g h t h a n d c o r n e r

•

w i d e r r a n

g e o f p r e p o s i t i o n s i n c l u d i n g

d e s p i t e , i

n s p i t e o f

•

c o l l o c a t i o

n s o f v e r b s / n o u n s +

p r e p o s i t i o n s s u c h a s p o i n t a t , h a v e a n

i n t e r e s t i n

•

p r e p o s i t i o n + - i n g f o r m s u c h a s a f t e r

l e a v i n g

•

p r e p o s i t i o n + h a v i n g + p a

s t p a r t i c i p l e

s u c h a s h a v i n g e a t e n



I n t e r n a

t i o n a

l E S O

L ( E n g

l i s h f o r

S p e a

k e r s o

f O t h e r

L a n g u a

g e s

) ( 8 9 8 4 )

8 5

A r t i c l e s , d e t e r m i n e r s , a d j e c t i v e s , a d

v e r b s ,


A c h i e v e r


C o m m

u n i c a t o r

a s A c h

i e v e r a n d i n a d d i t i o n

E x p e r t

a s C o m m u n i c a t o r a n d i n a

d d i t i o n

A r t i c l e s

•


w i t h p o s t - m o d i f i c a t i o n ,

s u c h a s t h e p r e

s e n t y o u g a v e m e

•

u s e o f i n d e f i n i t

e a r t i c l e i n d e f i n i t i o n s ,

s u c h a s a n a r c h

i t e c t i s a p e r s o n w h o

d e s i g n s b u i l d i n

g s

•

d e

f i n i t e

, i n d e f i n i t e a n d z e r o a r t i c l e

w i t h b o t h c o u n t a b l e a n d u n c o u n t a b l e

n o

u n s i n a r a n g e o f u s e s

•

a s C o m m u n i c a t o r

D e t e r m i n e r s

•

a r a n g e o f d e t e

r m i n e r s ,

e g a l l t h e ,

m o s t , b o t h

A d j e c t i v e s

•

a d j e c t i v e s e n d i n g – e d + -

i n g s u c h a s

t i r e d a n d t i r i n g

•

c o m p a r a t i v e s t

r u c t u r e s ,

s u c h a s

a s … …

a s ,

i s t h e s a m e a s ,

n o t

s o … . .

a s … ,

l o o

k s l i k e / i s l i k e

•

a l l o r d i n a l n u m

b e r s

•

c o

m p a r i s o n s w i t h f e w e r a n d l e s s

•

c o

l l o c a t i o n o f a d j e c t i v e + p r e p o s i t i o n

s u

c h a s r e s p o n s i b l e f o r

•


A d v e r b s

•

m o r e c o m p l e x

a d v e r b i a l p h r a s e s o f

t i m e ,

p l a c e ,

f r e

q u e n c y ,

m a n n e r , s u c h

a s a s s o o n a s p

o s s i b l e

•

a d

v e r b i a l p h r a s e s o f d e g r e e ,

e x t e n

t ,

p r o b a b i l i t y

•

c o

m p a r a t i v e a n d s u p e r l a t i v e o f

a d

v e r b s

•



•

a r a n g e o f i n t e n s i f i e r s s u c h a s t o o ,

e n o u g h

•

w i d e r a n g e s u c h a s e x t r e m e l y ,

m u c

h

t o o

•

c o l l o c a t i o n o f i n t e n s i f i e r s w i t h

a b s o l u t e a n d r e l a t i v e a

d j e c t i v e s s u c h

a s a b s o l u t e l y g o r g e o u s ,

v e r y p r e t t y



I n t e r n a

t i o n a

l E S O

L ( E n g

l i s h f o r

S p e a

k e r s o

f O t h e r

L a n g u a

g e s

) ( 8 9 8 4 )

