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3 3 3 yD 4 4 4 4 $ ) $ ) t t t t t t Criteria for the Assessment of English Language Skills
LISTENING
Simplified Version Bands A E
Assessment
BandAt this level:
A
you may be able to listen and understand one or two easy words or questions, e.g. whats your name;
you may be able to guess what words mean from the situation, e.g. please sign your name;
you need a lot more help with listening to English.
B
you can listen and understand some easy words and sentences;
you can understand the general meaning in a short, easy piece of listening;
you can understand one or two details in a short, easy piece of listening;
you are beginning to guess what a word means;
you find it easier to understand English when you know the speaker and he or she speaks slowly, shows pictures and repeats the words.
Cyou can get the general meaning in different simple listening situations, e.g. listening to personal information, on the telephone, in a discussion;
you can get the details in different simple listening situations, e.g. at the station, in the classroom, following instructions;
you can use grammar to help you understand a piece of listening, e.g. she went shows something happened in the past;
you can use information to guess what words mean and guess what you will hear next;
you find it easier to understand English when the situations are familiar and you can ask questions and ask the speaker to speak more slowly or to repeat the words;
Dyou can understand in a range of listening situations, which may include some new words;
you can get the general meaning in longer and more difficult pieces of listening, though you may not be able to get all the details;
you are beginning to recognise different styles of speaking, e.g. to an employer, to a friend;
you are beginning to recognise the difference between facts and the speakers opinions;
you can use intonation (the sound of the speakers voice) and grammar to help you understand a piece of listening;
you find it easier to understand English when the situations are familiar and most of the language is familiar.
Eyou can understand in a wider range of listening situations, which will often include new words;
you can understand when people speak clearly at a normal speed, if the topic is familiar;
you can understand when people talk about different things in one conversation, e.g. during a discussion (you may not get all details if the topic is different);
you can recognise some different styles of speaking for different purposes, e.g. to an employer, to a friend:
you can recognise the difference between facts and the speakers opinions;
you can use intonation and grammar to help you understand in more difficult listening situations about the past, present and future;
you are beginning to understand some unfamiliar accents and kinds of English, e.g. Cockney.
Criteria for the Assessment of English Language Skills
SPEAKING
Simplified Version Bands A E
Assessment
BandAt this level:
A
you are beginning to learn to speak English;
you may be able to give some information, e.g. your name;
you may be able to repeat words after another person says them;
you need a lot of help with speaking English.
B
you can answer easy questions, e.g. I come from.;
your are beginning to learn new words;
you can speak in one or two easy situations, e.g. in class, asking whats your name;
you can sometimes ask for help to dins the words you need;
you are beginning to use easy grammar, e.g. he, she, they;
you find it easier to speak English when the other speaker is helpful and the situation is familiar.
Cyou start a conversation and answer questions in different simple speaking situations, e.g. asking for directions, speaking about your country;
you can remember grammar, words and phrases from one situation and use them in another;
you can give the general meaning in simple situations (but sometimes you cant find the words you want);
you can ask for help to check understanding and to find the words you want;
in simple speaking situations, your grammar may be correct, but in more difficult situations it may not;
with help, you can find some of your mistakes, e.g. if you recorded yourself;
you find it easier to speak English when the other speaker is helpful and the situation is familiar.
Dyou can speak in a range of familiar situations with more confidence (though in unfamiliar situations you may be less confident);
you can sometimes say the same thing In more than one way;
you can confidently check understand and ask for help to find the words you want;
you can give the basic facts but you might find it difficult to give lots of detail or explain all your ideas;
your grammar is often correct in short, simple sentences but you may make mistakes and need help in more difficult speaking situations;
you can find some of your own mistakes and correct them;
you find it easier to speak English when the situation is familiar and the other speaker helps the conversation going.
Eyou can speak with some confidence in a range of situations (familiar & unfamiliar);
you can speak about different topics in one situation, e.g. in a discussion;
you can often find several different ways of expressing one idea or meaning;
you can use a range of vocabulary;
you can use grammar correctly in simple situations, e.g. talk about the past, present,
you can usually explain what you mean and are beginning to give more details and ideas;
you can ask for help to convey a particular idea or meaning is you cant find exactly the word or phases you need;
you can use different styles of speaking for different purposes;
you can structure longer pieces of speaking in order to explain ideas more clearly e.g. by using adjoining words;
you can often find your own mistakes and correct them. Criteria for the Assessment of English Language Skills
READING
Simplified Version Bands A E
Assessment
BandAt this level:
Ayou may be able to guess meaning of words from the situation e.g. school;
you may be able to read one or two words, e.g. name, address;
you need a lot of help with reading in English.
B
you know the names and sounds of most of the letters of the alphabet;
you can read most numbers;
you can read and understand words in some signs and words you use often;
you can read from left to right;
you can guess what a word is, with some help;
you can read capital letters and small letters;
you find it easier to read English when you have seen the words before, when there are pictures and when there is someone to help you.
Cyou can read and understand short, simple pieces of writing
you can read simple charts and diagrams;
you can read and understand different typefaces and clear handwriting;
you can read longer numbers;
you are beginning to use different ways to understand new words, e.g. guessing the meaning from the whole sentence, looking at the shape and letters of the word, asking a friend, teaching or teaching assistant;
with help, you are beginning to read a piece of writing and find the general meaning;
you can use full stops, commas and grammar to help you understand a piece of writing;
you find it easier to read English when the piece of reading is simple and familiar.
