regulament olimpada

8/21/2019 regulament olimpada

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The English National Olympiad

Test Specifications

Bucharest, December 2013


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DIRECIAGENERALEDUCAIEINVAREPETOTPARCURSULVIEII_____________________________________________________________________________

Nr.Aprobat,

SECRETAR DE STAT,

Vasilica-tefania Duminic

REGULAMENT

PRIVIND ORGANIZAREA I DESFURAREA OLIMPIADEI DE LIMBA ENGLEZ

CLASELE IX-XII/XIII

CAPITOLUL I

PREVEDERI GENERALE

Art. 1 Prezentul regulament, elaborat n spiritul i n limitele prevederilor Metodologiei-cadru deorganizare i desfurare a competiiilor colare n nvmntul preuniversitar, aprobatprin OM nr.3035/10.01.2012, definete cadrul specific de organizare i desfurare a olimpiadei colarela disciplinalimba englez, organizatn nvmntul preuniversitar.

Art. 2 (1) Olimpiada de limba englezare ca obiectiv general stimularea elevilor cu performane colarenalte, care au interes i aptitudini deosebite n domeniul lingvistic, n comunicarea orali n scris, nlimba englez. Standardele de performanale olimpiadeireflectstandardelenscrise n Cadrul European


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(3) Olimpiada de limb englez urmrete s evalueze toate cele patru deprinderi decomunicare, de receptare i de producere a mesajelor scrise i orale,precum i competenele decomunicare intercultural.

Art. 3Olimpiada naional de limba englezse desfoarpe doua sectiuni. Sectiunea A se desfoarpe niveluri de vrst i de pregtire, n intervalul claselor a IX-a a XII/XIII-a (indiferent de anul destudiu i de regimul/programul de predare: bilingv, intensiv sau standard). Sectiunea B, de evaluare a

competenelor de comunicare intercultural, se adreseazelevilor din clasele cu regim de predare biligv ise desfoarpe niveluri de vrst i de pregtire, respectiv ciclul inferior al liceului clasa a X-a, iciclul superior al liceului, clasele a XI-a - a XII-a. Ambele sectiuni se adreseaz att elevilor dinnvmntul public, ct i celor din nvmntul particular i confesional.

Art. 4(1) Structura Comisiei Centralea olimpiadei de limba englezeste cea prevzutn Metodologia-cadru de organizare i desfurare a competiiilor colare n nvmntul preuniversitar.

(2) Comisia Central a olimpiadei de limba englez se constituie prin not elaborat deinspectorul general de limba englez din cadrul MEN, avizatde directorul general al DGEPTPV iaprobatde Secretarul de Stat pentru nvmnt preuniversitar.

CAPITOLUL II

ETAPELE I STRUCTURA SUBIECTELOR N FUNCIE

DE ETAPELE OLIMPIADEI

Art 5 (1) Etapele olimpiadei de limba englez sunt urmtoarele:


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(2)Pentru etapa judeean/municipiul Bucureti i etapa naional, probele sunt:- probscris(cu formatul corespunztor etapei judeene/municipiului Bucureti)-

100 puncte;

- probde nelegere a unui text audiat (listening)- 100 puncte;

- proboral(speaking) -100 puncte;

(3)Probele de nelegere a unui text audiat i cea oral constituie etapa a doua de selecie alotului ce urmeazsparticipe la etapa naional. Ele se organizeazdupafiarea rezultatelor laproba scrisi la aceste probe vor participa toi elevii care au obinut punctaje cel puin egale cu95 puncte la proba scris.

Art. 7 Pentru fiecare etapa olimpiadei de limba englez, probele de concurs sunt probe individuale. Laetapele judeean/municipiul Bucureti/naional ale olimpiadei de limba englez punctajul final este

calculat ca medie aritmetica punctajelor obinute la fiecare proba etapei respective.

Art. 8 (1) Formatul subiectelor pentru probele scrise i propune evaluarea elevilor prin itemi de tipobiectiv, semi-obiectiv i subiectiv. Subiectele pentru probele scrisevor conine urmtoarele tipuri deitemi i vor fi structurate cu respectarea urmtoarelor proporii:

- etapa pe coal:

itemi de tip obiectiv/semi-obiectiv pentru testarea competenei gramaticale (Use of English) 75 puncte

redactarea unui paragraf 25 puncte

- etapa local/ pe sector al municipiului Bucureti:


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itemi de tip obiectiv/ semi-obiectiv pentru testarea competenei gramaticale (Use of English) 25 puncte

(2) Formatul subiectelor pentru probele scrise din cadrul seciunii B de evaluare a competenelorinterculturale i propune evaluarea elevilor prin itemi de tip semi-obiectiv i subiectiv. Subiectele pentru

proba scris vor conine urmtoarele tipuri de itemi i vor fi structurate cu respectarea urmtoarelorproporii:

eseu (narativ-descriptiv - clasa a X-a; argumentativ - de tip solutions to problems - clasa aXI-a - a XII-a) - 50 puncte

text funcional (scrisoare formalctre editor clasa a X-a, articol/ editorial clasa a XI-a - a XII-a) - 50 puncte

Ambele sarcini de lucru vor avea ca sursa de plecare un text de studii culturale.

