LTE Handbook

8/2/2019 LTE Handbook

1/63


2/63

Edexcel 2006

No part of this booklet may be reproduced wit houtprior permission from Pearson Language Assessments.

2


3/63

CONTENTS

Page

The London Tests of English 4Basic information about the tests

The Council of Europe Common European Framework 6

Overview of wr it ten levels A1 5 7

Detailed syll abus for Level A1 13Writ ten test format for Level A1

The oral test

Detailed syll abus for Level 1 19Written test format for Level 1The oral test


Detailed syll abus for Level 3 33Written test format for Level 3

The oral test



Sample wr it ing tasks wi th feedback at: 54

Level A1 FoundationLevel 1Level 2Level 3Level 4Level 5

Cont act Us 63

3


4/63

London Tests of English

What are t he London Tests of English?

The London Tests of English are examinat ions to assess and accredit English language competence. They are

intended for ESOL (English for speakers of other languages) candidates aged 14+. The examinations arerecognised all over the world and are accepted by universities, employers and national education authoritiesin many countr ies as evidence of a required standard of Engli sh.

The tests consist of two papers. One tests listening and reading comprehension, and writing skills. The otheris an oral test of candidates speaking abil it y.

What i s different about the London Tests of English?

The Use of Realistic TasksThe London Tests of English assess how wel l candidates can use the language they know. They do not seek toassess knowledge of specif ic l anguage points so there are no discrete it ems. This means that t he candidateswil l not be given mult iple choice type it ems test ing specif ic aspects of grammar. Rather, candidates wil l beasked to demonst rate how well t hey can use English by complet ing pract ical and reali st ic tasks. Wit hin thepaper, successful completion of tasks and effective communication are awarded credit.

The Use of Theme and Scenario Based Examination PapersAll London Tests of English revolve around a theme and scenarios based on this theme, which the candidatesbecome involved wit h. Themes are typicall y subjects which come up in most modern course books. So, forexample, in a theme based on cycling, candidates are required to listen to information about hiring a bikefollowed by a conversation about cycling in the city. They are then required to read texts on the samesubject and to wri te on the t heme from their own perspect ive. Themes requiring a more sophisticatedknowledge of vocabulary are used at the higher levels. Examples of themes are:

Holidays and travelling to specific places

Leisure t ime activit ies and entertainment

Technology

Educat ion and work experience in various context s

Global i ssues, e.g. pollut ion/ conservat ion

The Use of Famil iar Task TypesThe test t asks are simi lar to those found in up-t o-date communicative course books. The tests themselves donot require the learners to follow a specific programme. The aim is to assess what teachers are teachingrather than have teachers teaching to our t ests. All wri ters of our t ests are classroom teachers and/ ortextbook writ ers.

What do the London Tests of English (LTE) aim t o achieve?

The LTE aim t o assess and reward posit ive and progressive achievement in English language learning. Thetests have been designed to motivate learners and provide feedback to schools, parents and teachers. Wherea candidate does not achieve t he required level, feedback is given on areas of weakness.

How much study is needed for each level?

Clearly learners progress at dif fering rates but, broadly speaking, Level A1 Foundation represents betweenthree to six months part-t ime study and Levels 1 to 3 each represent one year of part-t ime study for many ofour adult candidates. Level 4 oft en represents a furt her 18 months study from Level 3, as might t het ransit ion from Level 4 to Level 5.

4


5/63

Each level of the London Tests of English (except A1 Foundation Level) is an ongoing, incremental andcumulative body of knowledge, not a discrete category wit hout relat ion to prior learning. Thus, as candidatesenter each new level of the London Tests of English, it is presupposed they are familiar with, and cansuccessfully engage in, the communicative tasks, language skills and structural and language content of thelevels which precede their current area of study.

What ages are the London Tests of Engli sh designed for?

Levels A1 Foundation, 1, 2 and 3 are suitable for adult and teenage learners, aged 14 upwards.Levels 4 and 5 are recognised pre-ent ry quali f icat ions at a number of UK universit ies and inst it utes of highereducation and are therefore designed for young people aged 17+.

Children aged between 8 and 13 may prefer to sit tests from the suite of London Tests of English for Childrenbefore progressing onto the London Tests of English at Level 1 or 2. For these LTE levels the scenario andtasks require a higher level of maturit y. A London Tests of Engli sh for Children information booklet i savailable.

What teaching materials should be used to prepare candidates for the London Tests of English?

The types of tasks candidates have to do in the tests are similar to those found in most moderncommunicative course books. Also, the topics used in most course books are similar to those used in thetests. Most modern course bookswillprovide practice relevant to the test. There is, therefore, no need to doa specif ic London Tests of English course. Past papers are available to download from our web sit e.www.pearsonlanguageassessments.com. They can be found in the Learning Resources section.

When can candidates take t he London Tests of English?

Scheduled sessions are in May, June and December and normally t ake place on a Saturday. Special sessionscan be arranged at different times of the year if candidate numbers are large enough. Please contact PearsonLanguage Assessments if you are considering offering a special session. See the Contact Us sect ion on page63 for our contact details.

Where can candidates take the London Tests of English?

We encourage schools, language schools and coll eges to become registered cent res so that they can entertheir own and external candidates for t he examinations. For int egri ty to be upheld, London Tests of Engli shwill require documentary evidence from all prospective centres to ensure it is satisfied that the centre willconduct the examinations according to the regulations. In some countries there are locally based agents orrepresentatives. Please refer to our web site for further information www.pearsonlanguageassessments.comWhat are the grades awarded at each level?

The grades awarded for the combined written and oral tests are Distinction, Merit, Pass or Fail.

5
http://www.pearsonlanguageassessments.com/http://www.pearsonlanguageassessments.com/http://www.pearsonlanguageassessments.com/http://www.pearsonlanguageassessments.com/


6/63

The Common European Framework

The Council of Europe launched it s Common European Framework (CEFR) of Referencefor Language Learning, Teaching and Assessment in 2001, the European Year ofLanguages. One of t he aims is to provide a common base for def ining and measuringlevels of language prof iciency. The table below shows how the LTE levels relate tothe CEFR levels and descriptors.

Students at this level: Council of EuropeLevels

London Tests ofEnglish

Can understand with ease virtually everything heard or read.Can summarise information from different spoken and writtensources, reconstructing arguments and accounts in a coherentpresentat ion. Can express him/ herself spontaneously, veryfluently and precisely, differentiating finer shades of meaningeven in more complex situations.

MasteryProficient User

C2

Level 5Proficient

Can understand a wide range of demanding, longer texts andrecognise impli cit meaning. Can express him/ herself f luent lyand spontaneously without much obvious searching for

expressions. Can use language f lexibly and effect ively forsocial, academic and professional purposes. Can produce clear,well -st ructured, detai led text on complex subjects, showingcontrolled use of organisational patterns, connectors andcohesive devices.

Effective

OperationalProficiency

Proficient UserC1

Level 4

Advanced

Can understand the main ideas of complex texts on bothconcrete and abstract topics, including technical discussions inhis/ her fi eld of specialisat ion. Can int eract wit h a degree offluency and spontaneity that makes regular interaction withnative speakers quite possible without strain for either party.Can produce clear, detail ed text on a wide range of subj ectsand explain a viewpoint on a topical issue giving the advantagesand disadvantages of various opt ions.

VantageIndependent User

B2

Level 3Upper

Intermediate

Can understand the main point s of clear standard input on

familiar matters regularly encountered in work, school, leisure,etc. Can deal wit h most sit uations li kely to arise whilet ravelli ng in an area where the language is spoken. Canproduce simple connected text on topics which are familiar orof personal interest. Can describe experiences and events,dreams, hopes and ambitions and briefly give reasons andexplanations for opinions and plans.

ThresholdIndependent User

B1

Level 2Intermediate

Can understand sentences and frequently used expressionsrelated to areas of most immediate relevance (e.g. very basicpersonal and family information, shopping, local geography,employment) . Can communicate in simple and routi ne tasksrequiring a simple and direct exchange of information onfamiliar and routi ne matt ers. Can describe in simple termsaspects of his/ her background, immediate environment and

matt ers in areas of i mmediate need.

