1 ANGLAIS LANGUE SECONDE ANG DEFINITION OF THE DOMAIN SEPTEMBRE 1995
2 ANGLAIS LANGUE SECONDE ANG DEFINITION OF THE DOMAIN SEPTEMBER 1995 Direction de la formation générale des adultes Service de l'évaluation des apprentissages
3 Gouvernement du Québec Ministère de l'éducation, ISBN Dépôt légal Bibliothèque nationale du Québec, 1995
4 INTRODUCTION This definition of the domain is intended mainly for those responsible for developing examinations for the English as a Second Language program, level five, in adult education. It will be used for summative evaluation purposes. In it are organized the representative elements of the program. The purpose of defining the domain is to ensure that all examinations are consistent with the overall program. The definition of the domain will help evaluators understand the principal orientations of the program, as well as its learning content and how it is distributed. It is a prerequisite for the development of examinations.
5 Table of Contents Page 1. Orientations Program Elements Content Skills Justification of Choices Summary of Program Content to Be Evaluated and Relative Importance Justification of Distribution Description of Observable Behaviour Listening Speaking Reading Writing Exam Characteristics Type of Exam Exam Parameters Passing Mark and Retake... 18
6 2 1. Orientations ORIENTATIONS CONSEQUENCES 1. The program's global objective is Evaluation will be based on the to permit the student to com- student's comprehension of authentic municate in a variety of real-life oral and written texts similar to those situations that he or she might presented in class. The selected texts reasonably be expected to will be ones that the student might encounter. reasonably be expected to encounter outside the classroom. As for expression, evaluation will be based on the student's ability to communicate a significant message in a variety of real-life situations. Therefore the student will perform a number of tasks in a variety of communicative contexts at different times and with different people. 2. The program attributes greater Marks will be attributed in the following importance to oral communi- way: cation than to written communication, and greater Listening: 35 % importance to comprehension Speaking: 30 % than to expression. The program Reading: 20 % specifies the relative importance Writing: 15 % of the four skills. Evaluation of the student's fluency, 3. The program places a great mastery of grammar, range of vocabuemphasis on the student's ability lary, pronunciation and use of to both receive and produce communication strategies is based on significant messages. the degree to which these elements aid or hinder communication.
7 3 2. Program Elements 2.1 Content 1 a) Relationships with Others written and oral invitations and responses; discussion of the future; narration of noteworthy personal experiences; written account of an event. b) Employment and Education written job advertisements; written job descriptions or conditions of admissibility; filling out application forms, registration forms; oral exchanges during an interview; past work experience and education; discussions of goals in education and employment; discussions of trades and occupations. c) Current Events newspaper articles on subjects of interest; radio, TV reports; discussions of current events. d) Places and Travel written requests for information about a place; written descriptions of a place; discussions of different communities and places. e) History and Biographies written historical accounts of people, places, things and events; discussions of historical events. 1. The content elements must be seen in the context of the skills (terminal objectives) described on pages 4, 5 and 6.
8 4 2.2 Skills a) Listening On hearing oral texts (narrations, instructions, opinions, descriptions, explanations) in a wide variety of real-life situations, the student will be able to: identify important details, key words and phrases in oral questions and declarations; identify the main idea in a short narrative; find complementary or contradictory information in different oral texts; distinguish between arguments for and arguments against; understand a problem stated by another person; identify the chronological sequence of events in a narrative; identify the important elements in how something functions; discern a condition; understand a conclusion; recognize statements or ideas reported by another person. b) Speaking In a wide variety of real-life situations, the student will be able to: describe events; narrate a story; request confirmation of a statement; confirm a statement; request clarification; reformulate an idea; clarify an idea; ask for, express and react to opinions;
9 5 ask open and closed questions; answer open and closed questions; object to a statement; state a problem; state a conclusion; reflect on the future; state alternatives; report another person's statement or question. c) Reading On reading written texts (narrations, descriptions, explanations, opinions, instructions), the student will be able to: identify the main idea; find complementary or contradictory information; distinguish between arguments for and arguments against an issue; recognize inconsistencies or contradictions within the same text, or in different texts; extrapolate information from the opening paragraph, main body and final paragraph of a text; extrapolate information from résumés or summaries; identify the important elements in how something functions; discern a condition; recognize a conclusion.
