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3 Table of Contents Introduction... 4 Qualification Criteria... 5 Qualification Progression... 6 CEFR: Common Reference Levels 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 Level 3 Certificate in ESOL International (C2), 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 C2 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 Level 3 Certificate in ESOL International All Modes Assessment method Aural, oral & written assessment by external examiners Accreditation start date 1 st February 2015 Total Qualification Time 275 Qualification number 500/3655/5 Age range Children from age 11 to adult learners 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 avhieved Level B1 of the CEFR or equivalent ESB Level 2 Certificate in ESOL International All Modes - (C1) ISuitable 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 C2 of the CEFR developed by the Council of Europe. Teachers are recommended to study this document closely. 1. Listening The learner should have no difficulty in understanding any kind of spoken language, whether live or broadcast, even when delivered at fast native speed, provided he/she has some time to get familiar with the accent. 2. Speaking The learner should be to take part effortlessly in any conversation or discussion and have a good familiarity with idiomatic expressions and colloquialisms. He/she should be able to express him/herself fluently and convey finer shades of meaning precisely. If he/she has a problem he/she can backtrack and restructure around the difficulty so smoothly that other people are hardly aware of it. The learner should be able to present a clear, smoothly flowing description or argument in a style appropriate to the context and with an effective logical structure which helps the recipient to notice and remember significant points. 3. Reading The learner should be able to read with ease virtually all forms of the written language, including abstract, structurally or linguistically complex texts such as manuals, specialised articles and literary works. Page 8 of 20
9 4. Writing The learner should be able to write clear, smoothly flowing text in an appropriate style. He/she should be able to write complex letters, reports or articles which present a case with an effective logical structure which helps the recipient to notice and remember significant points. The learner should be able to write summaries and reviews of professional or literary works. Page 9 of 20
10 Language Specification The learner should be able to use all grammatical forms covered in the CEFR, maintaining consistent grammatical control of complex language. All tense and aspect forms All question forms including the use of intonation to signal question Modals and modality (including pasts) Verb patterns Multi-word verbs Real and unreal conditions Complex multi-clause sentences More complex indirect speech Effective use of intonation to convey meaning Use of connotation to imply meaning Page 10 of 20
11 Functions The learner should be able to use language to carry out all the functions described at C1 of the CEFR and: Asking for / giving personal advice Changing the past Clarifying / confirming for understanding Complaining about goods / services Conceding a point Counter-arguing Daydreaming Decision making Describing, comparing and discussing changes in lifestyle, etc. Developing ideas and opinions and systematic arguments Eliciting opinions Expressing irritation Expressing regrets, hopes and desires Expressing thoughts and emotions precisely Giving a critical response in a constructive fashion Giving advantages / disadvantages Hedging and expressing ideas tentatively Interrupting Making speculations Making / responding to complaints Making / responding to false accusations Modifying Negotiating meaning Persuading Qualifying / illustrating arguments Requesting and giving detailed travel information / instructions Seeking consensus and compromise Self-correcting Speculating about future Summarising and rounding up Page 11 of 20
12 Lexical Areas Friends, people and relationships Personality, character Feelings and emotions House, home and environment Daily life and society / social relations The environment The future Leisure activities and entertainment Education and school Language and languages Travel and transport Religious and cultural activities Special occasions Sports, health and fitness Weather, climate and the world around us Daily life and society Shopping, clothes and commodities Fashion and youth culture Music and the pop world Politics and current affairs Social and cultural issues Page 12 of 20
13 Examination Format Skill and Focus Task Format Marks Listening Ten questions Three-option Part One (Sections A and B) multiple choice understand any kind of spoken language involving native speakers, even when delivered at fast, native speed understand a wide range of recorded and broadcast audio material identify finer points of detail identify implicit attitudes and relationships between speakers Two recordings of 600 words in length based on a related theme each played twice Learner to choose the correct answer from three written answers Recording of complex interactions in paired/group discussion and/or specialised lectures/presentations Listening Part Two understand any kind of spoken language involving native speakers, even when delivered at fast, native speed easily follow complex interactions even on abstract, complex unfamiliar topics identify finer points of detail Ten items Three recordings each played twice Learner to choose the correct answer from three written answers Recordings of conversations of complex nature involving abstract, complex and unfamiliar topics Three-option multiple choice 10 Total weighting for the Listening section = 20% of the examination Page 13 of 20
