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
• Ask 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, 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	Requires preparation by the student?
Children’s Oral I	14-16 mins for 3 students maximum	Pictures or objects from Children’s Oral I word list	Warm up	Objects to point to/ name	Song, Rhyme, Chant	No/Yes (if Task 3 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 100
• Talking about possession
• Talking about ability
• Greetings
• More colours, items of clothing, parts of the body
• Simple commands
• The Present Continuous
• Talking about habits/routines (simple verbs)
• More prepositions: next to, between, behind
• Talking about time (o’clock – half past)
• Days of the week
• There is – There are
• Talking about the weather
• Simple songs, chants, poems, rhymes, 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	Requires preparation by the student?
Children’s Oral II	14-17 mins for 3 students maximum	Pictures or objects from Children’s Oral II word list	Warm up	Asking and answering questions about pictures + following/ giving commands	Song, Rhyme, Chant	No/Yes (if Task 3 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
• More Prepositions 7
• Shops and places in town
• Talking about shapes
• More opposites
• More complex sentences and questions
• The Present Simple
• Months of the year
• Seasons of the year
• Possessive Case
• The Simple Past (simple verbs)
• Description of people/places

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	Requires preparation by the student?
Children’s Oral III	14-18 mins for 3 students maximum	Pictures or objects from Children’s Oral III word list (story on card) + conversation topics	Warm up	Asking/ answering questions.	Story telling	No/Yes (if Task 3 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)