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)