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1 B1

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3 Table of Contents Introduction... 4 Qualification Criteria... 5 Qualification Progression... 6 CEFR: Common Reference Levels... 7 Guidance for Teachers... 8 Language Specification Functions Lexical Areas Examination Format Qualification Specification Page 3 of 20

4 Introduction ESB promotes and assesses spoken English in a wide range of educational centres: primary and secondary schools, further and higher education establishments, universities, prisons, adult learning centres and in the training sectors of industry and business. ESB offers a full range of progressive qualifications, recognised and mapped to the relevant common curriculum requirements. ESB is a charitable organisation which was founded in 1953 to pioneer the practice and assessment of oral communication and to recognise its fundamental importance to education. ESB has grown into an international organisation assessing extensively in the UK, Europe, the Far East and West Indies. Page 4 of 20

5 Qualification Criteria Aim - This specification is designed to assist teachers in preparing learners for the ESB Entry 3 Certificate in ESOL International (B1), covering all four modes: Speaking, Listening, Reading and Writing. It is intended to support both teachers and learners in the classroom and describes how the assessments will be conducted and the range of language to be assessed. The B1 assessments are part of a suite of exams from B1 to C2. They are based on, and referenced to, the Common European Framework for Languages and are designed to encourage progression. ESB Entry Level Certificate in ESOL International All Modes (Entry 3) Assessment method Aural, oral & written assessment by external examiners Accreditation start date 1 st February 2015 Qualification number 500/3646/4 Age range Children from age 11 to adult learners Total Qualification Time 220 Page 5 of 20

6 Qualification Progression ESB Entry Level Certificate in ESOL International All Modes - (B1) Suitable for learners who have achieved Level A2 of the CEFR or equivalent ESB Level 1 Ceritificate in ESOL International All Modes - (B2) Suitable for learners who have achieved Level B1 of the CEFR or equivalent ESB Level 2 Certificate in ESOL International All Modes - (C1) Suitable for learners who have achieved Level B2 of the CEFR or equivalent ESB Level 3 Certificate in ESOL International All Modes - (C2) Suitable for learners who have achieved Level C1 of the CEFR or equivalent Page 6 of 20

7 CEFR: Common Reference Levels Independent user Proficient user ESB Entry Level Certificate in ESOL International All Modes (Entry 3) B1 ESB Level 1 Certificate in ESOL International All Modes B2 ESB Level 2 Certificate in ESOL International All Modes C1 ESB Level 3 Certificate in ESOL International All Modes C2 Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans. Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices. Can understand with ease virtually everything heard or read. Can summarise information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations Page 7 of 20

8 Guidance for Teachers The specification and the examinations are designed to closely reference the level B1 of the CEFR developed by the Council of Europe. Teachers are recommended to study this document closely. 1. Listening The learner should be able to understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure, etc. He/she should be able to understand the main point of many radio or TV programmes on current affairs or topics of personal interest when the delivery is relatively slow and clear. 2. Speaking The learner should be to deal with most situations likely to arise whilst travelling in an area where English is spoken. He/she should be able to enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and current events). The learner should be able to connect phrases in a simple way in order to describe experiences and events, dreams, hopes and ambitions. The learner should be able to give brief reasons and explanations for opinions and plans. The learner should be able to narrate a story or relate the plot of a book or film and describe personal reactions. 3. Reading The learner should be able to understand texts that consist mainly of high frequency every day or job-related language. The learner should be able to understand the description of events, feelings and wishes in personal letters. Page 8 of 20

9 4. Writing The learner should be able to write simple connected text on topics which are familiar or of personal interest. The learner should be able to write an or a story describing experiences and impressions. The learner should be able to write an essay passing on information or giving reasons in support of or against a particular point of view. Page 9 of 20

10 Language Specification The learner should be able to use all grammatical forms studied at A2 of the CEFR and: Verbs Verb forms Modals Tenses Nouns Adjectives Adverbs Connectives Common phrasal verbs Regular and irregular forms Affirmative, negative and question forms Imperatives Can Could Would (as request) Must Have to Should Ought to May Might Present simple Present continuous Past Simple of irregular verbs Past Continuous Past Simple v. Past Continuous Past Perfect Present Perfect Simple + adverbs of frequency Present Perfect Simple + since/for Past Simple v. Present Perfect Future Present Simple and present continuous Future Simple Will Verb + infinitive v. verb + ing Present Simple passive form Second and third conditional Singular and plural Countable and uncountable Abstract nouns Noun phrases Comparatives and superlatives Possessive Demonstrative Quantitative Manner Place Time Degree Sequence A range of commonly used connectives Page 10 of 20

11 Functions The learner should be able to use language to carry out all the functions described at A2 of the CEFR and: Asking for and giving advice Asking for and giving information Asking about and explaining processes Buying and selling Clarifying and confirming understanding Comparing likes and dislikes Describing interrupted activities Asking for and giving biographical details Describing personal experiences / events Asking for and giving information about routines and habits Describing obligations and necessity Describing future plans or intentions Describing future possibilities or imaginary situations Discussions Expressing agreement / disagreement Expressing opinions Expressing reasons Giving and asking permission Giving demonstrations Giving directions / instructions Inviting and accepting / refusing Making suggestions / comparisons Making and accepting an apology Expressing preferences Reporting / telling a story Requesting and giving information Warning Page 11 of 20

12 Lexical Areas People and relationships Personality, character, feelings and emotions Home Environment Free time Education Travel and transport Communication and language Special occasions Sports and hobbies Weather, climate and the world around us Daily life Social interaction Holidays and tourism Shopping Fashion and youth culture Health Dreams and ambitions Fame and famous people Food and drink Science and technology Work, jobs and professions Page 12 of 20