WaystageBasic User

A2

Level 1Elementary

Can understand and use famil iar everyday expressions and verybasic phrases aimed at the satisfaction of needs of a concretetype. Can int roduce him/ herself and others and can ask andanswer quest ions about personal det ails such as where he/ shelives, people he/ she knows and things he/ she has. Can int eractin a simple way provided the other person talks slowly andclearly and is prepared to help.

BreakthroughBasic User

A1

Level A1Foundation

*The alignment of the London Tests of English to the CEFR has been established by mapping of the test specifications to theCEFR descriptors and is reinforced by regular training of test writers and markers. Work is in progress to further improve therobustness of the alignment on the basis of empirical data.

6


7/63

OVERVIEW OF WRITTEN PAPER: 1 hour 15 minutes LEVEL A1

Task Ski ll area Main

Test object ives

Input text type Text

length

Examples of task

types1 Listening listening for gistor detail

monologue or2/ 3 wayconversation(heard twice)

2 Listening li stening fordetail or gist


totalwordcount forthe textsshouldnotexceed500words

following direct ionsand identi fyingplaces on map;identifying picturesand people;identifying simplewords, phrases, ornumbers; T/ F;mult iple choice

3 Reading close focus,

skimming

see syllabus for

this level

2-3 texts

total 200words

sequencing, T/ F,

matching texts withvisuals, multiplechoice, shortwritten answers

4 DiscourseManagement

comprehensionof gist and detail

realistic spokendiscourse

Up to 140words

6-9wordsper

stimulus

matching responsesto utterances

5 Writing conveyinginformation,describing andgiving directions

written questionprompts,instructions,picture promptsor another visualstimulus

45-60words

post cards,applicat ion forms,descript ions andinstructions

7


8/63

OVERVIEW OF WRITTEN PAPER: 1 hour 30 minutes LEVEL 1

Task Ski ll area MainTest object ives

Input t exttype

TextLength

Examples of tasktypes

1 Listening listening for gistor detail


2 Listening listening fordetail or gist


totalwordcountfor thetextsshouldnotexceed600words

following directions,identifying pictures,identifying words,phrases, or numbers,short gap f il l, T/ F, grid ordiagram or map or picturetable completion,mult iple choice

3 Writ ing replying toinvitation/suggestedmeeting, givinginformation andinstructions

writteninstructions,writ ten orpictureprompts

45-60words e-mail, note, message,postcard or short letter


comprehension ofgist and detail

realisticspokendiscourse

Up to150words

8-10words

perstimulus

matching responses toutterances

5 Reading close focus,skimming

see syllabusfor this level

1-2textstotal400words

informat ion t ransfer,sequencing, matchingT/ F, short responses

6 Writing 70-85words

conveyinginformation,describing andnarrating

writteninstructions,writtenst imulus andvisual stimulus

description, narrative, orapplicat ion form

8


9/63

OVERVIEW OF WRITTEN PAPER: 1 hour 35 minutes LEVEL 2


Test object ives


length

Examples of task

types1 Listening listening for gistor detail, feelingsand ideas

monologue or 2/ 3way conversation(heard twice)

2 Listening li stening fordetail or gist ,feelings or ideas

monologue or 2/ 3way conversation(heard twice)

total wordcount forthe textsshould notexceed800 words

following directions,identifying pictures,identi fying words orphrases, ornumbers, writ ingdown a few words,T/ F, grid ordiagram or map orpicture tablecompletion,

mult iple choice3 Explanatory

Writingconveyinginformation inreply to aninvitation orsuggest ion formeeting.

writteninstructions,writ ten or pictureprompts

65-85 words messages, notes, e-mails or postcardswhich includeinstructions anddirections


comprehension ofgist and detail

realistic spokendiscourse

up to 200words

10-12 wordsperstimulus

matching responsesto ut terances

5 Reading close focus,skimminginformation,ideas, feelingsand generalopinions

See syllabus forthis level

1-3 textstotal 600words

informationtransfer,sequencing,matching; T/ F,short responses

6 Wri t ing describing pastevents and

expressing ideas,feelings, personalthoughts andadvice

writteninstructions and

visual stimulus

90-120words

informal letters,diaries and stories

9


10/63

OVERVIEW OF WRITTEN PAPER: 2 hours LEVEL 3


Test object ives


length

Examples of task

types1 Listening listening for gistor detail andregister and choiceof language,feelings, attitudesand points of view

monologue or 2/ 3way conversat ion(heard twice)

2 Listening li stening for detailor gist andregister and choiceof language,feelings, attitudes

and points of view

monologue or 2/ 3way conversat ion(heard twice)

totalwordcountfor thetextsshouldnotexceed1000

words

noting short phrases,writ ing down 1-4 wordresponses, sentencecompletion, grid,diagram, map, picturecomplet ion, T/ F,Mult iple choice

3A

3B

Reading

Integratedreadingand writing

reading andprocessinginformation

locating,extracting andsynthesizingrelevantinformation fromreading materialfollowed bytransforminginformation fromone context toanother

authentic sourcetexts

up to 3texts

up to 2pages

output125words

identifying and notingdown gist , mult iplechoice

compet it ion essay,questionnaire withadditionalcomments/ opinions,writing a report,contextualisedsummary, publi c noticeor letter

4 Reading close focus andgist - and registerand choice oflanguage, feelings,attitudes andpoints of view

authentic texts ofa type specified insyllabus for thelevel

up to 3texts

total800words

informat ion t ransfer,sequencing, sentencecompletion, matching;T/ F, note taking, shortanswer, m/ c

5 Writing expressingqualified andil lust rated details,ideas, points ofview, advice,arguments

140-170writteninstructions andwrit ten ordiagrammaticstimulus

informal lett er,narrat ive, descript iveor explanatoryaccount, discursiveessay, art icle

words

10


11/63

OVERVIEW OF WRITTEN PAPER: 2 hour s 30 minutes LEVEL 4

Task Skillarea

Main Input texttype

TextTest object ives Length

Examples of tasktypes

1 Listening listening for gist or detail

and context, purpose,register, stylist ic devices,choice of language, facts,opinions, feelings, attitudes,explicit and implicit meaning,viewpoints, motives

monologue

or 2/ 3 wayconversation(heardtwice)

2 Listening

totalwordcountfor thetextsshouldnotexceed

monologueor 2/ 3 wayconversation(heardtwice)

li stening for detail or gist and context, purpose,register, stylist ic devices,choice of language, facts,opinions, feelings, attitudes,

explicit and implicit meaning,viewpoints, motives

1200words

noting key information,

completing missinginformation, responsesto questions, makingcomments, summarisinginformation grid,diagram, map, picturecompletion, T/ F,mult iple choice

3A

3B

taking or completingnotes

Reading

Integratedreadingandwriting

reading and processinginformation

reading, analysing,interpret ing and synthesizingrelevant informat ion fromreading material followed byt ransforming information fromone context to another

authenticsource texts

1 textfor 3a

up to 3textsfor 3b

input upto 3pages,

output180-220words

complex formal lett er,formal report orleafl et/ brochure

4 Reading close focus and gist andcontext, purpose, register,stylistic devices, choice oflanguage, facts, opinions,feelings, att it udes, explicitand implicit meaning,viewpoints, motives

authentictexts of atypespecif ied insyllabus forthe level

up to 3texts

total1000words

summarising, wr it ingshort answers, T/ F,informat ion t ransfer,sequencing, makingcomments with reasons,matching and explainingmeaning of keywords/ phrases, m/ c foruse of language andtext organisation

