LRN Entry Level Certificate in ESOL Skills for Life (Speaking and Listening) (Entry 3) MARK SHEET FOR ENTRY 3 SAMPLE PAPER (Jan0112)

Transcription

1 LRN Entry Level Certificate in ESOL Skills for Life (Speaking and Listening) (Entry 3) MARK SHEET FOR ENTRY 3 SAMPLE PAPER (Jan0112)

2 Curriculum links and notes to examiner Section 1 The purpose of this section is to assess candidates ability to (i) give personal information; (ii) ask questions to obtain personal or factual information; and (iii) respond to requests for information. Candidates are expected to be able to: - recognise direct and indirect questions for personal information and understand the type and amount of detailed required; use verb forms and time markers suitable for the level to give information about past, present and future; give specific information about time and place using prepositional phrases and subordinate clauses; respond to a question and follow up the response with further relevant information or comment, or with a reciprocal question; - use a range of question words; form question of both the open type and the yes/no type with a range of tense; form alternative questions, including comparative questions; adapt register to suit the relationship between speakers; understand some of the cultural conventions regarding acceptable questions; - recognise a number of question types, e.g. embedded questions, and understand the type and amount of detail required; recognise verb forms and time markers appropriately for the level, and respond appropriately Section 2 The purpose of this section is to assess candidates ability to (i) listen for the gist of face to face interaction; (ii) express clearly statements of fact, views and opinions; and (iii) give a short description & make comparisons. Candidates are expected to be able to: - understand that non-linguistic clues, such as the immediate environment or the speaker s body language, can be used to help get the gist or to guess the meaning of unknown words; understand the need to listen to the speaker s use of stress and intonation, in order to note what the speaker considers important or how the speaker feels about the topic; indicate they are listening, and show understanding through use of minimal responses, e.g. yeah, mm, and be able to respond positively to a narrative, e.g. exactly, absolutely, I know what you mean; use appropriate ways of asking for clarification, with intonation to indicate politeness; understand that listening on the phone can be more demanding than face-to-face listening (usually less knowledge of context, no visual clues); - form simple compound, and complex sentences with appropriate word order; use with some accuracy suitable verb forms (particularly contracted forms) to make clear the time to which the statement of fact refers; use with some accuracy other grammatical forms suitable for the level, e.g. definite and indefinite article, when mentioning an item for the first time, and on subsequent occasions; know that intonation normally falls on a statement, and be able to produce this intonation pattern;

3 - use grammatical forms suitable for the level, e.g. prepositional phrases; know and be able to use a number of adjectives, with their antonyms, together with the comparative and superlative form of the adjective, to convey detail, interest and attitude in a description; be able to express similarity and contrast through the use of markers such as but, however; comparative structures such as as as; understand how a description is often structured, e.g. going from the general to the particular, or from factual description to opinion; be able to add personal opinion to a description, e.g. through use of the superlative form of the adjective, use of intensifiers such as too or not enough. Section 3a The purpose of this section is to assess candidates ability to make suggestions and give advice. Candidates are expected to be able to use suitable phrases for: - making suggestions, either inclusive of the speaker or exclusive of the speaker; - giving advice; - asking for advice and suggestions; - accepting and rejecting advice and suggestions. Candidates are also expected to be able to: - be aware of the importance of polite intonation with all of the above; - be aware that, in rejecting advice and suggestions, it is often necessary to give a reason, and be able to do this. Section 3b - The purpose of this section is to assess candidates ability to (i) make contributions to discussions that are relevant to the subject and (ii) respect the turn-taking rights of others during discussions.

4 Rationale Grading - Speaking tasks assess candidate performance on the scales of 1 = inadequate, 2 = adequate, 3 = more than adequate Pronunciation, grammatical accuracy, use of vocabulary, discourse management, overall achievement 1 fail 2 adequate pass 3 pass with merit Listening comprehension 0 fail 4 adequate pass 6 pass with merit Assessment Criteria ESOL CC ref Language features 1. Pronunciation Sc/E3.1a, b Candidate can make him/herself understood through articulating the sounds of English and uses the correct stress & intonation to make speech comprehensible to a sympathetic native speaker. 2. Grammatical accuracy 3. Use of vocabulary Sc/E3.3a-f, 3a-f, 4a Sd/E3.1 a- e Sc/E3.3a-f, 3a-f, 4a Performance pertaining to pass with merit can contain minor inaccuracies with some hesitancy that do not impede communication expected at Entry 3. Adequate performance can contain inaccuracies with some hesitancy that can occasionally confuse meaning. Inadequate performance contains inaccuracies with gaps in flow and hesitancy in delivery that requires more effort from the listener to understand in relation to the performance descriptors at E3. Candidate can be understood in exchanges when asking for things or action & make requests, asking for factual information (present, past, future), asking for description of people, places and things, express statements of fact, giving personal information, giving a short account of something, giving directions sentence structure in relation to the correct tense in relation to the time regular transitive and intransitive verbs with frequency adverbs and phrases, simple past tense of regular and common irregular verbs with time markers such as ago, future time using: present continuous, modals and forms with similar meaning uses simple modal adverbs: possibly, probably, perhaps (see breakdown of Language competency in ESOL Entry 3 CC pages for a more comprehensive overview of language features and communicative functions expected). Candidates who achieve pass with merit (more than adequate performance) show confidence at their level with minimal hesitancy expected at E3 level, a wider range of structures that stretch beyond E3 language features and ambition to produce more complex structures, beyond E3 level. The candidate may make mistakes when attempting this but will not be penalised as it lies beyond E3 structure. Adequate performance can contain inaccuracies with some hesitancy that can occasionally impede communication and require a sympathetic ear. Inadequate performance contains inaccuracies with large gaps in speech and sentence flow that can impede communication and also require significant effort from the listener to understand at the required level Candidate demonstrates an appropriate range of general and topic based vocabulary, common phrasal verbs, adjectives and adjective word order, adverbial phrases

