CHILDREN’S ORAL TESTS OF ACHIEVEMENT – LEVEL I
Recognising the way that young children learn is very important and we at Anglia concentrate on recognition and reception at an early stage!
Suggested Guidelines:
- Numbers from 1 to 10
- Asking someone’s name
- Introducing oneself and others
- Talking about age
- Giving information: yes/no answers, what, where, who, how many
- Members of the family
- Simple colours, items of clothing, opposites, parts of the body
- Simple prepositions: in, on, under
- Simple songs, chants, poems, rhymes, drawings, collages, etc.
N.B.: The contents described above are only suggested guidelines for teachers/institutions. They may vary from one teacher/institution to another. Please, feel free to contact your local representative for further information.
Overview of Tasks:
| Level | Time (mins) | Materials | Task 1 | Task 2 | Task 3 | Task 4 | Requires preparation by the student? |
| Children’s Oral I | 10 1/2 mins for 2 students maximum | Pictures from Children’s Oral Level I wordlist | Warm up | Recognising objects in a picture (point to..) | Questions about a picture | Song, poem, chant, rhyme, drawing or collage | No/Yes (if Task 4 is done) |
Marking Criteria:
Throughout the Speaking Test candidates are assessed on their individual performance, not in relation to each other. This is so regardless of the format of the test, i.e., one-to-one, in pairs, or in groups of three.
The examiner assesses the candidates according to the criteria applicable to their own level, and awards marks according to three analytical criteria:
| SKILL TO BE ASSESSED | MARKS |
| PRONUNCIATION | 2 |
| LANGUAGE USE | 3 |
| COMMUNICATION & EFFORT | 5 |
Willingness to try is more important at this level than language proficiency, hence the weighting of the marks.
| SKILL TO BE ASSESSED | DISTRIBUTION OF MARKS |
| PRONUNCIATION |
|
| LANGUAGE USE |
|
| COMMUNICATION & EFFORT |
|
CHILDREN’S ORAL TESTS OF ACHIEVEMENT – LEVEL II
Recognising the way that young children learn is very important and we at Anglia concentrate on recognition and reception at an early stage!
Suggested Guidelines:
Teachers are expected to cover the previous contents plus:
- Numbers from 11 to 30
- Talking about possession
- Talking about ability
- Greetings
- More colours, items of clothing, parts of the body
- Simple commands
- The Present Continuous
- More prepositions: next to, between, behind
- There is – There are
- Talking about the weather
- Simple songs, chants, poems, rhymes, drawings, scale models, mock-ups, collages, etc.
N.B.: The contents described above are only suggested guidelines for teachers/institutions. They may vary from one teacher/institution to another. Please, feel free to contact your local representative for further information.
Overview of Tasks:
| Level | Time (mins) | Materials | Task 1 | Task 2 | Task 3 | Task 4 | Requires preparation by the student? |
| Children’s Oral II | 13 mins for 2 students maximum | Pictures from Children’s Oral Level II wordlist | Warm up | Questions about a picture | Giving instructions | Song, poem, chant, rhyme, drawing, mock-ups, etc | No/Yes (if Task 4 is done) |
Marking Criteria:
Throughout the Speaking Test candidates are assessed on their individual performance, not in relation to each other. This is so regardless of the format of the test, i.e., one-to-one, in pairs, or in groups of three.
The examiner assesses the candidates according to the criteria applicable to their own level, and awards marks according to three analytical criteria:
| SKILL TO BE ASSESSED | MARKS |
| PRONUNCIATION | 2 |
| LANGUAGE USE | 3 |
| COMMUNICATION & EFFORT | 5 |
Willingness to try is more important at this level than language proficiency, hence the weighting of the marks.
| SKILL TO BE ASSESSED | DISTRIBUTION OF MARKS |
| PRONUNCIATION |
|
| LANGUAGE USE |
|
| COMMUNICATION & EFFORT |
|
CHILDREN’S ORAL TESTS OF ACHIEVEMENT – LEVEL III
Recognising the way that young children learn is very important and we at Anglia concentrate on recognition and reception at an early stage!
Suggested Guidelines:
Teachers are expected to cover the previous contents plus:
- Numbers – Dates
- Talking about food
- Talking about time (o’clock and half past)
- More Prepositions
- Shops and places in town
- Talking about shapes
- More opposites
- More complex sentences and questions
- Talking about habits and routines (The Simple Present)
- Days of the week
- Months of the year
- Seasons of the year
- Possessive Case
- Description of people/places
- Simple songs, chants, poems, rhymes, drawings, scale models, mock-ups, collages, etc.
N.B.: The contents described above are only suggested guidelines for teachers/institutions. They may vary from one teacher/institution to another. Please, feel free to contact your local representative for further information.
Overview of Tasks:
| Level | Time (mins) | Materials | Task 1 | Task 2 | Task 3 | Task 4 | Requires preparation by the student? |
| Children’s Oral III | 14 mins for 2 students maximum | Pictures from Children’s Oral III wordlist (story on card) + Conversation topics |
Warm up | Talking about a topic | Tell the story | Song, poem, chant, rhyme, drawing, mock-ups, etc | No/Yes (if Task 4 is done) |
Marking Criteria:
Throughout the Speaking Test candidates are assessed on their individual performance, not in relation to each other. This is so regardless of the format of the test, i.e., one-to-one, in pairs, or in groups of three.
The examiner assesses the candidates according to the criteria applicable to their own level, and awards marks according to three analytical criteria:
| SKILL TO BE ASSESSED | MARKS |
| PRONUNCIATION | 2 |
| LANGUAGE USE | 3 |
| COMMUNICATION & EFFORT | 5 |
Willingness to try is more important at this level than language proficiency, hence the weighting of the marks.
| SKILL TO BE ASSESSED | DISTRIBUTION OF MARKS |
| PRONUNCIATION |
|
| LANGUAGE USE |
|
| COMMUNICATION & EFFORT |
|
