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
  • Little attempt at English pronunciation (1)
  • Attempts English pronunciation (2)
LANGUAGE USE
  • Holophrastic utterances / Lexis but no structure (1)
  • Some attempt at simple sentences (2)
  • Definite awareness of structure (3)
COMMUNICATION & EFFORT
  • Minimal attempt to produce language (1)
  • Attempts to produce English words (2)
  • Clearly trying to use language (3)
  • Responds with relevant language (4)
  • Very good effort to use all available language (5)

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
  • Little attempt at English pronunciation (1)
  • Attempts English pronunciation (2)
LANGUAGE USE
  • Holophrastic utterances / Lexis but no structure (1)
  • Some attempt at simple sentences (2)
  • Definite awareness of structure (3)
COMMUNICATION & EFFORT
  • Minimal attempt to produce language (1)
  • Attempts to produce English words (2)
  • Clearly trying to use language (3)
  • Responds with relevant language (4)
  • Very good effort to use all available language (5)

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
  • Little attempt at English pronunciation (1)
  • Attempts English pronunciation (2)
LANGUAGE USE
  • Holophrastic utterances / Lexis but no structure (1)
  • Some attempt at simple sentences (2)
  • Definite awareness of structure (3)
COMMUNICATION & EFFORT
  • Minimal attempt to produce language (1)
  • Attempts to produce English words (2)
  • Clearly trying to use language (3)
  • Responds with relevant language (4)
  • Very good effort to use all available language (5)