10 6 d) Writing In a limited number of real-life situations, the student will be able to: use proper grammar, vocabulary, and spelling to convey information in job application form or some other type of form; write clear instructions in a proper sequence; use proper grammar, vocabulary and spelling to request simple information in a routine situation; give a written account of an event. 2.3 Justification of Choices Content elements from the five contexts were retained for purposes of evaluation. In general, content elements are retained because of their importance in enabling the student to function in the targeted linguistic situations and because of their value in promoting the transfer of abilities to related situations. While content elements were retained for almost all topics in the "listening" category, an individual exam may draw on one topic to the exclusion of another in order to promote the thematic nature of the test, with a limited set of characters in a real-life situation. The terminal objectives to be evaluated remain constant. A large number of elements from the five topics were retained in order to evaluate speaking skills. However, as students are tested in a maximum of three situations and since these situations vary from student to student, a sufficient number of different test items is necessary to provide choice. A small number of content elements were retained in "reading" and "writing", given the limited range of tasks students are expected to perform in the written mode. No content elements were rejected for purposes of evaluation.
11 3. Summary of Program Content to Be Evaluated and Relative Importance CONTENT RELATIONSHIPS WITH OTHERS EMPLOYMENT AND EDUCATION SKILL 20 % 20 % LISTENING (see page 4) identify important details, key words and phrases, the narration of personal experiences main idea, complementary or contradictory information, discussion of the future the chronological sequence invitations and responses distinguish between arguments for and arguments against an issue understand stated problems, how something functions, conclusions, reported ideas discern a condition 35 % (1) 10 % SPEAKING (see page 5) describe events narration of personal experiences oral exchanges during a job interview narrate a story discussion of the future past work experience and education request confirmation, clarification invitations and responses goals in education and employment confirm, clarify an idea discussions of work, occupations, trades reformulate an idea ask for, express and react to opinions answer open and closed questions object to a statement state a problem, alternatives state a conclusion reflect on the future report another person's idea 30 % (5) 5 % (6) 10 % READING (see page 5) identify the main idea, complementary or contradictory job descriptions, conditions of admissibility information, inconsistencies, the conclusion employment ads distinguish between arguments for and arguments against an issue extrapolate information 20 % (10) 5 % WRITING (see page 6) write clear instructions invitations and responses job application forms use proper grammar, vocabulary and spelling in account of personal experiences registration forms applications and requests for information give a written account of an event 15 % (14) 5 % (15) 5 %
12 CONTENT CURRENT EVENTS PLACES AND TRAVEL HISTORY AND BIOGRAPHIES SKILL 20 % 20 % 20 % LISTENING (see page 4) identify important details, key words and phrases, radio reports discussions of different commu- discussions of historical events the main idea, complementary or contradictory discussions of current events nities and places and figures information, the chronological sequence distinguish between arguments for and arguments against an issue understand stated problems, how something functions, conclusions, reported ideas discern a condition 35 % (2) 10 % (3) 5 % (4) 10 % SPEAKING (see page 5) describe events discussions of current events and discussions and comparisons of historical and biographical narrate a story issues destinations accounts request confirmation, clarification descriptions of one's own milieu confirm, clarify an idea in comparison to another reformulate an idea ask for, express and react to opinions answer open and closed questions object to a statement state a problem, alternatives state a conclusion reflect on the future report another person's idea 30 % (7) 5 % (8) 5 % (9) 5 % READING (see page 5) identify the main idea, complementary or newspaper articles on subjects of descriptions of a place written historical accounts contradictory information, inconsistencies, the interest conclusion distinguish between arguments for and arguments against an issue extrapolate information 20 % (11) 5 % (12) 5 % (13) 5 % WRITING (see page 6) write clear instructions request for information about a use proper grammar, vocabulary and spelling in place applications and requests for information give a written account of an event 15 % (16) 5 %
13 9 3.1 Justification of Distribution The program establishes the relative importance of the four skills listening, speaking, reading and writing. These values are respected in the distribution: Listening 35 % Speaking 30 % Reading 20 % Writing 15 % Content elements were retained in each of the five unit-settings. The distribution is as follows: Relationships with Others 20 % Education and Employment 20 % Current Events 20 % Places and Travel 20 % History and Biographies 20 % Such a distribution reflects to a large extent the number of intermediate objectives in each unit-setting. It must be noted, however, that many test items, because of their functional and notional content, apply to several linguistic settings. Thus, test items evaluating similar content elements from several settings may be grouped into one setting. The weighting of each dimension reflects the relative importance of these content elements in the program as well as the eventual application by the average student learning English in Québec.