5 Writing writteninstructions

200-250words

writ ing complex, detailed,developed arguments inappropriate register/ style;factual information, personalideas, expanded / supportedwith justifiedviews/ arguments; advice withexplanat ions, reasoning,explanations

discursive essay, articleor review

11


12/63

OVERVIEW OF WRITTEN PAPER: 2 hour s 55 minutes LEVEL 5

Task Skill

area

Main

Test object ives

Input t ext

type

Text

Length

Examples of task

types1 Listening listening for gist or detail and context, purpose,register, stylist ic devices,choice of language toinf luence others, feelings,ideas, att it udes, explicitand implicit meaning,viewpoints, motives


2 Listening as for task 1 monologue or2/ 3 wayconversation

(heard onceonly)

totalwordcount forthe textsshouldnotexceed1400words

noting key information,completing missinginformation, responsesto questions, makingcomments withqualif ied reasons,summarisinginformation grid,diagram, map, picturecompletion, T/ F,mult iple choice

3A

3B

Reading

Integratedreadingandwriting

reading and processinginformation

analysing, interpret ing,synthesising andevaluating relevantinformation from readingmaterial followed bytransforming informationfrom one context toanother in appropriateformat , style, registerand tone

authenticsource textsand writ teninstructions

1 textfor 3a

up to 3texts for3b

input upto 3pages

output230-260words

taking extendednotes, making asummary,identif ying missingsections

CV, biography or notesforinterview/ talk/ speech/lecture/ seminar

4 Reading close focus and gist andcontext, purpose,register, stylist ic devices,choice of language toinfluence others, explicitand implicit meaning,feelings, ideas, att it udes,

viewpoints, motives

authentictexts of a typespecif ied insyllabus forthe level

up to 3textsTotal1300words

noting key information,completing missinginformation, responsesto questions, makingcomments withqualif ied reasons,summarising

information grid,diagram, map, picturecompletion, T/ F

5 Wri t ing use of appropriate andeffect ive style, register,organisational patterns/cohesive devices;reflecting originalthoughts/ creat ive ideas,including information,quali f ied opinions/arguments/ conclusions

writteninstructions

300 - 350 newspaper art iclecrit ical review ordiscursive essay

words

12


13/63

SYLLABUS FOR FOUNDATION LEVEL LEVEL A1

For candidates with a beginner level knowledge of Englishneeded to survive for social, travel and everyday purposes.

Common European Framework Level A1 (Breakthrough)

GENERAL ASSESSMENT OBJECTIVES

To understand very short, simple information in the spoken and written language and to expressoneself simply and briefly in speech and in writing for practical purposes in everyday situationsrequiring a direct exchange of informat ion. It is expected that product ive skil ls wil l be limit ed andfragmented and that the language will be mostly or completely formulaic at this level; receptiveskil ls wil l be more developed than product ive skil ls.

SPECIFIC ASSESSMENT OBJECTIVES

1. Listening

Candidates should show they can:

listen to and follow very short conversations, messages, announcements and information servicesrelated to areas of immediate relevance in daily life

understand simple factual details in the spoken discourse identif y general informat ion in the spoken discourse ident ify and select relevant information

2. Reading


read and follow short wri t ten signs, not ices and posters, catalogues, directions, inst ruct ions,messages and very short , simple documents

read and follow the written text or written version of spoken discourse on everyday matters identif y and understand general informat ion in t he discourse identify simple factual details in the discourse follow the order and sequence of information ident ify and select relevant information

13


14/63

3. Writing Level A1

Candidates should show they can respond appropriately to simple visual and written instructions and:

convey informat ion related t o themselves and areas of immediate relevance in t he form of simple

inst ruct ions and messages convey information and descript ions related to t hemselves and areas of immediate relevance in t he

form of a postcard/ email etc, applicat ion form or simple descript ion describe a picture/ pictures related to sit uat ions in the examination paper

Writing: Marking Criteria

Candidates are awarded marks in t he fol lowing categories:

effective communication lexical accuracy and range grammatical accuracy and range

task complet ion

COMMUNICATIVE TASKS

Candidates may have to:

respond to and express greet ings, int roduct ions and farewell s respond to and express thanks ask for and give information describe people, including themselves spell their name and address describe activities describe possessions and everyday items instruct and direct people express likes and dislikes handle simple numbers up to 100, simple costs, quant it ies, t ime and dates ask for repetition or clarification when they do not understand

THEMES AND VOCABULARY for communicat ive t asks

The t hemes and vocabulary required at Level A1 Foundation wi l l relate to:

personal information about oneself

home and daily life, family and friends leisure time activities their own occupat ions everyday it ems travel information and transport shopping simple t ransact ions food and drink and ordering a meal goods and services simple street directions seasons and weather

14


15/63

LANGUAGE CONTENT Level A1

to be in affirmative, negative and interrogative to have in aff irmati ve, negative and interrogative have got in aff irmative, negative and interrogative simple imperat ives present continuous formulaic use of I like (+ noun) and I don t li ke (+ noun) ask and answer yes/ no quest ions ask and respond to wh- quest ions articles singular and plural of countable nouns demonstratives subject personal pronouns possessive adj ect ives simple adj ectives and adjective/ noun phrases prepositions of time and place simple sentence structure spell key personal words and words in daily use capital let ters and full stops * present simple in affirmative, negative and interrogative forms * present continuous and going tofor future use in aff irmative, negative and interrogat ive forms

*tested receptively at this level

15


16/63

WRITTEN TEST FORMAT: 1 hour 15 minutes Level A1

In each test , the tasks are loosely l inked to a theme to which t he candidates can relate. At LevelA1 Foundat ion the theme is likely t o relate to a series of everyday sit uat ions which the candidatemight encounter as a visitor in an English-speaking environment.

Tasks 1 and 2 Listening

The input for tasks 1 and 2 can be a monologue or a 2/ 3 way conversation. At least one of t hetexts involves more t han one speaker. The texts are realist ic rather t han authent ic and aredelivered at a speed slight ly slower t han normall y appropriate to the context of the sit uat ion. Eachtext is played twice, wi th pauses for candidates to complete their answers. Tasks follow the samesequence as the recording. Candidates may be asked to undert ake some of t he following tasks:

follow directions or identify places on a map identif y pict ures and people based on informat ion heard on t he tape identify simple words, phrases or numbers based on information heard on the tape mark statements about a text as t rue or false complete pictures with information heard on the tape

Task 3 Reading

Candidates read two or three short illustrated texts with a total word count of up to 200 words.Candidates may be asked to undertake some of the following tasks:

put a sequence of pictures, il lust rat ions or sentences in order according to informat ion in

the text mark statements true or false about a picture or text match texts with visuals mult iple choice for recognit ion of specif ic informat ion in the text answer very simple questions requiring a few key words

Responses will require minimal writing on the part of candidates.

Task 4 Discourse Management

Task 4a

Candidates read and match quest ions and responses in a dialogue.

Task 4bBased on a series of pictures to il lust rate dif ferent communication contexts, candidates select thebest response to a st imulus in a two-t urn exchange for each pict ure. Answers are selected from arange of options.

Task 5 Writ ing

An informal descript ive or inst ructive account related to t he theme of t he test in t he form of apostcard/ applicat ion form/ email or other message, t he descript ion of a picture/ s, or a message orset of inst ruct ions. The tasks are based on a set of writ ten quest ion prompts, wri t ten inst ruct ions,

and, where applicable, picture prompt(s).

16


17/63

THE ORAL TEST (10 minutes) Level A1

Oral tests are conducted by both an interviewer and an assessor. Candidates are assessed in pairsand are expected t o ask their part ner quest ions/ respond to quest ions from their part ner, as well asto respond to quest ions and prompts from the interviewer.

Performance required at level A1

Level A1 is for candidates wit h enough basic knowledge of Engli sh to survive in social, t ravel andeveryday sit uations.

Candidates should demonstrate that they can:

understand and use famil iar everyday expressions and very basic phrases aimed at thesatisfact ion of concrete needs

int roduce him/ herself and others ask and answer questions about personal details

(see Language Content and Communicat ive tasks l ist ed in syl labus for writ t en test)

Visual materials will be provided and candidates will be expected to relate the sit uat ions shown totheir own experiences.