8 6

P u n c t u a t i o

n a n d s p e l l i n g

A c h i e v e r


C o m m

u n i c a t o r

a s A c h


E x p e r t


d d i t i o n

P u n c t u a t i o n

•

u s e o f p u n c t u a

t i o n i n f o r m a l a n d

i n f o r m a l t e x t s ,

s u c h a s d a s h e s ,

b r a c k e t s


, s p e e c h m a r k s

•

m u l t i p l e u s e s o f c o m m a s

•

u s

e o f a p o s t r o p h e s f o r p o s s e s s i o n

a n

d o m i s s i o n

•

u s

e o f o t h e r p u n c t u a t i o n t o e n h a n c e

m e a n i n g

•

a c c u r a t e u s e o f a l l p u n

c t u a t i o n

S p e l l i n g

•

t h e c o r r e c t s p e

l l i n g o f c o m m o n w o r d s

a n d k e y w o r d s

r e l a t i n g t o o w n w o r k ,

l e i s u r e a n d s t u d y i n t e r e s t s

•

t h e c o r r e c t s p e l l i n g o f w o r d s u s e d

i n

w o r k ,

s t u d i e s a n d d a i l y l i f e

•

t h e c o r r e c t s p e l l i n g o f

w o r d s u s e d i n

w o r k ,

s t u d i e s a n d d a i l y l i f e i n c l u d i n g

f a m i l i a r t e c h n i c a l w o r d s

D i s c o u r s e

A c h i e v e r

a s A c c e s s a n d i n a

d d i t i o n

C o m m

u n i c a t o r

a s A c h


E x p e r t


d d i t i o n

D i s c o u r s e

•

m a r k e r s t o i n d

i c a t e a d d i t i o n ( a l s o ) ,

s e q u e n c e ( i n t h e f i r s t p l a c e ) , c o n t r a s t

( o n t h e o t h e r h

a n d )

•


d i s c o u r s e ,

( a n y w a y ,

b y t h e w a y )

•

u s e o f e l l i p s i s i n i n f o r m a l s i t u a t i o n s

( g o t t o g o )

•


y o u

k n o w )

•

a r a n g e o f d i s c o u r s e m a r k e r s

e x

p r e s s i n g a d d i t i o n ,

c a u s e a n d e f f e c t ,

c o

n t r a s t ( h o w e v e r ) , s e q u e n c e a n d

t i m

e ( a t a l a t e r d a t e )

•

m

a r k e r s t o s t r u c t u r e s p o k e n

d i s c o u r s e ( a s I w a s s a y i n g )

•

u s

e o f e l l i p s i s i n i n f o r m a l s p e e c h a n d

w r i t i n g ( s o u n d s g o o d )

•

a r a n g e o f l o g i c a l m a r k e r s ( i n t h i s

r e s p e c t , a c c o r d i n g l y )

•

s e q u e n c e m a r k e r s ( s u b s e q u e n t l y )

•

a w i d e r r a n g e o f d i s c o

u r s e m a r k e r s t o

s t r u c t u r e f o r m a l a n d i n f o r m a l s p e e c h

( c a n w e n o w t u r n t o )




Topics

Communicator Level – B2

• PERSONAL IDENTIFICATIONo personal detailso

occupationo familyo likes and dislikeso physical appearanceo first languageo character

• HOUSE AND HOME & LOCAL ENVIRONMENTo types of accommodation o interior designo local & regional services/amenitieso regional geographical features

o local flora and fauna

• DAILY LIFEo at homeo at worko income o prospects

• FREE TIME, ENTERTAINMENTo leisure, hobbies & interestso TV, radio, cinema, theatre

o computer, interneto intellectual/artistic pursuitso sportso presso musico photographyo the written word (reading, letter-writing, diaries etc)o exhibitions, museums

• TRAVELo public & private transporto traffic & traffic controlo ‘green’ travelo holidayso accommodationo entering and leaving a country

• RELATIONS WITH OTHER PEOPLEo family relationshipso friendshipo mannerso social conventions






• FOOD AND DRINKo eating habitso sourcing food locallyo fast foodo organic foodo

year-round availabilityo Dieting

• SERVICESo communicationso financial serviceso emergency serviceso leisure facilitieso care for the elderlyo IT in the community

•

PLACES & LOCATIONo satellite navigation systems o World Heritage sites o locations for motorways & airportso protecting open spaces

• LANGUAGEo foreign language abilityo accents & dialectso preserving minority languages o bilingualism

• WEATHERo climate and weathero weather forecasting o climate change o extreme weather

• MEASURES AND SHAPESo statisticso processes

• EDUCATIONo

schoolingo subjectso qualifications and examinations




• 16 THE ENVIRONMENTo recyclingo pollutiono global warming

• BELIEFSo the paranormal & supernaturalo superstitionso unexplained phenomena e.g. UFOs, coincidences etc.

• ARTSo modern art, theatreo classical art, theatre

• SCIENCE & TECHNOLOGYo scientific developmento space explorationo power of the computero important inventions

• SOCIETYo individual rightso family lifeo parental responsibilitieso social responsibilitieso equal opportunities




Functions

(See Topics list for contexts)




• asking and answering questions for confirmation, information, identification• describing people, places, things


• explaining routines



• reporting facts, actions

• stating facts, actions

• giving descriptions and specifications.