14 10 4. Description of Observable Behaviour 4.1 Listening (Dimensions 1, 2, 3, 4) The oral texts will be presented in the context of real-life situations. The subjects of the texts will be both concrete and abstract (e.g. attitudes about lifestyles). Contextual support will be provided in the form of clear drawings, sound effects and written texts. The texts will reflect the degree of difficulty exhibited in the communicative situations. Some of the texts will contain complex sentences, with occasional linguistic screens and some unfamiliar vocabulary. The student will demonstrate his or her listening skills (identifying, contrasting, distinguishing, discerning, concluding, comparing) by: choosing the appropriate element from among several written or pictorial alternatives; matching related written or pictorial elements in relation to an oral message; indicating the correct sequence corresponding to oral stimuli; indicating the correct information in writing, to correspond to oral stimuli (one-word answer, short answer). 4.2 Speaking (Dimensions 5, 6, 7, 8, 9) This skill will be evaluated within the context of real-life situations wherein the student will be required to perform specific communicative tasks corresponding to the objectives of the program. Evaluation will be based on the student's ability to convey a significant message rather than on the form of the discourse. The evaluation activities will be simulations, role-playing, problemsolving as well as communicative games, discussions and debates.
15 11 The student will demonstrate his or her speaking skills by: conveying a complete and comprehensible message in response to the tasks assigned (comprehensibility); conveying the message with ease (fluency); using language structures and vocabulary to communicate the message accurately and appropriately (grammar + vocabulary); using proper pronunciation, rhythm, stress and intonation to convey a message that is easily comprehensible to a native speaker (pronunciation); overcoming communication breakdown by the use of rephrasing, circumlocution, appeals to the interlocutor, repetition, substitution and explanation (communicative strategies). The allocation of marks for the various elements of observable behaviour is the following: Comprehensibility 10 % Fluency 5 % Grammar + Vocabulary 5 % Pronunciation 5 % Communicative Strategies 5 % A detailed evaluation grid for this skill is found on page 12. A marking grid, including the five evaluation criteria for speaking and the three tasks to be completed by each student, is found on page 13. Note that 30 points ( ) are allotted to each task and that the potential total of 90 points for the three tasks must be divided by three to obtain the final mark out of 30.
16 EVALUATION GRID SPEAKING CRITERIA WEIGHTING message not conveyed hardly any message con- any teacher most of message conveyed any teacher complete message con- wrong message conveyed veyed hesitation communicative task hesitation veyed COMPREHENSIBILITY message irrelevant to task major inaccuracies in partially completed task succesfully completed communicative task not message performed communicative task for the most part not performed isolated words or phrases unnatural, halting speech any teacher uneven flow of speech any teacher almost natural, smooth giving no general idea no linking of ideas hesitation frequent hesitations, pauses hesitation speech frequent pauses, hesita- certain lack of continuity some slight hesitations, FLUENCY tions, false starts small degree of frustration very short pauses definite effort and frustra- occasional groping for easy linking of ideas tion words minimum of searching, inability to complete idea frustration GRAMMAR AND VOCABULARY errors leading to confused many errors, some of which any teacher many minor errors, few of any teacher occasional minor errors not message lead to misinterpretation hesitation which lead to misinterpreta- hesitation leading to misinterpretation completely inappropriate speech inappropriate to tion general awareness of to roles and socio- roles and socio-linguistic some awareness of speech speech appropriate to roles linguistic conventions conventions appropriate to roles and and socio-linguistic socio-linguistic conventions conventions speech unintelligible to poor pronunciation, rhythm, any teacher frequent faulty pronuncia- any teacher speech easily intelligible to native speaker stress, intonation hesitation tion, rhythm, stress, intona- hesitation native speaker despite PRONUNCIATION speech difficult to under- tion minor faults in pronunciastand for native speaker generally intelligible to tion, rhythm, stress, intonative speaker nation no use of communicative limited ability to recognize any teacher some ability to recognize any teacher ability to recognize errors, strategies errors, inaccuracies hesitation errors, inaccuracies hesitation inaccuracies and correct very limited ability to re- certain skills in rephrasing, them COMMUNICATIVE phrase, repeat, simplify, cir- repetition, circumlocution, effective use of rephrasing, STRATEGIES cumlocute, appeal to inter- simplification repetition, circumlocution, locutor for assistance limited appeal for assistance simplification frequent appeal to mother from interlocutor ability to appeal to intertongue occasional appeal to mother locutor for assistance tongue