Marking Criteria


Effective communication

Interaction

Vocabulary

Grammar

Pronunciation

The oral test is assessed independently from the written examination. All oral tests are assessed bycentres and recorded. Recordings are then moderated by London Tests of English.

17


18/63

FORMAT OF THE ORAL TEST Level A1

Phase 1 Int roduct ionIntroduct ions and conversation on one or two of the foll owing:

Home: house, rooms, garden

Immediate family

Job

Studies Places e.g. town, school, off ice

Travel

Phase 2 Conversation based on visual stimulusCandidates wil l be expected t o answer quest ions and talk about a picture related t o the theme ofthe writ ten test and to relate the picture t o their own experience.

Phase 3 Development based on visual stimulusCandidates will be expected to talk about and have a very simple discussion on a picture and othertopics that arise out of and extend the theme introduced in Phase 2.

18


19/63

SYLLABUS FOR ELEMENTARY COMMUNICATION LEVEL 1

For candidates with a basic command of Englishto cope with language needs for social, travel and everyday purposes.

Common European Framework Level A2 (Waystage)


To understand straightforward information in the spoken and written language and to expressoneself in speech and in writing for simple practical purposes in everyday situations requiring asimple and direct exchange of informat ion.

SPECIFIC ASSESSMENT OBJECTIVES FOR THE WRITTEN TEST

1. Listening


li sten to and follow short conversat ions, messages, announcements and information servicesrelated to areas of immediate relevance in daily life

identify the gist of the spoken discourse identif y general informat ion in the spoken discourse identif y specif ic informat ion and details in t he spoken discourse identify and extract the relevant information from the spoken discourse

2. Reading


read and follow short written signs, notices and posters, directions, instructions and messages read personal correspondence and other short, simple documents on everyday matters read and fol low t he writ ten version of spoken discourse on everyday matters ident ify the gist of t he writ ten discourse identif y and understand general informat ion in t he discourse identif y and understand specif ic information in the discourse identify and extract relevant information from the discourse follow the order and sequence in t he discourse

3. Writing


convey information related t o their own background, localit y and areas of immediate relevance inresponse to simple visual or wri t ten inst ruct ions

reply to an invitation or suggested meeting in the form of notes, messages, e-mails, postcards andshort lett ers

complete simple applicat ion forms, write about topics related to the scenario of the examination paper in the form of a description of a

scene or narrative account

19


20/63

Writ ing: Marking Crit eria Level 1

Candidates are awarded marks in the following categories:

effective communication

lexical accuracy and range

grammatical accuracy and range

task complet ion

COMMUNICATIVE TASKS

In addit ion t o skil ls l isted for t he previous level, candidates should be able to:

respond to and express greet ings, int roduct ions and farewell s respond to and express thanks ask for and give information and directions

describe people including themselves, places and things describe events and act ivit ies describe daily routines and habits express likes and dislikes express time express ability make and accept offers, apologies and requests make future plans instruct and direct people express numbers, costs, quantities


The t hemes and vocabulary required at Level 1 Elementary wil l relate to:

personal informat ion about oneself , home town and country home, accommodation and dail y l if e family and friends leisure time activities occupations travel information and transport shopping simple t ransact ions food and drink and ordering a meal goods and services street directions t ime and weather simple preferences

LANGUAGE CONTENT

(in addit ion to it ems li st ed for t he previous level)

countable and uncountable nouns basic determiners and personal pronouns possessive adject ives and possessive pronouns basic question forms present simple and cont inuous in aff irmat ive, negative and interrogat ive

future: present continuous and going toin aff irmati ve, negative and interrogat ive modals: abil it y, possibi li ty, requests adverbs of frequency, place and t ime

20


21/63

Level 1 order of adj ect ives prepositions of place and time co-ordinat ing conjunctions simple sentence structure compound sentence structure *past simple of regular verbs/ high frequency irregular verbs in all forms *comparat ive of adj ecti ves *adverbs of manner

*tested receptively at this level

21


22/63

WRITTEN TEST FORMAT: 1 hour 30 minutes Level 1

In each test the tasks are linked to a theme to which the candidates can relate.


Tasks 1 and 2 consist of two listening texts recorded on tape. At least one of t he texts involvesmore than one speaker. The texts are realist ic rather t han authent ic and are delivered at a speedappropriate to the context of t he sit uat ion. Each text is played twice, wit h pauses for candidatesto complete their answers. Tasks follow the same sequence as the recording. Candidates may beasked to undertake some of the following tasks:

follow direct ions or ident if y places on a map identif y pict ures and people based on informat ion heard on t he tape identify words, phrases or numbers based on information heard on the tape wri te down one or two-word responses to quest ions and statements about t he text complete a table or fill in a grid, diagram, map or picture mark statements about a picture or text as true or false

Task 3 - Explanatory Writing

This task will involve a note, e-mail, message, postcard or short letter in reply to an invitation orsuggested meeting, or giving specific information, including instructions, about an everyday eventor topic, in response to a set of instructions, written prompts, picture prompts or other visualstimulus.

Task 4 - Discourse Management

Task 4a

Candidates read and match quest ions and responses in a dialogue.


Task 5 Reading

Candidates read one or two texts of not more than 400 words in total. Candidates may be asked toundertake some of the following tasks:

select or extract information from a text and transfer it to a diagram, map, pict ure, t able orgrid

put a sequence of pictures, il lust rat ions or sentences in order according to informat ion in t hetext

mark statements about a picture or text as true or false match texts with visuals match texts with headings or titles wri te down one or two-word responses to quest ions and statements about t he text

Responses wil l not require a lot of wri t ing on the part of candidates.

22


23/63

Task 6 Writ ing Level 1

An informal descriptive or narrative account related to the scenario of the test or a simpleapplication form, based on a set of instructions and picture prompts or another visual stimulus.

23


24/63

THE ORAL TEST (10 minutes) Level 1

Oral tests are conducted by an int erviewer and an assessor. Candidates are assessed in pairs andare expected to ask their partner quest ions/ respond to quest ions from their partner, as well as torespond t o quest ions and prompts from t he interviewer.

Performance required at Level 1

Level 1 is for candidates wit h a basic command of Engli sh who need to cope wit h language needsfor social, travel and everyday purposes by simple and direct exchange of information.


talk about themselves and different aspects of their lives take part in simple conversation and ask and reply to questions about different aspects of

everyday life and activities take part in very simple discussion

(see Language Cont ent and Communicat ive Tasks li st ed in syll abus for wr it t en test )

Visual materials will be provided and candidates will be expected to relate the situations shown totheir own experiences.

Marking Criteria



Interaction Vocabulary

Grammar

Pronunciation

The oral test is assessed independently from the written examination. All oral tests are assessed bycentres and recorded. Recordings are t hen moderated by London Tests of English.

24


25/63

FORMAT OF THE ORAL TEST Level 1

Phase 1 Int roduct ions

Introduct ions and conversation on one or two of the foll owing: Members of family House/ apart ment where living Town or vil lage where living School or college where studying Office or place where working Hobbies, sports and other regular act ivit ies Likes and dislikes regarding food, drink, weather, holidays, music, etc.

Phase 2 Conversation based on visual stimulus

Candidates will be expected to answer questions and talk about a picture related to the theme of

the writ ten test and to relate the picture t o their own experience.

Phase 3 Development based on visual stimulus

Candidates will be expected to talk about and have a simple discussion on a picture and othertopics which arise out of and extend the theme introduced in Phase 2.

25


26/63

SYLLABUS FOR INTERMEDIATE COMMUNICATION LEVEL 2

For candidates wit h intermediate English for practical use in study, work, t ravel and othereveryday purposes.

Common European Framework Level B1 (Threshold)


To understand and express in speaking and wri t ing informat ion, ideas, feelings, opinions andcommon functions about everyday situations in straightforward spoken and written language.