(3) Formatul subiectelor pentru proba orala din cadrul seciunii B de evaluare a competenelor de

comunicare intercultural va fi tip dezbatere ntre 2/3 candidati, bazat pe un subiect-impuls pentrudiscuie.

(4) Proba de nelegere a unui text audiat, seciunea A, se constituie n probde nelegere a unuitext audiat i pentru seciunea B. Candidaii de la seciunea B vor susine proba mpreuncu candidaii dela seciunea A, cu aceleai subiecte, n funcie de clas, respectiv a X-a, a XI-a i a XII-a.

CAPITOLUL III

CALIFICAREA LA ETAPELE OLIMPIADEI DE LIMBA ENGLEZ

Art. 9 Selecia participanilor la olimpiad indiferent de etapa olimpiadei se va face obiectiv i


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3035/10.01.2012, pentru fiecare jude, cte un loc/fiecare an de studiu pentru seciunea A i cte unloc pe fiecare ciclu al liceului (1 locclasa a X-a, 1 locclasele XI-XII) pentru seciunea B.Vor fiselecionai participanii la etapa judeean, n ordine valoric, cu respectarea punctajului minim prevzutde precizrile prezentului regulament. Comisia de organizare i evaluare pentru etapa

judeean/municipiul Bucuretihotrte criteriile de departajare a participanilor cu medii egale,n vederea stabilirii elevilor calificai pentru etapa superioar.

(2) Municipiului Bucureti i se aloc potrivitMetodologiei-cadru (art. 30 (2)) un numr de 6(ase) locuri/an de studiu i 12 (dousprezece) locuri pentru seciunea B.

Art. 11 Numrul profesorilor nsoitori ai lotului reprezentativ al fiecrui jude/al municipiului Bucuretila etapa nationalva fi calculat astfel nct sfie respectatnorma legaln vigoare, respectivun profesor

pentru 10 elevi.

Art. 12 (1) Costurile aferente participrii elevilor i profesorilor nsoitori vor fi suportate de MEN, dinbugetul concursului/olimpiadei (cazare i mas), respectiv din bugetul inspectoratelor colare judeene(transport).

(2) Costurile aferente participrii profesorilor membri ai Comisiei Centrale a olimpiadei delimb englez (transport, cazare, diurn) vor fi suportate de MEN, din bugetul inspectoratelor colare

judeene de la care acetia provin. Inspectoratul colar al judeului organizator va suporta cheltuielile

legate de transport, cazare i diurnpentru membrul Comisiei Centrale a olimpiadei de limba englez,cadru didactic universitar.

CAPITOLUL IV


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pentru etapa judeean/pe municipiul Bucureti de ctre un grup de lucru pentru elaborareasubiectelor, coordonat de inspectorul de specialitate din cadrul Comisiei de organizare ievaluare

pentru etapa judeean;

pentru etapa naional de ctre un grup de lucru pentru elaborarea subiectelor organizat subcoordonarea preedintelui Comisiei Centrale a olimpiadei de limba englez, cu avizul

preedintelui executiv al Comisiei, inspectorul general de specialitate din MEN, alreprezentantului CNEE n Comisia Centrala olimpiadei de limba englezi al reprezentantului

Consiliului Britanic Romnia, n calitate de consultant elaborare subiecte;(2) Subiectele pentru seciunea B vor fi elaborate n baza prevederilor pentru etapa A cuprinse n

art. 13 (1).

Art. 14 (1) n vederea realizrii unei baze de itemi pentru etapa judeean/municipiul Bucureti, n fiecarejude/municipiul Bucureti se constituie un grup de lucru format din 3-5 cadre didactice de specialitate,coordonat de inspectorul de specialitate, care va elabora itemi pentru toate probele concursului. Acestgrup de lucru va formula cel puin 1-2 variante pentru fiecare an de studiu, n formatul subiectelor de lafiecare proba concursului, conform cu programele pentru olimpiad.

(2) Odat cu elaborarea subiectelor pentru fiecare etap, grupurile de lucru vor elabora ibaremele de corectare i descriptorii pentru evaluare (componenta Use of Englishi proba de ntelegerea unui text audiat necesitnd numai bareme). Pentru toate etapele olimpiadei de limba englez se vorfolosi programele pentru olimpiad, elaborate de grupul de lucru al Comisiei Naionale de limba englez

n anul 2008, revizuite n anul 2010 i 2013 i postate pe site-ul www.edu.ro.