14 Reading Part One understand all forms of the written language appreciate subtle distinctions of style and implicit as well as explicit meaning quickly scan through long and complex texts, locating relevant details Seven items Text length words Learner to choose the correct answer from four written answers Texts of abstract, structurally complex, or highly colloquial literary and non-literary nature Four-option multiple choice 7 Reading Part Two understand all forms of the written language appreciate subtle distinctions of style and implicit as well as explicit meaning quickly scan through long and complex texts, locating relevant details Eight items Text length words Learner to choose the correct answer from four written answers Texts of abstract, structurally complex, or highly colloquial literary and non-literary nature Total of fifteen items for Reading Parts One and Two Total weighting for the Reading section = 20% of the examination. Four-option multiple choice 8 15 Use of English Part One Fifteen grammatical multiple choice items Four-option multiple choice 15 maintain consistent grammatical control of complex language Learner to work at sentence level Use of English Part Two Fifteen lexical multiple choice items Four-option multiple choice 15 demonstrate a good command of a broad lexical repertoire and of idiomatic expressions and colloquialisms Learner to work at sentence level Page 14 of 20
15 Use of English Part Three maintain consistent grammatical control of complex language demonstrate a good command of a broad lexical repertoire and of idiomatic expressions and colloquialisms Ten items on a cloze text Learner to work at text level Four-option multiple choice 10 Use of English Part Four maintain consistent grammatical control of complex language demonstrate a good command of a broad lexical repertoire and of idiomatic expressions and colloquialisms distinguish different meanings according to form of word Ten items on a cloze text Learner to work at text level Four-option multiple choice 10 Total weighting for the Use of English section = 20% of the examination. Page 15 of 20
16 Writing write complex texts, underlining the relevant salient issues, expanding and supporting points of view at some length with subsidiary points, reasons and relevant examples, and rounding off with an appropriate conclusion produce clear, smoothly flowing, well-structured text, showing controlled use of organisational patterns, connectors and cohesive devices express him/herself with clarity and precision maintain consistent grammatical control of complex language Essay ( words) based on one of the three options provided Essay n/a Learner can demonstrate a good command of a broad lexical repertoire and of idiomatic expressions and colloquialisms Total weighting for the Writing section = 20% of the examination. Page 16 of 20
17 Speaking Part One (3 minutes for two learners, 5 minutes for three learners) understand any native speaker interlocutor and given an opportunity to adjust to nonstandard accent or dialect converse comfortably and appropriately, unhampered by any linguistic limitations in a personal, social context backtrack and restructure around a difficulty so smoothly the interlocutor is hardly aware of it Learner is interviewed on personal information Series of short questions relating to personal information n/a Speaking Part Two (6 minutes for two learners, 9 minutes for three learners) put his/her case in a clear, smoothly flowing, elaborate and often memorable fashion put an articulate and persuasive argument hold his/her own in formal discussions of complex issues backtrack and restructure around a difficulty so smoothly the interlocutor is hardly aware of it Sustained individual monologue followed by commentary on partner s contribution Based on written prompt Sustained individual monologue with commentary n/a Page 17 of 20
18 Speaking Part Three (6 minutes for two learners, 9 minutes for three learners) Learner-to-learner discussion Based on visual or written prompt Learner-tolearner discussion n/a put an articulate and persuasive argument hold his/her own in formal discussions of complex issues backtrack and restructure around a difficulty so smoothly the interlocutor is hardly aware of it Total weighting for the Speaking section = 20% of the examination Page 18 of 20
19 Qualification Specification How does the ESB Level 3 Certificate C2 in ESOL International All Modes relate to the Common European Framework of Reference for Languages (CEFR)? The ESB Level 3 Certificate in ESOL International All Modes has been designed against level C2 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 any kind of spoken language, whether live or broadcast, delivered at fast native speed when given some time to get familiar with the speaker s accent read with ease virtually all forms of the written language, including abstract, structurally or linguistically complex texts such as manuals, specialised articles and literary works take part effortlessly in any conversation or discussion and have a good familiarity with idiomatic expressions and colloquialisms express him/herself fluently and convey finer shades of meaning precisely. If there is a problem s/he can backtrack and restructure around the difficulty so smoothly that other people are hardly aware of it present a clear, smoothly-flowing description or argument in a style appropriate to the context and with an effective logical structure which helps the recipient to notice and remember significant points write clear, smoothly-flowing text in an appropriate style write complex letters, reports or articles which present a case with an effective logical structure which helps the recipient to notice and remember significant points write summaries and reviews of professional or literary works. Page 19 of 20
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
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