• expressing agreement reluctantly or with reservations

• conceding a point or argument, demurring


• asserting and asking about knowledge or ignorance of something or someone



• stating and asking about degrees of probability/possibility• expressing, denying or asking about necessity (including logical deduction)


• reminding someone to do something

• expressing doubt, incredulity, bewilderment

• hypothesising




• stating and asking about the permissibility of doing something

• expressing and asking about wishes, hopes, expectations














• expressing and asking about fear, worry, anxiety


• expressing regret, sympathy, condolence

• expressing fellow-feeling, empathy

• expressing and asking about pain, anguish, suffering

• expressing relief


• expressing fatigue, resignation



• expressing and asking about approval, appreciation or disapproval

• expressing moral obligation


• accepting, attaching or denying blame for something.


• responding to a request• requesting something, or someone to do something



• giving instructions or orders







• suggesting a course of action

• asking for, responding to, agreeing to or rejecting suggestions with

• reason/alternative





• making a complaint

• refusing to do something, expressing defiance

• pleading with someone to do something.




Social contact





• making and responding to formal and informal introductions

• opening, closing a formal or informal conversation




• paying someone a compliment

• asking someone’s opinion

• making someone feel welcome


• giving and asking for clarification, explanation or definition of something


• asking someone to repeat all or part of something• asking someone to speak more slowly





• interrupting politely

• objecting, protesting


• classifying, generalising, defining something



• summing up

• taking leave






4 Syllabi

4.6 Expert level

Listening


• follow extended speech delivered at natural speed even when it is not clearly structuredand when the meaning may be implicit rather than explicit

• follow short conversations both formal and informal in a range of situations, understandinggist, context, purpose, function, attitude, feelings, opinions and relationships

• understand complex narratives, sequences and explanations

• recognise the function of short utterances which may contain idiomatic English (seeGrammar and Functions sections)

• follow a discussion to identify gist, detail, purposes and key ideas and distinguish betweenfact and opinion

• extract and reproduce key information from announcements, media broadcasts,presentations and lectures on abstract and concrete topics of general interest

• follow a complex argument.


• consistently recognise how intonation, pitch and/or stress affect meaning

• consistently recognise feelings, moods, attitudes, important points and opinions expressedthrough stress, pitch and intonation.

Range

• understand ideas, arguments and descriptions expressed through a wide range of complexgrammatical structures

• understand a broad range of vocabulary including idiomatic and colloquial expressions.

Register

• consistently recognise degrees of formality in different types of utterances used byspeakers in a wide range of situations.

Understanding gist

• understand the main ideas of extended discourse even when the content is not clearlystructured.


• extract most points of detail even from extended discourse on both concrete and abstracttopics even when the content is not clearly structured.




Reading


• understand long complex texts, appreciating distinctions in style and purpose

• understand texts from authentic sources, identifying context, content and style

• understand the main ideas of complex text on a wide range of texts on a wide range of

professional, academic and social topics• gather specific information from different parts of a text or from different texts

• understand descriptions and narratives in which language is used to create differentsophisticated effects

• understand lengthy texts containing complex instructions or explanations includingtechnical or specialist texts such as instruction manuals and articles

• understand texts concerned with contemporary issues in which the writers adopt particularviewpoints, identifying finer points of attitude, and implied as well as stated opinions.

Range

• understand a broad range of vocabulary including idiomatic expressions

• understand a very broad range of grammatical structures including those used to conveysubtle distinctions in meaning.

Register

• understand the role of register even in emotional or allusive contexts.

Text structure

• recognise how textual features are used to achieve purposes in a wide range of textsincluding those containing images, graphical and tabular data

• understand the different ways in which meaning is built up in a range of texts of varyingcomplexity

• understand a range of logical markers and sequence markers.




Writing


• write well-structured, detailed texts on complex subjects clearly communicating ideas,impressions, feelings and opinions

•

write complex narratives and descriptions varying style appropriately• write a well-structured detailed argument emphasising important points, expanding and

supporting relevant ideas

• write formal letters, reports or articles to fulfil a wide range of functions including thoserequiring a tactful approach

• use all punctuation marks accurately and effectively

• spell correctly words used in work, study and daily life including commonly used technicalwords

• consistently control grammar to communicate effectively with few errors even whencomplex structures are employed

• use a wide range of vocabulary suitable for purpose

• generally use idiomatic expressions appropriately and naturally

• use a wide range of complex structures

• adapt register effectively and appropriately according to purpose in most contexts.