Art.15(1) La proba scrisa tuturor etapelor din cadrul seciunilor A i B care includ itemi subiectivi,evaluarea itemilor subiectivi (eseu i text funcional) se va efectua conform unei grile de notare general,elaborat de autorii programelor pentru proba scris a olimpiadei Aceast gril general va fi nsoit de


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subiectului este de 20 de minute. Proba este susinutn sala de examinare, timpul alocat pentru expunerefiind dupcum urmeaz:

clasele a IX-a a X-a - 2-3 minute

clasele a XI-a - a XII-a - 3-4 minute

Evaluarea performanei la proba oralse va efectua conform unei grile de notare elaborat deautorii programei pentru competena orala olimpiadei. Fiecare candidat va fi examinat de doi evaluatori,

iar punctajul final este media aritmetica punctajelor individuale acordate de cei doi examinatori.(2) b) Proba oral (speaking) a Seciunii B se va desfura pe perechi.Vor fi prezeni n sal 4

candidai, cu excepia ultimei serii, cnd vor fi prezeni 5 candidai dacnumrul elevilor calificai esteimpar. Formatul probei va fi acela de dezbatere pe o tema dat. Criteriul de stabilire a componenei

perechilor este ordinea alfabetica candidailor, primul candidat din pereche avnd rol de afirmator, iarcel de-al doilea de negator. Candidaii vor extrage un bilet cuprinznd tema dezbaterii. Extragerea

biletelor va avea loc ntr-o sal separat de sala de examinare. Timpul alocat pentru pregtirearspunsurilor este de 20 minute.Proba este susinutn sala de examinare, timpul alocat pentru expunere fiind dupcum urmeaz:

clasa a X-a - 6-7 minute clasele a XI-a - a XII-a - 9-10 minute

Evaluarea performanei la proba oralse va efectua conform unei grile de notare elaborat degrupul de lucru din cadrul Comisiei Nationale, constituit pentru elaborarea programei privind evaluareacompetenelor interculturale. Fiecare candidat va fi examinat de doi evaluatori, iar punctajul final estemedia aritmetica punctajelor individuale acordate de cei doi examinatori.

(3) Dupsusinerea probei de nelegere a unui text audiat (comun pentru seciunile A i B) i aprobelor orale (separat organizatepentru seciunea A i sectiuneaB) de ctre elevii care au obinut celpuin 95 puncte la proba scrisa etapei judeene/pemunicipiul Bucureti, se va face, pentru fiecare elev,media aritmetica punctelor obinute la cele trei probe (scris, nelegere a unui text audiat, oral).

( ) l l i l li i d i d li b l fi li d f i


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(4) Profesorii evaluatori vor sublinia pe lucrare greelile de vocabular i gramatic de la probascris.

(5) n cazul unei diferene mai mari de 15 puncte ntre cei doi evaluatori, preedinii comisiilorcorespunztoare fiecrei etape numesc dintre membrii acestor comisii ali doi profesori care sevaluezelucrarea. Punctajul acordat de cea de-a doua comisie rmne definitiv.

(6) Dup finalizarea probei scrise a fiecrei etape, Comisiile de organizare i evaluarecorespunztoare fiecrei etape vor afia rezultatele evalurii, n ordinea descresctoare a mediilor.

(7) La etapa naionala olimpiadei de limbenglez, dup finalizarea tuturor probelor, nainteacontestaiilor, Comisia Centrala olimpiadei de limba englez va afia rezultatele iniiale ale evalurii,numai n ordine alfabetic.

CAPITOLUL V

CONTESTAIILE

Art. 17 (1) Rezultatele obinute de concureni la probele scrise ale tuturor etapelor olimpiadei pot ficontestate.

(2) La proba de nelegere a unui text audiat (listening) i la proba oral(speaking) nu se admitcontestaii.

Art. 18(1) Elevii participani pot contesta numai punctajul iniial al propriei lucrri scrise.

(2) Elevii participani pot solicita s i vad propria lucrare n prezena unui membru al


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experiende evaluatori i rezultate meritorii obinute n practica de predare-nvare/ la concursurile iolimpiadele de limba englez, alii dect cei care au evaluat iniial.(2)Pentru lucrrile care au primit inial cel puin 90 puncte, punctajul final este cel acordat de

comisia de contestaii.

(3) Pentru lucrrile care au primit iniial alt punctaj dect cel menionat la alin. (2), punctajulfinal este cel acordat de comisia de contestaii dacntre punctajul iniial i cel acordat la contestaii

apare o diferende cel puin 5 puncte. n caz contrar, punctajul iniial nu se modific.Art. 21 Rezultatele finale ale olimpiadei sunt afiate nainte de festivitatea de premiere.

CAPITOLUL VI

PREMIEREAArt. 22 La etapa judeean/pe municipiul Bucureti a olimpiadei de limba englez, grila de acordare a

premiilor va fi stabilitde comisia judeean, cu respectarea ordinii descresctoare a punctajului obinut ia precizrilor dinMetodologia-cadru de organizarei desfurare a competiiilor colare n nvmntul

preuniversitar.

Art. 23 La toate etapele, ierarhia se stabilete n ordinea descresctoare a punctajelor obinute.

Art. 24 La etapele local, judeean/pemunicipiul Bucureti, modul de acordare a premiilor este stabilitde organizatorii acestor etape ale competiiei.

Art. 25 (1) Certificarea premiilor i meniunilor acordate de MEN la etapa naional a olimpiadei delimba englez se face prin diplom nregistrat


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care comisia poate decide acordarea aceluiai premiu pentru punctaje egale.

