Elementary Level
Providing properly calibrated levels and certificates to help the students through this stage is invaluable!
This is the first stage designed to act as a bridging step upwards towards the top three levels. As part of the upper level suite, Elementary requires the candidate to write for the first time, a short piece of text on a given topic. They must also be able to read and understand a set text and be able to distinguish between the various tenses, using them properly within the examination answers.
Overview of Tasks:
Reading & Writing:
SECTION |
DESCRIPTION |
Section W1 (20 marks) |
Writing: composition |
Section R1 (12 marks) |
Reading for information |
Section R2 (13 marks) |
Reading comprehension |
Section R3 (20 marks) |
Use of English: general grammar Four-option multiple-choice Ten questions |
Section W2 (10 marks) |
Writing: answering questions |
Section W3 (10 marks) |
Writing: informal message |
Section R4 (5 marks) |
Use of English: prepositions |
Section W4 (10 marks) |
Writing: word order |
Listening:
SECTION |
DESCRIPTION |
Section L1 (10 marks) |
Listening for information |
Section L2 (20 marks) |
Listening for words in context |
Section L3 (20 marks) |
Listening for meaning |
Speaking:
SECTION |
DESCRIPTION |
Section S1 (3 - 4 minutes) |
Warm Up |
Section S2 (4 minutes) |
Describing the personal and familiar |
Section S3 (4 minutes) |
Discuss routine and familiar situations |
Syllabus and Specifications:
Performance Indicators
The student has sufficient active vocabulary and structural understanding to:
-
write a short connected text on descriptive or narrative topics.
-
read and understand a text from a familiar range of topics.
-
ask and answer questions about past or present events.
-
distinguish between and use a variety of tenses in familiar contexts: past, present and future.
-
express basic intention, purpose, obligation, preference and advice.
Grammar and Structures List
Grammar and Structures |
What are they used for? |
Some examples |
VERBS |
||
Future simple -will |
Talking about future plans |
What will you dowhen you are older? |
Future of intention 'be going to' |
Talking about future intentions |
I'm going to see a film this evening. |
Past continuous - when, while |
Talking about past activities which were interrupted |
I was having my breakfast when the postman knocked. While I was studying, he played loud music. |
Used to |
Talking about long past habits and states |
My father used to work in an office. |
Modals -should, must |
Expressing obligation and advice |
You must studyhard if you want to go to university. |
Infinitive of purpose |
Talking about the purpose of doing something |
Jane went to Americato learn English |
QUESTION TAGS |
||
Isn't he? Aren't you? Do you? Etc |
Asking for confirmation of a negative or positive statement or inviting an answer to a question |
You are coming to my party, aren't you? |
RELATIVE PRONOUNS |
||
Which, who, that |
Identifying people and objects |
This is the best cakethat I have ever eaten. |
REFLEXIVE PRONOUNS |
||
Myself, himself, herself, etc. |
Identify people and objects |
He hurt himself. |
ADVERBS |
||
Adverbs of frequency, e.g. |
Describing how often, how, when and to what extent people do something. Indicating degree of possibility. Ordering events and understanding instructions and directions. |
I have never flown in a plane. He is probably in his room. First, I had my breakfast. |
The contrast of too/enough |
Talking about the extent of something |
The student isn't trying hard enough, he never does his homework. |
PREPOSITIONS |
||
Prepositions as used in some very common phrasal verbs* and prepositional phrases*. |
|
You must put on a hat if you go out in the sun. |
INTENSIFIERS |
||
e.g. really, quite, so, very |
Indicating degree. |
It is really hot today. |
SPOKEN DISCOURSE |
||
Markers e.g. right, well. Use of substitution. |
Structuring conversation. Responding appropriately. |
"Right, has everyone got a book?" |
FORMAL IDENTIFICATION |
||
First name, surname, age, date of birth, address, postcode, country, nationality. |
Coping in formal situations especially when filling in forms. |
Date of Birth: 30.10.78 |
A good example of an essay at this level:
Marking Criteria
Composition
C |
Content organisation |
5 = Paragraphs to distinguish between beginning, middle and end. Narrative needs linking words used to order events (and, but, because). Descriptive needs adjectives and ideas organised into logical grouping |
A |
Accuracy |
5 = Minimal errors with language used. Minor errors do not impede understanding |
R |
Range of vocabulary and structure |
5 = Competent use of a range of language expected at this level. (e.g. past cont./ relative prons./ used to) Perhaps some attempt at using more advanced language, maybe with errors |
T |
Task completion |
5 = Full completion of task. No repetition |
Grade boundaries for composition
GRADE |
MARKS |
Distinction |
16 - 20 |
Merit |
13 - 15.5 |
Pass |
10 - 12.5 |
Referred |
5 - 9.5 |
Ungraded |
0 - 4.5 |
Section W3 - Writing an informal message
A |
Accuracy and organisation |
5 = Minimal, minor errors. Sentences organised logically with appropriate connectives used e.g. relative pronouns, but, also, so |
T |
Task completion and language range |
5 = Good range of language expected at this level. Full completion of task. No repetition. There may be some attempt at A2+/B1 level language, possibly with errors |
Grade boundaries for message writing
GRADE |
MARKS |
Distinction |
8 - 10 |
Merit |
6.5 - 7.5 |
Pass |
5 - 6 |
Referred |
2.5 - 4.5 |
Ungraded |
0 - 2 |
Grade Boundaries:
Grades are calculated by weighting the Listening % by 0.2 and the Written % by 0.8 - adding the results together and then using the information above.
Relevant Documents