• link and organise ideas using a range of linking words and cohesive devices

• organise text effectively to reflect the structure of the ideas expressed.



I n t e r n a

t i o n a

l E S O

L ( E n g

l i s h f o r

S p e a

k e r s o

f O t h e r

L a n g u a

g e s

) ( 8 9 8 4 )

9 6

G r a m m a r

C a n d i d a t e s m

a y b e e x p o s e d t o t h e g r a m m a r r e q u i r e d f o r t h e l e v e l a b o v e ,

b u t w

i l l n o t b e t e s t e d o n i t .



E x p e r t


M a s t e r y

a s E x

p e r t a n d i n a d d i t i o n

S i m p l e ,

c o m p o u n d a n d

c o m p l e x

s e n t e n c e s w

i t h

s u b o r d i n a t e

c l a u s e s

•

w o r d o r d e r i n s e n t e n c e s w i t h m o r e

t h a n o n e s u b o r d i n a t e c l a u s e

•

t h e r e h a d b e e n

•

u s e o f c o m m o n c o n j u n c

t i o n s

e x p r e s s i n g c o n t r a s t , p u r p o s e ,


c o n d i t i o n

, c o n c e s s i o n

•

n o n - d e f i n i n g r e l a t i v e c l a

u s e s

•


w i t h w h e r e ,

w h o s e ,

w h e n

•


w i t h o u t

r e l a t i v e p r o n o u n s

•

p a r t i c i p i a l c l a u s e s d e s c r

i b i n g a c t i o n

w i t h –

i n g

•

w o r d o r d e r i n c o m p l e x s e n t e n c e s ,

i n c l u d i n g o r d

e r s e l e c t e d f o r e m p h a s i s

•

t h e r e c o u l d b

e / w o u l d b e / s h o u l d b e

•

c o u l d h a v e / w

o u l d h a v e / s h o u l d h a v e

•

w i d e r r a n g e o f c o n j u n c t i o n s i n c l u d i n g

o n c o n d i t i o n

t h a t , p r o v i d e d t h a t

•

c o m p a r a t i v e

c l a u s e s

•

m o r e c o m p l e x p a r t i c i p i a l c l a u s e s

d e s c r i b i n g a c t i o n w i t h - e

d

•

f u

l l r a n g e o f c o n j u n c t i o n s



I n t e r n a

t i o n a

l E S O

L ( E n g

l i s h f o r

S p e a

k e r s o

f O t h e r

L a n g u a

g e s

) ( 8 9 8 4 )

9 7

V e r b f o r m s

C

o m m u n i c a t o r

a

s A c h i e v e r a n d i n a d d i t i o n

E x p e r t


M a s t e

r y

V e r b

f o r m s

P

r e s e n t / P a s t r e f e r e n c e :

•

p r e s e n t p e r f e c t c o n t i n u o u s


•

p a s t p e r f e c t

O

t h e r :

•


•

u s e o f 2 n

d a

n d 3 r d

c o n d i t i o

n a l

•

v e r b s + ( o b j e c t )

_ g e r u n d

o r

i n f i n i t i v e s u c h a s w o u l d l i k

e

s o m e o n e t o d o s o m e t h i n g ,

+

s u g g e s t d o i n g s o m e t h i n g

•

c a u s a t i v e u s e o f h a v e a n d

g e t

•

r e p o r t e d s p e e c h w i t h a r a

n g e o f

t e n s e s

•

w i d e r r a n g e o f p h r a s a l v e

r b s s u c h

a s g i v e u p ,

h o l d o u t

•

r e p o r t e d r e q u e s t s a n d i n s t r u c t i o n s

•

q u e s t i o n t a g s u s i n g t e n s e

s

a p p r o p r i a t e t o t h i s l e v e l

•

a l l v e r b f o r m

s a c t i v e a n d p a s s i v e

O t h e r :

•

w o u l d e x p r e

s s i n g h a b i t i n t h e p a s t

•

m i x e d c o n d i t i o n a l s

•

r e p o r t e d s p e e c h w i t h f u l l r a n g e o f

t e n s e s a n d i n t r o d u c t o r y v e r b s

•

e x t e n d e d p h

r a s a l v e r b s s u c h a s g e t

r o u n d t o , c a

r r y o n w i t h

•

q u e s t i o n t a g

s u s i n g a l l t e n s e s

•

i m p e r a t i v e +

q u e s t i o n t a g

•

c o n t r a c t e d f o r m s a p p r o p r i a t e t o

t h i s l e v e l

•

a s E x p e r t



I n t e r n a

t i o n a

l E S O

L ( E n g

l i s h f o r

S p e a

k e r s o

f O t h e r

L a n g u a

g e s

) ( 8 9 8 4 )