CAPITOLUL VII

DISPOZITII FINALE

Art. 26 Programul desfurrii etapei naionale a olimpiadei de limba englezva fi conceput de ctrepreedintele Comisiei de organizare a competiiei naionale din judeul gazd i avizat de inspectorulgeneral DGEPTPV din MEN.

Art. 27La etapa naional a olimpiadei de limba englez se elaboreaz revista concursului, n formattiprit sau n format electronic, precum i site-ul olimpiadei, n elaborarea i gestionarea crora vor fiimplicai elevii, sub ndrumarea profesorilor coordonatori, selecionai de Comisia de organizare a

olimpiadei de limba englez, de la nivelul judeului gazd.

Art.28 (1) Toi elevii participani la etapa naional vor primi o diplom de participare, conceput irealizatde inspectoratul colar judeean gazd.

(2) Profesorii nsoitori ai elevilor de la etapa naionaldin fiecare judevor primi o adeverindeparticipare, eliberatde inspectoratul colar judeean gazd.

Director general,

Liliana PREOTEASA Director,


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Proposed task specifications for Writing Task 1

1. Task Design

B2 - Task 1 9thgrade

TASK TYPE: Narrative Essay

TASK SETTINGS

Purpose To test the ability to write a narrative essay by developing a

coherent sequence of personal or/and imaginary events etc.*

Response format Written

Time constraints 1h30 (recommended)TASK DEMANDS

Input

Channel Reading

Rubric Students are required to write a narrative essay starting from

a given beginning, ending or title, relying on their personal

experience

Structural range A1 B2Functional range A1 B2

Nature of information Personal/imaginary

Content knowledge Background knowledge not required

Output

Channel Written

Quantity 250 words

Lexical range B2, e.g., lexis related to the topic of the essay and range of

vocabulary to express the required functions and approach

the topics

Structural range B2, e.g., sequence of tenses

Functional range B2 narrate describe create atmosphere/suspense personal


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B2/C1 - Task 1 10th

grade

TASK TYPE: Descriptive Essay

TASK SETTINGS

Purpose To test the ability to write a descriptive essay by using theappropriate vocabulary to describe people, events, places, as

well as the conventions of descriptive essays *


Time constraints 1h30 (recommended)

TASK DEMANDS

Input

Channel ReadingRubric Students are required to write a descriptive essay starting

from a given topic, which will be related to people, objects,

events or places *

Structural range A1 C1

Functional range A1 C1



Output

Channel Written

Quantity 300 words

Lexical range B2 C1, e.g., lexis to describe physical traits, personality,

to express factual information, phrases and lexis related to

the 5 senses etc. *

Structural range B2 C1, e.g., past tenses, all Conditional Clauses *

Functional range B2 C1 describe, express cause effect, contrast, result,

express opinion, feelings*

Audience

Number of readers 1or more


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C1 - Task 1 11th

grade

TASK TYPE: Argumentative Essay

TASK SETTINGS

Purpose To test the ability to write an opinion or for and againstessay by using the conventions (layout, discourse

management, paragraph organisation etc.) of this type of

writing task *



TASK DEMANDS

InputChannel Reading

Rubric Students are required to write an opinion and for and

against essay starting from a proverb, statement or famous

phrase *



Nature of information Worldwide issuesContent knowledge Background knowledge not required

Output

Channel Written

Quantity 350 words

Lexical range C1, e.g., lexis related to the topic of the essay and range of


the topics

Structural range C1, e.g., wish/ if only; all passive forms

Functional range C1: building a hypothesis, justifying opinions, providing

solutions to problems etc.*

Audience


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C2 - Task 1 12th

grade

TASK TYPE: Reflective Essay

TASK SETTINGS

Purpose To test the ability to write a reflective essay by using theconventions (layout, discourse management, paragraph

organisation etc.) of this type of writing task and the

discussion clock technique, approaching the topic from at

least three different perspectives *



TASK DEMANDSInput

Channel Reading

Rubric Students are required to write a reflective essay starting from

a quote*



Nature of information Worldwide issuesContent knowledge Background knowledge recommended

Output

Channel Written

Quantity 450 words

Lexical range C2, e.g., formal vocabulary to link ideas and enhance the

dynamics of the discourse etc.

Structural range C2, e.g. impersonal constructions, Passive Voice, inversion,

Participle

Functional range C2, e.g., integrating famous quotes into the reflective

discourse, in order to obtain cohesion and coherence*

Audience


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Proposed Task Specifications for Writing Task 2

B2 - Task 2 9th grade

TASK TYPE: Informal Letter

TASK SETTINGS

Purpose To test the ability to write an informal letter to a friend,

observing the conventions of this type of writing task

(layout, register, formulae etc.) *


Time constraints 1h (recommended)