1. Listening


listen to and follow conversations, short talks, messages and announcements, telephone, trafficand tourist information, publicity and routine instructions and directions related to familiarmatters regularly encountered in study, work, daily and leisure contexts

understand the gist of the spoken discourse ident if y the context of the spoken discourse and the speaker/ s and the purpose identif y and extract the main points in t he spoken discourse identify and extract the general and specific details in the spoken discourse ident if y the feel ings and ideas of t he speaker/ s in t he spoken discourse

2. Reading


read and fol low simple writ ten discourse such as signs, di rect ions, not ices, inst ruct ions,advert isements, brochures, leaflets, personal correspondence and informat ive texts fromnewspapers and magazines

read and follow the writ ten version of spoken discourse from everyday sit uations understand the gist of the written version of the spoken discourse ident ify the context and the purpose of the speaker/ s and writ er/ s identif y and obtain the main points in the discourse

identif y and obtain the general and specif ic details in t he discourse identif y and obtain the ideas, feelings and general opinions put forward by the speaker/ wri ter

26


27/63

Level 23. Writing

Candidates should show that they can

convey information on everyday mat ters in response to visual or writ ten instruct ions write messages, e-mails, and postcards which might include directions and instructions describe past events, and express ideas, feelings, personal thoughts and advice in the form of

informal letters, diaries and stories



effective communication lexical accuracy and range grammatical accuracy and range task complet ion

COMMUNICATIVE TASKS

Candidates should be able t o (in addit ion t o those li st ed for previous levels):

understand and describe events ask for and communicate feelings and opinions ask for and give inst ruct ions and explanations ask for and make suggest ions ask for and give permission give and accept invitations ask for and give advice give and receive orders follow and narrate a story ask about and describe events and occurrences ask about and describe events and activi t ies in ones lif e make complaints reply t o and make poli te requests make hypotheses ask for and make plans and arrangements for the future ask for and make comparisons

agree and disagree and express opinions ask for clarification and explanation and check back and ask for confirmation spelling: spell words in daily use accurately punctuat ion: consistent cont rol of capital let ters, f ull stops, quest ion marks, commas for lists

and exclamat ion marks and use of paragraphing.

27


28/63

THEMES AND VOCABULARY for Communicat ive tasks Level 2

The themes and vocabulary required at Level 2 Intermediate will relate to:

relations with other people travel and accommodation arrangements eating out entertainment visit ing public places social events sports, healt h and f it ness people and relationships, feelings and emotions functioning in public services such as banks, post offices, hotels, doctors, dentists funct ioning with off icials such as customs off icers or police language, educational and work services

LANGUAGE CONTENT

(in addit ion t o those li st ed for previous levels)

past simple and continuous of regular and irregular verbs in all forms some basic uses of present perfect simple in all forms future simple in all f orms modals for obligation and permission modals for poli te requests question tags comparat ive of adject ives and adverbs adverbs of time, place, manner and frequency zero, f irst and second condit ional forms relat ive pronouns intensifiers simple subordinat ing conjunctions compound and mult iple compound sentences *some basic uses of present perfect continuous in all forms *future continuous in all forms *superlative of adject ives and adverbs *sense of formality or informality in situations *used to in all forms

* tested receptively at this level

28


29/63

WRITTEN TEST FORMAT: 1 hour 35 minutes Level 2



Tasks 1 and 2 consist of two listening texts recorded on tape. At least one of t he text s involvesmore than one speaker. The texts are realist ic rather t han authent ic and are deli vered at aspeed appropriate to the context of the sit uat ion. Each text is played twice, wi th pauses forcandidates to record t heir answers. Tasks normally follow the same sequence as the recording.

Candidates may be asked to undertake some of the following tasks:

follow direct ions or ident if y places on a map identif y pict ures and people based on informat ion heard on t he tape identify words, phrases or numbers based on information heard on the tape wri te down one or two-word responses to quest ions and statements about t he text complete a table or fill in a grid, diagram, map or picture mark statements about a picture or text as true or false

Task 3 Explanatory Writ ing

The task will involve a message, note, e-mail or postcard which includes instructions anddirections in reply to an invitation or suggestion for meeting and which is related to the theme ofthe test and in response to a set of instructions, written prompts, picture prompts or another visualstimulus.

Task 4 - Discourse Management

Task 4aCandidates read and match quest ions and responses in a dialogue.


Task 5 Reading

Candidates read up to three texts of not more than 600 words in total. Candidates may be asked to

undertake some of the following tasks:

select or extract information from a text and t ransfer it to a diagram, map, pict ure, t able or grid put a sequence of pictures, il lust rat ions or sentences in order according to informat ion in t he

text mark statements about a picture or text as true or false match texts with visuals match texts with headings or titles write down one or two-word or short phrase responses to questions and statements about the

text.

Responses wil l not require a lot of wr it ing on the part of candidates.

29


30/63

Level 2Task 6 Writ ing

An informal, descriptive or narrative account relating to present, past or future time, based on a setof instructions and a visual stimulus, such as:

a personal let ter t o a fr iend recounting specif ic events or acti vit ies and ideas, feelings andpersonal thoughts

giving information on an everyday event or t opic in t he candidates own country a diary to a friend recounting specific events or activities and ideas, feelings and personal

thoughts a story

30


31/63




Level 2 is for candidates with intermediate English for practical use in study, work, travel and othereveryday purposes.


talk about themselves and dif ferent aspects of their l ives as well as everyday mat ters take part in simple conversation, describe: hopes, plans, ambitions and dreams, experiences

and events; j ust if y opinions, feelings and reactions take part in simple discussion and convey feelings, reactions, personal opinions and advice

(see Language Content and Communicat ive Tasks l ist ed in syllabus for writ t en test )

Visual materials wil l be provided and candidates wil l be expected t o relate sit uat ions shown totheir own experiences.

Marking CriteriaCandidates are awarded marks in t he fol lowing categories:


Interaction

Vocabulary

Grammar

Pronunciation


31


32/63


Phase 1 Int roduct ionsIntroduct ions and conversation on one or two of the foll owing: Town, village or country where living School or college where studying or off ice or place where working Relationships: family, friends, neighbours and colleagues Sport s, healt h and fi tness Holidays, t ravel, t ransport and accommodation Social events: visit ing public places, entert ainment and eating out Shopping: clothes, music and fashion

Phase 2 Conversation based on visual stimulusCandidates will be expected t o answer quest ions and talk about a picture related to thetheme of the writ ten test and to relate the picture to their own experience.


Candidates will be expected to talk about and discuss a picture and other topics which arise outof and extend the theme of the writ ten test .

32


33/63

SYLLABUS FOR UPPER INTERMEDIATE COMMUNICATION LEVEL 3

For candidates who use or wil l use an upper int ermediate level of Engli sh for their personal, social,educational or working life.

Common European Framework Level B2 (Vantage)


To understand and respond appropriately in the spoken and writ ten form to the purpose, informat ionand points of view in spoken and writ ten communication of the kind required in a variety of study,work, everyday and leisure-related contexts in daily life.