5 4. Discourse management 5. Listening comprehension Sd/E3.1 a- e Sc/E3.2a-f, 3a-f, 4a Sd/E3.1a-e Lr/E3.1a-c; Lr/E3.3a,b; Lr/E3.4a; Lr/E3.5a,b; Lr/E3.1a-c Gist Lr/E3.2a-e; Lr/E3.a, including time and place, frequency and manner ie. carefully, quickly (see breakdown of Language competency in ESOL Entry 3 CC pages for a more comprehensive overview of language features expected for grammatical accuracy. Candidates who achieve pass with merit (more than adequate performance) show confidence to communicate more freely with minimum hesitancy at the required level, a wider range of structures that stretch beyond E3 language features and ambition to produce more complex structures, beyond E3 level. The candidate may make mistakes when attempting this but will not be penalised as it lies beyond E3 structure. Adequate performance can contain some hesitancy and inaccuracies that can occasionally impede communication and require a sympathetic ear. Inadequate performance contains inaccuracies with large gaps in speech and sentence flow and inaccuracies impede communication and require significant effort from the listener to understand. The candidate uses cohesive devices that stretch language at the required level this includes using more complex sentences with related vocabulary and noun phrases, sentence connectives and sequencing devices such as after that, first, finally. Candidates who achieve pass with merit (more than adequate performance) show confidence to communicate more freely with minimum hesitancy at the required level and ambition to produce a wider range of structures, vocabulary and connectives that stretch beyond E3 language features. The candidate may make mistakes when attempting this but will not be penalised as it lies beyond E3 structure. Candidates performing within adequate performance bracket may use simple structures with related vocabulary, use connectives but not all of the time and with some hesitancy. Sentences will sometimes contain inaccuracies that are below the capability of E3. Candidates performing within inadequate performance bracket do not construct sentences but rather nouns and verbs that do not connect to make a sentence, large gaps in speech pitched below the required level are also present. Speech patterns contain structural and vocabulary related inaccuracies that may be impeding and do not communicate ideas adequately for E3. Candidate can recognise the context & predict general meaning, listen for gist and respond, in face-to-face situations, listen to and identify simply expressed feelings and opinions, follow a simple discussion on a familiar topic. Candidates who fall into the above adequate performance bracket show ability to understand paraphrasing, more complex structures and new vocabulary items / vocabulary outside of E3 bracket and instigate clarification when required hence adapting responses to new paraphrases received. Adequate performance at this level equates to the candidate needing the examiner / pairing candidate to paraphrase and root for clarification, although responses tend to be appropriate in most exchanges at the required level. Candidates performing within inadequate performance bracket equates to the candidate not responding appropriately in most exchanges expected at Entry 3, despite frequent (accurate for pairing candidate) paraphrasing, repetition and clarification from examiner and / or pairing candidate. See pages in the E3 Core Curriculum for further breakdown. Candidate can listen to, follow and respond to explanations, directions and instructions, extract the main points of an explanation in a face-to-face situation, and

6 Detail respond, listen to phonological detail, listen to and identify simply expressed feelings and opinions. Interactive Communication 6. Overall achievement Sd/E3.1a-g Lr/E3.3a, b Lr/E3.4; Lr/E3.1a-c; Lr/E3.3a,b; Lr/E3.4a; Lr/E3.5a,b; Lr/E3.2a-e; Sd/E3.1a-g Sc/E3.1a, b Sc/E3.3a-f, 4a Sd/E3.1 a- e Candidates who fall into the above adequate performance bracket show ability to understand paraphrasing, more complex structures and new vocabulary items / vocabulary outside of E3 bracket and instigate clarification when required hence adapting responses to new paraphrases received. Adequate performance at this level equates to the candidate needing the examiner / pairing candidate to paraphrase and root for clarification, although responses tend to be appropriate in most exchanges at the required level. Candidates performing within inadequate performance bracket equates to the candidate not responding appropriately in most exchanges expected at Entry 3, despite frequent (accurate for pairing candidate) paraphrasing, repetition and clarification from examiner and / or pairing candidate. See pages in the E3 Core Curriculum for further breakdown. Take part in social interaction through performing effectively in both informal and formal situations; expressing likes and dislikes, feelings, wishes and hopes; expressing views and opinions; relating to other speakers; demonstrating capability of listening skills through listening for gist and responding in face-to-face situations; following short explanations and instructions; listening and responding to requests for action/ permission; listening to and identify expressed feelings and opinions; taking part in social interaction and taking part in more formal interaction This feature relates to the candidates overall effectiveness in meeting all aspects of the performance criteria as one feature. Candidates who demonstrate more than adequate performance show confidence at their level with minimum hesitancy, a wider range of structures that stretch beyond the target language and ambition to produce more complex structures, beyond E3 level. The candidate may make mistakes when attempting this but will not be penalised as it lies beyond E3 structure. Adequate performance can contain inaccuracies that can occasionally impede communication with some hesitancy and require a slightly sympathetic ear. Inadequate performance contains inaccuracies that do not evidence ability at the required level. There are also gaps in flow of speech = fail = pass = merit

7 Notes for examiner use - consider pronunciation, grammatical accuracy, use of vocabulary discourse management, listening comprehension, overall achievement. Candidate confidence levels, dynamics between candidates, rapport. Also see rationale above. Section 1 For eg: able to understand / not able to understand Wh- questions, responds to 1 / 2 questions relating to personal information Section 2 Section 3a Section 3b