TASK DEMANDS

Input

Channel Reading

Rubric Students are required to write an informal letter, possibly as

a reaction to an input text, which provides some suggestions

for the response

Structural range A1 B2

Functional range A1 B2



Output

Channel Written

Quantity 120 - 150 words

Lexical range B2, e.g., lexis related to the topic of the letter and range of


the topics, colloquial language etc.*

Structural range B2, e.g., sequence of tenses etc. *


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B2 C1 - Task 2 10

thgrade

TASK TYPE: Informal Letter

TASK SETTINGS

Purpose To test the ability to write a semi-formal letter to a

collaborator, potential employer, a school director or an

editor observing the conventions of this type of writing task

(layout, register, formulae etc.) *



TASK DEMANDS

Input

Channel Reading

Rubric Students are provided a situation and are required to write a

semi-formal letter in response to that situation





Output

Channel Written

Quantity 150 180 words

Lexical range B2 C1, e.g., lexis on unfamiliar topics; range of


the topics etc.*

Structural range B2 C1

Functional range B2 C1, e.g., describing abilities, experiences, discussing a

point of view, justifying arguments, making

recommendationsetc.*

Audience


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C1 - Task 11

thgrade

TASK TYPE: Newspaper/Magazine Article

TASK SETTINGS

Purpose To test the ability to write an article for a newspaper or

magazine, expressing opinions and comments and observing

the conventions of this type of writing task (layout,

paragraphing etc.) *


Time constraints 45 (recommended)

TASK DEMANDS

Input

Channel Reading

Rubric Students are provided a situation and required to write an

article for a non-specialised newspaper or magazine



Nature of information General interest


Output

Channel Written

Quantity 200 220 words

Lexical range C1, e.g., lexis on unfamiliar topics; range of vocabulary to

express the required functions and approach the topics etc.*

Structural range C1, e.g. rhetoricalquestions

Functional range C1, e.g., presenting and justifying points of view, expressing

cause effect, synthesising information etc.*

Audience

Number of readers 1 or more

Register (reader writer Neutral, adapted to the target reader


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C2 - Task 12th grade

TASK TYPE: Report

TASK SETTINGSPurpose To test the ability to write an official factual report or a

proposal for a school director, a decision maker, a research

team observing the conventions of this type of writing task

(layout, paragraphing, headings etc.) *



TASK DEMANDS

Input

Channel Reading

Rubric Students are provided a situation and required to write a

report or a proposal for a non-specialised newspaper or

magazine



Nature of information General interest


Output

Channel Written

Quantity 300 words

Lexical range C2, e.g., lexis to express the required functions and

approach the topics*

Structural range C2

Functional range C2, e.g., describing situations or events, making

reccommendations and suggestions, persuading etc.*

Audience

Number of readers 1 or more


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STRUCTURES Awiderangeof grammatical structuresisused accuratelyandflexibly;minorerrorsarerare;punctuationisverywellcontrolled.

A rangeofgrammaticalstructuresisusedaccuratelyandwithsomeflexibility;occasionalerrorsarepossible;punctuationiswellcontrolledwithoccasionalslips.

Amixofcomplexandsimplegrammaticalstructuresispresent;errorsarepresentwhencomplexlanguageisattempted;punctuationcanbefaultyattimes.

Alimitedrangeofgrammaticalstructuresispresent;complexlanguageisrareandmaybeoftenfaulty;punctuationerrorscanmaketextunderstandingdifficult.

Averynarrowrangeofgrammaticalstructuresispresent;errorspredominate;punctuationerrorsmakethetextobscureattimes.

EFFECTONTARGETREADER Theinterestofthereaderisarousedandsustainedthroughout. Thetexthasagoodeffectonthereader. Theeffectonthereaderis

satisfactory.Thetexthasnotarelevanteffectonthereader.

Thetexthasanegativeeffectonthereader.


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MARKINGSCHEME ARTICLEAnalyticalcriteria

Excellent10p 9p

Good8p 7p

Adequate6p 5p

Weak4p 3p

Inadequate2p 1p

Tasknotattempted

0pTaskachievement Thecontentofthearticle iscompletelyrelevanttothetask,fullyrespondingtoits

requirements;theformatofthearticle isfullyobserved;anintroduction/aconclusionispresent;theregisterisappropriatethroughout.

Thearticlecoverstherequirementsofthetaskbutthekeyideascouldbebettersubstantiated;theformatofthearticleis observed;anintroduction/aconclusionispresentbutnotfullylinkedtothetopic;

the

register

is

appropriate,althoughminorinconsistenciesarepossible

Thearticleaddressestherequirementsofthetaskbut notallkeyideas arerelevant;theformatmaybefaultyattimes(e.g. theintroduction

or

theconclusionmaybemissing/unclear);thereareinconsistenciesinregister

Thearticledoesnotcovertherequirementsofthetask;theformatisfaulty(e.g.theintroductionandtheconclusionaremissingortotallyirrelevant;manyirrelevant

details

are

included;therearemajorinconsistenciesinregister

Thearticledoesnotrelatetothetask

ORGANIZATIONANDCOHESION Thereisa logicalprogressionthroughout;theparagraphsarewellbuilt,well

extended,thetopicsentenceisclear;awiderangeofcohesivedevices isusedeffectively.