9 8

M o d a l s , n o

u n s , p r e p o s i t i o n s



E x p e r t

a s C o m m u n i c a t o

r a n d i n a d d i t i o n

M a s t e r y

M o d a l s

•


•

n e g a t i v e o f n e e d a n d h a v e t o t o

e x p r e s s a b s e n c e o f o b l i g

a t i o n

•

m u s t / c a n ’ t ( d e d u c t i o n )

•

s h o u l d h a v e / m i g h t h a v e / m a y

h a v e / c o u l d h

a v e / m u s t h a v e a n d

n e g a t i v e f o r m s o f t h e s e

•

c a n ’ t h a v e , n

e e d n ’ t h a v e

•

a s E x p e r t

N o u n s

•

w i d e r r a n g e o f n o u n p h r a

s e s w i t h p r e -


•

w o r d o r d e r o f d e t e r m i n e r

s ,

e g a l l m y

b o o k s

•

e x t e n d e d r a n g e o f c o m p l e x n o u n

p h r a s e s

•

a s E x p e r t

P r e p o s i t i o n s

a n d

p r e p o s i t i o n a

l

p h r a s e s

•

w i d e r r a n g e o f p r e p o s i t i o n s i n c l u d i n g

d e s p i t e ,

i n s p i t e o f

•

c o l l o c a t i o n s o f v e r b s / n o u n s +

p r e p o s i t i o n s s u c h a s p o i n t a t , h a v e

a n i n t e r e s t i n

•

p r e p o s i t i o n + - i n g f o r m s

u c h a s a f t e r

l e a v i n g

•

p r e p o s i t i o n + h a v i n g + p a s t p a r t i c i p l e

s u c h a s h a v i n g e a t e n

•

a s E x p e r t



I n t e r n a

t i o n a

l E S O

L ( E n g

l i s h f o r

S p e a

k e r s o

f O t h e r

L a n g u a

g e s

) ( 8 9 8 4 )

9 9

A r t i c l e s , d e t e r m i n e r s , a d j e c t i v e s , a d

v e r b s ,



a s A c h i e v e r a n d i n

a d d i t i o n

E x p e r t


M a

s t e r y

A r t i c l e s

•

d e f i n i t e

, i n d e f i n i t e a n d z e r o

a r t i c l e w i t h b o t h c o u n t a b l e a n d

u n c o u n t a b l e n o u n s i n a r a n g e o f

u s e s

•

a s C o m

m u n i c a t o r

•

a s E x p e r t

A d j e c t i v e s

•

c o m p a r i s o n s w

i t h f e w e r a n d l e s s

•

c o l l o c a t i o n o f a

d j e c t i v e +

p r e p o s i t i o n s u c h a s r e s p o n s i b l e

f o r

•

a s C o m

m u n i c a t o r

•

a s E x p e r t

A d v e r b s

•

a d v e r b i a l p h r a s e s o f d e g r e e ,

e x t e n t , p r o b a b

i l i t y

•

c o m p a r a t i v e a n d s u p e r l a t i v e o f

a d v e r b s

•

a s C o m

m u n i c a t o r

•

a s E x p e r t


•

w i d e r a n g e s u c

h a s e x t r e m e l y ,

m u c h t o o

•

c o l l o c a

t i o n o f i n t e n s i f i e r s w i t h

a b s o l u t e a n d r e l a t i v e a d j e c t i v e s

s u c h a s a b s o l u t e l y g o r g e o u s ,

v e r y p r

e t t y

•

a s E x p e r t



I n t e r n a

t i o n a

l E S O

L ( E n g

l i s h f o r

S p e a

k e r s o

f O t h e r

L a n g u a

g e s

) ( 8 9 8 4 )