18 Reading (Dimensions 10, 11, 12, 13) The written texts will resemble authentic written documents that the student is likely to encounter and that have been studied (newspaper articles, historical accounts, job descriptions and conditions of admissibility, application forms, documents describing a place, employment ads, invitations). The student will demonstrate his or her reading abilities (identifying, contrasting, distinguishing, concluding, extrapolating, comparing) by: using the written document (e.g. a newspaper article) to successfully complete a task (e.g. identify the main idea of a paragraph); matching a written message to a pictorial representation; making the appropriate written reply to a written stimulus; choosing the appropriate element from among several written or pictorial alternatives; rearranging several written or pictorial elements in terms of sequence, chronology, degree, etc. 4.4 Writing (Dimensions 14, 15, 16) Writing skills will be evaluated within the context of real-life situations wherein the student will be required to perform specific communicative tasks, corresponding to the objectives. A detailed evaluation checklist for this skill is found on the next page. The answer key will indicate when the proposed checklist should be used. The tasks will be drawn from dimensions 14, 15 and 16 (application forms, registration forms, requests for information, invitations and responses, and a description of a personal experience). The student will demonstrate his or her writing skills by: writing one-word, short-phrase and short-sentence responses to a written stimulus; written one-word, short-phrase and short-sentence responses to an oral stimulus; writing short letters of up to 150 words based on a topic familiar to the student or on information supplied by the examiner.
19 15 EVALUATION CHECKLIST FOR ADMINISTRATIVE USE IN WRITTEN EXPRESSION The following set of criteria can be used in evaluating the student's writing to accomplish a particular task. message completely conveyed communicative task successfully completed appropriate use of vocabulary 5/5 natural language structure correct spelling message completely conveyed communicative task successfully completed appropriate use of vocabulary 4/5 minor errors in language structure not leading to misinterpretation minor errors in spelling not leading to misinterpretation message mostly conveyed communicative task for the most part completed minor inappropriateness in use of vocabulary errors in language structure leading to a possibility of misinterpretation some errors in spelling occasionally hindering comprehension 3/5 message partly conveyed communicative task partially completed frequent inappropriateness in vocabulary use and language structure 2/5 leading to difficulties in interpretation frequent errors in spelling leading to difficulties in interpretation message barely conveyed communicative task for the most part not completed major errors in use of vocabulary, language structure and spelling leading to incomprehension or misinterpretation 1/5 no message conveyed 0/5
20 16 5. Exam Characteristics 5.1 Type of Exam There will be two types of exams: oral exams, which measure speaking, and a final written exam, which measures listening, reading and writing. The oral exams will count for 30 %. The final exam will count for 70 % (listening 35 %, reading 20 %, writing 15 %). 5.2 Exam Parameters a) Oral Exam (Speaking) Content The activities used in evaluation will be simulations, role-playing, problem-solving as well as communicative games, discussions and debates. Not all students will be evaluated on the same task. However, each student will be required to undertake a sampling of communicative tasks of comparable difficulty from dimensions 5, 6, 7, 8 and 9. Schedule There will be three evaluation sessions for each student held at different times throughout the course. The three sessions will be held to correspond to the following unit-settings: Session 1 Relationships with Others Session 2 Employment and Education Current Events Session 3 Places and Travel History and Biographies The sequence in which the evaluation sessions are presented is left entirely to the discretion of the teacher. The total time allotted to the evaluation of speaking should not exceed, on the average, four minutes per student per evaluation session (twelve minutes per course).
21 17 Organization The student will be observed as he or she performs a specific communicative task within a small group (2 to 4 people). The oral evaluation will be a regular part of the second-language classroom. The student must be informed when he or she is being evaluated and on what criteria. It is important to reiterate that summative evaluation, which counts towards the student's final mark, can take place only on completion of the integrated learning activities and formative evaluation designed to help the student measure his or her progress. Materials The evaluation material will include a sufficient number of test items to evaluate speaking skills for each session. A teacher's copy and, when necessary, a student's copy of the items will be provided. Many of the test items can be adapted so as to be more pertinent to individual students' situations. Suggestions to this end accompany many items. Examiners may use the evaluation and marking grids in this guide to record marks. b) Final Exam (Listening, Reading, Writing) Content The final exam will comprise Part 1 (listening) corresponding to dimensions 1 4, and Part 2 (reading and writing) corresponding to dimensions Schedule The final exam will be held at the end of the 100-hour session or on completion of the course. The total time for Part 1 of the exam is determined by the audio recording which, once started, must not be stopped (approximatively one hour). Part 2 must be completed within ninety minutes. The exams may or may not be given consecutively. Normally, Part 1 is administered before Part 2.