Thereisa logicalprogressionalthoughminorinconsistenciesarepossible;theparagraphsarewellbuiltbutcouldbemoreextendedorbalanced;;arangeofcohesivedevices isusedeffectively.

Thetextisgenerallycoherentbuttheinternalorganizationofsomeparagraphsmaybefaulty;thetopicsentenceisnotalwaysclearormaybemissing;cohesivedevicesarepresentbutsometimestheyarenotaccurate.

Thereisseriousinconsistencyintheorganizationofthetext;thesequencingofideascanbefollowedwithdifficulty;paragraphingmaybemissing;cohesivedevicesarelimitedormostofthemarefaulty.

Thetextisnotlogicallyorganizedanddoesnotconveyamessage;nocontrolofcohesivedevices.


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VOCABULARY Awiderangeofvocabularyisusedappropriatelyandaccurately;precisemeaningisconveyed;minorerrors arerare;spellingisverywellcontrolled.

A rangeofvocabularyisusedappropriatelyandaccurately;occasionalerrorsinwordchoice/formationarepossible;spellingiswellcontrolledwithoccasionalslips.

Therangeofvocabularyisadequate;errorsinwordchoice/formationarepresentwhenmoresophisticateditemsofvocabularyareattempted;spellingcanbefaultyattimes.

Alimitedrangeofvocabulary ispresent;lesscommon itemsofvocabularyarerareandmaybeoftenfaulty;spellingerrorscanmaketextunderstandingdifficult.

Averynarrowrangeofvocabularyispresent;errors inwordchoice/formationpredominate;spellingerrorsmakethetextobscureattimes.





Averynarrowrangeofgrammaticalstructuresispresent;errorspredominate;punctuationerrorsmakethetextobscureattimes.


satisfactory.

Thetexthasnotarelevanteffectonthe

reader.



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VOCABULARY Awiderangeofvocabularyisusedappropriatelyandaccurately;precisemeaningisconveyed;minorerrors arerare;spellingisverywellcontrolled.

A rangeofvocabularyisusedappropriatelyandaccurately;occasionalerrorsinwordchoice/formationarepossible;spellingiswellcontrolledwithoccasionalslips.

Therangeofvocabularyisadequate;errorsinwordchoice/formationarepresentwhenmoresophisticateditemsofvocabularyareattempted;spellingcanbefaultyattimes.

Alimitedrangeofvocabulary ispresent;lesscommon itemsofvocabularyarerareandmaybeoftenfaulty;spellingerrorscanmaketextunderstandingdifficult.

Averynarrowrangeofvocabularyispresent;errors inwordchoice/formationpredominate;spellingerrorsmakethetextobscureattimes.





Averynarrowrangeof grammaticalstructuresispresent;errors predominate;punctuationerrorsmakethetextobscureattimes.


satisfactory.Thetexthasnotarelevanteffectonthereader.



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Proposed task specifications for Use of English

1. Task Design9

thGrade Use of English

TASK 1: B2

TASK TYPE: Right Verbal Form

Format Gapped text, verbs inbrackets

TASK SETTINGS

Purpose To test grammar ability

Assessment

criteria

1 point for each correct answer.

TOTAL: 10 points

Time

constraints

10 (recommended)

TASK DEMANDS

Input

Rubric The students are given a text of 100 150 words, with ten gaps.

For each gap, there is an infinitive verb which students are

required to put in the right form.

Structural

range

A1 B2

Functional

range

A1 B2

Lexical range A1 B2Nature of

information

random

Content

knowledge

Daily life schemata


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TASK 2: B2

TASK TYPE: Word Formation

Format Gapped text, word stem on the right of the text

TASK SETTINGS

Purpose To test lexis

Assessment

criteria


TOTAL: 5 points

Time

constraints

10 (recommended)

TASK DEMANDS

InputRubric The students are given a text of 80 100 words, with five gaps.

For each gap, there is a word stem on the right of the text, which

students are required to use and build the right word for each of

the gaps. Both the gaps and the stems are numbered.

Structural

range

A1 B2

Functional

range

A1 B2

Lexical range A1 B2

Nature of

information

random

Content

knowledge

Daily life schemata

Output

Channel Written. Words derived from stemsprovided

Lexical range The target words are B2 level

Structural

range

A1 B2

Functional A1 B2


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Assessment

criteria

2 points for each correct answer.

TOTAL: 10 points

Time

constraints

10 (recommended)

TASK DEMANDS

Input

Rubric The students are given one source sentence, the gapped

rephrased version of the original sentence and the following

prompts: beginning and end of the second sentence, key word to

be used in the gap. They are instructed to fill in gap in the target

sentence with 2 5 words.

Structural

range

A1 B2

Functional

range

A1 B2

Lexical range A1 B2

Nature of

information

random

Contentknowledge

Daily life schemata

Output

Channel Written. Between two and five words in each gap.

Lexical range The target lexis is B2 level.

Structural

range

The target structures are B2 level.

Functionalrange

A1 B2


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Time

constraints

10 (recommended)

TASK DEMANDS

InputRubric The students are given a text of approximately 180 words, with

ten gaps. They have to fill in each gap with one word only.