1 0 0

P u n c t u a t i o

n a n d s p e l l i n g



a d d i t i o n

E x p e r t


M a s t e r y

P u n c t u a t i o n

•

m u l t i p l e u s e s o

f c o m m a s

•

u s e o f a p o s t r o p h e s f o r p o s s e s s i o n

a n d o m i s s i o n

•

u s e o f o t h e r p u

n c t u a t i o n t o

e n h a n c e m e a n

i n g

•

a c c u r a t e u s e o f a l l p u n c t u a t i o n

•

a s E x p e r t

S p e l l i n g

•

t h e c o r r e c t s p e

l l i n g o f w o r d s u s e d

i n w o r k ,

s t u d i e

s a n d d a i l y l i f e

•


i n w o

r k ,

s t u d i e s a n d d a i l y l i f e

i n c l u d i n g f a m i l i a r t e c h n i c a l w o r d s

•


i n m o r e s p e c i a l i z e d c o n t e x t s ( s u c h

a s b u s i n e s s ,

a c a d e m i a

,

i n t e r n a t i o n a l a f f a i r s )

D i s c o u r s e



a d d i t i o n

E x p e r t

a s C o m m

u n i c a t o r a n d i n a d d i t i o n

M a s t e r y

D i s c o u r s e

•

a r a n g e o f d i s c

o u r s e m a r k e r s

e x p r e s s i n g a d d i t i o n ,

c a u s e a n d

e f f e c t , c o n t r a s

t ( h o w e v e r ) ,

s e q u e n c e a n d

t i m e ( a t a l a t e r d a t e )

•


d i s c o u r s e ( a s I

w a s s a y i n g )

•

u s e o f e l l i p s i s i n i n f o r m a l s p e e c h

a n d w r i t i n g ( s o

u n d s g o o d )

•

a r a n

g e o f l o g i c a l m a r k e r s ( i n t h i s

r e s p e

c t , a c c o r d i n g l y )

•

s e q u

e n c e m a r k e r s ( s u b s e q u e n t l y )

•

a w i d

e r r a n g e o f d i s c o u r s e

m a r k

e r s t o s t r u c t u r e f o r m a l a n d

i n f o r m a l s p e e c h ( c a n w e n o w t u r n

t o )

•

a f u l l r a n g e o f d i s c o u r s e m a r k e r s

a d a p t e d t o c o n t e x t a n d r e g i s t e r




Topics

Expert Level – C1


occupationo familyo likes and dislikeso physical appearanceo first languageo charactero image

• HOUSE AND HOME & LOCAL ENVIRONMENTo types of accommodation o interior designo local & regional services/amenities

o regional geographical featureso national flora and fauna o region-specific phenomena

• DAILY LIFEo at homeo at worko income o prospectso stresso money management

• FREE TIME, ENTERTAINMENTo leisure, hobbies and interestso TV, radio, cinema, theatreo computer, interneto intellectual/artistic pursuitso sportso presso musico photographyo the written word (reading, letter-writing, diaries etc)o exhibitions, museums

o leisure/work ratio

• TRAVELo public & private transporto traffic & traffic controlo ‘green’ travelo holidayso accommodationo entering and leaving a countryo common currency e.g. the euroo migration




• RELATIONS WITH OTHER PEOPLEo family relationshipso friendshipo mannerso social conventionso anti-social behaviour

• SHOPPINGo shopping facilitieso foodstuffso clothes, fashiono household articleso priceso ethical shoppingo retail therapy

• FOOD AND DRINKo eating habitso sourcing food locallyo

fast foodo organic foodo year round availabilityo dietingo food fashions

• SERVICESo communicationso financial serviceso emergency serviceso leisure facilitieso care for the elderlyo IT in the communityo diplomatic serviceso employment agencies

• PLACES & LOCATIONo satellite navigation systemso World Heritage siteso locating motorways and airportso protecting open spaceso how geography affects the peopleo alternative places to live e.g. underwater, on Mars

• LANGUAGEo foreign language abilityo accents and dialectso preserving minority languageso bilingualismo universal languages e.g. Esperantoo body language




• WEATHERo climate and weathero weather forecastingo climate changeo extreme weathero weather and mood

• MEASURES AND SHAPESo statisticso processes o importance of maths in everyday life

• EDUCATIONo schoolingo subjectso qualifications and examinationso education systemso teaching and learning

• THE ENVIRONMENTo recyclingo pollutiono global warmingo endangered specieso future of the planet

• BELIEFSo the paranormal & supernaturalo superstitionso unexplained phenomena e.g. UFOs, coincidences etc.