1. Listening


listen to, ident ify and extract information fromconcret e and abst ract spoken discourse onfamiliar and unfamiliar topics from their own personal, social, educational or working life

identif y t he context and register of the spoken discourse and the purpose of the speaker/ s understand t he content and details of the ext ract in t he spoken discourse identify and extract relevant information from the spoken discourse ident if y the relat ionship between the main and secondary ideas in t he spoken discourse identif y the feelings, att it udes and points of view of the speaker/ s in t he spoken discourse identif y the purpose of t he choice of language of t he speaker/ s listen for gist and follow the detail of a discussion

2. Reading


understand and follow the main events of cont inuous narrati ve, descript ive, explanatory andpersuasive texts

follow texts on concrete and abstract topics on familiar and unfamiliar topics, related to theirown personal, social, educational or working lives

use organisational and st ructural features to locate, extract and synthesize relevant informat ionfrom dif ferent part s of t he writ ten discourse

identify the context and register of the written discourse and the purpose of the writer

understand the general content and details of the writ ten discourse identif y the relat ionship between the main and secondary ideas in wr it ten discourse identify and understand the feelings, attitude and points of view of the writer infer meaning which is not explicit in the text identif y and understand the purpose of t he choice of language of t he writ er

33


34/63

3. Writ ing Level 3

Candidates should show they can consider and integrate information, produce clear, qualified andil lustrated facts and details, and express ideas and points of view, advice and arguments on a widerange of subjects from a variety of personal, social, educational and working contexts in t heform of:

competition entries, contextualised summaries, reports and public notices, informal letters questionnaires narrative accounts discursive essays



effective organisation lexical accuracy and range grammatical accuracy and range task complet ion

COMMUNICATIVE TASKS


understand and express facts, ideas and points of view in sequence and in detail make future plans and arrangements and describe the future present information in sequence and in detail introduce others make comparisons make and refuse formal and informal requests speculate about sit uations, events and people relay information that other speakers have told them ask about and express likes, dislikes, feelings and hopes express regrets express points of view with facts, reasons and examples describe processes discuss problems and give advice and instructions engage in discussion and express agreement and disagreement ask quest ions to obtain informat ion

give examples, advice and suggest ions express obligation and lack of it make recommendations ask about and narrate events in the past show purpose, consequence, reason, contrast interrupt and check back

34


35/63

THEMES AND VOCABULARY for Communicat ive Tasks Level 3

The t hemes and vocabulary required at Level 3 Upper Intermediate wil l relate to:

relationships and problems and concerns museums and other places of historic and educational interest the media including television the art s fashion and peer pressure the press youth culture topical issues

LANGUAGE CONTENT

(in addit ion t o those li st ed for previous levels)

used toin all forms all uses of present perfect simple and continuous in all forms past perfect simple and continuous in all forms future continuous in all forms future perfect simple and continuous famil iari ty wit h past , present and future tense forms in active and passive modes causative a range of modal verbs/ uses for supposit ion collocat ion of adj ectives and preposit ions collocation of verbs and prepositions cont rol of verb pat terns, e.g. verb + gerund or infinit ive, gerunds and gerundives growing acquisition of multi-word verbs zero, first, second and third conditionals a range of expressions to indicate possession reported statements, quest ions, requests and inst ruct ions superlative of adjectives and adverbs a range of def init e and indefinite art icles in noun phrases discourse markers, e.g. for addition and cause and effect clauses of place, t ime, manner, cause and purpose; as subject or object, part icipial/ defining

and non-defining clauses conj unct ive adverbs complex and multi-complex sentences growing acquisit ion of informal and formal register of language

*mixed condit ionals*tested receptively at this level

35


36/63

WRITTEN TEST FORMAT: 2 HOURS Level 3



Tasks 1 and 2 consist of t wo listening texts recorded on tape. At least one of t he texts involves morethan one speaker. The recordings are authentic or realist ic and are delivered at a speed appropriateto the context of the sit uat ion. Each recording is played twice, wi th pauses for candidates tocomplete their answers.

Candidates may be asked to undertake some of the following tasks:

follow direct ions or inst ructions note down in short phrases key information heard on the tape wri te down one to four-word responses to quest ions and statements about the text complete sentences based on the information in the text complete a table or fill in a grid, diagram, map or picture mark statements about a picture or text as true or false

Task 3 Reading and Integrated Reading and Writing

The first task will involve reading and processing information to complete a task such as identifyingthe gist of t he text , or taking brief notes.

The second task will involve reading, locating and synthesizing relevant information before makingan appropriate response, based on a set of written instructions and written and visual stimuli.Candidates wil l be expected to read up to three texts. These three texts wil l not be more than twopages in t otal length. Wri t ten responses might include responding to a compet it ion in the form of an

essay, completing a questionnaire which includes a section for additional comments and opinion,writ ing a report, contextualised summary, public notice or lett er.

Task 4 Reading

Candidates read up to three texts of not more than 800 words in total. Candidates may be asked toundertake some of the following tasks:

compare, select and extract information from texts and transfer it to a diagram, map, picture,table or grid

put a sequence of pictures, il lust rat ions or sentences in order according to informat ion in t he

text mark statements about a picture or text as true or false match texts with visuals match texts with headings or titles note down or l ist informat ion about the text wri te down phrase or short sentence in response to quest ions and statements about the text mult iple choice for response to quest ions/ statements infer the meaning of words in the text


36


37/63

Task 5 Writ ing Level 3

An informal letter or other form of writing which might be descriptive, narrative or explanatory. Itwill be based on a set of written instructions and it might also be based on diagrammatical or writtenst imuli such as tables and chart s, or letters to the candidate.

or

A discursive essay response to a specif ic statement and/ or quest ion, e.g. Touri st s spoil t he placest hey visit . Discuss.

37


38/63

THE ORAL TEST (12 minutes ) Level 3

Oral tests are conducted by both an interviewer and an assessor. Candidates are assessed in pairsand are expected to ask their part ner quest ions/ respond to quest ions from their partner, as well asto respond to cues and prompts from the interviewer.


Level 3 is for candidates who use or will use an upper intermediate level of English for theirpersonal, social, educat ional or working li fe


talk about different aspects of their personal, social, educational and working lives

take part in conversation and express and discuss statements of fact, accounts and explanations

take part in discussion and express and discuss ideas, points of view with explanations and

developed arguments; express advantages and disadvantages and give advice(see Language Content and Communicat ive Tasks l ist ed in syl labus for wr it t en test )

Marking CriteriaCandidates are awarded marks in t he fol lowing categories:


Interaction

Vocabulary

Grammar

Pronunciation


38


39/63


Phase 1 Int roduct ionsIntroduct ions and conversation on one or two of the foll owing:

School or college where studying or off ice or place where working Entertainment: places of historic and educational interest , sport s and other leisure activit ies Youth cult ure: fashion and peer pressure Topical issues Books, magazines and newspapers The Arts

Phase 2 Conversation based on visual stimulusCandidates will be expected to talk about and discuss a picture related to the theme of the writtentest and to relate t he picture to their own experience.


Candidates will be expected to discuss a picture and other topics which arise out of and extend thetheme of the writ ten test .

39


40/63

SYLLABUS FOR ADVANCED COMMUNICATION LEVEL 4

For candidates applying for higher educat ion in an English speaking instit ut ion and/ or wishing todemonst rate an advanced level in English for social, academic and vocational purposes.

Common European Framework Level C1 (Effecti ve Operat ional Proficiency)

Level 4 is challenging as the progression is proportionately greater than for the preceding levels.It is the minimum requirement for f irst degree studies at many UK universit ies and inst it utes ofhigher education.


To understand the explici t and impli cit meaning of an extensive range of complex, wri t ten andspoken communication in social, academic and professional contexts, and to express experiences,opinions and attitudes accurately, appropriately, flexibly and effectively in the spoken and written

form.


1. Listening


understand monologues such as talks, lectures understand conversations, debates and discussions ident if y the context and purpose of the spoken discourse listen for and follow the gist, key points and secondary ideas of the spoken discourse distinguish between facts and opinions and extract them from the spoken discourse recognise specif ic details, arguments and implications of complex topics in t he spoken discourse dist inguish between and extract general and specifi c, explicit and implicit meaning in the

spoken discourse identify the feelings, attitudes, viewpoints and motives of different speakers in the spoken

discourse identif y the register and stylist ic devices the speakers use to convey ideas, feelings, att it udes

and points of view identif y how t he speakers t ry t o inf luence other people t hrough their choice of language and

content

2.