Structural

range

A1 B2

Functional

range

A1 B2

Lexical range A1 B2

Nature of

information

random

Content

knowledge

Contemporary issues

Output

Channel Written. One word in each gap

Lexical range The target lexis is B2 level.

Structural

range

The target verb structures are B2 level.

Functional

range

A1 B2

TASK 2: C1



TASK SETTINGS


Assessment

criteria


TOTAL: 10 points


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Functional

range

A1 C1

Lexical range A1 C1

Nature ofinformation

random

Content

knowledge

Contemporary issues

Output

Channel Written. Words derived from stemsprovided

Lexical range The target words are C1 level

Structuralrange

A1 C1

Functional

range

A1 C1

TASK 3: B2

TASK TYPE: Key Word Transformation

Format This task consists of 5 rephrase items and aims to test grammarand vocabulary. In order to balance the number of grammar and

vocabulary items, there will be 2 vocabulary items and 3

grammar ones.

TASK SETTINGS

Purpose To test lexis and grammar

Assessment

criteria


TOTAL: 5 points

Time

constraints

10 (recommended)

TASK DEMANDS

Input



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Content

knowledge

Contemporary issues

Output

Channel Written. Between two and five words in each gap.Lexical range The target lexis is B2 level.

Structural

range

The target structures are B2 level.

Functional

range

A1 B2

11th

Grade Use of English

TASK 1: C1

TASK TYPE: Open Cloze

Format Open Cloze text.

TASK SETTINGS

Purpose To test awareness and control of structural items both

syntactically and semantically. The testing focus is grammatical

and lexico-grammatical.

Assessment

criteria


TOTAL: 10 points

Time

constraints

10 (recommended)

TASK DEMANDS

Input

Rubric The students are given a text of approximately 180 words, with


Structural A1 C1


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Structural

range

The target verb structures are C1 level.

Functional

range

A1 C1

TASK 2: C1



TASK SETTINGS


Assessment

criteria


TOTAL: 10 points

Time

constraints

10 (recommended)

TASK DEMANDS

Input

Rubric The students are given a text of approximately 180 words, withten gaps. For each gap, there is a word stem on the right of the

text, which students are required to use and build the right word

for each of the gaps. Both the gaps and the stems are numbered.

Structural

range

A1 C1

Functional

range

A1 C1

Lexical range A1 C1

Nature of

information

random

Content

knowledge

Contemporary issues


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TASK 3: C1

TASK TYPE: Key Word Transformation

Format This task consists of 5 rephrase items and aims to test grammar

and vocabulary. In order to balance the number of grammar andvocabulary items, there will be 2 vocabulary items and 3

grammar ones.

TASK SETTINGS

Purpose To test lexis and grammar

Assessment

criteria


TOTAL: 5 points

Time

constraints

10 (recommended)

TASK DEMANDS

Input


rephrased version of the original sentence and the following

prompts: beginning and end of the second sentence, key word to

be used in the gap. They are instructed to fill in the taget

sentence with 3 6 words.Structural

range

A1 C1

Functional

range

A1 C1

Lexical range A1 C1

Nature of

information

random

Content

knowledge

Contemporary issues

Output

Channel Written. Between three and six words in each gap.

L i l Th t t l i i C1 l l


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12

thGrade Use of English

TASK 1: C2

TASK TYPE: Open Cloze

Format Open Cloze text.

TASK SETTINGS

Purpose To test awareness and control of structural items both

syntactically and semantically. The testing focus is grammatical

and lexico-grammatical.

Assessment

criteria


TOTAL: 10 pointsTime

constraints

10 (recommended)

TASK DEMANDS

Input

Rubric The students are given a text of approximately 200 words, with


Structural

range

A1 C1

Functional

range

A1 C1

Lexical range A1 C1

Nature of

information

random

Content

knowledge

Contemporary social and professional issues.

Output


Lexical range The target lexis is C2 level.

Structural The target verb structures are C2 level


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TASK 2: C2

TASK TYPE: Gapped Sentences

Format 5 sets of three sentences with one gap each

TASK SETTINGSPurpose To test lexis

Assessment

criteria


TOTAL: 5 points

Time

constraints

10 (recommended)

TASK DEMANDS

InputRubric The students are given five sets of three sentences with one gap

each and are instructed to fill in each gap with one word, which

must be the same for all the three sentences in each set.

Structural

range

A1 C2

Functional

range

A1 C2

Lexical range A1 C2

Nature of

information

random

Content

knowledge

Contemporary social and professional issues.

Output


Lexical range The target lexis is C2 level.

