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1 B2

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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... 9 Functions Lexical Areas Examination Format Qualification Specification Page 3 of 18

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 18

5 Qualification Criteria Aim - This specification is designed to assist teachers in preparing learners for the ESB Level 1 Certificate in ESOL International (B2), 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 B2 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 Certificate in ESOL International All Modes (Level 1) Assessment method Aural, oral & written assessment by external examiners Accreditation start date 1 st February 2015 Total Qualification Time 275 Qualification number 500/3647/6 Age range Children from age 11 to adult learners Page 5 of 18

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 18

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 18

8 Guidance for Teachers The specification and the examinations are designed to closely reference the level B2 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 extended speech and lectures and follow complex lines of argument provided the topic is reasonably familiar. The learner should be able to understand most TV news and current affairs programmes. He/she should be able to understand the majority of films in standard dialect. 2. Speaking The learner should be able to interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible. He/she should be able to take an active part in discussion in familiar contexts, accounting for and sustaining own views. The learner should be able to present clear, detailed descriptions on a wide variety of subjects related to own field of interest. The learner should be able to explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. 3. Reading The learner should be able to read articles and reports concerned with contemporary problems in which the writers adopt particular attitudes or viewpoints. The learner should be able to understand contemporary prose. 4. Writing The learner should be able to write clear, detailed text on a wide range of subjects related to own interests. 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. The learner should be able to write an or a story highlighting the personal significance of events and experiences. Page 8 of 18

9 Language Specification The learner should be able to use all grammatical forms studied at B1 of the CEFR and: Verbs Verb forms Modals Tenses Nouns Phrasal verbs Regular and irregular forms Affirmative, negative and question forms Imperatives Infinitives after verbs and adjectives Gerunds Can Could Would Will Shall Should May Have Must / mustn t Need / needn t Will Future Continuous Will Future Simple v. Future Continuous Going to + verb Present Perfect Continuous since / for Present Perfect Simple v. Present Perfect Continuous Past Perfect Continuous Past Perfect Simple v. Past Perfect Continuous Used to Verb + infinitive v. verb + ing Had better / supposed to Need / need to Second and third conditional Passive in Present and Past Singular and plural Countable and uncountable Abstract nouns Noun phrases Genitive: s and s /of Adjectives Adverbs Connectives Comparative and superlative Possessive Demonstrative Quantitative Manner Place Time Degree Sequence Comparative and superlative A range of commonly used connectives Page 9 of 18

10 Functions The learner should be able to use language to carry out all the functions described at B1 of the CEFR and: Advising Clarifying / confirming for understanding Complaining about goods, services, behaviour, etc. Describing feelings and emotions Describing a personal experience Describing a personal event Describing discontinued habits Discussing necessities Discussing the future Expressing regrets Expressing qualified views Giving practical instructions Giving practical demonstration Intervening Making hypotheses Making arrangements Persuading Reflecting Reporting information Sharing and comparing life Sharing and comparing future plans Suggesting, choosing and deciding on a present Taking part in a discussion Page 10 of 18

11 Lexical Areas Family and friends Relationships Personality, character Feelings, emotions Home and the environment Leisure activities and entertainment Education and school Language and languages Travel and transport Religious and cultural activities Special occasions Sports and hobbies Weather, climate World around us Daily life and society Shopping, clothes and commodities Fashion and youth culture Health Dreams and ambitions Fame and famous people Food and drink Science and technology Work, jobs and professions Page 11 of 18

12 Examination Format Skill and Focus Task Format Marks Listening Part One Ten items For each question there is a True/False items 10 short recording, heard twice understand conversation between native speakers infer meaning based on the context and on what is actually stated identify speaker s mood listen for specific information Listening Part Two Sections A and B understand conversation between native speakers and/or can follow the essentials of lectures/talks/reports listen for specific information Learner to choose the correct answer on the topics relating to society and culture (e.g. social, scientific, professional, academic) Five items For each question there is a short recording, heard twice and three written answers Learner to choose the correct answer on topics relating to society and culture (e.g. social, scientific, professional, academic) Total weighting for the Listening section = 20% of the examination Three-option multiple choice Reading Part One(A) quickly scan through complex texts, identifying the content infer meaning from contextual clues Four items Text length words 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) quickly scan through complex texts, identifying the content infer meaning from contextual clues Reading Part Two read to understand information and argumentation quickly scan through complex texts, locating relevant details infer meaning from contextual clues Six items Text length words same text as in Part One (A) Five items Text length words Total weighting for the Reading section = 20% of the examination. Four-option multiple choice Four-option multiple choice 6 5 Page 12 of 18

13 Use of English Part One demonstrate a relatively high degree of grammatical control appropriate to this level Ten grammatical multiple choice items Learner to work at sentence level Four-option multiple choice 10 Use of English Part Two show a good range of vocabulary for matters relating to his/her field and most general topics Ten lexical multiple choice items Learner to work at sentence level Four-option multiple choice 10 Use of English Part Three show a good range of vocabulary for matters relating to their field and most general topics demonstrate a relatively high degree of grammatical control Ten multiple choice cloze items Learner to identify the correct answer in relation to filling in the gaps in a text -work at text level Four-option multiple choice 10 Use of English Part Four show a good range of vocabulary for matters relating to their field and most general topics distinguish different meanings according to prefixes and suffixes Five multiple-choice items Learner to work at sentence level Three-option multiple choice items 5 Total weighting for the Use of English section = 20% of the examination. Page 13 of 18

14 Writing write clear, detailed descriptions on a variety of subjects related to their field of interest write an essay which develops an argument, giving reasons in support of or against a particular point of view write s conveying degrees of emotion and highlighting the personal significance of events demonstrate a sufficient range of language to communicate clearly employ a range of cohesive devices communicate effectively, showing a relatively high degree of grammatical control , story or short essay ( words) based on provided title and description of expected content , story or essay n/a Total weighting for the Writing section = 20% of the examination. Speaking Part One (3 minutes for two (three) learners) understand in detail what is said to him/her in the standard spoken language provide concrete information in response to questions relating to self and family engage in conversation in participatory fashion engage in monitoring and repair Learner is interviewed on personal information Series of short questions relating to personal information n/a Speaking Part Two (2 minutes per learner) engage in sustained (1 minute) monologue develop a clear argument expanding and supporting point of view 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) Based on written prompt Sustained (1 minute) individual monologue with commentary n/a Page 14 of 18

15 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 clear argument expanding and supporting point of view based on a visual or written stimulus participate actively in discussions intervene appropriately in discussions engage in monitoring and repair Total weighting for the Speaking section = 20% of the examination Page 15 of 18

16 Qualification Specification How does the ESB Level 1 Certificate B2 in ESOL International All Modes relate to the Common European Framework of Reference for Languages (CEFR)? The ESB Level 1 Certificate in ESOL International All Modes has been designed against level B2 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 ideas of complex text on both concrete and abstract topics, including technical discussions in a field of specialisation; 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; interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible; take an active part in discussion in familiar contexts, accounting for and sustaining own views; present clear, detailed descriptions on a wide range of subjects related to own field of interest; explain a viewpoint on a topical issue giving the advantages and disadvantages of various options; write clear, detailed text on a wide range of subjects related to own interests; write an essay or report, passing on information or giving reasons in support of or against a particular point of view; write letters highlighting the personal significance of events and experiences; understand extended speech and lectures and follow complex lines of argument provided the topic is reasonably familiar; understand most TV news and current affairs programmes; read articles and reports concerned with contemporary problems in which the writers adopt particular attitudes or viewpoints; understand contemporary literary prose. Page 16 of 18

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18 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