22 18 Organization The final exam can be given to the students as a group or on an individual basis. Materials The instructions and stimuli for Part 1 of the final exam will be presented both on paper and on audio tape. The evaluation materials include: an audio recording on cassette; a tapescript; a student's booklet; a student's answer sheet; a correction key. The instructions and stimuli for Part 2 of the final exam will be presented only on paper. The evaluation materials include: a student's booklet; a student's answer sheet; a correction key. Students are allowed to use dictionaries for Part 2 of the final exam. They are not, however, permitted to use class notes. More than one form of exam is available. 5.3 Passing Mark and Retake The student must obtain 60 percent when the marks for all three parts (listening, reading and writing, and speaking) are combined. In those cases where 60 percent is not attained, students are required to retake the part they did not succeed or the combined parts of the exam. Of course, such retakes should be administered only after sufficient language acquisition has occurred to permit a reasonable chance of success. A different version of the exam is used.
23 Gouvernement du Québec Ministère de l Éducation A
ANGLAIS LANGUE SECONDE ANG-1001-6 DEFINITION OF THE DOMAIN SEPTEMBRE 1995 ANGLAIS LANGUE SECONDE ANG-1001-6 DEFINITION OF THE DOMAIN SEPTEMBER 1995 Direction de la formation générale des adultes Service
ELPS TELPAS Proficiency Level Descriptors Permission to copy the ELPS TELPAS Proficiency Level Descriptors is hereby extended to Texas school officials and their agents for their exclusive use in determining
AP French Language and Culture Curriculum Framework 2011 2012 Contents (click on a topic to jump to that page) Introduction... 3 Structure of the Curriculum Framework...4 Learning Objectives and Achievement
Bilingual Education Assessment Urdu (034) NY-SG-FLD034-01 The State Education Department does not discriminate on the basis of age, color, religion, creed, disability, marital status, veteran status, national
Modern Languages Level II Course Description One Stop Shop For Educators The Level II language course focuses on the continued development of communicative competence in the target language and understanding
Cambridge English: Preliminary, also known as the Preliminary English Test (PET), is part of a comprehensive range of exams developed by Cambridge English Language Assessment. Cambridge English exams have
Session One: Increasing Comprehensibility One goal for every teacher working with ELL students is to increase comprehensibility. In other words, to increase understanding or make course content more intelligible.
Cambridge IELTS 2 Examination papers from the University of Cambridge Local Examinations Syndicate PUBLISHED BY THE PRESS SYNDICATE OF THE UNIVERSITY OF CAMBRIDGE The Pitt Building, Trumpington Street,
The following are can do statements in four skills: Listening, Speaking, Reading and Writing. Put a in front of each description that applies to your current Thai proficiency (.i.e. what you can do with
PTE Academic Score Guide November 2012 Version 4 PTE Academic Score Guide Copyright Pearson Education Ltd 2012. All rights reserved; no part of this publication may be reproduced without the prior written
Rubrics for Assessing Student Writing, Listening, and Speaking High School Copyright by the McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the material contained herein
About the ELPS This document is a slightly reformatted version of the glish Language Proficiency Standards (ELPS) rule text, which is available on the Texas Education Agency Web site, http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4.