13 Examination Format Skill and Focus Task Format Marks Listening Ten questions 10 Part One listen for specific information, i.e. location, description, time and place understand the main points of clear, standard speech on familiar matters follow the main points of extended, clearly articulated conversation between native speakers For each question there is a short recording, heard twice and three written answers Learner to choose the correct answer Three-option multiple choice Listening Part Two follow in outline a straightforward short talk on a familiar topic delivered in clearly articulated standard speech listen for specific information, personal information, numbers, times, dates, topic-specific vocabulary Ten questions One recording, played twice Learner to choose the correct answer True/False items 10 Total weighting for the Listening section = 20% of the examination Page 13 of 20

14 Reading Part One (A) find and understand relevant information identify line of argument/locate information within a text Four short items Learner to match the heading to the paragraph in order to demonstrate understanding of the content of the paragraph Seven headings, one of which is an example and two of which are distractors 4 Reading Part One (B) read straightforward factual texts related to their field with satisfactory level of comprehension, orientation and information Six short items Learner to indicate comprehension of the information in the text by identifying whether the statement is true or false True/False items 6 Reading Part Two read straightforward factual texts related to their field with satisfactory level of comprehension scan longer texts in order to locate desired information, and gather information from different parts of a text in order to fulfil a specific task Five multiple choice Learner to indicate comprehension questions including skimming and scanning of informative text Four-option multiple choice 5 Total weighting for the Reading section = 20% of the examination. Page 14 of 20

15 Use of English Part One Ten grammatical multiple choice items Four-option multiple choice 10 demonstrate reasonable accuracy in familiar contexts demonstrate generally good grammatical control appropriate to the level Learner to work at sentence level Use of English Part Two Ten lexical multiple choice items Four-option multiple choice 10 show good control of elementary vocabulary Learner to work at sentence level Use of English Part Three show good control of elementary vocabulary demonstrate reasonable accuracy in familiar contexts demonstrate generally good grammatical control appropriate to the level Ten items on a cloze text Learner to identify the correct answer in relation to filling in gaps in a text Learner to work at text level Three-option multiple choice 10 Use of English Part Four demonstrate reasonable accuracy in familiar contexts identify a wide range of language functions using their most common exponents follow cohesion in a connected linear sequence of points Five-meaning-matching items Learner to work at sentence level Three-option multiple choice 5 Total weighting for the Use of English section = 20% of the examination. Page 15 of 20

16 Writing write straightforward detailed descriptions on a range of familiar subjects express experiences, feelings or reactions in relation to events or abstract or cultural topics describe real or imagined events organise text to a limited extent communicate clearly despite relatively frequent inaccuracies of grammar and vocabulary , story, or short essay ( words) based on provided title and description of expected content , story or short essay n/a Total weighting for the Writing section = 20% of the examination. Speaking Part One (3 minutes for two (three) learners) understand native/near native speaker follow clearly articulated speech directed at him/her in everyday conversation provide concrete information in response to questions relating to self and family maintain a conversation but may need to ask for repetition engage in monitoring and repair Learner is interviewed on personal information Series of short questions relating to personal information n/a Page 16 of 20

17 Speaking Part Two (2 minutes per learner) engage in sustained (1 minute) monologue putting a case develop an argument based on written prompt and give reasons and explanations engage in monitoring and repair give their opinion on sustained monologue of partner (1 minute) Sustained (1 minute) Individual monologue followed by commentary on partner s contribution (1 minute) All based on written prompt Sustained (1 minute) individual monologue turn plus commentary n/a Speaking Part Three (4 minutes for two learners, 6 minutes for three learners) Learner-to-learner discussion Based on visual or written prompt Learner-tolearner discussion n/a develop a straightforward argument based on a visual or written stimulus and give reasons and explanations maintain a discussion express and respond to feelings such as surprise, happiness, sadness, interest and indifference engage in monitoring and repair Total weighting for the Speaking section = 20% of the examination Page 17 of 20

18 Qualification Specification How does the ESB Entry Level Certificate B1 in ESOL International All Modes (Entry 3) relate to the Common European Framework of Reference for Languages (CEFR)? The ESB Entry Level Certificate in ESOL International All Modes (Entry 3) has been designed against level B1 of the CEFR developed by the Council of Europe. ESB has worked in conjunction with specialist consultants in order to create a high-quality examination that accurately reflects the CEFR. Development of the qualification by ESB will continue to be underpinned by research thus ensuring it remains fit for purpose. understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure, etc.; understand texts that consist mainly of high frequency every day or job-related language; understand the description of events, feelings and wishes in personal letters; deal with most situations likely to arise whilst travelling in an area where the language is spoken; enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and current events); connect phrases in a simple way in order to describe experiences and events, dreams, hopes and ambitions; briefly give reasons and explanations for opinions and plans; narrate a story or relate the plot of a book or film and describe personal reactions; write simple connected text on topics which are familiar or of personal interest; write personal letters describing experiences and impressions. Page 18 of 20

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20 English Speaking Board (International) Ltd. 9 Hattersley Court, Ormskirk Lancashire L39 2AY Tel: (+44) Fax: (+44) Web: admin@esbuk.org English Speaking Board (International) Ltd. ESB reserves the right to change products and services periodically. Every effort has been made to ensure that information contained in publications is fully accurate at the time of going to press, however, our latest versions of all publications / policies are to be found on our website Registered in England Company No Registered as a Charity No