Reading


read complex texts such as well-structured articles from newspapers, magazines, publicitybrochures, j ournals, t ext books, printed regulat ions, inst ruct ions

read complex li terary t exts identify the context, purpose and register of the written discourse identify the general and specific information in the written discourse distinguish between facts and opinions in the written discourse identif y the main and secondary points, and cri t ical details of the wri t ten discourse identify the feelings, attitudes, implied and stated meaning and viewpoints and motives of the

wri ter and how they are expressed in t he writ ten discourse read critically to identify the choice of language and stylistic devices the writer uses to convey

ideas, feelings, att it udes and points of view

40


41/63

Level 4

identify how the writer tries to influence other people through choice of language and content select, extract, summarise and synthesize relevant information from the written discourse

3. Writing

Candidates should show they can structure factual information, personal ideas and complex,detailed, developed and quali f ied arguments; present advice with explanations, support ingreasoning and illustrations in an appropriate register and style and write on a wide variety ofsubjects related to topical issues in dail y lif e in the form of :

complex formal let ters and formal report s leaflets and brochures discursive essays articles reviews




COMMUNICATIVE TASKS


express obligations in the present and past ask about and narrate events in the past state and discuss potential consequences of a course of action make a range of different requests in formal and informal situations make tentative and definite future plans and arrangements ask about and give f actual accounts, explanations, processes and descript ions speculate about situations, events and people relay information that other speakers have told them ask about and express likes, dislikes, feelings, wishes and hopes

generalise and compare/ contrast make and respond to hypothetical arguments present factual informat ion from a paper or report make an oral presentation on a special occasion, e.g. wedding, retirement, coming of age summarise, confirm and correct information init iate, steer, part icipate in, close and summarise discussion express, respond to and j ust if y opinions and arguments in a variet y of ways report and analyse discussions express approbation, praise or support of a point of view

41


42/63

THEMES AND VOCABULARY for communicat ive tasks Level 4

The t hemes and vocabulary requir ed at Level 4 Advanced wil l relate to:

higher education commercial contexts employment science and technology social issues such as unemployment, drug abuse, homelessness polit ical issues literature local, national and global issues

LANGUAGE CONTENT

(in addition to those listed for previous levels)

accuracy of all t he maj or features of Engli sh grammar flexible use of mixed conditionals, passives, indirect speech, tense forms and modals zero, definite and indef init e art icles wit h a wide range of noun phrases a range of complex noun phrases collocat ion of adj ectives, verbs and preposit ions connotations of different adject ives accurate use of all features of writing use of appropriate register and style varied ways of present ing informat ion including word order/ choice of order for emphasis ability to organise writing coherently and cohesively in order to facilitate reading use of idiomat ic expressions and colloquialisms a range of logical markers, e.g. in this respect a range of sequence markers, e.g. subsequent ly clauses: of place, t ime, manner, cause and purpose, part icipial/ comparat ive/ defining and

non-defining clauses simple, compound and complex sentences with a wide range of conjunctions and

subordinate clauses

42


43/63

WRITTEN TEST FORMAT: 2 hours 30 minutes Level 4



Tasks 1 and 2 consist of two listening texts recorded on tape. At least one of t he text s involves morethan one speaker. The recordings are authentic or realistic and are delivered at a speed appropriateto the context of the sit uat ion. Each recording is played twice, wi th pauses for candidates tocomplete their answers. Candidates may be asked to undert ake some of the following tasks:

make rough notes of key information heard on the tape and reorder it where necessary complete missing information from the spoken discourse identify points or features of the accompanying written text which relate to information or ideas

heard on the tape complete a table or fill in a grid, diagram, map or picture with appropriate general and specific

details from the spoken discourse mark statements about a picture or text as true or false write down responses to questions summarise information from the spoken discourse make comments and give quali f ied responses about dif ferent aspects of the spoken discourse


The first task wil l involve reading and processing information to complet e a task such as taking notesor making a summary t ask.

The second task will involve reading, analysing, interpreting and synthesising relevant informationand data from one or several dif ferent source texts. The source texts will serve as the basis of a

written response and will involve reformulating the extracted content in the form of a summary, orprocessing or presenting the information with a different audience or a different communicativepurpose or context in mind. The candidates wil l be expected to read up to four texts, one of whichis the text for the fi rst t ask. These four texts wil l not be more than three pages in total length. Thewritten response should reflect perceptive, logical thinking and creative ideas, based on a set ofinst ruct ions and writ ten, diagrammat ic or visual st imuli . Wri t ten responses might include writ ing acomplex formal let ter, writ ing a formal report or compiling a leaflet or a brochure.

Task 4 Reading

Candidates read up to 3 texts of no more t han 1000 words in total. Candidates may be asked to

undertake some of the following tasks:

ident if y and summarise main and secondary ideas, support ing details, arguments and conclusionsin the text

write short answers to questions on important features of the text explain the meaning of key words and phrases in the text compare, select and extract information from a text and transfer it to a diagram, map, picture,

table or grid compare t exts and make responses to quest ions and statements about the texts put a sequence of pictures, il lust rat ions or sentences in order according to informat ion inthe

text mark statements true or false about a picture or text

summarise information from the texts make comments and give qualified reasons about different aspects of the texts match given words and phrases to words and phrases (paragraphs to headings) in the text

43


44/63

Level 4 infer the meaning of words in the text insert additional or missing information into a suitable point in the text analyse through mult iple choice the writ er s use of language and text organisat ion to present

information or to persuade, inform or entertain their readers


Task 5 Writ ing

A discursive essay in response to a specif ic statements and/ or quest ion.

e.g. The populari t y of gyms has more to do wi t h fashion than f i t ness. Do you agree?

or

An art icle or review for a newspaper, magazine or educat ional j ournal, based on the scenario of the

test.

44


45/63




Level 4 is for candidates applying for higher educat ion in an English-speaking insti tut ion and/ orwishing to demonst rate an advanced level in Engli sh for social, academic and vocat ional purposes.


initiate and sustain extended social interaction in a range of situations in which they express,qualify and discuss a variety of personal ideas, attitudes and clearly-detailed experiences

part icipate at all stages of extended discussion f rom init iat ion and steering to closing andsummarising, in which they express, qualif y and discuss general and specif ic, clearl y-detailed

ideas, personal opinions and arguments in detail , and reach a conclusion


Visual materials will be provided and candidates will be expected to relate situations depicted totheir own experiences

Marking Criteria


Effective communication Interaction Vocabulary Grammar Pronunciation


The oral test is assessed completely independent ly and endorsed separately on the cert if icate. Alloral tests are recorded and assessed by centres. Recordings are t hen moderated by London Tests ofEnglish.

45


46/63


Phase 1 - Int roductionCandidates introduce themselves and talk about:

school or university where they study or work company or government depart ment where they work what they like and dislike about their study or work home town or vil lage

Phase 2 - Related to the theme in t he Writ ten Test and based on visual st imulusConversation and discussion on:

the topics and situations in the tests similarities or differences between the situations in the test and the situation in the candidates

home countries

Phase 3 - Development arising from the visual stimulusDiscussion arising out of the topics in the test including relating them to the situation in thecandidates home count ries. Role cards related to the topics under discussion may also beintroduced.

46


47/63

SYLLABUS FOR PROFICIENT COMMUNICATION LEVEL 5

For candidates applying for higher education in an Engli sh-speakinginst it ution and/ or wishing to demonst rate a high level of proficiency in English

for social, academic and professional purposes.

Common European Framework Level C2 (Mastery)

Level 5 is the minimum requirement for undergraduate courses at many UK universities and institutesof higher education.


To understand stated and unstated funct ions and the expli cit and impli cit meaning of the content ofwritten and spoken communication in a wide range of social, academic and professional contexts,and to express oneself in t he spoken and writ ten form eff ectively wit h a high degree of accuracy,

ease, appropriateness and style.