TASIS England Summer School TASIS English Language Program (TELP) Description of Levels and TELP Level Descriptions There are 6 levels of instruction, ranging from classes to serve those with very basic
AP SPANISH LANGUAGE AND CULTURE EXAM 2014 SCORING GUIDELINES Identical to Scoring Guidelines used for French, German, and Italian Language and Culture Exams Interpersonal Writing: E-mail Reply 5: STRONG
Introductory Guide to the Common European Framework of Reference (CEFR) for English Language Teachers What is the Common European Framework of Reference? The Common European Framework of Reference gives
Лю Пэн COMPUTER TECHNOLOGY IN TEACHING READING Effective Elementary Reading Program Effective approach must contain the following five components: 1. Phonemic awareness instruction to help children learn
English for Business Communication Second Edition A short course consisting of five modules: Cultural diversity and socialising, Telephoning, Presentations, Meetings and Negotiations Teacher s Book University
AP Spanish Language and Culture 2015 Scoring Guidelines College Board, Advanced Placement Program, AP, AP Central, and the acorn logo are registered trademarks of the College Board. AP Central is the official
ACTFL OPIc FAMILIARIZATION MANUAL AMERICAN COUNCIL ON THE TEACHING OF FOREIGN LANGUAGES PROFESSIONAL PROGRAMS 3 BARKER AVE, SUITE 300 WHITE PLAINS, NY 10601-1509 ph 914-963-8830 www.actfl.org No portion
PICAI Italian Language Courses for Adults 6865, Christophe-Colomb, Montreal, Quebec Tel: 514-271 5590 Fax: 514 271 5593 Email: firstname.lastname@example.org School Year 2013/2014 September April (24 lessons; 3hours/lesson
PROCESSES CONVENTIONS MATRIX OF STANDARDS AND COMPETENCIES FOR ENGLISH IN GRADES 7 10 Determine how stress, Listen for important Determine intonation, phrasing, points signaled by appropriateness of pacing,
Correlation table between Intelligent Business Pre-intermediate and English for Business Level 1 (CEFR A2/B1) English for Business Level 1 This qualification is intended for candidates who have achieved
DIstribution of Program Content ANG-3007-6 ANG-4436-6 ANG-5554-6 ANG-5555-6 English as a Second Language Comprehensive Assessment Prior Learning Examination Distribution of Program Content ANG-3007-6 ANG-4436-6
Cambridge IELTS 3 Examination papers from the University of Cambridge Local Examinations Syndicate PUBLISHED BY THE PRESS SYNDICATE OF THE UNIVERSITY OF CAMBRIDGE The Pitt Building, Trumpington Street,
Guide to Pearson Test of English General Level 3 (Upper Intermediate) November 2011 Version 5 Pearson Education Ltd 2011. No part of this publication may be reproduced without the prior permission of Pearson
Global Pre-intermediate Listening A2 Unit Page I can understand what is said clearly, slowly and directly to me in simple everyday conversation; it is possible to make me understand, if the speaker can
TOEFL test preparation Campus life reading proficiency 130 countries speaking essential listening most widely accepted writing go anywhere your ideas do anything communicate become Successful university
Elizabethtown Area School District French III Course Number: 610 Length of Course: 18 weeks Grade Level: 10-12 Elective Total Clock Hours: 120 Length of Period: 80 minutes Date Written: Spring 2009 Periods
xxviii ENGLISH LANGUAGE PROFICIENCY STANDARDS FOR PRECALCULUS (M) use trigonometric identities such as reciprocal, quotient, Pythagorean, cofunctions, even/odd, and sum and difference identities for cosine
Level E Level E books are generally longer than books at previous levels, either with more pages or more lines of text on a page. Some have sentences that carry over several pages and have a full range
Guide for: Test-takers & Teachers What is the TEA test? TEA is a test of your ability to communicate in English it is not a test of your operational knowledge. TEA is a test of plain English in an aviation
Reading: Literature Writing: Narrative RL.6.1 RL.6.2 RL.6.3 RL.6.4 RL.6.5 RL.6.6 RL.6.7 W.6.3 SIXTH GRADE UNIT 1 Key Ideas and Details Cite textual evidence to support analysis of what the text says explicitly
Common European Framework of Reference for Languages: Learning, teaching, assessment Structured overview of all CEFR scales The copyright of the descriptive scales and the illustrative scales (in all languages)
Karen Ludlow New ENGLISH FILE Pre-intermediate and the Common European Framework of Reference 2 INTRODUCTION What is this booklet for? The aim of this booklet is to give a clear and simple introduction
1 An Analysis of the Eleventh Grade Students Monitor Use in Speaking Performance based on Krashen s (1982) Monitor Hypothesis at SMAN 4 Jember Moh. Rofid Fikroni, Musli Ariani, Sugeng Ariyanto Language
Contents Page Details of the speaking test 3 Part 1 5 Part 2 7 Part 3 11 General tips for speaking 15 Make sure you have a copy of the How to prepare for IELTS FAQs booklet in addition to this booklet.