Dyou can read and understand longer pieces of writing and more difficult words;
you can read more difficult charts and diagrams;
you are confident in trying to ready new words, using some of the ways listed in C;
you can read a piece of writing and find both the general meaning and the details;
you are beginning to recognise the difference between facts and the writers opinions;
you can use spelling, punctuation and grammar rules to understand a piece of writing;
you can use a simple English dictionary to fund meanings and spellings;
you are beginning to recognise different styles of writing, e.g. a letter to an employer compared to a letter to a friend;
you find it easier to read English when there is someone to help you with more difficult reading material.
Eyou can read and understand a wider range of texts e.g. magazine articles, forms;
you can confidently read texts and find both the general meaning and the details;
you can recognise the difference between facts and the writers opinions;
you can use more difficult spelling, punctuation and grammatical rules to help you understand texts;
you can confidently use an English dictionary to find meaning and spelling;
you may be able to use and English dictionary to check pronunciation;
you can compare texts which use different styles of writing and which are written for different reasons.
Criteria for the Assessment of English Language Skills
WRITING
Simplified Version Bands A E
Assessment
BandAt this level:
Ayou are beginning to learn to write;
you are learning to copy the letters of the alphabet;
you may be able to write or copy one or two words;
you need a lot of help with writing in English.
B
you can write the letters of the alphabet;
you are beginning to use capital letters;
you can write or copy in a box or on a line;
you can write or copy from left to right;
you are beginning to write a few simple words and sentences.
C
you can write phrases and simple sentences;
with help, you can write for different reasons, e.g. a short letter or story about yourself;
in short, easy pieces of writing your grammar is usually correct;
you are beginning to use commas and full stops;
with help, you can find some of your mistakes and correct them;
your handwriting is usually clear.
Dyou can write for different reasons, e.g. a letter, a story;
you can draw simple maps and diagrams;
you are beginning to use different kinds of writing for different purposes, e.g. a letter to a friend, a letter to an employer;
you can give the basic facts but you might find it difficult to give lots of detail or explain all your ideas;
your spelling, grammar and punctuation are almost always correct in a short, simple piece of writing but you might make mistakes and need help with a longer or more difficult piece of writing;
you can find some of your own mistakes and correct them;
your handwriting is clear.
Eyou can write for a range of reasons, e.g. an essay, a job application, with increasing confidence;
you can draw maps and diagrams;
you know words and phrases which mean nearly the same and can choose the ones your think are best;
you can use a range of vocabulary in your writing;
you are beginning to try linger and more difficult pieces of writing;
you can write with some confidence and describe past, present and future situations;
you can use spelling and punctuation rules with some confidence;
you can explain what you mean and are beginning to give more details and ideas;
you can use different kinds of writing for different purposes;
you can plan and organise your writing, using writing plans, paragraphs and joining words to explain your ideas more clearly;
you are beginning to use different ways to check your writing and can often find your mistakes.
Criteria for the Assessment of English Language Skills
STUDY SKILLS
Simplified Version Bands A E
Assessment
BandAt this level:
Ayou may not have studied before;
you may be able to say something about the things you want to learn;
you may be able to say something about the things you are good at and the things which you find difficult;
you need a lot of help with your study skills.
B
with help, you can keep your work in order and find work when you need to;
you can keep a record of learning, e.g. ticking a box to show the work you have done in a lesson;
you can use numbers to help you study, e.g. read the page numbers of a book.
Cyou can keep a file of work and a record of learning;
after discussing your work with a teacher, you can decide what skills you need to practice;
with help, you can talk about the things you are good at and the things you find difficult;
you can talk about different things you would like to learn and different ways of learning, e.g. working in pairs, working in groups, using a voice recorder;
with help, you can use a library to borrow books and use an index to find information in a book;
you are beginning to use a bilingual or a simple English dictionary to find the meaning of words;
you can use basic skills, e.g. find out how long a journey takes by reading a simple timetable;
you are beginning to use the words and ideas of a particular skill, e.g. word processing/computer keyboard;
Dyou can keep a file of work with different sections;
you can keep a record of learning;
you decide what skills you need to practise;
you can discuss the strengths and weaknesses of your work with you teacher;
you help to plan your own work or the work of the class;
you can discuss different styles of learning and teaching;
you can use libraries and indexes in books to find information;
you can use dictionaries to find meanings and spellings;
you can use a range of basic skills, e.g. drawing diagrams, making simple notes, using maps, using an A-Z;
you can use the words and ideas of a particular, e.g. learning to look after children.
Eyou can independently keep a file of work and find pieces of work easily when you need them;
you can keep a regular record of learning;
you can identify your own learning objectives and strengths and weaknesses;
you can comment on different styles of learning and teaching and take part in detailed syllabus planning;
you can confidently use libraries, including public libraries; dictionaries and indexes;
you can make notes during listening or reading;
you can demonstrate a wide range of basic skills, e.g. using a complex timetable, drawing a map;
you can confidently use the words and ideas or a particular skill, e.g. business.
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