Structural

range

A1 C2

Functional

range

A1 C2


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Proposed task specifications for Speaking

Task Design

B2 9th

grade

TASK TYPE: Oral Production

TASK SETTINGS

Purpose To test the ability to deliver short presentations on familiar

situations etc.*

Number of examiners 2: one interlocutor and one note-taker (the latter will collate all

notes for the feedback session after the test)

Time constraints 2 3 min (20 min preparation time)

Assessment criteria Content, organisation, deliveryTASK DEMANDS

Input

Channel Reading

Rubric Students are required to speak about a familiar topic

Structural range A1 B2

Functional range A1 B2



Output

Channel Spoken

Lexical range B2

Structural range B2

Functional range B2, e.g. describing places, people, objects, daily activities;expressing opinions on familiar topics; presenting

advantages/disadvantages etc. *

Pronunciation Clear pronunciation, appropriate intonation, little hesitation

Register (reader writer neutral


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B2/C1 10th

grade


TASK SETTINGS

Purpose To test the ability to deliver short presentations on unfamiliar

situations etc.*



Time constraints 2 3 min 20 min preparation time??

Assessment criteria Content, organisation, delivery

TASK DEMANDS

Input

Channel Reading

Rubric Students are required to speak about an unfamiliar topic





OutputChannel Spoken

Lexical range B2 C1


Functional range B2 C1, e.g. describing personalities, events, customs;

expressing opinion on a topic of common interest; building

arguments for and against a statement on an unfamiliar topic

etc.*

Register (reader writer

acquaintanceship)

neutral

B2/C1 10th

grade


TASK SETTINGS


situations etc.*





TASK DEMANDS

Input

Channel Reading







Lexical range B2 C1





etc.*

Pronunciation Clear pronunciation, appropriate intonation, no hesitation


acquaintanceship)

neutral


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B2/C1 10th

grade


TASK SETTINGS


situations etc.*



Time constraints 2 3 min 20 min preparation time??


TASK DEMANDS

Input

Channel Reading







Lexical range B2 C1





etc.*

Register (reader writer neutral

C1 11th

grade


TASK SETTINGS

Purpose To test the ability to deliver long presentations on complex

topics etc.*





TASK DEMANDS

Input

Channel Reading







Lexical range C1

Structural range C1

Functional range C1, e.g. describing processes, phenomena, experiments;

building arguments for/against abstract topics; expressing

opinion on controverted topics etc.*

Pronunciation Clear pronunciation, appropriate intonation, enhancing the

meaning of the main points


acquaintanceship)

neutral


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C2 12th

grade


TASK SETTINGS

Purpose To test the ability to deliver long presentations on any

complex topic etc.*Number of examiners 2: one interlocutor and one note-taker (the latter will collate all




TASK DEMANDS

Input

Channel Reading







Lexical range C2

Structural range C2

Functional range C2, e.g. describing cultural events; expressing opinion on

academic topics; building arguments for/against controverted

topics etc.*

Pronunciation Clear pronunciation, appropriate intonation, using wordstress to emphasise subtle meaning


acquaintanceship)

neutral


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1

Assessment form for oral p resentations

Poor Satisfactory Adequate Good Excellent1. Content

Content coverage andrelevance of ideas to topic

4 6 8 10 12 14 16 18 20

Lexical/grammatical rangeand appropriacy/ accuracy

4 6 8 10 12 14 16 18 20

2. Organisation

Structure: introduction/ body

(emphasizing key points)/conclusion (summarizing)

4 6 8 10 12 14 16 18 20

Coherence (logicalorganisation/ cohesion(cohesive devices)

4 6 8 10 12 14 16 18 20

3. Delivery

Pronunciation, (sounds, weakforms, stress, intonation etc)

2 3 4 5 6 7 8 9 10

Flow of ideas 2 3 4 5 6 7 8 9 10Total


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2

CRITERION POOR ADEQUATE EXCELLENT

Content

Coverage

Relevance of ideas

Lexical/grammatical

range Lexical

appropriacy/register

Grammatical accuracy

content partially covered;

most ideas irrelevant;

limited range of grammar andvocabulary;

frequent errors in both simpleand complex structures;

frequent inappropriacies inword choice

frequent inconsistencies inregister.

content covered;

most ideas relevant totopic;

adequate range of

grammar and vocabulary; complex structures may

contain errors;

some inappropriacies inword choice.

some inconsistencies inregister.

content fully covered;

all ideas relevant to topic;

wide range of grammar andvocabulary;

errors are rare; appropriate word choice

register is consistentthroughout.

Organisation

Structure: introduction/

body (emphasizing keypoints)/ conclusion(summarizing)

Coherence (logicalorganisation/ cohesion(cohesive devices)

absence of structure;

lack of specific connectors;

overall aspect rambling.

unbalanced presentation(e.g. introduction too

long); development of

presentation mostlyunmarked;

cohesive devices justadequate; rambling attimes.

stages of presentation clear;clear signposting;

wide range of cohesivedevices;

consistently coherent.

Delivery

Pronunciation, (sounds,

weak forms, stress,intonation etc)

Flow of ideas

pronunciation hindersmeaning to be conveyed;

serious difficulties inmaintaining flow (frequenthesitations).

pronunciation helps mostmeaning to be conveyed;

maintains flow with somedifficulty ( hesitations dueto language search).

pronunciation helps meaningto be conveyed effectively

(week sounds, contractions,stress and intonation used toconvey meaning);

flow maintained throughout thepresentation (withouthesitations caused bylanguage search)

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