SOUTH SEATTLE COMMUNITY COLLEGE (General Education) COURSE OUTLINE Revision: (Don Bissonnette and Kris Lysaker) July 2009 DEPARTMENT: CURRICULLUM: COURSE TITLE: Basic and Transitional Studies English as
There are approximately six million English Language Learners, ELLs, in our country today. Exemplary Strategies has been designed for all teachers. Whether the students native language is English, Spanish
Page 1 of 57 Grade 3 Reading Literary Text Principles of Reading (P) Standard 1: Demonstrate understanding of the organization and basic features of print. Standard 2: Demonstrate understanding of spoken
Touchstone Level 2 Common European Framework of Reference for Languages (CEFR) Contents Introduction to CEFR 2 CEFR level 3 CEFR goals realized in this level of Touchstone 4 How each unit relates to the
Selected Instructional Aids from Biography-Driven Culturally Responsive Teaching SOCORRO HERRERA Teachers College, Columbia University New York and London This material appears in Biography-Driven Culturally
Learning Today Smart Tutor Supports English Language Learners By Paolo Martin M.A. Ed Literacy Specialist UC Berkley 1 Introduction Across the nation, the numbers of students with limited English proficiency
Roane State Community College Spanish Program Humanities Divisions Syllabus Syllabus for Spanish 2020 Instructor s Name: Instructor's Office Hours: Course Tentative Schedule: Note to Students: The students
What is U.S.A. Learns? U.S.A. Learns is a free Web site funded by the U.S. Department of Education to support immigrants who want to learn or improve their English skills as they become part of American
Integrated Skills in English (ISE) Guide for Students ISE III (C1) Reading & Writing Speaking & Listening Trinity College London www.trinitycollege.com Charity number 1014792 Patron HRH The Duke of Kent
Oral Proficiency Interview Familiarization Manual American Council on the Teaching of Foreign Languages Professional Programs 3 Barker Ave, Suite 300 White Plains, NY 10601-1509 ph 914-963-8830 www.actfl.org
Stamford Green Primary School Spanish Curriculum Map September 2014 Contents Page Essential characteristics of linguists Page 3 Aims of the National Curriculum Page 4 Early Years Page 5 Year 1 Expectation
Course Description This course is designed for learners at the pre-intermediate level of English proficiency. Learners will build upon all four language skills: listening, speaking, reading, and writing
American Council on the Teaching of Foreign Languages ACTFL PROFICIENCY GUIDELINESCSPEAKING Revised 1999 The ACTFL Proficiency Guidelines C Speaking (1986) have gained widespread application as a metric
PTE Academic Recommended Resources Language Leader Intermediate Pearson Longman, 2008 April 2012 V2 Pearson Education Ltd 2012. No part of this publication may be reproduced without the prior permission
GCSE (9-1) Spanish io n FT at q u al ac Of DR A c r e dit This draft qualification has not yet been accredited by Ofqual. It is published enable teachers have early sight of our proposed approach Pearson
CHAPTER 4 bbbbcc Formal and Informal Assessment of Limited English Proficient/English Language Learners Assessment Practices for Monitoring the Performance of Limited English Proficient/English Language
HANDBOOK ENGLISH # 5160-LZB-010101 A2 B1 ABBREVIATED VERSION free download at www.telc.net www.telc.net All rights reserved; no part of this publication may be reproduced, stored in a retrieval system,
Spoken English for Work (SEW) exams Guide for Teachers (B1) Trinity College London 89 Albert Embankment London SE1 7TP UK T +44 (0)20 7820 6100 F +44 (0)20 7820 6161 E email@example.com www.trinitycollege.co.uk
The Languages Ladder Steps to Success The What is it? The development of a national recognition scheme for languages the Languages Ladder is one of three overarching aims of the National Languages Strategy.