1. Listening


understand lengthy and complex monologues such as talks and lectures understandall kinds of specialised and non-specialised talks, conversat ions, debates and

discussions identif y the context, purpose, and register of the spoken discourse distinguish between facts and opinions in the spoken discourse dist inguish between main and secondary ideas in t he spoken discourse identif y and reconst ruct wi th ease the general and specif ic, explicit and implicit meaning identif y and reconst ruct wit h ease the main points, secondary ideas, cr it ical detail s and

implications and arguments identify the feelings, points of view, attitudes and motives of the speakers and how they are

expressed recognise the speakers use of language and stylist ic devices to convey ideas, feelings, att it udes

and points of view recognise how the speakers try to influence other people through their choice of language and

content

2. Reading


read lengthy complex texts such as art icles in newspapers, magazines, j ournals, text books,print ed regulat ions and inst ruct ions, and other factual publi cat ions

read lengthy, complex lit erary t exts identif y and understand context, purpose and register of the writ ten discourse identif y and understand the general and specifi c informat ion in the wri t ten discourse identif y and understand the main points, secondary ideas and crit ical details in the writ ten

discourse

dist inguish between fact and opinion in the writ ten discourse identify the arguments for and against the writers intention identify, understand and interpret the implications in the written discourse

47


48/63

Level 5

identify and understand the implicit and explicit feelings, points of view, attitudes and motivesof the writ ers and how they are expressed

read cri t ically to ident if y the use of language and stylist ic devices the writ er uses to convey

ideas, feelings, att it udes and points of view recognise how the writer tries to influence other people through choice of language and

content select, extract , synthesise and summarise the relevant informat ion from the writ ten discourse

3 Writing

Candidates should show they can write in an appropriate and effective style, showing controlled useof register, organisational patterns and cohesive devices which help the reader to find the significantpoints; reflect original thought and creative ideas and include information, qualified opinions,arguments and conclusions on a variety of topics related to daily, academic and professional life inthe form of:

complex newspaper art icles and reviews, biographies, CVs and notes for a speech discursive essays




COMMUNICATIVE TASKS

Candidates should be able to (in addition to those listed at previous levels):

recognise and use persuasive language use expressive language to attract attention and put over content effectively cope wit h and respond t o cont roversial and emotionally charged contributions employ a variety of discussion techniques to hold ones own respond to and express qualif ied opinions and arguments in a variety of ways


The themes and vocabulary required at Level 5 Proficient will relate to: the changing world studying or working abroad cultural and linguistic diversity economic and social systems the world of business topical international issues discrimination and equal opportunities

48


49/63

LANGUAGE CONTENT Level 5

(in addit ion to those listed at previous levels)

high degree of accuracy in t he control of complex linguist ic structures

high degree of variety in the use of complex linguist ic st ructures high degree of accurate and appropriate use of a wide range of vocabulary for work and study varied and subtle use of li teral, idiomatic and connotati ve language sensitivity to and appropriate use of style and register high level of control of cohesive devices high degree of accurate use of all features of wr it ing including: logical/ sequence markers,

clauses of al l kinds, simple and mult i compound/ complex sentences

49


50/63

WRITTEN TEST FORMAT: 2 hours 55 minutes Level 5



Tasks 1 and 2 consist of t wo listening texts recorded on tape. At least one of t he texts involves morethan one speaker. The recordings are authentic or realist ic and are delivered at a speed appropriateto the context of the sit uat ion. The fi rst recording is played twice and the second recording onceonly, with pauses for candidates to record t heir answers. Candidates may be asked to undertakesome of t he fol lowing tasks:

make rough notes of key information heard on the tape and reorder it where necessary make comments and give qualified reasons about different aspects of the spoken discourse complete missing information from the spoken discourse complete a table or fill in a grid, diagram, map or picture with appropriate general and specific

details from the spoken discourse identif y points or features of accompanying wri t ten text which relate to information or ideas

heard on the tape mark statements about a picture or text as true or false summarise information from the spoken discourse wri te down responses to quest ions and statements about the spoken discourse


The first task will involve reading and processing information to complete a task such as takingextended notes or making a summary.

The second task will involve reading dif ferent types of texts and analysing, interpret ing, synthesising

and evaluat ing the source data and their implications. The source data will serve as the basis of awritten response which will involve processing the extracted content in a format, style, register andtone to suit the communicat ive purpose and target audience. Candidates will be expected to readup to four t exts, one of which is the text for the f irst t ask. The four texts wil l not be more thanthree pages in total length. The wri t ten response should provide evidence of percept ive, l ogical andoriginal thought, development of argument and creative use of style, based on a set of instructionsand writ ten, diagrammat ic or visual st imuli . Wri t ten responses might include writ ing a biography,wri t ing a CV, making notes in preparat ion for an int erview or talk or preparing an abst ract of alecture which summarises the main points.

Task 4 Reading

Candidates read up to three texts of no more than 1300 words. Candidates may be asked toundertake some of the following tasks:

ident if y main and secondary ideas and support ing details, arguments and conclusions in the text compare, select and extract informat ion from a text and t ransfer it t o a diagram, map, picture,

tableor grid compare t exts and make responses to quest ions and statements about the texts put a sequence of pictures, il lust rat ions or sentences in order according to informat ion in t he

text mark statements about a picture or text as true or false write short answers to questions on important features of the text

explain the meanings or significance of key words or phrases summarise information from the texts make comments and give qualified reasons about different aspects of the texts

50


51/63

Level 5

match given words and phrases to words and phrases (or headings to paragraphs) in the text infer the meaning of words in the text analyse how the writer constructs a text, organises information or uses language in order to

achieve the purpose for which the text is written, e.g. to inform, persuade, entertain or instruct insert additional or missing information into a suitable point in the text


Task 5 Writ ing

A discursive essay in response to a specif ic statement and/ or quest ion, e.g. People oft en say thattravelbroadens t he mind. Doyouagree?

or

A newspaper art icle or cri t ical review advancing arguments or discussing specif ic activi t ies, proj ects,findings, advice or conclusions, based on the scenario of the test.

51


52/63


Oral tests are conducted by both an interviewer and an assessor. Candidates are assessed in pairsand are expected to ask their partner questions and respond to questions from their partner, aswell as to respond to quest ions and prompts from the interviewer.


Level 5 is for candidates applying for higher educat ion in an English-speaking insti tut ion and/ orwishing to demonstrate a high level of proficiency in English for social, academic and professionalpurposes.


speak and hold their own on a wide range of general and professional topics in a wide range ofcomplex sit uations and describe experiences in detail

express, qualify and discuss ideas and personal opinions using expressive and persuasivelanguage

cope with and respond to controversial and emotionally-charged points of view and reach aconclusion in extended and complex discussions.


Visual materials will be provided and candidates will be expected to relate the situations depictedto their own experiences.

Marking Criteria



Interaction

Vocabulary

Grammar

Pronunciation


52


53/63


Phase 1 Int roduct ionCandidates to introduce themselves and talk about:

studies or work future plans and hopes reasons for learning English li fe experience to date

Phase 2 Related to the theme in t he wr it ten test and based on visual stimulusDiscussion on topics arising naturally from the introduction, including current affairs and topicalissues. Candidates will be required to discuss topics in depth with each other and the int erviewer.

Phase 3 Development arising from the visual st imulusDiscussion arising out of the topics in the test including relating them to the situation in thecandidates home count ries. Role cards related to the topics under discussion may also be

introduced.

53


54/63

SAMPLE WRITING TASKS

The following writing samples have been included to give teachers and candidates a clearerpicture of the standards required. They are not intended to be model answers.

FOUNDATION LEVEL A1

Sample One

The children:The Children are woucing t he animals and plyeing the grundI l i ke Bidst er Zoo because:I l ike Bidst er Zoo because Zoo are very big bout h animals t here. ELEphant dancing childrenare plyeing the zoo.

Grade Awarded: Fail

The text i s recognisable as a piece of English discourse. However, aft er the first t hree words,communication demands more than serious effort on the part of the reader to beunderstandable. This is in part due to spell ings which are not recognisable and also due toinsuff icient, appropriate basic vocabulary and accurate basic grammar at word and sentencelevel.

Sample Two

The children:The childrens are playing. Some one s sit t ing on t he f lour. Someones eat ing.I l i ke Bidst er Zoo because:It s so Fonny. In zoo we can see lot s of Animals.

Grade Awarded: PassThe text demonstrates accurate use of appropriate, basic vocabulary and a number of basicgrammar and verb forms which meet t he demands of t he task. The lack of control of lower andupper case letters and misspellings of some words (which are recognisable in the context) do notimpede communication.

Sample Three

The children:

The children are very

LTE Handbook

Documents

Transcript of LTE Handbook