• ARTSo modern art, theatre, architectureo classical art, theatre, architectureo literatureo popular culture

• SCIENCE & TECHNOLOGYo scientific developmento space explorationo power of the computero important inventionso genetic modificationo ethicso animal testing

• SOCIETYo individual rightso family lifeo parental responsibilitieso social responsibilitieso equal opportunitieso human rights

o citizenshipo the global village




Functions


















• conceding, demurring










• hypothesising

• speculating



•

seeking, granting or denying permission• stating and asking about the permissibility of doing something















• expressing and asking about fear, anxiety














Making things happen• responding to a request

• requesting something, or someone to do something











• asking for, responding to, agreeing to or rejecting suggestions with reason/alternative








Social contact
















• giving and responding to constructive criticism
















• summing up

• taking leave






4 Syllabi

4.7 Mastery level

Listening


• understand virtually everything spoken even when delivery is fast

• follow short conversations both formal and informal in a comprehensive range of situations,understanding gist, context, purpose, function and recognising subtly expressed attitude,feelings and opinions

• understand sophisticated narratives, sequences, explanations and subtle arguments

• recognise the function of short utterances which may contain idiomatic/colloquial English(see Grammar and Functions sections)

• follow a discussion which may be academic or professional to identify gist, detail, purposesand key ideas and distinguish between fact and opinion

• extract and reproduce key information from announcements, media broadcasts,presentations and lectures on abstract and concrete topics of general, academic andprofessional interest

• follow a complex argument even when it is not clearly structured.


• consistently recognise how subtle changes of intonation, pitch and/or stress affect meaning

• consistently recognise subtle expressions of feelings, moods, attitudes, important points

and opinions expressed through stress, pitch and intonation.

Range

• understand ideas, arguments and descriptions regardless of their structure andconsiderable complexity

• understand a very wide range of vocabulary including terms used in academic andprofessional discourse.

Register

• consistently recognise degrees of subtle distinction used by speakers in different types ofutterances.

Understanding gist

• consistently understand the main ideas of complex extended discourse even when the topicis unfamiliar.


• consistently extract most points of detail from extended discourse even when the topic isunfamiliar.




Reading


• understand with ease virtually all types of authentic written texts of different purposes andstyle and those dense in complex structures

• understand the main ideas of all forms of written language, including lengthy abstract,

structurally or linguistically complex texts or highly idiomatic, literary and non-literarywriting on a wide range of professional, academic and social topics

• gather specific information from different parts of a text or from different texts

• understand descriptions and narratives in which language is used to create differentsophisticated and subtle effects

• understand lengthy texts containing complex instructions or explanations on specialistsubjects

• understand texts concerned with contemporary issues in which the writers adopt particularviewpoints, identifying finer points of attitude and implied opinions, and follow complexlines of reasoning.

Range• lexical features hardly ever impede understanding

• understands almost all grammatical structures and features.

Register

• understand subtleties in the use of register across a wide range of situations even thoseinvolving tact and diplomacy.

Text structure

• recognise how textual features are used to achieve purposes in texts including those

containing images, graphical and tabular data• understand the different ways in which meaning is built up in abstract, structurally or

linguistically complex texts

• understand a full range of discourse markers adapted to context and register.




Writing


• write well-structured texts on complex or abstract subjects

• write clear, smoothly flowing, complex formal letters, reports or articles in styles fully

appropriate to purpose and target readership• describe or narrate in an assured natural manner maintaining consistently the style

appropriate to purpose

• develop cogent and smoothly flowing arguments.

• use all punctuation marks accurately and effectively

• spell correctly words used in more specialised contexts such as business, academic andinternational affairs

• maintain consistent control of complex grammatical structures

• use a very wide range of vocabulary demonstrating ability to distinguish between finershades of meaning

•

use idioms appropriately and naturally• use a full range of structures to achieve different styles and purposes

• consistently use appropriate register in a wide range of contexts including those requiringsensitive and tactful responses

• range of linguistic devices to create coherent and cohesive writing

• structure texts logically using linguistic markers to enable the reader to understandsignificant points.




Grammar

Sentence structure

Expert

as Communicator and in addition

Mastery

as Expert and in addition

Simple,compound andcomplexsentences withsubordinateclauses

• word order in complex sentences,including order selected for emphasis

• there could be/would be/should be

• could have/would have/should have

• wider range of conjunctions includingon condition that, provided that

• comparative clauses

• more complex participial clausesdescribing action with -ed

• full range of conjunctions

Verb forms

Expert


Mastery

Verb forms • all verb forms active and passive

Other:

• would expressing habit in the past

• mixed conditionals

• reported speech with full range oftenses and introductory verbs

• extended phrasal verbs such as getround to, carry on with

• question tags using all tenses

• imperative + question tag

• contracted forms appropriate tothis level

• as Expert




Modals, nouns, pronouns, possessives, prepositions

Expert


Mastery

Modals • should have/might have/mayhave/could have/must have and

negative forms of these • can’t have, needn’t have

• as Expert

Nouns • extended range of complex noun

phrases

• as Expert

Prepositionsandprepositionalphrases

• preposition + having + past participlesuch as having eaten

• as Expert

Articles, adjectives, adverbs, intensifiers

Expert


Mastery

Articles • as Communicator • as Expert

Adjectives • as Communicator • as Expert

Adverbs • as Communicator • as Expert

Intensifiers • collocation of intensifiers withabsolute and relative adjectives suchas absolutely gorgeous, very pretty

• as Expert




Punctuation and spelling

Expert


Mastery

Punctuation • accurate use of all punctuation • as Expert

Spelling • the correct spelling of wordsused in work, studies and dailylife including familiar technicalwords

• the correct spelling of wordsused in more specializedcontexts (such as business,academia, international affairs)

Discourse

Expert


Mastery

Discourse • a range of logical markers (in thisrespect, accordingly )

• sequence markers( subsequently )

• a wider range of discoursemarkers to structure formal andinformal speech (can we now

turn to)

• a full range of discourse markersadapted to context and register




Topics

Mastery Level – C2


occupationo familyo likes and dislikeso physical appearanceo first languageo charactero imageo personal learning style

• HOUSE AND HOME & LOCAL ENVIRONMENTo types of accommodation o interior design

o local & regional services/amenitieso regional geographical featureso national flora and fauna o region-specific phenomena o demographics

• DAILY LIFEo at homeo at worko income o prospects o stresso money managemento life plans

• FREE TIME, ENTERTAINMENTo leisure, hobbies and interestso TV, radio, cinema, theatreo computer, interneto intellectual/artistic pursuitso sportso presso music

o photographyo the written word (reading, letter-writing, diaries etc)o exhibitions, museumso leisure/work ratio o the social importance of leisure

• TRAVELo public & private transporto traffic & traffic controlo ‘green’ travelo holidayso accommodationo entering and leaving a countryo common currency e.g. the euro




o migrationo travel restrictions & border controls

• RELATIONS WITH OTHER PEOPLEo family relationshipso friendshipo mannerso social conventionso anti-social behaviouro tolerance & respect

• SHOPPINGo shopping facilitieso foodstuffso clothes, fashiono household articleso priceso ethical shoppingo retail therapyo consumerism

• FOOD AND DRINKo eating habitso sourcing food locallyo fast foodo organic foodo year round availabilityo dietingo food fashionso genetically modified foodo cookery

• SERVICESo communicationso financial serviceso emergency serviceso leisure facilitieso care for the elderlyo IT in the communityo diplomatic serviceso employment agencieso government

• PLACES & LOCATIONo satellite navigation systemso World Heritage siteso locating motorways and airportso protecting open spaceso how geography affects the peopleo alternative places to live e.g. underwater, on Marso living in hostile environments




• LANGUAGEo foreign language abilityo accents and dialectso preserving minority languageso bilingualismo universal languages e.g. Esperantoo body language o language and culture

• WEATHERo climate and weathero weather forecasto climate changeo extreme weathero weather and moodo effect of weather on lifestyle

• MEASURES AND SHAPESo statisticso

processes o importance of maths in everyday lifeo design

• EDUCATIONo schoolingo subjectso qualifications and examinationso education systemso teaching and learningo knowledge versus skillso a basic human right

• THE ENVIRONMENTo recyclingo pollutiono global warmingo endangered specieso future of the planeto individual’s/society’s responsibilities

• BELIEFSo the paranormal & supernatural

o superstitionso unexplained phenomena e.g. UFOs, coincidences etc.

• ARTS o modern art, theatre, architectureo classical art, theatre, architectureo literatureo popular cultureo youth culture




• SCIENCE & TECHNOLOGYo scientific developmento space explorationo power of the computero important inventionso genetic modificationo ethicso animal testing

o the limits of human endeavour

• SOCIETYo individual rightso family lifeo parental responsibilitieso social responsibilitieso equal opportunitieso human rightso citizenshipo the global villageo world eventso world economy




Functions


















• conceding, demurring










• hypothesising

• speculating



•

seeking, granting or denying permission• stating and asking about the permissibility of doing something















• expressing and asking about fear, anxiety














Making things happen• responding to a request

• requesting something, or someone to do something











• asking for, responding to, agreeing to or rejecting suggestions with reason/alternative




• negotiating a result





Social contact
















• giving and responding to constructive criticism
















• summing up

• taking leave






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Documents

IESOL Qualification Handbook