BURSTED WOOD PRIMARY SCHOOL Year 6 English Medium Term Plans Reading Word Objectives apply their growing knowledge of root words prefixes and suffixes (morphology and etymology), as listed under the spelling
Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6 4 I. READING AND LITERATURE A. Word Recognition, Analysis, and Fluency The student
face2face Upper Intermediate: Common European Framework (CEF) B2 Skills Maps The table on the right describes the general degree of skill required at B2 of the CEF. Details of the language knowledge required
PTE Academic Recommended Resources Language Leader Pre-Intermediate Pearson Longman, 2008 April 2012 V2 Pearson Education Ltd 2012. No part of this publication may be reproduced without the prior permission
Section 8 Foreign Languages Article 1 OVERALL OBJECTIVE To develop students communication abilities such as accurately understanding and appropriately conveying information, ideas,, deepening their understanding
Second Language Acquisition Stages Stephen Krashen (1986) Silent and Receptive Stage do not verbally respond to communication in the second language although there is receptive processing. should be actively
Level 4 Certificate in English for Business LCCI International Qualifications Syllabus Effective from January 2006 For further information contact us: Tel. +44 (0) 8707 202909 Email. firstname.lastname@example.org
ACTFL PROFICIENCY GUIDELINES 2012 AMERICAN COUNCIL ON THE TEACHING OF FOREIGN LANGUAGES 1001 N. FAIRFAX ST., SUITE 200 ALEXANDRIA, VA 22314 ph 703-894-2900 fax 703-894-2905 www.actfl.org 1 ACTFL PROFICIENCY
CELTA Certificate in Teaching English to Speakers of Other Languages Syllabus and Assessment Guidelines Fourth Edition CELTA (Certificate in Teaching English to Speakers of Other Languages) is regulated
IDENTIFICATION, EVALUATION AND INTERVENTION FOR ELL STUDENTS WITH COMMUNICATION DISORDERS INTRODUCTION Public school systems in the United States have experienced a significant increase in the number of
English Intermediate CEFR Guide Introduction What is this guide for? This guide is designed to help teachers cross reference the communicative activities and tasks in English Result with those described
ENG P107-4 Engagement and Involvement Author(s) : Center : School Board : Date : Title : Brief description : L earning Situation Notebook Length : Broad Area of Learning : Environmental and Consumer Awareness
listen attentively to spoken language and show understanding by joining in and responding explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of
The Praxis Series ebooks The Official Study Guide French: World Language Test Code: 5174 Study Topics Practice Questions Directly From the Test Makers Test-Taking Strategies www.ets.org/praxis Study Guide
SEN or EAL? Filter questions This has been adapted from 'Bilingual pupils and special educational needs: A teacher's guide to appropriate support and referral', by Susan Shaw. Use these questions to decide
Gouvernement du Québec Ministère de l Éducation, 2004 04-00808 ISBN 2-550-43538-9 Legal deposit Bibliothèque nationale du Québec, 2004 1. INTRODUCTION This Definition of the Domain for Summative Evaluation
ELL Considerations for Common Core-Aligned Tasks in English Language Arts A substantial body of research clearly indicates that utilizing specific instructional modifications as well as targeted pedagogical
Jan/Feb 2007 What Does Research Tell Us About Teaching Reading to English Language Learners? By Suzanne Irujo, ELL Outlook Contributing Writer As a classroom teacher, I was largely ignorant of, and definitely
CALIFORNIA STATE UNIVERSITY, HAYWARD DEPARTMENT OF ENGLISH Assessment of Master s Programs in English [Note: Program descriptions are given at the end of this document.] Student Learning Outcomes (SLOs):
REGULATIONS FOR THE DEGREE OF MASTER OF ARTS IN TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES (MA[TESOL]) (See also General Regulations) Any publication based on work approved for a higher degree should
Karen Ludlow New ENGLISH FILE Elementary and the Common European Framework of Reference 2 INTRODUCTION What is this booklet for? The aim of this booklet is to give a clear and simple introduction to the
Teacher s Guide for DynEd s Placement Tests Version 1.9 Copyright 2004-2006, DynEd International, Inc. May 2006 Table of Contents Introduction...3 Placement Test for Kids...4 Placement Test Records...5
AP SPANISH LANGUAGE AND CULTURE EXAM 2014 SCORING GUIDELINES Identical to Scoring Guidelines used for French, German, and Italian Language and Culture Exams Interpersonal Speaking: Conversation 5: STRONG
FOUNDATIONS (1, 2) To act as a professional inheritor, critic and interpreter of knowledge or culture when teaching students. Situates the discipline's basic benchmarks and points of understanding (concepts,
New and the Common European Framework of Reference Intermediate, third edition Upper-Intermediate Advanced Georgia Smith 2 Contents Introduction p3 New Headway Intermediate, third edition New Headway Upper-Intermediate
American English File and the Common European Framework of Reference Karen Ludlow Starter 2 Int r o d u c t i o n What is this booklet for? The aim of this booklet is to give a clear and simple introduction
About Collins series has been designed to be easy to use, whether by learners studying at home on their own or in a classroom with a teacher: Instructions are easy to follow Exercises are carefully arranged